Journal ArticleDOI
A performance indicator of teaching quality in higher education: The Course Experience Questionnaire
TLDR
The Course Experience Questionnaire (CEQ) as discussed by the authors is a student evaluation instrument designed to measure the teaching performance of academic organisational units in Australian higher education, which is based on the theory of teaching and learning.Abstract:
Performance indicators (PIs) in higher education have focused chiefly on research outputs. They have largely ignored the teaching function of universities and colleges. This article outlines the development of a student evaluation instrument designed to measure the teaching performance of academic organisational units. The theory of teaching and learning that underlies the Course Experience Questionnaire (CEQ) is described. The instrument's statistical qualities and its ability to discriminate intelligibly between different courses are discussed in the context of results from national trials in Australian higher education. The principal conclusion reached is that the CEQ offers a reliable, verifiable and useful means of determining the perceived teaching quality of academic units in systems of higher education that are based on British models. Several technical and political issues remain unresolved in its application as a PI.read more
Citations
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Conditions Under Which Assessment Supports Students’ Learning
Graham Gibbs,Claire Simpson +1 more
TL;DR: This article proposed a set of "conditions under which assessment supports learning" and justified these with reference to theory, empirical evidence and practical experience, and these conditions are offered as a framework for teachers to review the effectiveness of their own assessment practice.
Journal ArticleDOI
University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice
TL;DR: In this paper, the relationship between university students' perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels at both undergraduate and graduate levels.
Journal ArticleDOI
The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students
Graham Gibbs,Martin Coffey +1 more
TL;DR: In this article, a study on the effectiveness of university teachers' training involving 22 universities in 8 countries was conducted, where a training group of teachers and their students were studied at the start of their training and one year later.
Journal ArticleDOI
Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes
Keith Trigwell,Michael Prosser +1 more
TL;DR: In this paper, the authors focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study and between approach to study, and the quality of learning outcomes.
Journal ArticleDOI
Instruments for obtaining student feedback: a review of the literature
TL;DR: The authors reviewed the research evidence concerning the use of formal instruments to measure students' evaluations of their teachers, students' satisfaction with their programs and students' perceptions of the quality of their programs.
References
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Journal ArticleDOI
Effects of academic departments on students' approaches to studying
P. Ramsden,Noel Entwistle +1 more
TL;DR: In this paper, students from 66 academic departments in six contrasting disciplines from British universities and polytechnics completed an "approaches to studying" inventory and a course perceptions questionnaire and the results confirmed the factor structures previously reported.
Journal ArticleDOI
Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments
Noel Entwistle,Hilary Tait +1 more
TL;DR: The authors explored the relationship between approaches to learning, or study orientations, and perceptions of the academic environment and found that students with contrasting orientations are likely to define effective teaching in ways which reflect those orientations.