{"title":"学习收获——美国视角","authors":"M. Andrade","doi":"10.1080/23752696.2018.1508361","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"3 1","pages":"46 - 48"},"PeriodicalIF":2.5000,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1508361","citationCount":"4","resultStr":"{\"title\":\"Learning gain – A U.S. perspective\",\"authors\":\"M. Andrade\",\"doi\":\"10.1080/23752696.2018.1508361\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":43390,\"journal\":{\"name\":\"Higher Education Pedagogies\",\"volume\":\"3 1\",\"pages\":\"46 - 48\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2018-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/23752696.2018.1508361\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Higher Education Pedagogies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/23752696.2018.1508361\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Pedagogies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23752696.2018.1508361","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
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.
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.