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Assessing Student Learning Outcomes in Higher Education

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Act Composite Score
Adriana Molina Mantilla
Affect Item Difficulty
Andres Morales Forero
Annette Upmeier zu Belzen
Assessing
assessment and evaluation in higher education
Benjamin W. Domingue
Bi-factor Model
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Category=JNDH
Category=JNM
Cent Correct Scores
College Admission Scores
critical thinking
critical thinking assessment
Dirk Kruger
educational measurement
Edward E. Wiley
Ekaterina Enchikova
Elastic Constraints
Elena Kardanova
engineering education quality
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eq_society-politics
evaluation
Frank Musekamp
Grouped Data Structure
Guirong Li
Hans Anand Pant
Henry Shi
higher education
higher education institution
Huan Wang
Igor Chirikov
Increased Item Difficulty
Individual Level Reliability
International Large Scale Assessments
international student outcomes comparison
Investigate Student Motivation
Item Difficulty
Jacob Pearce
Johan Braeken
JuliP. Marino
Jun Xu
Jurik Stiller
learning outcomes
Linear Logistic Test Model
Liyang Mao
Local Item Dependence
Lois Frankel
Low Stakes Assessments
Manuel Forster
Measurement Invariance
measuring
Michio Yamaoka
Missing Items
motivation in assessment
Natalie Johnson
Olga Zlatkin-Troitschanskaia
Ou Lydia Liu
Parallel Analysis Results
Partial Measurement Invariance Model
Philipp Straube
Prashant Loyalka
Preliminary Validity Evidence
psychometric evaluation
public investment
Richard J. Shavelson
Rudiger Tiemann
Sabrina Mathesius
Scientific Reasoning Test
Sebastian Bruckner
Sigrid Blomeke
Stefan Hartmann
student learning outcomes
Susanne Schmidt
Tadayoshi Asano
Teacher Belief Scales
TEDS
Testlet Effect
Upmeier Zu Belzen
value added analysis
Volkhard Nordmeier

Product details

  • ISBN 9780815365877
  • Weight: 453g
  • Dimensions: 174 x 246mm
  • Publication Date: 21 Nov 2017
  • Publisher: Taylor & Francis Inc
  • Publication City/Country: US
  • Product Form: Hardback
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Description

This book examines important advances and offers a realistic image of the state of the art in student learning outcomes assessment in higher education—a field close to the core of nearly every higher education institution. Producing sound information on what students know and can do is critical to higher education practitioners and future social prosperity. Spanning international, national and institutional developments, the book presents methodological and empirical insights, highlights research challenges, and showcases the enormous progress made in recent years.

The book will be of interest to researchers in education assessment and neighbouring fields, and stakeholders like institutional leaders, teachers and graduate employers looking for better insight on returns, governments searching for information to assist with funding and regulation, and members of the public wanting more clarity about outcomes and public investment. This book was originally published as a special issue of Assessment & Evaluation in Higher Education.
About
Hamish Coates is a Professor of Higher Education at the University of Melbourne, Australia. His research and development focuses on improving quality and productivity. He has initiated and led many successful projects, and was Founding International Director of OECD’s Assessment of Higher Education Learning Outcomes (AHELO). Olga Zlatkin-Troitschanskaia is Chair of Business and Economics Education at Johannes Gutenberg University Mainz, Germany. She has published widely on empirical educational research in vocational and higher education. She is a member of many national and international advisory and editorial boards and serves as an expert consultant to ministries, foundations, and international journals. Hans Anand Pant is a Full Professor and chair of Research Methods in Education at Humboldt Universität zu Berlin, Germany. He is also CEO of The German School Academy, an institution for school development and teacher training founded by the Robert Bosch Stiftung. The focus of his work is on educational reform, innovation transfer, educational large-scale assessment, and validity issues in competence testing.