Assessing Knowledge Growth in a Psychology Curriculum: Which Students Improve Most?

Autor/inn/en	Schaap, Lydia; Schmidt, Henk G.; Verkoeijen, Peter P. J. L.
Titel	Assessing Knowledge Growth in a Psychology Curriculum: Which Students Improve Most?
Quelle	In: Assessment & Evaluation in Higher Education, 37 (2012) 7, S.875-887 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2011.581747
Schlagwörter	Psychology; Problem Based Learning; Student Evaluation; Summative Evaluation; College Freshmen; Knowledge Level; Retention (Psychology); Prior Learning; Attendance; Study; Scores; Student Improvement; Predictor Variables; Multiple Regression Analysis; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Psychologie; Problem-based learning; Problemorientiertes Lernen; Schulnote; Studentische Bewertung; Studienanfänger; Wissensbasis; Merkfähigkeit; Vorkenntnisse; Anwesenheit; Studies; Studium; Prädiktor; Ausland; Niederlande
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10