Engagement for quality development in higher education: a process for quality assurance of assessment

Lucander, Henriette; Christersson, Cecilia

doi:10.1080/13538322.2020.1761008

Cited by 45 publications

(43 citation statements)

References 41 publications

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“…It allows you to determine the most suitable pedagogical conditions and technologies that correspond to the current level of pedagogical potential, resource capabilities of the university, and also takes into account the existing model of the organization of the educational process. The advantages of the proposed approach to assessing the quality of teachers, in contrast to earlier developments in the scientific literature (Akareem and Hossain, 2016;Yang, 2017;Lucander and Christersson, 2020;Burbules et al, 2020) is that the resulting assessment indicator is presented as two types of variables: quantitative, expressed through scores and their mean values, and categorical, reflecting the level. Scoring provides accuracy and allows you to analyze small changes in estimates over time or to assess differences between study groups, even when the categorical variable remains unchanged.…”

Section: Discussionmentioning

confidence: 99%

“…The quality of education is inextricably linked with pedagogical technologies, since in modern conditions, various audio, hardware and software tools have been actively introduced into the pedagogical and educational process to improve the quality of the educational process (Abd and Behadili, 2019;Ali et al, 2018;Burbules et al, 2020). Productive author's methods were optimistic and became almost a panacea for ineffective learning in the higher education system (Lucander and Christersson, 2020;Burbules et al, 2020;Janssen et al, 2019). Many studies show that the use of active learning methods can create conditions for translating the acquired knowledge into an applied form and increase the motivation of students (Rizkallah and Seitz, 2017;López et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

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Improve Teaching Capacity at Private Universities in Ho Chi Minh City, Vietnam According to AUN-QA

Lam

Tuan

Thanh

2020

IJCRSEE

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The purpose of this study was to develop an approach to assessing the potential of teachers for the possibility of introducing quality standards of the educational process according to AUN-QA in the higher education system of Vietnam. A survey of teachers and managers of 6 private universities in Ho Chi Minh City was carried out, aimed at assessing the quality of university teachers and their potential to AUN-QA standards. The number of respondents was 172 teachers and 42 managers of the studied universities. Evaluation of the survey responses was made on a 4-point Likert scale. Using the SPSS 22.0 software package, statistical processing of the results of the questionnaire survey of teachers was carried out. By means of questionnaires, an assessment of the need (urgency) and the possibility of implementing measures aimed at increasing the teaching potential was carried out. A pedagogical experiment was carried out, which involved the passage of training for teachers in order to increase the pedagogical potential: the development of the theoretical base and practical skills in the application of teaching methods, such as Teaching simulation, Teaching case studies, Learning project, Teaching by situation, Lecture, Problem solving, Teaching in groups, Practical methods, experiments, Training method, review. The experiment involved 61 teachers from Van Lang University. According to the results of the experiment, a statistically significant increase in the level of methodological knowledge of teachers and skills for their implementation was revealed. The results obtained are of practical importance and can serve as a basis for solving numerous problems of higher education in the country. They can also be used to improve the quality of educational services, the effectiveness of reforms in the education system of Vietnam.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Improve Teaching Capacity at Private Universities in Ho Chi Minh City, Vietnam According to AUN-QA

Lam

Tuan

Thanh

2020

IJCRSEE

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“…It is possible to detail the entire learning process, including the selection of applicants, different types of training, assessment procedures, a variety of social activities, etc. For example, Lucander and Christersson distinguished the five phases of the process for quality assurance of assessment [3].…”

Section: Methodsmentioning

confidence: 99%

Quality of the master's program: factors and regulatory framework

Vlasova

Karkh

2021

SHS Web Conf.

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The quality of educational programs and the assessment criteria is a debatable point. Universities pay special attention to the management and evaluation of the master's program quality to improve competitiveness. Approaches to an external and internal assessment of the quality of master's programs have changed over the past 20 years in Russia. The paper analyses the approach to internal university monitoring of the master's programs, taking into account external requirements and all stakeholders’ opinions. The analysis of the preferences of employers and students allowed us to determine the parameters of internal monitoring of the quality of master's programs. Focused interviews with representatives of local government bodies allowed to identify the blocks of disciplines that need to be further integrated into the master's program in public administration. It is emphasized that the approach to quality assessment should be more flexible in order to respond to the challenges of the external environment.

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“…A QA study that was focused on online courses recommended the importance of establishing the "Office of Instructional Design" to ensure quality design and delivery of online courses, and to train educators prior to engaging in distance teaching [46]. Another study encouraged the development of a quality culture to improve curriculum design, enhance internal quality work, and support documentation for external QA auditing [47]; such a quality culture would also engage educators and other internal stakeholders in the development of a range of educational programs, thus promoting a system for improved quality in higher education institutions.…”

Section: Quality Assurancementioning

confidence: 99%

Quality Assurance Framework for the Design and Delivery of Virtual, Real-Time Courses

2021

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Designing and delivering outcome-based courses that emphasize learner-centric educational discourse and active learning is challenging, especially in online learning environments. Ensuring quality in the design and delivery of such courses in the virtual space requires a well-defined framework with key constituents that interact based on ordered sequences of events. Despite the pressing need for a quality assurance system for today’s virtual, real-time courses, such a system has not been systematically designed. A coherent quality assurance system requires a clear framework that defines the interacting constituents. This work proposes a conceptual and generic “Quality Assurance” (QA) framework, based on experiences primarily in Science, Technology, Engineering, and Mathematics (STEM) fields, for the effective design and delivery of outcome-based virtual, real-time courses that incorporate active learning practices. This Quality Assurance framework may be adjusted to serve as a blueprint that, once adjusted by institutions to accommodate their missions, guides institutions in developing or amending their policies and procedures for the design and delivery of virtual, real-time courses; in addition, such a framework is important for institutions to develop Quality Assurance systems that integrate mechanisms for continuous improvement. The proposed quality assurance framework includes three constituents: a “Teaching and Learning Support” (TLS) that trains educators on pedagogical approaches and the capabilities of the institution’s Learning Management System (LMS); an “Information and Communication Technology Support” (ICTS) that assists educators with the technologies and tools available in the learning management system; and a “Course Management System” (CMS) that encapsulates course design, delivery, and assessment; this study focuses primarily on this “Course Management System” constituent.

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Engagement for quality development in higher education: a process for quality assurance of assessment

Cited by 45 publications

References 41 publications

Improve Teaching Capacity at Private Universities in Ho Chi Minh City, Vietnam According to AUN-QA

Improve Teaching Capacity at Private Universities in Ho Chi Minh City, Vietnam According to AUN-QA

Quality of the master's program: factors and regulatory framework

Quality Assurance Framework for the Design and Delivery of Virtual, Real-Time Courses

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