“Do they really know what we need?”Exploring learners’ versus universities’ views on open educational resources in Chinese universities

How has teaching effectiveness been conceptualized? Questioning the consistency between definition and measure

“…Self-assessment has been measured alongside SETE (Butler, 2012), objective (Rockoff et al, 2011;Hamre et al, 2012), and administrator evaluation (Price, 2012;Roeser et al, 2012), and peer review has been paired with administrator evaluation and objective measures (Fryer, 2014). No researchers in our corpus had used the TE measures self-assessment and peer-review on their own to measure TE, though some (Chen et al, 2021;Taylor et al, 2021;Lohman, 2021;Baum and Brown, 1980;Centra, 1994) use these evaluations in combinations with SETE. Consequently, we consider that these measures, taken alone, measure Teacher Effectiveness which is another concept.…”

Exploring the Consequences of Right-to-Know in Teaching from the Undergraduate Chinese Student’s Perspectives

“…The assessment content should derive from the teaching content (Z. Chen et al, 2021). Students have the right to know how well the assessment content responds to the content of the course, how well it responds to the teaching objectives, and whether the assessment can cover the entire system content of the course teaching.…”

“…Moreover, there needs tobe uniformity regarding the criteria for assessing teaching effectiveness. Some focus on acquiring knowledge and skills, some on developing abilities such as innovation and practice, and others on developing comprehensive qualities (physical and mental development) ( Chen et al, 2021;Wang, 2017). Onecommon feature of all these different perspectives is that teaching should be beneficial to the individual's physical and mental development as well as the adaptation to the social environment.…”