Learning gain
National Mixed Methodology Learning Gain project
The initial aim of the project was to identify a methodology that could measure students’ learning gain longitudinally through a nationally administered survey. Interim evaluation highlighted a number of issues with the data collection process and a low response rate for the longitudinal sample. This compromised our ability to meet the aim. As such, the decision was taken, with the support of the Learning Gain Steering Group, not to continue with the survey work.
The project has made a significant contribution to our knowledge of learning gain. The evaluation of the NMMLG project, led by Sheffield Hallam University, involved working with providers and others involved in the project and focusing on improving our understanding of students’ perceptions of learning gain. This complements the evaluations of the pilot projects carried out by Dr Camille Kandiko-Howson from Imperial College London, and has helped us to develop a fuller understanding of learning gain activity.
Assessment as part of the NMMLG project concluded in 2018. The evaluation was led by Sheffield Hallam University.
The project made use of an online assessment programme that included a combination of test and self-reporting survey questions which sought to evaluate students':
- critical thinking and problem-solving skills
- attitudes towards their study experience
- engagement with their studies.
The project built on the approach of, among others:
- a previous study undertaken in the US by the Centre of Inquiry at Wabash College
- work undertaken by Ernest Pascarella (Chair in Higher Education at the University of Iowa)
- Cambridge Assessment
- the United Kingdom Engagement Survey (UKES), Higher Education Academy.
See the evaluation of the NMMLGP and student perceptions of learning gain
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