Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 165 - 180 |
| Number of pages | 16 |
| Journal | Assessment & Evaluation in Higher Education |
| Volume | 40 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2015 |
Cite this
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Course evaluation matters: improving students' learning experiences with a peer-assisted teaching programme. / Carbone, Angela; Ross, Bella; Phelan, Liam; Lindsay, Katherine; Drew, Steve; Stoney, Sue; Cottman, Caroline.
In: Assessment & Evaluation in Higher Education, Vol. 40, No. 2, 2015, p. 165 - 180.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Course evaluation matters: improving students' learning experiences with a peer-assisted teaching programme
AU - Carbone, Angela
AU - Ross, Bella
AU - Phelan, Liam
AU - Lindsay, Katherine
AU - Drew, Steve
AU - Stoney, Sue
AU - Cottman, Caroline
PY - 2015
Y1 - 2015
N2 - In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in reinvigorating and refining their teaching practice. Academics participated in this national, multi-institutional trial for varied reasons: the majority voluntarily, others to increase low student evaluation of course scores and some as part of a graduate certificate teaching qualification. Here we report on how academics used the scheme, and the teaching areas they focused on. Student evaluation of course scores increased in the majority of courses, suggesting the changes made had a positive effect on students? learning experiences. The experiences of the multi-institutional trial reported here may benefit others considering such a scheme to reinvigorate and refine teaching practice and improve course evaluation scores
AB - In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in reinvigorating and refining their teaching practice. Academics participated in this national, multi-institutional trial for varied reasons: the majority voluntarily, others to increase low student evaluation of course scores and some as part of a graduate certificate teaching qualification. Here we report on how academics used the scheme, and the teaching areas they focused on. Student evaluation of course scores increased in the majority of courses, suggesting the changes made had a positive effect on students? learning experiences. The experiences of the multi-institutional trial reported here may benefit others considering such a scheme to reinvigorate and refine teaching practice and improve course evaluation scores
UR - http://www.tandfonline.com/doi/pdf/10.1080/02602938.2014.895894
U2 - 10.1080/02602938.2014.895894
DO - 10.1080/02602938.2014.895894
M3 - Article
VL - 40
SP - 165
EP - 180
JO - Assessment & Evaluation in Higher Education
JF - Assessment & Evaluation in Higher Education
SN - 0260-2938
IS - 2
ER -