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Despite last month's apparently successful meeting of the 46 education ministers involved in implementing the Bologna process, serious issues have still to be resolved. The ministers acknowledged this in a statement released after the meeting, noting that full implementation of the objectives at the European, national and institutional level would require increased momentum and commitment beyond 2010.

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prof. dr. sc. Mile Dželalija Sveučilište u Splitu Fakultet prirodoslovno-matematičkih znanosti i kineziologije

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This study addresses the shift towards learning outcomes currently taking place in European education and training policies and practices.

 

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University of Helsinki, Faculty of medicine - Selfevaluation example

 

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To address the dearth of empirical data on student learning in higher education, ETS researchers take a macro look at current conditions affecting the postsecondary community. In this report, they provide an overview of the assessment landscape to outline accountability models and metrics used in higher education. (Carol A. Dwyer, Catherine M. Millett and David G. Payne, 2006.)

 

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Implementation of the evaluation and instructions for self-evaluation, University of Helsinki

 

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Teaching Evaluation Matric, University of Helsinki

 

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This note proposes a shared Dublin descriptor for qualifications awarded to students that signify completion of the higher education short cycle (within the first cycle). The descriptor extends the existing Dublin descriptors for Bachelor’s, Master’s and Doctoral awards that have been published previously through the Joint Quality Initiative.

 

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National dialogue on accountability in higher education focuses on improving student learning and engagement. To provide higher education stakeholders with a greater understanding of current assessment tools, ETS researchers take a detailed look at available measurements in this “30,000 foot” overview. (Catherine M. Millett, Leslie M. Stickler, David G. Payne and Carol A. Dwyer, 2007.)

 

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With higher education under increased pressure to prove accountability, ETS researchers developed a framework to improve, revise and introduce comprehensive systems for the collection and dissemination of information on student learning outcomes. This report presents a practical approach to help the educational community meet the call for accountability while respecting the diverse attributes of students, faculty and the institutions themselves. (Catherine M. Millett, David G. Payne, Carol A. Dwyer, Leslie M. Stickler and Jon J. Alexiou, 2008.)

 

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