1 / 39

UNIVERSITY INSTITUTIONAL EVALUATION

UNIVERSITY INSTITUTIONAL EVALUATION. INTERNAL EVALUATION. PROF. SAMUEL FERNÁNDEZ. University of Oviedo. Institutional Evaluation and Associated Concepts. Searching the improvement. Methodology of the study. Outcomes & Conclusions

clio
Download Presentation

UNIVERSITY INSTITUTIONAL EVALUATION

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. UNIVERSITY INSTITUTIONAL EVALUATION INTERNAL EVALUATION PROF. SAMUEL FERNÁNDEZ University of Oviedo

  2. Institutional Evaluation and Associated Concepts. • Searching the improvement. Methodology of the study. • Outcomes & Conclusions • Institutional Evaluation: Model of Assement

  3. EVALUATION-QUALITY ASSURANCE-ACREDITATION

  4. Evaluation – Q.Assurance - Acreditation

  5. Institutional Evaluation – Q.Assurance ANALYSIS

  6. Institutional Evaluation – Q.Assurance

  7. Institutional Evaluation – Q.AssuranceEuropean Universities

  8. Evaluation and Improvement Methodology • Recurrent or cycle design • Exploratory Analysis with contrast between hypothesis H1: Institutional Evaluation Performance Rate + Improvement • Dependent Variable:

  9. Evaluation and Improvement Methodology

  10. Evaluation and Improvement Institutional Evaluation Process

  11. Evaluation and Improvement Improvement Process

  12. Improvement Proposals

  13. Outcomes

  14. Conclusions Study: The evaluation + Improvement measures implemented have not resulted in any significant variation (D= 0,15) on the achievement rates. The trend allows a degree of optimism. The evaluation + Improvement plans not generate scarce compromise. • The evaluation spend a lot of time. • Operational improvement  Indicators + Responsability

  15. Consecuences Pedagogial training for lectures. Surveys on the quality teaching. Teacher/Student ratio allowing efficient personal comunication. Teaching proposal linked to proffessional initiatives. To promote the publication of learning support documents. Learning goals in terms of competences. To adapt the teaching to the learning styles and students needs.

  16. EFFECTIVE PEDAGOGICAL APPROACH Active Problems Technical Tutorial Learning solving Resources System Proposal of teaching connected with pro fessional initiatives To promote the publication of learning support document SUPPORT VALUES Promoting publications and documents to support the learning Adaptin g the teaching to the student ’ s learning styles and needs

  17. INSTITUTIONAL EVALUATION: MODEL FOR ASSESSMENT

  18. Institutional Evaluation What is IE? Institutional Evaluation is a process for diagnosing the strengths and weaknesses leading to the Improvement Plan that would be implemented to improve the quality of teaching assessed. IE assesses the official and validuniversity degrees.

  19. Institutional Evaluation Stages Agents involved Results Self-evaluation report External Evaluation report Plan of improvements • Self-evaluation • External Evaluation • Final Report Comittee of Self-Assesment, Technical Unit of Quality, University Community Comittee of Self-Assesment, Technical Unit of Quality, Comittee of External Evaluation, University Comunity Comittee of Self-Assesment, Technical Unit of Quality, Government Team Advice on ANECA

  20. Self-Evaluation Handout Description 1.1. Objectives of the Study Program The study program has defined its objectives which include the knowledge and skills that students should have to complete their studies.

  21. Self-evaluation Handout Semiquantitative rating

  22. Objectives of the Study Program. 1.1. The program has defined its objectives which include the knowledge andskills that students should have to complete their studies. 1.2. The program specify the profile of entrancefor students and themechanisms to know this entering students profile. The National AgencyAssessment Model 1. STUDY PROGRAM

  23. Objectives of the Strudy Program. 1.1.1. The study program has defined its objectives which include the knowledge andskills that students should have to complete their studies. 1.1.2. The study program specified that the profile of entry and students should have mechanisms to know the profile of entry for students. National Agency Assessment Model -NAAM 1. STUDY PROGRAM

  24. The National Agency Assessment Model - NAAM 1. STUDY PROGRAM Curriculum and structure 1.2.1. The structure of the curriculum is well defined in terms of distribution of the subjects, and of its horizontal and vertical articulation, avoindig gaps and duplication. 1.2.2. The program of subjects that constitute the curriculum contains basic features, is accessible and public. 1.2.3. The curriculum is consistent with the objectives of the study program and with the profiles of graduation. 1.2.4. Review and update of contents, if applicable, is done on a regular and systematic basis. 1.2.5. The time provided for student learning in the curriculum is appropiate to meet the objectives of the study program.

  25. Direction and planning 2.1.1. Those responsible have defined the planning of the training program that includes tools and actions for the management and continuous improvement actions. NAAM 2. TEACHING ORGANIZATION

  26. Management and organization 2.2.1. The study program is communicated and disseminated. 2.2.2. The organization of the teaching is according with the structure and objectives of the study program. 2.2.3. The results of the study program, results in graduates, in the personal and academic outcomes and in thesociety are taken into account for improving and revising the study program. NAAM 2. TEACHING ORGANIZATION

  27. Academic Staff 3.1.1. The academic staff is appropriate to the objectives of the study program and requirements of the disciplines. 3.1.2. The academic staff is involved in research, development, innovation, and they affect the study program. NAAM 3. HUMAN RESOURCES

  28. Administrative Staff 3.2.1. The administrative staff involved in the study program is adequate to the requirements thereof. NAAM 3. HUMAN RESOURCES

  29. Classrooms 4.1.1. Classrooms for the learning process and equipment match the number of students and the activities for the development of the study program. NAAM 4. MATERIAL RESOURCES

  30. Work Spaces 4.2.1. Areas assigned to work and study of students, as well as the equipment necessary for these tasks are appropriate to the number of students and the activities in the development of the study program. 4.2.2. The space and equipment are suitable for the development and coordination of the roles of academic staff and administrative staff. 4.2.3. Infrastructure subsidies for the external practices are adapted to the number of students and activities in the development of the study program. NAAM 4. MATERIAL RESOURCES

  31. Laboratories, workshops and pilot sites 4.3.1. Laboratories, workshops and experimental places, as well as the equipment necessary to work in this places are appropiate to the number of students and activities in the development of the study program. NAAM 4. MATERIAL RESOURCES

  32. Library and Documents 4.4.1. The infrastructure of the library and reading rooms are properly equipped and have sufficient space and time scheduled to meet the needs of the study program. 4.4.2. The quantity, quality and accessibilityof information contained in the library and documentary collections are appropiated to the needs of the study program. NAAM 4. MATERIAL RESOURCES

  33. Attention students and integral training 5.1.1. The recruitment of students is consistent with the profile of income. 5.1.2. Shares host will guide the student on the functioning and organization in relation to the training program. 5.1.3. Develop support programs aimed at improving student learning. 5.1.4. Vocational guidance programs to facilitate student job placement of graduates. 5.1.5. The tutorial program to guide and motivate students as regards the training program and the organization of their own curriculum. 5.1.6. Activities for the integral training of the student are consistent with the objectives of the training program and help achieve them. NAAM 5. LEARNING PROCESS

  34. Teaching-Learning Process 5.2.1. The methods and techniques used in the teaching - learning process allows the achievement of the objectives of the study program. 5.2.2. The evaluation process of learning is consistent with the objectives of the study program and the methodology of teaching - learning. 5.2.3. Professional practices in regulated industries and institutions are consistent with the objectives of the study program. 5.2.4. Placements of students in national and international institutions are consistent with the objectives of the program, and recognized for curricular purposes. NAAM 5. LEARNING PROCESS

  35. Study Program Results 6.1.1. The student completes studies at the time provided by the study program. 6.1.2. The student is satisfied with the study program. NAAM 6. RESULTS

  36. Results of Graduates 6.2.1. The profile of the graduated response to the profiles provided by leaving the study program. NAAM 6. RESULTS Results in Academic Staff 6.3.1. The academic staff is satisfied with the study program.

  37. Results in the Society 6.4.1. Employers and other stakeholders are satisfied with the knowledge and skills of graduates. 6.4.2. Activities that link the study program with the society at national and international produce results. NAAM 6. RESULTS

  38. NAAM Strengths, weaknesses and proposals for improvement 6. RESULTS

  39. NAAM Example: 6. RESULTS

More Related