Gary R. Pike
Limitations of using students' self-reports of academic development as proxies for traditional achievement measures
University of Missouri
important issue national assessment efforts best measure outcomes college initial discussions national collegiate assessment focused reliability validity feasibility using achievement tests measure student learning subsequent discussions raised possibility using students selfreports academic development proxies achievement test scores present study examines stability relationships among selfreports test scores across samples two fouryear colleges universities multitraitmultimethod analyses indicated selfreports test scores developed set test specifications measure constructs although scores one type measurement may substitutable scores type measurement addition analyses produced ambiguous results concerning stability relationships across different types institutions