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QUALITY DEVELOPMENT AND ASSURANCE (Evaluation (Models (Parallel systems,…
QUALITY DEVELOPMENT AND ASSURANCE
Professional Learning Communities
CASTL Program
Multimedia Representations of Teaching (MRTs)
Communities of Practice
Collective understanding
Make contribution to community
Online learning
Network Learning Communities
Flexiable studying time
Foster self-motivation
Acessibility to different sources
International Perspective
TALIS (The teaching and learning international survey)
OECD Study - Countries
Collaborative activies
PCL is getting popular
Examples
Singapore
Teacher Network
Finland
Develop curridulum
Japan
Teachers have access to materials
Interactive activities btw teachers
United Kingdom
group of schools work together
National literacy week
USA
Meeting with colleques from same subject
Quality
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Quality Management
QM in education
Workshop
Quality Development
Workshops
QD in higher education
Education Quality
Controversial
Complex
Different indicators
Levels of education quality
Instructional level
Instititution level
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Educational system level
Models
Resource-Input Model
Facilities and financial support
Process Model
Social inteactions and learning activities
Satisfaction Model
Satisfaction of parents, students, teachers and managers
Legitimacy Model
Reputation
Absence of problems Model
Unclear quality and no troubles
Organizational Learning Model
Adaptation of environmental changes
Goals and specifications Model
Clear objectives
Relation btw assurance & control & management
Evaluation
Internal Evaluation
Purpose
Internal view of quality
Formative
Improve planning
Understanding of differences
Advantages
Available
Cheap
Having knowledge of program
External Evaluation
Advantages
Feel comfortable
objective - not biased
professional
fresh look at the program
Disadvantages
Expensive
Time-consuming
Unclear goals and objectives
Suggestions
make clear the role of external evaluator
maintain frequent communication
Evaluator should be familiar to environment
Contribution of technical knowledge and advice
Quality Agency
ISB
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Student assessment
PISA
VERA
Item development
Item creation
Appraisal
Testing İtems
Data Analysis
Item selection
Reports
Regional school authorities
Quality agency
School
has to determine target aggrement
Quality Assurance within system
#
Team attendance
Feedback to team
Re-read reports
Aim
to better understand
Student's learning
Teaching practices
School leadership
Problems
Political aspects
Media attention
Influence of large scale assessments (UNESCO, OECD)
Models
Parallel systems
Supporting system
Sequential system
Cooperative system
Types depending on time
Summative
End of the unit
Judgement based on criterias
Formative
Revising program during stages
Making decision to next steps
Design Based Research
Reason
Difficulty to generalize to other settings
Bridge btw theorerical background and educational practice
Challanges
Objectivity
Reliability
Validity
Maintaining partnership
Usage of knowledge claims
Features
Cycle - applicaiton & analysis
Intersection with learning goals
Sharable theories
Connection btw design process and research results
Practical output
EXAMPLE
Clearing House Unterricht
Teacher Professional Development
Effectiveness of TPD programs
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Features
Active learning
Transfer knowledge to real situation
Learner centered
Increase teacher quality
Change in teacher behavior
Group discussion
Follow up support
How to measure TPD's effectiveness
Identiffy what counts as PD.
Use critical features approach
Critical Features
Content focus
Active learning
Coherence
Duraiton
Collective participation
How to investigate TPDs
Survey
Interview
Observation
Teaching Analysis Poll
#
Purpose
Increase student learning & satisfaction
Improve instruction
Features
For university teachers
Feedback from students
Internal evaluation
#
When?
In the middle of term
Advantages
High quality feedback
Enjoyoable
Collaborative working
Changing of thoughts
Principle
Inquiry based
Collaborative learning
Teacher Education
#
Standards in Teacher Education
Outside Europe
InTASC (USA Standards)
Aim
Help teachers to improve their practice
Assessment
Portfolios
Performance assessment
Europe
BOLOGNA process
Knowledge based society
Integration of foreign students
Facilitating student mobility
Globalization
ECTS system of credits
National Board of Professional Teaching Standards
Commitment to students and their learning
Subject knowledge
Managing and monitoring learning
Systematic thinking
Member of learning communities
Teacher Professional Development Programs
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Examples
Courses
Qualification programs
Individual & Collaborative researches
Participation in Network of teachers
Educational conferences & seminars
Mentoring & coaching & peer observation
Foster
Leadership
Motivation
Collaboration
Evaluation
Types
Short term TPD programs
Long term TPD programs
Teacher
Teacher reflection
Teacher resistance
Teacher evalution
#
Schön's Reflective Theory
Time
During lesson
After lesson
Implementing reflection on a lesson
Kolb Theory of Reflection
Phases
Do - concrete experience
Think - reflective obervation
Conclusion - Abstract conceptualization
Adapt - active experimentation
Bookfield's Four Lenses
#
Curricular Components
Teaching
Management & pupiil exams
Inquiry
Curriculum studies & observations
Seminars
Journals
Self-reflection
Supervisory conferences
Higher Education
Quality Assurance
What is evaluated
Institutions
University Rankings
#
QS
TIMES
Indicators
Programs
Systems
Problem
Difficulty of common standards in diversified systems
International Models
British Model
Self regulation
European Model
State regulation
US Model
Market regulation
Techniques
Evaluation
Internal / External Evaluation
#
Accreditation
Predetermined standards
Benchmarking
Comparison of results
Auditing
Self-evaluation by institution itself
US, Denmark
Subject assessment
Curriculum, teaching, and program
Europe
Standards
Internal
External
Agencies
ENQA
ESIB
EUA
Evalution of TUM standards
Healty practices
Research
Curriculum
Student support
Teaching & Learning evaluation
Student Evaluation of Teaching
Guideliness
Purpose
Increase in effectiveness of learning
Analysis and Reporting
Comparison btw similar situations
Instrument
valid, reliable, practical
open + close ended ques.
Evaluation System at TUM
EvaSys software
Interpretation of results
Via different courses
Teacher Effectiveness
Objective Learning
Inconsistency with SETs
Negative correlation
Subjective Learning
Instructor and course quality
Positive correlation
Suggestions
No use multiple choice test
Use practical examination
Didactics in Higher Education : : :
Bologna Process
Academic staff development
Teaching -- learning
Professional teaching in HE
Problems
Constructive Alignment
The gap btw outcomes and mehods
Conceptual change (student centered)
Content centered
Learning centred
Conceptual development
