Journal article
Can College Students Accurately Assess What Affects Their Learning and Development?
Journal of college student development, Vol.52(3), pp.270-290
05/01/2011
DOI: 10.1353/csd.2011.0042
Abstract
Informal (and sometimes formal) assessments in higher education often ask students how their skills or attitudes have changed as the result of engaging in a particular course or program; however, it is unclear to what extent these self-reports are accurate. Using a longitudinal sample of over 3,000 college students, we found that students were fairly inaccurate when reporting how their experiences with faculty and peers affected their own cognitive and personal development. These findings call into question the use of perceived influence measures, and they add to a growing literature on the validity of self:reported measures of learning and development.
Details
- Title: Subtitle
- Can College Students Accurately Assess What Affects Their Learning and Development?
- Creators
- Nicholas A. Bowman - Notre Dame of Dadiangas UniversityTricia A. Seifert - Univ Toronto, Ontario Inst Studies Educ, Toronto, ON M5S 1A1, Canada
- Resource Type
- Journal article
- Publication Details
- Journal of college student development, Vol.52(3), pp.270-290
- Publisher
- Johns Hopkins Univ Press
- DOI
- 10.1353/csd.2011.0042
- ISSN
- 0897-5264
- eISSN
- 1543-3382
- Number of pages
- 21
- Language
- English
- Date published
- 05/01/2011
- Academic Unit
- Educational Policy and Leadership Studies; Public Policy Center (Archive); Center for Social Science Innovation
- Record Identifier
- 9984283578602771
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