1. The document discusses challenges in higher education including whether graduates are prepared for jobs and civic responsibilities, and whether universities and quality assurance measures can adequately address these questions.
2. It introduces CALOHEE (Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe) as a response to develop more reliable tools for measuring learning outcomes and quality assurance across institutions.
3. The next steps outlined are to develop and pilot comparative assessments in two disciplines to test students' knowledge and skills, and to provide insights to universities and inform benchmarking and accreditation.
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International on Integrating technology in education (IJITE)ijfcst journal
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Branding and Communication Goals in Web Application Requirementsbolk
How to take into account brand assets and values in the design of the communication strategies on the web. How this influences information architecture and other types of requirements.
Strong Workforce Task Force Overview - December 2015Strong Workforce
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International on Integrating technology in education (IJITE)ijfcst journal
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How to take into account brand assets and values in the design of the communication strategies on the web. How this influences information architecture and other types of requirements.
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Lisa D'Adamo-Weinstein
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Breakout groups will allow you to begin forging concrete plans in critical areas, including LC programs and services, utilization of online tools and technology, assessment and evaluation, professional development, and budgets and revenue generation.
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Digital Student: Further Education and Skills projectRhona Sharpe
The
Jisc
Digital
Student
project
has
investigated
the
expectations
and
experiences
of
technology
provision
held
by
students
coming
into
higher
education,
and
also
funded
a
small
review
of
current
practice
within
secondary
schools.
The
further
education
(FE)
and
skills
project
ran
between
1
June
2014
and
30
April
2015
in
order
to
extend
the
findings
of
the
Digital
Student
project
to
further
education
and
skills.
The
project
undertook
a
comprehensive
desk
review
based
on
63
reports
from
the
FE
and
Skills
sector,
conducted
12
focus
groups
with
220
learners
across
six
general
FE
colleges,
and
contributed
to
six
national
consultation
events
and
five
other
dissemination
events.
The
project
has
produced
a
range
of
resources,
trialled
and
iteratively
improved
through
the
consultation
events
in
order
to
support
staff
in
FE
to
understand
the
experiences
of
all
learners
when
using
technology,
and
to
design
services
which
meet
their
needs.
The
project
resources
can
be
used
by
colleges
to
gather
experiences
and
expectations
from
their
own
learners.
Recommendations
are
made
for
colleges,
and
for
Jisc
and
its
sector
partners.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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Learning gain in international perspective: Towards a more reliable model for evidence based learning and quality assurance and enhancement
1.
2. Learning Gain in International
Perspective:
Towards a more reliable model for evidence
based learning and quality assurance and
enhancement
Robert Wagenaar
Director International Tuning Academy Groningen
The Netherlands
HEFCE’s Learning Gain National Conference
Birmingham, 7 February 2018
3. 3
Twenty-first Century Challenges
Millions of students finish university education every year. They enter the
labour market with sets of competences based on their personal experiences
and their studies.
Are they really prepared for the jobs they go after?
What are the demands of employers?
Are they equipped to fully engage with their civic
responsibilities?
Are our universities up to speed?
Do existing quality assurance instruments offer sufficient
evidence to answer those questions?
Can institutional performances be compared to identify best
practices?
Towards a more reliable model for evidence based learning and quality
assurance and enhancement
4. RATIONAL: Additional instrument needed !
4
Present instruments for measuring ‘quality’:
Offer limited evidence of what is learned and at what level
QA is mainly process oriented not really outcome focused
QA is looking backward not forward: lack focus on future needs of
society and the graduate
Peer reviewing is a doubtful model: in European context peers
very often not well informed about modern methods and
approaches regarding LTA. Therefore: reviews often biased
Offer limited evidence about the real quality and relevance of
degree programmes and their performance
5. 5
European response to these challenges:
”Measuring and Comparing Achievements of Learning
Outcomes in Higher Education in Europe” (CALOHEE)
WHY CALOHEE?
Preposition:
If academic experts can agree on the set of learning
outcomes, they should also be able to measure
performance in comparative perspective in
(inter)national contexts!
THE PROOF IS IN THE EATING OF THE PUDDING !
6. WHY? HOW? WHAT?
Meeting the demand for more reliable information about
the outcomes of learning in Higher Education
Offering a drive for quality, taking fully into account the
needs of society, in particular the four major
stakeholders: HE students, HE staff and management,
employers and employees, and civil society
An attempt to create (in the longer run) a more effective,
less bureaucratic and more reliable instrument for
quality assurance !
7. WHY? HOW? WHAT?
By showing what a subject area represents after
consultation of stakeholders, in terms of core
competences and learning outcomes according to the
discipline
By developing instruments that acknowledge the
different missions, profiles and cultural contexts of
Higher Education institutions
8. WHY? HOW? WHAT?
One page set of Learning Outcomes descriptors per
discipline based on a merger of EQF for LLL and QF for
the EHEA described in terms of dimensions
Assessment Frameworks offering detail of what can be /
should be learned
The CALOHEE Assessment Model
A Reference Framework for Civic, Social and Cultural
Engagement
See for examples of descriptors and frameworks:
https://www.calohee.eu
9. 1. Do justice to the character of specific academic domain
2. Structures sets of learning outcomes in a logical way
3. Allows for combining QF for LLL and QF for the EHEA
CALOHEE
Dimensions
model
16. 16
Multi-dimensional taxonomy provides a firm basis for developing
transnational assessments, making transparent the quality of individual
HE degree programmes by using a comparative perspective.
Next steps (1)
Develop and pilot a series of assessments in a comparative
perspective for two disciplines
Target group: Students at the end of BA.
Developers assessments: Academics + test experts will
construct assessment bank
Platform: Machine-scored testing
Testing formats: Will include application of footage, applying
computer simulation and progressive choice-making.
Lengths of test: 3 hours / Student body possibly to be split in
parts
17. 17
Next steps (2)
To be tested: Profound knowledge and understanding as well
as high level skills and wider competences (like responsibility
and autonomy), such as critical awareness, analysing and
composition.
Timeframe: 2 years (development of assessment item
bank and piloting the actual testing)
Budget: A detailed plan (describing the assessment platforms)
will be presented in March 2018.
Budget will depend on various factors, including the number
and complexity of assessment items. More ambitious
assessment formats will imply higher costs.
Budget plan will include price alternatives.
18. 18
Expected benefits
Tests results will offer meaningful insights into strengths and
weaknesses of degree programmes and how they compare to
each other.
Test results will serve primarily self-diagnosis by universities.
Ultimately be used to inform benchmarking, accreditation and
quality comparisons at national and international level.
Once fully developed, CALOHEE diagnostic approach will be
rolled out over Europe and could inform, complement or even
replace the present external degree programme evaluations, by
offering more reliable tools for assessing and comparing and
learning in a European perspective.
19. 19
Academic
engagement
IN SUM: CALOHEE will offer:
Subject
focused
context
Evidence
based tools
for analysis
and
diagnosis
Serve
European
universities
Provide
meaningful
information
to all
stakeholders
A challenging endeavour with high potential !