Kinash, Shelley and Herbert, James and Lawson, Romy (2014) Why so evasive about evaluation in higher education? In: Evaluation as a tool for research, learning and making things better. Cambridge Scholars Publishing, United Kingdom, pp. 267-285. ISBN 9781443856379
Abstract
Evaluation plays a central role in higher education. Within universities data is collected, analysed and reported, audits are conducted and decisions about accreditation are made. However, there are few conferences, books, journals and departments dedicated to the specific topic of higher education evaluation. The scholar looking to inquire into content in this area must search around the periphery for papers on themes including: (1) quality; (2) graduate attributes; (3) assurance of learning; and (4) student feedback. This chapter defines each of the four themes in the context of higher education evaluation, elaborating at greatest length on assurance of learning, due to recent Australian research in this area. The chapter concludes with an overall synthesis of the state of higher education evaluation and a position as to why the term evaluation is not used to depict the enterprise.
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| Item Type: | Book Chapter (Commonwealth Reporting Category B) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Permanent restricted access to published version, in accordance with the copyright policy of the publisher. |
| Faculty/School / Institute/Centre: | No Faculty |
| Faculty/School / Institute/Centre: | No Faculty |
| Date Deposited: | 11 Oct 2017 02:21 |
| Last Modified: | 12 Oct 2021 05:59 |
| Uncontrolled Keywords: | higher education evaluation |
| Fields of Research (2008): | 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators |
| Fields of Research (2020): | 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators |
| URI: | http://eprints.usq.edu.au/id/eprint/32986 |
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