Normal view MARC view ISBD view

Higher Education Learning Outcomes Assessment : International Perspectives

By: Coates, Hamish.
Material type: TextTextSeries: eBooks on Demand.Publisher: Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2014Description: 1 online resource (325 p.).ISBN: 9783653046328.Subject(s): College teaching -- Cross-cultural studies | Education, Higher -- Forecasting | Education, Higher--Evaluation | Learning -- Cross-cultural studiesGenre/Form: Electronic books.Additional physical formats: Print version:: Higher Education Learning Outcomes Assessment : International PerspectivesDDC classification: 378.1/25 Online resources: Click here to view this ebook.
Contents:
Cover; Table of Contents; Preface; List of abbreviations; Part I: Planning; Advancing student learning outcomes; Opening the box; Positioning 'learning outcomes'; Why this work is urgent; Financial pressures; Broader strategic shifts; Changes to education fundamentals; Clarifying key ideas; Innovating for growth; References; Comparative analysis of learning outcomes assessment policy contexts; Introduction; Emergence of accountability; Policy shifts toward learning outcomes in United States and Australia; Japanese higher education policy toward learning outcomes
Two methods of learning outcomes assessmentLearning outcomes assessment in Japan; Concluding thoughts; References; Assessing student learning outcomes: Research trajectories; Introduction; Framing the pathway to learning outcomes measurement; Step 1: Specifying learning outcomes; Step 2: Assessment of individual achievement of the outcomes; Steps 3 and 4: Aggregation of individual results for performance measurement; Conclusions; References; Part II: Implementation; Outcomes assessment in practice: Reflections on two Australian implementations; Introduction; The Australian context
AHELO in AustraliaBackground on the study; Development of assessment materials; Stakeholder engagement; Institutional engagement; Student engagement; Implementation of the assessment; Reporting of results; AMAC; Background on the study; Development of assessment materials; Stakeholder engagement; Institutional engagement; Student engagement; Implementation of the assessment; Reporting of results; Reflections for future practice; References; Decentralised learning outcomes assessments: Developments in Ontario, Canada; Introduction; Quality assurance and learning outcomes
Context and definitionsNational and province-wide standards; Sector and discipline-specific learning outcomes; Professional accreditation standards and learning outcomes; Learning outcome assessment activities; Large-scale assessments initiatives; Institutional assessment activities; Engineering program assessment activities; Case study: Queen's University; Summary and conclusions; References; Student learning outcomes assessment in China: Primitive foundations; Introduction; Review of quality assurance schemes in China; Contexts shaping student learning outcomes assessment in China
Exemplary student learning outcomes assessment programs in ChinaOverview; Institutional case: Learning outcomes assessment and internal quality schemes; Brief introduction of Beijing Normal University (BNU); Enacting student learning outcomes in practice; Internal quality assurance scheme; Reflection; References; Developing learning outcomes initiatives in Egypt, Kuwait, and the UAE; Introduction; Histories, growth, privatisation and the need for quality assurance; The Egyptian context; The Kuwaiti context; The United Arab Emirates (UAE) context
Situating learning outcomes assessments in local histories
Summary: This book provides higher education teachers, leaders and policymakers with insights from research on assessing students' learning outcomes. The book is founded in research, shaped by policy, and designed to be of enduring relevance to practice. Framed by a cycle of continuous quality improvement, it begins by discussing policy contexts and research concepts. Experts discuss institutional, disciplinary, national and international case studies. Perspectives are advanced for reviewing the relevance and feasibility of assessment initiatives. The book explores what stakeholders have done to convert work on learning outcomes into improvements in education.
Tags from this library: No tags from this library for this title. Log in to add tags.
Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
LB2331 (Browse shelf) http://uttyler.eblib.com/patron/FullRecord.aspx?p=1840992 Available EBL1840992

Cover; Table of Contents; Preface; List of abbreviations; Part I: Planning; Advancing student learning outcomes; Opening the box; Positioning 'learning outcomes'; Why this work is urgent; Financial pressures; Broader strategic shifts; Changes to education fundamentals; Clarifying key ideas; Innovating for growth; References; Comparative analysis of learning outcomes assessment policy contexts; Introduction; Emergence of accountability; Policy shifts toward learning outcomes in United States and Australia; Japanese higher education policy toward learning outcomes

Two methods of learning outcomes assessmentLearning outcomes assessment in Japan; Concluding thoughts; References; Assessing student learning outcomes: Research trajectories; Introduction; Framing the pathway to learning outcomes measurement; Step 1: Specifying learning outcomes; Step 2: Assessment of individual achievement of the outcomes; Steps 3 and 4: Aggregation of individual results for performance measurement; Conclusions; References; Part II: Implementation; Outcomes assessment in practice: Reflections on two Australian implementations; Introduction; The Australian context

AHELO in AustraliaBackground on the study; Development of assessment materials; Stakeholder engagement; Institutional engagement; Student engagement; Implementation of the assessment; Reporting of results; AMAC; Background on the study; Development of assessment materials; Stakeholder engagement; Institutional engagement; Student engagement; Implementation of the assessment; Reporting of results; Reflections for future practice; References; Decentralised learning outcomes assessments: Developments in Ontario, Canada; Introduction; Quality assurance and learning outcomes

Context and definitionsNational and province-wide standards; Sector and discipline-specific learning outcomes; Professional accreditation standards and learning outcomes; Learning outcome assessment activities; Large-scale assessments initiatives; Institutional assessment activities; Engineering program assessment activities; Case study: Queen's University; Summary and conclusions; References; Student learning outcomes assessment in China: Primitive foundations; Introduction; Review of quality assurance schemes in China; Contexts shaping student learning outcomes assessment in China

Exemplary student learning outcomes assessment programs in ChinaOverview; Institutional case: Learning outcomes assessment and internal quality schemes; Brief introduction of Beijing Normal University (BNU); Enacting student learning outcomes in practice; Internal quality assurance scheme; Reflection; References; Developing learning outcomes initiatives in Egypt, Kuwait, and the UAE; Introduction; Histories, growth, privatisation and the need for quality assurance; The Egyptian context; The Kuwaiti context; The United Arab Emirates (UAE) context

Situating learning outcomes assessments in local histories

This book provides higher education teachers, leaders and policymakers with insights from research on assessing students' learning outcomes. The book is founded in research, shaped by policy, and designed to be of enduring relevance to practice. Framed by a cycle of continuous quality improvement, it begins by discussing policy contexts and research concepts. Experts discuss institutional, disciplinary, national and international case studies. Perspectives are advanced for reviewing the relevance and feasibility of assessment initiatives. The book explores what stakeholders have done to convert work on learning outcomes into improvements in education.

Description based upon print version of record.

Author notes provided by Syndetics

Hamish Coates contributes to higher education through research, leadership and development. He has worked across many countries, authored over 200 publications, and led a suite of influential projects. A specialist in assessment and evaluation, Hamish's teaching focuses on improving the quality and productivity of learning, academic work and leadership. Hamish is a Professor of Higher Education at the Centre for the Study of Higher Education (CSHE) at the University of Melbourne (Australia).

There are no comments for this item.

Log in to your account to post a comment.