Evaluation of teaching and courses: Reframing traditional understandings and practices
The Centre for Higher Education Research, Teaching and Learning at Rhodes University has recently published a resource booklet of case studies on the Evaluation of Teaching and Courses. The booklet, is entitled, Evaluation of Teaching and Courses: Reframing traditional understandings and practices. This is the second in a series of resources on various aspects of lecturers’ practice published by CHERTL.
This anthology outlines case studies which have emerged from an approach to evaluation which enables individual academics to practice a degree of autonomy in how they determine their own evaluation agendas, methods and approaches. This has enabled individual cases of both rigour and creativity when it comes to the collection of data and generation of feedback on their teaching and/or courses, particularly in relation to transforming curricula responsively; enabling student voice and increasing student ownership; and creating spaces for practices to be challenged.
The first in the series of case studies published by CHERTL is entitled, Assessment in higher education: Reframing traditional understandings and practices.
