Reframing evaluation of learning and teaching: An approach to change
Article
Article Title | Reframing evaluation of learning and teaching: An approach to change |
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ERA Journal ID | 39946 |
Article Category | Article |
Authors | Alderman, Lyn (Author), Towers, Stephen (Author), Bannah, Sylvia (Author) and Phan, Le Hoa (Author) |
Journal Title | Evaluation Journal of Australasia |
Journal Citation | 14 (1), pp. 24-34 |
Number of Pages | 11 |
Year | 2014 |
Publisher | SAGE Publications Ltd |
Place of Publication | United Kingdom |
ISSN | 1035-719X |
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. |
Keywords | evaluation approach; evaluation methodology; higher education; pedagogy; teaching |
ANZSRC Field of Research 2020 | 390201. Education policy |
Byline Affiliations | Queensland University of Technology |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q69w1/reframing-evaluation-of-learning-and-teaching-an-approach-to-change
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