Making Sense of Learning Gain in Higher Education

Autor/inn/en	Evans, C.; Kandiko Howson, C.; Forsythe, A.
Titel	Making Sense of Learning Gain in Higher Education
Quelle	In: Higher Education Pedagogies, 3 (2018) 1, S.1-45 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Evans, C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2696
DOI	10.1080/23752696.2018.1508360
Schlagwörter	Higher Education; Achievement Gains; Political Issues; Quality Assurance; Evaluation Methods; Accountability; Teaching Methods; Curriculum Design; Foreign Countries; Student Evaluation; Competence; Outcomes of Education; Learner Engagement; Student Satisfaction; Measurement Techniques; College Students; Alignment (Education); Test Reliability; Sampling; Research Design; Research Methodology; Grades (Scholastic); United Kingdom; United States; Australia; Europe + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Achievement gain; Leistungssteigerung; Politischer Faktor; Qualitätssicherung; Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Ausland; Schulnote; Studentische Bewertung; Kompetenz; Lernleistung; Schulerfolg; Messtechnik; Collegestudent; Testreliabilität; Forschungsdesign; Research method; Forschungsmethode; Notenspiegel; Großbritannien; USA; Australien; Europa
Abstract	Internationally, the political appetite for educational measurement capable of capturing a metric of value for money and effectiveness has momentum. While most would agree with the need to assess costs relevant to quality to help support better governmental policy decisions about public spending, poorly understood measurement comes with unintended consequences. This article provides a comprehensive overview of the development of measures of learning gain in higher education, exploring political contexts, methodological challenges, and the multiple purposes and potential of learning gain metrics for quality assurance, accountability and enhancement, and most importantly, we argue, the enhancement of learning and teaching. Learning gain approaches should be integral to curriculum design and delivery and not extraneous to it. Enhancing shared understandings of concepts, measures, and instruments, transparency in reporting and investment in developing pedagogical research literacy, including effective use of data are essential in the pursuit of meaningful approaches to measuring learning gain within higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01