How Risky Are One-Shot Cross-Sectional Assessments of Undergraduate Students?

By A. Astin, Jenny J. Lee. 2003

118 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/b2ba2e091d342401fd65cdb8737ff86f8e471e0a

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In Education

In Political Science and International Relations

Citations in the corpus

How College Affects Students: Ten Directions for Future Research (2006, background): “…we retreat from such longitudinal research designs simply because of the challenges they present, we pay a substantial price in internal validity, or the ability to accurately estimate the magnitude of the socialization effects of the collegiate experience (Astin & Lee, 2003; Pascarella, 2001).”
Cross-Discipline Perceptions of the Undergraduate Research Experience (2011, background): “Astin and Lee (2003) note one-time assessments of students are difficult to interpret because they largely reflect the characteristics of the students prior to the assessments.”
Institutional Selectivity and Good Practices in Undergraduate Education: How Strong is the Link? (2006, background): “Consistent with the methodological arguments and evidence of Astin (2003), Astin and Lee (2003), and Pascarella (2001b), we estimated the effects of institutional selectivity while statistically controlling for the characteristics of the students who reported on good practices.”
What Student Affairs Professionals Need to Know About Student Engagement (2009, background): “Because the standard NSSE and CCSSE administrations are cross-sectional, in the absence of precollege measures it is not possible to infer with a high level of confidence the influence of the institution on engagement independent of student background and predilections (Astin & Lee, 2003).”
A model of online and general campus‐based student engagement (2007, background): “While there are various additional errors and risks associated with analyses based on cross-sectional assessment (Astin & Lee, 2003), and while there are certainly advantages in investigating the development of engagement tendencies over time, there remain clear advantages to having coincident…”
Making Sense Out of Degree Completion Rates (2005, methodology): “…as degree completion, scores on standardized tests, and many forms of student involvement or engagement, it would appear that the majority of variation among institutions is attributable to entering freshman characteristics rather than to institutional policies or practices (Astin & Lee, 2003).”
How Effective are the NSSE Benchmarks in Predicting Important Educational Outcomes? (2010, background): “…gains in college as a criterion for good practices runs a high risk of confounding the effects of exposure to good practices as measured by the NSSE benchmarks with the particular individual characteristics of the students an institution attracts and admits (Astin & Lee, 2003; Pascarella, 2001).”
Student Engagement in Campus-Based and Online Education: University Connections (2006, background): “While there are various additional errors and risks associated with analyses based on cross-sectional assessment (Astin and Lee, 2003), and while there are certainly advantages in investigating the development of engagement tendencies over time, there remain clear advantages to having coincident inf”
Collaborative Learning and Critical Thinking: Testing the Link (2017, background): “This point is especially important, as this research design is one of the most effective ways to control for selection bias (Astin & Lee, 2003; Pascarella, 2006).”
The Impact of First-Year Seminars on College Students’ Life-long Learning Orientations (2013, methodology): “…and the pretest measure for NFC. Controlling for the pretest measure allows us to more confidently attribute variation in the posttest measure to variations in the college experience measures, specifically the measure for participation in a first-year seminar (Astin & Lee, 2003; Pascarella, 2006).”
Including young people with disabilities: Assessment challenges in higher education (2007, background): “ Astin & Lee, 2003; Birenbaum, 1997; Kahn, 2001; Knight, 2002; Quarstein & Peterson, 2001; Samuelowicz & Bain, 2001, 2002; Scouller, 1998; Tynja ¨la ¨, 1998; Yorke, 2003), including how courses re-designed for scholarship of High Educ (2007) 54:435–448 445”
Influences on College Students' Capacities for Socially Responsible Leadership (2010, background): “Further, Astin and Lee (2003) suggested that cross-sectional research is particularly prone to bias in assessments of institutional quality, which are largely influenced by the characteristics of students entering the college environment.”
INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT (2006, methodology): “Model 2 answers the question raised by Astin and Lee (2003), do precollege characteristics matter?”