Evaluating university teaching: Towards a unified perspective

Abstract

Currently, university teaching quality assessment generally uses student's responses to multiple choice questionnaires, which must be developed based on a strong theoretical approach. However, this approachis uncommon in questionnaire development. Thus, contribute to develop a theoretical model to support questionnaire development, current study describes and compares three sources of demands towards university teaching: students demands, the competency-based teaching model demands, and empirical research tradition in the field of quantitative assessment. By the mean of the analysis of these sources, we operationalized the concept of "competent teacher" which may serve as a tool for the development of better assessment tools of university teaching quality.