Teaching Quality Indicators Project Judyth Sachs Macquarie University

Recap on Project 8 universities involved How do we recognise and reward teaching? What do we mean by quality teaching? How do we know it is quality? How do we measure it? What do we do with the information?

Focus Performance at institutional and individual level Differentiate between Input and output Process and outcome indicators 4 themes Assessment Institutional climate and systems Diversity Engagement and learning community

Learning to date Change from within Developing a shared language about teaching Instituting a dialogue across the institution and within faculties about quality teaching Focus on policies and practices Systematic approach to recognising and rewarding teaching not always clear

Learning to date Quality assurance and enhancement Benchmarking AUQA Learning from other institutions Comparing improving Self reflection to allow critique of framework Led to better indicators of teaching quality Qualitative indicators

Quality indicators Evidenced based Tested in and through practice The more the indicator is used the more quality is build and reinforced from within the institution Quality is about making a judgment on the evidence provided and then deciding what to do with it. What does this mean for my institution? Is this good practice?

Indicators Difficult to define Impact and evidence helpful Alignment with institutional policies and priorities Over reliance on one particular type of indicator Recognition that institutions are at different phases in the development of performance cultures Diversity of practice – size, context, priorities

Indicators Individual Institutional Quality enhancement practices Performance review Staff appointments Promotion process Institutional Quality enhancement practices Course and program review Faculty reviews Budget allocation Policy review Better understanding of institution

Indicators Institutional climate and systems Assessment Appointment, confirmation and promotion consistent and aligned policy framework impact and evidence qualitative Assessment Ethical, efficient, effective, aligned with curriculum intentions and externally validated standards process for compliance sharing and migration of good practice moderation process

The projects Promotions – Macquarie, UWA Review of policies, practices and guidelines Assessment – UQ, RMIT, Griffith Policies, evidence base, calibrating grades Standards of and for performance Engagement and Learning Community – UniSA, Deakin Employer engagement Student engagement Diversity – UTas Transition and academic support Valuing and accommodating student (and staff) diversity

Deliverables Shared language regarding teaching performance An institution and individual approach to teaching quality tested through practice Set of indicators – some tested others contested Improved links between reward and recognition of teaching Benchmarking Exemplars of good practice

Questions