An Approach to Measuring Cognitive Outcomes Across Higher Education Institutions

Klein, Stephen P.; Kuh, George D.; Chun, Marc; Hamilton, Laura S.; Shavelson, Richard

doi:10.1007/s11162-004-1640-3

Cited by 86 publications

(73 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…While most states instituted reporting of statistical data from institutions of higher education over a decade ago, 1 many faculty have only started to hear calls for enhanced assessment efforts relatively recentlyand most often these calls are associated with accreditation processes. 2, 3 Perhaps not surprisingly, survey research has revealed a range of views about assessment, not only among faculty, but also students. 4,5 These observations are important because faculty attitudes play a key role in the advancement of assessment efforts.…”

Section: ■ Introductionmentioning

confidence: 99%

Using Structural Equation Modeling To Understand Chemistry Faculty Familiarity of Assessment Terminology: Results from a National Survey

2013

View full text Add to dashboard Cite

Chemistry departments have felt pressure in recent years to produce quality data on student achievement of learning outcomes. External (e.g., accreditation agencies) and internal (e.g., academic deans) entities are demanding regular review of student achievement. It is thus necessary for the chemistry community to develop valid and reliable instruments to assess student learning. With chemistry faculty members' integration into assessment practices, it is important that these faculty members have a sufficient understanding of the quality of and limitations to the interpretation of assessment data. As part of a larger national survey, 1505 chemistry faculty members from a diverse array of postsecondary institutions and teaching experience responded to a series of questions regarding their familiarity with assessment terminology. Advanced confirmatory factor analysis was conducted via structural equation modeling to represent an overall structure of faculty members' assessment knowledge. ABSTRACT: Chemistry departments have felt pressure in recent years to produce quality data on student achievement of learning outcomes. External (e.g., accreditation agencies) and internal (e.g., academic deans) entities are demanding regular review of student achievement. It is thus necessary for the chemistry community to develop valid and reliable instruments to assess student learning. With chemistry faculty members' integration into assessment practices, it is important that these faculty members have a sufficient understanding of the quality of and limitations to the interpretation of assessment data. As part of a larger national survey, 1505 chemistry faculty members from a diverse array of postsecondary institutions and teaching experience responded to a series of questions regarding their familiarity with assessment terminology. Advanced confirmatory factor analysis was conducted via structural equation modeling to represent an overall structure of faculty members' assessment knowledge.

show abstract

Section: ■ Introductionmentioning

confidence: 99%

Using Structural Equation Modeling To Understand Chemistry Faculty Familiarity of Assessment Terminology: Results from a National Survey

2013

View full text Add to dashboard Cite

show abstract

“…Thus, the questions are more directly related to learning outcomes than the questions in the graduate survey. However, as mentioned in the introduction, both are indirect measures of outcomes, in contrast to the more direct approaches found in for example in the collegiate learning assessment (Klein et al, 2007;Klein et al, 2005).…”

Section: Learning Outcomes: Measures and Methodsmentioning

confidence: 99%

“…In some higher education systems, the use of standardised learning measures (Klein et al, 2005;Klein et al, 2007) has gained ground as a measure of quality in higher education. However, the use of direct measures such as the collegiate learning assessment is far from an international trend and many educational systems rely on more indirect measurements of learning outcomes in their quality assurance systems.…”

Section: Introductionmentioning

confidence: 99%

Learning outcomes across disciplines and professions: measurement and interpretation

Caspersen

Frølich

Karlsen

et al. 2014

Quality in Higher Education

View full text Add to dashboard Cite

Learning outcomes of higher education are a quality tool in a changing higher education landscape but cannot be seen as neutral measures across professions and disciplines. Survey results from graduates and recent graduates indicate that prevailing measures of learning outcomes yield the same result within and across disciplinary and professional divides. The main interpretation is that learning outcomes must be seen as a valid construct but that the results are highly dependent on the profession and discipline in a way that cannot be reduced to differences in learning outcomes only; measurements of learning outcomes must also be interpreted as mirroring different knowledge structures and knowledge bases in different professions and disciplines. Thus, attempts to make neutral comparisons of learning outcomes between different professions and disciplines are vulnerable to measuring only differences in knowledge structures.

show abstract

“…La complejidad de la sociedad actual y los múltiples problemas con los que se enfrentan las instituciones educativas hacen del trabajo en equipo una competencia imprescindible para poder intervenir en ellos y resolverlos satisfactoriamente. Pretendemos, por tanto, lograr que nuestro alumnado asuma el trabajo cooperativo como un valor añadido en su currículo formativo, imprescindible tanto para la intervención educativa en un aula como para su labor como miembro de una comunidad educativa con la que debe estar comprometido (Klein et al, 2005).…”

Section: Consideraciones Previasunclassified

Validación del cuestionario de evaluación ACOES. Análisis del trabajo cooperativo en educación superior

Cabrera

López

Serrano

2011

rie

View full text Add to dashboard Cite

An Approach to Measuring Cognitive Outcomes Across Higher Education Institutions

Cited by 86 publications

References 21 publications

Using Structural Equation Modeling To Understand Chemistry Faculty Familiarity of Assessment Terminology: Results from a National Survey

Using Structural Equation Modeling To Understand Chemistry Faculty Familiarity of Assessment Terminology: Results from a National Survey

Learning outcomes across disciplines and professions: measurement and interpretation

Validación del cuestionario de evaluación ACOES. Análisis del trabajo cooperativo en educación superior

Contact Info

Product

Resources

About