Sentence examples for measuring learning outcomes from inspiring English sources

This study was unique in scope and intent; the first of its kind to design and develop a robust approach for measuring learning outcomes of graduates worldwide.

Rather than measuring learning outcome as performance, in phenomenographic studies, we are measuring learning outcomes as change in conceptions of or approach to the learning object (Micari et al. 2007).

Motivation is seen here as an outcome because, much as cognitive factors such as course grades are used in measuring learning outcomes, affective factors like intrinsic motivation may also be used to indicate outcomes of learning (Kuo, Walker, Belland, & Schroder, 2013).

Yet unlike assessments in K-12 that rely on standardized tests, measuring learning outcomes is more difficult to quantify in higher education.

While the process of measuring learning outcomes requires that these skills be specified precisely, we recognize that our goals for students go beyond simple recognition to encompass cognitively demanding tasks, such as being able to integrate discrete ideas into more complex schemas and being able to draw appropriately from different kinds of problem-solving approaches, depending on the context.

Thus, in experiment II, we answered the same set of research questions by measuring learning outcome along the three metrics with a student sample who had prior training in active learning.

It can be used to measure learning outcomes and stored in a virtual wallet.

Our future aims are: (1) Navigation Analysis in the exploration of cultural heritage in VR and AR, (2) Narrative Analysis to compare the temporal and spatial parameters of navigational patterns in VR and AR, (3) Analysis of User Experience to measure learning outcomes as well as the impact of autonomy in navigation, (4) Model Development to obtain the optimum user experience and learning outcomes.

Thus far, the alternative tools used in MOOCS to measure learning outcomes, such as learning analytics and digital badges awarded for completion, participation or on the basis of peer assessment, also lack credibility and have not been widely accepted as evidence of learning (Bates, 2014a).

We need to measure learning outcomes.

Education systems around the world use big data such as standardized tests, school inspections and surveys to measure learning outcomes.