A comparison of three major instruments used for the assessment of university student experience: Toward a comprehensive and distributed approach. (10th November 2021)

• Record Type: Journal Article
• Authors: Zeng, Lily Min; Fryer, Luke K.; Zhao, Yue
• Is Part Of: Higher education quarterly. Volume 77:Number 1(2023)
• Page Start: 27
• Page End: 44
• Publication Date: 2021-11-10
• Subjects: course experience -- quality assurance -- quality enhancement -- student engagement; Education, Higher -- Great Britain -- Periodicals; Higher education and state -- Great Britain -- Periodicals; 378
• DOI: 10.1111/hequ.12363
• Languages: English
• ISSNs: 0951-5224

Abstract

Abstract: Higher education's rapid expansion is paired with growing social expectations of its benefits and concern on its teaching quality. In response to these, institutional/national surveys based on an array of theories are widely used in universities for quality assurance, enhancement, and benchmarking. This paper reviews three major types of instruments used for such purposes, including two distinct schools of theory that have guided the development of such assessment in the United States, Australia and the United Kingdom and then spread to the other parts of the world. The theories shaping the development of the two instruments, the dimensions assessed, and the challenges and criticisms involved when using such instruments for quality assurance are each discussed. This review concludes with a call for comparisons of different lines of research in this area, discussions on student learning experience that include more diverse characterizations of student experience across different educational contexts, development of tools to enable distributed leadership among teachers, and encouragement of students as partners for quality enhancement in higher education. Abstract : 高等教育的快速扩张伴随着社会对其价值及教学质量期望的日益增长。针对这些期望, 基于一系列不同理论的学校或国家层面问卷调查在大学中被广泛用于质量保证、促进以及基准测试。本文回顾了用于此类目的的三种主要测试工具。 其中包括两种基于截然不同理论学派的测量工具。它们在美国、澳大利亚、英国等国指导了此种类型评估的发展, 然后传播到世界其他地区。文章分别讨论了影响这两种工具发展的理论、评估的维度以及使用此类工具进行质量保证时所涉及的挑战和面对的批评。本综述最后总结并呼吁比较该领域的不同流派方向的研究, 讨论在不同教育背景下更多样化的学生体验, 开发测量工具以便教师能在教学质量促进中发挥分布式领导作用, 并鼓励以学生成为提高高等教育质量的合作伙伴。