Measuring the Learning Gains of Undergraduate Students: A Longitudinal Study Using Rasch Modeling

• In Event: 42.083 - Roundtable Session 17
  In Roundtable Session: 42.083-12 - Emerging Dialogues in Assessment

Abstract

This article reports the measurement of undergraduate students’ self-reported learning gains in six areas of generic skills. Two measurements, via First Year Experience Survey (FYE) and Graduating Student Survey (GSS), are conducted at the end of their first year of study in the university and in the last semester when they are about to graduate respectively. Responses of longitudinal samples (N=371) of the 4-year cohort students to both surveys were analysed using the Rasch modelling. Stacking of both the FYE and GSS data was done to study the differences of the reported gains during between two time points. The results showed the measurement had high reliability and a positive gain in generic skills among the student respondents.

Authors

• Joseph Chow, Hong Kong University of Science and Technology

• Phoebe Mok