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Use of Learning Gain Measurements to Compare Teacher-Centric and Student-Centric Feedback in Higher Education

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Ipsative Assessment and Personal Learning Gain

Abstract

This chapter explores the measurement of a cohort’s average learning gain in a comparative study of teacher and student feedback in developing intercultural conflict resolution skills in higher education. Findings from the study indicated that with both teacher-centric and student-centric feedback, students improved over time and small differences in the learning gains from the assessments were not significant. However, comparison of test results does not give a full picture and other factors to take into consideration are explored. There was also the opportunity to re-test student performance three weeks after their final assessment to estimate the longevity of any learning gains and this indicated that much learning was not retained. The use of learning gain data is also scrutinised to understand both the strengths and weaknesses of using learning gain cohort data to make pedagogic choices.

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Authors and Affiliations

  1. Nanyang Business School, Nanyang Technological University, Singapore

    Hui-Teng Hoo

  2. UCL Institute of Education, UCL, London, UK

    Gwyneth Hughes

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  1. Hui-Teng Hoo
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  2. Gwyneth Hughes
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Correspondence to Hui-Teng Hoo .

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  1. UCL Institute of Education, University of London, London, United Kingdom

    Gwyneth Hughes

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Hoo, HT., Hughes, G. (2017). Use of Learning Gain Measurements to Compare Teacher-Centric and Student-Centric Feedback in Higher Education. In: Hughes, G. (eds) Ipsative Assessment and Personal Learning Gain. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-56502-0_9

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  • DOI: https://doi.org/10.1057/978-1-137-56502-0_9

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-56501-3

  • Online ISBN: 978-1-137-56502-0

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