Measuring learning through cross sectional testing

dc.creator	Steve Lovett
dc.creator	Jennie Johnson
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:07Z
dc.date.available	2015-07-20T22:05:07Z
dc.identifier	1527-9316
dc.identifier	https://doaj.org/article/ff8a133813c7490b997f2b31256f5aea
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9543
dc.description	<p><em>The measurement of student learning is becoming increasingly important in U.S. higher education. One way to measure learning is through longitudinal testing, but this becomes especially difficult when applied to cumulative learning within programs in situations of low persistence. In particular, many Hispanic Serving Institutions (HSIs) find themselves in such situations. Cross sectional testing is a pragmatic alternative, so long as maturity and selection effects can be estimated. The purpose of this paper is to demonstrate the utility and mechanics of measuring learning through cross sectional testing.</em></p>
dc.language	English
dc.relation	http://josotl.indiana.edu/article/view/3141
dc.relation	https://doaj.org/toc/1527-9316
dc.source	The Journal of Scholarship of Teaching and Learning, Vol 12, Iss 4, Pp 43-57 (2012)
dc.subject	assessment, measurement, student learning, maturity, selection
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Measuring learning through cross sectional testing
dc.type	article