Understanding Student Self-Reports of Academic Performance and Course-Taking Behavior

Autor/inn/en	Rosen, Jeffrey A.; Porter, Stephen R.; Rogers, Jim
Titel	Understanding Student Self-Reports of Academic Performance and Course-Taking Behavior
Quelle	In: AERA Open, 3 (2017) 2, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Academic Achievement; Measurement Techniques; Student Surveys; Student Attitudes; Grades (Scholastic); Grade Point Average; College Entrance Examinations; Accuracy; Scores; Secondary School Mathematics; Mathematics Achievement; Course Selection (Students); Longitudinal Studies; National Surveys; Algebra; Geometry; Comparative Analysis; Academic Records; High School Students; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Schulleistung; Messtechnik; Schülerbefragung; Schülerverhalten; Notenspiegel; Aufnahmeprüfung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Course selection; Student; Students; Kurswahl; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geometrie; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	In recent years, student surveys have played an increasingly large role in educational research, policy making, and, particularly, accountability efforts. However, research on the accuracy of students' self-reports about themselves and their education is limited to analyses of overall grade point average and ACT/SAT standardized test scores. Using a unique data set, we investigate the accuracy of students' survey responses to questions about their course taking and grades in mathematics during high school. We then analyze which student and survey characteristics influence accuracy. We find that students are reasonably good reporters of course-taking patterns but poor reporters of more potentially sensitive questions, including when the student completed Algebra I and the grade earned in the course. We find that lack of accuracy in student survey reports is consistently related to several student characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01