Gas Market Report Q3-2022 / International Energy Agency.

Format:

Book

Author/Creator:

International Energy Agency, author, issuing body.

Language:

English

Subjects (All):

Energy auditing.

Energy level densities.

Physical Description:

1 online resource (119 pages)

Place of Publication:

Paris : OECD Publishing, 2022.

Summary:

There is a discernible and growing gap between the qualifications that a university degree certifies and the actual generic, 21st-century skills with which students graduate from higher education. By generic skills, it is meant literacy and critical thinking skills encompassing problem solving, analytic reasoning and communications competency.

Contents:

Intro

Foreword

Acknowledgements

Executive summary

Part I Assessing students' generic learning outcomes

1 Do higher education students acquire the skills that matter?

Introduction

Qualifications versus skills

Transparency and information asymmetry

Distrust

Changing skill demand

Assessing generic skills

Developments in assessing higher education learning outcomes

Methodological issues

References

2 The Collegiate Learning Assessment

a performance-based assessment of generic skills

CLA+

CLA+ Scoring

Scoring process

CLA+ psychometrics

Test design

Reliability

SRQ reliability

PT reliability

Correlations between scale scores

Computing scale scores

Establishing mastery levels

Annex 2.A. Linear equating procedure

3 CLA+ International

CLA+ International recruitment

CLA+ International collaborators

CLA+ International assessment development and administration

Performance Task (PT) and Selected-Response Question (SRQ) selection

Translation and adaptation

Cognitive labs

Test administration and associated activities

Important milestones and activities

Administration

Scoring and equating

Reporting

4 Ensuring cross-cultural reliability and validity

Theoretical background

Performance tasks and scoring

Cross-cultural challenges in PT scoring

Method

United States context

Finnish context

PTs

SRQs

Scoring equivalency case study

Results

Relative Quality of Scores: How well does a translated and culturally adapted performance-based assessment requiring students to generate a written response get scored across countries and languages?. Absolute Quality of Scores: Can equivalency be established across the two forms of the assessment?

Conclusion

Part II CLA+ International Database

5 General CLA+ International results

Mastery levels

CLA+ total scores

CLA+ subscores

Student self-reported effort and engagement

Summary

Reference

6 CLA+ International demographic variables

Primary language

Gender

7 Predictive validity of CLA+

Study 1: CLA+ Predictive Validity of Post-Higher Education Outcomes

Participants

Data sources and materials

Survey #1

Race/Ethnicity by generic skills by institution competitiveness (Figure 7.1)

Study 2: CLA+ Predictive Validity of Employers' and Advisors' Assessments

Analysis

Survey #2

Importance of CLA+ skills

CLA+ scores predicting participants' workplace or graduate school performance

8 Fields of study

Instructional format

Fields of study for international students

Fields of study for U.S. students

Annex 8.A. International sample: Instructional format by fields of study

9 Benchmarking countries

Mastery levels by country

Summary statistics

Part III The CLA+ assessment in participating countries

10 CLA+ in the United States

Policy context

Process of implementation of the CLA+

Total CLA+ scores and section scores among entering and exiting students

CLA+ mastery levels and score distributions

Self-reported effort and engagement

CLA+ section scores, by effort and engagement

Policy implications and lessons learnt

Next steps

Next Step Platform

SSA+

Prospects. Continuing our philosophy of student partnership: Working with student interns

Policy implications and lessons learned

Next steps and prospects

14 Mexico: an innovative focus on evaluation of learning outcomes

Mexican higher education: Socio-economic and cognitive disparities

Digital realities exacerbate disparity

Higher education in Mexico: a complex system

Building access to and quality of higher education

Evaluating learning outcomes

Implementing the CLA+ testing

Some results: Defiant disparities, once again

Method of analysis

Main conclusions about these findings

What we learned from the CLA+ results

15 CLA+ in Latin America: application and results

Chile

CLA+ outreach process in Latin America and Spain

Policy context for CLA+

University W

University X

University Y

University Z

Main results

Another aspect is the length of the decision process in joining the study

16 Assessing students' generic learning outcomes in Australia and New Zealand

Technical and vocational education and training sector initiatives

Higher education sector policy initiatives

Qualification relevance to employability under question

What about secondary school curriculum?

COVID-19 impacts on policy

Notes

17 Conclusions and prospects

Feasibility of critical-thinking skill assessment in higher education

Do students learn to think critically at university?. Do background variables influence critical thinking skill development?

Do students demonstrate different levels of critical thinking by field of study and type of instruction?

Differences between countries

Experiences in individual countries

Lessons learnt in participating countries

Prospects.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

92-64-52347-2