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

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Do cross-sectional student assessment data make a reasonable proxy for longitudinal data? / Yorke, Mantz; Zaitseva, Elena .
In: Assessment and Evaluation in Higher Education, Vol. 38, No. 8, 2013, p. 957-967.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Yorke, M & Zaitseva, E 2013, 'Do cross-sectional student assessment data make a reasonable proxy for longitudinal data?', Assessment and Evaluation in Higher Education, vol. 38, no. 8, pp. 957-967. https://doi.org/10.1080/02602938.2013.769199

APA

Yorke, M., & Zaitseva, E. (2013). Do cross-sectional student assessment data make a reasonable proxy for longitudinal data? Assessment and Evaluation in Higher Education, 38(8), 957-967. https://doi.org/10.1080/02602938.2013.769199

Vancouver

Yorke M, Zaitseva E. Do cross-sectional student assessment data make a reasonable proxy for longitudinal data? Assessment and Evaluation in Higher Education. 2013;38(8):957-967. Epub 2013 Feb 25. doi: 10.1080/02602938.2013.769199

Author

Yorke, Mantz ; Zaitseva, Elena . / Do cross-sectional student assessment data make a reasonable proxy for longitudinal data?. In: Assessment and Evaluation in Higher Education. 2013 ; Vol. 38, No. 8. pp. 957-967.

Bibtex

@article{49edf8510e6f438db19e11d5e43244e3,
title = "Do cross-sectional student assessment data make a reasonable proxy for longitudinal data?",
abstract = "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.",
keywords = "assessment, data analysis, analytical methodology, enrolment homogeneity, homogeneity index",
author = "Mantz Yorke and Elena Zaitseva",
year = "2013",
doi = "10.1080/02602938.2013.769199",
language = "English",
volume = "38",
pages = "957--967",
journal = "Assessment and Evaluation in Higher Education",
issn = "0260-2938",
publisher = "Taylor and Francis Ltd.",
number = "8",

}

RIS

TY - JOUR

T1 - Do cross-sectional student assessment data make a reasonable proxy for longitudinal data?

AU - Yorke, Mantz

AU - Zaitseva, Elena

PY - 2013

Y1 - 2013

N2 - 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.

AB - 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.

KW - assessment

KW - data analysis

KW - analytical methodology

KW - enrolment homogeneity

KW - homogeneity index

U2 - 10.1080/02602938.2013.769199

DO - 10.1080/02602938.2013.769199

M3 - Journal article

VL - 38

SP - 957

EP - 967

JO - Assessment and Evaluation in Higher Education

JF - Assessment and Evaluation in Higher Education

SN - 0260-2938

IS - 8

ER -