NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ990410
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0260-2938
Assessing Knowledge Growth in a Psychology Curriculum: Which Students Improve Most?
Schaap, Lydia; Schmidt, Henk G.; Verkoeijen, Peter P. J. L.
Assessment & Evaluation in Higher Education, v37 n7 p875-887 2012
The purpose of this study was to gain insight into determinants of knowledge growth among first-year psychology students in a curriculum that uses the Progress Test (an assessment method for long-term retention of knowledge and knowledge growth) as its main assessment tool. To that end, the relation between the level of initial learning, prior knowledge, class attendance and individual study time, and Progress Test scores was analysed. The data showed that level of initial learning was positively associated with prior knowledge and class attendance. Further, level of initial learning was positively related to knowledge growth at the end of the first year of the curriculum. Students with higher levels of initial learning had a more extended knowledge base at the end of the first year of their curriculum than students with lower levels of initial learning. Prior knowledge, class attendance and individual study time did not have a significant relation with knowledge growth. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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 - Location: Netherlands