Title

Faculty-student engagement in teaching observation and assessment : a Hong Kong initiative

Document Type

Journal article

Source Publication

Assessment and Evaluation in Higher Education

Publication Date

8-5-2015

Volume

Advance publication

First Page

1

Last Page

13

Keywords

student consultant, peer observation, student voice, teaching assessment, teaching enhancement

Abstract

There is now a worldwide focus on the quality of university teaching and yet there is general dissatisfaction in universities with the student evaluation of teaching system. Peer observation of teaching seems to hold much promise in the assessment of teaching quality, but such observation pays little attention to the quality of teaching as perceived by students. One approach to overcome this deficiency is for faculty and students to also partner in the assessment of a faculty member’s teaching, with a student trained in observation and feedback techniques acting as a peer in the observation process. This paper describes and evaluates an ongoing student consultant initiative at Lingnan University in Hong Kong. It presents faculty and student observations in terms of the benefits to faculty regarding potential enhancement of university teaching, and the benefits to students especially in terms of close collaboration with faculty and training in consultation techniques. The paper notes that the student consultant initiative has been more popular with students than faculty, and recommends further investigation of the potential of such programmes in Hong Kong higher education.

DOI

10.1080/02602938.2015.1071779

Print ISSN

02602938

E-ISSN

1469297X

Publisher Statement

Copyright © 2015 Taylor & Francis

Access to external full text or publisher's version may require subscription.

Full-text Version

Publisher’s Version

Recommended Citation

Pounder, J. S., Ho, E. H.-l., & Groves, J. M. (2016). Faculty-student engagement in teaching observation and assessment: A Hong Kong initiative. Assessment & Evaluation in Higher Education, Advance publication, 1-13. doi: 10.1080/02602938.2015.1071779