SIG1 & SIG4 Joint Conference 2020 will be held at Universidad de Cádiz, Spain 22. – 25. 6. 2020

Dec 042019
 

cancelled due to Corona

SIG1 & SIG4 Joint Conference 2020 will be held at Universidad de Cádiz, Spain 22. – 25. 6. 2020

SIG1 & SIG4 Joint Conference 2020

Photo by Vidar Nordli-Mathisen on Unsplash

By bringing together two long-standing EARLI special interest groups SIG 1 “Assessment and Evaluation” and SIG 4 “Higher Education”, the “Joint SIG1 & SIG4 Conference 2020” provides an opportunity to initiate, foster and consolidate synergies and collaborations in research areas present in both communities.

The two communities represent a variety of research interests:

SIG 1 Assessment and Evaluation: Research with a thematic focus on classroom assessment, largescale assessment and program evaluation at all levels of education (from kindergarten to higher education).
SIG 4 Higher Education: Research with a contextual focus on higher education that covers various themes related to learning and instruction as well as academic development.

SIG1 & SIG4 Joint Conference 2020: 3. – 6. September 2020
Location:Universidad de Cádiz, Spain
Organizers:SIGs) SIG 1 (Assessment and Evaluation) and SIG 4 (Higher Education)
Call for Proposals: PDF
Deadline for proposal submission: January 12th
Registration Opening: December 4th
Programm: to be anounced
Website: https://earli.org/SIG1andSIG4-Cadiz2020

Schoars are invited to share their research at our joint conference and to enjoy the special program aimed at encouraging interactions between the two communities and productive discussions within each community. During the conference, a special program track will be dedicated to those contributions that are at the intersection of assessment/evaluation and higher education and thus highlight potential research synergies. Researchers who are interested in assessment topics outside of higher education and scholars studying other phenomena than assessment in higher education are also invited to share their research during the Sig-specific session tracks.

The conference will open new perspectives to each other’s research. In addition, the new session format of “collaborative spaces”, which was successfully introduced during the last SIG 4 conference in 2018, will be incorporated in the schedule. This format aims at creating a platform for exchanging ideas with the potential to explore new research directions and possible collaborations both within and between the two communities. The complementing strengths of both communities will provide a great opportunity to expand our horizons and to learn from each other.

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It is Creeping Back … Learning Outcomes Often Follow Behaviourist Tradtion

Dec 012017
 
Learning Outcomes

It is creeping back … always.

The Concept of Learning Outcomes Often Follows Behaviourist Tradtion

Learning outcomes as a concept has encountered a revival since the beginning of the Bologna process in 1999. The concept itself has a longer history with its roots in the behaviourist tradition of the 1960s. The goal of this review is to study how the historical roots of learning outcomes are noted in current research articles since the launch of the Bologna process and whether the concept of learning outcomes is used critically or uncritically. The review of 90 articles shows that the behaviourist tradition is still evident in the 21st century research with 29% of the articles directly and 11% indirectly referring uncritically to the respective publications or to the behaviourist epistemology.

Citation: Murtonen, M., Gruber, H., & Lehtinen, E. (2017). The return of behaviourist epistemology: A review of learning outcomes studies. Educational Research Review, 22(Supplement C), 114-128.

Find the full article here: https://doi.org/10.1016/j.edurev.2017.08.001

Find more interesting articles here.

Different Transitions towards Learning at University: Exploring the Heterogeneity of Motivational Processes

Jul 262016
 

Transitions_smallThis chapter discusses transitions towards learning at university from a perspective of regulation processes. The Integrated Model of Learning and Action is used to identity different patterns of motivational regulation amongst first-year students at university by using mixed distribution models. Five subpopulations of motivational regulation could be identified: students with self-determined, pragmatic, strategic, negative and anxious learning motivation. Findings about these patterns can be used to design didactic measures to support students’ learning processes.

Please find a preview of this chapter here.

Please cite this chapter as: Martens, T. & Metzger C. (in press). Different Transitions of Learning at University: Exploring the Heterogeneity of Motivational Processes. Erscheint in E. Kyndt, V. Donche, K. Trigwell & S. Lindblom-Ylänne (Eds.), Higher Education Transitions: Theory and Research. EARLI Book Series “New Perspecitves on Learning and Instruction”. London: Routledge.