engleski

Investing in Opportunity: How the U.S. Ranks

Teachers in higher education institutions are often confronted with the issues of objectively defining learning outcomes and their identifiably and applicability on the job market. Also, there is a need for insurance widening participation in higher education and individual support for under-represented groups of students, especially students with disabilities. In the framework of the project “Learning outcomes in interdisciplinary study programmes”, methods for evaluation of learning outcomes are defined as general results of the learning process: what students know, are capable of doing and what values they have after finishing the learning process. There are three levels of learning outcomes: levels of curriculum, courses and lectures. According to Cox taxonomy there are three categories of learning outcomes: general knowledge, interpretation of what is learned, and transfer of learned knowledge. On the other hand, according to Bloom and Anderson taxonomy these are cognitive categories: knowledge, understanding, application, analysis, synthesis, evaluation. In this paper, empirical data of categories of student achievements / learning outcomes, according to taxonomies are interpreted. At the University and Faculty levels the Psychological Counselling Centre and the Office for Students with Disabilities are established. The aim of these centres is to support individual needs of students with disabilities and mature students in the process of higher education. In this presentation, special treatments and techniques for supporting those students’ individual needs are presented.

students with disabilities; student suport centre

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