Reframing Evaluation of Learning and Teaching: An Approach to Change

Abstract

This article is the second in a series1 of three that describes the journey on which the Queensland University of Technology (QUT) embarked to redevelop our evaluation practices in the interest of improving the quality of learning and teaching. The article provides insights into: how the previous evaluation system operated and why it needed to change; the emergence and early development of the new project; and formulation of a conceptual framework identifying key dimensions of evaluation. It then compares the draft framework with other conceptualisations and models of evaluation identified in the literature to determine its validity and suitability for supporting QUT's plans for the future. Given that the project followed Seldin's evidence-based, practice-led process, the findings are presented in the belief that QUT's experience is broadly applicable to other institutions that may be contemplating change in relation to the evaluation of learning and teaching.