Evidence does not support the rationale of the TEF
Evidence does not support the rationale of the TEF
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证据不支持 TEF 的基本原理
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
G. Gibbs
中科院分区：
文献类型：
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作者：
G. Gibbs
卓越教学框架（TEF）自首次宣布以来不断发展，HEFCE对各院校实施TEF的指导表明，在证据、常识和公平方面做出了许多重大让步。各院校完全可以像以往一样，因应外部质素保证要求的性质，推行有用的教学改善机制。然而，TEF的基本原理依然存在——而且存在严重缺陷。这是本文重点研究的理论基础。本文认为，它对教育质量、就业能力和经济价值评级的证据解释是不合理的，没有证据支持。这些证据被用来证明TEF是合理的。基于指标对院校排名（以及收费水平）做出准确判断，可能会因为院校之间分数的微小差异而受阻。它提出的一些指标是无效的。鉴于过去对高等教育教学质量做出此类判断的尝试记录不佳，它相信一小群专家有能力做出合理的质量判断，这是没有充分根据的。高等教育市场非常复杂，也许只有少数院校能够以TEF计划的方式受益。TEF似乎不太可能被大多数人认为是有益的。
The Teaching Excellence Framework (TEF) has evolved since it was first announced, and HEFCE guidance to institutions on its implementation reveals a number of significant concessions to evidence, common sense and fairness. Institutions may well implement useful teaching improvement mechanisms in response, as they have always done regardless of the nature of external quality assurance demands. However the rationale of the TEF remains – and it is deeply flawed. It is the rationale that this paper focuses on. It is argued here that its interpretation of evidence about educational quality, employability and value for money ratings, used to justify a TEF, are irrational and are not supported by evidence. Making fine judgments about institutional rankings (and hence fee levels) on the basis of metrics is likely to be thwarted by the very small differences in scores between institutions. Some of its proposed metrics are invalid. Its belief in the ability of a small panel of experts to make sound quality judgments is not well founded given the poor record of past attempts to make such judgments about teaching quality in higher education. The higher education market is very complex and perhaps only a minority of institutions will be able to benefit in the way the TEF intends. The TEF seems unlikely to be perceived, by most, as rewarding.