Judy Rogers, RMIT University, Australia

Lecture assessments in higher education serve as crucial tools for evaluating the quality of teaching and fostering the professional development of professors. In South Korea, while a significant number of universities implement these assessments, there remains a noticeable gap in the thorough evaluation of diverse lecture formats beyond traditional theory-based instruction. This study aims to address this gap by offering a comprehensive set of questioning items tailored for various lecture types commonly used in college environments, such as flipped learning, discussion-based lectures, problem-based learning, and more. To achieve this, the study draws upon extensive data gathered from 11 reputable journal publishers and four university-based websites that focus on teaching methodologies and higher educational practices. A thorough review of 34 scholarly articles published since 2013 was conducted, centering on the theme of lecture assessments. The analysis revealed specific assessment items that are closely aligned with the distinctive features and objectives of each lecture format. These findings suggest that college instructors can significantly benefit from incorporating these targeted assessment items into their evaluation processes, allowing for a more nuanced understanding of their teaching effectiveness. By adapting these assessment strategies to their particular lecture formats, educators can enhance the learning experience for their students. Furthermore, the study provides additional implications based on the proposed lecture assessment items, encouraging ongoing reflection and improvement in instructional practices across diverse teaching contexts.

APA:
Rogers, J. (2024). Constructive Assessment Items for College Lectures. Journal of Education and Teaching Methodology, 5(2), 11-22. https://doi.org/10.33832/jetm.2024.5.2.02