Results of course experience questionnaires (CEQ) provide Australian tertiary institutions with valuable information on perceptions of their courses. Institutions also survey their students at subject level. This study aimed to determine the degree to which responses recorded on subject level Teaching Quality Indicators (TQI) are related to the CEQ, and whether TQI responses anticipate subsequent CEQ responses. This study found that TQIs at different institutions are not designed in a consistent manner and that only a small portion of the CEQ responses could be predicted by these TQI. The research established that course characteristics such as: the level of the degree, the Faculty and Department in which the course was taken, the course description, the industry and duties of those who have found employment after completing their course, all strongly influence the CEQ.
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
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27 resources found for ‘teaching quality instruments’.
Measuring student experience: relationships between teaching quality instruments (TQI) and course experience questionnaire (CEQ)
The APP Assessment of Physiotherapy Practice Instrument - Clinical Educator Resource Manual
A cross-disciplinary approach to language support for first year students in the science disciplines
Internet based language learning
Leadership for implementing improvements in the learning and teaching quality cycle
Enabling and developing leadership in multi campus universities through the development of communities of practice
Quality assessment: linking assessment tasks and teaching outcomes in the social sciences
The framework is diagrammatically portrayed as a circle with the elements of the previously developed Assessment characteristics as the inner circle and a range of factors identified as Student Support and Significance as the outer circle. The purpose of the framework is to enable academics to have increased support in assessment task design. It is located in a philosophy of social constructivism, which needs to be recognised by those using the framework and while generalisable, it is likely to be of particular interest to those teaching in the social sciences. The instructions on the use of the guide are clear, which allows for easy navigation. Explanations and definitions are given of each of the elements of the model and suggestions for the improvement of tasks provide assistance for those coming to assessment de novo. There may be some scepticism about the characteristic of meta-language but it is a useful debate to have, given that it is more particular to education than some other social sciences. The material on significance also is embedded in the philosophical approach and it provides important material on understanding what students bring to learning and how this intersects with assessment. This, together with the Student Support material, brings strengths to the model which are often not considered by academics but which are vital to ensure authentic learning. Explicit quality criteria, high expectations and student direction articulate those areas of assessment which frequently are not considered by academics, to the frustration of students. The elaborations and suggestions for academics are a real strength of this model. The report provides pro forma and samples which add to the value of the resource.
Enhancing frameworks for assuring the quality of learning and teaching in university offshore education programs
Beyond numbers: valuing quality teaching in business education
Rewarding and recognising quality teaching in higher education through systemic implementation of indicators and metrics on teaching and teacher effectiveness
The reports and outcomes from the Teaching Quality Indicators (TQI) project.
- The following substantial reports were released from this this project.
- Eight universities conducted pilot projects and the reports which are available here.
Applying quality principles to Australian university transnational teaching and learning
Rewarding and recognising quality teaching in higher education through systemic implementation of indicators and metrics on teaching and teacher effectiveness - Pilot reports
Pilot project reports from eight universities participating in the Teaching Quality Indicators project.
Other reports from the Teaching Quality Indicators project are available here.
Leading Excellence - A report on the 'Leadership for Implementing Improvements in the Learning and Teaching Quality Cycle' Project
Learning to teach online: developing high-quality video and text resources to help educators teach online
Learning and Teaching in Australian Universities - A thematic analysis of Cycle 1 AUQA audits
Peer review of online learning and teaching
The project developed an open-source, web enabled peer review tool (PROTL). The PROTL system incorporates banks of standards-based criteria for use in peer review, explanations of the meaning of these criteria, exemplars, and an underlying database that can record peer review results and make them available for promotion or awards. The project website provides resources such as an online manual, detailed guides, tutorials and features of the PROTL system, case studies and publications.
Quality assessment: linking assessment tasks and teaching outcomes in the social sciences: Final Report
A review of Australian and international quality systems and indicators of learning and teaching
Using team management systems to identify and build leadership for quality learning in clinical health care teams
- A guide to using team management systems (tms) for learning and teaching quality improvement in health care teams
Student clinical placements: best practice checklist
Creating accessible teaching and support for students with disabilities
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