Abstract
Opportunities for college students to develop their leadership capacity through participation in formal leadership programs have grown tremendously. As the assessment of such programs rises, educators must become knowledgeable about the potentially significant design effects on assessment results. Using a national leadership program as a case study, we quasi-experimentally examined the effects of data collection design on measured outcomes, and discovered surprisingly noteworthy differences in results. Our work suggests that collection design may be even more important to whether leadership programs seem to make a difference than the curriculum itself.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 68-71 |
| Number of pages | 4 |
| Journal | Journal of Leadership Studies |
| Volume | 12 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jun 1 2018 |
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ASJC Scopus subject areas
- Education
Cite this
Opportunities for Gaming the System : How Data Collection Design Influences Program Assessment Outcomes. / Collins, Jasmine D.; Rosch, David M.; Stephens, Clinton M.
In: Journal of Leadership Studies, Vol. 12, No. 2, 01.06.2018, p. 68-71.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Opportunities for Gaming the System
T2 - How Data Collection Design Influences Program Assessment Outcomes
AU - Collins, Jasmine D.
AU - Rosch, David M.
AU - Stephens, Clinton M.
PY - 2018/6/1
Y1 - 2018/6/1
N2 - Opportunities for college students to develop their leadership capacity through participation in formal leadership programs have grown tremendously. As the assessment of such programs rises, educators must become knowledgeable about the potentially significant design effects on assessment results. Using a national leadership program as a case study, we quasi-experimentally examined the effects of data collection design on measured outcomes, and discovered surprisingly noteworthy differences in results. Our work suggests that collection design may be even more important to whether leadership programs seem to make a difference than the curriculum itself.
AB - Opportunities for college students to develop their leadership capacity through participation in formal leadership programs have grown tremendously. As the assessment of such programs rises, educators must become knowledgeable about the potentially significant design effects on assessment results. Using a national leadership program as a case study, we quasi-experimentally examined the effects of data collection design on measured outcomes, and discovered surprisingly noteworthy differences in results. Our work suggests that collection design may be even more important to whether leadership programs seem to make a difference than the curriculum itself.
UR - http://www.scopus.com/inward/record.url?scp=85053907529&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85053907529&partnerID=8YFLogxK
U2 - 10.1002/jls.21581
DO - 10.1002/jls.21581
M3 - Article
AN - SCOPUS:85053907529
VL - 12
SP - 68
EP - 71
JO - Journal of Leadership Studies
JF - Journal of Leadership Studies
SN - 1935-2611
IS - 2
ER -