Eaquals conference Málaga 2015

1. Eaquals International Conference, 16 – 18 April 2015
Assessing Quality in Language
Education: Assessor
Competences and Training
Galya Mateva, OPTIMA, Bulgaria
Lyndy Cronin, AISLi, Italy
www.eaquals.org

2. Quality Assurance Training (QATrain)
Grundtvig Partnership Project
Project ID: 2013-1-BG1-GRU06-00108
Coordinator: OPTIMA, Bulgaria
Partners:
• AISLi, Italy
• CAFL, Croatia
• Hellenic-American Union, Greece
• NYESZE, Hungary
• QUEST, Romania
• University of Zaragoza, Spain
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3. ISQALE and QATrain
Project Aims and Outcomes
1.Revised version of the Quality
Improvement Scheme (QIS)
(extensive and minimum standards)
2.QIS for internal assessment
(questions)
3.QIS for external assessment
(statements)
4.Guidelines for internal assessment
5.Guidelines for external assessment
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4. Project Outcomes
The training pack for assessors
also includes:
Assessor qualifications,
experience and personality traits
 Assessor competences
Assessor training workshops
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5. Diagram of Assessor Qualifications,
Personality Traits and Competences
(Overview)
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6. Diagram of Assessor Qualifications,
Personality Traits and Competences
(Overview)
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7. Assessor Qualifications and
Experience
• University degree in Foreign Languages,
applied linguistics, language pedagogy
• Foreign Languages management
• International teaching qualification ( Delta
or similar for other languages)
• Experience as a teacher of Foreign
Languages (10 years)
• Experience as a teacher trainer and or
manager (4 years)
• Experience in quality assurance in
language education
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8. Assessor Personality Traits
• Objective, broad-minded
• Highly organized
• Able to process large amounts of information under
pressure of time
• Able to deduce, analyze, synthesize, compare,
crosscheck
• Ability of multitasking
• Ability to deal professionally with unexpected
situations
• Good communicator and good listener
• Tactful and respectful
• Observant
• Calm, even-tempered
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9. Assessor Personality Traits
• Knowledgeable and authoritative
• Not judgemental or patronizing
• Discreet
• Having a good eye for detail
• Able to work under pressure
• Good time management ability
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10. Competences: pre-
assessment phase
At this phase assessors will be able to:
• Request all the required documentation
• Analyze all preliminary documentation
• Request and analyze the results of the Internal
assessment
• In the case of second assessment analyze the
changes in the institution
• Prepare the assessment schedule, the class
visits timetable, the interviews questions
• Communicate with the co-assessor and the
institution in an efficient way
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11. COMPETENCES
During assessment phase: class observations
At this phase assessors will be able to:
• Analyze the lesson excerpts in the context of the entire plan
• Analyze the lesson according to a set of criteria and
checklists
• Analyze the lesson plans within the syllabus and weekly
plan framework
• Standardize with co-assessor
• Form a general picture based on all lessons observed
• Draw conclusions, outline positive and negative tendencies
• Evaluate teaching also from the point of view of learner
satisfaction and results
• Relate teaching and learning outcomes to documentation
and stated principles and values
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12. COMPETENCES
During assessment phase:
documentation
Assessors will be able to:
• Select the right type of documents , sample
documents
• Analyze details and outline general tendencies
• Take well-organized notes of specific details in
the administrative and academic documents
(syllabi and test components, feedback
questionnaires, job descriptions, promotional
materials, etc. )
• Understand country/context specific financial
and legal documentation
• Draft recommendations and requirements in the
process of reviewing documentation
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13. COMPETENCES during assessment phase:
interviews and meetings
Assessors will be able to:
• Ask clear, specific and well-targeted questions
• Require specific answers
• Take quick and accurate notes
• Ask about strengths and potential areas of
excellence
• Ask about problem or sensitive areas in a tactful
way
• Listen patiently
• Sketch out possible recommendations and
requirements while interviewing
• Start and finish on time
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14. COMPETENCES during assessment phase
environment (premises, resources, safety )
Assessors will be able to:
• Examine closely and take notes of details
• Require and note down facts and numbers
• Find out whether resources and equipment
are used effectively
• Find out whether safety and comfort are
guaranteed to learners
• Sketch out possible recommendations and
requirements
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15. Post-assessment phase:
feedback meeting with managers
Assessors will be able to:
• Collect, compare, crosscheck information from
different sources
• Always start with what has been achieved by the
institution
• Summarize weaker areas and formulate
recommendations for improvement
• Make sure all weaker areas have been included and
require/listen to additional information if needed
• Summarize strengths and possible areas of
excellence
• Clearly explain what the next stage of the assessment
and accreditation procedure will be
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16. Post-assessment phase:
report writing
Assessors will be able to:
• Develop the notes taken during the assessment and
transfer them under the headings of the report
• Write in a clear and succinct way
• Write using formal and impersonal style/register
• Provide specific and accurate evidence for both
stronger and weaker aspects of performance
• Clearly formulate an area where a requirement is
needed. Specify action to be taken and deadline to be
met
• Summarize and prioritize recommendations at the
end of the report
• Meet the deadline for submitting the report
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17. Assessor training workshops
• Assessor competences and
knowledge quizz
• Matching criteria to sources of
evidence and stages of assessment
• Reviewing preliminary
documentation and organizing the
assessment timetable
• Replicating assessment situations
(video lesson observation and
evaluation)
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18. Assessor training course
• Developing interviewing skills
(meetings with managers,
teachers and learners)
• Evaluation and grading based on
multiple sources of evidence
• Report writing skills
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