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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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I recently attended a graduate finance lecture where the teacher announced he would provide a formula sheet in the exam. A sigh rose from the 200 silent students. Does this dynamic, I wondered, build capabilities required to prevent the next recession?

Despite transformation of many other academic frontiers much assessment is still done as it was a century ago. Widely practiced but researched occasionally, improvement in this field seems difficult. Yet, more than ever, I see assessment as needing substantial reform, and that making progress on this front is instrumental for advancing education overall.

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