1. Group 3. Evaluation cultures in TED Issues and recommendations TEPE conference – 2008. Ljubljana, 21-23, February, 2008.

2. 1.Issue of diversity in quality definition Internal QA orientation Q as fitness for purpose, Q as transformation of learners,Q as institutional change,Q as excellence External QA orientation: Q as compliance to standards,Q as customer satisfaction, Q as value for money Recommendations: All concepts are legitimate but actors should be aware of them and positions should be explained and communicated between them.

3. Agreed aspects of quality in ITE Enhancing student potential Efficiency in the management of resources Promotion of social democratic/values Outcomes/performance based goals (fiteness for qualifications) Recognition of students needs (equity principle)

4. 2.Issue of quality assurance approach Moving from evaluation culture concept (externally driven, quantitive approach, performance based indicators, sanction orientation ) To quality culture concept (internally driven, based on self-evaluation, including process indicators, development orientation) Recommendation: capacity building of institutions to implement quality culture approach

5. 3. Issue of institutional Quality culture Institutional Quality culture encompasses: - Top down approach (quality management) - Bottom up approach (commitment to quality values and capacity for development) Recommendation: a)ensuring two way communication and mutual trust about consequences b)developing tools for quality control and quality development/improvement

6. 4. Issue of LLL perspective in QA QA mainly applied to the ITE (national and institutional strategies, evaluation and self- evaluation procedures) Recommendation: QA policies, standards and tools should be developed across the total span of CPD.

7. 5. Issue of QA infrastructure Infrastructure not fully developed at all levels (better at the international and national levels) then institutional Recommendation: providing means for establishing infrastructul support at institutional level (QA offices, QA teams at the level of University,Faculty, Department,) training for (self)evaluation procedures

8. 6. Issue of definition of quality indicators Should the indicators be product oriented or should the learning processes be tapped as well Issue of tangible and intangible outcomes Recommendation: using different sources and methods for measuring and monitoring both eduactional process as well as educational outcomes.

9. Issue of evaluation overload Issue of QA procedures for their own sake Lack of motivation, missing points, unclear goals Recommendations: Be sensitive and realistic in imposing QA tasks Improving communication and reporting Auditing and reflection of the evaluation and selfevaluation processes

10. Thanks to all participants in group 3. for their inovative and critical approaches offered in their presentations and their rich contributions to the discussion!