Abstract
Globalisation refers to an increasing but uneven integration of the world economy that reinforces a neoliberal logic (Sparke, 2013) and has been one of the driving forces that have allowed the expansion of higher education and the increasing relevance of quality assurance policy frameworks. The emphasis on quality assurance in higher education came along with globalisation and the aim of having common teaching standards that facilitate students’ mobility within and across countries. This paper outlines the integration and execution of evaluation practices within the context of higher education. The objective of this study is to enable the evaluation of pedagogical activities and learning initiatives integral to higher education programs. The lecturer needs to enhance the evaluation processes to ensure the robust measurement of student learning outcomes and the overall effectiveness of instructional methodologies. Evaluating instructional methods and courses is meaningful only as they contribute to improving or enlightening pedagogical and educational practices. The methods of getting information from students regarding their perception of teaching are outlined through questionnaires (Revised Study Process Questionnaire, R-SPQ-2F of Biggs, Kember, and Leung, 2001) and self-reflection. By following the proposed evaluative practices, lecturers at higher education institutions can systematically implement and refine evaluation practices, thereby contributing to the overall enhancement of the academic experience for students.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Globalisation, Higher education, Evaluation, Questionnaires, Academic performance
