Criterion 6

Good practice guides and other resources


Criterion 6 | Evaluation of practice and continuing professional development

Alkema, A. (2011). A tertiary practitioner’s guide to collecting evidence of learner benefit. Wellington, New Zealand: Ako Aoterearoa National Centre for Tertiary Teaching Excellence.
A Guide to collecting data to support professional reflective practice. The guide provides examples of the types of data that can be used as evidence of student learning. The strengths and weaknesses of different data sources are explored and tips for selecting data that is fit for purpose, collection methods and how to critique and think about data.

Brennan, J., & Williams, R. (2004). Collecting and using student feedback; a good practice guide. York, United Kingdom: Learning and Teaching Support Network.
This guide draws upon experiences of the sector to highlight good practice and the problems associated with collection and use of student feedback. Topics covered include; the purpose of collecting and using student feedback, choice of collection mechanisms, acting on feedback and the dissemination of actions back to students. The implications, advantages and disadvantages of different collection mechanisms are discussed, with emphasis on the most commonly used mechanisms; student questionnaires and student representation. Practical summaries at the end of each section complement the in depth discussion and case studies are used to illustrate the points made.

University of Wollongong. CLASS project; coordinators leading advancement of sessional staff.
Coordinators Leading Advancement of Sessional Staff (CLASS) is a project aimed at supporting and enhancing subject coordinators’ in the leadership and management of sessional teaching teams by developing quality processes, practices and resources. Case studies of initiatives that have been used to support and manage sessional staff are provided, for example; protocols for peer observation by course coordinators, teaching workshops and/or regular meetings, provision of tutor manuals or other training materials, and marker training and moderation. For each exemplar the background, initiative, tips for implementation, evaluation and reflection on practice is described. The website also provides links to other resources on the leadership and management of sessional staff.

Bain, J., Ballantyne, R., Mills, C. and Lester, N. (2002) Reflecting on practice: Student teachers’ perspectives [Book]. Flaxton, Queensland: Post Pressed.
This book provides a framework for reflecting on teaching practice. The 5R’s framework outlines 5 steps to reflection on practice; reporting, responding, relating, reasoning and reconstructing. Although the book itself is not focussed on teaching in a higher education context, the framework is just as applicable to university teaching.


Criterion 6: Exemplars