QUALITY ASSURANCE: AN INTEGRATED RESEARCH REPORT. It is best to learn as we go not as we have learned. QUALITY ASSURANCE. Appraise individual educators Determine strengths and weaknesses Draw up programmes for individual’s personal growth. DAS. WSE. PM. IQMS Integrated Quality
It is best to learn as we go not as we have learned
Reporton perceptions of educators, principals, parents and districts on quality assurance
DAS and PM only applicable to educators but WSE on all of above.
EDUCATOR AND QUALITY ASSURANCE
Analysis of data revealed two factors namely:
THE DESIGN CRITERIA
Q1. Teacher performance-is it appraised, evaluated or measured?
Q2. What steps are involved in teacher evaluation?
Q3 What is teacher evaluation?
Q4 What are the purposes of teacher evaluation?
Q5 Where is information needed to judge teacher performance found?
Q6 What variables are involved in determining teacher performance?
Above paradigms can be grouped into categories to make them amenable to measurement namely:
Process (direct teaching actions, classroom management actions, teacher decision-making, teacher interactive thinking, exceptional teacher actions)
Product (process-product paradigm-levels of learner achievement)
Most teacher evaluation instruments have overload of observable teaching activities and discourage teaching activities aimed at the higher cognitive abilities.
The PM instrument in the IQMS divides teaching into observation of educators in practice (4 performance standards) and aspects that fall outside the classroom ( 8 performance standards).
There is an over-representation of administrative aspects as the role of the learner seems minimal. For further points of criticism see the paper.
Q7 What criteria must be used to judge quality of work performance?
Q8 Who must evaluate teacher performance?
THE IMPLEMENTATION CRITERIA
Q1 How should an evaluation system be advocated?
Q2 What should the function of performance measurement be?
Q3 What competences does an evaluator need?
Q4 How should the feedback process occur?
THE PRINCIPAL AND QUALITY ASSURANCE
Research done in Gauteng, North-West and Mpumalanga
According to legislation principal is responsible that IQMS is advocated, implemented, documented and moderated in fair and consistent manner together with SMT.
Contextual factors also need to be considered (educator/learner ratio, classroom conditions, level of learner
THE PARENT AND QUALITY ASSURANCE
THE ROLE OF THE DISTRICTIN QUALITY ASSURANCE