Evaluations of quality teaching for university quality assurance

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dc.contributor.author Bastick, Tony
dc.date.accessioned 2010-04-20T20:58:10Z
dc.date.available 2010-04-20T20:58:10Z
dc.date.issued 2008
dc.identifier.citation Bastick, T. (2008). Evaluations of quality teaching for university quality assurance. In L. Quamina-Aiyejina (Ed.), Reconceptualising the agenda for education in the Caribbean: Proceedings of the 2007 Biennial Cross-Campus Conference in Education, April 23-26, 2007, School of Education, UWI, St. Augustine, Trinidad and Tobago (pp. 511-530). St. Augustine, Trinidad: School of Education, UWI. en
dc.identifier.isbn 978-976-622-001-3
dc.identifier.uri http://hdl.handle.net/2139/6729
dc.description.abstract Analysis of degree results for The University of the West Indies (UWI), Mona, Jamaica, evidences exponential grade inflation since the introduction, publication, and administrative uses of Student Evaluations of Teaching (SETs) (Bastick, 2004). This paper explains how SETs contribute to grade inflation and why, despite their recognized disastrous effects on education, they continue to be used for quality assurance in English-speaking universities. An alternative method of assessing Quality Teaching is introduced that, by integrating teaching, learning, and assessment, can identify and offer detailed reports to advise at-risk students and suggest detailed modifications to teaching that optimize attainment. The method measures individuals' teaching/learning experiences. It uses a five-minute feedback form to assess the alignment of students' and lecturer's expectations. Results show that these in-course alignments predict enjoyment of teaching and students' academic attainment on course assessments. Hence, mismatched alignment and assessment results identify, for second marking, individual examination and coursework scripts that might have been wrongly marked. Analyses of alignments result in measures of quality teaching provided by lecturers, and experienced by groups of students, which can be rigorously compared between courses, subjects, and departments across the university for inclusion in quality assurance reports. The significance of this paper is that it presents an original, alternative, cost-effective assessment of quality teaching for tertiary institutions that can be demonstrated to improve education en
dc.language.iso en en
dc.publisher School of Education, UWI, St. Augustine en
dc.subject Higher education en
dc.subject Teacher evaluation en
dc.subject Quality assurance en
dc.subject Teaching quality en
dc.subject University students en
dc.subject The University of the West Indies, Mona en
dc.subject Jamaica en
dc.title Evaluations of quality teaching for university quality assurance en
dc.type Book chapter en


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