8 March 2019
Christopher Wiley
Educational Research, Publication, Research, Teaching
academic practice, Chris Wiley, Christopher Wiley, City, City University London, education, feedback, Higher Education, learning, London, MA in Academic Practice, module evaluation, research, student evaluation of teaching, student surveys, Surrey, teaching, teaching enhancement, teaching excellence, University, University of Surrey, Wiley
Dr Christopher Wiley has published an article on standardized student evaluation of teaching in the peer-reviewed journal Studies in Educational Evaluation (ISSN: 0191-491X).
Dr Wiley’s article, ‘Standardised module evaluation surveys in UK higher education: Establishing students’ perspectives’, explores the views of student representatives at a single university.
Originally developed in partial fulfilment of the degree of MA in Academic Practice, this research indicates that standardizing module evaluation limits its applicability to local contexts, and that caution should be exercised over interpreting its results in isolation.
Bibliographic citation
Wiley, Christopher. ‘Standardised module evaluation surveys in UK higher education: Establishing students’ perspectives’, Studies in Educational Evaluation, Vol. 61 (June 2019), pp. 55–65. doi: 10.1016/j.stueduc.2019.02.004
Full text
The full text is available for free download under licence from Surrey Research Insight Open Access.
The article may be previewed here: https://authors.elsevier.com/a/1YhNB_,RtPex1z
28 September 2016
Christopher Wiley
Educational Research, Presentation, Teaching
Chris Wiley, Christopher Wiley, educational research, electronic voting systems, feedback, Higher Education, learning, presentation, student response systems, Surrey, teaching, teaching innovation, Turning Technologies, University, University of Surrey, web conference, webinar, Wiley
Dr Christopher Wiley gave a webinar on student response systems and innovative teaching practices on Wednesday 28 September 2016, 2-3pm EDT, as part of the ‘Explore Innovation with Turning Technologies’ Fall Webinar Series.
Entitled ‘Using Student Response Systems: Creative Applications, Advanced Features, and Tips for Getting Started’, Dr Wiley’s one-hour webinar was broadcast in North America as part of Turning Technologies’s ongoing programme of educational events.
Dr Wiley has been a Distinguished Educator with Turning Technologies since 2012. During his time in this role, he has addressed many audiences both nationally and internationally, and, last year, published a report on using response technology in higher education teaching.
The flyer for the webinar may be viewed here: https://www.turningtechnologies.com/pdf/content/ExploreInnovationWebinarWiley.pdf
15 September 2014
Christopher Wiley
Academic Management, Conference, Educational Research, Presentation, Teaching
arts education, assessment, Chris Wiley, Christopher Wiley, conference, education, educational research, feedback, Higher Education, inspirational teaching, learning, School of Arts, student roundtable, Surrey, symposium, teaching, University, University of Surrey, Wiley
Dr Christopher Wiley convened a second one-day Learning and Teaching Symposium for academic staff across the School of Arts at the University of Surrey on 15 September 2014, as a follow-up to a related event that had taken place in January.
Themed around ‘Inspirational Teaching: Sharing Practice’, the event included two sessions by invited speakers and two discussion workshops facilitated by Dr Wiley (one on sharing good practices in teaching, the other continuing previous conversations on assessment and feedback), as well as a roundtable comprising three current students who presented their views on inspirational teaching.
The Symposium was attended by over 30 full-time and Associate staff ranging from long-standing lecturers to those who had only started work at the University that day, and representing a wide variety of different arts disciplines.
3 September 2014
Christopher Wiley
Conference, Educational Research, Presentation, Teaching
Chris Wiley, Christopher Wiley, conference, ECER, ECER 2014 Porto, education, educational research, EERA, feedback, Higher Education, learning, module evaluation, presentation, research, student surveys, Surrey, teaching, teaching enhancement, teaching excellence, University, University of Porto, University of Surrey, Wiley
Dr Christopher Wiley has given a paper at the major international European Conference on Educational Research (ECER), at the University of Porto, Portugal, on 3 September 2014.
Dr Wiley’s presentation, ‘Standardized Module Evaluation for Teaching Excellence and Enhancement: Views of Students at a Single UK Higher Education Institution’, was included in a joint session of the conference’s Network 10 (Teacher education research) and Network 11 (Quality and effectiveness assurance).
Further information on Dr Wiley’s paper is available at the conference website here. Dr Wiley had previously delivered a version of this presentation in the UK at The Hatton, London in June 2014.
One of the key annual activities of the European Educational Research Association (EERA), ECER 2014 Porto was entitled ‘The Past, the Present, and Future of Educational Research in Europe’ and attracted 3,000 delegates from all over the world who presented their research across five days in many concurrent sessions.
9 June 2014
Christopher Wiley
Educational Research, Publication, Teaching
assessment, assessment practice, Chris Wiley, Christopher Wiley, City, City University London, conference, education, feedback, Higher Education, International Conference on Learning, learning, London, Publication, research, Surrey, teaching, The International Journal of Assessment and Evaluation, University, University of Surrey, Wiley
Dr Christopher Wiley‘s article ‘Divided by a Common Language? Evaluating Students’ Understanding of the Vocabulary of Assessment and Feedback at a Single UK Higher Education Institution’ has been published in the May 2014 issue of The International Journal of Assessment and Evaluation.
Based on educational research conducted during his time at City University London, Dr Wiley’s article represents the published version of his paper delivered at the Nineteenth International Conference on Learning, Institute of Education, London on 16 August 2012 (see here for details).
Drawing on a series of interviews and consultations, the article reviews students’ understanding of the vocabulary of assessment and feedback in order to establish the extent to which it aligns with the sense intended by academic institutions in using this terminology. Dr Wiley identifies a series of recommendations for future enhancements to assessment and feedback practices to relieve the present disjunctures between university staff and students.
The journal issue may be viewed here: http://ijlae.cgpublisher.com/product/pub.251/prod.42
The link from which to order to article is as follows: http://ijlae.cgpublisher.com/product/pub.251/prod.43
Bibliographic citation
Wiley, Christopher. ‘Divided by a Common Language? Evaluating Students’ Understanding of the Vocabulary of Assessment and Feedback at a Single UK Higher Education Institution’, The International Journal of Assessment and Evaluation, Vol. 20, No. 3 (May 2014), pp. 1–11.
Full text
The full text of the article is available for free download via City Research Online: http://openaccess.city.ac.uk/3235/
4 June 2014
Christopher Wiley
Conference, Educational Research, Presentation, Teaching
Chris Wiley, Christopher Wiley, City, City University London, conference, education, feedback, Higher Education, learning, Learning at City, London, module evaluation, presentation, research, student surveys, Surrey, teaching, teaching enhancement, teaching excellence, The Hatton, University, University of Surrey, Wiley
Dr Christopher Wiley delivered a paper on standardized module evaluation, teaching enhancement, and the recognition of teaching excellence at the Sixth Annual ‘Learning at City’ Conference on 4 June 2014.
Hosted by City University London and with the theme of ‘Students as Partners in Learning?’, this year the conference was held at The Hatton, Farringdon – its first time at an external venue.
Dr Wiley’s paper, entitled ‘Standardized Module Evaluation for Teaching Excellence and Enhancement: Views of Students at City University London’, followed an earlier presentation on the same topic at the 17th Annual SEDA Conference in 2012.
Based on research conducted last year via paper-based questionnaires completed by Student Representatives, Dr Wiley’s talk was given to an audience of some 30 staff drawn from City University and other HE institutions across England.
At the conference, Dr Wiley also presented an updated version of his poster, ‘The National Teaching Fellowship Scheme: Paths to Success’, originally shown at the inaugural Surrey ExciTeS Symposium in January 2014.
The full programme for the day may be viewed here: http://city-university-london.co.uk/t/EMO-2IBW5-7UH3CZ-13O24O-1/c.aspx
16 January 2014
Christopher Wiley
Academic Management, Conference, Educational Research, Presentation, Teaching
arts education, assessment, assessment practice, Chris Wiley, Christopher Wiley, conference, education, educational research, feedback, Higher Education, learning, School of Arts, Surrey, symposium, teaching, University, University of Surrey, Wiley
Dr Christopher Wiley convened a one-day Learning and Teaching Symposium, themed around ‘Enhancing Assessment and Feedback’, for academic staff across the School of Arts at the University of Surrey on 16 January 2014.
The event comprised three sessions by invited speakers, poster presentations, and two discussion workshops facilitated by Dr Wiley, one focussing on Grade Descriptors and the other on reviewing current Feedback practices in the School (pictured). Also included as part of the Symposium was a dedicated session for Associate Tutors on Assessment and Feedback, again led by Dr Wiley.
The Symposium was attended by over thirty academics and several teaching-related staff from across the School of Arts (Music, Sound Recording, Dance, Film, Theatre, and the Guildford School of Acting) as well as e-Learning and Library & Learning Support Services.
16 November 2012
Christopher Wiley
Conference, Educational Research, Presentation, Teaching
Aston Business School, Aston University, Birmingham, Chris Wiley, Christopher Wiley, City, City University London, conference, education, feedback, Higher Education, London, module evaluation, Music, research, Student Voice Award, teaching, teaching excellence, University, Wiley
Dr Christopher Wiley addressed the 17th Annual Conference of the Staff and Educational Development Association (SEDA), ‘Excellence in Teaching: recognising, enhancing, evaluating and achieving impact’, held at Aston Business School Conference Centre, Aston University, Birmingham on 15-16 November 2012.
His presentation, entitled ‘Standardized Module Evaluation for Teaching Excellence and Enhancement: Views of Students and Staff at a Single UK Higher Education Institution’, discussed the principles underpinning the standardization of module evaluation and its advantages and disadvantages.
Drawing on the standardized module evaluation implemented across City University London last year and some of the more localized processes it replaced, as well as the views of students and staff interviewed as part of his research, Dr Wiley also considered other measures by which teaching excellence might instead be recognized such as student-led teaching award schemes.
In the course of the workshop session, Dr Wiley facilitated a lively discussion on the relative merits and drawbacks of standardized module evaluation, exploring the processes currently implemented at different institutions, sharing best practices, and working towards action planning for the future.
16 August 2012
Christopher Wiley
Conference, Educational Research, Presentation, Teaching
assessment, assessment practice, Chris Wiley, Christopher Wiley, City, City University London, conference, education, feedback, Higher Education, International Conference on Learning, learning, London, presentation, research, teaching, The Institute of Education, University, University of London, Wiley
Dr Christopher Wiley presented his paper ‘Divided by a Common Language? Evaluating Students’ Understanding of the Vocabulary of Assessment and Feedback at a Single UK Higher Education Institution’ at the Nineteenth International Conference on Learning, Institute of Education, University of London on 16 August 2012.
Dr Wiley’s paper, which discussed the changing context of Higher Education in the UK and its implications for assessment and feedback, fell on the same day that students across the country received their A-level results and found out whether they had been accepted to their chosen university degree course.
Presenting some of the findings of interviews conducted with students across City University London in the past academic year (previously discussed here), Dr Wiley questioned many aspects of current assessment and feedback processes, enriching his talk with reference to innovations implemented this year in his own academic practice.
The Nineteenth International Conference on Learning welcomed some 600 delegates from 40 countries across three days.
13 June 2012
Christopher Wiley
Conference, Educational Research, Presentation, Teaching
assessment, assessment practice, Chris Wiley, Christopher Wiley, City, City University London, conference, education, feedback, Higher Education, Learning at City, London, Music, research, teaching, University, Wiley
Dr Christopher Wiley presented a paper on assessment and feedback at City University London’s Fourth Annual ‘Learning at City’ Conference on Wednesday 13 June 2012.
Entitled ‘Divided by a Common Language? Evaluating Students’ Understanding of the Vocabulary of Assessment and Feedback at City University London’, Dr Wiley’s paper asked whether certain key terms used routinely in assessment and feedback practice might hold a subtly different meaning for students than for staff, presenting evidence from a series of consultations with students from across the University.
A video of Dr Wiley’s presentation may be viewed from YouTube here. The full programme is available here.
DR CHRISTOPHER WILEY 