Muutke küpsiste eelistusi

Student Evaluation in Higher Education: Reconceptualising the Student Voice 1st ed. 2016 [Kõva köide]

  • Formaat: Hardback, 185 pages, kõrgus x laius: 235x155 mm, kaal: 483 g, 3 Illustrations, black and white; XXI, 185 p. 3 illus., 1 Hardback
  • Ilmumisaeg: 29-Jul-2016
  • Kirjastus: Springer International Publishing AG
  • ISBN-10: 3319418920
  • ISBN-13: 9783319418926
Teised raamatud teemal:
  • Kõva köide
  • Hind: 104,29 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Tavahind: 122,69 €
  • Säästad 15%
  • Raamatu kohalejõudmiseks kirjastusest kulub orienteeruvalt 2-4 nädalat
  • Kogus:
  • Lisa ostukorvi
  • Tasuta tarne
  • Tellimisaeg 2-4 nädalat
  • Lisa soovinimekirja
Student Evaluation in Higher Education: Reconceptualising the Student Voice 1st ed. 2016Suurem pilt
  • Formaat: Hardback, 185 pages, kõrgus x laius: 235x155 mm, kaal: 483 g, 3 Illustrations, black and white; XXI, 185 p. 3 illus., 1 Hardback
  • Ilmumisaeg: 29-Jul-2016
  • Kirjastus: Springer International Publishing AG
  • ISBN-10: 3319418920
  • ISBN-13: 9783319418926
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9783319418926.html
Märksõnad:
This book provides a comprehensive and engaging analysis of the purpose and function of student evaluation in higher education. It explores its foundations and the emerging functions, as well as its future potential to improve the quality of university teaching and student learning.

The book systematically assesses the core assumptions underpinning the design of student evaluation models as a tool to improve the quality of teaching. It also analyses the emerging influence of student opinion as a key metric and a powerful proxy for assuring the quality of teachers, teaching and courses in universities. Using the voices of teachers in the day-to-day practices of higher education, the book also explores the actual perceptions held by academics about student evaluation.

It offers the first real attempt to critically analyse the developing influence of student evaluation on contemporary approaches to academic teaching. Using a practice-based perspective and the powerful explanatory potential of cultural historical activity theory (CHAT), the implications of the changing focus in the use of the student voice - from development to measurement - are systematically explored and assessed.

Importantly, using the evidence provided by a unique series of practice-based case studies, the book also offers powerful new insights into how the student voice can be reconceptualised to more effectively improve the quality of teaching, curriculum and assessment. Based on this empirical analysis, a series of practical strategies are proposed to enhance the work of student evaluation in the future university to drive pedagogical innovation. 

This unique volume provides those interested in student evaluation with a more complex understanding of the development, contemporary function and future potential of the student voice. It also demonstrates how the student voice - in combination with professional dialogue - can be used to encourage more powerful and substantial forms of pedagogical improvement and academic development in higher education environments.
1 The Emergence of Student Evaluation in Higher Education
1(12)
Introduction
1(2)
Origins of Student Feedback
3(1)
Emergence of Student Evaluation in the United States Higher Education
4(4)
Early Adopter: Student Evaluation in Australian Higher Education
8(3)
Conclusion
11(2)
2 Research on the Design and Function of Student Evaluation
13(16)
Introduction
13(2)
Primary Research on Student Evaluation
15(4)
The Limits of Student Ratings-Based Models
19(3)
The Need to Broaden the Conventional Assumptions of Student Evaluation
22(1)
Potential Limitations of Quantitative Student Evaluation
23(3)
Conclusion
26(3)
3 What Higher Education Teachers Think About Quantitative Student Evaluation
29(16)
Introduction
29(1)
Setting the Context
30(2)
Exploring Tensions Around Student Evaluation
32(3)
The Importance of Professional Versus Institutional Interest
35(4)
Multi-voicedness: Differing Teacher Responses to Key Tensions
39(2)
Epistemological Tensions Around Contemporary Quantitative Evaluation
41(1)
Conclusion
42(3)
4 Analysing the Potential of Student Evaluation in Practice
45(22)
Introduction
45(1)
Cultural Historical Activity Theory (CHAT) Foundations of the Research
46(3)
CHAT as a Form of Developmental Research
49(2)
Selecting Suitable Locations for the Case Studies
51(3)
The Role of the Researcher
54(1)
Engaging Educational Leaders
55(3)
Engaging Teachers in the Research
58(4)
Data Collection Methods
62(2)
Forms of Data Interpretation
64(1)
Conclusion
65(2)
5 Student Evaluation in Situated Practice---The Case of a Recently Designed Program
67(22)
Introduction
67(2)
Initial Activities to Formulate the Action Research
69(2)
Agreed Action Research Cycle---Case Study One
70(1)
Formulating Evaluative Questions
71(2)
Action Research Questions---Case Study One
71(1)
Initial Student Evaluation Questions: Semester One
72(1)
Outcomes of the First Action Research Semester
73(4)
Analysis of the First Cycle of Action Research-Evaluation
77(2)
Outcomes of the Second Action Research Semester
79(2)
Outcomes of the Third Action Research Semester
81(3)
Interview Data from Action Research Participants
84(4)
Conclusion
88(1)
6 Student Evaluation in Situated Practice---The Case of an Established Program
89(32)
Introduction
89(2)
Initiating the Action Research Project
91(4)
Agreed Action Research Model: First Semester
94(1)
Outcomes of First Action Research Semester
95(4)
Initial Post-semester Workshop
99(3)
Outcomes of Second Action Research Semester
102(8)
Outcomes of Third Action Research Semester
110(4)
Interview Data from Action Research Participants
114(4)
Conclusion
118(3)
7 Assurance or Improvement: What Work Can Student Evaluation Most Effectively Perform?
121(14)
Introduction
121(2)
The First Plane: Personal Engagement in Shared Activities (Apprenticeship)
123(4)
The Second Plane: Interpersonal Engagement (Guided Participation)
127(4)
The Third Plane: Community (Participatory Appropriation)
131(1)
Conclusion
132(3)
8 Assessing the Developmental Potential of Student Feedback
135(16)
Introduction
135(1)
Transformative Learning
136(5)
Horizontal and Dialogical Learning
141(4)
Subterranean Learning
145(3)
Conclusion
148(3)
9 Charting New Approaches to Student Evaluation
151(24)
Introduction
151(1)
The Emergence of Student Evaluation in Higher Education
152(2)
Student Evaluation as a Contestable Activity
154(4)
Professionalism, Casualisation and Consumerism
158(4)
Developmental Potential of Student Evaluation
162(3)
Toward a New Student Learning Evaluation Model
165(2)
The Learning Evaluation Cycle
167(5)
Conclusion
172(3)
Appendix 175(6)
References 181