COLLEGE IMPACT ON STUDENT LEARNING: Comparing the Use of Self-Reported Gains, Standardized Test Scores, and College Grades.

Autor/in	Anaya, Guadalupe
Titel	COLLEGE IMPACT ON STUDENT LEARNING: Comparing the Use of Self-Reported Gains, Standardized Test Scores, and College Grades.
Quelle	In: Research in higher education, (1999) 5, S.499-526Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1023/A:1018744326915
Schlagwörter	Comparable Result; Test Score; Standardize Test; Student Learn; Education Research
Abstract	Abstract To examine the impact of college researchershave used a variety of measures of learning and fairlycomparable results have been obtained. This studyundertakes a direct comparison of three learningindicators: college grade-point average, student reportedgrowth (Verbal and Quantitative), and GRE scores(Verbal, Quantitative, and Composite). The same set ofindependent variables was regressed onto each dependent measure using a national sample of 2,289students. Substantive interpretations are presented andcomparisons are made for paired regressions usingalternate indicators. This paper provides evidencesuggesting that (1) student-reported cognitive growthsurvey items have a modest relative validity; (2) theattenuation associated with the use of residual gainscores does not invalidate their use; and (3) comparable results are obtained when using the college GPAand standardized test scores. It is concluded that thealternate measures can be used as proxies for moredirect measures of learning.
Erfasst von	OLC
Update	2023/2/05