Large-scale international assessments of learning outcomes: balancing the interests of multiple stakeholders

The demand for large-scale assessments in higher education, especially at an international scale, is growing. A major challenge of conducting these assessments, however, is that they require understanding and balancing the interests of multiple stakeholders (government officials, university administ...

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Bibliographic Details
Published in:Journal of higher education policy and management 2021-03, Vol.43 (2), p.198-213
Main Authors: Li, Guirong, Shcheglova, Irina, Bhuradia, Ashutosh, Li, Yanyan, Loyalka, Prashant, Zhou, Olivia, Hu, Shangfeng, Yu, Ningning, Ma, Liping, Guo, Fei, Chirikov, Igor
Format: Article
Language:English
Subjects:
Administrators
Case studies
China
College Outcomes Assessment
College students
Educational evaluation
Foreign Countries
Higher education
Incentives
India
Interest groups
International Assessment
International education
large-scale assessment
Learning
Participation
Public officials
Quality Assurance
Risk Management
Russia
skills
Stakeholders
Trust (Psychology)
Undergraduate Students
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Summary:The demand for large-scale assessments in higher education, especially at an international scale, is growing. A major challenge of conducting these assessments, however, is that they require understanding and balancing the interests of multiple stakeholders (government officials, university administrators, and students) and also overcoming potential unwillingness of these stakeholders to participate. In this paper, we take the experience of the Study of Undergraduate Performance (SUPER) in conducting a large-scale international assessment as a case study. We discuss ways in which we mitigated perceived risks, built trust, and provided incentives to ensure the successful engagement of stakeholders during the study's implementation.
ISSN:1360-080X
1469-9508
DOI:10.1080/1360080X.2020.1767327