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Measuring Alternative Learning Outcomes: Dispositions to study in Higher Education

Pampaka, M., Williams, J., Hutcheson, G., Black, L., Davis, P., Hernandez-Martinez, P., & Wake, G.

Journal of Applied Measurement. 2013;14(2):197-218.

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Abstract

In this paper we describe the validation of two scales constructed to measure pre-university students’ changing disposition (i) to enter Higher Education (HE) and (ii) to further study mathematically-demanding subjects. Items were selected drawing on interview data, and on a model of disposition as socially- as well as self- attributed. Rasch analyses showed that the two scales each produce robust one-dimensional measures on what we call a ‘strength of commitment to enter HE’ and ‘disposition to study mathematically-demanding subjects further’ respectively. However, the former scale was initially found to suffer psychometrically from a ceiling effect, which we ‘corrected’ by adding some harder items at a later data point, and revised the scale according to our interpretation of subsequent results. We finally discuss the potential significance of the constructed measures of learning outcomes, as variables in monitoring or even explaining students’ progress into different subjects in HE.

Bibliographic metadata

Type of resource:
Content type:
Publication status:
Published
Publication type:
Publication form:
Published date:
Language:
eng
ISSN:
Publisher:
Volume:
14
Issue:
2
Start page:
197
End page:
218
Total:
22
Attached files Open Access licence:
Publishers licence
Attached files embargo period:
Immediate release
Attached files release date:
28th January, 2015
Access state:
Active

Record metadata

Manchester eScholar ID:
uk-ac-man-scw:196395
Created by:
Pampaka, Maria
Created:
30th May, 2013, 16:10:01
Last modified by:
Kneen, Sarah
Last modified:
27th October, 2015, 18:58:02

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