Teaching Quality Indicators Project

1
Teaching Quality Indicators Project

• Judyth Sachs
• Macquarie University

2
Recap on Project

• 8 universities involved
• How do we recognise and reward teaching?
• What do we mean by quality teaching?
• How do we know it is quality?
• How do we measure it?
• What do we do with the information?

3
Focus

• Performance at institutional and individual level
• Differentiate between
• Input and output
• Process and outcome indicators
• 4 themes
• Assessment
• Institutional climate and systems
• Diversity
• Engagement and learning community

4
Learning to date

• Change from within
• Developing a shared language about teaching
• Instituting a dialogue across the institution and
  within faculties about quality teaching
• Focus on policies and practices
• Systematic approach to recognising and rewarding
  teaching not always clear

5
Learning to date

• Quality assurance and enhancement
• Benchmarking
• AUQA
• Learning from other institutions
• Comparing
• improving
• Self reflection to allow critique of framework
• Led to better indicators of teaching quality
• Qualitative indicators

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Quality indicators

• Evidenced based
• Tested in and through practice
• The more the indicator is used the more quality
  is build and reinforced from within the
  institution
• Quality is about making a judgment on the
  evidence provided and then deciding what to do
  with it.
• What does this mean for my institution?
• Is this good practice?

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Indicators

• Difficult to define
• Impact and evidence helpful
• Alignment with institutional policies and
  priorities
• Over reliance on one particular type of indicator
• Recognition that institutions are at different
  phases in the development of performance cultures
• Diversity of practice size, context, priorities

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Indicators

• Individual
• Performance review
• Staff appointments
• Promotion process

• Institutional
• Quality enhancement practices
• Course and program review
• Faculty reviews
• Budget allocation
• Policy review
• Better understanding of institution

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Indicators

• Institutional climate and systems
• Appointment, confirmation and promotion
• consistent and aligned policy framework
• impact and evidence
• qualitative
• Assessment
• Ethical, efficient, effective, aligned with
  curriculum intentions and externally validated
  standards
• process for compliance
• sharing and migration of good practice
• moderation process

10
The projects

• Promotions Macquarie, UWA
• Review of policies, practices and guidelines
• Assessment UQ, RMIT, Griffith
• Policies, evidence base, calibrating grades
• Standards of and for performance
• Engagement and Learning Community UniSA, Deakin
• Employer engagement
• Student engagement
• Diversity UTas
• Transition and academic support
• Valuing and accommodating student (and staff)
  diversity

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Deliverables

• Shared language regarding teaching performance
• An institution and individual approach to
  teaching quality tested through practice
• Set of indicators some tested others contested
• Improved links between reward and recognition of
  teaching
• Benchmarking
• Exemplars of good practice

12

• Questions