A Mark Langan
Biographic Data
| ID | 8902447 |
|---|---|
| NAME | A Mark Langan |
| GIVEN NAMES | A Mark |
| FAMILY NAME | Langan |
| SIGNATURE | LANGAN A M |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0002-0482-1987 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Metrics of student dissatisfaction and disagreement
This study explores dissatisfaction and neutrality metrics from 12 years of a national-level undergraduate student survey. The notion of dissatisfaction is much less prevalent in the narratives surrounding student survey outcomes, and the underpinning metrics are seldom considered. This is despite an increasingly vociferous debate about ‘value for money’ of higher education and the positioning of students as consumers in a marketised sector. We u…
A case for using both direct and indirect benchmarking to compare university performance metrics
Benchmarking is used in higher education as a means to improve and compare performance. Comparative metric benchmarks may take two forms, based on direct standardization (DS) or indirect standardization (IS). DS can be used to measure variation in performance between institutions, controlling for intrinsic differences at each institution (e.g. controlling for differences in student typologies). IS can be used to measure variation in performance b…
Benchmarking factor selection and sensitivity
There is an increasing requirement in higher education (HE) worldwide to deliver excellence. Benchmarking is widely used for this purpose, but methodological approaches to the creation of benchmark metrics vary greatly. Approaches require selection of factors for inclusion and subsequent calculation of benchmarks for comparison. We describe an approach using machine learning to select input factors based on their value to predict completion rates…
Relationships between student characteristics and self‐, peer and tutor evaluations of oral presentations
There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self- and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were ass…
Peer assessment of oral presentations
Peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education (HE). Potential influences on peer‐awarded marks include student qualities such as gender, HE background (e.g. university affiliation) and participation in the development of the assessment criteria. Many studies that have investigated peer assessment have placed great emphasis on marks from a single tutor, or very few tutors, f…
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Peer assessment of oral presentations
Peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education (HE). Potential influences on peer‐awarded marks include student qualities such as gender, HE background (e.g. university affiliation) and participation in the development of the assessment criteria. Many studies that have investigated peer assessment have placed great emphasis on marks from a single tutor, or very few tutors, f…
Relationships between student characteristics and self‐, peer and tutor evaluations of oral presentations
There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self- and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were ass…
Benchmarking factor selection and sensitivity
There is an increasing requirement in higher education (HE) worldwide to deliver excellence. Benchmarking is widely used for this purpose, but methodological approaches to the creation of benchmark metrics vary greatly. Approaches require selection of factors for inclusion and subsequent calculation of benchmarks for comparison. We describe an approach using machine learning to select input factors based on their value to predict completion rates…
A case for using both direct and indirect benchmarking to compare university performance metrics
Benchmarking is used in higher education as a means to improve and compare performance. Comparative metric benchmarks may take two forms, based on direct standardization (DS) or indirect standardization (IS). DS can be used to measure variation in performance between institutions, controlling for intrinsic differences at each institution (e.g. controlling for differences in student typologies). IS can be used to measure variation in performance b…
Metrics of student dissatisfaction and disagreement
This study explores dissatisfaction and neutrality metrics from 12 years of a national-level undergraduate student survey. The notion of dissatisfaction is much less prevalent in the narratives surrounding student survey outcomes, and the underpinning metrics are seldom considered. This is despite an increasingly vociferous debate about ‘value for money’ of higher education and the positioning of students as consumers in a marketised sector. We u…
Evaluation of Teaching Practices (4 works) · Higher education (4 works) · Psychology (4 works) · Business (3 works) · Marketing (3 works) · Political science (3 works) · Benchmarking (2 works) · Computer Science (2 works) · Economics (2 works) · Evaluation and Performance Assessment (2 works)