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

References

• A&DC. (2015). Graduate Dilemmas user manual. Guilford, UK: The A&DC Group.
   Google Scholar
• A&DC (2017). Graduate Dilemmas: Cost effective online candidate sifting. Retrieved from https://www.adc.uk.com/wp-content/uploads/2016/06/Graduate-Dilemmas-Overview.pdf
   Google Scholar
• AGCAS (2015). First-year student careers and employability survey report. Retrieved from http://www.agcas.org.uk/agcas_resources/823-First-Year-Student-Careers-and-Employability-Survey-Report
   Google Scholar
• Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. Chicago, IL: University of Chicago Press.
   Google Scholar
• Bass, R. (2012). Disrupting ourselves: The problem of learning in higher education. Educause Review. Retrieved from http://er.educause.edu/articles/2012/3/disrupting-ourselves-the-problem-of-learning-in-higher-education
   Google Scholar
• Benjamin, R. (2012a). The new limits of education policy: Avoiding a tragedy of the commons. Cheltenham: Edward Elgar.
   Google Scholar
• Benjamin, R. (2012b). The seven red herrings about standardized assessments in higher education. Occasional Paper 15. National Institute for Learning Outcomes Assessment, 7–14.
   Google Scholar
• Blaich, C.F. (2012). Wabash national study 2006–2012. Retrieved from http://www.liberalarts.wabash.edu/study-overview/
   Google Scholar
• Bloxham, S., den-Outer, B., Hudson, J., & Price, M. (2015). Let’s stop the pretense of consistent marking: Exploring the multiple limitations of assessment criteria. Assessment & Evaluation in Higher Education, 41(3), 466–481.
   Web of Science ®Google Scholar
• Bowman, N.A. (2010). Can 1st-year college students accurately report their learning and development? American Educational Research Journal, 47(2), 466–496.
   Web of Science ®Google Scholar
• Bowman, N.A. (2014). The meaning and interpretation of college student self-reported gains. New Directions for Institutional Research, 2014, 59–68.
   Google Scholar
• Buckley, A. (2013). Engagement for enhancement: Report of a UK survey pilot. UK: The Higher Education Academy.
   Google Scholar
• Business, Innovation & Skills [BIS]. (2016). Success as a knowledge economy: Teaching excellence, social mobility & student choice. (Cm 9258). London: BIS.
   Google Scholar
• Chan, D., & Schmitt, N. (2002). Situational judgement and job performance. Human Performance, 15(3), 233–254.
   Web of Science ®Google Scholar
• Friere, P. (1970). Pedagogy of the oppressed. London: Penguin.
   Google Scholar
• Gessner, T.L., & Klimoski, R.J. (2006). Making sense of situations. In J.A. Weekley & R.E. Ployhart (Eds.), Situational judgement tests: Theory, measurements and application (pp (pp. 13–28). London: Lawrence Erlbaum Associate Publishers.
   Google Scholar
• Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: Higher Education Academy.
   Google Scholar
• HEFCE (2016) Policy guide: Learning gain. Retrieved from http://www.hefce.ac.uk/lt/lg/
   Google Scholar
• Higher Education Academy (2015). UKES: Students’ perceptions of skills development. Retrieved from https://www.heacademy.ac.uk/system/files/ukes_2015.pdf
   Google Scholar
• Husbands, A., Rodgerson, M.J., Dowell, J., & Patterson, F. (2015). Evaluating the validity of an integrity-based situational judgement tests for medical school admissions. BMC Medical Education, 15(144), 1–9.
   PubMedGoogle Scholar
• Kahu, E.R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773.
   Web of Science ®Google Scholar
• Kandiko Howson, C.B. (2017). Evaluation of HEFCE’s learning gain pilot projects. London, UK: King’s College London. Retrieved from http://www.hefce.ac.uk/media/HEFCE,2014/Content/Pubs/Independentresearch/2017/Evaluation,of,HEFCEs,Learning,Gain,Pilot,Projects,Year,1,Report/2017_lgeval.pdf.
   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.
   PubMed Web of Science ®Google Scholar
• Kuh, G.D., Pace, C.R., & Vesper, N. (1997). The development of process indicators to estimate student gains associated with good practices in undergraduate education. Research in Higher Education, 18(4), 435–453.
   Google Scholar
• Lievens, F., Peeters, H., & Schollaert, W. (2008). Situational judgment tests: A review of recent research. Personnel Review, 37(4), 426–441.
   Web of Science ®Google Scholar
• McDaniel, M.A., Morgeson, F.P., Finnegan, E.B., Campion, M.A., & Braverman, E.P. (2001). Use of situational judgement tests to predict job performance: A clarification of the literature. Journal of Applied Psychology, 86(4), 730–740.
   PubMed Web of Science ®Google Scholar
• McDaniel, M.A., Whetzel, D.L., Hartman, N.S., Nguyen, N.T., & Grubb, W.L. (2006). Situation judgement tests: Validity and an integrative model. In J.A. Weekley & R.E. Ployhard (Eds.), Situational judgement tests: Theory, measurements and application (pp (pp. 183–203). London: Lawrence Erlbaum Associate Publishers.
   Google Scholar
• McGrath, C.H., Guerin, B., Harte, E., Frearson, M., & Manville, C. (2015). Learning gain in higher education. Cambridge, UK: RAND Corporation.
   Google Scholar
• Milson, C., Stewart, M., Yorke, M., & Zaitseva, E. (2015). Stepping up to the second year at university. Abingdon: Routledge.
   Google Scholar
• Neary, M., Saunders, G., Hagyard, A., & Derricott, D. (2014). Student as producer: Research-engaged teaching, an institutional strategy. York: Higher Education Academy. Retrieved from www.heacademy.ac.uk/project/student-producer-research-engaged-teaching-and-learning-institutional-strategy
   Google Scholar
• Neary, M., & Winn, J. (2009). The Student as Producer: Reinventing the student experience in higher education. In L. Bell, H. Stevenson, & M. Neary (Eds.), The future of higher education: Policy, pedagogy and the student experience. London: Continuum.
   Google Scholar
• Pascarella, E.T., Blaich, C., Martin, G.L., & Hanson, J.M. (2011). How robust are the findings of academically adrift? Change. May/June 20- 24.
   Google Scholar
• Patterson, F., Knight, A., Dowell, J., Nicholson, S., Cousans, F., & Cleland, J. (2016). How effective are selection methods in medical education? A systematic review. Medical Education, 50, 36–60.
   PubMed Web of Science ®Google Scholar
• Porter, S. (2013). Self-reported learning gains: A theory and test of college student survey response. Research in Higher Education, 54, 201–226.
   Web of Science ®Google Scholar
• Randles, R., & Cotgrave, A. (2017). Measuring student learning gain: A review of transatlantic measurement of assessments in higher education. Innovations in Practice, 11(1), 50–59.
   Google Scholar
• Robinson, W., & Hilli, A. (2016). The english teaching excellence framework and professionalising teaching and learning in research-intensive universities; an exploration of opportunities, challenges, rewards and values from a recent empirical study. Foro De Educación, 21(14), 151–165.
   Google Scholar
• Serrano, M.M., O’Brien, M., Roberts, K., & Whyte, D. (2015). Assessing critical pedagogy: ‘non-traditional learning’ and module assessment. Liverpool, UK: University of Liverpool and Higher Education Academy. Retrieved from https://www.liverpool.ac.uk/media/livacuk/cll/reports/assessing_critical_pedagogy_non-traditional_,learning_and_module_assessment.pdf
   Google Scholar
• Sharar, B. (2016). Emergent pedagogy in england: A critical realist study of structure-agency interactions in higher education. Abingdon: Routledge.
   Google Scholar
• Stemler, S., & Sternberg, R. (2006). using situational judgement tests to measure practical intelligence. In J.A. Weekley & R.E. Ployhard (Eds.), Situational judgement tests: Theory, measurements and application (pp. 107–131). London: Lawrence Erlbaum Associate Publishers.
   Google Scholar
• Taylor, N., Mehra, S., Elley, K., Patterson, F., & Cousans, F. (2016). The value of situational judgement tests for assessing non-academic attributes in dental selection. British Dental Journal, 222(11), 565–566.
   Google Scholar
• Thomson, G., & Douglass, J.A. (2009). Decoding learning gains: Measuring outcomes and the pivotal role of the major and student backgrounds. Center for Studies in Higher Education Research and Occasional Paper Series, CSHE.5.09.
   Google Scholar
• Tremblay, K., Lalancette, D., & Roseveare, D. (2012). Assessment of higher education learning outcomes: Feasibility study report, AHELO Volume 1 Design and Implementation. Paris: OECD.
   Google Scholar
• Trowler, V. (2010). Student engagement literature review. York, UK: The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/studentengagementliteraturereview_1.pdf
   Google Scholar
• Tymon, A. (2013). The student perspective on employability. Studies in Higher Education, 38(6), 841–856.
   Web of Science ®Google Scholar
• University of Lincoln (2016). Thinking ahead 2016-2021 strategic plan. University of Lincoln. Retrieved from http://lincoln.ac.uk/home/media/universityoflincoln/globalmedia/documents/UOL,Strategic,Plan,(MAR,2016),V5Final.pdf
   Google Scholar
• University of Lincoln Students’ Union (2017). The lincoln award. Retrieved from https://lincolnsu.com/lincolnaward/about.
   Google Scholar
• Weekley, J.A., & Ployhard, R.E. (Eds.). (2006). Situational judgement tests: Theory, measurements and application. London: Lawrence Erlbaum Associate Publishers.
   Google Scholar
• Yorke, M. (2006). Employability in higher education: What it is - what it is not. York, UK: The Higher Education Academy.
   Google Scholar