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1. Enhancing Part-Time Teaching in Higher Education: A Challenge for Institutional Policy and Practice (EJ776031)
Author(s):
Knight, Peter; Baume, David; Tait, Jo; Yorke, Mantz
Source:
Higher Education Quarterly, v61 n4 p420-438 Oct 2007
Pub Date:
2007-10-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: School Policy; Beginning Teacher Induction; Higher Education; Educational Policy; Part Time Faculty; Foreign Countries; College Faculty; Faculty Development; Teacher Responsibility
Abstract: Higher education in the UK has seen a steady increase in the numbers of part-time teachers, yet the way in which they are inducted into teaching and the utilisation of their expertise are under-researched. This qualitative study of 33 part-time teachers from several universities suggests that their involvement in higher education should be considered from a fresh perspective, which differs from approaches to the enhancement of university teaching that rely upon simply educating individual teachers to do better by requiring their attendance at formally provided courses and events. While these approaches have their place, modern research on professional learning is increasingly pointing to the view that professional formation is an ecological process that is insufficiently served by the formal provision of learning opportunities. The ecological perspective, which emphasises the part played by the everyday workplace in professional formation, provides a challenge to leaders and managers regarding the development and implementation of institutional policy and practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. What Is Happening When We Assess, and How Can We Use Our Understanding of This to Improve Assessment? (EJ680277)
Baume, David; Yorke, Mantz; Coffey, Martin
Assessment & Evaluation in Higher Education, v29 n4 p451-477 Aug 2004
2004-08-00
Descriptors: Portfolio Assessment; Portfolios (Background Materials); Higher Education; Test Reliability; Differences
Abstract: In an attempt to gain a fuller understanding of the basis of grading, ten assessors each assessed two portfolios drawn from the course archive which had been produced by participants on a course in teaching in higher education. Assessors gave a grade or judgement on each of a portfolio's 75 portfolio elements, reasons for each judgement they made, and recorded any alternative judgement they had considered. There were substantial differences between the judgements made during the study and those made when the portfolios were originally assessed. This article explores the differences between the original and experimental assessments, and then analyses reasons given by assessors for the judgements made. Beyond these particulars, the paper suggests some fundamental and problematic issues about the conduct and the reform of assessment, and offers a process which can be used to investigate and improve the quality, in particular the reliability, of any summative assessment. (Contains 5 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Reliability of Assessment by Portfolio on a Course To Develop and Accredit Teachers in Higher Education. (EJ647369)
Baume, David; Yorke, Mantz
Studies in Higher Education, v27 n1 p7-25 Feb 2002
2002-00-00
Journal Articles; Reports - Research
N/A
Descriptors: Foreign Countries; Higher Education; Interrater Reliability; Portfolio Assessment; Student Evaluation; Test Reliability
Abstract: Analyzed the assessments of 53 portfolios used to evaluate participants in a development course for higher education teachers at the United Kingdom's Open University. Findings included a high reliability in assessment at the level of course outcomes, and that cumulation of component assessments is very likely to reduce the reliability of overall judgments. (EV)
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4. Validity and Reliability in the Evaluation of Portfolios for the Accreditation of Teachers in Higher Education. (ED446071)
2000-06-17
Reports - Descriptive; Speeches/Meeting Papers
Descriptors: College Faculty; Evaluation Methods; Foreign Countries; Higher Education; Performance Based Assessment; Portfolio Assessment; Reliability; Teacher Certification; Teacher Evaluation; Validity
Abstract: This paper examines the use of portfolio evaluation in accrediting higher education teachers in the United Kingdom. It explains portfolios as an approach to authentic assessment and discusses the issue of reliability in portfolio assessment when teacher accreditation depends on it. Researchers investigated one course, collecting data on 53 assessments from college records. The portfolios of 20 of those were regraded by trained assessors. The original 53 assessments were subjected to various statistical tests. The percentages of exact and close agreement were computed for six groups of items from the 74 comprising portfolio assessment. The experimental assessors marked more harshly than the original assessors, so subsequent findings were restricted to the original assessments. Interrater correlations ranged from -0.010 to 0.67. Patterns of agreement between the pairs of raters were significantly different from what would have been expected as a result of chance. Data showed problems with the components oriented toward analysis of needs and planning for future professional development. The valuing of equal opportunities was shown to be problematic. Assessors' judgments on the topic may vary considerably. (Contains 16 references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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