Do College Student Surveys Have Any Validity
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Do College Student Surveys Have Any Validity
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Author : Stephen R. Porter
language : en
Publisher:
Release Date : 2010
Do College Student Surveys Have Any Validity written by Stephen R. Porter and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with categories.
Within the field of higher education, the majority of quantitative research focuses on college students. Given the limitations of institutional databases, surveys of college students have become one of the largest and most frequently used data sources. In addition, surveys of college students play an increasingly important role in evaluating college and university programs and policies. As such, having valid and reliable data about students is vital for both practitioners and scholars. Yet if survey questions are not measuring what individuals think they are, then their knowledge of college students will be flawed. In this paper, the author argues that the typical college student survey question has minimal validity, and that the field requires an ambitious research program to reestablish the foundation of quantitative research on students. The surveys lack validity because a) they assume that college students can easily report information about their behaviors and attitudes, when the standard model of human cognition and survey response clearly suggests they cannot, b) existing research using college students suggests they have problems correctly answering even simple questions about factual information, and c) much of the evidence that higher education scholars cite as evidence of validity and reliability actually demonstrates the opposite. The author chooses the National Survey of Student Engagement (NSSE) for his critical examination of college student survey validity for several reasons. First, it is one of the most prominent surveys of student behavior and attitudes, and is widely used by researchers studying students, as well as institutions interested in assessment. Second, the NSSE survey serves as a model for surveys designed by other researchers and institutional assessment staff, precisely because of its prominence. Given its wide use by both practitioners and scholars, it is vital that individuals understand whether the NSSE can be considered a valid instrument. Finally, unlike many other college student surveys, NSSE staff and researchers using the NSSE (henceforth collectively referred to as NSSE researchers) have gone to significant efforts to validate the survey through a variety of studies. (Contains 4 tables, 1 figure and 3 footnotes.).
Validity And Limitations Of College Student Self Report Data
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Author : Serge Herzog
language : en
Publisher: John Wiley & Sons
Release Date : 2011-06-28
Validity And Limitations Of College Student Self Report Data written by Serge Herzog and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-06-28 with Education categories.
Critics of student self-reported data claim that the accumulated corpus of research documenting student learning on the basis of survey responses stands on shaky ground. This volume argues that scholarship on proper use of student self-report data is woefully underdeveloped and contributing authors offer several important insights to assist IR practitioners in identifying potential limitations associated with self-report data. Volume editors Serge Herzog, director of institutional analysis at the University of Nevada, Reno, and Nicholas A. Bowman, postdoctoral research associate in the Center for Social Concerns at the University of Notre Dame, have assembled contributing authors who are leading scholars in the field of college student self-reports. Combined, the chapters draw on data from a mix of colleges and universities, capturing student growth at different stages of the undergraduate experience, and even beyond graduation. This is the 150th volume of the Jossey-Bass quarterly report series New Directions for Institutional Research. Always timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
Validity And Limitations Of College Student Self Report Data
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Author : Serge Herzog
language : en
Publisher: Jossey-Bass
Release Date : 2011-06-28
Validity And Limitations Of College Student Self Report Data written by Serge Herzog and has been published by Jossey-Bass this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-06-28 with Education categories.
Critics of student self-reported data claim that the accumulated corpus of research documenting student learning on the basis of survey responses stands on shaky ground. This volume argues that scholarship on proper use of student self-report data is woefully underdeveloped and contributing authors offer several important insights to assist IR practitioners in identifying potential limitations associated with self-report data. Volume editors Serge Herzog, director of institutional analysis at the University of Nevada, Reno, and Nicholas A. Bowman, postdoctoral research associate in the Center for Social Concerns at the University of Notre Dame, have assembled contributing authors who are leading scholars in the field of college student self-reports. Combined, the chapters draw on data from a mix of colleges and universities, capturing student growth at different stages of the undergraduate experience, and even beyond graduation. This is the 150th volume of the Jossey-Bass quarterly report series New Directions for Institutional Research. Always timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
What Do We Measure
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Author : Jeffrey Alan Johnson
language : en
Publisher:
Release Date : 2011
What Do We Measure written by Jeffrey Alan Johnson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
This paper examines the tension in the process of designing student surveys between the methodological requirements of good survey design and the institutional needs for survey data. Building on the commonly used argumentative approach to construct validity, I build an interpretive argument for student opinion surveys that allows assessment of the inferences and assumptions underlying the claim that an opinion survey item is a valid measure of a construct. I then evaluate the content validity of measures of program satisfaction and academic growth in Utah Valley University's 2010 Graduated Alumni Survey and 2009 Graduating Student Survey, surveys designed to maximize conformity with existing and legacy institutional priorities and demands. Using analytical assessment and empirical tests including response change across surveys, inter-item correlation, and factor analysis I show that UVU's surveys--and by implication, all surveys developed with primarily institutional validity in mind--are subject to grave challenges to the construct validity. I conclude by suggesting that effective operationalization of institutional priorities can bring together construct and institutional validity. AIR Forum Powerpoint Presentation is appended. (Contains 9 tables and 4 footnotes.).
Studying The Validity Concept Using A Unified Framework A Case Study Of A Community College Student Engagement Scale
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Author : Patricia Quinones
language : en
Publisher:
Release Date : 2015
Studying The Validity Concept Using A Unified Framework A Case Study Of A Community College Student Engagement Scale written by Patricia Quinones and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.
The use of student survey in higher education is vast and gathered for a variety of purposes, including accountability, assessment of learning outcomes, and increasingly, to measure student engagement (Pike, 2012; Porter, 2011). The crucial role student feedback plays in higher education begs the question, just how valid are college student surveys? More precisely, are they being validated in a way that is consistent with current validity theory and with the criteria agreed upon and put forth by professional organizations? Recent efforts to validate instruments appear to be minimal and reflect a lack of understanding of current validity theory. Whereas theorists tend to view validity as consisting of one general form of construct validity, practitioners continue to perceive different types of validity. The result is a gap between validity theory and how validity is assessed in practice. For this research, the validity of the newly developed Community College Student Engagement Scale (CCSES) was assessed. The concept of student engagement has garnered much attention in recent years and has been linked to student retention, motivation, and academic achievement (Fredricks, Blumfield, & Paris, 2004). Given the effects attributed to student engagement on these important educational issues, the need for a reliable and accurate measure of it is great, especially at the community college level, where there is a lack of available student engagement measures. Using Messick's (1988, 1989, 1995) unified framework of construct validity, this research aimed to accomplish two things: (a) assess the validity of the student engagement scores in a way that is consistent with established guidelines and theory, and (b) document the barriers, if any, to assessing validity in a concerted way that could potentially speak to the existing gap between validity theory and practice. A mixed-methods study was used to assess the content, structural, and external facets of construct validity. The sample consisted of community college instructors and students. Data collected from instructor interviews, student focus groups, and classroom observations indicate that there is sufficient evidence of the content facet of construct validity for the CCSES. Results also indicate that, structurally, the CCSES corresponds with the multi-dimensional nature of the student engagement construct, as defined by the engagement literature. Lastly, external results show convergence of student self-reported, instructor-reported, and researcher-reported engagement data. External results show that instructors' ratings of their students' class participation engagement was the only significant predictor of English GPA and overall fall 2014 GPA. Future validity studies should move away from the fragmented and outdated framework that they continually rely on, one that states that there are three separate types of validity. Continued attempts to assess validity using a unified framework can potentially improve validity theory and practice, because they allow for the sharing of experiences, strategies, and lessons learned.
Validity And Limitations Of College Student Self Report Data
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Author :
language : en
Publisher:
Release Date : 2011
Validity And Limitations Of College Student Self Report Data written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with Educational evaluation categories.
A Comprehensive Critique Of Student Evaluation Of Teaching
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Author : Dennis E. Clayson
language : en
Publisher: Routledge
Release Date : 2020-12-28
A Comprehensive Critique Of Student Evaluation Of Teaching written by Dennis E. Clayson and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-12-28 with Education categories.
This thought-provoking volume offers comprehensive analysis of contemporary research and literature on student evaluation of teaching (SET) in Higher Education. In evaluating data from fields including education, psychology, engineering, science, and business, this volume critically engages with the assumption that SET is a reliable and valid measure of effective teaching. Clayson navigates a range of cultural, social, and era-related factors including gender, grades, personality, student honesty, and halo effects to consider how these may impact on the accuracy and impartiality of student evaluations. Ultimately, he posits a “popularity hypothesis”, asserting that above all, SET measures instructor likability. While controversial, the hypothesis powerfully and persuasively draws on extensive and divergent literature to offer new and salient insights regarding the growing and potentially misleading phenomenon of SET. This topical and transdisciplinary book will be of great interest to researchers, faculty, and administrators in the fields of higher education management, administration, teaching and learning.
Assessing Student Outcomes Why Who What How
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Author : J. Fredericks Volkwein
language : en
Publisher: John Wiley & Sons
Release Date : 2011-11-22
Assessing Student Outcomes Why Who What How written by J. Fredericks Volkwein and has been published by John Wiley & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-11-22 with Education categories.
This volume offers administrators and practitioners a summary guide to assessment in higher education, from the reasons for undertaking assessment to the delivery of findings. It opens with the questions that precede an effective study and drive research design: To what extent is the study aimed at educational improvement, and to what extent is it aimed at external accountability? Are the results expected to demonstrate goal attainment, improvement, comparison to others, meeting standards, cost-effective investment? What is the population from whom assessment data are being collected: Are we measuring the knowledge and skills of individuals and making decisions about their remediation, certification, or development? Or are we sampling from particular groups of students and comparing them to each other, or perhaps to themselves over time? The core of the volume is devoted to the objects of assessment: basic skills, general education knowledge, attainment in the major, personal growth, attitudes and satisfaction, and alumni outcomes, keeping in mind both cognitive and noncognitive measures. One chapter describes common obstacles to effective assessment; others describe conceptual models, research methods, and data collection strategies and instruments. The concluding chapter underscores the importance of communicating research results effectively. This is a special volume of the Jossey-Bass higher education quarterly report series New Directions for Institutional Research. Always timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
Student Affairs By The Numbers
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Author : Rishi Sriram
language : en
Publisher: Taylor & Francis
Release Date : 2023-07-03
Student Affairs By The Numbers written by Rishi Sriram and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-07-03 with Education categories.
Student Affairs by the Numbers aims to be the go-to book for student affairs professionals who want to know the basics of quantitative research and statistics for their work. Books on assessment in student affairs tend to discuss processes more than research design and statistics. Most books on statistics share too much information for practitioners, overwhelming them and making it difficult to discern what they need to know. Since these books do not use examples from student affairs, it is even more difficult for practitioners to connect with new concepts.Student Affairs professionals need to know how to design a study, collect data, analyze data, interpret results, and present the results in an understandable manner. This book will begin by establishing the need for these skills in student affairs and then quickly move to how to develop a research culture, how to conduct research, how to understand statistics, and concluding with how to change our research/assessment behaviors in order to make higher education better for students.
Research In The College Context
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Author : Frances K. Stage
language : en
Publisher: Routledge
Release Date : 2015-08-20
Research In The College Context written by Frances K. Stage and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-08-20 with Education categories.
Research in the College Context, 2nd Edition provides faculty, students, practitioners, and researchers in the college environment with a manual of diverse approaches and methods for researching higher education and college students. The text offers the reader a variety of qualitative and quantitative research tools including interviewing, surveys, mixed methods, focus groups, visual methods, participatory action research, policy analysis, document analysis and historical methods, secondary data analysis, and use of large national data sets. This revised edition provides readers with current and innovative methodological tools needed to research the complex issues facing higher education today. Each technique is thoroughly presented with accompanying examples, advice for designing research projects, and tips for data collection, analysis, and dissemination of results. Clearly organized and accessible, this volume is the essential guide for experienced and novice researchers.