Learning and Teaching in Practice/Quality assurance/Notes

Topic outline

1. Overview of the tertiary education sector in NZ
   1. NZQA, TEC, MoE, Ako Aotearoa
   2. Funding - http://www.tec.govt.nz/Funding/
2. The qualifications framework - http://www.nzqa.govt.nz/studying-in-new-zealand/nzqf/
   1. Principles and terminology: standards-based, portability, credits
   2. Qualifications
      1. Modular system
      2. Certificates, diplomas, degrees
      3. Levels 1 to 10 - http://www.nzqa.govt.nz/studying-in-new-zealand/nzqf/understand-nz-quals/
   3. Programme approval and accreditation
3. Quality assurance approaches
   1. Compliance model
      1. Systems, policies and procedures
      2. Responsibilities: usually, those in management roles monitor compliance with written policies and procedures and this is reported - eg in minutes of meetings.
   2. Continuous improvement model
      1. Responsibilities: all staff work collaboratively on quality improvement through regular meetings ('quality circles') to discuss issues and changes needs for improvement.
      2. PDSA cycle: Plan - Do - Study - Act.
4. Quality assurance in education
   1. Organisational effectiveness
      1. Self-assessment by the organisation - http://www.nzqa.govt.nz/providers-partners/self-assessment/
      2. External evaluation and review - http://www.nzqa.govt.nz/providers-partners/external-evaluation-and-review/
   2. Course design, development and approval
      1. Market research. Is there a need for this programme? eg a new industry, a shortage in the workforce, interest or demand from potential students.
      2. Delivery modes: eg blended learning, e-learning. How will
      3. Consultation with stakeholders. NZQA expects the course developer to show evidence that stakeholders (eg a professional body or industry) supports the programme.
      4. Internal approval - may have several stages
      5. Ongoing review and monitoring. Most institutions provide for regular comprehensive reviews of programme (eg every 5 years) as well as ongoing monitoring - eg staff report to a faculty committee on results, problems, etc
         1. Professional development of teachers. Institutions have policies for the professional development of teaching staff, usually based around an annual performance appraisal process. Teachers may be expected to gather feedback from students on the effectiveness of their teaching as one of the sources of data for the appraisal process.
         2. Evaluation of delivery and resources. Institutions have polices for gathering feedback from students on the quality and effectiveness of the course's delivery - eg the online resources and activities.
      6. Programme review

• http://wikieducator.org/Assessing_and_Evaluating_for_Learning

1. 1. Assessment and moderation - http://www.nzqa.govt.nz/providers-partners/assessment-and-moderation/
      1. Pre-assessment moderation - carried out prior to the assessment process to ensure the quality of assessment materials.
      2. Post-assessment moderation - carried out after the assessment process to ensure the quality of assessment decisions- ie is the marking consistent and in line with accepted benchmarks?
      3. Internal moderation - both pre- and post-assessment moderation, usually carried out by one or more other members of the teaching team.
      4. External moderation - both pre- and post-assessment moderation, usually carried out by a staff member from another institution or by a national moderator appointed by NZQA.