‘Quality Assessment’ and ‘Student Outcomes’: An Open Letter

The Disorder Of Things

This is a follow-up to my earlier post on HEFCE’s Quality Assessment consultation. This post elaborates the reasons why using student outcomes data to assess educational quality is unacceptable, in the form of an open letter that all academic colleagues are invited to sign. To do so, just add your name, title and institutional affiliation in the comments.

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To: HEFCE and Universities UK

We are university educators who are deeply disturbed by the proposed use of ‘student outcomes’ metrics as proxy measures of teaching quality in HEFCE’s proposed new ‘quality assessment’ regime and the mooted ‘Teaching Excellence Framework’. We call upon HEFCE to reject, and upon UUK to campaign vociferously against, this use.

The use of ‘student outcomes’ to measure teaching quality is completely inappropriate for the following reasons.

  1. Student attainment is never a direct or reliable measure of teaching quality because it is influenced by…

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