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S ’ R E V I E W  \nQuality teaching: means for its enhancement?  \nJohn Buchanan  \nUniversity of Technology, Sydney  \nThe pursuit of enhancing quality in tertiary education and educators is noble. Increasingly, however, universities are resorting to stark, reductionist representations of educational quality, such as decontextualised mean figures generated by student surveys, to measure and report on this. This paper questions the validity and reliability of such mean scores. Universities are using these results for high-stakesends, and disclose them to ever-broader audiences. This paper focuses on the broader publication of these mean scores pertaining to individual staff members. The paper investigates forces that drive such an approach and the attractions thereof, and enumerates its outcomes and effects, while investigating potential theory-method mismatches. The paper evaluates this evaluation method against four criteria: (measurement of) quality teaching; ethical practice; managerial relations; and research methodology and methods. The paper also proposes some alternative approaches to interrogate and enhance teacher quality.  \nIntroduction  \nThe North Wind and the Sun were in dispute as to who was the more powerful. They decided to have a contest to see who could remove the coat from a man they saw walking beneath them. The wind blew harder and stronger, but all this did was to make the man clutch his coat all the more tightly around him. The sun then shone with all its strength and warmth. The man removed his coat.  \nAdaptation of a tale attributed to Aesop (Morpurgo & Clark, 1988, pp. 40, 41) .  \nEhancing the quality of education and of educatorsin tertiary contexts is a noble pursuit. Increasingly, however, universities are turning to stark, reductionist (mis?)representations of educational quality, such as those generated by student surveys, to measure and report on this. In particular, there is an increasing preoccupation with the use of decontextualised mean Likert-scale scores to adjudge the quality and performance of teaching and teachers. As the title of this paper suggests, the validity and reliability of such mean scores is under question here. In particular, uni-  \n66 Quality teaching: means for its enhancement?, John Buchanan  \nversities are tending to use these results for high-stakesends, and to disclose them to ever-broader audiences. It is the broader publication of these mean scores that is a particular concern of this paper.  \nThe paper sets out to interrogate the forces that drive such an approach and the attractions thereof, and to enumerate its outcomes and effects, while investigating some theory-method matches and mismatches. The paper measures this evaluation method against four criteria:  \n• (Measurement of) quality teaching  \n• Ethical practice  \n• Managerial relations  \n• Research methodology and methods.  \nThe above four criteria interrelate and overlap considerably; a number of observations are at home in more than one of them.  \nUniversities’ growing preoccupation with student feedback as a, if not the, means of determining (in both senses of the word) quality in higher education, fails many of Trowler’s (2009, p. 2) characteristics of theory: it fails to identify relationships, to develop and interrogate ‘systematically and logically related propo  \nvol. 53, no. 1, 2011  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nsitions’, and to illuminate or even acknowledge causes or contexts. Moreover, it presumes a consistency in students’ capacity and willingness to assign quality to their learning experiences. In short, such processes appear to reduce research into educational quality to Trowler’s (2009, p. 3) ‘‘market research’approach’.  \nAt a surface level, a practice of evaluating education then making public the results, propounds a very plausible logic:  \n• Students, the ‘consumers’ of education, are the best, if not the only arbiters o","cbCais6M1CpWHAMD","https://ap.wps.com/l/cbCais6M1CpWHAMD","pdf",138880,"English","# Introduction\n## Evaluation criteria and framework\n## Critique of student-feedback mean scores\n## Ethical and managerial concerns\n## Audience, purpose, and data use","[{\"question\":\"How does the paper describe universities’ use of student survey mean scores?\",\"answer\":\"It argues universities use decontextualised mean Likert-scale scores derived from student surveys to measure and report teaching quality, and then disclose results to increasingly broad audiences.\"},{\"question\":\"What four criteria does the paper use to evaluate this teaching-evaluation approach?\",\"answer\":\"It evaluates the method against (measurement of) quality teaching, ethical practice, managerial relations, and research methodology and methods.\"},{\"question\":\"Why does the paper consider the publication of these mean scores especially problematic?\",\"answer\":\"It highlights validity and reliability concerns and notes that using results for high-stakes ends and broader disclosure creates tensions, including ethical risks and mismatches in theory-method alignment.\"}]","Quality teaching - means for its enhancement? | PDF",1792081215,18]