ERIC Number: ED346134
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Growth in Knowledge: A Two-Year Longitudinal Study of Changes in Scores on the College Basic Academic Subjects Examination.
Thorndike, Robert M.; Andrieu-Parker, Jacqueline M.
Cognitive changes in college students from early in the freshman year to the end of the sophomore year were assessed using a pretest-posttest design. In all, 135 university students completed both a pretest and a posttest. The academic achievement measure used was the College Basic Academic Subjects Examination (CBASE), a test intended to assess content knowledge and skill development at a level with students completing the general education component of their college experience. The analysis of pretest and posttest scores showed a general average gain of about one-quarter of a standard deviation, but there were some notable losses, with some students losing almost 200 scale points on retesting while others showed large gains. Results indicate that the CBASE is a high quality instrument with good test-retest reliability, but that it adds little to information about entering students that is available from other sources. CBASE scores indicated growth in almost all areas. The large losses demonstrated by some students may be explained by the fact that they did not take the test seriously, attempting only to complete the task in the minimum time possible. Eleven tables present study data, and there is a seven-item list of references. (SLD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A