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Key Information Sets (KIS)

Key Information Sets (KIS). learning and teaching activity (contact hours) assessment activity. University Quality Office. Introduction.

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Key Information Sets (KIS)

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  1. Key Information Sets (KIS) • learning and teaching activity (contact hours) • assessment activity University Quality Office

  2. Introduction The QAA has published a new Quality Code for UK HE and this has a section which lists the information Universities must make public, for example on their websites. It includes things like the Learning and Teaching Strategy and Programme Specifications. • QAA Quality Code: Part C • Providing information about higher education It also includes requirements for providing information for prospective students. HEFCE was asked to establish what information prospective students wanted.

  3. Providing information about higher education Understanding the information needs of users of public information about higher education (published by HEFCE in August 2010) The HEFCE research aimed to find out: • what information students, parents and other interested parties wanted and needed, • what the best modes would be to deliver this information, • who should provide the information, and • how the information would support potential students’ informed choice of what and where to study.

  4. Providing information about higher education The results were published last summer: Outcomes of consultation and next steps (HEFCE/UUK/GuildHE June 2011) and recommended: • the introduction of Key Information Sets (KIS) at course level aimed at prospective students • a wider information set, parts of which are aimed at different audiences (WIS) the KIS and the WIS

  5. Key Information Set The KIS will contain information for each POS on: • NSS scores • Employment and salaries • Costs – fees, bursaries, accommodation • Learning and teaching activity • Assessment activity For all undergraduate programmes and all teaching training programmes A KIS will probably look like this:

  6. Key Information Set

  7. Key Information Set HESA is collecting the data and we have no choice about what we provide or how we provide it. Our priority is to collect the information about learning and teaching activity and assessment activity. We will do this by using the module information we already have in the AIS...............

  8. Key Information Set This is the only part of the KIS we need to do anything about. The rest will provided by HESA or centrally by the University

  9. Key Information Set Accuracy – you tell us that the AIS is not always right, Quality Office’s priority is to support you in making sure the right information is recorded in the 11/12 session. Module catalogue – we will base contact hours on the existing Timetable information and use Assessment Elementsto determine the assessment methods. Head start - if your department uses Attendance Monitoring in AIS and uses AIS to calculate module marks then you have a head start – your data should already be right.

  10. AIS – attendance elementsThis is how we will collect information about learning & teaching activity Don’t worry, we’ll provide guidance on this

  11. AIS – attendance elements Any missing activity or ones which are not centrally timetabled must be entered manually – there will be instructions on how to do this.

  12. AIS – assessment elementsThis is how we will collect information about assessment activity Don’t worry, we’ll provide guidance on this

  13. AIS – assessment elements ...or you might use a screen which looks like this ...don’t worry, it all ends up in the same place

  14. Key Information Set - timeline We want you to get your module data in during Jan and Feb We can keep checking and updating right up until now

  15. Who can help? • Quality Office website • - www.hull.ac.uk/quality • Guidance documents • Training material • FAQs • University Quality Officers • Nichola Cooper, n.cooper@hull.ac.uk, 6934 (HUBS, FoS) • Stuart Gilkes, s.e.gilkes@hull.ac.uk, 6715 (FHSC, FoE) • Jane Iddon, j.iddon@hull.ac.uk, 6598 (FASS) • General queries – Lynne Braham, l.j.braham@hull.ac.uk, 6576

  16. More information • Details about the Process • from the HESA website • Coverage • Fields • Supporting documentation • Background – why we’re doing it • from the HEFCE website • Research • Consultation paper • Outcomes of consultation

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