Towards measures of longitudinal learning gain in UK higher education: the challenge of meaningful engagement

Speight, Linda and Crawford, Karin and Haddelsey, Stephen (2018) Towards measures of longitudinal learning gain in UK higher education: the challenge of meaningful engagement. Higher Education Pedagogies, 3 (1). pp. 196-218. ISSN 2375-2696

Full content URL: https://www.tandfonline.com/doi/full/10.1080/23752...

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Abstract

Learning gain is considered to be the distance travelled by students in terms of skills, competencies, content knowledge and personal development. This article discusses the administration experience and tests results from a first year cohort of 675 students at the University of Lincoln who undertook a self-assessment and standardised psychometric test as part of a project to develop measures of learning gain in UK higher education. The tests themselves are shown to be potentially suitable for this purpose however the biggest challenge was student participation and engagement. Various approaches to improve engagement were trialled. Whilst some of these approaches are shown to increase the number of responses, there is no evidence that they increase meaningful task engagement, leading to the conclusion that until this challenge is addressed the validity of learning gain data from bespoke tests is potentially questionable and the value of participation to students as individuals is limited.

Additional Information:The final published version of this article can be accessed online at https://www.tandfonline.com/doi/full/10.1080/23752696.2018.1476827
Keywords:learning gain, self-assessment, standardised psychometric tests, student engagement
Subjects:X Education > X342 Academic studies in Higher Education
Divisions:Professional services > Lincoln Higher Education Research Institute
ID Code:33172
Deposited On:13 Sep 2018 11:30

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