Journal article
Can 1st-Year College Students Accurately Report Their Learning and Development?
American educational research journal, Vol.47(2), pp.466-496
06/2010
DOI: 10.3102/0002831209353595
Abstract
Many higher education studies use self-reported gains as indicators of college student learning and development. However, the evidence regarding the validity of these indicators is quite mixed. It is proposed that the temporal nature of the assessment—whether students are asked to report their current attributes or how their attributes have changed over time—best accounts for students’ (in)ability to make accurate judgments. Using a longitudinal sample of over 3,000 first-year college students, this study compares self-reported gains and longitudinal gains that are measured either objectively or subjectively. Across several cognitive and noncognitive outcomes, the correlations between self-reported and longitudinal gains are small or virtually zero, and regression analyses using these two forms of assessment yield divergent results.
Details
- Title: Subtitle
- Can 1st-Year College Students Accurately Report Their Learning and Development?
- Creators
- Nicholas A. Bowman - University of Notre Dame
- Resource Type
- Journal article
- Publication Details
- American educational research journal, Vol.47(2), pp.466-496
- Publisher
- SAGE Publications
- DOI
- 10.3102/0002831209353595
- ISSN
- 0002-8312
- eISSN
- 1935-1011
- Language
- English
- Date published
- 06/2010
- Academic Unit
- Educational Policy and Leadership Studies; Public Policy Center (Archive); Center for Social Science Innovation
- Record Identifier
- 9984283723202771
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