Quality teaching: Means for its enhancement?

Publisher:
NTEU
Publication Type:
Journal Article
Citation:
Australian Universities Review, 2011, 53 (1), pp. 66 - 72
Issue Date:
2011-01
Full metadata record
Files in This Item:
Filename Description Size
Thumbnail2010002459OK.pdfPublished Version136.36 kB
Adobe PDF
The pursuit of enhancing quality in tertiary education and educators is noble. Increasingly, however, universities are resorting to stark, reductionist representations of educational quality, such as decontextualised mean figures generated by student surveys, to measure and report on this. This paper questions the validity and reliability of such mean scores. Universities are using these results for high-stakes ends, and disclose them to ever-broader audiences. This paper focuses on the broader publication of these mean scores pertaining to individual staff members. The paper investigates forces that drive such an approach and the attractions thereof, and enumerates its outcomes and effects, while investigating potential theory-method mismatches. The paper evaluates this evaluation method against four criteria: (measurement of) quality teaching; ethical practice; managerial relations; and research methodology and methods. The paper also proposes some alternative approaches to interrogate and enhance teacher quality.
Please use this identifier to cite or link to this item: