Appraisal and Accountability in Higher Education: Some Current Issues*

Elton, Lewis

doi:10.1111/j.1468-2273.1988.tb01818.x

Cited by 9 publications

(8 citation statements)

References 19 publications

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“…UK universities are now demonstrating an explicit concern for the quality of teaching that favourable staff:student ratios and highly selective intakes may hitherto have made less essential, although still there is much that needs change and improvement (Elton 1988). However, now more than ever before, it is recognized that universities need good teachers to cope with the increase in non‐standard entrants (primarily mature students) and to assist the large number of overseas students who have inadequate linguistic and study skills (Wright 1982).…”

Section: Curriculum Revisionmentioning

confidence: 99%

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Academic standards and changing patterns of medical school admissions: a Malaysian study

Tan

1990

Medical Education

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Changing social demands made it necessary for the Medical Faculty of the University of Malaya to accommodate students with a wider range of academic experience than before. However, teachers sought to achieve comparable academic standards to those in the West by striving to maintain a close resemblance to the Western model of medical education in other respects. As a result teachers failed to adapt their teaching methods, assessment techniques and curriculum design to meet the educational needs of the students, thus compromising academic standards. Many students lack basic academic skills and do not know how to learn effectively. In order to help students overcome their learning difficulties innovative teaching was required during the first year at university, designed to foster the joint development of knowledge and basic skills. In the case of less well-prepared students who lack self-confidence, a caring and supportive learning environment is crucial to the achievement of meaningful learning. Lecturers needed to become facilitators of learning rather than transmitters of knowledge. However, teachers' objective to retain international recognition of the degree, which presumably reflected the importance of teaching, was not operationalized in terms of its incentive structure such that teachers were constrained not to try to fill the new roles demanded of them. It was assumed that academic distinction accrued through scientific research was essential for the achievement of academic excellence. However, under the prevailing circumstances the two aims were mutually exclusive and incompatible and teaching quality deteriorated.

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Section: Curriculum Revisionmentioning

confidence: 99%

“…In the last resort the quality of a course depends upon the quality of the teaching. Responsible judgement by a self‐critical group of academics is clearly the chief means of maintaining and improving the quality of teaching and course standards (Ramsden 1987; Elton 1988).…”

Section: Curriculum Revisionmentioning

confidence: 99%

Academic standards and changing patterns of medical school admissions: a Malaysian study

Tan

1990

Medical Education

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“…Critiquing as a method of evaluation (Goldenberg, 1994) Internationalizing the HE curriculum (Schuerholz-Lehr et al, 2007) Integrative thinking for business education (Lim, et al, 2012) Instructional design articles (Gow, 1976) Appraisal and accountability in HE (Elton, 1988) A model of integrated thinking skills in the curriculum (Lopez and Sanchez, 1992) Models of peer observation of teaching (Gosling, 2002) Developing problem-based learning (Westcott, et al, 2010) Professional individual focus (Bradley and Eggleston, 1978) A taxonomy of objectives for professional education (Carter, 1985) Selecting and developing experiential exercises using movies (Schreier, 1990) From QA to quality enhancement in European HE (Gvaramadze, 2008) Threshold concepts in practice education (Tanner, 2011) (continued ) 1970-1979 1980-1989 1990-1999 2000-2009 2010-2015 Total papers: 5…”

Section: Discussionmentioning

confidence: 99%

“…Aims and objectives in CD (Graves, 1978) Mentoring relationships and the educational process (Decoster and Brown, 1982) Self-assessment in SL teaching (Azorín, 1991) Capabilities driven curriculum design (Bowden, 2004) Conceptualising feedback literacy:"knowing, being, acting" (Sutton, 2012) Use of modular computer based lessons (Stotter and Culp, 1973) The design of evaluation for learning (Clift and Imrie, 1980) Critiquing as a method of evaluation (Goldenberg, 1994) Internationalizing the HE curriculum (Schuerholz-Lehr et al, 2007) Integrative thinking for business education (Lim, et al, 2012) Instructional design articles (Gow, 1976) Appraisal and accountability in HE (Elton, 1988) A model of integrated thinking skills in the curriculum (Lopez and Sanchez, 1992) Models of peer observation of teaching (Gosling, 2002) Developing problem-based learning (Westcott, et al, 2010) Professional individual focus (Bradley and Eggleston, 1978) A taxonomy of objectives for professional education (Carter, 1985) Selecting and developing experiential exercises using movies (Schreier, 1990) From QA to quality enhancement in European HE (Gvaramadze, 2008) Threshold concepts in practice education (Tanner, 2011) (continued ) Exploring a new role for teachers: promoting learner autonomy (Yang, 1998) Development and validation of framework for teaching competencies in HE …”

Section: Sample Papersmentioning

confidence: 99%

Threshold concepts in business school curriculum – a pedagogy for public trust

Bajada

Jarvis

Trayler

et al. 2016

Education + Training

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Purpose -The purpose of this paper is to explore some of the implications for curriculum design by operationalizing threshold concepts and capabilities (TCC) in subject delivery. The motivation for undertaking this exploration is directly related to addressing public concerns for the business school curriculum. Design/methodology/approach -A post facto analysis of a compulsory subject in finance that is part of an Australian business degree and the impact on a subsequent finance subject. Findings -Customary approaches to granting part-marks in assessing students, (fractionalising) understanding of content can mean students pass subjects without grasping foundational concepts (threshold concepts) and are therefore not fully prepared for subsequent subjects.Research limitations/implications -Students passing subjects through fractionalization are poorly equipped to undertake deeper explorations in related subjects. If replicated across whole degree programs students may graduate not possessing the attributes claimed for them through their qualification. The implications for undermining public trust and confidence in qualifications are profound and disturbing. Practical implications -The literature has exposed risks associated with operationalizing threshold through assessments. This highlights a risk to public trust in qualifications. Originality/value -Operationalizing threshold concepts is an underexplored field in curriculum theory. The importance of operationalizing customary approaches to assessments through fractionalising marks goes to the legitimacy and integrity of qualifications granted by higher education. Operationalizing assessments for TCC presents profound, inescapable and essential challenges to the legitimacy of award granting institutions.

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“…In the literature, there are definitions such as financial, nonfinancial, contextual, task performance in defining performance. In addition, research, service, and training performance criteria were stated in determining performance criteria (Elton, 1988;Esen & Esen, 2015;Kaptanoğlu & Özok, 2006). Since the concept of performance has a multidimensional structure, criteria such as academic incentive, academic promotion and score criteria, journal impact factor, index h, article impact score have been determined as academic performance criteria in higher education institutions (Tonta, 2014).…”

Section: Introductionmentioning

confidence: 99%

Adaptation of the Global Academic Performance Scale: Reliability and Validity Study

Damar

Kaçay

Eskiler³

et al. 2020

Sakarya University Journal of Education

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Today, with the skills that cannot be imitated by others the person who gains competitive advantage in the organization contributes to the organizational goals. In this way, the good performance of the employees provides reputation, prestige, brand value, awareness, quality, effectiveness, efficiency and profitability. Therefore, it is important to integrate the knowledge, experience, talent and motivation level of an academic staff with the university objectives to which it is connected and to increase the quality of education. In this context, this research was carried out to adapt the Global Academic Performance Scale developed by into Turkish, to test its validity and reliability, and to measure the academic perceptions of academic staff on global academic performance. In this research, which is an empirical research, survey technique was used as a data collection tool. Academic staff working in Faculty of Sport Sciences at universities constitute of the population of the research. In this context, data from 198 samples determined by convenience sampling method were collected. Descriptive statistics, independent groups t-test, and explanatory and confirmatory factor analyzes were used in the analysis of the data. As a result, it can be stated that the Global Academic Performance Scale is a valid and reliable measurement tool which can be used for determining the academic performance perceptions of the employees in different samples and practices in Turkey.

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Appraisal and Accountability in Higher Education: Some Current Issues*

Cited by 9 publications

References 19 publications

Academic standards and changing patterns of medical school admissions: a Malaysian study

Academic standards and changing patterns of medical school admissions: a Malaysian study

Threshold concepts in business school curriculum – a pedagogy for public trust

Adaptation of the Global Academic Performance Scale: Reliability and Validity Study

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