Reframing evaluation of learning and teaching: An approach to change

Article

Alderman, Lyn, Towers, Stephen, Bannah, Sylvia and Phan, Le Hoa. 2014. "Reframing evaluation of learning and teaching: An approach to change." Evaluation Journal of Australasia. 14 (1), pp. 24-34. https://doi.org/10.1177/1035719X1401400104
Article Title

Reframing evaluation of learning and teaching: An approach to change

ERA Journal ID39946
Article CategoryArticle
AuthorsAlderman, Lyn (Author), Towers, Stephen (Author), Bannah, Sylvia (Author) and Phan, Le Hoa (Author)
Journal TitleEvaluation Journal of Australasia
Journal Citation14 (1), pp. 24-34
Number of Pages11
Year2014
PublisherSAGE Publications Ltd
Place of PublicationUnited Kingdom
ISSN1035-719X
Digital Object Identifier (DOI)https://doi.org/10.1177/1035719X1401400104
Web Address (URL)https://journals.sagepub.com/doi/10.1177/1035719X1401400104
Abstract

Evaluation practices in the Higher Education sector have been criticised for having unclear purpose and principles; ignoring the complexity and changing nature of learning and teaching and the environments in which they occur; relying almost exclusively on student ratings of teachers working in classroom settings; lacking reliability and validity; using data for inappropriate purposes; and focusing on accountability and marketing rather than the improvement of learning and teaching. In response to similar criticism from stakeholders, in 2011 Queensland University of Technology (QUT) began a project which aims to reframe the organisation’s approach to the evaluation of learning and teaching. This paper describes the existing evaluation system; the emergence and early development of the project; and formulation of a conceptual framework identifying key dimensions of evaluation. It then compares the draft framework with other conceptualisations and models of evaluation identified in the literature, to determine its validity and suitability for supporting QUT’s plans for the future. Overall, the paper represents a structured evaluation of the REFRAME project at a particular point in its lifecycle. Given that the project follows an evidence based, practice-led process and applies an ongoing action research cycle, the findings are presented in the belief that QUT’s experience is broadly applicable to other institutions which may be contemplating change in relation to evaluation of learning and teaching.

Keywordsevaluation approach; evaluation methodology; higher education; pedagogy; teaching
ANZSRC Field of Research 2020390201. Education policy
Byline AffiliationsQueensland University of Technology
Institution of OriginUniversity of Southern Queensland
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