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Promoting Higher Quality. OHT 1.1. Session 1. Introduction to the Academic Review : Context and Purpose. OHT 1.2. Academic Review 2000-6 Key Features of Subject Review. Accountability Better, more accessible public information about quality and standards

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slide1

Promoting Higher Quality

QAA/HESDA Academic Reviewer Training

session 1

OHT 1.1

Session 1

Introduction to the

Academic Review :

Context and Purpose

QAA/HESDA Academic Reviewer Training

academic review 2000 6 key features of subject review

OHT 1.2

Academic Review 2000-6Key Features of Subject Review
  • Accountability
  • Better, more accessible public information about quality and standards
  • Enhancement of the quality of educational provision and of academic standards

QAA/HESDA Academic Reviewer Training

academic review 2000 6 key features of subject review1

OHT 1.3

Academic Review 2000-6Key Features of Subject Review
  • Part of an integrated method of review of overall quality and standards (HEIs only)
  • Peer review
  • Self-evaluation
  • Review against broad aims of the provision
  • Review over an extended period
  • Subject benchmarks
  • ‘Scope and preference’ survey
  • Initial and institutional profiles
  • Differentiated judgements on three aspects of quality
  • Threshold judgements on academic standards
  • Academic review report
  • Subject overview reports.

QAA/HESDA Academic Reviewer Training

slide5

OHT 1.4

QAA/HESDA Academic Reviewer Training

judgements on academic standards

OHT 1.8

Judgements on Academic Standards
  • A single threshold judgement – either confidence or no confidence
  • In certain circumstances: limited confidence
  • A separate judgement can be made for a single programme

QAA/HESDA Academic Reviewer Training

slide7

OHT 1.9

Judgements on Academic Standards should confirm that:

  • Applicable subject benchmarks are reflected appropriately in the programme specifications
  • The content, design and organisation of the curriculum are adequate to achieve the intended programme outcomes
  • Curriculum content is appropriate to each stage of the programme and to the level of the award
  • Assessment is designed appropriately to measure achievement of the intended outcomes
  • Student achievement matches the intended outcomes and level of the award

QAA/HESDA Academic Reviewer Training

judgements on the quality of learning opportunities 1

OHT 1.10

Judgements on the Quality of Learning Opportunities [1]
  • A differentiated judgement – either commendable or approved or failing

QAA/HESDA Academic Reviewer Training

judgements on the quality of learning opportunities 2

OHT 1.11

Judgements on the Quality of Learning Opportunities [2]

Judgements are applied separately to each of three aspects

  • teaching and learning
  • student progression
  • learning resources

Separate judgements can be made for each named award

QAA/HESDA Academic Reviewer Training

judgements on the quality of learning opportunities 3

OHT 1.12

Judgements on the Quality of Learning Opportunities [3]

EXEMPLARY with commendable category

  • represents sector-leading best practice AND
  • is worthy of dissemination and emulation, AND
  • makes a significant contribution to the success of the provision under review

Incidental or marginal features do not qualify for designation as ‘exemplary’

QAA/HESDA Academic Reviewer Training

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