Quality Review Reporting Janet Strain Qualifications Implementation Manager

Quality Review Reporting Janet Strain Qualifications Implementation Manager Professional Development Conference 2019

This presentation includes four exercises to be used in the delivery of this presentation. Please download the Word file Quality Review Reporting Exercises to access them. This presentation will indicate when to hand out the exercises.

Quality Review Reporting • Quality Review Reporting is the process of reviewing the programmes delivered to enhance the quality of the teaching and learning

Quality Review Process • Pre delivery meetings • Course Team Meetings • Course Report – Evaluation – Targets

Pre delivery meetings • Pre delivery meetings should be held at the start of every academic year (or when a programme starts) • Topics for discussion could include: – Appropriate delivery schedule – Appropriate assessment schedule – Staffing

Course Team Meetings • Course Team Meetings should be held during the academic session (or during the duration of the programme) • At least 2 meetings should be held

Course Team Meetings Topics for discussion could include: • Programme delivery and assessment schedules • Accommodation • On-going retention • First/second semester results • Internal verification • External verification

Course Report • Review and summary of delivery on a course • Brought together in to one document – course report • Course report includes summary of performance, good practice and areas for improvement • Sets targets for improvement

Sources of Information • • • Course team meeting minutes Assessment summary reports QVSRs Candidate achievement Candidate progression

Course Report • Write evaluatively • Keep areas of good practice and areas for improvement anonymous – do not name unit or assessor • Try and make targets SMART (Specific, Measurable, Achievable, Realistic, Time-based)

Course Report • Programme design – is the design of the timetable suited to students’ needs? • Accommodation for learning and teaching – is the accommodation suitable? • Equipment and materials – are the teaching materials suitable?

Course Report • Staff - are the staff suitably qualified and undertaking CPD activities? • Learning and teaching process - are the learning and teaching processes suitable for all students? • Assessment – are assessment instruments (and reassessments) available for all units? • Learner progress and outcomes - are students achieving units? If not, why not?

Evaluation • Involves critically analysing the programme delivery and assessment with a view to enhancing delivery • Ensures high quality learning and teaching • Can enhance results

Evaluation Ø Hand out Quality Review Reporting Exercises Exercise 1 • For each of the categories, an evaluation should be made as to whether they are: – A strength – Good enough – Area for improvement

Criteria • Strength – actively contributes to candidate’s success • Good enough – is sufficient for candidate success • Area for improvement – actively contributes to lack of candidate success Exercise 1 example responses on next slide

Exercise 1 example responses Consider the following evaluative statements. Decide whether the evaluative statement is a strength, good enough or area for improvement. Area Strength Programme design - is the design Almost all teaching staff planned curriculum of the timetable suited to delivery well and integrated learning students’ needs? activities across a wide range of programme units. Accommodation for learning and teaching – is the accommodation suitable? Good enough Area for improvement Most learning took place in a suitable environment that supported learning effectively. Equipment and materials - are the In a few theory lessons, learners did not have teaching materials suitable? ready access to clear or helpful course notes, ICT and other resources to promote effective learning. Staff - are the staff suitably qualified and undertaking CPD activities? Most teaching staff demonstrated current industry practices well, drawing on their good levels of up-to-date vocational knowledge and expertise. Learning and teaching process are the learning and teaching processes suitable for all students? In more than a few lessons, teaching staff made insufficient use of questioning to engage learners, to stimulate their thinking and reinforce their knowledge and understanding Assessment – are assessment instruments (and reassessments) available for all units? Assessment and re-assessment instruments are available for the majority of the units in the framework. Learner progress and outcomes are students achieving units? If not, why not? The majority of learners successfully completed the programme.

Evaluative Statements • Used to make a judgements that can be backed up by valid reasons • It should explain why a strength is a strength and an area for improvement is an area for improvement

Evaluation Exercise 2 • Evaluative statements will contain the following combination: • An indication of quantity (Q) (‘almost all’, ‘most’, ‘a majority’, ‘more than a few’ or ‘a few’) • An evaluative description of activity (A) • An evaluative description of outcome associated with an activity (O) • These will not always necessarily appear in this order within evaluative statements

Evaluation

Exercise 2 example responses EXERCISE From the following brief scenarios, write an evaluative statement and indicate whether you think it is a strength, good enough or an area for improvement Scenario Evaluative Statement Strength Accommodation for learning and Records indicate most rooms are suitable for teaching and have the appropriate teaching – equipment. Good enough Area for improvement The Centre keeps records of maintenance required in classrooms and these show that 2 rooms are requiring updating. There are 14 rooms in total available. Assessment – from internal In more than a few units, re-assessment instruments were not available. verification records, it was found that lecturers were indicating that there were no re-assessment instruments for about half the units in the programme. Learner progress and outcomes IELTS results show that all students have improved their English language skills All students have improved their English language skills.

Targets Exercise 3 • Once the evaluation has been completed, actions (SMART? ) can be written • Where areas for improvement have been identified, ensure that there is a action written for it – that’s quality review reporting • Progress towards actions should be reviewed at next meeting/pre-delivery meeting

SMART Targets • Identifying SMART Targets Exercise 3 answers on the next slide

Exercise 3 answers EXERCISE Which of the following is a SMART target within the context of a course report? SMART? Target Yes No x To review the timetable design by September 20 xx (course leader) To ensure that rooming meets the needs of learners particularly in practical workshops by September 20 xx (curriculum leader) x To ensure learners are more confident about learning by June 20 xx (all programme staff) x To increase enrolment by 10% To re-write Outcome 3 assessment for the unit ‘Practical Issues’ by November 20 xx(unit lecturer) x x

SMART Targets Exercise 4 • Writing SMART Targets exercise

Exercise 4 example responses Consider the following evaluative statements which indicate an area for improvement. Write an appropriate SMART target. Area SMART Target Equipment and materials are the teaching materials suitable? In a few theory lessons, learners did not have ready access to clear or helpful course notes, ICT and other resources to promote effective learning. To amend and revise resources for units x and y by September 20…. . Learning and teaching process - are the learning and teaching processes suitable for all students? In more than a few lessons, teaching staff made insufficient use of questioning to engage learners, to stimulate their thinking and reinforce their knowledge and understanding to develop 3 questions per lesson to be used in the classroom for units x and y by September 20…

Review Reporting • • • Annual review Provides overview of course Allows focused actions to be taken Allows resources to be allocated appropriately Leads to continuous improvement

Gather evidence (meetings) Review Targets Set Targets Discuss Evaluate

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