The constant error of the halo in educational outcomes research

Students' reports of their learning and development play an important role in research and assessment in higher education. Assessment research frequently asks students questions about gains made during college to identify dimensions of gains and then examines relationships between college experiences and gains. A growing body of research suggests that correlations between ratings of gains and college experiences may be an artifact of a constant error of the halo. The present research examines whether halo error underlies students' self reports of gains, the significance of the halo error, and the effect of halo error on relationships between college experiences and educational outcomes. Results confirm that halo error may be an important component in students' ratings of their learning and development. Moreover, halo error may obscure relationships between college experiences and educational outcomes.