Abstract

Informal (and sometimes formal) assessments in higher education often ask students how their skills or attitudes have changed as the result of engaging in a particular course or program; however, it is unclear to what extent these self-reports are accurate. Using a longitudinal sample of over 3,000 college students, we found that students were fairly inaccurate when reporting how their experiences with faculty and peers affected their own cognitive and personal development. These findings call into question the use of perceived influence measures, and they add to a growing literature on the validity of self-reported measures of learning and development.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 270-290
Launched on MUSE
2011-05-20
Open Access
No
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