Making sense of learning gain in higher education

References

• Academy of Management Learning and Education (AMLE). (2017). Editorial: Establishing methodological rigor in quantitative management learning and education research: The role of design, statistical methods, and reporting standards. Academy of Management Learning & Education, 16(2), 173–192.
   Web of Science ®Google Scholar
• Advance, H.E. (2018). Grade point average. Retrieved from https://www.heacademy.ac.uk/individuals/student-success/assessment/grade-point-average#
   Google Scholar
• AEN. (2018). Batchelor degree completion rates. Retrived from http://www.universityrankings.com.au/degree-completion-rates.html
   Google Scholar
• APA. (2008). Reporting standards for research in psychology: Why do we need them? What might they be? American Psychologist, 63(9), 839–851.
   PubMed Web of Science ®Google Scholar
• Appelbaum, M., Cooper, H., Kline, R., Mayo-Wilson, E., Nezu, A., & Rao, S. (2018). Journal article reporting standards for quantitative research in psychology: The APA publications and communications board task force report. American Psychologist, 73(1), 3–25.
   PubMed Web of Science ®Google Scholar
• Arum, R., & Roska, J. (2011). Academically adrift. Chicago, USA: University of Chicago Press.
   Google Scholar
• Asikainen, H., & Gijbels, D. (2017). Do students develop towards more deep approaches to learning during studies? A systematic review on the development of students’ deep and surface approaches to learning in higher education. Educational Psychology Review, 29, 205–234.
   Web of Science ®Google Scholar
• Bates, R., Holton, E.F., III, & Hatala, J.P. (2012). A revised learning transfer system inventory: Factorial replication and validation. Human Resource Development International, 15(5), 549–569.
   Google Scholar
• Baum, D. (2018). Towards a measure of learning gain. A journey. With obstacles. Higher Education Pedagogies. This issue.
   Web of Science ®Google Scholar
• Bennett, R., & Kane, S. (2014). Students’ interpretations of the meanings of questionnaire items in the national student survey. Quality in Higher Education, 20(2), 129–164.
   Google Scholar
• Biesta, G. (2010). Good education in an age of measurement. Boulder, CO: Paradign Publishers.
   Google Scholar
• BIS (Department for Business Innovation and Skills). (2011). Higher Education: Students at the Heart of the System. London: BIS.
   Google Scholar
• BIS (Department for Business Innovation and Skills). (2015). Fulfilling our potential: Teaching excellence, social mobility and student choice. London: BIS. Retrived from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/474227/BIS-15-623-fulfilling-our-potential-teaching-excellence-social-mobility-and-student-choice.pdf
   Google Scholar
• Blackman, T. (2018). What affects how much students learn? HEPI policy note 5. Higher Education Policy Institute. Retrieved from http://www.hepi.ac.uk/2018/01/08/5266/
   Google Scholar
• Blaich, C., & Wise, K. (2011). From gathering to using assessment results: Lessons from the Wabash national study. NILOA Occasional Paper No. 8. Urbana, IL: University of Illinois and Indiana University, National Institute of Learning Outcomes Assessment.
   Google Scholar
• Bliuc, A-M., Ellis, R. A., Goodyear, P., & Hendres, D. M. (2011). Understanding student learning in context: Relationships between university students’ social identity, approaches to learning, and academic performance. European Journal of Psychology Education, 26, 417–433.
   Google Scholar
• Blömeke, S., Zlatkin-Troitschanaskaia, O., Kuhn, C., & Fege, J. (2013). Modeling and measuring competencies in higher education. Rotterdam: Sense Publishers. Retrieved from https://www.sensepublishers.com/media/1531-modeling-and-measuring-competencies-in-higher-education.pdf.
   Google Scholar
• Bloxham, S., & Boyd, P. (2012). Developing effective assessment in higher education: A practical guide. Maidenhead, Berkshire: Open University Press.
   Google Scholar
• Bond, T.G., & Fox, C.M. (2015). Applying the Rasch model, fundamental measurement in the human sciences (3rd ed.). New York, NY: Routledge.
   Google Scholar
• Boud, D. (2018). Assessment could demonstrate learning gains, but what is required for it to do so? Higher Education Pedagogies. this issue. doi:10.1080/23752696.2017.1413671
   Web of Science ®Google Scholar
• Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698–712.
   Web of Science ®Google Scholar
• Bowes, L., Evans, J., Hughes, D., Olewe-Richards, S., Roberts, J., & Birkin, G. (2015) UK review of information about higher education: Report on the review of the key information set and Unistats (Annex B: Research on information use by students and their advisers). A report to the UK higher education funding bodies by CFE Research. Retrieved from http://www.hefce.ac.uk/pubs/year/2015/201527/
   Google Scholar
• Burgess, A. (2018). How to do well in the national student survey. Retrieved from https://wonkhe.com/blogs/how-to-do-well-in-the-national-student-survey-nss/?platform=hootsuite
   Google Scholar
• Burgess, A., Senior, C., & Moores, E. (2018, February). A 10 year case study on the changing determinants of university student satisfaction in the UK. PLOS ONE, 22, 2018.
   Google Scholar
• Burke, G. (2017). Ipsative assessment and personal learning gain. London: Palgrave Macmillan.
   Google Scholar
• Callaghan, A., & Aloisi, C. (2018). Threats to the validity of the collegiate learning assessment (CLA+) as a measure of critical thinking skills and implications for Learning Gain. Higher Education Pedagogies, this issue.
   Google Scholar
• Calohee. (2018). Calohee. Measuring and comparing achievements of learning outcomes in HE in Europe. Retrieved from https://www.calohee.eu/
   Google Scholar
• Cameron, A. (2018). An investigation into the comparative learning gain and ‘value added’ for students from widening participation and non-widening participation groups: A case study from sports degrees. Higher Education Pedagogies, this issue.
   Web of Science ®Google Scholar
• Caspersen, J., Smeby, J.-S., & Aamodt, P.O. (2017). Measuring learning outcomes. European Journal of Education, 52, 20–30.
   Web of Science ®Google Scholar
• Cattani, L., Guidetti, G., & Pedrini, G. (2017). Overeducation among Italian graduates: Do different measures diverge? Economia Politica, 1–31. Retrieved from https://link.springer.com/article/10.1007/s40888-017-0075-1
   Web of Science ®Google Scholar
• Cattell, R.B. (1972). The 16 P.F. and basic personality structure: A reply to Eysenck. Journal of Behavioural Science, 1(4), 169–187.
   Google Scholar
• Center of Inquiry. (2016). Wabash national study 2006–2012. Centre of inquiry. Retrieved from http://www.liberalarts.wabash.edu/study-research/
   Google Scholar
• Coates, H. (2016). The market for learning: Leading transparent higher education. Melbourne, Australia: Springer.
   Google Scholar
• Coates, H., & McCormick, A. (eds.). (2014). Engaging university students: International insights from system-wide studies. London: Springer.
   Google Scholar
• Collini, S. (2012). What are universities for? London: Penguin.
   Google Scholar
• Cortina, J.M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98–104.
   Web of Science ®Google Scholar
• Cronbach, L.J. (1957). The two disciplines of scientific psychology [1]. American Psychologist, 12, 671–684.
   Web of Science ®Google Scholar
• Darwin, S. (2017). What contemporary work are student ratings actually doing in higher education. Studies in Educational Evaluation, 54, 13–21.
   Web of Science ®Google Scholar
• Dawson, P., & Dawson, S.L. (2016). Sharing successes and hiding failures: ‘Reporting bias’ in learning and teaching research. Studies in Higher Education, 1–12. Retrieved from https://0-doi-org.lib.exeter.ac.uk/10.1080/03075079.2016.1258052
   Web of Science ®Google Scholar
• DfE. (2017). Teaching excellence and student outcomes framework specification. London, UK: Department for Education. Retrieved from. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/658490/Teaching_Excellence_and_Student_Outcomes_Framework_Specification.pdf
   Google Scholar
• Diamond, A., Vorley, T., Roberts, J., & Jones, S. (2012). Behavioural approaches to understanding student choice. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/resources/student_choice.pdf
   Google Scholar
• DiFrancesca, D., Nietfeld, J.L., & Cao, L. (2016). A comparsion of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228–236.
   Web of Science ®Google Scholar
• Dinsmore, D.L. (2017). Toward a dynamic, multidimensional research framework for strategic processing. Educational Psychology Review, 29, 235–268.
   Web of Science ®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.
   Web of Science ®Google Scholar
• Drezek McConnell, K., & Rhodes, T.L. (2017). On solid ground, value report 2017. Washington, DC: Association of American Colleges and Universities.
   Google Scholar
• Dubinksy, J.M., Roehrig, G., & Varma, S. (2013). Infusing neuroscience into teacher professional development. Educational Researcher, 43(6), 317–329.
   Google Scholar
• Duckworth, A.L., & Yeager, D.S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237–251.
   PubMed Web of Science ®Google Scholar
• Dudas, B. (2015). What lies ahead for students and learning gain in the UK? National union of students. Presentation at learning gain in higher education – HEFCE/OfS Second National Conference 10 November, 2016 London, UK.
   Google Scholar
• Duncker, K. (1945). On problem solving. Psychological Monographs, 58. doi:10.1037/h0093599
   Google Scholar
• Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., & Willingham, D.T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–5.
   PubMed Web of Science ®Google Scholar
• Dunne, E., Zandstra, R., Brown, T., & Nurser, T. (2011). Students as change agents: New ways of engaging with learning and teaching in higher education. ESCalate (Education Subject Centre of the Higher Education Academy; University of Exeter, corp creators: Retrieved from http://dera.ioe.ac.uk/id/eprint/14767.
   Google Scholar
• Edge Foundation. (2016). The digital revolution: The impact of the fourth industrial revolution on employment and education. London, England. Retrieved from https://www.voced.edu.au/content/ngv%3A73764.
   Google Scholar
• Edwards, M.A., & Roy, S. (2017). Academic research in the 21st-century: Maintaining scientific integrity in a climate of perverse incentives and hypercompetition. Environmental Engineering Science, 34(1), 51–61.
   PubMed Web of Science ®Google Scholar
• Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120.
   Web of Science ®Google Scholar
• Evans, C. (2016, 2018). Enhancing assessment feedback practice in higher education; The EAT Framework. Southampton: University of Southampton.
   Google Scholar
• Evans, C., Muijs, D., & Tomlinson, D. (2015). Engaged student learning: High impact strategies to enhance student achievement. York: Higher Education Academy.
   Google Scholar
• Evans, C., Waring, M., & Christoudolou, A. (2017). Building teachers’ research literacy: Integrating practice and research. Research Papers in Education, 32(4), 303–423.
   Web of Science ®Google Scholar
• Evans, C., & Zhu, X. (2018). Considerations in managing complex interventions in Evans et al., 2018 Supporting student agency and success in higher education and beyond through the development of assessment feedback skills (the ability to self-monitor and self-evaluate. Experimental innovation final report for higher education funding council for england/office for students (HEfCE/OfS). Southampton: University of Southampton.
   Google Scholar
• Field, F. (2010). The Foundation Years: Preventing poor children becoming adults. London: HM Government UK. Retrieved from http://webarchive.nationalarchives.gov.uk/20110120090141/http://povertyreview.independent.gov.uk/media/20254/poverty-report.pdf
   Google Scholar
• Finlay, A., & Brown McNair, T. (2013). Assessing underserved students’ engagement in high-impact practices. Washington, DC: Association of American Colleges and Universities. Retrieved from https://www.aacu.org/assessinghips/report
   Google Scholar
• Fisherman, T., Ludgate, A., & Tutak, J. (2017). Success by design, improving outcomes in American higher education. A Deloitte center for higher education excellence series on student success. Deloitte University Press. Retrieved from https://www2.deloitte.com/insights/us/en/focus/reimagining-higher-education.html.
   Google Scholar
• Forsythe, A., & Jellicoe, M. (2018). Predicting gainful learning in higher education; a goal orientation approach. Higher Education Pedagogies (this issue).
   Google Scholar
• Forsythe, A., & Johnson, M. (2017). Thanks, but no thanks for the feedback. Assessment and Evaluation in Higher Education, 42(6), 850–859.
   Web of Science ®Google Scholar
• Friedlander, M.J., Linda Andrews, L., Armstrong, E.G., Aschenbrenner, C., Kass, J.S., Ogden, P., … Viggiano, T.R. (2011). What can medical education learn from the neurobiology of learning? Academic Medicine, 86, 415–420.
   PubMed Web of Science ®Google Scholar
• Furr, R.M. (2013). Psychometrics: An introduction (3rd ed.). Thousand Oaks, California: Sage.
   Google Scholar
• Gibson, S. (2015). When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities. International Journal of Inclusive Education, 19(8), 875–886.
   Web of Science ®Google Scholar
• Haddelsey, S., Speight, L., & Brumhead, A. (2017). HEFCE/OfS, 2017 – Lincoln/Huddersfield project. Retrieved from HEFCE http://www.hefce.ac.uk/lt/lg/projects/uni-lincoln/
   Google Scholar
• Haldane, A. (2015). Speech by Andrew G Haldane, chief economist, Bank of England, 12 November 2015. Retrieved from http://www.bankofengland.co.uk/publications/Documents/speeches/2015/speech864.pdf
   Google Scholar
• Halpern, D. (2014). Thought and knowledge, an introduction to critical thinking (5th ed.). New York: Psychology Press.
   Google Scholar
• Havergal, C. (2017). Cambridge looks to crack measurement of ‘learning gain’. Times Higher Educational Supplement, December 7, 2017. Retrieved from https://www.timeshighereducation.com/news/cambridge-looks-crack-measurement-learning-gain
   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. Retrieved from https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf
   Google Scholar
• Heckman, J.J., & Masterov, D.V. (2007). The productivity argument for investing in young children. Review of Agricultural Economics, American Agricultural Economics Association, 29(3), 446–493. Retrieved from http://www.nber.org/papers/w13016
   Web of Science ®Google Scholar
• Heene, M. (2010). A brief history of the fail-safe number in applied research. arXiv:1010.2326 [stat.OT]. Retrieve from https://arxiv.org/ftp/arxiv/papers/1010/1010.2326.pdf
   Google Scholar
• HEFCE/OfS. (2014). Listed in hefce/office for students (ofs) grant letters for 2014-15. London/ Bristol: Higher Education Funding Council for England
   Google Scholar
• HEFCE/OfS. (2015). Listed in hefce/office for students (ofs) grant letters for 2015-2016. London/Bristol: Higher Education Funding Council for England
   Google Scholar
• HEFCE. (2017a). Learning gain. Retrieved from http://www.hefce.ac.uk/lt/lg/projects/
   Google Scholar
• HEFCE. (2017b). Addressing barriers to student success. Retrieved from http://www.hefce.ac.uk/sas/barriers/projects/southampton/#d.en.114689
   Google Scholar
• Higher Education Academy. (2015). Higher education achievement report. York: HEA. Retrieved from. http://www.hear.ac.uk/about/history-development
   Google Scholar
• Higher Education Statistics Agency HESA. (2018a). Non-continuation: UK performance indicators. Retrieved from https://www.hesa.ac.uk/news/08-03-2018/non-continuation-tables
   Google Scholar
• Higher Education Statistics Agency HESA. (2018b). Higher education student statistics: UK, 2016/17 – Qualifications achieved. Retrieved from https://www.hesa.ac.uk/news/11-01-2018/sfr247-higher-education-student-statistics/qualifications
   Google Scholar
• Howard, G.S. (1980). Response-shift bias; A problem in evaluating interventions with pre/post self-reports. Education Review, 4, 93–106.
   Google Scholar
• Ifenthaler, D. (2017). Are higher education institutions prepared for learning analytics? Tech Trends, 61, 366–371.
   Web of Science ®Google Scholar
• Ilie, S., Vermunt, J., & Vignoles, A. (2018). Conceptualising and measuring learning gain in higher education. Higher Education Pedagogies, this issue.
   Web of Science ®Google Scholar
• iPAL. (2018). The iPal Project. International collaborative for performance assessment of learning in higher education – Research and development. Ipal R & D. Retrieved from http://www.ipal-rd.com/
   Google Scholar
• Johnson, J. (2017). Higher education funding for 2017–18. London: Department for Education and Department for Business, Energy & Industrial Strategy. Retrieved from http://www.hefce.ac.uk/media/HEFCE,2014/Content/News/2017/Grant-letter-2017.pdf
   Google Scholar
• Kandiko Howson, C.B. (2012). Student expectations and perceptions of higher education. London: King’s College London.
   Google Scholar
• Kandiko Howson, C.B. (2017). Evaluation of HEFCE’s learning gain pilot projects. Year 1 report. HEFCE. Retrieved from http://www.hefce.ac.uk/pubs/rereports/Year/2015/learninggain/
   Google Scholar
• Kandiko Howson, C.B. (2018). Evaluation of HEFCE’s learning gain pilot projects. London, UK: The Office for Students. Year 2 report. Retrieved from https://www.officeforstudents.org.uk/media/1386/evaluation-of-hefce-s-learning-gain-pilot-projects-year-2.pdf
   Google Scholar
• Keep, E., & SJames, S. (2010). Recruitment and selection – The great neglected topic. SKOPE research paper 88. Cardiff: Cardiff University, SKOPE.
   Google Scholar
• Kim, H., & Lalancette, D. (2013). Literature review on the value-added measurement in higher education. OECD. Retrieved from http://www.oecd.org/edu/skills-beyond-school/Litterature%20Review%20VAM.pdf.
   Google Scholar
• Köhler, T., Landis, R. S., & Cortina, J. M. (2017). From the Editors: Establishing methodological rigor in quantitative management learning and education research: The role of design, statistical methods, and reporting standards. Academy of Management Learning & Education, 16(2), 173–192. Retrieved from https://journals.aom.org/doi/10.5465/amle.2017.0079
   Web of Science ®Google Scholar
• Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67–72.
   Web of Science ®Google Scholar
• Kozhevnikov, M., Evans, C., & Kosslyn, S. (2014). Cognitive style as environmentally sensitive individual differences in cognition: A modern synthesis and applications in education, business and management. Psychological Science in the Public Interest, 15(1), 3–33.
   PubMed Web of Science ®Google Scholar
• Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities (AAC & U).
   Google Scholar
• Kuh, G., O’ Donnell, K., & Schneider, C.G. (2017). HIPs at ten. Change: The Magazine of Higher Learning, 49(5), 8–16.
   Google Scholar
• Levitt, H.M., Bamberg, M., Creswell, J.W., Frost, D.M., Josselson, R., & Suárez-Orozco, C. (2018). Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology: The APA publications and communications board task force report. American Psychologist, 73(1), 26–46.
   PubMed Web of Science ®Google Scholar
• Marshall, S. (2017). Rising to the challenges of tomorrow. York: Higher Education Academy.
   Google Scholar
• McGrath, C., Guerin, B., Harte, E., Frearson, M., & Manville, C. (2015). Learning gain in higher education. Santa Monica, California and Cambridge UK: RAND. Retrieved from https://www.rand.org/content/dam/rand/pubs/research_reports/RR900/RR996/RAND_RR996.pdf
   Google Scholar
• MDV Consulting. (2017). Is your graduate selection differentiating the best from the rest? Retrieved from http://mdvconsulting.co/wp-content/uploads/Is-your-graduate-selection-differentiating-the-best-from-the-rest2.pdf
   Google Scholar
• Meguizo, T., & Wainer, J. (2016). Toward a set of measures of student learning outcomes in higher education: Evidence from Brazil. Higher Education, 72(3), 381–401. Retrieved from https://link.springer.com/article/10.1007/s10734-015-9963-x
   Web of Science ®Google Scholar
• Messick, S. (1989). Validity. In R.L. Linn (Ed.), Educational measurement (3rd ed., pp. 13–103). New York: Macmillan.
   Google Scholar
• Moore, G., Audrey, S., Barker, M., Bond, L., Bonell, C., Hardeman, W., … Baird, J. (2014). Process evaluation of complex interventions: Medical research council guidance. London, UK: MRC Population Health Science Research Network.
   Google Scholar
• Moore, G. M., Audrey, S., Barker, M., Bond, L., Bonell, C., Hardeman, W., Moore, L., O’Cathain, A., Tinati, T., Wight, D., & Baird, J. (2015). Process evaluation of complex interventions: Medical research council guidance. BMJ 2015, 3350:h1258
   Google Scholar
• Morgan, J. (2015). OECD’s Ahelo will fail to launch, says education director times higher education supplement Sep 21, 2015. Retrieved from https://www.timeshighereducation.com/news/oecds-ahelo-will-fail-launch-says-education-director
   Google Scholar
• Mountford Zimdars, A., Sabri, D., Moore, J., Sanders, J., Jones, S., & Higham, L. (2015). Causes of differences in student outcomes. London, UK: HEFCE. Report to HEFCE by King’s College London, ARC Network and the University of Manchester. Retrieved from http://dera.ioe.ac.uk/23653/1/HEFCE2015_diffout.pdf
   Google Scholar
• MRC. (2008). Developing and evaluating complex interventions: New guidance. Medical Research Council. Retrieved from www.mre.ac.uk/complexinteractionsguidance
   Google Scholar
• NESTA. (2013). Understanding how innovation works. NESTA. Video retrieved from http://www.nesta.org.uk/resources/understand-how-innovation-works
   Google Scholar
• NESTA. (2016). Using research evidence. A practice guide. NESTA, ESRC. Retrieved from http://www.nesta.org.uk/publications/using-research-evidence-practice-guide
   Google Scholar
• Nguyen, Q., Rienties, B., Toetenel, L., Ferguson, R., & Whitelock, D. (2017). Examining the designs of computer-based assessment and its impact on student engagement, satisfaction, and pass rates. Computers in Human Behavior, 76, 703–714.
   Web of Science ®Google Scholar
• Nuffield Foundation. (2017). Improving social well-being through education, research and innovation. Retrieved from http://www.nuffieldfoundation.org/news/young-people%E2%80%99s-subject-choices-influences-and-impact
   Google Scholar
• OECD. (2013a). Assessment of higher education learning outcomes. Feasibility study report. Volume 2: Data analysis and national experiences. OECD. Retrieved from http://www.oecd.org/education/skills-beyond-school/AHELO%20FS%20Report%20-%20Volume%202%20Executive%20Summary.pdf
   Google Scholar
• OECD. (2013b). Assessment of higher education learning outcomes AHELO. Feasibility study report. Volume 3: Further insights. Retrieved from http://www.oecd.org/education/skills-beyond-school/AHELOFSReportVolume3.pdf
   Google Scholar
• OfS. (2017). REF 2021. Initial decisions on the Research Excellence Framework 2021. London, UK: Author. Retrieved from. http://www.ref.ac.uk/publications/2017/initialdecisionsontheresearchexcellenceframework2021.html
   Google Scholar
• Office for Students. (2018a). Learning gain. Retrieved from https://www.officeforstudents.org.uk/advice-and-guidance/teaching/learning-gain/
   Google Scholar
• Office for Students. (2018b). Addressing barriers to student success. Retrieved from https://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/addressing-barriers-to-student-success/what-are-the-projects
   Google Scholar
• Owens, J., & Tibley, M. (2014). Enhancing employability through enterprise education: Examples of good practice in higher education. York: Higher Education Academy.
   Google Scholar
• Parker, J. (2018). Undergraduate research, learning gain and equity: The impact of final year research projects. Higher Education Pedagogies (this issue) .
   Google Scholar
• Pampaka, M., Swain, D., Jones, S., Williams, J., Edwards, M., & Wo, L. (2018). Validating constructs of learners’ academic self-efficacy for measuring learning gain. Higher Education Pedagogies this issue.
   Google Scholar
• Pascarella, E.T., & Blaich, C. (2013). Lessons from the Wabash national study of liberal arts education. Change: the Magazine of Higher Learning, 45(2), 6–15.
   Google Scholar
• Peeters, J., De Baker, F., Kindenkens, A., Triquet, K., & Lombaerts, K. (2016). Teacher differences in promoting students’ self-regulated learning: Exploring the role of student characteristics. Learning and Individual Differences, 52, 88–96.
   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.
   Web of Science ®Google Scholar
• Podsakoff, P.M., MacKenzie, S.B., Lee, J.-Y., & Podsakoff, N.P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903.
   PubMed Web of Science ®Google Scholar
• Powell, S., Gossman, P., & Neame, C. (2018). Pain, gain, mission. Higher Education Pedagogies, this issue.
   Web of Science ®Google Scholar
• Retrieved from https://www.nesta.org.uk/sites/default/files/standards_of_evidence.pdf
   Google Scholar
• REF. (2018/02). Consultation on the draft panel criteria and working methods. Bristol, UK: the Higher Education Funding Council for Wales, the Scottish Funding Council, the Department for the Economy, NI, and Research England. Retrieved from. http://www.ref.ac.uk/media/ref,2021/downloads/Consultation%20on%20the%20draft%20panel%20criteria%20and%20working%20methods%20REF%202018_02.pdf
   Google Scholar
• Rhodes, T. (2009). Assessing outcomes and improving achievement: Tips and tools for using the rubrics. Washington, DC: Association of American Colleges and Universities.
   Google Scholar
• Richardson, J.T.E. (2015). The under-attainment of ethnic minority students in UK higher education: What we know and what we don’t know. Journal of Further and Higher Education, 39(2), 278–291.
   Web of Science ®Google Scholar
• Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.
   PubMed Web of Science ®Google Scholar
• Rogaten, J., & Rienties, B. (2018). A case-study of multilevel growth modelling to understand learning gains: which first year students are making most learning gains in STEM subjects? Higher Education Pedagogies (this issue).
   Google Scholar
• Rogaten, J., & Rienties, B. (2018). A case-study of multilevel growth modelling to understand learning gains: Which first year students are making most learning gains in STEM subjects? Higher Education Pedagogies, This issue.
   Web of Science ®Google Scholar
• Rosenfeld, M., & Rosenfeld, S. (2011). Illustrating a complementary paradigm for styles research: From a third-person to a second-person perspective. In S. Rayner & E. Cools (Eds.), Style differences in cognition, learning, and management: Theory, research and practice (pp. 143–159). New York, NY: Routledge.
   Google Scholar
• Rosenthal, R. (1979). The “file drawer problem” and tolerance for null results. Psychological Bulletin, 86(3), 838–1641.
   Web of Science ®Google Scholar
• Ruge, G., & McCormack, C. (2017). Building and construction students’ skills development for employability-reframing assessment for learning in discipline-specific contexts. Architectural Engineering and Design Management, 13(5), 365–383.
   Web of Science ®Google Scholar
• Rust, C. (2017). Re-thinking assessment – A programme leader’s guide. Retrieved from http://ocsld.brookesblogs.net/2017/12/22/re-thinking-assessment-a-programme-leaders-guide
   Google Scholar
• Sands, D., Parker, M., Hedgeland, H., Jordan, S.E., & Galloway, R. (2018). Using concept inventories to measure understanding. Higher Education Pedagogies, 3(1), 60–69.
   Web of Science ®Google Scholar
• Scalise, K., Douskey, M.C., & Stacy, A.M. (2018). Measuring learning gains and examining implications for student success in STEM. Higher Education Pedagogies, this issue.
   Web of Science ®Google Scholar
• Schmitt, N. (2014). Personality and cognitive ability as predictors of effective performance at work. Annual Review of Organizational Psychology and Organizational Behavior, 1, 45–65.
   Google Scholar
• Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education. A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600.
   PubMed Web of Science ®Google Scholar
• Sclater, N., Peasgood, A., & Mullan, J. (2016). Learning analytics in higher education. JISC. Retrieved fromhttps://www.jisc.ac.uk/sites/default/files/learning-analytics-in-he-v2_0.pdf.
   Google Scholar
• Seifert, T.A., Gillig, B., Hanson, J.M., Pascarella, E.T., & Blaich, C.F. (2014). The conditional nature of high impact/good practices on student learning outcomes. The Journal of Higher Education, 85(4), 531–564.
   Web of Science ®Google Scholar
• Shacklock, X. (2016). From bricks to clicks – the potential of data and analytics in higher education. London. Higher Education Commission. Retrieved from http://www.policyconnect.org.uk/hec/sites/site_hec/files/report/419/fieldreportdownload/frombrickstoclicks-hecreportforweb.pdf
   Google Scholar
• Shavelson, R.J., Domingue, B.W., Mariño, J.P., Mantilla, A.M., Forero, A.M., & Wiley, E.E. (2016). On the practices and challenges of measuring higher education value added: The case of Colombia. Assessment & Evaluation in Higher Education, 41(5), 695–720. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/02602938.2016.1168772?journalCode=caeh20
   Web of Science ®Google Scholar
• Shaw, B., Baars, S., Menzies, L., Parameshwaran, M., & Allen, R. (2017). Low income pupils’ progress at secondary school. LKMco and education datalab. London, UK: Social Mobility and Child Poverty Commission. Retrieved from www.gov.uk/government/organisations/social-mobility-commission
   Google Scholar
• Sijtsma, K. (2009). On the use, the misuse, and the very limited usefulness of Cronbach’s alpha. Psychometrika, 74(1), 107–120.
   PubMed Web of Science ®Google Scholar
• Speight, L., Crawford, K., & Hadesley, S. (2018). Towards measures of longitudinal learning gain in UK higher education: The challenge of meaningful engagement (this issue).
   Google Scholar
• Stanovich, K.E., West, R.F., & Toplak, M.E. (2000). Individual differences in reasoning: Implications for the rationality debate? Behavioural and Brain Sciences., 23, 645–726.
   PubMed Web of Science ®Google Scholar
• Stoakes, G., & Neves, J. (2018). UKES, Learning gain and how students spend their time. Higher education pedagogies, this issue.
   Web of Science ®Google Scholar
• Strang, L., Bélanger, J., Manville, C., & Meads, C. (2016). Review of the research literature on defining and demonstrating quality teaching and impact in higher education. York: Higher Education Academy. Higher Education Academy/RAND Europe. Retrieved from www.heacademy.ac.uk/knowledge-hub/review-research-literature-defining-and-demonstrating-quality-teaching-and-impact
   Google Scholar
• Thurstone, L. (1925). A method of scaling psychological and educational tests. Journal of Educational Psychology, 16, 433–451.
   Google Scholar
• Tremblay, K., Lalancette, D., & Roseveare, D. (2012). Assessment of higher education learning outcomes (AHELO) feasibility study report, Volume 1. OECD. Retrieved from www.oecd.org/edu/ahelo.
   Google Scholar
• Turner, R., Sutton, C., Muneer, R., Gray, C., Schaefer, N., & Swain, J. (2018). Exploring the potential of using undergraduates’ knowledge, skills and experience in research methods as a proxy for capturing learning gain. Higher Education Pedagogies, 3(1), 110–136
   Web of Science ®Google Scholar
• U.S. Department of Education. (2006). The Spellings commission report. September. (2006). Washington DC,Washington: US Department of Education.
   Google Scholar
• UNESCO. (2005). The UN decade of education for sustainable development 2005–2014. France: Author. Retrieved from. http://unesdoc.unesco.org/images/0014/001416/141629e.pdf
   Google Scholar
• United Nations. (2012). Resolution adopted by the general assembly on 27 July 2012. 66/288. The future we want. UN General Assembly. Retrieved from http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/66/288&Lang=E
   Google Scholar
• Universities UK. (2007). Beyond the honours degree classification. The burgess group final report. Retrieved from http://www.universitiesuk.ac.uk/
   Google Scholar
• Van der Zanden, P.J.A.C., Denessen, E., Cillessen, A.H.N., & Meijer, P.C.M. (2018). Domains and predictors of first-year student success: A systematic review. Educational Research Review, 23, 57–77.
   Web of Science ®Google Scholar
• Varsavsky, C., Matthews, K.E., & Hodgson, Y. (2014). Perceptions of science graduating students on their learning gain. International Journal of Science Education, 36(6), 929–951.
   Web of Science ®Google Scholar
• Vermunt, J., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: state of the art and moving forward. Educational Psychology Review, 29, 269–299. doi:10.1007/s10648-017-9414-6
   Web of Science ®Google Scholar
• VitalSource learning matters (THE). (2018). Weighing up the benefits of learning. Times Higher Education. 34–35.
   Google Scholar
• Voluntary System of Accountability. (n.d.). The new VSA. c/o APLU, 1307 New York Ave NW, Ste 400 Washington, DC 20005. Retrieved from http://www.voluntarysystem.org/.
   Google Scholar
• Vossensteyn, H., Kottmann, A., Jongbloed, B., Kaiser, F., Cremonini, L., Stensaker, B., … Wollscheid, S. (2015). Dropout and completion in higher education in Europe. Main report. European Commission. Center for Higher Education Policy Studies and Nordic Institute for Studies in Innovation Research and Education. Retrieved from http://supporthere.org/sites/default/files/dropout-completion-he_en.pdf
   Google Scholar
• Waring, M., & Evans, C. (2015). Understanding pedagogy: Developing a critical approach to teaching and learning. Abingdon, Oxford, United Kingdom: Routledge.
   Google Scholar
• WHO. (2008). Scaling up health services: Challenges and choices. Technical Brief, 3(3) June 12. World Health Organisation Retrieved from http://www.who.int/healthsystems/topics/delivery/technical_brief_scale-up_june12.pdf.
   Google Scholar
• WHO. (2010). Nine steps for developing a scaling-up strategy. World Health Organisation. Retrieved from http://www.who.int/reproductivehealth/publications/strategic_approach/9789241500319/en/
   Google Scholar
• WHO. (2011). Beginning with the end in mind. Planting pilot projects and other programmatic research for successful scaling up. World Health Organisation. Retrieved from http://www.expandnet.net/PDFs/ExpandNet-WHO%20-%20Beginning%20with%20the%20end%20in%20mind%20-%202011.pdf
   Google Scholar
• Willetts, D. (2017). A university education. Oxford: Oxford University Press.
   Google Scholar
• Wolf, E.J., Harrington, K.M., & Clark, S.L. (2013). Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety. Educational and Psychological Measurement, 76(6), 913–934.
   PubMed Web of Science ®Google Scholar
• Ylonen, A., Arico, F., Gillespie, H., Lancaster, S., & Ward, N. (2018). Lessons in learning gain: Insights from a pilot project. Higher Education Pedagogies, this issue.
   Web of Science ®Google Scholar