COLLEGE IMPACT ON STUDENT LEARNING: Comparing the Use of Self-Reported Gains, Standardized Test Scores, and College Grades

To examine the impact of college researchershave used a variety of measures of learning and fairlycomparable results have been obtained. This studyundertakes a direct comparison of three learningindicators: college grade-point average, student reportedgrowth (Verbal and Quantitative), and GRE scores(Verbal, Quantitative, and Composite). The same set ofindependent variables was regressed onto each dependent measure using a national sample of 2,289students. Substantive interpretations are presented andcomparisons are made for paired regressions usingalternate indicators. This paper provides evidencesuggesting that (1) student-reported cognitive growthsurvey items have a modest relative validity; (2) theattenuation associated with the use of residual gainscores does not invalidate their use; and (3) comparable results are obtained when using the college GPAand standardized test scores. It is concluded that thealternate measures can be used as proxies for moredirect measures of learning.

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