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Designing Quality Assurance Systems in Azerbaijani Universities Training Courses and Workshops 9-13 June 2008 PowerPoint Presentation
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Designing Quality Assurance Systems in Azerbaijani Universities Training Courses and Workshops 9-13 June 2008

Designing Quality Assurance Systems in Azerbaijani Universities Training Courses and Workshops 9-13 June 2008

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Designing Quality Assurance Systems in Azerbaijani Universities Training Courses and Workshops 9-13 June 2008

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  1. DesigningQualityAssurance Systems inAzerbaijaniUniversitiesTrainingCourses and Workshops9-13 June 2008 SelectedAspects of EducationQualityAssurance intheUniversity of Warsaw Centre for Foreign LanguageTeaching

  2. Motivation: 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. Quality: • A certain level of perfection

  4. Quality: • A certain level of perfection • Compliance with internal and external requirements

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

  6. Quality: • 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. Quality of education: • 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. Qualityculturein an educationalinstitution: • develops pro-quality behaviour patterns

  9. Qualityculturein an educationalinstitution: • develops pro-quality behaviour patterns • helps understand the institution’s mission and strategy

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

  11. Qualityculturein an educationalinstitution: • 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. Principlesinintroducingqualityculturein an educationalinstitution : • Constant development and improvement • Systemic thinking • Involvement, co-operation and positive attitude

  13. First steps: • Establishing the aims

  14. First steps: • Establishing the aims • Launching the think tanks

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

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

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

  18. First steps: • 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. Evaluation Form before 2007 • changeable format • general information • information about the results not given to students

  20. Evaluation Form 2007 • 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. Evaluation Form 2007 • 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. Evaluation Form 2007 • 5480 completed forms • the mean in the range of 1 (‘definitely not’) to 4 (‘definitely yes’) – 3,4939

  23. Evaluation Form 2007 • 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. Evaluation Form 2007 • 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. Student evaluationquestionnaire 2007: effects • place and position of the Centre as part of the University opf Warsaw

  26. Student evaluationquestionnaire 2007: effects: • place and position of the Centre as part of the University of Warsaw • evaluation of particular teachers

  27. Student evaluationquestionnaire 2007: effects: • place and position of the Centre as part of the University of Warsaw • evaluation of particular teachers • evaluation criteria used by students

  28. Student evaluationquestionnaire 2007: effects: • 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. Student evaluationquestionnaire 2007: effects: • 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. Evaluation Form 2008 • Task Group for Student Evaluation Form; • CFLT Quality Assuarance Unit (including students and PhD students); • University of Warsaw Office for Quality of Education;

  31. Evaluation Form 2008 • new format; • new procedure (CFLT red seal, submitting and filing the forms, active participation of the students etc.)

  32. Motivating System • Teaching • Professional Development • Involvement in the CFLT and University of Warsaw activities

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

  35. Motivating System 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. Teacher’s Achievement Form • 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. Achievements: • External: • an improved image

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

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

  40. Achievements: • 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. Achievements: • 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. Achievements: • 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. Achievements: • 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. Problems: • How to convince staff that change is desirable and necessary?

  45. Problems: • How to convince staff that change is desirable and necessary? • How to deal with, and disarm fears and inhibitions?

  46. Problems: • 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. Problems: • 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?