Lessons in learning gain: insights from a pilot project

References

• Arum, R. , & Roksa, J. (2011). Academically adrift: Limited learning on college campuses . Chicago, IL : University of Chicago.
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review , 84 (2), 191–215.10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Chemers, M.M. , Hu, L. , & Garcia, B.F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology , 93 (1), 55–64.10.1037/0022-0663.93.1.55
   Web of Science ®Google Scholar
• Department of Business, Innovation and Skills (2015). Fulfilling our potential: Teaching excellence, social mobility and student choice . London: Author.
   Google Scholar
• Department for Education (2016). Teaching Excellence Framework: Year two specification . London: Author.
   Google Scholar
• Douglass, J.A. , Thomson, G. , & Zhao, C.-M. (2012). The learning outcomes race: The value of self-reported gains in large research universities. Higher Education , 64 , 317–335.10.1007/s10734-011-9496-x
   Web of Science ®Google Scholar
• Dunning, D. , Johnson, K. , Ehrlinger, J. , & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science , 12 (3), 83–87.10.1111/1467-8721.01235
   Web of Science ®Google Scholar
• Freeman, S. , Eddy, S. , McDonough, M. , Smith, M.K. , Okoroafor, N. , Jordt, H. , & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences , 111 (23), 8410–8415.10.1073/pnas.1319030111
   PubMed Web of Science ®Google Scholar
• Galloway, R. , & Lancaster, S. (2016, May). Learning gains. Education in Chemistry , 26–29.
   Web of Science ®Google Scholar
• Gibbs, G. (2010). Using assessment to support student learning . Leeds: Leeds Metropolitan University.
   Google Scholar
• Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics , 66 , 1.
   Web of Science ®Google Scholar
• Higher Education Academy (2015). Grade point average: Report of the GPA pilot project 2013–14 . York : HEA.
   Google Scholar
• Higher Education Funding Council for England . (2015). Learning gain . Retrieved from http://www.hefce.ac.uk/lt/lg/
   Google Scholar
• Hestenes, D. , Wells, M. , & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher , 30 (3), 141–158.10.1119/1.2343497
   Google Scholar
• Howitt, S. , Anderson, T. , Costa, M. , Hamilton, S. , & Wright, T. (2008). A concept inventory for the life sciences: How will it help your teaching practice? Australian Biochemist , 39 , 14–17.
   Google Scholar
• Kruger, J. , & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology , 77 (6), 1121–1134.10.1037/0022-3514.77.6.1121
   PubMed Web of Science ®Google Scholar
• Luxford, C.J. , & Bretz, S. (2014). Development of the bonding representations inventory to identify student misconceptions about covalent and ionic bonding representations. Journal of Chemical Education , 91 (3), 312–320.10.1021/ed400700q
   Web of Science ®Google Scholar
• Mazur, E. (1997). Peer instruction: A user’s manual . Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• McGrath, C. , Guerin, B. , Harte, E. , Frearson, M. , & Manville, C. (2015). Learning gain in higher education . Cambridge: RAND Corporation.
   Google Scholar
• McMillan, J. , & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons , 87 (1), 40–49.
   Google Scholar
• Mulford, D.R. , & Robinson, W.R. (2002). An inventory for alternate conceptions among first-semester general chemistry students. Journal of Chemical Education , 79 (6), 739–744.10.1021/ed079p739
   Web of Science ®Google Scholar
• Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research , 66 (4), 543–578.10.3102/00346543066004543
   Web of Science ®Google Scholar
• Peseta, T. , Barrie, S. , & McLean, J. (2017). Academic life in the measured university: Pleasures, paradoxes and politics. Higher Education Research and Development , 36 (3), 453–457.10.1080/07294360.2017.1293909
   Web of Science ®Google Scholar
• Pokorny, H. (2016). Assessment for learning. In: H. Pokorny & D. Warren (Eds.), Enhancing teaching practice in Higher Education (pp. 69–90). London: Sage.
   Google Scholar
• Sambell, K. , McDowell, L. , & Montgomery, C. (2013). Assessment for learning in higher education . Abingdon: Routledge.
   Google Scholar
• Schleicher, A. (2015). Value-added: How do you measure whether universities are delivering for their students? Higher Education Policy Institute Annual Lecture 2015 . London: HEPI.
   Google Scholar
• Thomson, G. , & Douglass, J.A. (2009). Decoding learning gains, Research & Occasional Paper Series, Centre for Studies in Higher Education . Berkley: University of California.
   Google Scholar
• Tremblay, K. , Lalancette, D. , & Roseveare, D. (2012). Assessment of higher education learning outcomes (AHEHO): Feasibility Study Report Volume 1 – Design and Implementation . Paris: OECD.
   Google Scholar
• US Department of Education (2006). A test of leadership: Charting the future of US higher education . Washington, DC: Author.
   Google Scholar
• Yorke, M. , & Knight, P. (2007). Evidence-informed pedagogy and the enhancement of student employability. Teaching in Higher Education , 12 (2), 157–170.10.1080/13562510701191877
   Web of Science ®Google Scholar
• Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice , 41 , 64–70.10.1207/s15430421tip4102_2
   Web of Science ®Google Scholar