V R MURALEEDHARAN, IIT MADRAS 3 OCTOBER 2014 MEASURING /MONITORING PROGRESS TOWARDS UHC.
Measuring and monitoring study progress
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Transcript of Measuring and monitoring study progress
Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, [email protected] 1
Measuring and monitoring study progress
A longitudinal study into study progress of first-time enrolled studentsA first step towards structural and evidence based student guidance
Measuring and monitoring study progress ExpandO studiedag, Brussel 19 september 2013, [email protected] 2
It’s astonishing that study program professionals have so little insight into study progress
of their students(Hans van Hout, 2006, in ‘Vernieuwing in het Hoger Onderwijs: Onderwijskundig Handboek’)
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Actions of about 40 FTE’s
Actions of about 40 FTE’s
Student performance
Student performance
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First step: getting insight into study progress
• Monitoring of the student population• How are students progressing?
• Indicators for study progress• Outcome indicators:
• Study completion rate after one year in a standard learning track • Study success rate/year• Bachelor completion rate within the foreseen period• Master completion rate within the foreseen period
• Process indicators: • Learning track type per year of enrolment• Learning path to the bachelor and master degree !
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• Study completion rate after one year in a standard learning track:
The proportion of first time enrolled students taking a standard track of ECTS Credits that
successfully completed the first year of this track after one year of study.
• Study success rate/year:
The proportion of ECTS Credits completed with respect to the total amount of ECTS credits enrolled
for by a student.
• Bachelor completion rate within the foreseen period:
The proportion of first-time enrolled students that accomplish a bachelor degree in the foreseen
three years of time.
• Master completion rate within the foreseen period:
The proportion of first-time enrolled students that accomplish a master degree in the time foreseen
for obtaining the specific master degree.
Study progress outcome indicators: definitions
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• Type of learning track by year of enrolment:
Track types:• Standard Learning Track (Standard package i.e., 60 ECTS Cr./year)• Standard Learning Track Repeaters• Personalized Learning Track (any deviation from SLT within the same program)• Reoriented Learning Track (enrolled for a new study program)• Drop out from our institution
• Type of learning path towards a bachelor/master degree:
Typology based upon the succession of specific Learning Tracks/year
Note that:
• ECTS credits which a student has to take again after failing are added to the total amount of ECTS
credits enrolled for.• Although a student did not succeed for an exam, he/she can still be allowed to pass for the first
Standard Learning Track package when his/her results were within the specified tolerance boundaries
for passing that package. In this case, the ECTS credits for that course were not obtained.
Study progress process indicators: definitions
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Modelling study progress, in theoryTinto,1987, 1993 (US); Prins, 1993 (The Netherlands); Lacante 2001, 2007 (Flanders/Belgium)
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Where to start
?
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Modelling study progress, in theory
Student Characteristics
Context Characteristics
Study Progress
Social / Academic Integration
Not included
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Data of 20,650 studentsGathered between 2005/6 -2008/9
First stepFocus on main effects
Student Characteristics
Study Progress
Program choice
Learning track typology
Moment of choice
Motivation
Background
Socio Demographics
Expectations (Questionnaire)
Pre-College schooling
Type Secundary Education
Study delay Forced track change
Performance Positioning (self assessment)
Complex Interactions
Modelling study progress, in practice
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Lots of data
Some interesting
findings
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Migrations in the student population due to flexibilization
Study completion rate after one year in a standard learning track
2005
2008
After 1st year exams After Bachelor exams
Need for view on all students
At start 1st year
Repeaters
Repeaters
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Throughput
Starters1st enrollment
(2005-06 + 2006-07)(n=10,119)
Bachelor(n=3468)
After 3rd year
Personalised Learning Track
(n=4626)
Bachelor(n=746)
Drop out(n=2025)
Bachelor(n=592)
After 4th yearAfter 1st years
Drop out(n=1224)
Still enrolled(n=2064)
34.2%
7.3% 5.9%
20.0%
13.2% 45.8%
12.0%
20.0%
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Succes in function of Secundary Education
Secundary education
Study succes rate
Success rate Categorised
0 % 100 %
Vocational 8,6 % 67,3 % 0,0 %
Technical 24,9 % 39,9 % 5,3 %
Art 30,3 % 29,5 % 7,6 %
General 67,8 % 6,8 % 32,1 %
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Distribution of Succes in function of
Secundary Education
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Self Positioning inSecundary Education
Secundary Education Performance postioning
(self assesment)Average
success rate
Success rate categorized
0 % 100 %
Best group (31%) 77,4 % 4,7 % 46,3 %
Better group (35%) 65,0 % 8,8 % 28,2 %
Average group (30%) 53,3 % 13,1 % 17,2 %
Weak group (3%) 50,6 % 12,5 % 13,8 %
Weakest group (1%) 46,6 % 21,7 % 15,9 %
Delay and/or
track changesAverage
success rate
Success rate categorized
0 % 100 %
No delay 71,3 % 5,4 % 34,9 %
Track change 41,8 % 20,0 % 11,1 %
Delay 37,3 % 26,8 % 10,2 %
Daley + Track change 37,1 % 26,4 % 10,8 %
Delay & Track changesIn Secundary Education
Engineer students 46% BestBio Engeneering 38% Best
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Throughput After1st Bachelor
SLT
2nd BachelorSLT
Pers. LT2Ba+3Ba
Reoriented LT
2 Study Programs
DropOut
3rd BachelorSLT
2nd BachelorSLT
Pers. LT 2Ba+3Ba
Reorinented LT
DropOut
98.7% 0.4%<0.1%0.7%0.1%
86.0% 0.8%0.7%12.2%0.3%
After1st Bachelor
SLT
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Throughput
1ST BachelorSLT
Pers. LT1Ba+2Ba
ReorientedLT
DropOut
1st BaSLT
2nd BaSLT
Pers. LT 1Ba+2Ba
Reor.LT
DropOut
11.8% 8.9%37.1%42.1%
8.0% 53.4%5.8%23.4%9.6%
SLT orPers. LT
Reor.LT
DropOut
71.2% 4.8% 24.0%
After1st Bachelor
SLT
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Throughput
1ST BachelorSLT
Pers. LT1Ba+2Ba
ReorientedLT
DropOut
2nd BaSLT
3rd BaSLT
Pers. LT 1Ba+2Ba+3Ba
Reor.LT
DropOut
11.8% 8.9%37.1%42.1%
8.7% 13.9%22.2%14.7%
Pers. LT 2Ba+3Ba
2.3%38.2%
After1st Bachelor
SLT
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Throughput
1ST BachelorSLT
Pers. LT1Ba+2Ba
ReorientedLT
DropOut
1st BaSLT
2nd BaSLT
Pers. LT 1Ba+2Ba
Reor.LT
DropOut
19.1% 66.3%12.2%2.4%
10.4% 59.4%6.7%19.6%3.9%
1st Bachelor SLT <25% success rate
Pers. LT
Reor.LT
DropOut
6.5% 32.9%
2nd BaSLT
1st BaSLT
26.7%11.9%21.7%
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Type of learning paths towards a Bachelor degree in 3-years time
Learning path
1st time enrolled1st time enrolled
Total2005‑06 2006‑07
Standard Learning Track, =180 ECTS Credits study succes rate =100% 44,6 % 54,3 % 49,3 %
Standard Learning Track, =180 ECTS Credits study succes rate <100%
40,0 % 25,7 % 33,0 %
Personalised Learning Track, >180 ECTS Credits study succes rate <100%
14,4 % 18,0 % 16,2 %
Reoriented Learning; Variable amount of ECTS Credits
1,0 % 2,0 % 1,5 %
Total 2133 2081 4214
Bachelor degree in 3-years time
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Type of learning paths towards a Bachelor degree in 3-years time
Learning pathType Secundary Education
General Technical Art Voc.
Standard Learning Track, =180 ECTS Credits study succes rate =100% 55.6% 46.7% 50.0% 0%
Standard Learning Track, =180 ECTS Credits study succes rate <100% 36.9% 40.0% 28.6% 0%
Personalised Learning Track, >180 ECTS Credits study succes rate <100% 6.1% 13.3% 21.4% 0%
Reoriented Learning; Variable amount of ECTS Credits
1.4% 0% 0% 0%
Total n 3690 30 14 0
Bachelor degree in 3-years time in function of SE
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Study Completion Rate in function of PLT
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Next steps
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Monitoring study progress shows
• Realistic learning paths towards success i.e., obtaining a diploma.• Learning paths that are more likely going to result in drop out.
Now we can start figuring out what goes wrong.
Zooming in on the nature of these paths, i.e., asking ourselves ‘what’s
happening here?’ will enable us to formulate evidence based
hypotheses about what’s the underlying problem and how to deal with it
effectively.
From longitudinal study to systematic monitoring
Monitoring: Enrollment Bachelor Master
Conclusions & Next Steps
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Some students take paths with very large study loads others seem to
take an ‘easy’ year. Large number of students coming from Technical
and Art Secundary Education programs end up in Personalized Learning
tracks. Why?
Some students seem to lack the insight of what it really takes to
succeed. And even after a first unsuccessful year, quite a lot still lack
that insight.
How can we help students to become more realistic? How can we
support them in learning what it takes to succeed?
Conclusions & Next Steps
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Half day Higher Education Experience
Interactive group sessions
Recorded Authentic Lectures• Anathomy• Mathematics• Sociology
Experiencing teaching, learning, and examination in higher education.
Guided reflection on experiences and additional actions needed to acquire lacking skills.
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Advisory Centre for StudentsNetwork study & learning track councellors