Measuring learning through cross sectional testing

Authors

Steve Lovett, The University of Texas Rio Grande ValleyFollow
Jennie Johnson, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

12-2012

Abstract

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.

Comments

Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.

Recommended Citation

Lovett, S., & Johnson, J. (2012). Measuring learning through cross sectional testing. Journal of the Scholarship of Teaching and Learning, 12(4), 43–57. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/3141

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Publication Title

Journal of the Scholarship of Teaching and Learning