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Conceptualizing Student Success as a Latent Construct in Introductory Biology: Using Cognitive and Affective Course Outcomes as Items in Factor Analysis and a Partial Credit Rasch Model
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Elizabeth Hannah Huvard – ProQuest LLC, 2021
Student success is often treated as an observed variable, or something that you can measure directly with a single instrument. Single course outcomes such as final course grade or learning gain on an assessment have become synonymous with success in undergraduate science education research. Continually relying on these narrow course outcomes to…
Descriptors: Introductory Courses, Biology, Science Education, College Science