There is a range of different forms of evidence that could be used by a university academic to demonstrate their teaching achievement, highlighting both their approach and impact. These forms of evidence have been grouped into four broad domains:
Click on the icons above for further information about each evidence domain, including case studies to demonstrate how such information can be collected and showcased within an appointment, appraisal or promotion case.
Using the four domains listed above as a guide, the types of evidence that candidates could use to demonstrate teaching achievement for each of the framework levels are summarised in the table.
It should be noted that the information listed in the table is neither prescriptive nor exhaustive; it offers guidance on the types of evidence that could be used to demonstrate achievement of the criteria, but the evidence selected will depend on each individual case.
Teaching achievement can be seen to rest on two key components: approach and impact. Where possible, candidates (e.g. for appointment or promotion) should present evidence from at least one approach domain and at least one impact domain within their teaching and learning portfolios:
A candidate’s approach can be viewed as the ‘input’, or the prerequisite, for achievement, and is typically demonstrated by a candidate’s self-assessment and, at early career stages, their professional activities.
A candidate’s impact can be viewed as the ‘output’ for achievement and is captured through a wider range of evidence, including direct and indirect measures of student learning and peer assessment.
The blend of evidence sources used by candidates will vary considerably, depending on the nature of their teaching contribution. However, a candidate’s ‘approach’ is likely to play a more prominent role at levels 1 and 2 of the Framework, while their ‘impact’ is likely to play a more prominent role at levels 3 and 4.
Career Framework for University Teaching, 2020