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ERIC Number: EJ930295
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0897-5264
Can College Students Accurately Assess What Affects Their Learning and Development?
Bowman, Nicholas A.; Seifert, Tricia A.
Journal of College Student Development, v52 n3 p270-290 May-Jun 2011
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. (Contains 4 tables.)
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Collegiate Assessment of Academic Proficiency; Defining Issues Test; Need for Cognition Scale