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Publication Type
Electronic Citation
UWI Author(s)
Author(s)
Bastick, Tony
Title
Relationships between in-course alignment indicators and post-course criteria of quality reaching and learning in higher education
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Edition
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Publisher Name
ERIC Clearinghouse on Assessment and Evaluation
Last Update
2001
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Location/URL
http:; ericae.net/ericdc/ED458863.htm
Notes
ECRS No. ED458863. Paper presented at the Biennial Meeting of the European Association for Research in Learning and Instruction (Fribourg, Switzerland, August 28-September 1, 2001).
Abstract
The research literature on student evaluation of teaching (SET) is filled with criticisms of the process, its applications, and the student feedback questionnaire it uses. SETs are still used, however, because there has seemed to be no economical, valid, and reliable alternative. Reports on an alternative alignment process for evaluating quality teaching and learning that fits the requirements of economy, validity, and reliability, and offers additional institutional, faculty, and student benefits. The method measures both the individual student's and the lecturer's expectations for change in three process objectives that underlie quality teaching and learning: skills, understanding, and attitudes. These three objectives and their assessment are operationally defined. Methods for using these three process objectives as vehicles for teaching, learning, and course development are supported by the institution through staff and course development programs and through recognition of their assessment in student grades and in faculty promotion and tenure decisions. The post-course criteria measuring quality teaching and learning are students' high academic attainments and course enjoyment. Teaching techniques for attaining these goals are left as a matter of informed professional choice to the lecturer. The separately measured in-course predictors of these criteria are the alignments of student/lecturer expectations of change in the three objectives. The theory behind this approach is that quality learning results when students and lecturer are working toward the same goals. Introduces the method and presents evidence validating the theory and showing that the indicators correlate with the criteria.....
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