Veiledningssamtaler i høyere utdanning: Utprøving av en modell til bruk i forskning på tilbakemeldinger

Karlsen, Kristine Høeg

doi:10.5617/adno.2992

Cited by 2 publications

(1 citation statement)

References 31 publications

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“…Other studies have a more limited scope, focusing on, for example, social engagement (Van Den Wijngaard, Beausaert, Segers & Gijselaers, ). Even though these studies cover many of the same dimensions, and a number of similar and even identical items exist, no validated instruments measuring these broad sets of learning outcomes have been created yet (Caspersen, De Lange, Prøitz, Solbrekke & Stensaker, ; Karlsen, ).…”

Section: What: Generic and Disciplinary Outcomesmentioning

confidence: 99%

Measuring learning outcomes

Caspersen

Smeby

Aamodt

2017

Euro J of Education

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The growing interest for measurement of learning outcomes relates to long lines of development in higher education, the request for accountability, intensified through international reforms and movements such as the development and implementation of qualifications frameworks. In this article, we discuss relevant literature on different approaches to measurement and how learning outcomes are measured, what kinds of learning outcomes are measured, and why learning outcomes are measured. Three dimensions are used to structure the literature: Whether the approaches emphasise generic or disciplinary skills and competence, self-assessment or more objective test based measures (including grades), and how the issue of the contribution from the education program or institution (the value-added) are discussed. It is pointed out that large scales initiatives that compare institutions and even nations seem to fall short because of the implicit and explicit differences in context, whilst small-scale approaches suffer from a lack of relevance outside local contexts. In addition, competence (actual level of performance) is often confused with learning (gain and development) in many approaches, laying the ground for false assumptions about institutional process-quality in higher education.K E Y W O R D S assessment, higher education, knowledge, learning, learning outcomes, measurement

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Section: What: Generic and Disciplinary Outcomesmentioning

confidence: 99%

Measuring learning outcomes

Caspersen

Smeby

Aamodt

2017

Euro J of Education

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Expanding learner readiness of young Swedish security officers-to-be in upper secondary school

Johansson¹

2019

Journal of Vocational Education & Training

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Acquiring the conceptual and contextualised vocational knowing of surveillance law that security officers require may pose difficulties for young students due to their inexperience. This article reports research on the learner readiness of 16-to 20-year-old security officers-to-be in Swedish upper secondary vocational education and training with respect to this law. The following research questions are addressed. What surveillance law is experientially emergent for upper secondary students through vocational instruction to become security officers? How is learner readiness with respect to surveillance law expressed in the students' feedback-making during instruction to become security officers? The analysis is based on participant observations and focus group interviews with 34 students. The main finding is that the students expand their learner readiness with respect to surveillance law as they develop a novel appreciation of surveillance law as a field of interconnected meanings. Students' knowing of surveillance law emerges through a constant interplay of four processes: addressing a commonsensical sense of justice, formulating action plans, exercising the freedom to abstain from action, and applying for legal protection. Students expand their learner readiness with respect to surveillance law as awareness of: the need to handle personal empowerment appropriately, occupational boundaries, and laws as grids for particular actions.

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Veiledningssamtaler i høyere utdanning: Utprøving av en modell til bruk i forskning på tilbakemeldinger

Abstract: (Damen, Keller, Hamberg, & Bakken, 2016

Cited by 2 publications

References 31 publications

Measuring learning outcomes

Measuring learning outcomes

Expanding learner readiness of young Swedish security officers-to-be in upper secondary school

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