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Internal Quality Assurance as Preparation for the Evaluation of a Degree Programme Christopher Caine – Trinity College of Music Accreditation Working Group.

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Presentation on theme: "Internal Quality Assurance as Preparation for the Evaluation of a Degree Programme Christopher Caine – Trinity College of Music Accreditation Working Group."— Presentation transcript:

1 Internal Quality Assurance as Preparation for the Evaluation of a Degree Programme Christopher Caine – Trinity College of Music Accreditation Working Group

2 Introductory comments on background and purpose of internal quality assurance Small group discussion to address specific quality assurance related question which relate to the work of sessions 1 and 2 Summary discussion

3 How (with what methods) do we assure ourselves that learning outcomes of a programme are, and remain, relevant to the training of the professional musician? How (using what methods) do we assure ourselves that our assessments are consistent, reliable and valid (relevant to the learning outcomes)? How (with what methods) do we assure ourselves that our teaching is appropriate for the curriculum?

4 Toyota – statement on quality assurance There are a number of hurdles that this globalization of production has to overcome. Among these the most important is quality assurance, which requires that no matter where Toyota vehicles are made, they have the same quality. e-by-toyota-aiming-for-global-quality-assurance

5 International Union of Pure and Applied Chemistry Internal quality control Set of procedures undertaken by laboratory staff for the continuous monitoring of the results of measurements in order to decide whether results are reliable enough to be released.

6 ENQA (European Association for Quality Assurance in Higher Education) establishment of a self-evaluation culture the future quality assurance system should maintain a strong focus on quality improvement.

7 Lassurance qualité interne, qui a son objectif braqué sur lamélioration constante de la qualité, devient désormais un processus dynamique dans la gestion des hautes écoles. (Internal quality assurance, aimed at continual improvement in quality will in the future become a dynamic process in the management of higher education schools.) Les résultats dévaluations internes doivent être utilisés afin daméliorer continuellement la qualité de lenseignement et de la recherche. (Results of internal evaluations must be used to improve continually the quality of teaching and research.) (Organe d´accréditation et d´assurance qualité des hautes écoles suisses (OAQ)) o

8 Brisbane Communique ENQA (European Association for Quality Assurance in Higher Education) Quality Assurance Agency (UK)

9 Principles: A quality assurance culture is created, defined, supported, and promulgated. Quality assurance aligns with and is embedded within the institutions unique goals and objectives. Periodic approval, monitoring and review of programs and awards. A strategy for the continuous enhancement of quality is developed and implemented. Quality assurance of academic staff is maintained Appropriate and current information about the institution, its programs, awards and achievements is made publicly available. (Higher Education Quality Assurance Principles for the Asia Pacific Region: The need for quality assurance principles for the Asia-Pacific Region)

10 Policies and procedures for quality assurance Approval, monitoring and periodic review of programmes awards Assessment of students Quality assurance of teaching staff Learning resources and student support Information systems (evidence) Public information

11 Additionally asks institutions to consider: Collaborative provision Placements/work-based learning Disabilities Careers Appeals/Complaints Admissions

12 Funding Legal requirement External Review/accreditation Reputation/profile (national and international)

13 Quality Student experience We want our courses to be good

14 The PDCA – circle Plan Do Check Adapt

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17 How (with what methods) do we assure ourselves that learning outcomes of a programme are, and remain, relevant to the training of the professional musician? How (using what methods) do we assure ourselves that our assessments are consistent, reliable and valid (relevant to the learning outcomes)? How (with what methods) do we assure ourselves that our teaching is appropriate for the curriculum?

18 Discussions may relate to the programme and assessment discussions that took place in sessions 1 and 2 Each individual in the group will have experience of his/her own national and/or institutional internal quality assurance requirements and procedures. The aim is to learn from these and to try and suggest efficient practical measures in relation to the question(s) Remember that whatever is suggested, the quality of the evidence used is paramount and you may also wish to consider the dynamics of quality verses quantity Examine question in the following context

19 The student experience We want our courses to be as good as possible Thats what musicians do

20 Thank you for listening!


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