RAPPORT, Volume 2, Issue 1 RAPPORT Issue 1 version4FINALSO - Page 9

RAPPORT WWW.RECORDINGACHIEVEMENT.AC.UK Issue 1 (2017) like to propose that TE occurs in an institution when individual teaching practices are judged to be (a) aligned to the clear purposes, (b) are effective in achieving their goals, and (c) are regularly revised and improved. The first element refers to the alignment that must exist between individual teaching practices /activities and shared goals (e.g. learning objectives), which in turn relate to the institutional mission, that has to various degrees the students’ needs at the forefront (Biggs, 1999). Verification of congruence (practices to goals) and also coherence (goals to mission) are routinely carried out during reviews or audits, mostly as paper-based exercises, but can include observations of practice. Here, the picture that comes to mind is that of a system that does what it is meant to do because each of its components behaves as expected. Perhaps a high-quality clockwork mechanism is an appropriate metaphor. A second element refers to effe 7FfVW727@b7FGWFFW'FVB"FfGVGWF"R6V6RF2&RVFW'7FBF&RgVfVBvW&R&7F6W2&RƖVBv66WfRFRv2&6VB&WBFPW7FV6Rb&7F6W2FW6vVBFFVƗfW"FP7V6fVBv2F2&WV&W2FBFR&7F6W07GVǒ&GV6RFRFVFVB&W7VG2ƖWv6RVffV7FfVW726V6B6V6R6&VfW"F6GVF2vW&R&7F6W2&RFFVBFV7W&PFBFW6WfRFRv2VFƖrF&pB&VFW72FFg&7F6W2vW&RB0FVVVBV6W76'F&B'FBVVVBbW6VV6R27&F6VvvVVBF2&VfW'2F6֗FVBF6FVW2&fVVBFR'Bbখ7FGWFBG2FfGVV&W'2vr6V&6F&fR&7F6W2FFFw0&WGFW"F2F&V6RV"vVVB662VFW"FRwV6Rb( VƗG6&6W>( FR26vRfǒW6VV6R&WV&W2fƖFF@6W'Ff6FF2VFvVVB'VFF"VG0F&V6vF'6VGRr&fW76&G"FWVFVBvV7ऄRVFvVVG2&WB^( 2VƗGbFV6p&RFR'VW"v'6W'fW2RFVƗfW"V7GW&R"GWF&FW&2bvWFW"B0VrFR7GVFVG26WfR6W'FV&pWF6W26WFW&&WfWvW""FV`&WfWvW'2Rrg&FRVƗG77W&6PvV7"&fW76’6R&PvVW&VFvVVG2&WBFRVƗGbFV6pFW'FVB"7FGWF2vRFPWF6W2b7V6&WfWw26FV&RFPV&Ɩ2B&RW6VBFFR6'&V7FfR7F2 FGfW'F6RFRVƗGbFRFV6rBখ7FGWF&WfWw2vR&Rf֖Ɩ"v67V6FV6rW6VV6RFR6FWBbPB2W"fWrFBvRVVBFFRF66V@FR7V6f6GbFR7VGW&RbR6V7F"@WfVbV6VfW'6G&FW"FVFW'7F@vBBV2F76W72FRVƗGbFV6pBRVFvVVG2&WBDR&V6W6RFPv2B֗762&RFffW&VBBFR'v&'2#rFW'2B2W6VgVBF0BF66FW"FffW&VBGW2bVfW'6FW26֖"v2&fW76"&&&WGB0FR&&WGB##2&V6W6RFWǐF7F7B&V6F2bFV6rW6VV6RखFVVBFR&W'BbFRFV6667VFFFRDTb4$42#bFƷ2b( rrf"FfW'6Rf&2bW6VV6RF&RFVFfV@B&V6v6VN( Rf"WRFV6pW6VV6RV2FffW&VBFw2FP( 'W&VV7&F0VfW'6G( @( VG&W&VWW&VfW'6G( FW6RGv`&&WGN( 2GW2'W&VV7&F2VfW'6GfR&VVFRGRbVfW'6G7B&VFW'0WW&V6VBFV6FR"6vB2RvW&P&7F6W2&R6'&VBWB'FfGV266&FpFFV"7V6fVB&W2f"v6FW&PVƖfVBFRW&f&6RbFW6R&7F6W20&V6&FVBf&2FB&R67FFǒWFFV@BFW&Vf&R6w'VV6R6&RVFFVBB琧FRRr'6&rF&2B&W'G2FRV622BFRv2"FR֗76ࢇFR( v( 'WBFR67W&7B7W'&V7`FRF7VVFF&V6&G2b( ~( Fw2&PFRF2G&6FW2FFbFV6pW6VV6Rv6f7W76VBFR&GV7F`WG7FFp6W'6PF7VVFFF@FV7G&FW2r&7F6R&VFVBFv2@FRWfVb6W'6RBVFFVǒFG&W76W0FRVfW'6G֗766w'VV6R6RbW0&VV&W"FRg&WVVBFf6F2bFPf&2W7FfVBf"&V62bVFB@F7VVFFBVFFVǒ66VF&ƗG6֖&ǒvR666FW"FR( VG&W&VWW&VfW'6G( v6bW2fBW'6VfW2GW&rFW6R&R&V6VBFW2आW&RFP66W&7&V6vǒ( 6WFFf^( R&W@6FWG22vFW&f&6RBVwVRF&W2vW&RVfW'6FW26VVFW7F&Ɨ6&V6v6VB'&B'F7V&ǒF&V7'VBfV&PFW&F7GVFVG2B&W6V&6W'2F0GRbVfW'6GFV6r67WW26W'F6RW&2vFvFRƗ7BVFW"FW &R'FB7V7G27V62&W6V&666G6RvVW&FƖ2vFGW7G'B&WFrFW&Vf&RFV6rW6VV6P&V6RfVGW&RbFW'FVBFB6&RW6VBVffV7FfVǒ2'BbG2&WFp7G&FVwखVfW'6FW2vF( vFVp'F6F( vVF7GVFVBFW2&RfW'FfW'6RBfR6WVW&VBWW&V6W2`&WfW0VGV6F琦G&FF