Titlebook: Assessment of Learning Outcomes in Higher Education; Cross-National Compa Olga Zlatkin-Troitschanskaia,Miriam Toepper,Christ Book 2018 The

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https://doi.org/10.1007/978-1-59259-910-3 diverse and stratified higher education system, including the multiple layers of state and federal influence but lack of centralized tightly linked control mechanisms. It describes the changing context of, and increased interest in, learning outcomes in the late twentieth and early twenty-first cen

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Postmortem Diagnosis of Anaphylaxisimplications for assessment of outcomes internationally—information management and knowledge building. These two orientations are compared and contrasted along various dimensions, and potential contributors to the pervasiveness of the information management profile within the current generation of u

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Judith Schrër MD,Klaus Püschel MDish and German educational systems show that teachers’ secondary school track decisions are biased by a student’s social background. Therefore, biased assessment of students may contribute to the social inequalities observed in secondary schools in both countries. Within a social cognitive framework

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Annette M. Müller MD,Michael Tsokos MDon has shifted from whether such outcomes should be measured to how they should be measured. Today SLOs are typically assessed by student self-reports of learning or with multiple-choice and short-answer tests. Each of these methods has its strengths and limitations; each one provides insights into

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Judith Schrër MD,Klaus Püschel MD collaborated on two experimental studies of an assessment of generic learning outcomes of tertiary students. The instrument (CLA+ International/TECO) was administered to students graduating from Italian universities. Their results and outcomes were benchmarked against graduating university students