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dc.contributor.authorBamber, Veronica
dc.contributor.authorAnderson, Sally
dc.date.accessioned2018-06-29T15:44:56Z
dc.date.available2018-06-29T15:44:56Z
dc.date.issued2012-03
dc.identifierER2431
dc.identifier.citationBamber, V. & Anderson, S. (2012) Evaluating learning and teaching: institutional needs and individual practices, International Journal for Academic Development, vol. 17, , pp. May-18,
dc.identifier.issn1360-144X
dc.identifier.urihttp://www.tandfonline.com/doi/abs/10.1080/1360144X.2011.586459
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/2431
dc.description.abstractRather than a rational, technical activity, evaluation reflects the socio-political dynamics of the evaluative context. This presents a challenge for universities and the individuals within them, who may assume that plans or policies for evaluation will result in straightforward outcomes. This small-scale study in one institution looks at the tensions between institutional evaluative needs and individual evaluative practices. The results indicate that for staff in the institution, evaluative activity is largely autonomous and self-driven, rather than following institutional policy. A discretionary framework for the evaluation of learning and teaching was developed which may be a useful tool for educational developers in their analysis of evaluative practice.
dc.format.extentMay-18
dc.publisherTaylor & Francis
dc.relation.ispartofInternational Journal for Academic Development
dc.subjectEvaluation
dc.subjectQuality Enhancement
dc.subjectQuality Assurance
dc.subjectPolicy
dc.subjectEvaluative Practices
dc.titleEvaluating learning and teaching: institutional needs and individual practices
dc.typearticle
dcterms.accessRightsrestricted
dc.description.facultyCAP
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dc.description.volume17
dc.identifier.doihttp://10.1080/1360144X.2011.586459
dc.description.ispublishedpub
dc.description.eprintid2431
rioxxterms.typearticle
qmu.authorAnderson, Sally
qmu.authorBamber, Veronica
dc.description.statuspub
dc.description.number1


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