By Robert Aylett, Kenneth Gregory
Drawing on fabric provided at a someday convention, this assortment addresses the necessity to realize teachers' contributions to better schooling, in addition to the ways that lecturers' efforts within the educating and studying method may be said and certainly rewarded.
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In my own experience, whenever the Head of Department recognizes this as a vital responsibility—to his/her staff and to his/her students—the teaching in the Department will flourish. The converse also holds. How does a Head of Department achieve teaching success? I can offer no concise or mechanistic formula. The Head will receive information about the teaching process in general and about the performance of individual colleagues through five or even six senses. The Head will have specific quality assurance tools—the most important in my view being questionnaires filled in by students rigorously collected and analyzed.
Teaching evaluation, in this sense, can be described as summative and may be applied not only to the process involved in teaching for a particular programme or course, but also to the contribution which is made by an individual member of staff. Such a summative approach could be achieved entirely internally, according to the contributions made within a single institution, or it could be effected by involving some element of external peer review. Secondly, it is necessary to describe the teaching profile of an individual academic more precisely in order to improve the process and effectiveness of the individual contribution; this is the formative evaluation of teaching.
The suggestion I made is that this should be put to the test. It could be done, by sending two teams to a number of departments, each sworn to secrecy, and then examining whether there is any correlation between the views they have reached. I have to tell you that I have serious doubts in my mind as to whether the QAC procedures would prove to be repeatable. That is the first question. Suppose that, contrary to my fears, the process turns out to have a reasonable measure of repeatability. That, however, still gives one absolutely no indication that what is measured is a measure of what is actually sought.