ERIC Number: EJ1061115
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 57
Reconceptualisation of Approaches to Teaching Evaluation in Higher Education
Tran, Nga D.
Issues in Educational Research, v25 n1 p50-61 2015
The ubiquity of using Student Evaluation of Teaching (SET) in higher education is inherently controversial. Issues mostly resolve around whether the instrument is reliable and valid for the purpose for which it was intended. Controversies exist, in part, due to the lack of a theoretical framework upon which SETs can be based and tested for their content validity. In this paper, based on Bigg's 3P model of teaching and learning, three approaches to teaching evaluation were derived, namely, (i) student presage focused, (ii) teaching focused, and (iii) learning focused. Each approach adopts a particular belief about knowledge, perception of teaching, and a distinctive focus of teaching evaluation. We argue that the adoption of a learning focused approach to teaching evaluation is necessary in SET development as this will provide feedback for all parties involved in teaching and learning (the teachers, the administrators, and the students) about what each party needs to do to achieve the intended learning outcomes.
Descriptors: Feedback (Response), Higher Education, Evaluation Criteria, Teacher Attitudes, Student Attitudes, Student Evaluation of Teacher Performance
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: firstname.lastname@example.org; Web site: http://www.waier.org.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A