Embed Size (px)
Citation preview
Self-Assessment RevisitedMaking the Most of the Eaquals Quality Cycle
Eaquals Members’ Meeting18-19 November 2016 Florence
Ludka Kotarska©Eaquals 06/08/2014 www.eaquals.org
2
Institutional Self-Assessment
• Objectives and principles• Scope and methods• Practical implications: - Sharing experience- Re-visiting Eaquals quality cycles- Where do we go from here?- How can we make it work better?
3
Self-Assessment
• What does it mean for you?
4
Self-Assessment
• Openness to examine • Constructive self-criticism• Honest and non-defensive exercise
5
Self-Assessment
• Key challenges• Quality assurance assessment• Benchmarking• Innovation• Development • Enhancement
6
Your Institutional Experience
7
How would you assess this experience?
8
Levels of Implementation
• Collective Reflection and Evaluation• Awareness• Development• Sustainable Continuous Quality
Improvement
9
Self-Assessment• Why?• What?• How?• Outcome?
10
Self-Assessment: Principles
• It should never be felt as threatening • It should never be used for
punishment or reward • It should not be used to assess an
individual• It should enable staff to stand back
and reflect on what they are doing, and how others perceive it
11
Self-Assessment: Aims
• Identify institutional strengths and shortcomings
• Review and improve the effectiveness of the institution’s strategic plan
• Demonstrate a higher degree of professionalism internally and externally
12
Self-Assessment: Benefits• Increases ability to make strategic decisions
• Establishes critical and priority needs and actions
• Improves systems and monitors institutional progress according to benchmarks
• Identifies training needs
• Generates more proactive attitude among staff
13
Self-Assessment
• encourages reflection• gives staff a voice• engages and empowers staff• provides a safe framework for giving and
receiving feedback, and acting on it effectively
• is a great leadership tool
14
Self-Assessment
• Can be conducted using a variety of different approaches
• The overall focus is promotion of an organisation wide discussion on the current development stage and future development direction
15
Basic questions
• What is it?• How does it work?• Who’s doing it?• Why is it significant?• What are the downsides?• Where is it going?• What are the implications for e.g.
teaching and learning?
16
The steps to take
• Assign a leader• Assemble a team• Specify a time framework• Gather documentation• Develop an action plan• Implement and review it
17
Eaquals Survey: Impact of Self-Assessment
• 78% very positive and beneficial• 88% would do it again • Other comments: very long and repetitive time consuming extremely thorough and well documented blue-sky thinking opportunity sparked or reinforced a culture of quality
awareness promoted team-building
18
Let’s take a closer look
19
Eaquals Self-Assessment
• Self-Assessment Scheme for Prospective Members
• Mid-term Self-Assessment for Accredited Members
20
Self-Assessment for prospective members
Aims:• enable an institution to make a
considered judgement on its quality standardswhether and when to proceed with
the application for Eaquals accreditation
21
Eaquals Self-Assessment Scheme
• Self-Assessment Questionnaire
• Self-Assessment Activities
• Guide to developing an action plan
• Eaquals Glossary
22
The Questionnaire
• covers 12 main Categories of the Inspection Scheme
• helps to identify developments needed to meet the Eaquals Standards
• its results are used to draw up an action plan
23
Self-Assessment Activities
• follow the format of the Questionnaire, cover 12 Categories
• are designed to make the SA more meaningful and realistic
• enable staff to look at the institution from the perspective of different stakeholders
24
Action Plan
• based on the results of the Questionnaire and Activities
• a useful team-building exercise• should include answers to the
following questions
25
Basic Questions
• What do we need to change?• What action is needed?• Who will take responsibility for it?• What is the deadline for the action to be
completed?• What are the intervening steps which
may be needed during the process?• What will the final outcome look like?
26
Sample action planChange Needed
Desired Outcome
Action Suggested
Responsible Person
Final Deadline
Intervening Deadlines
To perform a mapping exercise that directly references our curriculum in relation to the CEFR Framework.
For all staff and students to have a greater understanding of the CEFR framework and use this more effectively in school language assessment.
Stage 1 – research of CEFR and translation of any necessary documents. Stage 2 – a written curriculum document that uses the CEFR Framework. Stage 3 – Introduction and usage by the staff team.
Director of Studies
Course ProgrammeCoordinator
11. 16 writing01.17staff training completed
09.16 first meeting10.16 – review meeting, document written.
27
Eaquals Quality Cycle 1
SA
AP
AVI
FI
28
Mid-term Self-Assessment: Aims
• Encourages continuing development and reflection against the Eaquals Charters and Standards
• Ensures there are no areas of concern with regard to continuing accreditation
• Offers support and guidance • Provides a written record of your
development since your last inspection
29
Summary of feedback gathered since your last inspection
Feedback from learners and sponsors such as parents, employers or corporate HR training managers
Conclusions of management and teacher meetings, and QA processes
Assessment of teaching strengths and weaknesses gathered in performance review meetings and lesson observations
Students exam/test results if relevant to your situation
Other external feedback including Eaquals recommendations and any other audit results
Please give a summary of any strengths and weaknesses you feel you are aware of, in the institution, based on your findings above:
30
Mid-term Self-Assessment Report
• feedback from learners, sponsors, external auditors
• conclusions of management and teacher meetings, QA processes
• assessment of teaching• strengths and weaknesses• developments since the previous
inspection
31
Eaquals Quality Cycle 2
I
D
MTSAAP
C
32
Issues arising
• How can we make mid-term self assessment more meangful?
• How can it better facilitate an internal dialogue about quality and the process of ongoing improvement and development?
• How can it add value to re-inspections?
33
34
For consideration
• Focus mid-term Self-Assessment on:
implementation of recommendations formulated by inspectors at the previous inspection
assessment of meeting indicators of excellence
35
Post inspection recommendations
carry out a self-review to assess significance of recommendations, degree and effectiveness of their implementation
list supporting evidence and reflectdepending on the outcome formulate an
action plan
36
Self-Assessment Questionnaire
• based on indicatiors of excellence• 12 main Categories• headings the same as the ones for
Categories of the Quality Standards
37
Sample Questionnaire:
• Teaching and Learning• Overall Assessment
38
Suggested procedure
• inform staff about the rationale of the project
• identify Categories crucial for your institutional development and involve staff in the selection process
• conduct self-assessment
39
Suggested procedure
• carry out a strengths/weaknesses analysis
• identify priorities• design an action plan
40
Proposed scenario
• nomimate project leaders• agree on time frame• monitor the proces• measure and assess results
41
The Self-Assessment Report
• Should clearly describe the state-of-the art
• Should analyse the situation: Do you meet the formulated criteria?
What evidence can you provide?What are the weaknesses? What are the strengths?
42
Follow-up: Possible scenario
• The report is discussed with Eaquals
• Priorities are identified• Focus of the re-inspection is agreed
43
Thank you
