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Zahner, Doris; Steedle, Jeffrey T. – Council for Aid to Education, 2015
Some universities administer standardized tests to estimate school effects on student learning. To that end, many of those institutions choose to gather cross-sectional data (freshmen and seniors in the same academic year) rather than longitudinal data. The effects of this decision on institutional assessment results are generally unknown. The…
Descriptors: Longitudinal Studies, Case Studies, Postsecondary Education, Comparative Analysis
Zahner, Doris; James, Jessalynn K. – Council for Aid to Education, 2015
Do "generic" skills such as critical thinking and written communication matter in the workplace? A recent study indicates that, in addition to a student's major in college and the selectivity of an institution, better performance on an assessment of critical-thinking and written-communication skills is associated with higher rates of…
Descriptors: Predictive Validity, Test Validity, College Seniors, College Graduates
Steedle, Jeffrey T.; Zahner, Doris; Kugelmass, Heather – Council for Aid to Education, 2014
Poor motivation is commonly cited as a concern when interpreting results from low-stakes standardized tests administered to postsecondary students. This study investigates the associations between test administration procedures and students' self-reported effort and performance on the Collegiate Learning Assessment (CLA), an open-ended test of…
Descriptors: Testing, College Outcomes Assessment, Standardized Tests, Hierarchical Linear Modeling