Measuring Intangible Outcomes Can Be Problematic: The Challenge of Assessing Learning during International Short-Term Study Experiences

Autor/inn/en	Cushing, Debra Flanders; Pennings, Mark; Willox, Dino; Gomez, Rafael; Dyson, Clare; Coombs, Courtney
Titel	Measuring Intangible Outcomes Can Be Problematic: The Challenge of Assessing Learning during International Short-Term Study Experiences
Quelle	In: Active Learning in Higher Education, 20 (2019) 3, S.203-217 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417732259
Schlagwörter	Study Abroad; Program Length; Outcomes of Education; Intellectual Disciplines; Student Development; Formative Evaluation; Reflection; Education Work Relationship; Employment Potential; Individual Characteristics; Expertise; Evaluation Methods + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Lernleistung; Schulerfolg; Geisteswissenschaften; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Expert appraisal
Abstract	Short-term international study experiences, or study tours, aim to increase students' global awareness, educate and empower them to be productive global citizens, and contribute to their future employability. Learning outcomes from study tours often include intangible personal characteristics or soft skills, as opposed to specific disciplinary skills and knowledge, and yet, these are not easily identified. Using an iterative Delphi process, this study aimed to understand the pedagogical experience of tour leaders (experts) and assist in future development of effective assessment. Findings include four key areas of agreement among the experts: (1) both discipline-based knowledge and the acquisition of intangible personal characteristics are important learning outcomes and are considered to be almost equally important, (2) assessment almost always occurs on tour, (3) formative assessment for learning is predominantly used (rather than learning for summative assessment to test the learning), and (4) facilitated reflection is an important way to encourage learning during a study tour. Yet, the findings also reveal uncertainty about assessing outcomes that include intangible personal characteristics and soft skills. The article concludes with pedagogical implications and recommendations for future research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01