6. Education Quality Assurance Model
التعليم جودة ضمان نموذج
Focuses on outcomes
المخرجات في يركز
• Students’ attainment and progress
•وتقدمهم الطلبة تحصيل.
• Students’ personal development, attitude and
behavior
•وسلوكهم واتجاهاتهم الطالب شخصية تنمية.
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7. Education Quality Assurance Model
Then considers inputs
المدخالت ثم
• Teaching and learning
•والتعلم التعليم
• Curriculum
•المنهج
• Support and guidance
•والتوجيه الدعم
• Leadership and management
•واإلدارة القيادة
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8. SRU Handbook
المدارس أداء مراجعة وحدة دليل
In “Guidance” section pp.29-51 – take a look at the
descriptors - Outstanding. Good. Satisfactory. Inadequate.
الصفحات في(29-51)المراجعة درجات الحظ:غير ، ٍمرض ،جيد ،ممتاز
مالئم.
Look at the 6 review questions.
المراجعة أسئلة الحظ
Working in groups, taking a review question each, decide
which descriptor most nearly matches the school where you
work. What evidence would you provide to substantiate
this judgement
العملمع ،مجموعات فيالذي الوصف وقرر ،لوحده سؤال كل استعراض
يطابقتقريباتعمل التي المدرسةصحة تثبت التي األدلة ما ،فيهاهذاالحكم.
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9. Evidence
In groups, agree where the evidence would be
found to underpin the judgements for each of the
framework sections
فيي العمل،مجموعياتعلي لالتفياقاألدليةتيدعم التييل األحكيامكيل
من قسماإلطار.
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10. The Self-Evaluation Form ( SEF )
Schools should evaluate their performance, the quality of provision and
the effectiveness of leadership and management in relation to each of
the main questions
يجبأنتقييمالمدارس،أدائهاونوعييةمين كيل فيي واإلدارة القييادة فعاليية علي الحكيماألسيئلة
الرئيسة.
For each of the criteria, schools should cite the key evidence that led to
the judgement; this could include references to other documents.
يي ينب ،المعيايير هيذه مين كيل فيللميدارسأناليرئيس اليدليل تيذكرللي أد اليذيال هيذاحكيم;
لل لشارات تتضمن أن ويمكنوثائقاالخر.
As an aid to forming judgements, schools should use the guidance on
using the review framework for schools and kindergarten.
ويساعدعلاألحكام اتخاذ،استخدامالمدارساألطف ورياض المدارس مراجعة لطار لدليلال.
Schools should also complete the self-audit questions, which appear in
the SEF, assessing how far they have in place particular procedures and
practices
استكمال المدارس عل ي ينب كما،الذاتية التقييم أسئلةفي تظهر التيالم نموذج،الذاتي راجعة
مد وتقييمتقدمهاالاإلجراءات سيماوالممارسات.
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11. Assessed Assignment
تقييم مهمة(جماعي)
Working in groups, of no more than 4, produce an
amalgamated SEF – which is based on your knowledge of
your schools.
،ياتيمجموع يييف يليالعميتيلمدرس يةيالذاتي يةيللمراجع يوذجينم ياجيإلنت-ت يييالتيوميق
علبمدرست معرفت.
A Blank SEF is provided, together with a completed SEF for
guidance from an imaginary private school in the Kingdom
خاص مدرسة في للتوجيه متكامل دليل مع الذاتي للتقييم نموذج هناتخيلية ة
البحرين مملكة في.
Assignment to be presented an assessed during Sessions 9
and 10 of the course
األخيرة الجلسات في وتعرض ستسلم المهمة.
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12. Individual Assignment
الفردية المهمة
Produce a short piece of reflective writing ( approx
1,000 words) based upon your own personal
experience of a review by the Schools Review Unit
of your school.
تقرير كتابة(1000كلمة)وحدة لعمل الشخصية خبرت حول
مدرست في المدارس أداء مراجعة.
This work to be submitted by Session 9 of this
course
األخيرة الجلسات في وعرضه التقرير استالم سيتم.
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13. Homework
الواجب
Homework for the next session is to read the National
Examinations Unit section of the QAAET Annual Report
2011;
تقرير قراءة2011الوطنية االمتحانات عن الصادر
this report comments upon trends in student performance
in core subjects from 2009- 2011 in the national tests at
Grades 3,6,9,12 in the core subjects of Arabic, English,
mathematics and science
يسلطالتقرير هذاعل الضوءأداءفي الطلبةمن األساسية المواد2009-
2011فيالوطنية االمتحاناتالصفوف في3,6,9,12المواضيع في
األساسيةة اللوالعلوم والرياضيات واالنجليزية العربية
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Editor's Notes
Reflection on quality standards and feedback from participants reading of the SRU handbook and the QAAET Annual Report 2011. Prior to this PD course, how familiar were they and their colleagues with these documents ?
Looking at the review process in the context of school improvement and continuous development it is instructive to look at the NIE’s approach to quality assurance and enhancement through review. (see pdf and Ppt ). It is important to appreciate the self-improvement aspect of school review, since the school review begins with completion of a Self Evaluation Form and the feedback from review should feed-in to further improvement. ( the school development planning which should underpin this process is covered in Session 8 of the course).
The Evaluation Cycle ( slide 3) is included here to emphasise the universality of Input-process-output model in quality assurance. CIPP Ref Stufflebeam 1971 /2002
Note how the CIPP ( Context , Input, process, product ) model has been adapted in the education context. The main emphasis here is on educational outcomes: How much the students know, understand and can do, and how much progress they have made at the school; how they behave. Then there is consideration of the inputs: teaching and learning, curriculum, support and guidance, leadership and management
Note how the CIPP ( Context , Input, process, product ) model has been adapted in the education context. The main emphasis here is on educational outcomes: How much the students know, understand and can do, and how much progress they have made at the school; how they behave. Then there is consideration of the inputs: teaching and learning, curriculum, support and guidance, leadership and management
Provide participants with the model SEF, which has been completed for an imaginary school; and a blank SEF for the participants to complete as an assessed group task for presentation during the last two sessions of this course. As an assessed exercise the participants, working in groups of no more than 4, are asked to prepare an amalgamated SEF for their schools – this will be presented as an assessed task.
Provide participants with the model SEF, which has been completed for an imaginary school; and a blank SEF for the participants to complete as an assessed group task for presentation during the last two sessions of this course
Provide participants with the model SEF, which has been completed for an imaginary school; and a blank SEF for the participants to complete as an assessed group task for presentation during the last two sessions of this course working in groups of no more than 4 perticipants are asked to prepare an amalgamated SEF for their schools.