Can 1st-Year College Students Accurately Report Their Learning and Development?

Bowman, Nicholas A.

doi:10.3102/0002831209353595

Cited by 155 publications

(115 citation statements)

References 49 publications

(93 reference statements)

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“…If this is the case, then grades as measures of learning outcome is only partly comparable across disciplines and professions. Similar arguments are also proposed by Bowman, (2010Bowman, ( , 2011 who argued that there is hardly any correlation between grades after one year of study and grades at the end of studies and self-reported learning outcomes at the end of study. The data indicates that there is an ambiguous relationship between self-reported learning outcomes and grades.…”

Section: The Validity Of and Relationship Between Measuressupporting

confidence: 49%

Learning outcomes across disciplines and professions: measurement and interpretation

Caspersen

Frølich

Karlsen

et al. 2014

Quality in Higher Education

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Learning outcomes of higher education are a quality tool in a changing higher education landscape but cannot be seen as neutral measures across professions and disciplines. Survey results from graduates and recent graduates indicate that prevailing measures of learning outcomes yield the same result within and across disciplinary and professional divides. The main interpretation is that learning outcomes must be seen as a valid construct but that the results are highly dependent on the profession and discipline in a way that cannot be reduced to differences in learning outcomes only; measurements of learning outcomes must also be interpreted as mirroring different knowledge structures and knowledge bases in different professions and disciplines. Thus, attempts to make neutral comparisons of learning outcomes between different professions and disciplines are vulnerable to measuring only differences in knowledge structures.

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Section: The Validity Of and Relationship Between Measuressupporting

confidence: 49%

Learning outcomes across disciplines and professions: measurement and interpretation

Caspersen

Frølich

Karlsen

et al. 2014

Quality in Higher Education

View full text Add to dashboard Cite

show abstract

“…As we noted earlier, scholars suggest standardized measures of critical thinking are more psychometrically valid than self-reported estimates (Bowman, 2010;Pascarella, 2001). As such, previous research may simply be masking the chance influence of technology on cognitive growth (i.e., committing Type I error).…”

Section: Summary Discussion and Limitationsmentioning

confidence: 99%

“…Second, in contrast to nearly all of the research on the impact of technology on intellectual development, we also use a standardized instrument to measure critical thinking. Although it is sometimes practically necessary to use self-reported measures of intellectual development, standardized instruments that assess critical thinking are generally viewed as more psychometrically valid measures (Bowman, 2010;Pascarella, 2001;Pike, 1996). Third, in contrast to Flowers and his colleagues (2000), we explore somewhat different dimensions of cognitive development among a very different sample of undergraduates over four years of college.…”

Section: Literature Reviewmentioning

confidence: 99%

Cognitive Effects of Technology Over Four Years of College

Loes

Saichaie

2016

JSPTE

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Technology permeates higher education, yet less is known about the use of established technologies, such as email and other electronic communication mediums (e.g., discussion boards, listservs) for instructional purposes on important student outcomes such as cognitive development. In this study, we use data from the Wabash National Study to estimate the effects of email and other electronic medium use for academic purposes on three measures of cognitive development over four years of college. To investigate this, we regress each measure of cognitive development on email and electronic medium use, while simultaneously controlling for a wide array of potential confounding influences. Net of these influences, we find that email and electronic medium use are positively associated with gains in students' Need for Cognition. These same technologies fail to have more than a chance influence on students' critical thinking skills, however. Lastly, email use is associated with gains in the Positive Attitudes Toward Literacy measure for Whites and females, whereas electronic medium use leads to gains in the same outcome for racial and ethnic minorities. While institutions consider newer technologies for instructional purposes, our findings suggest established technologies can play a powerful role in the development of students' cognitive skills.

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“…Furthermore, the use of recall to describe behavior sometimes proves unreliable. Bowman (2010) describes how measurement error, social desirability, and the halo effect influence the validity of self-reported assessment data supplied by college students about their learning and development, in contrast to data about student gains that are acquired through longitudinal studies. Bowman (2010) identifies a low correspondence between longitudinal and self-reported gains, suggesting that self-reporting is generally unreliable-a phenomenon that may have affected the information I received from students about their own sense of participation in the community of practice.…”

Section: Limitationsmentioning

confidence: 99%

“…My analysis is largely based on a few students' responses; there is no guarantee that the students accurately assessed and/or reported their performance in the course (Bowman, 2010). Accordingly, the extent to which they are participating in the CoP of environmental sciences cannot be established with precision.…”

Section: Limitationsmentioning

confidence: 99%

Studying Science

Johnson-Thornton¹

2014

Preprint

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Although nearly equivalent percentages of black and white students entering college aspire to earn degrees in science, technology, engineering, and mathematics (STEM), a much smaller percentage of black students than white undergraduates complete STEM degrees (HERI, 2010). Thirty-six percent of black undergraduates who initially pursue STEM fields and go on to earn bachelor's degrees switch to non-STEM majors, and 29.3 percent leave college before graduating, a rate 10 percentage points higher than that of their white counterparts (19.8 percent) (Chen, 2013). In the environmental sciences, of the 4,802 degree recipients in 2010, 81 percent (3,879) were white and only 2 percent (97) were black (NSF Table 5 -7, 2010). As has long been recognized, America is producing too few scientists and far too few from the groups historically underrepresented in higher education. The situation is especially acute in the environmental sciences. Interventions designed to address these disparities have concentrated on programmatic and pedagogical enhancements, but most lack a theoretical explanation for the positive outcomes they claim to achieve.This study employed interviews with fifteen black and white undergraduates who enrolled in introductory environmental science/studies at a selective liberal arts college. Applying the theory of Community of Practice, along with insights and concepts from Critical Race Theory and Stereotype Threat, the study shows how interactions with faculty and peers affected the extent and quality of involvement students had with the field of environmental sciences. Looking at the factors that discouraged students from participating in the Community of Practice of the environmental sciences, the study draws conclusions about effective practices and makes recommendations for attracting students from underrepresented groups to scientific fields and the careers for which degrees in those fields can prepare them.iv ACKNOWLEDGMENTS

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Can 1st-Year College Students Accurately Report Their Learning and Development?

Cited by 155 publications

References 49 publications

Learning outcomes across disciplines and professions: measurement and interpretation

Learning outcomes across disciplines and professions: measurement and interpretation

Cognitive Effects of Technology Over Four Years of College

Studying Science

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