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Higher Education Outcomes at the National Level on the Example of the Project “Collegiate Learning Assessment” 1134
, Deputy Director of the Information and Coordination Centre for Cooperation with the Organization for Economic Cooperation and Development, Institute of Statistical Studies and Economics of Knowledge, National Research University “Higher School of Economics”, Moscow, Russia, email@example.comKhmeleva N.L.
, Senior Lecturer, Institute of Public Administration, Moscow, Russia, firstname.lastname@example.org
We discuss the interpretation of the concept of “learning outcomes”. Theoretical analysis widely represents the interpretations of the learning outcomes of a high school student: academic skills: understanding, application of knowledge to solve problems, synthesis, analysis and evaluation; basic skills and basic knowledge, and skills of a higher order and advanced knowledge; skills of a higher order represented as a system of critical thinking, analytic reasoning, problem solving and written communication; wide abilities interpreted as verbal, quantitative and spatial thinking, understanding, problem solving and decision making. We conclude that each considered approach distinguishes meta-subjective skills,
i.e. skills to interact with the quality of information regardless of the context. The ability to measure the meta-skills is discussed on an example of the “Collegiate learning assessment”, realized in the United States.
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