Does Higher Education Teach Students to Think Critically?

Does Higher Education Teach Students to Think Critically?

There is a discernible and growing gap between the qualifications that a university degree certifies and the actual generic, 21st-century skills with which students graduate from higher education. By generic skills, it is meant literacy and critical thinking skills encompassing problem solving, anal...

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Detalles Bibliográficos
Autor principal: OECD (-)
Autor Corporativo: OECD, author, issuing body (author)
Formato: Libro electrónico
Idioma:Inglés
Publicado: Paris : Organization for Economic Cooperation & Development 2022.
Edición:1st ed
Materias:
Education.
Education > Aims and objectives.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009704711906719
Tabla de Contenidos:
  • Intro
  • Foreword
  • Acknowledgements
  • Executive summary
  • Part I Assessing students' generic learning outcomes
  • 1 Do higher education students acquire the skills that matter?
  • Introduction
  • Qualifications versus skills
  • Transparency and information asymmetry
  • Distrust
  • Changing skill demand
  • Assessing generic skills
  • Developments in assessing higher education learning outcomes
  • Methodological issues
  • References
  • 2 The Collegiate Learning Assessment - a performance-based assessment of generic skills
  • Introduction
  • CLA+
  • CLA+ Scoring
  • Scoring process
  • CLA+ psychometrics
  • Test design
  • Reliability
  • SRQ reliability
  • PT reliability
  • Correlations between scale scores
  • Computing scale scores
  • Establishing mastery levels
  • References
  • Annex 2.A. Linear equating procedure
  • 3 CLA+ International
  • Introduction
  • CLA+ International recruitment
  • CLA+ International collaborators
  • CLA+ International assessment development and administration
  • Performance Task (PT) and Selected-Response Question (SRQ) selection
  • Translation and adaptation
  • Cognitive labs
  • Test administration and associated activities
  • Important milestones and activities
  • Administration
  • Scoring process
  • Scoring and equating
  • Reporting
  • References
  • 4 Ensuring cross-cultural reliability and validity
  • Introduction
  • Theoretical background
  • Performance tasks and scoring
  • Cross-cultural challenges in PT scoring
  • Method
  • CLA+
  • United States context
  • Finnish context
  • PTs
  • SRQs
  • Translation and adaptation
  • Scoring equivalency case study
  • Results
  • Scoring equivalency case study
  • Relative Quality of Scores: How well does a translated and culturally adapted performance-based assessment requiring students to generate a written response get scored across countries and languages?.
  • Absolute Quality of Scores: Can equivalency be established across the two forms of the assessment?
  • Conclusion
  • Acknowledgements
  • References
  • Part II CLA+ International Database
  • 5 General CLA+ International results
  • Introduction
  • Mastery levels
  • CLA+ total scores
  • CLA+ subscores
  • Student self-reported effort and engagement
  • Summary
  • Reference
  • 6 CLA+ International demographic variables
  • Primary language
  • Gender
  • 7 Predictive validity of CLA+
  • Introduction
  • Study 1: CLA+ Predictive Validity of Post-Higher Education Outcomes
  • Method
  • Participants
  • Data sources and materials
  • CLA+
  • Survey #1
  • Results
  • Race/Ethnicity by generic skills by institution competitiveness (Figure 7.1)
  • Study 2: CLA+ Predictive Validity of Employers' and Advisors' Assessments
  • Method
  • Participants
  • Analysis
  • Data sources and materials
  • Survey #2
  • Results
  • Importance of CLA+ skills
  • CLA+ scores predicting participants' workplace or graduate school performance
  • Conclusion
  • References
  • 8 Fields of study
  • Instructional format
  • Fields of study for international students
  • Fields of study for U.S. students
  • Conclusion
  • Annex 8.A. International sample: Instructional format by fields of study
  • 9 Benchmarking countries
  • Introduction
  • Mastery levels by country
  • Summary statistics
  • Conclusion
  • Part III The CLA+ assessment in participating countries
  • 10 CLA+ in the United States
  • Introduction
  • Policy context
  • Process of implementation of the CLA+
  • Results
  • Total CLA+ scores and section scores among entering and exiting students
  • CLA+ mastery levels and score distributions
  • CLA+ subscores
  • Self-reported effort and engagement
  • CLA+ section scores, by effort and engagement
  • Policy implications and lessons learnt
  • Next steps
  • Next Step Platform
  • SSA+
  • Prospects.
  • References
  • Note
  • 11 Assessing university students' learning outcomes: The Italian experience with TECO
  • Introduction
  • Policy context
  • Reasons for TECO
  • The Italian experiment with the CLA+ (TECO 2013-2015)
  • 2013 testing
  • 2015 testing
  • 2013 and 2015 critical issues
  • Redefining the TECO
  • TECO-T and transversal skills
  • TECO-D and disciplinary skills
  • TECO-T and TECO-D (2016-2019)
  • TECO 2016
  • TECO 2018
  • TECO 2019
  • TECO 2020
  • Delivering TECO during the COVID-19 pandemic
  • Possible next steps and prospects
  • References
  • Notes
  • 12 Assessing the generic skills of undergraduate students in Finland
  • The Finnish higher education system
  • The policy context for the assessment of generic skills
  • Implementation of the CLA+ International in Finland
  • Project aims and co-ordination
  • Translation, adaptation and verification of the CLA+ International
  • Test administration
  • Data sampling
  • Data collection
  • Data analyses
  • Reports to students and higher education institutions
  • Main results
  • Levels and mastery of generic skills
  • Main factors associated with the level of generic skills
  • Main factors explaining the level of generic skills among Finnish higher education students
  • Implications and lessons learned
  • Next steps and prospects
  • References
  • 13 Using CLA+ in a pilot in England for measuring learning gain
  • Introduction
  • Policy context for CLA+
  • Process of implementation CLA+
  • Project delivery
  • Adaption of CLA+ to CLA+ International
  • CLA+ as a diagnostic tool
  • Student recruitment and testing
  • Main results
  • Testing numbers and student recruitment
  • Performance data
  • Demographic data and CLA+ performance
  • Using the CLA+ for learning and teaching enhancement
  • Student perceptions of CLA+: Findings from our cross-sectional focus groups.
  • Continuing our philosophy of student partnership: Working with student interns
  • Policy implications and lessons learned
  • Next steps and prospects
  • References
  • 14 Mexico: an innovative focus on evaluation of learning outcomes
  • Mexican higher education: Socio-economic and cognitive disparities
  • Digital realities exacerbate disparity
  • Higher education in Mexico: a complex system
  • Building access to and quality of higher education
  • Evaluating learning outcomes
  • Implementing the CLA+ testing
  • Some results: Defiant disparities, once again
  • Method of analysis
  • Main conclusions about these findings
  • What we learned from the CLA+ results
  • References
  • 15 CLA+ in Latin America: application and results
  • Chile
  • CLA+ outreach process in Latin America and Spain
  • Policy context for CLA+
  • University W
  • University X
  • University Y
  • University Z
  • Process of implementation of the CLA+
  • University W
  • University X
  • University Y
  • University Z
  • Main results
  • University W
  • University X
  • University Y
  • University Z
  • Policy implications and lessons learnt
  • Another aspect is the length of the decision process in joining the study
  • Next steps and prospects
  • References
  • 16 Assessing students' generic learning outcomes in Australia and New Zealand
  • Introduction
  • Policy context
  • Technical and vocational education and training sector initiatives
  • Higher education sector policy initiatives
  • Qualification relevance to employability under question
  • What about secondary school curriculum?
  • COVID-19 impacts on policy
  • Next steps and prospects
  • Conclusion
  • References
  • Notes
  • 17 Conclusions and prospects
  • Introduction
  • Feasibility of critical-thinking skill assessment in higher education
  • Do students learn to think critically at university?.
  • Do background variables influence critical thinking skill development?
  • Do students demonstrate different levels of critical thinking by field of study and type of instruction?
  • Differences between countries
  • Experiences in individual countries
  • Lessons learnt in participating countries
  • Prospects.

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