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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
Language: English
Authors: Abhinava Barthakur (ORCID 0000-0002-2437-6892), Jelena Jovanović (ORCID 0000-0002-1904-0446), Ryan Baker (ORCID 0000-0002-3051-3232), Vitomir Kovanović (ORCID 0000-0001-9694-6033), Christopher Charles Deneen (ORCID 0000-0003-2860-2073), Shane Dawson (ORCID 0000-0003-2435-2193)
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
FullText Text:
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  Data: Assessing Patterns of Students' Attainment of Professional Standards in Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Abhinava+Barthakur%22">Abhinava Barthakur</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2437-6892">0000-0002-2437-6892</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jelena+Jovanović%22">Jelena Jovanović</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1904-0446">0000-0002-1904-0446</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ryan+Baker%22">Ryan Baker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3051-3232">0000-0002-3051-3232</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vitomir+Kovanović%22">Vitomir Kovanović</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9694-6033">0000-0001-9694-6033</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+Charles+Deneen%22">Christopher Charles Deneen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2860-2073">0000-0003-2860-2073</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shane+Dawson%22">Shane Dawson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2435-2193">0000-0003-2435-2193</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+Analytics%22"><i>Journal of Learning Analytics</i></searchLink>. 2026 13(1):42-56.
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  Data: 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
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  Data: 15
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Evaluation%22">Curriculum Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Analytics%22">Learning Analytics</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 1929-7750
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  Data: 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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    Languages:
      – Text: English
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        PageCount: 15
        StartPage: 42
    Subjects:
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Curriculum Evaluation
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      – SubjectFull: Standards
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      – SubjectFull: Learning Analytics
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Learning Processes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Australia
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      – TitleFull: Assessing Patterns of Students' Attainment of Professional Standards in Higher Education
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