What constitutes high quality teaching and learning and how to assure it

Abstract

The evaluation and continuous improvement of the quality of teaching and learning in higher education is an issue of sustained concern. While most universities are implementing systems of quality assurance, there is substantial variation in the principles underlying these systems. La Trobe University has developed and implemented a university‐wide system of quality assurance that ensures that each subject is systematically reviewed and enhanced by those teaching in the subject. While it incorporates compulsory student evaluation of teaching of each subject the result of this student evaluation is not the focus of the quality assurance system. The focus is on ensuring that those teaching the subject, reflect on and make recommendations for further improvement of the subject. Outlines the quality assurance system, the principles on which it is based and describes and analyses the processes engaged in during its development.

Finding time for quality teaching: an ethnographic study of academic workloads in the social sciences and their impact on teaching practices

“…In line with this was the need to remain flexible and innovative rather than repetitive, and to engage students with topics of contemporary relevance. These comments resonate with the distinction between teacher-centred and studentcentred models of learning, where quality is linked with student-centred approaches which generate 'deep' learning (Martens & Prosser, 1998). In the literature, high quality teaching is generally linked to high quality learning outcomes (Becket & Brookes, 2008) though, of course, whether learning occurs is not simply dependent upon the quality of teaching, but also on factors such as student commitment and motivation.…”

“…This shift has seen an increase in measures of accountability and control, including workload allocation models (WAMs) (Barrett & Barrett, 2007;Vardi, 2009), targets, or thresholds for research activity and funding tied to measures of these (the Research Assessment Exercise [RAF] in the UK, the Performance Based Research Fund [PBRF] in New Zealand, and the Excellence in Research for Australia [ERA]), and quality audits of teaching and learning. Whether such measures of efficiency and effectiveness actually gauge quality in research and teaching is a matter for considerable debate (see, e.g., Martens & Prosser, 1998;Watty, 2006). Ball (2003) argues that they lead instead to the 'terrors of performativity', 'a technology, a culture and a mode of regulation that employs judgements, comparisons and displays as a means of incentive, control, attrition and change based on rewards and sanctions ' (p. 216).…”

Model Pendidikan Kewirausahaan Berbasis Keterampilan Lokalbagi Anak Putus Sekolah Pada Masyarakat Marginal

“…Penekanan pada aspek tersebut karena inti pendidikan terletak pada proses pembelajaran, khususnya kualitas pembelajaran. Hal ini juga sejalan dengan beberapa hasil penelitian sebelumnya yang menunjukkan bahwa kualitas pembelajaran tinggi menghasilkan hasil belajar dengan kualitas yang lebih tinggi (Martens & Prosser, 1998 Meskipun pada beberapa aspek, model ini memiliki keunggulan, namun juga juga memiliki beberapa keterbatasan. Keterbatasannya antara lain, indikator-indikator yang digunakan dalam setiap tahapan dan komponen model masih belum lengkap sehingga perlu diidentifikasi melalui studi lanjutan atau studi lainnya.…”

Cultural Perspectives in a Global Marketplace

“…Both teaching expectations and the marketing of education experience are influenced by these definitions of good teaching as a part of educational excellence. Martens and Prosser (1998) have criticized the CEQ's conceptual foundation and its methodological application. They argue that high quality teaching goes beyond high quality presentations and the implementation of high quality teaching skills; that the CEQ lacks flexibility to allow for discipline, year of study and type of unit (core vs. elective) variations; and that the items within Ramsden's (1991) dimensions have changed over time.…”