1. Learning Gain
Summary of 2016 Inside Government Conference And other thoughts. Amanda Hutcherson

2. HEFCE

3. Understanding how students benefit from their studies beyond their qualification has never been more important. But student experiences differ, which means we need a carefully tested and contextual approach.’ (HEFCE, 2016; Millward, 2015)

4. What is Learning Gain?
Perhaps one of the simplest ways to understand learning gain is as ‘distance travelled’
Learning acquired by students at two points of their academic career
Based on their starting point
Value added

5. Measuring student success
Student satisfaction
Student engagement
Employability
Student retention
Degree classification
Distance travelled
Learning gain

6. HEA The importance of excellent teaching to raise Learning Gain
Dr Geoff Stoakes, Head of Special Projects, Higher Education Academy
Key Messages
Learning gain not the same as value added
Community benefits
Financial benefits
Teaching Quality
HEA 7 principles for good practice
Interest in learning gain
Aspects of teaching that impact learning gain

7. HEA Teaching Excellence Programme
TEP is orientated and structured around the HEA’s framework for Enhancing Student Success
Exploring key components for achieving success including curriculum, teaching quality
Learning communities, and the learning environment and introducing four underpinning principles of:
Collaboration
Flexibility
Inclusivity
interconnectivity.

8. Project Funding
February 2016 HEFCE awarded £4 million in funding to Thirteen pilot projects that are pioneering new methods for measuring and improving learning gain to help the sector adjust to new performance indicators.

9. HEFCE Measuring Learning Gain in Higher Education #learninggain
Richard Smith
Senior HE policy adviser
HEFCE aims •Test and evaluate the different methodologies •Promote partnerships & facilitate dialogue •Inform improvements to learning and teaching, and support measurement and indicators at national level •Provide information to prospective students and their advisers •Investigate the impact of particular learning and teaching interventions in controlled manner •Understand and demonstrate the value of investment in Higher Education

10. The Projects
‘Success as a Knowledge Economy’
outlined government aims to deliver greater choice for students through increasing competition between HE providers and help maintain international standing. Closely linked to the 'Teaching Excellence Framework' these plans will use "learning gain" to measure success.

11. RAND Europe
Learning gain in higher education. Assessing the international trend toward using learning gain
Cecile McGrath. RAND Europe
Key Messages
Purpose of measuring learning gain
Enhance teaching and learning and informing students
Increase accountability of higher education
RAND Europe is an independent not-for-profit research institute whose mission is to help improve policy and decision-making through research and analysis.

12. Open University Oxford Brookes University of Surrey
Case Study: A Longitudinal Mixed-Method Study of Learning Gain -Applying Affective-Behaviour-Cognition Framework at Three Institutions
@drBartRienties& Dr Jekaterina Rogaten
@learninggainshttps://twitter.com/LearningGains
A Meta-analytic literature review to be submitted to the Educational Research Review in June 2016.
The majority of their 73 selected papers related to cognitive learning gain
A few on affective
A few behavioural
Learning gain needs more sophisticate statistics
Establish metrics to understand learning gain.

13. Careers Group University of London
Careers Registration
Measuring Learning Gain in Higher Education
Dr. Bob Gilworth -Director of The Careers Group, University of London& AGCAS Director of Research
Terry Dray-Director Graduate Advancement & Employer Engagement, Liverpool John MooresUniversity & AGCAS Board of Directors, Heads of Service Representative, Co-Chair Graduate Labour Market Sub-Committee
Key Messages
Level of study predicts
satisfaction
• Learning design negatively predict satisfaction
• Interactive learning design
positively predicts satisfaction
• VLE engagement and
satisfaction unrelated
Not published

14. University of Plymouth
Gathering and analysing Student Achievement Data
Carole Sutton Associate Professor (Senior Lecturer)
School of Government, Faculty of Business
Plymouth University
Key Messages
Aim: Can we capture data on Learning Gain relating to Generic Research Skills across academic disciplines?
Project objectives:
Establish a measurement tool for capturing Learning Gain in Research Skills across Level 4 to Level 6
Capture data from 7 Institutions:
6 FEC (FD/BSc)
1 HEI (BSc / progression from FD)
Span 6 academic disciplines
Phase 2 December 16

15. Graduate Careers Advisory Services
The Role of Careers Advisory Services to increase Learning Gain
Eluned Jones
President, Association of Graduate Careers Advisory Services
Director of Student Employability, University of Birmingham
An emerging challenge is the move to contextualised employability within programmes which will require new approaches to measuring employability learning gain

16. Graduate Careers Advisory Services
creativity and innovation
take creative and innovative approaches that are evidenced through multiple solutions and reflective processes
persuasion and negotiation
persuade others through informed opinion and negotiate support for ideas
approach to management
manage a range of enterprise projects and situations appropriately, for example by proposing alternatives or taking a holistic approach
decision making and resilience
evaluate issues and make decisions in situations of ambiguity, uncertainty and risk
networking
use networking skills effectively, for example to build or validate ideas or to build support for ideas with potential colleagues or stakeholders
opportunity recognition
recognise patterns and opportunities in complex situations and environments
financial and business literacy
model and propose business opportunities that take account of financial implications, legal implications and issues of intellectual property
An emerging challenge is the move to contextualised employability within programmes which will require new approaches to measuring employability learning gain

17. University of Lincoln/ University of Huddersfield Education Development and Enhancement Unit
Encouraging student engagement in learning: piloting measures of learning gain
lincoln.ac.uk/EDEU
@LincolnEDEU
Dr. Karin Crawford
University of Lincoln

18. How does engaged student learning impact on learning gain? (Lincoln)
•Learning is not a one-way process; working collaboratively to discover or critique knowledge produces helpful educational and wider learning outcomes for students;
•Impact occurs in different ways, at different points in the HE journey
•meaningful student engagement can impact on students’ development of skills and attributes that will support their futures beyond graduation.
Increasing confidence,
Valuing and understanding of social contribution and responsibility
Building a sense of identity, belonging and community
Networking, communication and relationship building
Furthering ‘learning to learn’ skills

19. Oxford Centre for Staff and Learning Development (OCLSD)
Learning Gain in Active Citizenship
Dr. Maria Cerrato Lara Researcher

20. Analysis of Oxford Brookes ‘Active Citizenship’ definition
1.Content knowledge (cognitive level)
Skills & competences (pragmatic level)
Personal Development (affective level)
2. Knowledgeof the local and global perspectives of one’s discipline
3. Critical awareness of the complexity of diverse perspectives and cultures
3. Ability to question one’s own perspective and those of others
4. Ability to use knowledge and skillsto improve society
1. Prepared to proactively engagewith both local and global communities
4. actively engaging with issues of equity, sustainability and social justice

21. Birmingham City University
Case Study: Using CLA+ and the UK Engagement Survey to Measure Learning Gain
Professor Stuart Brand
Birmingham City University
Measuring Learning Gain in Higher Education
The Collegiate Learning Assessment (CLA+) is a performance based test that measures critical thinking, problem solving, analytic reasoning, and writing skills
•The CLA+ uses a Performance Task and a series of selected-response questions measure these higher order skills
•No prior knowledge of any particular field is necessary in order to perform well
•The principal goal of the CLA+ is to provide an objective assessment about the critical-thinking skills a student possesses as they enter and exit college.

22. December 2016 Follow up Conference
Outlining the five methodologies for measuring learning gain in Higher Education (HE)
Analysing the impact of HEFCE funding on the 13 pilot projects and assessing their results
Understanding what the 2016 White Paper, ‘Success as a Knowledge Economy’, means for learning gain
Exploring future plans: What are the next steps for applying learning gain across the whole sector?

23. Widening HE access to ‘non traditional’ students.
Pre career preparation and confidence building

24. City, University of London
Northampton Square
London
EC1V 0HB
United Kingdom
T: +44 (0) E: