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.
Resource Library
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.
Materials identified as good practice are indentified. Read more...
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21 resources found for ‘teaching quality’.
Rewarding and recognising quality teaching in higher education through systemic implementation of indicators and metrics on teaching and teacher effectiveness
Australian Learning and Teaching Council Limited
2010
Deakin University, Griffith University, Macquarie University, RMIT University, The University of Queensland, The University of Western Australia, University of Tasmania
Rewarding and recognising quality teaching in higher education through systemic implementation of indicators and metrics on teaching and teacher effectiveness - Pilot reports
Australian Learning and Teaching Council Limited
2008
Pilot project reports from eight universities participating in the Teaching Quality Indicators project.
Other reports from the Teaching Quality Indicators project are available here.
Deakin University, Griffith University, Macquarie University, RMIT University, The University of Queensland, The University of Western Australia, University of South Australia, University of Tasmania
Applying quality principles to Australian university transnational teaching and learning
Curtin University
2013
The University of Adelaide, The University of Western Australia, Victoria University
Beyond numbers: valuing quality teaching in business education
Charles Sturt University
2011
CQUniversity, The University of Queensland, University of Southern Queensland, University of Western Sydney
Learning to teach online: developing high-quality video and text resources to help educators teach online
The University of New South Wales
2011
Leadership for implementing improvements in the learning and teaching quality cycle
Monash University
2008
Using team management systems to identify and build leadership for quality learning in clinical health care teams
The University of Adelaide
2011
Includes resources:
- A guide to using team management systems (tms) for learning and teaching quality improvement in health care teams
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Flinders University, University of South Australia
Measuring student experience: relationships between teaching quality instruments (TQI) and course experience questionnaire (CEQ)
The University of Melbourne
2011
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.
Australian Council for Educational Research (ACER), Flinders University, Graduate Careers Australia, University of Tasmania, University of Wollongong
Quality assessment: linking assessment tasks and teaching outcomes in the social sciences
The University of Newcastle
2009
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
The University of Western Australia
2010
Sustainable leadership of teaching and learning initiatives: lessons from the promoting excellence initiative
Deakin University
2012
The seven insights in this document,and the longer companion report,aim to provide guidance to support leaders in consolidating a systemic approach to improving the quality of learning and teaching within their institution and more broadly.
Murdoch University, Queensland University of Technology, Swinburne University of Technology
Peer review of online learning and teaching
University of South Australia
2011
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
The University of Newcastle
2009
The report uses the concept of ‘authentic pedagogy’, which has been developed from earlier work. This purports to measure demonstration of disciplinary depth, depth of analysis, richness of communication and the extent to which problematic nature of knowledge is recognised. The report is dense but well referenced and examines correlation between assessment tasks and standards, as well as providing an ‘audit’ of the quality of assessment tasks. It suggests that it provides explicit criteria which lecturers can use to measure specific achievement in their subject area. The sample size is small and self selected; all are in social sciences, except for the odd inclusion of languages. The results are statistically analysed to ensure validity, although the variance may be questionable.
The assessment task quality descriptors provide a useful framework for those designing assessment tasks although the meta-language criterion is, in the reviewers view, tied to the philosophical underpinnings and may confuse those unfamiliar with it or provide an issue for those who do not accept this stance. The strength of the report lies in the clarity with which the descriptors and the authentic achievement scales are described and in the examples which are included in the report. The results of the study usefully show that tasks which are intellectually challenging and engaging produce work which is consistent with broad academic standards (although these are not defined). The approach using a variety of inputs, including workshops, development of a tertiary assessment practice guide and scoring manual make this a much needed additional resource which could assist in improving assessment in universities in the Social Sciences. Its complexity and less obvious applicability for assessment in the humanities may make it less accessible for some academics.
Learning and Teaching in Australian Universities - A thematic analysis of Cycle 1 AUQA audits
Australian Learning and Teaching Council Limited
2009
Creating accessible teaching and support for students with disabilities
University of Tasmania
2010
ACU National, Adelaide, CQU, Flinders, La Trobe, Macquarie, Melbourne, Monash, Swinburne, UB, UNSW
Leading Excellence - A report on the 'Leadership for Implementing Improvements in the Learning and Teaching Quality Cycle' Project
Monash University
2008
A review of Australian and international quality systems and indicators of learning and teaching
Australian Learning and Teaching Council Limited
2007
The academic’s and policy-maker’s guides to the teaching-research nexus
Griffith University
2008
This excellent resource provides a summary of current thinking on the Teaching-Research Nexus (TRN) for academics, university staff, policy makers and students. The benefits of the TRN for students is presented and is supported with a large number of links to examples of TRN practice by discipline and year levels which should prove to be particularly useful for academics designing or revising existing courses or units. Links to strategy and policy making are also included. The site provides a framework for developing curricula that links teaching and research and is a useful collection of curriculum design ideas for academics. Nineteen concrete examples are presented. The resource may be used to aid the development or review of policies that promote (or hinder) the teaching-research nexus. There are materials supporting all levels of policy makers including government policy makers, those developing university wide policies at Deputy Vice-Chancellor level, and other policy leaders such as heads of departments or schools. In a short commentary the authors give advice to those academics early in their career or wanting to build their career. The main focus is on the advantages of being conscious of the RTN in their work as an academic. This is very much a personal view from the authors and contains only one reference.
Future-Proofing the Creative Arts in Higher Education
The University of Melbourne
2009
Experiential learning in sociology: the grounded assignment and tutorial system (GATS) approach
James Cook University
1997
This is a final report for a 1997-1998 National Teaching Development Grant funded by the Committee for University Teaching and Staff Development. The report details the GATS project and provides justification and educational rationale its development.
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