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000865927 019__ $$a1030482071$$a1030607996$$a1030758678$$a1033658265$$a1034555649$$a1035784251
000865927 020__ $$a9783319743387$$q(electronic book)
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000865927 049__ $$aISEA
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000865927 08204 $$a378.16721$$223
000865927 24500 $$aAssessment of learning outcomes in higher education :$$bcross-national comparisons and perspectives /$$cOlga Zlatkin-Troitschanskaia, Miriam Toepper, Hans Anand Pant, Corinna Lautenbach, Christiane Kuhn, editors.
000865927 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2018]
000865927 300__ $$a1 online resource.
000865927 336__ $$atext$$btxt$$2rdacontent
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000865927 4900_ $$aMethodology of educational measurement and assessment,$$x2367-1718
000865927 5050_ $$aIntro; Introduction: Assessing Student Learning Outcomes in Higher Education; Contents; Part I: Conceptual Development and Advances; Chapter 1: Research and Governance Architectures to Develop the Field of Learning Outcomes Assessment; 1.1 Introduction; 1.2 Signature Developments in Recent Decades; 1.3 A Framework to Structure Future Trends; 1.4 Guiding Transformation into Practice; 1.5 Governance to Spur Progress; References; Chapter 2: Documenting and Improving Collegiate Learning in the USA; 2.1 Introduction; 2.2 Overview of American Higher Education.
000865927 5058_ $$a2.3 History of Learning Outcomes Assessment in the USA; 2.4 External Actors and Drivers of Assessment; 2.4.1 Government Actors; 2.4.2 Extra-governmental Organizations; 2.5 Assessment on the Ground; 2.6 Conclusion; References; Chapter 3: Information Management Versus Knowledge Building: Implications for Learning and Assessment in Higher Education; 3.1 Introduction; 3.2 Contrasting Information Management and Knowledge Building; 3.2.1 Information Management; 3.2.2 Knowledge Building; 3.3 Why Does This Situation Exist?; 3.4 What Can Be Done?; 3.4.1 Teach More About Less.
000865927 5058_ $$a3.4.2 Devise Assessments That Require Reasoning and Justification; 3.4.3 Explicitly Teach Strategies for Effective Information Management; 3.4.4 Focus on the Habits of Mind Associated with Knowledge Building; 3.5 Concluding Thoughts; References; Part II: Domain-Specific Student Learning Outcomes -- National and International Perspectives; Chapter 4: Challenges for Evaluation in Higher Education: Entrance Examinations and Beyond: The Sample Case of Medical Education; 4.1 Introduction; 4.2 Evaluation of the Entrance Examination for Medical Education in Austria.
000865927 5058_ $$a4.3 Entrance Examinations in Medical Education: New Developments; 4.4 An Evaluation Model for Competence-Based Teaching in Medical Education and Beyond; References; Chapter 5: Teachers' Judgments and Decision-Making: Studies Concerning the Transition from Primary to Secondary Education and Their Implications for Teacher Education; 5.1 Introduction; 5.2 Research on the Effects of Tracking; 5.3 Theoretical Framework of the Studies; 5.4 Teachers' Assessment Competence in Tracking Decisions: Results in Luxembourg and Germany; 5.4.1 Predictors of Teachers' Tracking Decisions.
000865927 5058_ $$a5.5 Experimental Studies on Teachers' Information Processing of Student Information; 5.5.1 Development of Stereotypes for Different Groups of Students; 5.5.2 How Teachers Search and Process Student Information; 5.6 Motivation Matters: Accountability Affects Teachers' Tracking Decisions; 5.7 Bias and Accuracy; 5.8 Training and Intervention Studies; 5.9 Conclusions; References; Chapter 6: Threshold Concepts for Modeling and Assessing Higher Education Students' Understanding and Learning in Economics; 6.1 Introduction and Objectives; 6.2 State of Research in Higher Education.
000865927 506__ $$aAccess limited to authorized users.
000865927 520__ $$aThis book offers a comprehensive overview of current, innovative approaches to assessing generic and domain-specific learning outcomes in higher education at both national and international levels. It discusses the most significant initiatives over the past decade to develop objective, valid, and reliable assessment tools and presents state-of-the-art procedures to adapt and validate them for use in other countries. The authors highlight key conceptual and methodological challenges connected with intra-national and cross-national assessment of learning outcomes in higher education; introduce novel approaches to improving assessment, evaluation, testing, and measurement practices; and offer exemplary implementation frameworks. Further, they examine the results of and lessons learned from various recent, world-renowned research programs and feasibility studies, and present results from their own studies to provide new insights into how to draw valid conclusions about learning outcomes achieved in various contexts.
000865927 588__ $$aOnline resource; title from PDF title page (viewed April 4, 2018).
000865927 650_0 $$aCollege students$$xRating of$$vCross-cultural studies.
000865927 650_0 $$aEducation, Higher$$xEvaluation$$vCross-cultural studies.
000865927 7001_ $$aZlatkin-Troitschanskaia, Olga,$$eeditor.
000865927 7001_ $$aToepper, Miriam,$$eeditor.
000865927 7001_ $$aPant, Hans Anand,$$eeditor.
000865927 7001_ $$aLautenbach, Corinna,$$eeditor.
000865927 7001_ $$aKuhn, Christiane,$$d1965-$$eeditor.
000865927 77608 $$iPrint version:$$z9783319743370
000865927 852__ $$bebk
000865927 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-74338-7$$zOnline Access$$91397441.1
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000865927 980__ $$aEBOOK
000865927 980__ $$aBIB
000865927 982__ $$aEbook
000865927 983__ $$aOnline
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