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Quality Assurance and student success

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Presentation for a delegation of Georgian and Armenian representatives of universities of the PICQA project www.picqa.org
Main topic: what could quality instruments and data about students contribute to actual teaching and designing of educational programmes? Sharing thoughs and examples

Publicada em: Educação, Tecnologia
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Quality Assurance and student success

  1. 1. Rotterdam, 00 januari 2007 Tools for Quality Assurance
  2. 2. Quality Assurance and student success Anne Potters a.d.potters@hr.nl @anneworks
  3. 3. Index  Why? & What?  Role of Quality Assurance and data gathering for improving education programmes Intake of students Out of the box experiment
  4. 4. Why? is student success important for Rotterdam University?
  5. 5. Regional need for highly skilled workers
  6. 6. Also…  Image of Rotterdam University Attracting students Labour market Ranking lists  Excellent teaching  Cost efficient education
  7. 7. What? is the problem?
  8. 8. 9% 7% 6% 14% 18% 26% 25% 26% 22% 25% 65% 68% 68% 65% 56% 2007 2008 2009 2010 2011 Voor 1 feb Na 1 feb Nog studerend Total drop outs 44% 36% 32% 32% 35% Increase in drop out rate in first year
  9. 9. Also…  Match between student and study  Changes in student population  …
  10. 10. Quality Assurance how can it help?
  11. 11. Content Regulations Vision & concepts Curriculum Learning Outcomes Modules Assessment Didactical approach Services and facilities Graduates Building an education programme
  12. 12. plan do check act Deming wheel
  13. 13. Content Regulations Vision & concepts Curriculum Learning Outcomes Modules Assessment Didactical approach Services and facilities Graduates Evaluation ex post check Periodical student survey National student survey Stakeholder survey Alumni survey Stakeholder survey
  14. 14. What you know  Student satisfaction about current education programme  What works, what doesn’t?
  15. 15. But we want to know more Why does it work? Why not? Can we know before?  Match students – programme  Didactics that work
  16. 16. Content Regulations Vision & concepts Curriculum Learning Outcomes Modules Assessment Didactical approach Services and facilities Graduates Ex ante data Intake survey Intake tests Matching tool (pilot) Detailed data study success
  17. 17. Example I Intake survey
  18. 18. Student background Sub groups
  19. 19. Data on background student Previous diploma Gender & etnicity Personal background Motivation and learning style Motivation of choice for profession Learning style and competencies
  20. 20. Combining this data with data on actual study success of students gives us rich information…
  21. 21. originality being precise Has a clear idea of what the programme offers good home situation time spent on study EN little time for job intrinsic motivation & self-confidence Information about most important factors – success and failure
  22. 22. Information about groups at risk Considering working instead of studying Students with immigrant background who are not spending much time on studying and are working a lot Students who are not working precisely and structured Students who are living on their own or don’t have a good place to study at home
  23. 23. Used in student guidance  Student coaches  Personal approach  Learning skills: how to learn  Motivation and career planning
  24. 24. Rotterdam Education Model - REM
  25. 25. However… Individual level: it is not a crystal ball! Information dashboards Institute level Sometimes programme level
  26. 26. Business Economics out of the box rethinking the first year
  27. 27. What? is the problem?
  28. 28. 41% 29% 11% 27% 28% 9% 9% 14% 71% 62% 43% 58% 59% 47% 51% 19% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 2004 2005 2006 2007 2008 2009 2010 2011 %1JP %2JP Study success in first year was dropping
  29. 29. Diverse student population 8 years 5 years 6 years 4 years 3 years 1 year University of Applied Sciences University of Science and Research 1 year Secondary Vocational Education Bachelor’s Degree Master’s Degree Secondary Education Primary Education
  30. 30. Study guidance is not enough redesign of programme  Smaller groups – stronger bonds  Students on campus – own corridor  Shorter 4 week education units  Connection between education units  Formative assessments  Effective use of feedback What got us here, won’t get us there! ( M. Goldsmith, 2009)
  31. 31. Need more and different information  Match students – programme  Didactics that work  Information levels Indivual Class Cohort Programme
  32. 32. Rotterdam Education Model - REM
  33. 33.  http://www.youtube.com/watch?v=81Ub0SM xZQo  Access to TED talk via youtube  Bill Gates: Teachers need real feedback
  34. 34. Critical variables Do they apply to the project?  Perceived relevance and added value  Commitment and sense of urgency  Timing with development of the school organization  Impact on the job and functioning of people involved
  35. 35. How can data and quality assurance help the redesign?  Better use of data available: reporting on class and cohort level, combining several data sources  Reporting that is helpful for the teaching team: not just data, also questions, suggesttions, conclusions  Different methods of data gathering from students; quantitative and qualitative  Contacts Secondary VET & General education institutes: increase knowledge about education system student are coming (teacher to teacher talks)  Culture of quality: professional exchange between teachers, small experiments
  36. 36. Class/cohortStudent intake intensive start intensive programme Information sources - intake test - intake survey - background info Information need - who needs info - how information be used? Data gathering an reporting - What do we know already - What extra information? - What form should information have - How to make a report that gives teachers useful information? - How often do we need the information? Information sources - startdossier van student, kunnen&willen - code rood-oranje- groen Information need - who needs info - how to use? Data gathering an reporting - What do we know already - What extra information? - What form should information have - How to make a report that gives teachers useful information? - How often do we need the information?
  37. 37. Ideas about teaching about profession about students Do we talk about teaching? About quality? Shared ideas? Culture Behaviour In classroom Student interaction Curriculum Quality procedures Structure Integral model outsideinside TeacherTeam/programme well implemented © model: Ken Wilber 2000 Check: walk your talk check: do we have shared vision? shared goals
  38. 38. Thank you for you attention

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