摘要：In this paper, we set out the first step towards the measurement of
learning gain in higher education by putting forward a conceptual
framework for understanding learning gain that is relevant across
disciplines. We then introduce the operationalisation of this conceptual
framework into a new set of measurement tools. With the
use of data from a large-scale survey of 11 English universities and
over 4,500 students, we test the reliability and validity of the
measurement instrument empirically. We find support in the
data for the reliability of most of the measurement scales we put
forward, as well as for the validity of the conceptual framework.
Based on these results, we reflect on the conceptual framework
and associated measurement tools in the context of at-scale
deployment and the potential implications for policy and practice
in higher education.
关键词：Learning gain ; conceptual framework ; measurement instruments
