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The word “quality” is increasingly used in the context of education and training. Performance indicators are sought which may be used to measure evidence on which to make judgements about high quality. The quality of teaching is on the agenda, and links are made to appraisal procedures and promotion mechanisms. However, the quality of teaching is at least as elusive as the quality or research, and the appraisal of teaching quality is – to say the least – difficult. Aims to alert readers to the importance of something almost as intangible – the quality of learning – i.e. the richness and effectiveness of the provision of successful learning experiences. As a means of pinning down quality indicators connected to learning, proposes a straightforward model of learning, which enables tangible criteria for high‐quality learning to be formulated.
Phil Race (Mon,) studied this question.