Difference between revisions of "Section 4.3 Focus of Evaluations"
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Latest revision as of 21:44, 14 September 2011
Section 4.3 Focus of Evaluations
Section 4.3 Focus of Evaluations
| Activity 4.3(a)
|
As established in Section 2 feedback can be obtained on any aspect of the teaching and learning experience. Understandably then, the focus of any given evaluation should reflect, and be appropriate to, the desired goals of the evaluation (Richardson, 2005).
Depending on these goals, the evaluation will focus on aspects deemed essential for quality education. Edström (2008) proposes a dual-pronged option, focusing on either teaching (incorporating the teacher as well as the teaching process) or learning (incorporating the learning process and learning outcome). Other researchers (Algozzine et al., 2004; Blackmore, 2009; Kember et al., 2002; Moore & Kuol, 2005) have also suggested a need to focus on student satisfaction.
The key points associated with these positions are illustrated below.
_SET_focus_figure.jpg)
_SET_focus_figure.jpg)
_SET_focus_figure.jpg)
| Activity 4.3(b) |
Resources
Edström, K. (2008). Doing course evaluation as if learning matters most. Higher Education Research & Development, 27(2), 95–106.
