Abstract
Advancing the assessment of undergraduate and graduate student learning outcomes is essential for the future of higher education. After illustrating the value of this research area, this article examines contemporary limitations and the need for taking stock and charting promising directions. It introduces six papers which look at foundational issues, contexts, applications and implications. The article emphasizes the need for ongoing reviews in this field to clarify policy relevance and opportunities.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Calderon, A. (2018) Massification of Higher Education Revisited, Melbourne: RMIT University.
Cantwell, B. Coates, H. and King, R. (Eds) (2018) Handbook on the Politics of Higher Education, Cheltenham: Edward Elgar.
Coates, H. (Ed.) (2014) Higher Education Learning Outcomes Assessment, Frankfurt: Peter Lang.
Coates, H. (2016) ‘Assessing student learning outcomes internationally: Insights and frontiers’, Assessment and Evaluation in Higher Education 41(5): 662–76.
Coates, H. (2017) The Market for Learning: Leading transparent higher education, Dordrecht: Springer.
Coates, H. (2018) Next Generation Assessment, Melbourne: Online Education Services.
Coates, H. and Richardson, S. (2012) ‘An international assessment of bachelor degree graduates’ learning outcomes’, Higher Education Management and Policy 23(3): 51–69.
Coates, H., Kelly, P. and Naylor, R. (2017) ‘Leading online education for student success’, International Journal of Chinese Education 6(1): 105–126.
Hazelkorn, E., Coates, H. and McCormick, A. (Eds.) (2018) Research Handbook on Quality, Performance and Accountability in Higher Education, Cheltenham: Edward Elgar.
Kelly, P., Dollinger, M. and Coates, H. (2017) ‘New directions for quality assurance: Transparent outcomes for industry collaboration, research training and student success’, Higher Education Evaluation and Development 10(1): 31–51.
Wagenaar, R. (2019) Reform! Tuning the Modernisation Process of Higher Education in Europe: A blueprint for student-centred learning, Groningen: Tuning Academy.
Zlatkin-Troitschanskaia, O. and Pant, H.A. (2016) ‘Measurement advances and challenges in competency assessment in higher education’, Journal of Educational Measurement 53(3): 253–264.
Zlatkin-Troitschanskaia, O., Pant, H. A., Lautenbach, C., Molerov, D., Toepper, M. and Brückner, S. (2017a) Modeling and Measuring Competencies in Higher Education: Approaches to Challenges in Higher Education Policy and Practice, Wiesbaden: Springer.
Zlatkin-Troitschanskaia, O., Pant, H. A., Toepper, M., Lautenbach, C. and Molerov, D. (2017b) ‚Valid Competency Assessment in Higher Education: Framework, results, and further perspectives of the German research program KoKoHs’, AERA Open 3(1): 1–12.
Zlatkin-Troitschanskaia, O., Toepper, M., Pant, H. A., Lautenbach, C. and Kuhn, C. (Eds.) (2018) Assessment of Learning Outcomes in Higher Education: Cross-national comparisons and perspectives, Wiesbaden: Springer.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
On behalf of all authors, the corresponding author states that there is no conflict of interest.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Coates, H., Zlatkin-Troitschanskaia, O. The Governance, Policy and Strategy of Learning Outcomes Assessment in Higher Education. High Educ Policy 32, 507–512 (2019). https://doi.org/10.1057/s41307-019-00161-1
Published:
Issue Date:
DOI: https://doi.org/10.1057/s41307-019-00161-1