学习收获——美国视角

IF 2.5 Q1 Social Sciences Higher Education Pedagogies Pub Date : 2018-01-01 DOI:10.1080/23752696.2018.1508361
M. Andrade
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引用次数: 4

摘要

摘要在美国,地区认证委员会的标准允许采用一系列方法来确定高等教育机构的学习收益。认证机构的标准可能各不相同,但遵循一套共同的良好实践原则。尽管改进应该是学习成绩评估的目标,但认证合规性是改善学生学习的主要驱动力。一些国家举措正在对争取学习的努力产生积极影响。其中包括确定基本的学习成果,实施高影响力的实践,以及在各机构中使用价值准则。后者是由教员创建的,作为多机构国家项目的一部分。总之,美国的学习收益格局的特点是相当分散的方法以及合作、自愿的国家倡议;然而,认同是渐进的,在基于评估数据进行有意义的学习改进方面需要改进。
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Learning gain – A U.S. perspective
ABSTRACT In the U.S., regional accrediting commission standards allow for a range of approaches for determining learning gain in higher education institutions. Standards may vary across accrediting bodies, but follow a common set of good practice principles. Although improvement should be the goal of learning gains assessment, accreditation compliance is the main driver followed by a desire to improve student learning. Several national initiatives are having a positive impact on learning gain efforts. These include the identification of essential learning outcomes, the implementation of high impact practices, and the use of VALUE rubrics across institutions. The latter were created by faculty members as part of a multi-institutional national project. In sum, the learning gain landscape in the U.S. is characterized by a fairly decentralized approach together with collaborative, voluntary national initiatives; however, buy-in has been gradual and improvement is needed in terms of making meaningful learning improvements based on assessment data.
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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