加拿大和澳大利亚大学教材的同行评审:内容分析
Roghayeh Gandomkar1, Azadeh Rooholamini1,2
1Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
Journal of education and health promotion
|March 11, 2024
概括
教学材料的同行评审 (PRTM) 是一个严格的教师评估方法. 对加拿大和澳大利亚大学的分析显示,PRTM往往是总结性的,有明确的标准,但在审查员识别和后勤方面缺乏透明度.
科学领域:
- 高等教育 高等教育
- 学术评价学术评价
- 教师发展学院发展学院
背景情况:
- 教学材料的同行评审 (PRTM) 提供了一个严格的替代方案来评估学生的教学表现.
- PRTM捕捉了教学的复杂性和多维性,解决了学生反的心理测量局限性.
- 本研究调查了加拿大和澳大利亚大学教师评估系统中的当前PRTM实践.
研究的目的:
- 分析和描述加拿大和澳大利亚大学对教材同行评审 (PRTM) 的实施情况.
- 在教师评估中确定与PRTM相关的共同设计元素和实践.
- 为设计和实施有效的PRTM系统提供框架.
主要方法:
- 来自46所加拿大和澳大利亚大学的网站的定性内容分析.
- 提取的PRTM数据的整合性内容分析 (诱导和演).
- 数据编码并根据PRTM设计元素的预先确定的框架组织成类别.
主要成果:
- 关于PRTM的信息可以在21所大学的网站上找到.
- PRTM主要用于总结性评估 (11所大学).
- 大多数大学定义了审查标准 (教学哲学,活动,有效性,领导力,奖学金,专业发展),但审查员识别,准备和后勤方面的细节经常缺失.
结论:
- 确定了PRTM的主要设计元素,类别和子类别,提供了一个实际的框架.
- 这个框架可以指导在学术环境中开发和实施全面的PRTM系统.
- 提高审查员和后勤方面的透明度对于稳健的PRTM实施至关重要.
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