文章基本信息

标题：Towards measures of longitudinal learning gain in UK higher education: the challenge of meaningful engagement
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作者：Linda Speight ; Karin Crawford ; Stephen Haddelsey 等
期刊名称：Higher Education Pedagogies
电子版ISSN：2375-2696
出版年度：2018
卷号：3
期号：1
页码：1-24
DOI：10.1080/23752696.2018.1476827
出版社：Taylor and Francis Ltd
摘要：Learning gain is considered to be the distance travelled by students in terms of skills, competencies, content knowledge and personal development. This article discusses the administration experience and tests results from a first year cohort of 675 students at the University of Lincoln who undertook a self-assessment and standardised psychometric test as part of a project to develop measures of learning gain in UK higher education. The tests themselves are shown to be potentially suitable for this purpose however the biggest challenge was student participation and engagement. Various approaches to improve engagement were trialled. Whilst some of these approaches are shown to increase the number of responses, there is no evidence that they increase meaningful task engagement, leading to the conclusion that until this challenge is addressed the validity of learning gain data from bespoke tests is potentially questionable and the value of participation to students as individuals is limited.
关键词：Learning gain ; self-assessment ; standardised psychometric tests ; student engagement