Assessing Patterns of Students' Attainment of Professional Standards in Higher Education
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| Title: | Assessing Patterns of Students' Attainment of Professional Standards in Higher Education |
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| Language: | English |
| Authors: | Abhinava Barthakur (ORCID |
| Source: | Journal of Learning Analytics. 2026 13(1):42-56. |
| Availability: | Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Evaluation Methods, Teacher Education, Teacher Education Programs, Curriculum Evaluation, Standards, Learning Analytics, Learning Strategies, Grade Point Average, Learning Processes, Foreign Countries, Preservice Teachers, Profiles |
| Geographic Terms: | Australia |
| ISSN: | 1929-7750 |
| Abstract: | It is widely recognized that higher education (HE) graduates require a broad range of professional skills and abilities to succeed in their future careers. However, despite this acknowledgement, assessment practices in HE remain focused on content-based knowledge. This narrow emphasis limits the capacity to effectively and holistically evaluate a student's professional competency and readiness for employment. This issue is particularly acute for HE degrees that require graduates to demonstrate attainment of externally regulated professional standards. While the curricula are mapped to professional standards for accreditation purposes, demonstrating a student's attainment of these standards is not straightforward and has mostly been done through self-reported surveys. This study offers a novel curriculum analytics method for mapping assessment grades to the attainment of professional standards across a Teacher Education program. Specifically, we present an approach that uses psychometric modelling and learning analytics to identify distinct patterns in learners' acquisition of professional standards. This method does not alter current assessment practices in HE. Instead, the approach offers a scalable, automated means to infer a learner's attainment of documented professional standards, complementing current measures of academic success, such as GPA. The study underscores the advantages of complementing the current HE assessment practises with an outlined curriculum analytics approach, providing a holistic representation of a student's learning progress. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1516555 |
| Database: | ERIC |
| Abstract: | It is widely recognized that higher education (HE) graduates require a broad range of professional skills and abilities to succeed in their future careers. However, despite this acknowledgement, assessment practices in HE remain focused on content-based knowledge. This narrow emphasis limits the capacity to effectively and holistically evaluate a student's professional competency and readiness for employment. This issue is particularly acute for HE degrees that require graduates to demonstrate attainment of externally regulated professional standards. While the curricula are mapped to professional standards for accreditation purposes, demonstrating a student's attainment of these standards is not straightforward and has mostly been done through self-reported surveys. This study offers a novel curriculum analytics method for mapping assessment grades to the attainment of professional standards across a Teacher Education program. Specifically, we present an approach that uses psychometric modelling and learning analytics to identify distinct patterns in learners' acquisition of professional standards. This method does not alter current assessment practices in HE. Instead, the approach offers a scalable, automated means to infer a learner's attainment of documented professional standards, complementing current measures of academic success, such as GPA. The study underscores the advantages of complementing the current HE assessment practises with an outlined curriculum analytics approach, providing a holistic representation of a student's learning progress. |
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| ISSN: | 1929-7750 |
