scholarly journals Predicting Completion: The Road to Informed Study Decisions in Higher Online Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Laurie Delnoij ◽  
Jose Janssen ◽  
Kim Dirkx ◽  
Hieronymus Gijselaers ◽  
Renate H. de Groot ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
The Self ◽  
Informed Decision Making ◽  
Prospective Students ◽  
Self Assessment ◽  
False Negatives ◽  
Mathematical Skills ◽  
The Road ◽  
Ongoing Concern

Non-completion is an ongoing concern in higher education, and even more so in higher online education. One way to address this problem is to take initiatives prior to student enrollment, enabling informed decision making. In line with this, an institution for open higher online education seeks to develop a (non-committal) online self-assessment for prospective students. To identify variables (tests) to be included in this self-assessment, the present study aims at validating variables–previously identified as “predictive of completion in higher education and open to intervention before enrollment”—within the current higher online education context. Results of correlational analyses indicate that the following modifiable variables are relevant to include: hours planned to study, employment hours, study intention, discipline, discipline confidence, basic mathematical skills, and social support. Based on a sensitivity cut-off of 95% (to minimize false negatives) about 13% of the actual non-completers could be identified correctly. Implications for future development of the self-assessment are discussed.

scholarly journals Designing an Online Self-assessment for Informed Study Decisions: The User Perspective

2020 ◽  
pp. 74-86
Author(s):  
L. E. C. Delnoij ◽  
J. P. W. Janssen ◽  
K. J. H. Dirkx ◽  
R. L. Martens
Keyword(s):  
Decision Making ◽  
Online Education ◽  
Reference Group ◽  
The Self ◽  
Extensive Literature ◽  
Validity Evidence ◽  
Prospective Students ◽  
Self Assessment ◽  
User Perspective ◽  
Correlational Research

AbstractThis paper presents the results of a study, carried out as part of the design-based development of an online self-assessment for prospective students in higher online education. The self-assessment consists of a set of tests – predictive of completion – and is meant to improve informed decision making prior to enrolment. The rationale being that better decision making will help to address the ongoing concern of non-completion in higher online education. A prototypical design of the self-assessment was created based on an extensive literature review and correlational research, aimed at investigating validity evidence concerning the predictive value of the tests. The present study focused on investigating validity evidence regarding the content of the self-assessment (including the feedback it provides) from a user perspective. Results from a survey among prospective students (N = 66) indicated that predictive validity and content validity of the self-assessment are somewhat at odds: three out of the five tests included in the current prototype were considered relevant by prospective students. Moreover, students rated eleven additionally suggested tests – currently not included – as relevant concerning their study decision. Expectations regarding the feedback to be provided in connection with the tests include an explanation of the measurement and advice for further preparation. A comparison of the obtained scores to a reference group (i.e., other test-takers or successful students) is not expected. Implications for further development and evaluation of the self-assessment are discussed.

Teaching for Epistemological Change

2017 ◽  
pp. 207-225 ◽  
Author(s):  
Gloria Nogueiras ◽  
David Herrero ◽  
Alejandro Iborra
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Thematic Analysis ◽  
The Self ◽  
Levels Of Analysis ◽  
Epistemological Development ◽  
Self Assessment ◽  
Self Assessments

As higher education teachers, the authors are committed to supporting students in their epistemological development, specifically in their transition towards self-direction. In this chapter, they share their experience of using self-assessment in a Teacher Training Degree course as a way to both enhance self-direction and assess its development. A thematic analysis of the self-assessments of a sample of 30 students is carried out, and four themes are identified: 1) the degree of authorship, 2) the degree of elaboration, 3) “taking notice of” subtle levels of analysis, and 4) the identification of temporal milestones throughout the course. These themes enable a different pattern of mental complexity to be identified, a complexity which is understood as evidence of students' different degrees of self-direction. The findings are discussed in the light of developmental constructivist theories. In addition, some implications for education regarding the current debates on self-assessment literature are presented.

scholarly journals Universities Can Regain the Public’s Trust

2021 ◽  
pp. 205-210
Author(s):  
Frans van Vught
Keyword(s):  
Higher Education ◽  
General Public ◽  
Public Universities ◽  
Public Trust ◽  
The Self ◽  
Labour Markets ◽  
Fake News ◽  
Academic Institutions ◽  
Prospective Students ◽  
Public Resources

AbstractPublic trust in universities appears to be decreasing. In this age of “fake news” and even “fake science”, the esteem of academic institutions is diminishing. In the eyes of the general public, universities may still be respectable institutions, but they are also seen to be relatively self-centred and to have an insatiable hunger for (public) resources. Furthermore, doubts are being raised about the self-organising capacities of autonomous academic institutions to assure and protect the quality, relevance and efficiency of their activities. Stakeholders ask for more information about costs and benefits. And for greater accountability. There are several reasons underlying this growing demand for information and accountability. First, the financial contributions made by students, taxpayers and others to higher education are rising. Second, the increasing number and variety of providers of higher education and the (degree and non-degree) programmes they offer makes it increasingly difficult for (prospective) students to decide where and what to study. Similarly, employers and governments wish to be assured that higher education providers deliver the quality education and research services that are needed for their labour markets, their businesses, and their communities.

Online Assessment in High Education

2011 ◽  
pp. 163-176 ◽  
Author(s):  
Elizabeth A. Buchanan
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Education Level ◽  
Online Assessment ◽  
Online Mentoring ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
Assessment Techniques ◽  
Online Group

This chapter acknowledges the challenges surrounding assessment techniques in online education at the higher education level. It asks specifically, “How do we know our online students are learning?” To get closer to answering this question with confidence, various strategies ranging from participation techniques to online group work, peer and self-assessment, and journals and portfolios are described. The role of online mentoring as a supplementary strategy is also introduced. The chapter concludes with a survey of advantages and disadvantages of the various strategies.

scholarly journals Development of a Self-Assessment, Performance Measurement and Quality Insurance Repository Case of Two Higher Education Institutions in Morocco

2016 ◽  
Vol 10 (11) ◽  
pp. 248
Author(s):  
Abdelhak Lahlali ◽  
Houda El Aoufir
Keyword(s):  
Higher Education ◽  
Performance Measurement ◽  
Higher Education Institutions ◽  
Major Elements ◽  
The Self ◽  
Evaluation Methodology ◽  
Self Assessment ◽  
Assessment Performance ◽  
And Performance ◽  
Training Service

The self-assessment repositories are used in a perspective of quality management. They are intended to guide higher education institutions in building their training offer and enable the evaluation and performance measurement based on explicit and consistent objectives. These are essential tools for posterior training evaluation, facilitating a development based on changes affecting the science and socio economic fields.The self-assessment thus enables a diagnosis, and identification of the strengths and possible improvement actions.The purpose of this is to increase the institutional progress capacity and evolution through a self-reflection.In this regard, the aim through this article is the development of a self-assessment repository for the training institutions adapted to the Moroccan higher education specificities. To do this, we first recalled the state of the art in terms of the main standards and benchmarks used as the basis of our research: ISO 29990, ISO 9001, AERES repository, NF Training Service, Aqi- Umed, CTI self-assessment Guide and eduqua Manual 2012. We underlined, then, the self-assessment issues in higher education and the major elements that feed the interest and approach adopted in the case of our study. We presented the proposed repository, including the evaluation axes and criteria, and explained the choice for modifing certain references or criteria related to the particularity of Moroccan context and the appropriate evaluation methodology in order to reach results and thus allow the evaluator to find the required information and help its analysis and objective judgment.

scholarly journals Impact of the Self-Assessment Process on Quality Enhancement of Higher Education Institutions: A Case Study of Vietnam

2020 ◽  
Vol 8 (3) ◽  
pp. 536-546
Author(s):  
Phuong Tam Pham ◽  
Tran Binh Duong ◽  
Thi Thuy-Trang Phan ◽  
Thai Huu Nguyen ◽  
Minh Thanh Nguyen ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
The Self ◽  
Assessment Process ◽  
Quality Enhancement ◽  
Self Assessment

scholarly journals The role of the self-assessment report for the educational program in the systems of internal and external quality assurance of higher education

2018 ◽  
pp. 34-44
Author(s):  
Dariia Shchegliuk
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Educational Programs ◽  
The Self ◽  
External Quality Assurance ◽  
Internal Quality ◽  
Self Assessment ◽  
External Quality ◽  
Assessment Report ◽  
Internal Quality Assurance

The article is devoted to the introduction of a report on self-assessment in the practical activities carried by higher education institutions in Ukraine. The role of the report on the self-assessment of educational programs in the systems of internal and external quality assurance in higher education Is described. In internal quality assurance systems, a self-assessment report is defined as a tool for self-analysis of educational programs and an assessment of the effectiveness of the quality assurance system of higher education and the quality of educational activities of the institution. This report allows to identify the weaknesses of the program/system and plan ways to manage them. For an external quality assurance system, a self-assessment report is positioned as the main document generated by the provider of educational services for external evaluation. It is included that such a document is created for accreditation and for applications to participate  in global university rankings. The criteria for forming a self-assessment report and its structure are substantiated. A typical template for a self-assessment report that meets all the requirements of the Law of Ukraine "On Higher Education" and the criteria "Standards and Guidelines for Quality Assurance in the European Higher Education Area" is proposed. The template of report includes a list of criteria, essential requirements, key issues for analysis, and possible confirmations, as well as suggestions for improving and further developing the program. The use of the self-assessment report in internal quality assurance systems (during the periodic review and monitoring of educational programs to identify strengths and weaknesses, to ensure the transparency and clarity of various aspects of educational activities by internal and external stakeholders) and in external quality assurance systems (including for determining the progress of institutions of higher education and their ranking - both in subject areas and in general) is suggested.

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