Teaching is a process of continuous growth. There is no learning without evaluation and vice versa.
Teacher assessment is particularly relevant because it allows for performance awareness, monitoring of progress and strategies for continuous improvement.
The aim of this PR is the evaluation of methodologies for students’ engagement from the perspective of teachers includes the measure of activities and conditions likely to generate learning, including the practices that institutions use to induce students to take part in these activities.
There is a consensus among researchers on the usefulness in this field of the survey instrument for the Staff Student Engagement Survey (SSES), with a robust factor structure, excellent reliability and reasonable validity.
It is based directly on the USA National Survey of Student Engagement (NSSE), the UK Engagement Survey and the USA Faculty Survey of Student Engagement (FSSE), a survey that has been run by Indiana University's Centre for Postsecondary Research since 2004.
It has been extensively validated for use in Australasian higher education through a series of focus groups, consultations, cognitive interviews, pilot testing, expert reviews & psychometric analyses.
These validation processes builds upon the extensive validation conducted in the USA. The survey measures teachers' perceptions of how often their students engage in different activities, the importance they place on various aspects of learning, the nature and frequency of their interaction with students and how they organize their time, both in and out of the classroom. It focuses on teachers’ conversations about students’ engagement, providing information that teachers and institutions can use to monitor and enhance the quality of education they provide to their students.
The main target of this PR include higher education teachers, future teachers and students. In particular, data collection from participants in PR2: 30 educators, 200 learners among European higher education institutes from five different countries.
The expected impact includes:
• The results of such instrument can be directly compared by teachers from different universities, and items include a range of key educational aspects which can be transferred and applied by teachers from a wide range of disciplines.
• In addition, these results serve to become aware of the progress made with the other results of HACK-IT project and to put into context the transition to teaching in the digital age, which has been accelerated by the current pandemic situation, and to identify the strengths and weaknesses of the skills currently required.
• Furthermore, the results will enable valuable feedback for the teachers, allowing their effective participation in the learning process.
Institutions can also design and improve their programmes to build student engagement.
The main findings will disseminate as series of enhancement guides and illustrative briefings, available as open access at the University server - for participants.
Furthermore, will be available as PDFs on EPALE and Erasmus+ projects results platform.
Project website will be maintained after project's ending.
All products will remain available at Universities online libraries after project's ending.