Building the foundations for measuring learning gain in higher education: A conceptual framework and measurement instrument
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Publication Date
2018Journal Title
Higher Education Pedagogies
ISSN
2375-2696
Publisher
Informa UK Limited
Volume
3
Issue
1
Pages
266-301
Type
Article
Metadata
Show full item recordCitation
Vermunt, J., Ilie, S., & Vignoles, A. (2018). Building the foundations for measuring learning gain in higher education: A conceptual framework and measurement instrument. Higher Education Pedagogies, 3 (1), 266-301. https://doi.org/10.1080/23752696.2018.1484672
Abstract
In this paper we set out the first step towards the measurement of learning gain in higher education by putting forward a conceptual framework for understanding learning gain that is relevant across disciplines. We then introduce the operationalisation of this conceptual framework into a new set of measurement tools. With the use of data from a large-scale survey of eleven English universities and over 4,500 students, we test the reliability and validity of the measurement instrument empirically. We find support in the data for the reliability of most of the measurement scales we put forward, as well as for the validity of the conceptual framework. Based on these results, we reflect on the conceptual framework and associated measurement tools in the context of at-scale deployment and the potential implications for policy and practice in higher education.
Keywords
Learning gain, conceptual framework, measurement instruments
Sponsorship
Higher Education Funding Council for England (HEFCE)
Funder references
HEFCE (via University of Warwick) (Legacy Project)
Identifiers
External DOI: https://doi.org/10.1080/23752696.2018.1484672
This record's URL: https://www.repository.cam.ac.uk/handle/1810/280010
Rights
Attribution 4.0 International (CC BY 4.0)
Licence URL: https://creativecommons.org/licenses/by/4.0/
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