A Proposed Methodology for Contextualised Evaluation in Higher Education

Autor/inn/en	Nygaard, Claus; Belluigi, Dina Zoe
Titel	A Proposed Methodology for Contextualised Evaluation in Higher Education
Quelle	In: Assessment & Evaluation in Higher Education, 36 (2011) 6, S.657-671 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Higher Education; Evaluation Methods; Educational Quality; Learning; College Students; Data Collection; Evaluation Utilization; Educational Objectives; Teacher Effectiveness; Learning Processes + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Lernen; Collegestudent; Data capture; Datensammlung; Educational objective; Bildungsziel; Erziehungsziel; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Learning process; Lernprozess
Abstract	This paper aims to inspire stakeholders working with quality of higher education (such as members of study boards, study programme directors, curriculum developers and teachers) to critically consider their evaluation methods in relation to a focus on student learning. We argue that many of the existing methods of evaluation in higher education are underpinned by a conception of learning that is de-contextualised. As a consequence, many data collection methods do not address aspects that affect students' learning. This is problematic because the core aim of higher education is to facilitate student learning. We propose a contextualised evaluation methodology, guided by 10 key questions, which can help evaluators address concepts and questions of student learning in their evaluations. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10