Transcript Open university

QAA/HESDA Academic Reviewer
Training
OHT 1.1
Session 1
Introduction to the
Academic Review :
Context and Purpose
QAA/HESDA Academic Reviewer
Training
OHT 1.2
Academic Review 2000-6
Key Features of Subject Review
Accountability
 Better, more accessible public
information about quality and standards
 Enhancement of the quality of
educational provision and of academic
standards

QAA/HESDA Academic Reviewer
Training
OHT 1.3
Academic Review 2000-6
Key Features of Subject Review

Part of an integrated method of review of overall quality
and standards (HEIs only)
 Peer review
 Self-evaluation
 Review against broad aims of the provision
 Review over an extended period
 Subject benchmarks
 ‘Scope and preference’ survey
 Initial and institutional profiles
 Differentiated judgements on three aspects of quality
 Threshold judgements on academic standards
 Academic review report
 Subject overview reports.
QAA/HESDA Academic Reviewer
Training
OHT 1.4
Institutional Review - HEIS only
NQF
England
Wales
N.I.
NQF
Scotland
The qualifications
framework for HE
Continuation
audit
or
institutional
review
report
Institutional
profile
Subject Review
Internal review:
SED including
programme specs.
Section
2
Section
Section
4
6
Subject
benchmark
statement
Subject
review
report
External review:
programme of review
activities
Section
7
Code of practice
QAA/HESDA Academic Reviewer
Training
Other
reports
e.g. PSB
or FEFC
Judgements on Academic
Standards
OHT 1.8
single threshold judgement –
either confidence or no confidence
 In certain circumstances: limited
confidence
 A separate judgement can be made
for a single programme
A
QAA/HESDA Academic Reviewer
Training
OHT 1.9
Judgements on Academic
Standards should confirm that:





Applicable subject benchmarks are reflected
appropriately in the programme specifications
The content, design and organisation of the
curriculum are adequate to achieve the intended
programme outcomes
Curriculum content is appropriate to each stage
of the programme and to the level of the award
Assessment is designed appropriately to
measure achievement of the intended outcomes
Student achievement matches the intended
outcomes and level
ofAcademic
the award
QAA/HESDA
Reviewer
Training
OHT 1.10
Judgements on the Quality of
Learning Opportunities [1]
judgement –
either commendable or
approved or failing
 A differentiated
QAA/HESDA Academic Reviewer
Training
OHT 1.11
Judgements on the Quality of
Learning Opportunities [2]
Judgements are applied separately to each of
three aspects
 teaching and learning
 student progression
 learning resources
Separate judgements can be made for each
named award
QAA/HESDA Academic Reviewer
Training
OHT 1.12
Judgements on the Quality of
Learning Opportunities [3]
EXEMPLARY with commendable category

represents sector-leading best practice AND
 is worthy of dissemination and emulation, AND
 makes a significant contribution to the success
of the provision under review
Incidental or marginal features do not qualify for
designation as ‘exemplary’
QAA/HESDA Academic Reviewer
Training