Simon Barrie
Datos Biográficos
| ID | 3942307 |
|---|---|
| NOMBRE | Simon Barrie |
| NOMBRES | Simon |
| APELLIDO | Barrie |
| FIRMA | BARRIE S |
| AFILIACIONES | The University of Sydney |
| VERIFICADO | No |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 18 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2010 |
| ÍNDICE H | 2 |
Influences on the assessment of graduate attributes in higher education
Graduate attributes have received considerable attention in recent years as universities seek to renew and articulate their purposes. Though many claims are made with respect to the implementation of graduate attributes, there is growing acceptance of the proposition that the strongest evidence of their achievement is their explicit embedding in assessment. While university policies espouse the assessment of graduate attributes, studies have sugg…
Developing and Testing a Student-Focussed Teaching Evaluation Survey for University Instructors
This paper describes a process for developing a student-focussed survey to gather teaching- and learning-related feedback from university students and examines the psychometric properties of a short survey for confidential feedback to lecturers in higher education regarding teaching. Analyses were performed at the level of individual respondents and on teacher-average responses. Principal component and exploratory factor analyses at both levels i…
A conceptual framework for the teaching and learning of generic graduate attributes
In recent years universities have attempted to articulate the generic outcomes of the educational experiences they provide, beyond the content knowledge that is taught. These outcomes have come to be known as generic skills or generic graduate attributes in Australia, although they are also referred to by a range of other terms. Akin to some aspects of a mission statement, universities have claimed that these are the core outcomes of higher educa…
Students' perceptions of teaching quality in higher education
The psychometric properties of a version of the Course Experience Questionnaire revised for students currently enrolled at the University of Sydney, the Student Course Experience Questionnaire (SCEQ), were assessed, gathering students’ perceptions on a number of scales, including Good Teaching, Clear Goals and Standards, Appropriate Assessment, Appropriate Workload, and an outcome scale measuring Generic Skills development. Confirmatory factor an…
Understanding What We Mean by the Generic Attributes of Graduates
Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance1
This paper describes an evidence‐based quality assurance system for teaching and learning, which takes as its starting point a well‐researched theoretical perspective on student learning in higher education. We argue this explicit use of a relevant theoretical base promotes coherence between quality assurance and improvement processes. We outline the principal features of our university's quality assurance strategy, systems and processes, and des…
Reliability of Single-Item Ratings of Quality in Higher Education
Single-item ratings of the quality of instructors or subjects are widely used by higher education institutions, yet such ratings are commonly assumed to have inadequate psychometric properties. Recent research has demonstrated that reliability of such ratings can indeed be estimated, using either the correction for attenuation formula or factor analytic methods. This study replicates prior research on the reliability of single-item ratings of qua…
A conceptual framework for the teaching and learning of generic graduate attributes
In recent years universities have attempted to articulate the generic outcomes of the educational experiences they provide, beyond the content knowledge that is taught. These outcomes have come to be known as generic skills or generic graduate attributes in Australia, although they are also referred to by a range of other terms. Akin to some aspects of a mission statement, universities have claimed that these are the core outcomes of higher educa…
Students' perceptions of teaching quality in higher education
The psychometric properties of a version of the Course Experience Questionnaire revised for students currently enrolled at the University of Sydney, the Student Course Experience Questionnaire (SCEQ), were assessed, gathering students’ perceptions on a number of scales, including Good Teaching, Clear Goals and Standards, Appropriate Assessment, Appropriate Workload, and an outcome scale measuring Generic Skills development. Confirmatory factor an…
Reliability of Single-Item Ratings of Quality in Higher Education
Single-item ratings of the quality of instructors or subjects are widely used by higher education institutions, yet such ratings are commonly assumed to have inadequate psychometric properties. Recent research has demonstrated that reliability of such ratings can indeed be estimated, using either the correction for attenuation formula or factor analytic methods. This study replicates prior research on the reliability of single-item ratings of qua…
Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance1
This paper describes an evidence‐based quality assurance system for teaching and learning, which takes as its starting point a well‐researched theoretical perspective on student learning in higher education. We argue this explicit use of a relevant theoretical base promotes coherence between quality assurance and improvement processes. We outline the principal features of our university's quality assurance strategy, systems and processes, and des…
Understanding What We Mean by the Generic Attributes of Graduates
A conceptual framework for the teaching and learning of generic graduate attributes
In recent years universities have attempted to articulate the generic outcomes of the educational experiences they provide, beyond the content knowledge that is taught. These outcomes have come to be known as generic skills or generic graduate attributes in Australia, although they are also referred to by a range of other terms. Akin to some aspects of a mission statement, universities have claimed that these are the core outcomes of higher educa…
Students' perceptions of teaching quality in higher education
The psychometric properties of a version of the Course Experience Questionnaire revised for students currently enrolled at the University of Sydney, the Student Course Experience Questionnaire (SCEQ), were assessed, gathering students’ perceptions on a number of scales, including Good Teaching, Clear Goals and Standards, Appropriate Assessment, Appropriate Workload, and an outcome scale measuring Generic Skills development. Confirmatory factor an…
Developing and Testing a Student-Focussed Teaching Evaluation Survey for University Instructors
This paper describes a process for developing a student-focussed survey to gather teaching- and learning-related feedback from university students and examines the psychometric properties of a short survey for confidential feedback to lecturers in higher education regarding teaching. Analyses were performed at the level of individual respondents and on teacher-average responses. Principal component and exploratory factor analyses at both levels i…
Influences on the assessment of graduate attributes in higher education
Graduate attributes have received considerable attention in recent years as universities seek to renew and articulate their purposes. Though many claims are made with respect to the implementation of graduate attributes, there is growing acceptance of the proposition that the strongest evidence of their achievement is their explicit embedding in assessment. While university policies espouse the assessment of graduate attributes, studies have sugg…
Psychology (7 obras) · Mathematics education (6 obras) · Computer Science (5 obras) · Evaluation of Teaching Practices (5 obras) · Higher education (5 obras) · Pedagogy (4 obras) · Political science (4 obras) · Higher Education and Employability (3 obras) · Sociology (3 obras) · Applied Psychology (2 obras)