A proposed methodology for contextualised evaluation in higher education

Claus Nygaard, Dina Zoe Belluigi

Research output: Contribution to journalArticlepeer-review

23 Citations (Scopus)


This paper aims to inspire stakeholders working with quality of higher education (such as members of study boards, study programme directors, curriculum developers and teachers) to critically consider their evaluation methods in relation to a focus on student learning. We argue that many of the existing methods of evaluation in higher education are underpinned by a conception of learning that is de-contextualised. As a consequence, many data collection methods do not address aspects that affect students' learning. This is problematic because the core aim of higher education is to facilitate student learning. We propose a contextualised evaluation methodology, guided by 10 key questions, which can help evaluators address concepts and questions of student learning in their evaluations.

Original languageEnglish
Pages (from-to)657-671
JournalAssessment in Higher Education
Issue number6
Early online date20 Apr 2010
Publication statusPublished - Oct 2011
Externally publishedYes


  • Contextualised learning
  • Evaluation
  • Feedback
  • Methodology

ASJC Scopus subject areas

  • Education

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