Developmental evaluation of teaching quality: Evidencing practice

The evaluation of teaching quality and practice is increasingly important in higher education usually done via student surveys (quantitative data) alone. Much less attention given to teachers’ self-evaluations (qualitative data). This emphasis on quantitative over qualitative data can result incomplete biased measures quality, inappropriate changes educational practice, which may, turn, negatively impact outcomes, experiences university micro-cultures. In this paper, we present a case study an international residential masters module, rapid transition online delivery during the COVID-19 pandemic, demonstrate: 1) how developmental (DEval) be used for rigorous critique conjunction with satisfaction data; 2) reflections transformed into justifiable evaluative evidence, using DEval theory techniques. Our approach, theorised enacted community inquiry framework, increased skills confidence plan continually evaluate teaching-learning enhancements. We discuss implications benefits teachers universities when assess quality. addition, expand existing knowledge provide clarification purposes appearances all levels education.