Literaturnachweis - Detailanzeige
| Autor/inn/en | Mathers, Catherine E.; Finney, Sara J.; Hathcoat, John D. |
|---|---|
| Titel | Student Learning in Higher Education: A Longitudinal Analysis and Faculty Discussion |
| Quelle | In: Assessment & Evaluation in Higher Education, 43 (2018) 8, S.1211-1227 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Mathers, Catherine E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| DOI | 10.1080/02602938.2018.1443202 |
| Schlagwörter | College Students; Achievement Gains; College Faculty; Teacher Attitudes; Scores; Student Evaluation; Student Characteristics; Courses; Gender Differences; Academic Ability; College Entrance Examinations; Racial Differences; Ethnicity; ACT Assessment; SAT (College Admission Test) |
| Abstract | Answering a call put forth decades ago by the higher education community and the federal government, we investigated the impact of US college coursework on student learning gains. Students gained, on average, 3.72 points on a 66-item test of quantitative and scientific reasoning after experiencing 1.5 years of college. Gain scores were unrelated to the number of quantitative and scientific reasoning courses completed when controlling and not controlling for students' personal characteristics. Unexpectedly, yet fortunately, gain scores showed no discernable difference when corrected for low test-taking effort, which indicated test-taking effort did not compromise the validity of the test scores. When gain scores were disaggregated by amount of completed coursework, the estimated gain scores of students with quantitative and scientific reasoning coursework were smaller than what quantitative and scientific reasoning faculty expected or desired. In sum, although students appear on average to be making gains in quantitative and scientific reasoning, there is not a strong relationship between learning gains and students' quantitative and scientific reasoning coursework, and the gains are less than desired by faculty. We discuss implications of these findings for student learning assessment and learning improvement processes. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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