By Jon Yorke, Lesley Vidovich
This booklet analyses responsibility and caliber guidelines in terms of studying criteria and examines their implications for evaluation in larger schooling. when essentially targeting the Australian surroundings, this research is found inside of a broader body of reference that incorporates the uk (UK), the USA of the United States (US), and the business enterprise for financial Cooperation and improvement (OECD). throughout those settings, comparative measures of studying were visible as a coverage ‘solution’ to the matter of ‘proving caliber’ in a globalised and more and more aggressive better schooling marketplace. Comparative measures of studying rely on the specification of studying criteria. studying criteria try and articulate the services anticipated of graduates, and scholars’ success of those is set during the practices of evaluate performed inside associations. caliber coverage, studying criteria and evaluation practices all intersect in the broader umbrella of responsibility, with relevance to governments, larger schooling prone, employers, mom and dad, and scholars. The findings mentioned during this booklet spotlight a few coverage affects, together with the emerging calls for for nationwide and foreign comparative information on studying criteria to check caliber and tell scholar selection in a globally aggressive market.
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Additional resources for Learning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories
C. ), Achieving accountability in higher education. Balancing public, academic and market demands (pp. 296–324). San Francisco: Jossey-Bass. , & Morrison, K. (2013). ). New York: Routledge. Dawkins, J. (1988). Higher education: A policy statement. Canberra: Australian Government Publishing Service. Department of Education (2014). Upholding quality: Quality indicators for learning and teaching. au/upholding-quality-quality-indicators-learning-and-teaching. Accessed 10 Oct 2014. 12 1 Introduction El-Khawas, E.
Within this growing network, expectations were established for institutional assessment policies and processes within a standards-based framework of learning outcomes. The UK has also had a long-standing interest in the comparability of educational qualifications across and beyond the higher education sector. Early work conducted by Johnes and Taylor (1990) reported a number of differences between institutional degree classifications in an attempt to ‘benchmark’ or compare standards across institutions.
New York: Routledge. Dawkins, J. (1988). Higher education: A policy statement. Canberra: Australian Government Publishing Service. Department of Education (2014). Upholding quality: Quality indicators for learning and teaching. au/upholding-quality-quality-indicators-learning-and-teaching. Accessed 10 Oct 2014. 12 1 Introduction El-Khawas, E. (2013). Quality assurance as a policy instrument: What’s ahead? Quality in Higher Education, 19(2), 248–257. 806740. European Association for Quality Assurance in Higher Education (2009).