1. Selected Aspects of Education Quality Assurance in the University of Warsaw Centre for Foreign Language Teaching

2. the state of readiness of a rational human being to undertake a given activity – a set of psychological and physiological processes, stimulated by a need, that underpins and determines human behaviour and its changes

3. A certain level of perfection

4. Compliance with internal and external requirements

5. A certain level of perfection Compliance with internal and exteranl requirements Anything that can be improved

6. A certain level of perfection Compliance with internal and external requirements Anything that can be improved Features and properties of a product or service that decide about its ability to satisfy acknowledged and predictable needs

7. Building an organisational ability to discover and acquire knowledge within the area od educational needs Implementing this knowledge to create mechanisms which allow for meeting the needs of the addresses of educational services

8. develops pro-quality behaviour patterns

9. helps understand the institution’s mission and strategy

10. develops pro-quality behaviour patterns helps understand the institution’s mission and strategy helps identify with the aims of quality assurance

11. develops pro-quality behaviour patterns helps understand the institution’s mission and strategy helps identify with the aims of quality assurance enables involvement of the whole staff

12. Constant development and improvement Systemic thinking Involvement, co-operation and positive attitude

13. Establishing the aims

14. Launching the think tanks

15. Establishing the aims Launching the think tanks: wide and even representation of staff

16. Establishing the aims Launching the think tanks: wide and even representation of staff staff personal involvement

17. Establishing the aims Launching the think tanks: wide and even representation of staff staff personal involvement staff integration

18. Establishing the aims Launching the think tanks: wide and even representation of staff staff personal involvement staff integration focus on problems of particular significance and relevance to staff

19. changeable format general information information about the results not given to students

20. reaching as many students as possible analysing results with the view of different groups and according to different criteria (e.g. language sections, particular staff members)

21. 10 questions, including: 9 questions with the 4 answers to choose from: - e.g. ‘Did the teacher apply clear criteria while assessing all the students’ work and achievements?’ - answers (‘definitely yes’, ‘rather yes’, ‘rather not’, ‘definitely not’); open question

22. 5480 completed forms the mean in the range of 1 (‘definitely not’) to 4 (‘definitely yes’) – 3,4939

23. Results from the point of view of: - CFLT in general; - particular language sections; - particular levels; - particular teachers; results with regard to every single question

24. Individual meetings with the staff members: strip with the information including - mean in particular questions; - mean in all questions in general; - recapitulation of the anwers to the open question;

25. place and position of the Centre as part of the University opf Warsaw

26. place and position of the Centre as part of the University of Warsaw evaluation of particular teachers

27. place and position of the Centre as part of the University of Warsaw evaluation of particular teachers evaluation criteria used by students

28. place and position of the Centre as part of the University of Warsaw evaluation of particular teachers evaluation criteria used by students identification of areas worth developing and improving (teaching)

29. place and position of the Centre as part of the University of Warsaw evaluation of particular teachers evaluation criteria used by students identification of areas worth developing and improving (teaching) identification of areas worth developing and improving (the questionnaire)

30. Task Group for Student Evaluation Form; CFLT Quality Assuarance Unit (including students and PhD students); University of Warsaw Office for Quality of Education;

31. new format; new procedure (CFLT red seal, submitting and filing the forms, active participation of the students etc.)

32. I. Teaching II. Professional Development III. Involvement in the CFLT and University of Warsaw activities

33. I. Teaching: I.1. Student Evaluation Form (0-20 pts.) I.2. Class Observation (0-5-10 pts.) I.3. Programs and materials (0-10-20 pts.)

34. II. Professional Development: II.1. Participation in the CFLT trainings (0-3-5 pts.); II.2. ‘Peer observation’ (0-3-5 pts.);

35. III. Involvement in CFLT and University of Warsaw activities: III.1. working in task group(s) (0-3-5 pts.); III.2. working for the Language Section, CFLT and University of Warsaw (0-15 pts.);

36. Compatible with the ‘Motivating System’; Teachers fill in the TAF and submit it by 15th October; Language Section Heads (CFLT Head) give points following the criteria in the Motivating System;

37. External: an improved image

38. External: an improved image an enhanced quality of contacts with University institutions and departments

39. External: an improved image an enhanced quality of contacts with University institutions and departments collaboration with Student Self-Government

40. External: an improved image an enhanced quality of contacts with University institutions and departments collaboration with Student Self-Government Internal: categories and criteria of good practice

41. External: an improved image an enhanced quality of contacts with University institutions and departments collaboration with Student Self-Government Internal: categories and criteria of good practice criteria of teacher professional achievement

42. External: an improved image an enhanced quality of contacts with University institutions and departments collaboration with Student Self-Government Internal: categories and criteria of good practice criteria of teacher professional achievement stimulating environment

43. External: an improved image an enhanced quality of contacts with University institutions and departments collaboration with Student Self-Government Internal: categories and criteria of good practice criteria of teacher professional achievement stimulating environment staff involvement

44. How to convince staff that change is desirable and necessary?

45. How to deal with, and disarm fears and inhibitions?

46. How to convince staff that change is desirable and necesary? How to deal with, and disarm fears and inhibitions? How to aid the process of identification with the aims of quality assurance?

47. How to convince staff that change is desirable and necessary? How to deal with, and disarm fears and inhibitions? How to aid the process of identification with the aims of quality assurance? How to involve all staff in pro-quality activity?