Graham Gibbs

Class size and student performance: 1984–94

ABSTRACT The literature on class size and student performance is reviewed. Student performance and class size in a large modular course was studied over a period of 10 years, involving over 5,000 modules and 250,000 student grades. The hypothesis that students would perform less well in larger classes was confirmed. A small but highly significant negative relationship between module enrolment and grades was found and students in larger classes stood significantly lower chances of getting good grades. Subject areas varied widely in the strength of the relationship between class size and performance. As class size increased markedly during this period and performance was worse in larger classes it was hypothesised that overall student performance would have declined during the period studies. This hypothesis was not confirmed: overall student performance improved. Possible explanations of this paradox are explored.

The Relationship Between Quality in Research and Quality in Teaching

Abstract This paper argues both that quality in research does not automatically produce quality in teaching and that industrial models of quality assurance involving strong central management control are inappropriate for universities. The link between research and teaching is in the kinds of mechanisms which support quality. Academics already know how to support quality in their research, where standards are already high. For every process which supports quality in research there is a parallel process which can be used to support quality in teaching. Universities should adopt all of these processes, the most important of which involves reward for excellence in teaching for both individuals and departments.

Supporting educational development within departments

Abstract Much educational development activity is organized and undertaken centrally, by centrally funded and managed units and staff; it is often generic rather than discipline‐specific and targeted on individuals rather than on departments. However, universities are organized primarily through their departments and many universities give departments and disciplines considerable independence. Recent organizational change in universities often corresponds to current management practice outside higher education by devolving responsibilities to smaller organizational units. In the USA burgeoning administration is beginning to be cut back. In the UK the ‘unit of assessment’ of most internal and external reviews of quality is the department, not the university. Many universities now devolve responsibility for the quality of courses, for appointment decisions, for promotions and even for staff and educational development, to departments. In Australia there is also more emphasis on department‐focused developmen...

How Can Promoting Excellent Teachers Promote Excellent Teaching

SUMMARY Despite increased interest in seeking ways to reward and promote excellent teachers there are formidable problems faced by the most common promotion practices. The background to current interest is explored and a range of problems analysed in the light of a survey of promotion practice in the UK. Some of these problems have straightforward technical solutions, some can only be overcome through the use of the practices over an extended period of time, while others can be tackled by understanding how promoting excellent teachers can promote excellent teaching.

Coursework assessment, class size and student performance : 1984-94

Abstract Student grades in higher education (HE) have improved markedly over the past decade. However, resources have also declined, student — staff ratios have worsened, class sizes have increased and there is known to be a negative relationship between class size and performance so there is understandable scepticism about the interpretation that standards have improved. The spotlight has inevitably fallen on how assessment is being undertaken. The largest single change in assessment in the past decade has been a marked increase in the proportion of coursework — assignments during modules which are marked — contributing to degree results. A study of assessment on a large modular degree programme was undertaken. It was found that modules with a high proportion of coursework assessment produced higher average module marks than those with a high proportion of assessment by examinations, and that subject areas which used more coursework assessment also produced higher average marks. An increase in average st...

Fending for yourself: Becoming a teacher of geography in higher education

Abstract Five geographers, entering teaching in British higher education for the first time, were interviewed about their experiences in the initial year of their new appointments. This paper explores their experiences of making the transition to their new jobs and the wide variety of problems encountered in coming to terms with teaching, research and administration. Conclusions are drawn concerning the development of effective teaching, integration of new members of staff, teaching load and development for the future.

Break up Your Lectures: or Christaller sliced up

Abstract Expounding for an hour is, we argue, a relatively poor way of teaching a large group during a ‘lecture’ period. Problems with such conventional lectures are discussed and a method outlined which overcomes some of these problems. In this method, which we shall call structured lectures, the lecture period is divided up into segments. Only some of these segments involve the lecturer talking. In others students discuss topics or complete exercises set by the teacher. An example of such a lecture on aspects of Christallers central place theory is described both to indicate how to use structured lectures and to discuss the issues that teachers have to confront to adopt this strategy successfully.

Class size, coursework assessment and student performance in geography: 1984-94

Abstract Despite increases in student numbers, a decline in resources and an accompanying increase in class sizes, the overall performance of students in geography in the UK has improved over the past decade. This paradox is explored by examining the relationship between module enrolment and student performance in geography modules at Oxford Brookes University over a period of 10 years alongside changes in the pattern of teaching and assessment. No relationship between module enrolment and performance was found, and there was no decline in average performance as average module enrolment increased. This pattern of performance is attributed to changes in teaching, learning and assessment methods: away from large lecture‐based courses to small workshop‐based discussion seminars, away from examinations towards continuous assessment, away from passive learning towards active learning, and away from individual and competitive to collective and collaborative learning and teamwork.

The Impacts of Course Restructuring on Student Performance

ABSTRACT Analysis of student performance in a Geography degree course over a ten year period, as part of a larger study of student performance in large classes, revealed a five year cycle of change in student performance and in the ability of the course to cope with large classes. The cycle exactly matched the introduction of new degree programmes with performance taking four years to recover to the levels eventually achieved with the previous course design. It is concluded that radical change in course design can initially reduce performance and that stability for several years may be necessary to achieve the potential of a new course.

Teaching Innovation Weeks

Abstract This article describes teaching innovation weeks’ mounted at Oxford Polytechnic in 1987 and 1988 as a rapid way to introduce widespread innovation in teaching methods. Similar weeks were mounted at Bristol Polytechnic in 1987 and 1988 and at the Polytechnic of North London in 1988. Examples of innovations and their evaluation are described.