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Learning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories

  • Book
  • © 2016

Overview

Authors:
  1. Jon Yorke

    1. Curtin University , Curtin University, Bentley, Australia

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    You can also search for this author in PubMed   Google Scholar

  2. Lesley Vidovich

    1. The University of Western Australia, Crawley, Australia

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    You can also search for this author in PubMed   Google Scholar

  • Addresses highly contemporary issues around learning standards and assessment in higher education policy
  • Offers a unique contribution to the contemporary debates about learning standards and assessment in higher education
  • Comprehensive overview in the fields of higher education policy, quality and learning standards as well as the implications for assessment
  • Offers valuable insights and provides an evidence base for ongoing development in the field

Part of the book series: Policy Implications of Research in Education (PIRE, volume 7)

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xxvii
    Download chapter PDF

  2. Introduction

    • Jon Yorke, Lesley Vidovich
    Pages 1-14

  3. The Development of Quality Policies in Higher Education

    • Jon Yorke, Lesley Vidovich
    Pages 15-34

  4. Key Concepts: Theoretical and Empirical Foundations

    • Jon Yorke, Lesley Vidovich
    Pages 35-67

  5. Theoretical Frameworks for Policy Analysis

    • Jon Yorke, Lesley Vidovich
    Pages 69-87

  6. Research Methods

    • Jon Yorke, Lesley Vidovich
    Pages 89-109

  7. Findings (1): Policy Influences

    • Jon Yorke, Lesley Vidovich
    Pages 111-133

  8. Findings (2): Policy Text Production

    • Jon Yorke, Lesley Vidovich
    Pages 135-180

  9. Findings (3): Policy Practices/Effects

    • Jon Yorke, Lesley Vidovich
    Pages 181-200

  10. Findings (4): Policy Outcomes

    • Jon Yorke, Lesley Vidovich
    Pages 201-216

  11. A Meta-analysis of Policy Processes

    • Jon Yorke, Lesley Vidovich
    Pages 217-257

  12. Future Directions and Conclusions

    • Jon Yorke, Lesley Vidovich
    Pages 259-273
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Keywords

About this book

This book analyses accountability and quality policies relating to learning standards and examines their implications for assessment in higher education. Whilst primarily focusing on the Australian setting, this analysis is located within a broader frame of reference that includes the United Kingdom (UK), the United States of America (US), and the Organisation for Economic Cooperation and Development (OECD). Across these settings, comparative measures of learning have been seen as a policy ‘solution’ to the problem of ‘proving quality’ in a globalised and increasingly competitive higher education market. Comparative measures of learning depend on the specification of learning standards. Learning standards attempt to articulate the capabilities expected of graduates, and students’ achievement of these is determined through the practices of assessment carried out within institutions. Quality policy, learning standards and assessment practices all intersect within the broader umbrella ofaccountability, with relevance to governments, higher education providers, employers, parents, and students. The findings reported in this book highlight a number of policy influences, including the rising demands for national and international comparative data on learning standards to compare quality and inform student choice in a globally competitive market.







Authors and Affiliations

  • Curtin University , Curtin University, Bentley, Australia

    Jon Yorke

  • The University of Western Australia, Crawley, Australia

    Lesley Vidovich

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