‘It's not what Gets Taught, or How Well It may Be Taught, but who Is Doing the Teaching’: Can Student Evaluations Ever Deliver a Fair Assessment on Teaching Excellence in Higher Education?

2020 ◽  
pp. 151-178
Author(s):  
Amanda French
Keyword(s):  
Higher Education ◽  
Student Evaluations ◽  
Teaching Excellence ◽  
Fair Assessment

scholarly journals ‘Centering’ Teaching Excellence in Higher Education

2019 ◽  
Author(s):  
Diarmaid Lane
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Effectiveness ◽  
Corporate University ◽  
Teaching Excellence ◽  
Student Centered ◽  
Teaching Awards ◽  
Negative Effect ◽  
Significant Weakness

This paper explores the complexity of ‘teaching excellence’ (Kreber, 2002) in contemporary higher education. It describes how a university academic, who has been the recipient of numerous teaching awards, questions if they really are an ‘excellent teacher’ and if their student-centered philosophy is sustainable.  An analysis of data related to teaching and learning effectiveness over a seven year period highlights a significant weakness in how the academic approached the teaching of undergraduate students.  This had a subsequent negative effect on several levels.  The paper concludes by describing the merits of academics ‘centering’ themselves between the corporate university and the needs of students in striving for ‘teaching excellence’.

The Potential Impact of the TEF on Engaging ‘Hard to Reach’ Students

2017 ◽  
Vol 3 (1) ◽  
pp. 71
Author(s):  
Corony Edwards
Keyword(s):  
Higher Education ◽  
Recent Trend ◽  
Higher Education Institutions ◽  
Good Practice ◽  
Professional Staff ◽  
Professional Services ◽  
Learning Design ◽  
Teaching Excellence ◽  
Inclusive Curriculum ◽  
Potential Impact

Taken at face value, the Teaching Excellence Framework criteria will exert pressure on Higher Education institutions. To be successful, this requires reconsideration of the recent trend where a professional services industry has developed to provide ‘add-on’ co-curricular and support services. Instead, academics and professional staff must work in partnership to incorporate provision into the mainstream curriculum, through changes to assessment, learning design, tutoring support etc. This indicates an acceleration of the shift towards ‘blended professionals’ and ‘hybrid academics’ (Whitchurch, 2008) in order to deliver a truly inclusive curriculum, in the widest sense. Higher Education institutions (HEIs) need to embed a range of good practice, academic and otherwise, into the experience of all students, thus including and engaging hard-to-reach individuals. 

Evaluation of Multi-Peer and Self-Assessment in Higher Education

2020 ◽  
Vol 1 (1) ◽  
pp. 37-53
Author(s):  
David Hassell ◽  
Kok Yueh Lee
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Public Speaking ◽  
Assessment Method ◽  
Student Feedback ◽  
Point Scale ◽  
Self Assessment ◽  
Speaking Assessment ◽  
Similarities And Differences ◽  
Fair Assessment

This article presents an evaluation of the use of peer and self-assessment as part of the learning process in a public speaking assessment coursework, with students from two departments taking part. Students were assessed by themselves, their peers and the lecturer using an online platform, Google forms, utilizing a set of rubrics. The marks were compared between markers to identify similarities and differences. After the process, student feedback on the experience was obtained using a questionnaire utilizing the Likert seven point scale to rate different questions. Analysis of the marks awarded found that whilst there might be correlations between different markers (i.e. peer – self) for marks on certain subsections of the work, there was no overall correlation between marks. Student perceptions to the exercise indicated that the use of rubrics was well received; students considered it a fair assessment method and it provided information on how to perform well in the assessment.

Sign in / Sign up

Export Citation Format

Share Document