How do we measure student learning in higher education? Modelling factors

2.50
Hdl Handle:
http://hdl.handle.net/10547/622622
Title:
How do we measure student learning in higher education? Modelling factors
Authors:
Price, Linda ( 0000-0001-5291-0469 )
Abstract:
This paper presents a heuristic model of student leaning as a means to understanding the scope of factors to be considered in making predictions about student learning. It is underpinned by a review of a wide body of literature. The model is drawn from Price and Richardson?s 4P model (2004) that considered factors in improving student learning and argues that the same issues apply to predicting student learning outcomes. It builds upon existing research into learning and teaching. It is an articulation and an extension of Dunkin and Biddle?s (1974) model, the Biggs (1985) original Presage-Process-Product model and research by Prosser and Trigwell (1999). The model has four main groups of factors: presage, perceptions, process and product. The presage group contains personological and situational factors such as context. Perceptions include how students conceive learning, how teachers conceive teaching, and the context. The process group of factors incorporates approaches to learning in students and teachers approaches to teaching. The model is presented as a basis for engaging in future research in a holistic manner that may bear further fruit in predicting student learning.
Affiliation:
Kingston University
Citation:
Price L (2011) 'How do we measure student learning in higher education? Modelling factors', First Meeting of the Scientific Network Group: Learning in Transition: Dimensionality, Validity and Development - Antwerp.
Issue Date:
1-Jan-2012
URI:
http://hdl.handle.net/10547/622622
Additional Links:
http://eprints.kingston.ac.uk/33233/
Type:
Presentation
Language:
en
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorPrice, Lindaen
dc.date.accessioned2018-04-18T11:05:01Z-
dc.date.available2018-04-18T11:05:01Z-
dc.date.issued2012-01-01-
dc.identifier.citationPrice L (2011) 'How do we measure student learning in higher education? Modelling factors', First Meeting of the Scientific Network Group: Learning in Transition: Dimensionality, Validity and Development - Antwerp.en
dc.identifier.urihttp://hdl.handle.net/10547/622622-
dc.description.abstractThis paper presents a heuristic model of student leaning as a means to understanding the scope of factors to be considered in making predictions about student learning. It is underpinned by a review of a wide body of literature. The model is drawn from Price and Richardson?s 4P model (2004) that considered factors in improving student learning and argues that the same issues apply to predicting student learning outcomes. It builds upon existing research into learning and teaching. It is an articulation and an extension of Dunkin and Biddle?s (1974) model, the Biggs (1985) original Presage-Process-Product model and research by Prosser and Trigwell (1999). The model has four main groups of factors: presage, perceptions, process and product. The presage group contains personological and situational factors such as context. Perceptions include how students conceive learning, how teachers conceive teaching, and the context. The process group of factors incorporates approaches to learning in students and teachers approaches to teaching. The model is presented as a basis for engaging in future research in a holistic manner that may bear further fruit in predicting student learning.en
dc.language.isoenen
dc.relation.urlhttp://eprints.kingston.ac.uk/33233/en
dc.subjectlearningen
dc.subjecthigher educationen
dc.titleHow do we measure student learning in higher education? Modelling factorsen
dc.typePresentationen
dc.contributor.departmentKingston Universityen
dc.date.updated2018-04-17T13:56:04Z-
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