Lessons in learning gain: Insights and critique

Gillespie, Helena, Arico, Fabio, Lancaster, Simon, Ward, Neil and Ylonen, Annamari (2018) Lessons in learning gain: Insights and critique. Higher Education Pedagogies, 3 (1). pp. 249-265. ISSN 2375-2696

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Abstract

‘Learning gain’ has become an increasingly prominent concept in debates about the effectiveness of higher education across OECD countries. In England, interest has been heightened by the Higher Education Funding Council for England (HEFCE)’s major research initiative on learning gain, launched in 2015, and by the new Teaching Excellence Framework which assesses learning and teaching and student outcomes. HEFCE’s novel research initiative has funded a set of experimental projects across the English higher education sector for the first time. This paper presents preliminary findings from one such project at the University of East Anglia (UEA). The project trials and evaluates three approaches to identifying and measuring learning gain using data from cohorts of students across different discipline areas during 2015–2016 and 2016–2017. It builds upon previous work carried out at UEA in developing self-efficacy assessments and applying concept inventories. Student marks provide a simple comparator as a third approach to measuring learning gain.

Item Type:	Article
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning Faculty of Social Sciences > School of Economics Faculty of Science > School of Chemistry
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Research in Mathematics Education Faculty of Social Sciences > Research Groups > Research in Higher Education and Society University of East Anglia Schools > Faculty of Science > Tyndall Centre for Climate Change Research Faculty of Science > Research Centres > Tyndall Centre for Climate Change Research
Related URLs:	https://www.tandfonline.com/doi/full/10....
Depositing User:	LivePure Connector
Date Deposited:	09 Sep 2019 14:30
Last Modified:	22 Oct 2022 05:12
URI:	https://ueaeprints.uea.ac.uk/id/eprint/72127
DOI:	10.1080/23752696.2018.1454845

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