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A new indicator for scrutinising learning outcomes in higher education : Developing discipline-specific items for students’ self-evaluation and examining their validity
http://hdl.handle.net/2261/0002008029
http://hdl.handle.net/2261/000200802944e386ee-4ab7-45bf-98a3-df7ef6cec684
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
CASEER00818.pdf (1.8MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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| 公開日 | 2023-10-16 | |||||||||||
| タイトル | ||||||||||||
| タイトル | A new indicator for scrutinising learning outcomes in higher education : Developing discipline-specific items for students’ self-evaluation and examining their validity | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | eng | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Learning outcome | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | indicator, discipline | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | humanities and social sciences | |||||||||||
| 資源タイプ | ||||||||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
| タイプ | departmental bulletin paper | |||||||||||
| 著者 |
HONDA, Yuki
× HONDA, Yuki
× KOYAMA, Osamu
× KAGAWA, Mei
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| 著者所属 | ||||||||||||
| 言語 | en | |||||||||||
| 著者所属 | The University of Tokyo | |||||||||||
| 著者所属 | ||||||||||||
| 言語 | en | |||||||||||
| 著者所属 | Kyoto Sangyo University | |||||||||||
| 著者所属 | ||||||||||||
| 言語 | en | |||||||||||
| 著者所属 | Daito Bunka University | |||||||||||
| 抄録 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | The global expansion of higher education has aroused interest in the quality of said education. Existing indicators of the quality of higher education, especially learning outcomes, have disadvantages. The aims of this paper were: First, to examine the advantages and disadvantages of existing methods for diagnosing students’ learning outcomes and propose an alternative way to gauge the knowledge students acquired about their major subjects. Second, to explain how discipline-specific survey items from authorized Subject Benchmark Statements in Japan can be created. Third, to analyse the validity and determinants of this learning outcome indicator and determine its potential. The results confirmed the scale’s validity because the learning outcome scores were more strongly correlated with students’ academic grades than the selectivity of the institutions they were enrolled at. The determinants of students’ self-evaluations of the four disciplines revealed that the most influential factor is their learning experiences. We concluded that our method of identifying students’ subjective self-evaluation of the degree of acquisition of specific items by discipline has a merit, such as its usefulness for higher education institutions’ staff, students, and governments to grasp learning outcomes, examine factors that affect them, and scrutinise curricula of such institutions, compared to other existing indicators. |
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| 言語 | en | |||||||||||
| 内容記述 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | センター関連プロジェクトワーキングペーパー | |||||||||||
| 言語 | ja | |||||||||||
| 内容記述 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | 大学教育の分野別内容・方法とその職業的アウトカムに関する実証研究 | |||||||||||
| 言語 | ja | |||||||||||
| 書誌情報 |
ja : 東京大学大学院教育学研究科附属学校教育高度化・効果検証センター 研究紀要 巻 8, p. 258-278, 発行日 2023-07-31 |
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| 出版者 | ||||||||||||
| 出版者 | 東京大学院教育研究科附属学校教育高度化 ・効果検証センター | |||||||||||
| 言語 | ja | |||||||||||
| 出版者別名 | ||||||||||||
| Center for Advanced School Education and Evidence-Based Research, Graduate School of Education, The University of Tokyo | ||||||||||||
