Evaluation des enseignements et pilotage de l’Université
Abstract
This article outlines the main issues regarding evaluation of teaching effectiveness in higher education institutions. It starts by examining the terminology in use regarding evaluation and by making a distinction between the processes at work and the various categories of action. It then discusses the main trends and the standard framework for formative evaluation illustrating this with the policy and procedures of the University of Geneva. It addresses the issue of quality itself and presents a systemic model for analysing quality of teaching and learning. Finally, it reviews the role and place of evaluation in institutional management and various measures that are taken in order to support evaluation policy and faculty development.
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