Student Perceptions about Their General Learning Outcomes: Do They Add Up?

Autor/inn/en	Barclay McKeown, Stephanie; Ercikan, Kadriye
Titel	Student Perceptions about Their General Learning Outcomes: Do They Add Up?
Quelle	In: AERA Open, 3 (2017) 2, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Foreign Countries; Undergraduate Students; Student Attitudes; Educational Attitudes; Outcomes of Education; College Freshmen; College Seniors; Hierarchical Linear Modeling; Student Surveys; Data Interpretation; Measurement; Educational Assessment; Educational Research; Canada + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lernleistung; Schulerfolg; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Schülerbefragung; Data evaluation; Datenauswertung; Messverfahren; Education; assessment; Bewertungssystem; Bildungsforschung; Pädagogische Forschung; Kanada
Abstract	Aggregate survey responses collected from students are commonly used by universities to compare effective educational practices across program majors, and to make high-stakes decisions about the effectiveness of programs. Yet if there is too much heterogeneity among student responses within programs, the program-level averages may not appropriately represent student-level outcomes, and any decisions made based on these averages may be erroneous. Findings revealed that survey items regarding students' perceived general learning outcomes could be appropriately aggregated to the program level for 4th-year students in the study but not for 1st-year students. Survey items concerning the learning environment were not valid for either group when aggregated to the program level. This study demonstrates the importance of considering the multilevel nature of survey results and determining the multilevel validity of program-level interpretations prior to making any conclusions based on aggregate student responses. Implications for institutional effectiveness research are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01