Julie M. Tucker challenges the common use of self–reported data to measure out–of–classroom learning and recommends that we ask students to demonstrate what they have learned from their cocurricular activities.
Get full access to this article
View all access options for this article.
References
1.
BowmanN. A. (2011). Examining systematic errors in predictors of college student self–reported gains. New Directions for Institutional Research, 150, 7–19.
2.
BowmanN. A., & HillP. L. (2011). Measuring how college affects students: Social desirability and other potential biases in college student self–reported gains. New Directions for Institutional Research, 150, 73–85.
3.
DunningD., HeathC., & SulsJ. M. (2004). Flawed self–assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69–106.
4.
PalombaC. A., & BantaT. W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco, CA: Jossey–Bass.
