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1.
Susan Mathieson 《Higher Education》2012,63(5):549-564
There is a growing awareness of the need to move beyond generic approaches to teaching, learning and assessment (TLA) to consider
the importance of context in shaping TLA practices. However, efforts to engage with context have focused primarily on disciplinary
epistemologies and in particular the differences between hard, soft, pure and applied disciplines. This paper argues that
disciplines should be considered not just in terms of epistemological differences, but as socially situated practices. This
research is based on interviews with 30 academics across 4 merging disciplinary workgroups of a South African university.
A framework for exploring TLA workgroup cultures is proposed, drawing on a modified communities of practice theory (COPT),
that moves beyond functionalist accounts of socially situated practices in COPT to focus on how departmental TLA cultures
mediate between individual agency and a range of structural factors. When looking at disciplinary TLA cultures through this
lens this research found that what was more significant than the differences between disciplines based on epistemological
difference were differences in the ways academic workgroups mediated between the knowledge structures of the discipline and
the challenges of a society in transition with competing expectations of students, knowledge, the state, marketization, and
the demands for reconstruction and development. It was thus the work done in localised workgroups on disciplinary epistemologies
in response to a range of contextual factors that was found to be more significant than differences between the disciplines
in defining TLA cultures. 相似文献
2.
David J. Brennan 《高等教育研究与发展》2008,27(1):43-54
This paper provides an overview of the issue of student anonymity in the summative assessment of student work in higher education. It considers both theoretical literature pertaining to bias in the evaluation of the work of others and the limited empirical work undertaken on this issue in higher education. It then describes the experience of three higher education institutions in their institutional consideration of student anonymity in assessment. It concludes with an attempt to integrate three perspectives from teaching and learning theory into the anonymity debate, which has largely been conceived in terms of institutional policy, and suggests that there is scope for much further teaching and learning research in the area. 相似文献
3.
Kun Dai Kelly E. Matthews Vicente Reyes 《Assessment & Evaluation in Higher Education》2020,45(1):70-81
AbstractChinese universities are increasingly entering into transnational higher education partnerships with institutions in primarily English-speaking countries. With this increase in programmes, there is a growing body of research investigating both policy and practice. Our study contributes insight into how students in a China–Australia programme experienced assessment drawing on theorisations of sustainable assessment. We present findings from interviews with 10 Chinese students who shared stories and reflections of their experiences of assessment and learning that reveal the complex ways students negotiated qualitatively different assessment experiences, while displaying sophisticated levels of agency, between Chinese and Australian universities. In making sense of the interviews in relation to sustainable assessment, we evoke notions of cultural ignorance to illuminate aspects of a cross-cultural ignorance in teaching and learning practices. In doing so, we argue that conversations about cultural ignorance combined with principles of sustainable assessment can create space to support partners to better plan and coordinate for meaningful assessment and learning experiences for students in cross-cultural articulation programmes. 相似文献
4.
信息化正在打破大学传统教学模式及相应体制的多重壁垒,为大学改革开辟出阻力最小之路径;对大学教学的理解,必须突破传统课堂教学的狭隘眼界,从高素质人才培养的大视野中把握教学、科研、社会服务三大功能的内在联系,将提高大学教学质量的立足点建立在"推动学习方式变革"这一大学创新发展的难点和攻坚战上。研究和驾驭高等教育信息化,必须将对当代信息技术与大学变革发展的前瞻性把握这两个方面内在地统一起来,这是21世纪从事大学教育创新研究与决策管理的专业人才所必须具有的知识结构和时代眼界。 相似文献
5.
The quality assessment agency higher education review noted that assessment and feedback in higher education still remains an area of concern for students. Despite this, very little research has been carried out to assess students’ experience of assessments. The evidence for what factors within assessments actually contribute to student engagement is not fully understood and more research is required. This research was a qualitative study comprising of three focus groups. The student participants were 4 male and 19 female undergraduate psychology students. The data was analysed using experiential inductive thematic analysis. Two themes were identified as effecting student learning. The first was teaching factors which included two subthemes: timeliness and type of assessment. The second theme was student factors which included two subthemes: academic maturity and emotions. These themes were found to be mediated by the relationship between tutors and students. The outcome relates to previous research while also providing a better understanding into the role personal qualities and emotional factors have on learner engagement. Strategies to promote academic maturity and reduce stress and fear in students could foster a more constructive approach to learning. 相似文献
6.
Moderation is a quality assurance process that plays a central role in the teaching, learning, and assessment cycle in higher education. While there is a growing body of research globally on teaching, learning, and, to a lesser degree, assessment in higher education, the process of moderation of assessment has received even less attention. In a context of heightened accountability and greater transparency in the tertiary sector, the formalising of moderation processes has not been a part of established practice. In light of these changes, the purpose of this qualitative study was to identify and investigate current marking and moderation processes and practices operating within one faculty in a large urban university in eastern Australia to gain insight into the challenges to effective moderation. The findings suggest the need for moderation to be considered holistically as an inherent part of teaching and learning, and the need for ongoing staff development. 相似文献
7.
先前学习评价是当前国际成人高等教育领域普遍采用的、针对非正式学习的一种评价方式。本研究基于体验式学习理论,选取参与远程高等教育且具有一定工作经验的92名成人学生为研究对象,在广播电视大学教学系统开展了先前学习评价的实证研究。研究发现,测评人员对评价标准的理解与应用存在偏差,学生对先前学习评价的认识有待进一步加强,特别是让学生清楚评估中的相关责任、评估方法等,以及整个先前学习评价工作的评价与监督机制尚不健全。基于此,本研究总结了先前学习评价的一般操作流程,并提出建立申请制度,加强审核学生所提供材料、证据等的真实性,向学生提供申请前的自我测试以及为学生提供反馈和审查评估结果的机会等四个方面的改进措施。研究希望促进两个"成果转化",一是通过先前学习评价的实证研究,对在职人员通过非正式学习获得的知识、能力或技能给予合理的"成果转化",进一步推动我国针对成人非正式学习评价的研究;二是希望将研究成果进行"成果转化",变为学历教育、在职人员教育与终身教育融合的一种推进机制。 相似文献
8.
In recent years, research and practice focused on staff and students working in partnership to co-design learning and teaching in higher education has increased. However, within staff–student partnerships a focus on assessment is relatively uncommon, with fewer examples evident in the literature. In this paper, we take the stance that all assessment can be oriented for learning, and that students’ learning is enhanced by improving their level of assessment literacy. A small study in a Scottish university was undertaken that involved a range of different adaptations to assessment and feedback, in which students were invited to become partners in assessment. We argue that a partnership approach, designed to democratise the assessment process, not only offered students greater agency in their own and their peers’ learning, but also helped students to enhance their assessment literacy. Although staff and students reported experiencing a sense of risk, there was immense compensation through increased motivation, and a sense of being part of an engaged learning community. Implications for partnership in assessment are discussed and explored further. We assert that adopting staff–student partnership in assessment and more democratic classroom practices can have a wide range of positive benefits. 相似文献
9.
Theodor Leiber 《Quality in Higher Education》2019,25(1):76-97
In contemporary knowledge societies, performance indicators are an indispensable element of sustainable quality management and enhancement through monitoring and evaluating quality performance of higher education institutions. It is argued that learning and teaching quality in higher education should be approached in a holistic way, namely across the four subdomains of learning and teaching environment, teaching processes, learning processes and learning outcomes and their assessment. performance indicators related to these areas must align with a synoptic understanding of learning and teaching comprising behavioural, information processing, cognitive, social (constructivism) and humanistic theories of learning. Selected issues from a comprehensive set of about 280 performance indicators for learning and teaching are presented and contextualised. The indicators set resulted and emerged from critical reflection of research literature and explorative surveys of various informed and engaged stakeholders, from 14 public European universities, and a general theory of learning and teaching. 相似文献
10.
James Avis 《British Journal of Educational Studies》2000,48(1):38-57
This discussion paper examines the links between learning outcomes, managerialism and research into teaching and learning in further/higher education. It constructs a worse case scenario which explores the dangers flowing from a managerialist appropriation of both learning outcomes and research into teaching and learning. It suggests this leads to a technicised practice which limits creative and critical engagement with the curriculum. The paper calls for the development of an engaged and dialogic practice. This worst case scenario enables a consideration of conditions that would facilitate the development of empowering practices. 相似文献
11.
简要分析建构主义教学的特征,并从建构主义教学的角度,对目前英美等国许多大学普遍采用的大学生学习评估方法以及各种方法的利弊进行阐述和比较。同时,对提高中国高校学习评估的可靠性和有效性提出建议。 相似文献
12.
Reflection is not a new concept in the teaching of higher education and is often an important component of many disciplinary courses. Despite this, past research shows that while there are examples of rich reflective strategies used in some areas of higher education, most approaches to, and conceptualisations of, reflective learning and assessment have been perfunctory and inconsistent. In many disciplinary areas, reflection is often assessed as a written activity ‘tagged onto’ assessment practices. In creative disciplines, however, reflective practice is an integral and cumulative form of learning and is often expressed in ways other than in the written form. This paper will present three case studies of reflective practice in the area of Creative Industries in higher education – Dance, Fashion and Music. It will discuss the ways in which higher education teachers and students use multimodal approaches to expressing knowledge and reflective practice in such a context. The paper will argue that unless students are encouraged to participate in deep reflective disciplinary discourse via multi-modes then reflection will remain superficial in the higher education context. 相似文献
13.
14.
Students take summer and compressed courses for a variety of reasons and research indicates that learning outcomes in these courses are similar to those gained in traditional semester or quarter courses. This quantitative study was an attempt to clarify faculty perceptions about summer compressed courses. One hundred and fifty-one faculty members teaching at a large, multicampus institution completed a survey addressing teaching methodology, approaches to student assessment, and other pedagogical issues relating to such courses. It was determined that many faculty did make adjustments in teaching methods and approaches to student assessment. In addition, perceptions were different between experienced/tenured faculty and inexperienced/nontenured faculty.Mark Kretovics is an Assistant Professor of Higher Education Administration and Student Personnel at Kent State University. He received his Ph.D. from Colorado State University and his research interests include the assessment of student learning, business practices in higher education, distance education, and pedagogical issues in compressed courses. Mark had over 20 years of administrative experience within higher education before transitioning into his current faculty role. Alicia R. Crowe, Ph.D. is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her areas of interest and research include teacher education, social studies education, teacher learning, and technology integration. Eunsook Hyun, Ph.D. is Associate Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her area of research interests include teacher education, critical pedagogy, curriculum theorizing, and higher education curriculum 相似文献
15.
16.
自国家及教育部发布网络学习、在线开放课程建设等文件以来,高职院校纷纷引入网络通识课程。网络通识课程的引入和应用情况成为高校、学者研究的关注点。本研究采用网络检索法和访谈法对山东省高职院校网络通识课程引入与应用情况进行调查研究。研究发现:教务处是高职院校网络通识课程引入和管理的主要机构,引入的课程规模主要由院校实力决定,课程平台选择注重资源丰富、使用广泛;高职院校普遍会将网络通识课程纳入人才培养方案,学习形式和考核方式多样化,但教学评价环节普遍缺失。最后,对高职院校网络通识课程引入和应用给出了相应建议。 相似文献
17.
Kerry J. Kennedy 《Higher Education Quarterly》1995,49(3):191-209
The purpose of this paper is to outline recent changes to higher education in Australia and assess the implications of those changes for teaching and learning in universities. Three main changes have been identified:
1. The meta-policy context that has transformed a binary system of higher education into a unified national system of universities. This has given rise to the concept of the comprehensive university accompanied by an economic rationalist approach to the funding of higher education. Issues identified are the relativities to be accorded to teaching and research in the new universities and the push for more efficient modes of teaching.
2. Institutional changes that have influenced the traditional character of universities. These changes include the politicisation of Vice-Chancellors whose peak body is now recognised by the government as the single voice of the university sector, the changing student composition of universities as a result of government policies relating to overseas students and students who have been traditionally underpresented in universities and the introduction of academic staff appraisal. An assessment is made of this broad range of changes on teaching and learning.
3. Changing conceptions of teaching are discussed with a particular emphasis on the work of Shulman and its implications for teaching in the university. 相似文献
1. The meta-policy context that has transformed a binary system of higher education into a unified national system of universities. This has given rise to the concept of the comprehensive university accompanied by an economic rationalist approach to the funding of higher education. Issues identified are the relativities to be accorded to teaching and research in the new universities and the push for more efficient modes of teaching.
2. Institutional changes that have influenced the traditional character of universities. These changes include the politicisation of Vice-Chancellors whose peak body is now recognised by the government as the single voice of the university sector, the changing student composition of universities as a result of government policies relating to overseas students and students who have been traditionally underpresented in universities and the introduction of academic staff appraisal. An assessment is made of this broad range of changes on teaching and learning.
3. Changing conceptions of teaching are discussed with a particular emphasis on the work of Shulman and its implications for teaching in the university. 相似文献
18.
John Danvers 《The International Journal of Art & Design Education》2003,22(1):47-57
This paper presents a personal perspective on some of the ideas and issues that currently surround learning and teaching in art and design within higher education. It aims to stimulate debate and to raise questions about the direction in which an increasingly monolithic educational culture is moving. It identifies a number of beliefs and values that the author considers to be particularly important to the development of a radical pedagogy and argues that the sector needs to counter the drift towards a technocratic and overly deterministic approach to education. While being intentionally wide–ranging and polemical the paper seeks to bring together a number of disparate ideas into a useful and coherent interaction. The continuing relevance of education as an emancipatory and transformative project is affirmed, while certain features of modernism inscribed into current educational practices are questioned (for instance, exclusivity, subjectivism and absolutism). Changes in the ways in which knowledge is viewed are discussed in relation to assessment, learning, research and the construction of the ‘self’. A re–orientation of learning and teaching is suggested around a process–based pedagogy that places particular emphasis on indeterminacy, pluralism, revisibility and dialogue. 相似文献
19.
Jean‐Luc Gilles Pascal Detroz Jean‐Guy Blais 《Assessment & Evaluation in Higher Education》2011,36(6):719-733
In a context where public action must demonstrate its effectiveness and efficiency, and where the links between teaching and the quality of learning are regularly highlighted, it seems relevant to identify the trends and logic that govern university professors’ decisions with respect to the modes of learning assessment favoured within the framework of their delivery of teaching services. Moreover, given that university teaching practices are changing rapidly due to the introduction of different views of the learning process, one might conclude that the same holds for assessment practices. Through our research work, we led to the development of a trilingual (English, French and Spanish) online survey devoted to an international investigation into the classroom assessment practices of higher education teachers. This survey proposes an online platform that will allow institutions of higher learning to document some of their current practices and to compare observed trends with what is happening elsewhere, in accordance with differing missions and traditions. These research notes are thus intended to describe the survey itself and to show how the questionnaire and individual items were structured, in addition to providing an overview of treatments within and between institutions that followed the testing. 相似文献
20.
This paper is about a reflective practice happened in the author’ s College English teaching.Since 2005,a 5-minute oral-presentation was required for all the students in turn,in order to raise opportunities for them to practice oral English.But the students’ responses were always disappointing since they only took the task as a burden.After the teacher lift the limits on presentation time,form,sequence,partner,etc.,better learning outcomes were achieved.When reflecting on this change,Biggs’3P Models of "constructive alignment" is taken into account.Any teaching and learning activity (TLA) cannot put the students’ and the teacher’ s presage aside since the students’ ability,interests,motivation as well as the teacher’ s objective,assessment approach and so on are co-determinants of a successful TLA.Further suggestions are given based on this reflection at the end of the paper. 相似文献