Evaluation of teaching and courses: reframing traditional understandings and practices

This anthology outlines case studies which have emerged from an approach to evaluation which enables individual academics to practice a degree of autonomy in how they determine their own evaluation agendas, methods and approaches. This has enabled individual cases of both rigour and creativity when it comes to the collection of data and generation of feed- back on their teaching and/or courses, particularly in relation to transforming curricula responsively; enabling student voice and increasing student ownership; and creating spaces for practices to be challenged. The purpose of the case studies is pedagogic and to illustrate a range of practices and principles. For the sake of clarity some of the details have been omitted or slightly changed