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Murray, Kate; Macdonald, R. Heather

doi:10.1023/a:1002931104852

Cited by 112 publications

(15 citation statements)

References 17 publications

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“…This finding corresponds with previous studies on instructional formats and teaching strategies (e.g. Murray and MacDonald 1997) and can be interpreted as an argument in favour of the construct validity of the presented method. The data also showed that lecturers who scored high on the CCSF teaching approach more often used directive speech acts, such as questions or instructions, while lecturers who scored high on the ITTF approach more often used assertive acts.…”

Section: Validitysupporting

confidence: 90%

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Development of a tool to evaluate lecturers' verbal repertoire in action

Rijst

Visser‐Wijnveen

Verloop

et al. 2014

Teaching in Higher Education

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A broad communicative repertoire can help university lecturers to motivate and engage diverse student populations. The aim of this study is to develop and explore the usefulness and validity of a tool to identify patterns in lecturers' verbal repertoire. Speech act theory is presented as a framework to study lecturers' verbal communication during teaching. A description of the tool and the analysis of verbal actions are presented. In order to explore the validity, patterns of 12 university lecturers' verbal actions during instruction were examined. Characteristic speech act sequences were identified, similar sequences were clustered and associations with other teaching behaviours were explored to analyse the construct validity. We explain the instrument in detail to assist future use and we discuss to what extent it can provide ways to reflect on lecturers' verbal repertoire in action.

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Section: Validitysupporting

confidence: 90%

“…In this study, we assume that lecturers' verbal interactions in action reflect their teaching intentions (cf. Murray and MacDonald 1997;Searle 1969). …”

Section: Data Collectionmentioning

confidence: 99%

Development of a tool to evaluate lecturers' verbal repertoire in action

Rijst

Visser‐Wijnveen

Verloop

et al. 2014

Teaching in Higher Education

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show abstract

“…It shows a dynamic process of experimentation, discussion and reflection, in which theory and practice come together and in which teaching conceptions gradually depart from a somewhat abstract level and become integrated into teaching behaviour. We emphasise that for preparing novice teachers in higher education, this alignment of teaching theory and teaching practice may be very important, because there could be a risk that whilst induction programmes lead to a change at the conceptual level, this does not necessarily lead to changed educational practice (Murray and MacDonald 1997).…”

Section: Discussionmentioning

confidence: 99%

Learning to teach in higher education: how to link theory and practice

Bos¹,

Brouwer²

2014

Teaching in Higher Education

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In this study the learning process of 12 Dutch novice university teachers was monitored during a five-month induction programme. The teachers were interviewed before and after the programme and were asked to fill in several email logbooks during the programme. A change process was identified, in which experiencing and experimentation played a central role. In particular, modelling by the teacher educator, the observation of video cases, reflection on these with peers and experiencing success in their own practice seemed to be important incentives that encouraged teachers to adopt and eventually implement new pedagogical approaches. On the basis of our data, we think that teachers' conceptions and teaching practice are best developed simultaneously and that the design of induction programmes should support this process.

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“…Finally, faculty's attitudes toward and expertise in what constitutes valid assessment design has produced sizable discord in higher education. Faculty have been shown to have mixed opinions on the purposes of assessment based on their attitudes about teaching and learning (McLellan, 2004;Murray & MacDonald, 1997). According to Fletcher, Meyer, Anderson, Johnston, and Rees (2012), those who view teaching and learning as the transmission of knowledge from teacher to student are likely to view assessment as a method to test students' ability to reproduce information.…”

Section: Overvie W Of Objec Tive a Ss E Ss Ment In Hi G Her Educ Atmentioning

confidence: 99%

Improving the validity of objective assessment in higher education: Steps for building a best‐in‐class competency‐based assessment program

Gyll

Ragland

2018

J of Competency-Based Ed

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Faculty's attitudes toward and expertise in what constitutes valid assessment design has produced sizable discord in higher education. Traditionally, assessment activities within higher education have been implemented as additions to the curriculum, designed for purposes of program evaluation rather than being integral to student mastery. In this paper, we briefly explore the history of objective assessment in higher education, studying its historical antecedents, and use this information to define next steps toward building a standards‐based community of practice. We operationally define competency‐based education, paying particular attention to the term “competence” and what it means in the context of maintaining standards for assessment validity. We then offer 12 steps for building a best‐in‐class objective assessment program. We conclude with case study metrics from Western Governors University's assessment portfolio, which describes four key assessment performance indicators and documents our commitment to continuous quality improvement through a quarterly assessment review process.

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Untitled

Cited by 112 publications

References 17 publications

Development of a tool to evaluate lecturers' verbal repertoire in action

Development of a tool to evaluate lecturers' verbal repertoire in action

Learning to teach in higher education: how to link theory and practice

Improving the validity of objective assessment in higher education: Steps for building a best‐in‐class competency‐based assessment program

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