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文章对我国普通高校本科教学评估及美国NSSE对其启示的初步探索,对目前高校本科教学评估及高等教育质量存在的主要问题有针对性地进行研究与探讨,并且与美国NSSE进行对比研究,进而得出一些启示,为我国的本科教学评估有所借鉴。 相似文献
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Data from the National Survey of Student Engagement (NSSE) collected across seven years were used to predict final, cumulative grade point averages (GPA). Cross‐product regression was used to explore the predictive abilities of the NSSE benchmark scores for freshmen (n = 2578) and seniors (n = 2293) collected in cross‐sectional cohorts. Hierarchical regression was also used with 127 longitudinal responses in students’ first and senior years of college. In the cross‐sectional analyses, Level of Academic Challenge emerged as a significant predictor of GPA for freshmen, whereas the Active and Collaborative Learning benchmark was a significant predictor for seniors; both effects were modest. The cross‐sectional data explained 22.6% of the variance with 18.2% of this variance accounted for by pre‐college control factors (American College Test score and high school GPA). For the analysis of longitudinal data, 31.3% of the variance was explained and 27.8% was attributed to the pre‐college indicators. No benchmark scores were significant predictors of GPA in the longitudinal data. Results suggest that cross‐sectional analyses can adequately detect modest effects on final GPA. In contrast, longitudinal models explain more variance, though they lack the power to reveal modest effects. This study suggests approaches for the responsible use of cross‐sectional and longitudinal data in educational research. 相似文献
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随着大学排行榜的不断流行和多样化,对大学排行榜影响的关注也不断增加。围绕大学排行榜对学生、高等院校和政府的影响的争论已成为高等教育研究和主流新闻媒体的一个普遍话题。越来越多的证据表明,大学排行榜对地区及国家的高等教育发展政策、高等院校的决策和发展战略的制定与实施、人事招聘及组织结构、资源分配和资金募集、学生择校和高校招生等方面都产生了巨大影响。如何避免大学排行榜的消极影响,提高大学排行榜的科学性和合理性,以发挥其应有的功能和作用是全球大学排名当前和今后面临的一个重要问题。 相似文献
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Recent studies have suggested that a causal link exists between college rankings and subsequent admissions indicators. However,
it is unclear how these effects vary across institutional type (i.e., national universities vs. liberal arts colleges) or
whether these effects persist when controlling for other factors that affect admissions outcomes. Using admissions data for
top-tier institutions from fall 1998 to fall 2005, we found that moving onto the front page of the U.S. News rankings provides a substantial boost in the following year’s admissions indicators for all institutions. In addition, the
effect of moving up or down within the top tier has a strong impact on institutions ranked in the top 25, especially among
national universities. In contrast, the admissions outcomes of liberal arts colleges—particularly those in the lower half
of the top tier—were more strongly influenced by institutional prices.
An earlier draft of this paper was presented at the annual meeting of the Association for the Study of Higher Education, Louisville,
KY, November 2007. 相似文献
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《Journal of Marketing for HIGHER EDUCATION》2013,23(1-2):87-99
ABSTRACT An analysis of ranking data, taken from Maclean's magazine's 2001 rankings of the 47 Canadian universities, is presented. Consistent with previous research, the rank data show that the specific measures and indices used by the magazine are inconsistently related to each other and to the universities' final assigned rankings. Some implications for the counselling and welfare of students, with special reference to selected issues in higher education, are outlined. Comparative information from related analyses, involving 2002 rankings of American universities recently published in U.S. News, and 2002 student satisfaction rankings published in the Toronto Globe and Mail, using increasingly popular evaluation indicators, is also presented. 相似文献
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Gary R. Pike 《Research in higher education》2013,54(2):149-170
Surveys play a prominent role in assessment and institutional research, and the NSSE College Student Report is one of the most popular surveys of enrolled undergraduates. Recent studies have raised questions about the validity of the NSSE survey. Although these studies have themselves been criticized, documenting the validity of an instrument requires an affirmative finding regarding the adequacy and appropriateness of score interpretation and use. Using national data from NSSE 2008, the present study found that the NSSE benchmarks provided dependable means for 50 or more students and were significantly related to important institutional outcomes such as retention and graduation rates. 相似文献
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During the past two decades institutions of all types have sought to expand and enhance residential facilities. Institutional
focus on scale, configuration, amenities, and academic integration has sought to leverage prior research documenting the multiple
and often positive impacts of on-campus residence. Although institutional size has been documented to differentially impact
student engagement [Kezar, A. J. (2006). NASPA Journal 43(1): 87–114], few studies, however, have directly explored the effect of residential expansion on student engagement. This
study, based on a sample of 731 first-time freshmen explores NSSE results before and after the opening of a residential facility
that doubled on-campus living at a single, metropolitan institution. Results indicate limited positive differences after opening,
and suggest that structure, in the form of size, does not, in and of itself, contribute significantly to shifting engagement.
Additionally, these results suggest an alternative method for using NSSE data in institutional analyses. 相似文献
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Terry T. Ishitani Sean A. McKitrick 《Community College Journal of Research & Practice》2013,37(7):576-594
This study investigated how educational experiences between community college transfer students and native students differed at a four-year institution. The study sample included groups of native students and community college transfer students, who were further divided by timing of matriculation to the study institution. Benchmarks from National Survey of Student Engagement (NSSE) were used to assess the levels of students' collegiate experiences. After controlling for various explanatory variables, timing of matriculation to the senior institution showed significant differences in student engagement. Moreover, enrollment status, such as full- and part-time presented the largest effects on the levels of students' educational involvement regardless of student type. 相似文献
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In order to help students make well-informed choices, reliable college ranking systems with comparable information about higher education institutions worldwide have been welcomed by many students. Because traditional college rankings had many methodological problems, a new type of user-based ranking, called “personalized college ranking” started to develop in many nations in the late 1990s. In 2008, Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT), launched a ranking project called “College Navigator in Taiwan” which developed the first Asian student-based college search engine to provide local and international students with transparent information on Taiwan’s higher education institutions. The main objective of this paper, therefore, is to compare the rational, strategies and pathways for establishing personalized college rankings. In order to analyze the gap between students’ preferences and university presidents’concerns over ranking indicators, HEEACT’s “College Navigator in Taiwan” is adopted as a case study at the end of paper. 相似文献
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景点介绍在很大程度上成为开发景区和吸引游客的必要手段之一。平遥古城景点介绍在及物性和语气结构上独具特色,客观真实地向读者提供景区信息,但缺少同读者的互动交流,旅游开发者可以巧妙融入一些召唤性的语言特征以发挥景点介绍对旅游资源的建构作用。 相似文献
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The Construct Validity of Student Engagement: A Confirmatory Factor Analysis Approach 总被引：2，自引：0，他引：2
Steven M. LaNasa Alberto F. Cabrera Heather Trangsrud 《Research in higher education》2009,50(4):315-332
As institutions seek to promote student engagement on campus, the National Survey of Student Engagement (NSSE) is increasingly
being used to chart progress and compare results using the Five Benchmark Scores. While recent research has begun to decompose
the five benchmarks in a variety of ways; few research studies have sought to explore the underlying structure of these five
benchmarks, their interdependence, and the extent to which the items do reflect those five dimensions. This study begins to
address the instrument’s construct validity by submitting a single, first-time freshman cohort’s NSSE responses to a confirmatory
factor analysis, and proposes as an alternative, eight “dimensions” of student engagement that fit this set of data slightly
better and in a more useful way. Results have practical implications for institutions utilizing NSSE, but also contain conceptual
implications pertaining to the application of these benchmarks. 相似文献
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Validating NSSE Against Student Outcomes: Are They Related? 总被引：3，自引：1，他引：3
While there exist many examples of institutional use of the results of the National Survey of Student Engagement (NSSE), there
is a relative paucity of research explicitly linking student outcomes to responses on the survey. A major Doctoral-Extensive
institution in the Southeast recently conducted a large-scale implementation of the National Survey of Student Engagement
(NSSE). We have linked multiple years of NSSE responses to several student outcomes: freshman retention, GPA, pursuit of graduate
education, and employment outcome upon commencement/degree conferral. Our research finds minimal explanatory power in the
NSSE benchmarks for these outcomes. A statistically derived model from the individual NSSE items shows greater promise, although
there are difficulties in replicating the model for previous student cohorts.
相似文献
| Jonathan GordonEmail: |
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The present study examined the relationships between student engagement, represented by two versions of the National Survey of Student Engagement (NSSE) and self-reported gains in learning. The study drew on institutional-level data from participating institutions in 2011 and 2013. The objective of the research was to compare evidence of convergence and discrimination for the two versions of NSSE using canonical correlation analysis. Results indicated that both versions of NSSE provided clear evidence of convergence in that student engagement measures were significantly and positively related to perceived gains in learning. However, only the most recent version of NSSE provided strong evidence of discrimination (i.e., differential relationships between engagement measures and self-reported learning outcomes). Thus, the revised NSSE appears to offer substantial advantages for institutions interested in more nuanced understandings of the relationships between student engagement and perceived learning outcomes. Implications for educators, with goals of enhancing student learning, and for researchers, who often compare complex sets of data, are included. 相似文献
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Assessing gains in learning has received increased attention as one dimension of institutional accountability both in the USA (Arum and Roksa, Academically adrift: Limited learning on college campuses, 2011) and abroad (OECD, http://www.oecd.org/document/22/0,3746,en_2649_39263238_40624662_1_1_1_1,00.html, 2013, http://www.oecd.org/edu/skills-beyond-school/AHELOFSReportVolume2.pdf, 2012). Current approaches to assessing college learning are dominated by objective tests as well as student self-reported questionnaires, such as the National Survey of Student Engagement (NSSE). This study examined how the three NSSE deep approaches to learning scales contribute to the narrative on academic rigor at a large, public research institution. Using Confirmatory Factor Analyses and Structural Equation Modeling, results showed that the three deep approaches to learning constructs were internally valid, but deep learning was not related to GPA. Findings raised questions regarding good measurement of student learning and student reward for rigorous performance. 相似文献
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Anchoring effects in world university rankings: exploring biases in reputation scores 总被引：1，自引：0，他引：1
Despite ongoing debates about their uses and validity, university rankings are a popular means to compare institutions within
a country and around the world. Anchoring theory suggests that these rankings may influence assessments of institutional reputation,
and this effect may be particularly strong when a new rankings system is introduced. We test this possibility by examining
data from the first 3 years of the Times Higher Education Supplement (THES) world university rankings. Consistent with an anchoring hypothesis, the initial THES rankings influenced peer assessments of reputation in subsequent surveys, but second-year rankings were not related to changes
in reputation in the third year. Furthermore, as expected, early peer assessment ratings were not associated with changes
in future rankings. These findings provide strong evidence for an anchoring effect on assessments of institutional reputation.
We discuss the usefulness of these peer assessments, along with ways in which reputational surveys can be improved. 相似文献
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Evaluations of academic departments through peer review rankings have assumed importance in decision making by government officials, university administrators, and department chairpersons. This article reviews the history of these highly publicized rankings and subsequent attempts to identify empirical correlates of the ratings. New findings are presented which indicate that the ACE rankings can be predicted almost perfectly (r=.91) with one measure—departmental rate of publication in highly cited journals. The implications of this finding are discussed, since it both supports the notion of peer rankings but also reveals some inherent weaknesses in the academic assessment process. Finally, it is suggested that concepts from social stratification theory can illuminate our understanding of evaluation in higher education. 相似文献
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《Assessment Update》2013,25(4):1-16
Student Interpretation of Selected Degree Qualifications Profile Outcomes Call for Contributions Editor's Notes: Ingenuity: A New Super Skill, a New Assessment Challenge, a New National Conversation Applying Qualitative Techniques to Assessment in Student Affairs Developing and Implementing a Multidisciplinary Approach to Assess CT in General Education Assessment Measures The Updated National Survey of Student Engagement (NSSE) 相似文献
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Wesley G. Jennings George E. Higgins David N. Khey 《Journal of Criminal Justice Education》2013,24(2):157-172
This study sought to explore the impact factors and associated rankings of criminology and criminal justice journals that have been ranked in the top 20 over the past 10 years (1998–2007). The results from this study suggested a considerable degree of similarity in the rankings of criminology and criminal justice journals compared to other known methods insofar as the rankings of the top journals such as CRIM and JRCD. However, further analyses revealed a noticeable amount of stability and variability in the journals that make the top 20 list over time and stability and variability in the rankings of specific journals themselves over time. Study limitations and suggestions for future research ranking criminology and criminal justice journals are also discussed. 相似文献