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Table of Contents
Intro; 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.
2.3 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.
3.4.2 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.
4.3 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.
5.5 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.
2.3 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.
3.4.2 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.
4.3 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.
5.5 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.