The Diagnostic Assessment and Achievement of College Skills (DAACS) is a suite of technological and social supports designed to optimize student learning (see www.daacs.net. These data are a subset of data collected as part of a randomized control trial (Bryer, et al, 2025) and used in a study exploring a person centered approach to define learning profiles (Cleary, Bryer, & Yu, 2025). Students in the treatment group completed four assessments during orientation: self-regulated learning (including sub domains of metacognition, strategy use, and motivation), mathematics, reading, and writing. Students receive immediate and customized feedback in terms of one, two, or three dots indicating whether they are developing, emerging, or mastering in the given skills. The two outcome variables for the Cleary et al (2025) paper explored how the results of the DAACS assessments were related to feedback page views and term one success.
Usage
data(daacs)Format
A data frame with 6,376 rows and 8 variables
- Motivation
Self-regulated learning motivation total score. Scores can range from 0 to 4.
- Metacognition
Self-regulated learning metacognition total score. Scores can range from 0 to 4.
- Strategies
Self-regulated learning strategy use total score. Scores can range from 0 to 4.
- Mathematics
Mathematics total score. Scores can range from 0 to 1.
- Reading
Reading comprehension total score. Scores can range from 0 to 1.
- Writing
Writing total score. Scores can range from 0 to 1.
- FeedbackViews
Number of feedback page views in the DAACS system.
- TermSuccess
Whether the student successfully completed 12 credits within the first term.
References
Cleary, J. T., Bryer, J., & Yu, E. C. Y. (2025, April 23–27). Examining college readiness profiles among students enrolling in an online college: The importance of leveraging academic skills and self-regulated learning data. Paper presentation. American Educational Research Association, Denver, CO, United States.
Bryer, J. M., Andrade, H., Cleary, T., Lui, A., & Franklin, D. (2024). The efficacy and predictive power of the diagnostic assessment and achievement of college skills on academic success indicators. Educational Technology Research and Development.
Lui, A. M., Franklin, D., Akhmedjanova, D., Gorgun, G., Bryer, J., Andrade, H. L., & Cleary, T. (2018). Validity evidence of the internal structure of the DAACS self-regulated learning survey. Future Review: International Journal of Transition, College, and Career Success, 1 (1).