Limitations of Using Students Self Reports of Academic Development as Proxies for Traditional Achievement Measures. AIR 1995 Annual Forum Paper.Reportar como inadecuado




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This study evaluated whether self reports of students' academic development can serve as proxies for achievement test scores from a national assessment of college student learning. The convergent and discriminant validity of self reports and test scores were examined with 1,568 students at four community colleges (n=828) and six four-year colleges and universities (N=740). Data sources were scores on the College Basic Academic Subjects Examination (College BASE) and self reports of cognitive development derived from the specifications for College BASE. Multitrait-multimethod analyses indicated that self reports and test scores developed from the same set of test specifications do measure the same constructs, although the scores from one type of measurement may not be"substitutable" for scores from the other type of measurement. The analyses produced ambiguous results concerning the stability of relationships across different types of institutions. It is concluded that using self reports as general indicators of achievement can be justified, but substituting self reports for test scores cannot be justified based on this study's results. (Contains 45 references.) (SW)

Descriptors: Academic Achievement, Achievement Rating, Achievement Tests, Cognitive Ability, College Students, Higher Education, Institutional Research, Self Evaluation (Individuals), Student Evaluation











Autor: Pike, Gary R.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12479&id=ED386992







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