Gauging academic growth of bachelor degree recipients: Longitudinal vs. self‐reported gains in general education

Herzog, Serge

doi:10.1002/ir.387

Cited by 6 publications

(3 citation statements)

References 37 publications

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“…However, there is still some debate about the accuracy of self-reported student gains. Bowman (2011) and Herzog (2011) found weak correlations between self-reported gains and longitudinal gains in general education. Grades, however, are not the only measure of student success when evaluating the effectiveness of degree programmes.…”

Section: Self-reported Learning Gainsmentioning

confidence: 85%

Assessment and teaching of science skills: whole of programme perceptions of graduating students

Hodgson

Varsavsky

Matthews

2013

Assessment & Evaluation in Higher Education

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This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six nominated skills. In this quantitative study involving two Australian research-intensive universities, the teaching activities identified by students as developing the broadest number of skills were laboratory classes and tutorials. Lectures were only effective for developing scientific knowledge and, to a limited extent, ethical thinking. Assessment tasks that students perceived to utilise the broadest range of skills were assignments and oral presentations. The findings of this study document the students' perspective about their gains in skill sets, and the teaching activities and assessment tasks that require them to use and thus develop these skills. The findings provide an opportunity to evaluate the constructive alignment of skills development, teaching activities and assessment tasks from a student's perspective. Further research is required to actually measure the skills that students gain over their whole programme of study.

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Section: Self-reported Learning Gainsmentioning

confidence: 85%

Assessment and teaching of science skills: whole of programme perceptions of graduating students

Hodgson

Varsavsky

Matthews

2013

Assessment & Evaluation in Higher Education

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“…Secondly, as the National Student Survey in England (HEFCE, 2017) and others (e.g. Herzog, 2011;Pascarella, Seifert, & Blaich, 2010) report, student engagement is consistently high across a majority of higher education institutions, potentially rendering the engagement measure a weak indicator for the purposes of exploring what learning gains are made across different subjects, disciplines and courses. However, given significant evidence that (psychological) engagement is correlated with learning (Astin, 1996;Pascarella & Terenzini, 2005), the construct should arguably not be excluded from consideration when attempting to measure learning gain, especially if sufficiently refined measures can be developed.…”

Section: Operationalising Definitions and Approaches To Measurementmentioning

confidence: 99%

Building the foundations for measuring learning gain in higher education: a conceptual framework and measurement instrument

Vermunt

Ilie

Vignoles

2018

Higher Education Pedagogies

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In this paper, we set out the first step towards the measurement of learning gain in higher education by putting forward a conceptual framework for understanding learning gain that is relevant across disciplines. We then introduce the operationalisation of this conceptual framework into a new set of measurement tools. With the use of data from a large-scale survey of 11 English universities and over 4,500 students, we test the reliability and validity of the measurement instrument empirically. We find support in the data for the reliability of most of the measurement scales we put forward, as well as for the validity of the conceptual framework. Based on these results, we reflect on the conceptual framework and associated measurement tools in the context of at-scale deployment and the potential implications for policy and practice in higher education. ARTICLE HISTORY

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“…Some authors (Arum & Roksa, 2011;Shermis, 2008) argued that, based on a selection of these objective measures, there is little evidence to suggest that higher education delivers robust value-adding benefits for students or for broader society. Understandably, these results have led to a substantial level of controversy and attention on learning in higher education (Herzog, 2011). Thus, although generic assessments of quality learning outcomes have been broadly criticised, they are being adopted widely for accountability purposes and are producing results that could be described as less than flattering for the higher education industry worldwide.…”

mentioning

confidence: 96%

Evaluating quality learning in higher education: re-examining the evidence

Lodge

Bonsanquet

2013

Quality in Higher Education

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Gauging academic growth of bachelor degree recipients: Longitudinal vs. self‐reported gains in general education

Abstract: Using measures of longitudinal learning that are widely available to institutional researchers, this study found several important biases associated with learning gains self‐reported by university graduates.

Cited by 6 publications

References 37 publications

Assessment and teaching of science skills: whole of programme perceptions of graduating students

Assessment and teaching of science skills: whole of programme perceptions of graduating students

Building the foundations for measuring learning gain in higher education: a conceptual framework and measurement instrument

Evaluating quality learning in higher education: re-examining the evidence

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