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Learning standards and the assessment of quality in higher educationcontested Policy trajectories /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning standards and the assessment of quality in higher educationby Jon Yorke, Lesley Vidovich.
Reminder of title:	contested Policy trajectories /
Author:	Yorke, Jon.
other author:	Vidovich, Lesley.
Published:	Cham :Springer International Publishing :2016.
Description:	xxvii, 273 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Education, HigherStandards.
Online resource:	http://dx.doi.org/10.1007/978-3-319-32924-6
ISBN:	9783319329246$q(electronic bk.)

Learning standards and the assessment of quality in higher educationcontested Policy trajectories /
Yorke, Jon.

Learning standards and the assessment of quality in higher educationcontested Policy trajectories /[electronic resource] :by Jon Yorke, Lesley Vidovich. - Cham :Springer International Publishing :2016. - xxvii, 273 p. :ill., digital ;24 cm. - Policy implications of research in education ;v.7. - Policy implications of research in education ;v.1..

Chapter 1 Introduction -- Chapter 2 The Development of Quality Policies in Higher Education -- Chapter 3 Key Concepts - Theoretical and Empirical Foundations -- Chapter 4 Theoretical Frameworks for Policy Analysis -- Chapter 5 Research Methods -- Chapter 6 Findings (1) - Policy Influences -- Chapter 7 Findings (2) - Policy Text Production -- Chapter 8 Findings (3) - Policy Practices/Effects -- Chapter 9 Findings (4) - Policy Outcomes -- Chapter 10 A Meta-analysis of Policy Processes -- Chapter 11 Future Directions and Conclusions.

This book analyses accountability and quality policies relating to learning standards and examines their implications for assessment in higher education. Whilst primarily focusing on the Australian setting, this analysis is located within a broader frame of reference that includes the United Kingdom (UK), the United States of America (US), and the Organisation for Economic Cooperation and Development (OECD) Across these settings, comparative measures of learning have been seen as a policy 'solution' to the problem of 'proving quality' in a globalised and increasingly competitive higher education market. Comparative measures of learning depend on the specification of learning standards. Learning standards attempt to articulate the capabilities expected of graduates, and students' achievement of these is determined through the practices of assessment carried out within institutions. Quality policy, learning standards and assessment practices all intersect within the broader umbrella of accountability, with relevance to governments, higher education providers, employers, parents, and students. The findings reported in this book highlight a number of policy influences, including the rising demands for national and international comparative data on learning standards to compare quality and inform student choice in a globally competitive market.

ISBN: 9783319329246$q(electronic bk.)

Standard No.: 10.1007/978-3-319-32924-6doiSubjects--Topical Terms:

612627
Education, Higher
--Standards.

LC Class. No.: LB2324 / .Y67 2016

Dewey Class. No.: 378.01

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520 $a This book analyses accountability and quality policies relating to learning standards and examines their implications for assessment in higher education. Whilst primarily focusing on the Australian setting, this analysis is located within a broader frame of reference that includes the United Kingdom (UK), the United States of America (US), and the Organisation for Economic Cooperation and Development (OECD) Across these settings, comparative measures of learning have been seen as a policy 'solution' to the problem of 'proving quality' in a globalised and increasingly competitive higher education market. Comparative measures of learning depend on the specification of learning standards. Learning standards attempt to articulate the capabilities expected of graduates, and students' achievement of these is determined through the practices of assessment carried out within institutions. Quality policy, learning standards and assessment practices all intersect within the broader umbrella of accountability, with relevance to governments, higher education providers, employers, parents, and students. The findings reported in this book highlight a number of policy influences, including the rising demands for national and international comparative data on learning standards to compare quality and inform student choice in a globally competitive market.
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