This document discusses metrics for measuring teaching excellence and student engagement. It outlines three common metrics proposed for the Teaching Excellence Framework: student satisfaction from the National Student Survey, employment outcomes from the Destination of Leavers from Higher Education survey, and retention/continuation data reported to HESA. The document also discusses the importance of student engagement to learning gain based on US research. It describes the Seven Principles for Good Practice in Undergraduate Education focusing on student-faculty contact, cooperation among students, active learning, prompt feedback, time on task, communicating high expectations, and respecting diverse talents. The Higher Education Academy favors additional metrics like the number of staff with teaching qualifications and questions from the UK Engagement Survey assessing educational practices

1. Student engagement,
teaching excellence &
measurement
Dr Geoff Stoakes, Head of Special Projects,
Higher Education Academy
WhatUni Conference, 14 April 2016

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Teaching Quality
Learning Environment
Student outcomes and
learning gain
Aspects of teaching excellence

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Three common metrics (suitably
benchmarked):
Student satisfaction indicators – National
Student Survey (teaching quality and
learning environment)
Employment/destination – Destination of
Leavers from Higher Education, from
2017 results of Her Majesty’s Revenues
and Customs (tax returns)
Retention/continuation – student
outcomes (annual data returns to HESA)
Teaching Excellence Framework: proposed common metrics

4. Student engagement
Gibbs, G (2016) ‘Teaching’ in Response to the Higher Education
Green Paper HEPI
US research indicates student engagement is the key factor
is promoting student learning gain (e.g. Pascarella &
Terenzini)
Chickering & Gamson (1987) Seven principles for good
practice in undergraduate education
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5. Seven principles for good practice in undergraduate education
(Chickering and Gamson 1987) – with examples
Good practice…
…encourages student-faculty contact (e.g. students as partners in
research; in curriculum development/assessment – peer assessment)
…encourages cooperation among students (peer-assisted learning)
…encourages active learning (placements)
…gives prompt feedback
…emphasises time on task (directed student learning)
…communicates high expectations
…respects diverse talents and ways of learning (inclusive learning)
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6. HEA’s favoured metrics
Number of staff with accredited teaching qualifications (HEA Fellows) – HESA staff
return
UK Engagement Survey (UKES) - adopted and adapted questions from National
Survey of Student Engagement (NSSE) ‘assesses the extent to which students are
participating in educational practices that are strongly associated with high levels of
learning and development’ (Kuh 2001)
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7. UK Engagement Survey. Selection of questions
• Reflective and integrative learning
E.g. “How often have you connected your learning to societal problems or issues?”
• Time spent
E.g. “About how many hours do you spend in a typical 7-day week preparing for taught
sessions?”
• Skills development
E.g. “How much has your experience at this institution contributed to your knowledge, skills,
and personal development in solving complex real-world problems?”
• Engaging with research
E.g. “How much has your coursework emphasised learning about the results of current
research?”
• Creating knowledge
E.g. “How much has your coursework emphasised your active participation in creating
knowledge?”
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