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AHELO g/edu/ahelo - OECD

ASSESSMENT OF HIGHER EDUCATIONLEARNING OUTCOMESAHELOFEASIBILITY STUDY REPORTVOLUME 1 DESIGN AND IMPLEMENTATIONK arine TremblayDiane LalancetteDeborah RoseveareOver the past 5 years, the OECD has carried out a feasibility study to see whether it is practically and scientifically feasible to assess what students in higher education know and can do upon graduation across diverse countries, languages, cultures and institution types. This has involved 249 HEIs across 17 countries and regions joining forces to survey some 4 900 faculties and test some 23 000 students.

Jubileumsfund (Sweden), the Spencer and Teagle Foundations (USA) as well as the higher Education Founding Council – HEFCE (England) and the Higher Education Authority – HEA ... International management 96 Expert groups involved 99 National and institutional coordination 100 ... Development of the Generic Skills assessment framework 113

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1 ASSESSMENT OF HIGHER EDUCATIONLEARNING OUTCOMESAHELOFEASIBILITY STUDY REPORTVOLUME 1 DESIGN AND IMPLEMENTATIONK arine TremblayDiane LalancetteDeborah RoseveareOver the past 5 years, the OECD has carried out a feasibility study to see whether it is practically and scientifically feasible to assess what students in higher education know and can do upon graduation across diverse countries, languages, cultures and institution types. This has involved 249 HEIs across 17 countries and regions joining forces to survey some 4 900 faculties and test some 23 000 students.

2 This report presents the design and implementation lessons learnt from this unprecedented experience, as the AHELO Feasibility Study concludes in December 2012. A second volume will be published in February 2013 that will delve further in the analysis of the data and national experiences, while a third volume to be published in April 2013 will present the discussions and insights from the AHELO Feasibility Study Conference (taking place in March 2013).ContentsChapter 1 The rationale for an AHELO : higher education in the 21st century contextChapter 2 The beginning of AHELO : decisions and challengesChapter 3 Design and management of the feasibility studyChapter 4 Instrument developmentChapter 5 ImplementationChapter 6 Lessons learnt on design and implementationMore information on us.

3 Photo OECD 2012 Assessment of Higher Education Learning Outcomes Feasibility Study Report Volume 1 Design and Implementation Karine Tremblay Diane Lalancette Deborah Roseveare Introduction 2 OECD 2012 This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

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5 At 3 AHELO Feasibility Study Report - Volume 1 OECD 2012 ACKNOWLEDGEMENTS AND CREDITS This report has been written by Karine Tremblay, Diane Lalancette and Deborah Roseveare of the OECD Directorate for Education. The authors wish to acknowledge the extensive contributions from the AHELO Consortium report authors and contributors: Hamish Coates, Sarah Richardson, Yan Bibby, Stephen Birchall, Eva van der Brugge, Rajat Chadha, Steve Dept, Jean Dumais, Daniel Edwards, Thomas van Essen, Peter Ewell, Andrea Ferrari, Jacob Pearce, Claire Melican, Xiaoxun Sun, Ling Tan, Rebecca Taylor and Don Westerheijden.

6 The authors also wish to acknowledge the contributions of participating countries National Project Managers and National Experts who drafted the boxes on national experiences. Valuable comments on draft chapters were provided by members of the AHELO Group of National Experts and the Technical Advisory Group. Special thanks are due to Leslie Diamond who edited the first drafts of this report, as well as to C cile Bily who edited the final version, drafted the introduction, readers guide and annexes, and prepared this report for publication.

7 Thanks are also due to the many other OECD colleagues who contributed to this project at different stages of its development including Barbara Ischinger, Andreas Schleicher, Richard Yelland, Fabrice H nard, Val rie Lafon and Sabrina Leonarduzzi. Alenoush Saroyan also provided insightful feedback on the draft chapters during a sabbatical stay at the OECD. The authors are extremely grateful for her time and valuable input to the drafts. The AHELO feasibility study also benefited from the contributions of the following consultants, seconded staff and interns: Rodrigo Casta eda Valle, HoonHo Kim, Claire Leavitt, Eleonore Perez Duarte, Tupac Soulas, Takashi Sukegawa and Mary Wieder.

8 The Secretariat would also like to express its gratitude to the sponsors who, along with the participating countries, generously contributed to this project and without whom the AHELO feasibility study would not have been possible: Lumina Foundation for Education (USA), Compagnia di San Paolo (Italy), Calouste Gulbenkian Foundation (Portugal), Riksbankens Jubileumsfund (Sweden), the Spencer and Teagle foundations (USA) as well as the higher Education Founding Council HEFCE (England) and the Higher Education Authority HEA (Ireland).

9 The William and Flora Hewlett Foundation also provided support for participation in the study. And finally a special word of thanks to Jan Levy, the Chair of the AHELO GNE, who provided invaluable guidance and support to the Secretariat throughout the feasibility study. Introduction 4 OECD 2012 TABLE OF CONTENTS INTRODUCTION 9 READERS GUIDE 10 CHAPTER 1 THE RATIONALE FOR AN AHELO : HIGHER EDUCATION IN THE 21ST CENTURY CONTEXT 15 Global trends in higher education 16 Expansion of higher education systems 16 Wider participation 18 Emergence of new players 19 More diverse profiles of institutions, programmes and students 20 Continuing advancement and rapid integration of new technology 22 Greater internationalisation 23 Increasing pressures on costs and new modes of financing 26 Growing emphasis on market forces.

10 Competition and signalling mechanisms 27 New modes of governance stressing performance, quality and accountability 29 The quality challenge and limitations of diverse attempts to fill the quality information gap 30 Concerns for drop-out and its implications for equity and efficiency 30 Insufficient information on higher education quality 32 The rationale for an AHELO 34 Moving beyond collegial approaches 34 Growing focus on student learning outcomes 35 Central emphasis on student centered learning and research on teaching-learning processes 37 AHELO within the broader


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