(Stes, Min-Leliveld, Gijbels, & van

(Stes, Min-Leliveld, Gijbels, & van Petegem, 2010, 48) have aptly
stated, ‘‘more attention should be given to studies researching
behavioural outcomes, thereby drawing not only on self-reports of
participants, but also measuring actual changes in performance’’.
One attempt to develop a direct measurement of students’ learning
outcomes is the feasibility study carried out by the Organisation for
Economic Cooperation and Development (OECD) known as AHELO
– the Assessment of Higher Education Learning Outcomes (Coates
& Richardson, 2012). The aim of the study was to determine
‘‘whether it is practically and scientifically feasible to assess what
students in higher education know and can do upon graduation
within and across these diverse contexts’’ (Tremblay, Lalancette, &
Roseveare, 2012, 9).
AHELO was implemented at a time when there was pressure to
carry out more assessments of students’ performance in higher
education (Coates & Richardson, 2012; see also Stes et al., 2010). At
the same time there was widespread concern about the effects of
testing. For example, testing schemes are assumed to exert
considerable influence on what universities emphasise in teaching
and the qualities of learning they promote. As Brooks (2012, 606)
notes: ‘‘outcomes of college learning will be those mandated by the
test’’. Test results may also have significant implications for policy-
making, especially educational policy within the area of higher
education (Douglass, Thomson, & Zhao, 2012; Morgan & Shahja-
han, 2014). Another criticism concerns the focus of the tests. Banta

ผลลัพธ์ (แอฟริกา) 1:

(Sites, Min-Leliveld, Gijbels, & Van Petegem 2010, 48) Het gepas
vermeld, moet '' meer aandag gegee word aan Studies ondersoek
Gedragswetenskappe uitkomste, en daardeur tekening nie net op Self-verslae van
die deelnemers nie, maar ook die werklike Wysigings meet. in Performance ''.
Een poging om 'n direkte meting van studente te ontwikkel 'Learning
uitkomste is die uitvoerbaarheidstudie uitgevoer deur die Organisasie vir
Ekonomiese Samewerking en Ontwikkeling (OECD) bekend as AHELO
- die assessering van Hoër Onderwys Leeruitkomste (Coates
& Richardson ,. 2012). Die doel van die studie was om te bepaal
'' Of dit is prakties en wetenskaplike emies haalbaar om te bepaal wat
studente in hoër onderwys weet en kan op die gradeplegtigheid doen
binne en oor hierdie diverse kontekste '' (Tremblay, Lalancette, &
Roseveare, 2012, 9). .
AHELO is op 'n tyd geïmplementeer Wanneer daar druk om
uit te voer meer beoordelings van studente se prestasie in Hoër
Onderwys (Coates & Richardson, 2012; Sien ook Sites et al, die 2010.). Op
dieselfde tyd was daar wydverspreide kommer oor die gevolge van die
toets. Byvoorbeeld, is die toets Skemas aanvaar te oefen
aansienlike invloed op Wat Universiteite beklemtoon in Onderrig
en leer van die eienskappe wat hulle bevorder. As Brooks (2012, 606)
Notes: '' Leeruitkomste van die Kollege sal diegene mandaat van die
toets ''. Toetsuitslae kan ook implikasies vir beduidende Beleids
Making, veral Opvoedkundige Beleid binne die gebied van Hoër
Onderwys (Douglass, Thomson, & Zhao, 2012; Morgan & Shahja-
Han, 2014). Nog kritiek oor die fokus van die toetse. Banta