Evaluating and enhancing quality in higher education teaching practice: a meta- review

High-quality teaching is central to the higher education sector. Its pursuit has become heightened with increasing competition across institutions and opportunities to study globally through various modes. This systematic meta-review provides a synthesis of evidence relating to the methods used to a...

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Published inStudies in higher education (Dorchester-on-Thames) Vol. 47; no. 1; pp. 80 - 96
Main Authors Harrison, Reema, Meyer, Lois, Rawstorne, Patrick, Razee, Husna, Chitkara, Upma, Mears, Steven, Balasooriya, Chinthaka
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.01.2022
Taylor & Francis Ltd
Subjects
College Faculty
College Instruction
Educational Practices
Educational Quality
Formative Evaluation
Higher Education
Peer assessment
Peer Evaluation
Peer review
Portfolio Assessment
Portfolios
Self evaluation
Self Evaluation (Individuals)
student evaluation
Student Evaluation of Teacher Performance
Subject headings
Summative Evaluation
Synonyms
Teacher Effectiveness
Teacher Evaluation
Teaching methods
teaching practice
Teaching quality
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Summary:High-quality teaching is central to the higher education sector. Its pursuit has become heightened with increasing competition across institutions and opportunities to study globally through various modes. This systematic meta-review provides a synthesis of evidence relating to the methods used to assess and enhance the quality of teaching practice within higher education. Key words, synonyms and subject headings were used to search six electronic databases between January 2009 and August 2019. Titles and abstracts of publications were screened and full text articles assessed against the eligibility criteria. Findings were extracted and integrated in a narrative synthesis. Thirteen review articles, revealed that the use of teaching quality: student feedback data, self-assessment tools, peer review of teaching (formative and summative) and the use of teaching portfolios. We report evidence related to the effectiveness of each of these approaches and that a multi-modal approach may be most effective but requires consideration of resourcing.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2020.1730315