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Although learning gain as a concept is relatively easy to define, its measurement is potentially problematic.
Building on initial work presented at SRHE2016, in this follow-up study amongst two “traditional” universities
we sought to replicate the feasibility of using assessment grades as a measure of learning gain. Our
multi-level growth analyses of 3,537 students across 2 * 20 degree programmes indicated on average
students showed improvement in standardised grades, although this was only significant for one university.
Furthermore, the variance explained differed between the levels, whereby University 2 had more variance at
the departmental level and within students than University 1, while at the University 1 variance was mainly
nested between students. This has important implications for TEF when assessing learning gains at an
institutional level, as aggregate learning gains estimates can result in misleading estimates of students’