Michelle D. Foster
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An institution’s ability to meet students’ learning expectations influences student perceptions of educational quality and usefulness. Currently, colleges and universities are trying to provide evidence of these attributes through various summative assessment instruments. However, the content and structure of most assessment instruments measures what students have retained, not actual cognitive change or instances of goal achievement. This study surveyed a random sample of students at a four-year liberal arts college asking them to describe their personal learning goals and quantify the quality and usefulness of the education they received. The students’ goals were then compared to the stated goals of the institution. Findings revealed valuable information about how achievement of personal goals is tied to student perception of quality, and the implications of matching or mismatching students with institutions that can meet their predetermined expectations.
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Counselor Education and Human Services
Stander Symposium poster, student affairs, School of Education and Health Sciences
Arts and Humanities | Business | Education | Engineering | Life Sciences | Medicine and Health Sciences | Physical Sciences and Mathematics | Social and Behavioral Sciences
"A Match or a Mismatch: Comparing College Stated Learning Goals to Student Learning Goals and Perception of Educational Quality" (2015). Stander Symposium Projects. 661.
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