Skip to Main Content

Psychological Science and Education
2015. Vol. 20, no. 2, 16–23
https://doi.org/10.17759/pse.2015200202
ISSN: 1814-2052 / 2311-7273 (online)

Higher Education Outcomes at the National Level on the Example of the Project “Collegiate Learning Assessment”

 
Audio is AI-generated
972

,

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar
Metrics

Abstract

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.

General Information

Keywords: learning outcomes, higher education, meta-subjective skills, students, testing, measurement, assessment of learning outcomes in higher education, meta-skills, CLA

Journal rubric: Educational Psychology

OpenAlex citations: 7

OpenAlex trends: Evaluation and Performance Assessment, Student Assessment and Feedback, Evaluation of Teaching Practices

Information about the work in OpenAlex

Number of citations: 7

Topics

Evaluation and Performance Assessment

This cluster of papers focuses on theory-based evaluation methods, such as concept mapping and realist synthesis, for analyzing complex interventions. It also explores evaluation capacity building, logic models, empowerment evaluation, and the role of evidence-based policy in shaping evaluation practices.

Number of works: 110406  |  Total number of citations: 1248102

Topic detailsв OpenAlex

Student Assessment and Feedback

This cluster of papers focuses on formative assessment, feedback practices, and their impact on self-regulated learning in education. It explores topics such as peer assessment, assessment literacy, rubrics, student and teacher perceptions, and the influence of feedback on learning outcomes.

Number of works: 56488  |  Total number of citations: 585233

Topic detailsв OpenAlex

Evaluation of Teaching Practices

This cluster of papers explores various aspects of teaching and learning in higher education, including student evaluations, approaches to learning, teaching effectiveness, learning environments, pedagogical training, scholarship of teaching, inquiry-based learning, faculty development, and student perceptions. The papers address the challenges and opportunities in enhancing the quality of teaching and learning experiences in higher education.

Number of works: 38835  |  Total number of citations: 471914

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2015200202

Published

For citation: Sabelnikova, E.V., Khmeleva, N.L. (2015). Higher Education Outcomes at the National Level on the Example of the Project “Collegiate Learning Assessment” . Psychological Science and Education, 20(2), 16–23. (In Russ.). https://doi.org/10.17759/pse.2015200202

© Sabelnikova E.V., Khmeleva N.L., 2015

License: CC BY-NC 4.0

References

  1. Allan J. Learning outcomes in higher education. Studies in Higher Education. 1996. Vol. 21, no. 1, pp. 93–108.
  2. Bloom B. S. Taxonomy of Educational Objec­tives: The Classification of Educational Goals. Handbook I: Cognitive Domain. NY: McKay, 1956, pp. 201–207.
  3. CLA+ Overview [Elektronnyi resurs]. Council for Aid to Education. Available at: http://cae.org/ participating-institutions/cla-overview/ (Accessed 24.01.2015).
  4. Cole A. What We Learned about Our Assess­ment Program that has Nothing to do with Student Learning Outcomes. Journal of Political Science Education, 2009, no. 5, pp. 294–314.
  5. Council for Aid to Education [Elektronnyi resurs]. Council for Aid to Education. Available at: http:// www.cae.org/ (Accessed 22.01.2015).
  6. Dewey J. D.,  Montrosse B. E., Schröter D. C., Sullins C. D., Mattox II J. R. Evaluator Competen­cies : What’s Taught Versus What’s Sought. Ameri­can Journal of Evaluation, 2008. Vol. 29, no. 3, pp. 268–287.
  7. Klein S. P., Kuh G. D., Chun M., Hamilton L., Shavelson R. J. An approach to measuring cogni­tive outcomes across higher education institutions. Research in Higher Education, 2005. Vol. 46, no. 3, pp. 251–276.
  8. Kuh G. D. The state of learning outcomes as­sessment in the United States. Higher Education Management and Policy, 2010. Vol. 22, no. 1, pp. 1–20.
  9. McPherson P., Shulenburger D. Improving stu­dent learning in higher education through better ac­countability and assessment: A discussion paper for the National Association of State Universities and Land-Grant Colleges[Elektronnyi resurs]. National Institute for Learning Outcomes Assessment. Avail­able at: http://www.voluntarysystem.org/docs/back­ground/DiscussionPaper1_April06.pdf (Accessed 20.01.2015).
  10. Melton R. Learning outcomes for higher educa­tion: Some key issues. British Journal of Educational Studies, 1996. Vol. 44, no. 4, pp. 409–425.
  11. Naughton B. A., Suen  A. Y., Shavelson R. J. Accountability for what? Understanding the learn­ing objectives in state higher education account­ability programs. Chicago: American Educational Research Association, 2003. 238 p.
  12. Nusche D. Assessment of Learning Outcomes in Higher Education: a comparative review of selected practices. OECD Education Working Papers. OECD Publishing, 2008, no. 15. 49 p.
  13. Otter S. Learning Outcomes in Higher Educa­tion. A Development Project Report, Unit for the De­velopment of Adult Continuing Education. London: UDACE, 1992. 54 p.
  14. Shavelson R. J. Responding responsibly to the frenzy to assess learning in higher education. Change, 2003, no. January/February, pp. 10–19.
  15. Spady W. G. Organizing for Results: The Basis of Authentic Restructuring and Reform. Educational Leadership, 1988. Vol. 46, no. 2, pp. 4–8.

Information About the Authors

Elena V. Sabelnikova, Leading expert: Institute for Statistical Studies and Economics of Knowledge, Department of Legal Research in Science and Innovation, National Research University “Higher School of Economics”, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-0261-1345, e-mail: Esabelnikova@hse.ru

Natal’ya L. Khmeleva, Independent expert, Moscow, Russian Federation, e-mail: khmeleva.nl@gmail.com

Metrics

 Web Views

Whole time: 3037
Previous month: 17
Current month: 15

 PDF Downloads

Whole time: 972
Previous month: 8
Current month: 9

 Total

Whole time: 4009
Previous month: 25
Current month: 24