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  • 1
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    Background, College Experiences, and the ACT-COMP Exam: Using Construct Validity to Evaluate Assessment Instruments (1989)
    Charlottesville, Va. : Periodicals Archive Online (PAO)
    The Review of Higher Education. 13:1 (1989:Fall) 91 
    Details
    ISSN: 0162-5748
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pao:&rft_dat=xri:pao:article:v050-1989-013-01-000005
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  • 2
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    Using Mixed-Effect Structural Equation Models to Study Student Academic Development (1992)
    Charlottesville, Va. : Periodicals Archive Online (PAO)
    The Review of Higher Education. 15:2 (1992:Winter) 151 
    Details
    ISSN: 0162-5748
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pao:&rft_dat=xri:pao:article:v050-1992-015-02-000002
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  • 3
    Electronic Resource
    Electronic Resource
    Estimated student score gain on the act COMP exam: Valid tool for institutional assessment? (1987)
    Springer
    Research in higher education 27 (1987), S. 195-217 
    Details
    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract The higher education community needs measures of the value added to student development by the college experience. ACT provides a quick, easy method for estimating the extent of student growth in general education. An institution can test seniors with the ACT College Outcome Measures Project (COMP) exam, then subtract from the senior score anestimated freshman score obtained from a “concordance table” that is based on the known relationship between freshman ACT Assessment composite score and freshman COMP Total score. Studies using scores for 4,200 seniors and 2,100 freshmen tested during a two-year period at the University of Tennessee, Knoxville, indicate that this method is not sufficiently reliable or valid to serve as the basis for making precise judgments about the quality of general education programs.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00991998
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  • 4
    Electronic Resource
    Electronic Resource
    Limitations of using students' self-reports of academic development as proxies for traditional achievement measures (1996)
    Springer
    Research in higher education 37 (1996), S. 89-114 
    Details
    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract An important issue in national assessment efforts is how best to measure the outcomes of college. While initial discussions about a national collegiate assessment focused on the reliability, validity, and feasibility of using achievement tests to measure student learning, subsequent discussions have raised the possibility of using students' self-reports of academic development as proxies for achievement test scores. The present study examines the stability of the relationships among self-reports and test scores across samples of two- and four-year colleges and universities. 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. In addition, the analyses produced ambiguous results concerning the stability of relationships across different types of institutions.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01680043
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  • 5
    Electronic Resource
    Electronic Resource
    THE CONSTANT ERROR OF THE HALO IN EDUCATIONAL OUTCOMES RESEARCH (1999)
    Springer
    Research in higher education 40 (1999), S. 61-86 
    Details
    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Students' reports of their learning anddevelopment play an important role in research andassessment in higher education. Assessment researchfrequently asks students questions about gains madeduring college to identify dimensions of gains andthen examines relationships between college experiencesand gains. A growing body of research suggests thatcorrelations between ratings of gains and college experiences may be an artifact of a constanterror of the halo. The present research examines whetherhalo error underlies students' self reports of gains,the significance of the halo error, and the effect of halo error on relationships between collegeexperiences and educational outcomes. Results confirmthat halo error may be an important component instudents' ratings of their learning and development. Moreover, halo error may obscure relationshipsbetween college experiences and educationaloutcomes.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1018774311468
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  • 6
    Electronic Resource
    Electronic Resource
    The Influence of Fraternity or Sorority Membership on Students' College Experiences and Cognitive Development (2000)
    Springer
    Research in higher education 41 (2000), S. 117-139 
    Details
    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract In recent years, the role of fraternities and sororities on college campuses has come under increasing scrutiny. Results of the National Study of Student Learning (NSSL) indicate that membership in a Greek organization can have a negative effect on students' cognitive development, particularly during the first year of college. The present research sought to assess the generalizability of the NSSL findings to first-year students attending a research university in the Midwest. In contrast to the NSSL findings, results indicated that Greek students had higher levels of involvement and gains in general abilities than did non-Greek students. Moreover, Greeks' gains in cognitive development were the result of their social involvement. Implications for the Greek system, as well as implications for the study of college effects, are discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1007046513949
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  • 7
    Electronic Resource
    Electronic Resource
    Generalizability of the Differential Coursework methodology: Relationships between self-reported Coursework and performance on the ACT-COMP exam (1989)
    Springer
    Research in higher education 30 (1989), S. 245-260 
    Details
    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract If the assessment of student outcomes is to be successful in improving the quality and effectiveness of American higher education, measures of student achievement must be linked to the characteristics of academic programs. The Differential Coursework Patterns Project (DCPP), directed by Dr. James Ratcliff at Iowa State University, appears to offer a method of linking outcomes measures to program data. However, questions must be raised about the generalizability of this method. The results of this study suggest that the differential coursework methodology may be used effectively with at least two different measures of educational outcomes. Moreover, this methodology can be used with coursework data gathered either through transcript analysis or students' self-reports. The results of this study also indicate that the choice of statistical techniques may not be generalizable. The techniques selected should be determined by the nature of the institution, the types of outcomes measures used, and the configuration of the data.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00992603
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  • 8
    Electronic Resource
    Electronic Resource
    Methods for comparing outcomes assessment instruments (1989)
    Springer
    Research in higher education 30 (1989), S. 455-469 
    Details
    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract This article outlines a general process for faculty use in comparing the relative efficacy of college outcomes assessment instruments for gauging student progress toward goals considered important by the faculty. Analysis of two standardized general education exams—the ACT COMP and the ETS Academic Profile—illustrates the process.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00992197
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  • 9
    Electronic Resource
    Electronic Resource
    The effects of background, coursework, and involvement on students' grades and satisfaction (1991)
    Springer
    Research in higher education 32 (1991), S. 15-30 
    Details
    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Research during the 1970s and 1980s identifies grades and satisfaction with college as important educational outcomes, both in their own right and because of their relationship to other outcomes such as persistence. Building on previous research, this article examines the relationship between grades and satisfaction using a latent variable model that includes a variety of factors found to influence grades and satisfaction. The covariance structure analyses indicate that the model provides an accurate representation of the data and explains a substantial proportion of the variance in satisfaction and grades. Results suggest that satisfaction exerts a stronger influence on grades than grades exert on satisfaction. These findings suggest that popular recursive models of educational outcomes should be reevaluated, and that non-recursive models may provide a more accurate representation of educational effects.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00992830
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  • 10
    Electronic Resource
    Electronic Resource
    Using structural equation models with latent variables to study student growth and development (1991)
    Springer
    Research in higher education 32 (1991), S. 499-524 
    Details
    ISSN: 1573-188X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Nature of Science, Research, Systems of Higher Education, Museum Science
    Notes: Abstract Calls for accountability, coupled with a desire to improve teaching and learning, have prompted many colleges and universities to consider ways of assessing the effects of postsecondary education on student growth and development. Despite widespread support for the concept of assessing student change, relatively few institutions have implemented this type of assessment, in part because of a concern about the best method of measuring change. This article describes the use of structural equation models with latent variables to assess the effects of education on change. Advantages of using structural equation models with latent variables include error-free measurement of change, direct tests of the assumptions underlying change research, along with the power and flexibility of maximum likelihood estimation. An analysis of data on freshman-to-senior gains provides evidence of the advantages of latent variable structural equation modeling and also suggests that the group differences identified by traditional analysis of variance and covariance techniques may be an artifact of measurement error.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00992625
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