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Higher Education Learning Outcomes Assessment

International Perspectives


Edited By Hamish Coates

This book provides higher education teachers, leaders and policymakers with insights from research on assessing students’ learning outcomes. The book is founded in research, shaped by policy, and designed to be of enduring relevance to practice. Framed by a cycle of continuous quality improvement, it begins by discussing policy contexts and research concepts. Experts discuss institutional, disciplinary, national and international case studies. Perspectives are advanced for reviewing the relevance and feasibility of assessment initiatives. The book explores what stakeholders have done to convert work on learning outcomes into improvements in education.
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Propelling the field: Insights, trends and prospects


Abstract: It would be superficial to draw firm conclusions given the youthful age of this steadily unfolding movement, but it is useful to take brief reflective stock with a view to stimulating further advancements in the field. This final chapter reviews trends discussed in the book, then shifts deeper to evaluate the development of the field more broadly, and finishes by extrapolating several principles for future development. These analyses show that haphazard activity is unfolding in separate and often disjointed vectors, that much activity is driven exogenously rather than through coherently designed and delivered initiatives, and that substantial capability must be built if any meaningful reform is to be realised. The final paragraphs explore the change required to impel major progress in the field.

Keywords: learning outcomes; meta-review; leadership principles

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