Gas Market Report Q3-2022
There is a discernible and growing gap between the qualifications that a university degree certifies and the actual generic, 21st-century skills with which students graduate from higher education. By generic skills, it is meant literacy and critical thinking skills encompassing problem solving, anal...
| Autor principal: | |
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| Autor Corporativo: | |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Paris :
OECD Publishing
2022.
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| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009703622906719 |
Tabla de Contenidos:
- Intro
- Foreword
- Acknowledgements
- Executive summary
- Part I Assessing students' generic learning outcomes
- 1 Do higher education students acquire the skills that matter?
- Introduction
- Qualifications versus skills
- Transparency and information asymmetry
- Distrust
- Changing skill demand
- Assessing generic skills
- Developments in assessing higher education learning outcomes
- Methodological issues
- References
- 2 The Collegiate Learning Assessment
- a performance-based assessment of generic skills
- Introduction
- CLA+
- CLA+ Scoring
- Scoring process
- CLA+ psychometrics
- Test design
- Reliability
- SRQ reliability
- PT reliability
- Correlations between scale scores
- Computing scale scores
- Establishing mastery levels
- References
- Annex 2.A. Linear equating procedure
- 3 CLA+ International
- Introduction
- CLA+ International recruitment
- CLA+ International collaborators
- CLA+ International assessment development and administration
- Performance Task (PT) and Selected-Response Question (SRQ) selection
- Translation and adaptation
- Cognitive labs
- Test administration and associated activities
- Important milestones and activities
- Administration
- Scoring process
- Scoring and equating
- Reporting
- References
- 4 Ensuring cross-cultural reliability and validity
- Introduction
- Theoretical background
- Performance tasks and scoring
- Cross-cultural challenges in PT scoring
- Method
- CLA+
- United States context
- Finnish context
- PTs
- SRQs
- Translation and adaptation
- Scoring equivalency case study
- Results
- Scoring equivalency case study
- Relative Quality of Scores: How well does a translated and culturally adapted performance-based assessment requiring students to generate a written response get scored across countries and languages?. Absolute Quality of Scores: Can equivalency be established across the two forms of the assessment?
- Conclusion
- Acknowledgements
- References
- Part II CLA+ International Database
- 5 General CLA+ International results
- Introduction
- Mastery levels
- CLA+ total scores
- CLA+ subscores
- Student self-reported effort and engagement
- Summary
- Reference
- 6 CLA+ International demographic variables
- Primary language
- Gender
- 7 Predictive validity of CLA+
- Introduction
- Study 1: CLA+ Predictive Validity of Post-Higher Education Outcomes
- Method
- Participants
- Data sources and materials
- CLA+
- Survey #1
- Results
- Race/Ethnicity by generic skills by institution competitiveness (Figure 7.1)
- Study 2: CLA+ Predictive Validity of Employers' and Advisors' Assessments
- Method
- Participants
- Analysis
- Data sources and materials
- Survey #2
- Results
- Importance of CLA+ skills
- CLA+ scores predicting participants' workplace or graduate school performance
- Conclusion
- References
- 8 Fields of study
- Instructional format
- Fields of study for international students
- Fields of study for U.S. students
- Conclusion
- Annex 8.A. International sample: Instructional format by fields of study
- 9 Benchmarking countries
- Introduction
- Mastery levels by country
- Summary statistics
- Conclusion
- Part III The CLA+ assessment in participating countries
- 10 CLA+ in the United States
- Introduction
- Policy context
- Process of implementation of the CLA+
- Results
- Total CLA+ scores and section scores among entering and exiting students
- CLA+ mastery levels and score distributions
- CLA+ subscores
- Self-reported effort and engagement
- CLA+ section scores, by effort and engagement
- Policy implications and lessons learnt
- Next steps
- Next Step Platform
- SSA+
- Prospects. Continuing our philosophy of student partnership: Working with student interns
- Policy implications and lessons learned
- Next steps and prospects
- References
- 14 Mexico: an innovative focus on evaluation of learning outcomes
- Mexican higher education: Socio-economic and cognitive disparities
- Digital realities exacerbate disparity
- Higher education in Mexico: a complex system
- Building access to and quality of higher education
- Evaluating learning outcomes
- Implementing the CLA+ testing
- Some results: Defiant disparities, once again
- Method of analysis
- Main conclusions about these findings
- What we learned from the CLA+ results
- References
- 15 CLA+ in Latin America: application and results
- Chile
- CLA+ outreach process in Latin America and Spain
- Policy context for CLA+
- University W
- University X
- University Y
- University Z
- Process of implementation of the CLA+
- University W
- University X
- University Y
- University Z
- Main results
- University W
- University X
- University Y
- University Z
- Policy implications and lessons learnt
- Another aspect is the length of the decision process in joining the study
- Next steps and prospects
- References
- 16 Assessing students' generic learning outcomes in Australia and New Zealand
- Introduction
- Policy context
- Technical and vocational education and training sector initiatives
- Higher education sector policy initiatives
- Qualification relevance to employability under question
- What about secondary school curriculum?
- COVID-19 impacts on policy
- Next steps and prospects
- Conclusion
- References
- Notes
- 17 Conclusions and prospects
- Introduction
- Feasibility of critical-thinking skill assessment in higher education
- Do students learn to think critically at university?. Do background variables influence critical thinking skill development?
- Do students demonstrate different levels of critical thinking by field of study and type of instruction?
- Differences between countries
- Experiences in individual countries
- Lessons learnt in participating countries
- Prospects.
