By Olga Zlatkin-Troitschanskaia, Hans Anand Pant, Corinna Lautenbach, Dimitar Molerov, Miriam Toepper, Sebastian Brückner
ISBN-10: 3658154853
ISBN-13: 9783658154851
ISBN-10: 3658154861
ISBN-13: 9783658154868
This ebook specializes in competency orientation in better schooling, illustrating foreign overview practices for measuring scholar studying results. For Germany, the Modeling and Measuring abilities in greater schooling (KoKoHs) learn software contributes exemplary ways, and strategies to present demanding situations in better schooling. KoKoHs versions and checks can be utilized for front exam, formative and summative evaluation of domain-specific and usual skills and as a foundation for constructing new teaching-and-learning instruments and codecs selling those competencies.
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Additional info for Modeling and Measuring Competencies in Higher Education: Approaches to Challenges in Higher Education Policy and Practice
Example text
Interestingly, the effects within institutions outlined above also emerged in cross-institutional analyses: across institutions, students showed large systematic differences in their competency levels, even among higher education institutions that, for example, had received similar ranks in the CHE ranking (Happ et al. 2014). International perspective The majority of cross-national comparative findings from KoKoHs refer to competencies in economics and media. The results indicate that students’ economic competencies differed significantly across countries.
Potentials for practical application Assessments for process diagnostics, for example, to track students’ individual competency development over the course of their studies, are common in other countries today (Zlatkin-Troitschanskaia et al. 2016b). Some of the KoKoHs instruments can be used in Germany for formative diagnostics of groups or individuals which include feedback on the current state of learning, and for summative evaluation of learning outcomes at the end of studies or study phases (for instance, at transition from bachelor to master programs) (see table in section 8).
Dropout rates High dropout rates are still a central problem in various disciplines in higher education in Germany. Many students terminate their studies without having obtained a degree. In many cases, they drop out during the initial semesters (Heublein & Wolter 2011). Dropout rates in undergraduate programs are as high as one in three students at universities and one in four students at universities of applied sciences; in technical disciplines, such as civil engineering, the rate is almost one in two students (OECD 2015).
Modeling and Measuring Competencies in Higher Education: Approaches to Challenges in Higher Education Policy and Practice by Olga Zlatkin-Troitschanskaia, Hans Anand Pant, Corinna Lautenbach, Dimitar Molerov, Miriam Toepper, Sebastian Brückner
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