Using qualitative data to prove and improve quality in Australian higher education Geoff Scott, Leonid Grebennikov and Mahsood Shah Office of Planning and Quality University of Western Sydney. October 2008. Outline. Introduction
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Using qualitative data to prove and improve quality in Australian higher education Geoff Scott, Leonid Grebennikov and Mahsood Shah Office of Planning and QualityUniversity of Western Sydney
- overall experience at the University level - particular course or program - specific subjects
invite respondents to answer two questions in their own words:
Provision of clear assessment tasks and expectations on how to tackle and present them; clear submission deadlines, guidelines rules and grading criteria. Provision of examples of work, to give an operational picture of different grades and quality of work in each subject.
Typical NI comments
Expectations for assignments need to be clearer
Lack of clear criteria for marking
More explanations than just expecting us to know or guess
Better description of tasks
Promptness with which assignments are returned, use of staged deadlines, quality of the feedback received including the extent to which markers comment on what was done well, explicitly identify key areas for improvement and say how improvements could have been achieved – with specific attention to the grading criteria distributed at the start of the subject.
Typical NI comments
I’m still trying to get back an assignment over 5 months old
When returning essays tutors should give more detailed feedback so students know exactly how to improve work
We only received one assessment back before the subject finished
Scott, G. (2006). Accessing the student voice: Using CEQuery to identify what retains students and promotes engagement in productive learning in Australian higher education.
- Variety of factors shaping student experience
- Extent of multi-campus university operation
‘High-hit’ CEQuery Subdomains with low BA / NI ratios