Developing a framework for assessing teaching effectiveness in higher education

• Tipo: Artigo em Revista Científica Internacional
• Data: 2019

Autores

C. V. Miguel (Autor) Outra; Carlos L. Moreira (Autor) FEUP; Manuel A. Alves (Autor) Outra; João B. L. M. Campos (Autor) FEUP; J. Glassey (Autor) Outra; E. Schaer (Autor) Outra; N. Kockmann (Autor) Outra; A. Porjazoska Kujundziski (Autor) Outra; M. Polakovic (Autor) Outra; Luís Madeira (Autor) FEUP

Revista

Título: Education for Chemical Engineers

Vol. 29

Páginas: 21-28

ISSN: 1749-7728

Editora: Elsevier

Indexação

ISI Web of Knowledge - 6 Citações

Scopus - 12 Citações

Outras Informações

ID Authenticus: P-00Q-RBN

DOI: 10.1016/j.ece.2019.06.001

Abstract (EN): Evaluating the effectiveness of teaching and learning core knowledge outcomes and professional skills is a highly challenging task that has not yet been satisfactorily addressed at higher education level. The iTeach European project consortium developed a framework for assessing the effectiveness of various pedagogical methodologies in chemical engineering education, including those aiming to promote important core competencies related to employability, in a range of geographical and educational contexts. The framework was firstly implemented in a core chemical engineering area (reaction engineering) to check its usability and robustness, and subsequently was also tested on a range of subject areas from various branches of engineering and other disciplines, one of which is analysed in more detail in this contribution. The results of this broader assessment encompassed a much more diverse student body with varying educational experiences and a wider range of different teaching methodologies. The outcomes of this assessment are highlighted and the benefits of such an objective approach for evaluating teaching effectiveness is discussed. Crown Copyright

Idioma: Inglês

Tipo (Avaliação Docente): Pedagógica

Nº de páginas: 8