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SYNTHESIZING FRAMEWORKS OF HIGHER EDUCATION STUDENT LEARNING OUTCOMES
Ross Markle, Meghan Brenneman,
Teresa Jackson,
Jeremy Burrus,
Steven Robbins,
Meghan Brenneman
Educational Testing Service, Princeton, New Jersey
Search for more papers by this authorTeresa Jackson
Educational Testing Service, Princeton, New Jersey
Search for more papers by this authorJeremy Burrus
Educational Testing Service, Princeton, New Jersey
Search for more papers by this authorSteven Robbins
Educational Testing Service, Princeton, New Jersey
Search for more papers by this authorRoss Markle, Meghan Brenneman,
Teresa Jackson,
Jeremy Burrus,
Steven Robbins,
Meghan Brenneman
Educational Testing Service, Princeton, New Jersey
Search for more papers by this authorTeresa Jackson
Educational Testing Service, Princeton, New Jersey
Search for more papers by this authorJeremy Burrus
Educational Testing Service, Princeton, New Jersey
Search for more papers by this authorSteven Robbins
Educational Testing Service, Princeton, New Jersey
Search for more papers by this authorABSTRACT
The public, education, and workforce sectors all have expressed interest regarding the key knowledge, skills, and abilities that enable individuals to be productive members of society. Although past efforts have attempted to create frameworks of student learning outcomes, the results have varied due to different perspectives and goals. Thus, the purpose of this paper was to gather and review relevant higher education frameworks, determine their commonalities and create domains, and identify the assessments that Educational Testing Service (ETS) has developed in each of the domains. After a thorough review of the relevant frameworks, seven key domains were identified: creativity, critical thinking, teamwork, communication, digital and information literacy, citizenship, and life skills. Also discussed were the issues of education versus work contextualization and the assumption of foundational quantitative reasoning and literacy skills informing these seven domains.
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