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Do cross-sectional student assessment data make a reasonable proxy for longitudinal data?

Research output: Contribution to journalJournal article


<mark>Journal publication date</mark>2013
<mark>Journal</mark>Assessment and Evaluation in Higher Education
Number of pages11
Early online date25/02/13
<mark>Original language</mark>English


Student performance data from a post-92 university in the United Kingdom showed that, for a substantial minority of programmes, there was a general dip in marks between Years 1 and 2. Longitudinal and cross-sectional data were analysed in order to ascertain whether the latter (with its advantage of a more rapid production of results) would make an adequate proxy for the former: the analyses suggest that it can do. The article discusses a number of factors that have to be borne in mind, particularly if cross-sectional analyses are undertaken.