University of Surrey

Test tubes in the lab Research in the ATI Dance Research

Reviewing affective, behavioural and cognitive learning gains in higher education

Rogaten, Jekaterina, Rienties, Bart, Sharpe, Rhona, Cross, Simon, Whitelock, Denise, Lygo-Baker, Simon and Littlejohn, Allison (2019) Reviewing affective, behavioural and cognitive learning gains in higher education Assessment & Evaluation in Higher Education, 44 (3). pp. 321-337.

[img] Text
Reviewing affective, behavioural and cognitive learning gains in higher education.docx - Accepted version Manuscript
Restricted to Repository staff only until 30 April 2020.

Download (702kB)

Abstract

The notion of learning gains has increasingly become apparent within the higher education literature and is gaining traction in government policies in the US and UK, reflecting a desire to “quantify” the impact of university study and teaching excellence in particular. Given the increased policy focus on learning gains, it is essential that researchers and policy makers are informed about common used approaches to measure learning gains, and their expected range and magnitude. Therefore, a systematic literature search was undertaken. 52 studies (n = 41,009) were coded into affective, behavioural and/or cognitive learning gains. The review found a rich but diverse variety of adopted methodologies and approaches to “measure” affective, behavioural and cognitive (ABC) learning gains. Nonetheless, there is a lack of consistency in the ways in which learning gains are currently measured and reported. These inconsistencies and limitations hamper effective comparisons of learning gains and teaching excellence. We recommend a greater emphasis on longitudinal measurement of learning gains using validated approaches.

Item Type: Article
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Rogaten, Jekaterina
Rienties, Bart
Sharpe, Rhonar.sharpe@surrey.ac.uk
Cross, Simon
Whitelock, Denise
Lygo-Baker, SimonS.Lygo-Baker@surrey.ac.uk
Littlejohn, Allison
Date : March 2019
Funders : Higher Education Funding Council for England (HEFCE)
DOI : 10.1080/02602938.2018.1504277
Grant Title : A longitudinal mixed-method study of learning gains: applying ABC framework at three institutions
Copyright Disclaimer : © 2018 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment & Evaluation in Higher Education on 30th Oct 2018, available online: https://doi.org/10.1080/02602938.2018.1504277
Uncontrolled Keywords : Learning gains; Higher education; Cognitive measures; Affective measures; Behavioural measures
Depositing User : Clive Harris
Date Deposited : 11 Apr 2019 07:55
Last Modified : 04 Sep 2019 15:31
URI: http://epubs.surrey.ac.uk/id/eprint/851050

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year


Information about this web site

© The University of Surrey, Guildford, Surrey, GU2 7XH, United Kingdom.
+44 (0)1483 300800