Transcript Slide 1

Higher Education
Staff Development Day
Quality Code in
practice
1 July 2014
Programme
09:30 – 10:30 The UK Quality Code (including Task 1)
10:30 – 11:00 Quality Code at LCA: eStudio
11:00 – 11:30 Break with tea/coffee
11:30 – 12:30 Quality Code at LCA: APEs
12:30 – 13:30 Break
13:30 – 14:00 Committees
14:00 – 14:15 Prospectus 2015-16
14:15 – 15:45 Quality Code at LCA: Assessment Practice
15:45 – 16:00 Internal Progression (including break & Task 2)
The UK Quality Code
- a quick recap
UK Quality Code for Higher Education
Part A
• Setting and maintaining
threshold academic standards
Part B
• Assuring and enhancing
academic quality
Part C
• Information about higher
education provision
Indicators • of ‘sound practice’
Expectations:
Things higher
education
providers
expect of each
other and
which the
general public
can expect of
all higher
education
providers
Terms of the Quality Code
Threshold academic standards -
is the minimum acceptable level of achievement that a
student has to demonstrate to be eligible for an academic
award.
Academic quality -
is concerned with how well the learning opportunities
made available to students enable them to achieve their
award.
Enhancement is the process by which higher education providers
systematically improve the quality of provision and the
ways in which students' learning is supported.
The Quality Code at
Leeds College of Art
The College has mapped each indicator
against our own practices
The mapping was approved by
the Academic Board on 12 March 2014
The mapping is a working document
Example of mapping
Chapter B1: Programme design, development and approval
Expectation: Higher education providers, in discharging their responsibilities for setting and maintaining academic standards and
assuring and enhancing the quality of learning opportunities, operate effective processes for the design, development and
approval of programmes.
Indicators
Statement of how the College addresses the Indicator
Evidence
Responsibility
The College’s validation process ensures that quality and
standards are assured and maintained for all new provision.
The College works in partnership with The Open University
(OU) as its validating partner to ensure quality assurance
and enhancement of our programmes.
Validation
documentation
Quality Handbook
Programme
Proposal Form
OU validation
documentation
templates
Senior
Management
Team (SMT)
Academic
Board
All new provision must demonstrate that it meets the needs
of the creative economy. New programme proposals must
the following principles:
Validated programmes will reflect the mission, the
strategic direction and the academic goals of the institution,
and they will fulfil a demonstrable market demand.
They must stimulate an enquiring, analytical and creative
approach, encouraging independent judgement and critical
self-awareness.
The aims of a validated programme will be appropriate to
the award to which they lead.
New Programmes SMT
Policy
Academic
Quality Handbook Board
Validation
documentation
The purpose and nature of programme design, development and approval
Indicator 1
Higher education providers
maintain strategic oversight
of the processes for, and
outcomes of, programme
design, development and
approval, to ensure processes
are applied systematically and
operated consistently.
Indicator 2
Higher education providers
make clear the criteria
against which programme
proposals are assessed in the
programme approval process.
Task 1 Quality Code
By the end of this activity,
participants should be able to discuss
Expectations and Indicators of
the UK Quality Code
in relation to
practical examples.
The Quality Code at LCA:
eStudio
Staff are supported in
enabling them in turn to
support students’
learning experiences.
Sufficient external
involvement exists for
the maintenance of
standards and quality
of learning
opportunities
All students are
treated fairly,
equitably and as
individuals
Students have the
opportunity to
contribute to their
own learning
UK Quality Code
OVERARCHING
VALUES
All policies and
processes are regularly
and effectively
monitored, reviewed
and improved
Students are properly
informed at appropriate
times of matters
relevant to their
programmes of study
All policies relating to
study and programmes
are clear and
transparent
Strategic oversight of
academic standards
and academic quality is
at the highest level of
academic governance
of the provider
Institutionally
The VLE is an essential part of the strategic development of Leeds College of
Art as a Higher Education Institution.
It forms part of the Learning Teaching and Enhancement Strategy that will
shape the future development of the college.
It will help develop, implement and embed the required Quality and Standards
processes and procedures.
It’s an integral element of the TDAP Application Process.
It will contribute to creating a more effective and efficient working environment
in which up to date and standardised information can be accessed when
needed.
Why do we need a VLE?
Our institutional aims are:
●Recognise, review and formalise the existing use of eLearning technologies
currently being used at programme level across the institution.
●To develop, implement and support a blended learning environment that
embeds learning and teaching technologies in existing studio based delivery.
●Encourage flexible approaches to the use of eLearning in curriculum
development, delivery and assessment.
eLearning strategy
Our institutional aims are:
● Integrate the use of online resources with traditional teaching methods in
order to enhance the learning experience.
● Identify, support and present opportunities for staff and student based
research and scholarly activity that further investigates the future
development of practice based eLearning strategies.
● Support the ongoing development of cross sector initiatives for
collaborative projects, development opportunities and sharing effective
practice.
eLearning strategy
The VLE currently contains
Internal and external marketing material and information relating to
Leeds College of Art
Cross Departmental access to institutional policies, procedures and
resources
Programme specific content relating to teaching, learning, delivery and
assessment.
A hub for online communication e.g staff/student email, college
announcements, induction information, student support etc.
Online resource aimed at supporting the recruitment and induction of
staff and students,
Access to information and resources relating to research and
professional development opportunities.
What is the VLE?
Website
Portal
VLE
Agresso
eStudio
Educationally
The VLE ensures up to date information for staff and students that can be
accessed 24/7
It allows students to preview and review the information delivered during
taught sessions and workshops.
It provides an access point for online resources hosted internally or externally
Academic email accounts and online noticeboards can ensure that students
are aware of any updates, events and opportunities relating to their
programme or the wider creative community.
Why do we need one?
Staff are supported in
enabling them in turn to
support students’
learning experiences.
Sufficient external
involvement exists for
the maintenance of
standards and quality
of learning
opportunities
All students are
treated fairly,
equitably and as
individuals
Students have the
opportunity to
contribute to their
own learning
UK Quality Code
OVERARCHING
VALUES
All policies and
processes are regularly
and effectively
monitored, reviewed
and improved
Students are properly
informed at appropriate
times of matters
relevant to their
programmes of study
All policies relating to
study and programmes
are clear and
transparent
Strategic oversight of
academic standards
and academic quality is
at the highest level of
academic governance
of the provider
Updates & Developments
September 2014
From September 2014
eStudio will provide the primary
channel for the communication of
all information relating to curriculum
content, delivery & assessment.
Updates & Developments
From September 2014
All Programme Leaders, Module
Leaders and Resource Managers
will be responsible for ensuring the
accuracy, consistency and
appropriateness of information
available on eStudio.
Updates & Developments
From September 2014
All students should be made aware
of their individual roles and
responsibilities in accessing
programme content online and
communicating via appropriate
channels
Updates & Developments
Student Induction Process
● Mac Suite & Network Inductions will introduce login process,
passwords and basic infrastructure.
● VLE inductions will introduce overall structure & standardised
programme information on eStudio.
● Programme specific briefings will introduce programme specific
content, learning resources and online activities.
● Module briefings and sessional delivery throughout Level 4
should be reviewed in order to support the introduction of online
resources
Updates & Developments
All HE Students are provided with:
A username and password
(assigned as part of the general enrolment induction process.)
An academic/student email account (Google)
(used for formal programme based correspondence, VLE access and
subscription, google docs. etc.)
A Student ID number and Swipe Card
(used to access the buildings, borrow books and equipment pay for
resources etc.)
Updates & Developments
All HE Programmes and Central Resources will have:
A dedicated space on eStudio
(including a homepage and sections for each level/resource)
A dedicated Google account
(used for programme specific email correspondence, access to online
accounts and subscription to online resources)
A dedicated Google Calendar
(for communicating timetabled events, taught sessions and independent
access to studios/facilities)
Access to Google Docs
(for developing learning resources, presentations, video content etc.)
Updates & Developments
All Staff will have:
• An individual Google account
(including an individual Gmail account, Google calendar and Google Docs.)
• A personalised home page
• Access to centralised online resources
• Individual, Group and online support for eStudio
development
• Opportunities for further Training and Development
Updates & Developments
From September 2014
Assessment Review Peers (ARPs) will be asked to
review briefs and module information in eStudio –
and sign these off on dedicated ARP pages within
eStudio
The quality of module information available to
students on eStudio will be reported to the HE
Committee through the Assessment Review
Process and the Module Review Process
ARP & Quality Assurance
Timescales
The new design of eStudio will be available as of
today 1 July 2014
The development of central learning resources on
eStudio will be completed by 30 August 2014
All module information, including assessment briefs,
for 2014-15 should be available to view on eStudio
from 12 September 2014
What happens next?
Any questions?
The Quality Code at LCA:
Annual Programme
Evaluation
(APEs)
Chapter B8: Programme monitoring and review
*
Expectation: Higher education providers, in
discharging their responsibilities for setting and
maintaining academic standards and assuring and
enhancing the quality of learning opportunities,
operate effective, regular and systematic
processes for monitoring and for review of
programmes.
*
Indicator 2: Higher education providers take
deliberate steps to use the outcomes of
programme monitoring and review processes for
enhancement purposes.
Annual Programme Evaluation
2013-14 – what’s new?
• New guidance
• annual operational plan now covered in the
annual programme evaluation narrative
• Data provided in January and August
• APE area on eStudio to provide easy access
• Deadline 8 September 2014
• HE Committee on 1 October 2014 to verify APEs
Sections of the APE
•
•
•
•
•
•
•
ACTION TAKEN
STATISTICAL DATA
CRITICAL ANALYSIS
REFLECTION
RESOURCES
CONTENT
ENHANCEMENT
ACTION TAKEN
Progress made in response to feedback
from the OU to previous APE.
Implementation of the previous year’s
enhancement action plan.
Report on progress made with conditions
and recommendations from latest
(re)validation report
STATISTICAL DATA
Recruitment, entry qualifications and student
profile patterns
Progression, retention and destination
patterns
Classifications and grades
Appeals, complaints and disciplinaries
CRITICAL ANALYSIS
External Examiners
Report on action taken and planned following
receipt of external examiners’ reports.
REFLECTION
Feedback from students
• How feedback was collected and
analysed
• Append Student Feedback Report
(based on NSS, EOMs, Programme Boards)
Feedback from programme staff
Feedback from employers
RESOURCES
Physical resources
Any significant changes to the physical resources
Staffing resources
• all staff teaching on the programme
• Details of staff development activities
• Attach CVs of new staff
Student support and guidance resources
Personal development planning (PDP) policy and
practice
CONTENT
Review of programme specification
Programme amendments that you plan to put
forward for OU approval during the coming
year
ENHANCEMENT
Plans for enhancement of the programme,
including timescales - also any good practice
which might be incorporated into other
programmes.
Preparation for forthcoming events or
interactions with QAA and other professional
or statutory bodies
ENHANCEMENT ACTION PLAN
APE Q&A
Any questions about any of the sections
in the APE template and/or
the APE Guidance
?
Committees
The College has developed a
holistic and embedded
approach to the management
of quality assurance, where
quality matters are considered
by many of the deliberative
committees.
The College’s Deliberative Committee
Structure forms the basis for the College’s
academic governance.
The College uses its Deliberative Committee
structure for formal decision making.
The Deliberative Committee structure is
where the College’s core academic business is
discussed and academic policy and strategy
determined.
(From the Quality Handbook)
The role of Members
• Provide apologies to the Secretary in advance
of the meeting if they are unable to attend
• Contribute, through the Chair, to relevant items
of discussion
• Respect the views of other committee members
• Adequately prepare for meetings by reading
papers issued in advance of the meeting
• Submit papers as appropriate to the committee
• Members are expected to attend all meetings.
Non attendance on a regular basis will prompt a
discussion with the Chair.
(From the Committee Meeting Operating Procedures)
Committee Etiquette
• Begin and end on time (where end time is
defined)
• Bring all relevant papers to the meeting
• Contributions shall be addressed through the
Chair, be relevant to the matter being
discussed, avoid repetition and be kept as brief
as possible.
• Listen when other people are speaking
• Members shall declare any personal conflicts of
interest as they arise and withdraw from the
meeting accordingly
[From the Committee Meeting Operating Procedures]
Committee Etiquette [continued]
• Student members shall withdraw for any
business where it is possible to identify
individual students
• Meetings shall not normally exceed 3 hours
• Any decision of a committee, even when it is
not unanimous, is a decision taken by the
committee collectively and each member has a
duty to stand by it, whether or not he/she was
present at the committee meeting when the
decision was taken.
[From the Committee Meeting Operating Procedures]
Discussion Areas
•
•
•
•
•
•
•
Contributing to meetings
Preparation before a meeting
Contributing during meetings
Dissemination after a meeting
Carrying out of actions
Programme Board proceedings
iPads – please use
The Quality Code at LCA:
Assessment Practice
Chapter B6: Assessment of students and the recognition
of prior learning
*
Expectation: Higher education providers operate equitable,
valid and reliable processes of assessment...which enable
every student to demonstrate the extent to which they have
achieved the intended learning outcomes for the credit or
qualification being sought.
*
Indicator 13: Processes for marking assessments and for
moderating marks are clearly articulated and consistently
operated by those involved in the assessment process
Marking Methods
Single marking: Each student’s work is marked by one
marker/assessor.
Double Marking: Each student’s work is marked
independently by two markers/assessors before any
discussion takes place. The two markers then meet
and agree a final mark for each candidate.
Group Marking: Assessment of studio work, portfolios
and project based work may be considered by a
group of assessors, of which one, where possible,
should not have had prior involvement in supervising
the candidates work under assessment, reaching a
consensus agreement as to a mark. The group must
record their collective decision and provide
summative feedback against the assessment criteria
for the learning outcomes.
(From the Quality Handbook)
Quality Assurance of marks
Verification of marks
Verification of marks is the process whereby a selection of
work from each marking band for a module, particularly at
the borderline, is considered by a second marker to verify or
otherwise the level and consistency of the marks allocated
by the first marker.
Where the second marker disagrees with the first assessor’s
positioning/ range of marks from the sample examined,
discussion should take place with the first marker to reach
agreement of the final positioning of the cohort’s marks
through the ‘Moderation’ process.
The relevant Programme Leader must be satisfied that each
assessment task has appropriate arrangements in place for
second-marking and verification of marks.
(From the Quality Handbook)
Required Sample
At levels 4 and 5 a sample of at least 10% from
all categories of the marking banding should be
verified though second marking by another tutor,
with a good understanding of the subject. At
Level 6 and 7 all work should be verified by
another tutor.
All fails should be second-marked!
(From the Quality Handbook)
Moderation of marks
Where there is clear evidence during the second
marking process that there are serious
discrepancies in the marks being awarded to a
particular module, moderation may be carried out.
‘To moderate’ is to regulate or adjust within norms
or against pre-determined criteria. In practice,
moderation with respect to assessment involves a
process to ensure that the marking has taken place
in a way which ensures maintenance of standards,
consistency of marking and fairness to students.
(From the Quality Handbook)
Summary
Level 4 & 5
A sample should be selected by the secondmarker which represents the grade bandings
and all fails. This should be at least 10% of the
cohort
Level 6 and Level 7
All work should be second marked (fully
assessed) by a second-marker. This could be
done independently or in groups but evidence
of the marking decisions must be retained to
show final marks agreed
(From the Quality Handbook)
The second-marker should take a view by
looking at the work and decide whether
they agree or disagree with the banding
positioning
If the second-marker does not agree, it
should be referred back to first marker for
reconsideration and moderation if
necessary
(From the Quality Handbook)
Task 2 Assessment Practice
A practical task asking academic staff
to look at a variety of
module mark sheets in order to:
• identify areas of good practice
• identify areas for improvements
• raise questions for discussion
Questions and Answers
&
Conclusion
Internal Progression
2014/15
• Staff briefing 2nd or 5th September
? Internal progression - (check FE/HE
staff availability)
• Internal open day Wednesday
22nd October 2014 (arranged)
• Week commencing 3rd November Lecture based presentations by HE
Programme Leaders in the Vernon Street
Lecture Theatre
(to be arranged by Head of FE and PLs advised)
• First round of Follow-Up talks completed
by 1st December 2014
UCAS Deadline - 15th January
•Follow up portfolio preparation and
interview Q&A talks to take place before
internal interviews start.
•Ongoing engagement opportunities such as
inviting FE students to visiting talks,
workshops, events etc. and tutor follow up
visits should be discussed and arranged for
15th January onwards.
Dedicated Interview Days
for Internal applicants should be identified
and communicated at the start of the
process.
END