Evaluating Student Learning Gain: A Case Study Based Upon Group-Work.

Abstract

The Higher Education sector faces an on-going process of marketisation in which the performativity agenda demands reporting against a wide range of metrics to satisfy the requests of the student consumer. Student learning gain is thought to be one way to generate module or course data that can be used to indicate value for money obtained from studying any particular university education. Furthermore, such data can be used to improve the effectiveness of teaching delivered by making changes in response to the student feedback received. This study applies a model for evaluating learning gain to students studying a business simulation module based upon group-work. The model is found to provide useful insights into how the students perceive their own learning and has revealed important gender differences in the learning being reported.