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Article: Faculty-student engagement in teaching observation and assessment: a Hong Kong initiative

TitleFaculty-student engagement in teaching observation and assessment: a Hong Kong initiative
Authors
Keywordsteaching enhancement
student consultant
student voice
teaching assessment
peer observation
Issue Date2016
Citation
Assessment and Evaluation in Higher Education, 2016, v. 41, n. 8, p. 1193-1205 How to Cite?
Abstract© 2015 Taylor & Francis. There is now a worldwide focus on the quality of university teaching and yet there is general dissatisfaction in universities with the student evaluation of teaching system. Peer observation of teaching seems to hold much promise in the assessment of teaching quality, but such observation pays little attention to the quality of teaching as perceived by students. One approach to overcome this deficiency is for faculty and students to also partner in the assessment of a faculty member’s teaching, with a student trained in observation and feedback techniques acting as a peer in the observation process. This paper describes and evaluates an ongoing student consultant initiative at Lingnan University in Hong Kong. It presents faculty and student observations in terms of the benefits to faculty regarding potential enhancement of university teaching, and the benefits to students especially in terms of close collaboration with faculty and training in consultation techniques. The paper notes that the student consultant initiative has been more popular with students than faculty, and recommends further investigation of the potential of such programmes in Hong Kong higher education.
Persistent Identifierhttp://hdl.handle.net/10722/246814
ISSN
2023 Impact Factor: 4.1
2023 SCImago Journal Rankings: 2.738
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorPounder, James S.-
dc.contributor.authorHo Hung-lam, Elizabeth-
dc.contributor.authorGroves, Julie May-
dc.date.accessioned2017-09-26T04:28:04Z-
dc.date.available2017-09-26T04:28:04Z-
dc.date.issued2016-
dc.identifier.citationAssessment and Evaluation in Higher Education, 2016, v. 41, n. 8, p. 1193-1205-
dc.identifier.issn0260-2938-
dc.identifier.urihttp://hdl.handle.net/10722/246814-
dc.description.abstract© 2015 Taylor & Francis. There is now a worldwide focus on the quality of university teaching and yet there is general dissatisfaction in universities with the student evaluation of teaching system. Peer observation of teaching seems to hold much promise in the assessment of teaching quality, but such observation pays little attention to the quality of teaching as perceived by students. One approach to overcome this deficiency is for faculty and students to also partner in the assessment of a faculty member’s teaching, with a student trained in observation and feedback techniques acting as a peer in the observation process. This paper describes and evaluates an ongoing student consultant initiative at Lingnan University in Hong Kong. It presents faculty and student observations in terms of the benefits to faculty regarding potential enhancement of university teaching, and the benefits to students especially in terms of close collaboration with faculty and training in consultation techniques. The paper notes that the student consultant initiative has been more popular with students than faculty, and recommends further investigation of the potential of such programmes in Hong Kong higher education.-
dc.languageeng-
dc.relation.ispartofAssessment and Evaluation in Higher Education-
dc.subjectteaching enhancement-
dc.subjectstudent consultant-
dc.subjectstudent voice-
dc.subjectteaching assessment-
dc.subjectpeer observation-
dc.titleFaculty-student engagement in teaching observation and assessment: a Hong Kong initiative-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/02602938.2015.1071779-
dc.identifier.scopuseid_2-s2.0-84938629326-
dc.identifier.volume41-
dc.identifier.issue8-
dc.identifier.spage1193-
dc.identifier.epage1205-
dc.identifier.eissn1469-297X-
dc.identifier.isiWOS:000386074200005-
dc.identifier.issnl0260-2938-

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