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Towards measures of longitudinal learning gain in UK higher education: the challenge of meaningful engagement

机译：迈向英国高等教育纵向学习增益的衡量标准：有意义参与的挑战

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Learning gain is considered to be the distance travelled by students in terms of skills, competencies, content knowledge and personal development. This article discusses the administration experience and tests results from a first year cohort of 675 students at the University of Lincoln who undertook a self-assessment and standardised psychometric test as part of a project to develop measures of learning gain in UK higher education. The tests themselves are shown to be potentially suitable for this purpose however the biggest challenge was student participation and engagement. Various approaches to improve engagement were trialled. Whilst some of these approaches are shown to increase the number of responses, there is no evidence that they increase meaningful task engagement, leading to the conclusion that until this challenge is addressed the validity of learning gain data from bespoke tests is potentially questionable and the value of participation to students as individuals is limited.
机译：学习收益被认为是学生在技能，能力，内容知识和个人发展方面所经历的距离。本文讨论了行政经验，并测试了林肯大学第一年的675名学生的测试结果，他们进行了一项自我评估和标准化的心理测验，这是开发英国高等教育学习增值措施的项目的一部分。测试本身显示出可能适合该目的，但是最大的挑战是学生的参与和参与。尝试了各种提高参与度的方法。尽管这些方法中的一些方法显示增加了响应的数量，但没有证据表明它们增加了有意义的任务投入，得出的结论是，在解决这一挑战之前，从定制测试中学习收益数据的有效性可能存在疑问，其价值作为个人的学生参与人数有限。

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