Quality Assurance in Teacher Education in Sweden

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Sunil Maher

This document summarizes a 3-year HEFCE pilot programme called LEGACY aimed at measuring learning gain and employability across 18 Russell Group universities. The programme has 4 work packages focused on (1) measuring learning gain, (2) student strengths and career development, (3) career adaptability, and (4) the impact of international experiences on employability. It will develop tools and methodologies for assessing learning gain longitudinally and cross-sectionally, identify core learning dimensions, and produce recommendations based on findings from student surveys, interviews and data analysis. The goal is to better understand factors influencing learning

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Shared Responsibility in Accountability

Learning Analytics - Sweden

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OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...

IL Group (CILIP Information Literacy Group)

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This document discusses the challenges of integrating information literacy into degree programs at University College Dublin (UCD). It provides an overview of UCD libraries and resources. It describes changes in education emphasizing life-long learning skills. An Information Skills Steering Group coordinates information literacy instruction. Example programs for undergraduate economics and other schools are outlined. Challenges include large student numbers, time constraints, classroom scheduling, and assessment grading. Sustainability of information literacy instruction across degree programs remains an ongoing challenge.

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The document summarizes key findings from a research project on contract cheating in Australian higher education. The project involved surveys of over 14,000 students and 1,100 staff across 8 universities. It found that contract cheating is a systemic issue influenced by perceptions of higher education as a business. While most outsourcing involves people students know, certain factors like speaking a non-English language at home increase risk. Authentic assessment alone does not prevent cheating, and suspected cases often go unreported due to lack of proof or time. Overall, the problem requires addressing the complex causes rather than simplistic solutions.

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Evaluation and Assessment Norway - Report for Parliament Delegation 23 Sept 201

Association of University Administrators

The document summarizes an OECD review of Norway's evaluation and assessment frameworks for improving school outcomes. The review examined student assessment, teacher appraisal, school evaluation, and system evaluation. It found that Norway has developed a range of tools to support evaluation and assessment at the local level, including national tests, user surveys, and a school portal. However, the review concluded that Norway needs to further develop the coherence of its framework, provide clearer guidance on quality standards, and strengthen evaluation capacities among teachers and school leaders to fully embed an evaluation culture.

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This document summarizes a quality management project using the European Foundation for Quality Management Excellence Model conducted with 17 universities and a student union in Estonia from 2009-2012. The goals of the project were to develop internal quality management systems, identify strengths and areas for improvement, share best practices, support accreditation, and increase competitiveness. Through training over 300 people, the project aimed to assess leadership, policy/strategy, employees, partnerships/resources, processes, and results. The assessments identified areas for improvement, increased quality awareness, and ensured quality indicators aligned with institutional priorities.

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HEFCE funds and regulates universities in England. It allocates funding based on factors like teaching, research, and knowledge exchange. For 2015-2016, research funding surpassed teaching funding for the first time. Research funding was allocated based on REF 2014 results, with increases to high performing institutions. Teaching funding was reduced due to the transition to higher tuition fees. HEFCE is also focused on postgraduate education, with priorities like the Postgraduate Support Scheme, and reviewing finance for postgraduate studies. International student numbers, particularly for taught masters programs, have been increasing in recent years. HEFCE is also leading a review of quality assessment in higher education.

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This document discusses using careers registration data to measure student learning gain related to employability. It describes collecting data from students on their career decidedness, employability experience, and progress over time. The goals are to use the data to understand student needs, evaluate employability activities, and indicate learning gain - compared to the Destinations of Leavers from Higher Education survey. Several universities have implemented careers registration. The document proposes analyses to validate careers registration data and ways it could inform student support and collaboration with departments/employers.

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Uni-variety

The document discusses how schools can prepare students for success in higher education. It notes that schools are responsible for not just getting students into university, but ensuring they are equipped to succeed once there. It then lists the key skills and abilities universities look for, such as content knowledge, independent learning, and higher-order thinking. The rest of the document outlines how schools can develop these skills through flexible curriculums, experiential learning, aligned pedagogy and assessment, and connections to universities and industry. It emphasizes the importance of assessment practices that encourage deep learning over memorization and the application of knowledge.

The Danish VET system and VET policy reform 2015 With a Focus on Participator...

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hargraves

The document provides guidance for schools participating in the 2009 NCNSP Summer Institute. It lists the required evidence schools must bring, including a draft annual self-assessment and school improvement plan. It also lists different classes of evidence schools should bring at least one artifact from, including achievement data, policies, external reports, and surveys. The more evidence schools bring to consider, the more productive their work at the Summer Institute is likely to be.

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This document outlines several models that universities have used to roll out the TESTA (Transforming the Experience of Students Through Assessment) approach. The models include student-led implementations at Greenwich University and PhD-led implementations at Brunel University. Academic-led implementations occurred at the University of Nottingham while Sheffield Hallam University utilized a consultancy model. The University of Winchester uses a periodic review approach. Other models discussed include using graduate interns and a "TESTA-lite" approach. The document prompts discussion on advantages and disadvantages of the different approaches and questions how the TESTA approach could be systematically implemented at the University of Westminster.

A public debate on the attainment targets in Flanders

From assessment to action

IIEP-UNESCO

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The document discusses excellence in university assessment and examines key issues such as good summative assessment design, enhancing student uptake of feedback, and facilitating factors for learning-oriented assessment. It notes the competing functions of assessment and presents a learning-oriented assessment framework. The document analyzes assessment design issues and tensions, the importance of supporting students to appreciate quality work and incorporating feedback dialogues. It also discusses challenges to assessment change, such as issues of trust, limited incentives for good assessment practices, and varying student responses to assessment tasks. Overall, the document examines factors that can help or hinder the goal of learning-oriented assessment.

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This document outlines the agenda for a discussion on short learning programmes at TU Delft Online. It provides context on TU Delft's education vision and strategy to offer professional and post-academic courses. Examples of potential short learning programmes are provided across various engineering and science themes. Challenges with online short learning programmes include lack of online expertise, additional workload, accreditation speed, and mindset shifts. Solutions proposed are forming expert course teams, providing training and incentives, streamlining accreditation, and clarifying business models.

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Information and communication technologies (ICT) have the potential to improve the quality of education by supporting new ways of teaching and learning. ICT allows teachers to deliver course content creatively through various digital tools and online resources. When used appropriately, ICT enhances students' learning experiences and helps develop their 21st century skills like problem-solving, critical thinking, and digital literacy.

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Quality Assurance in Teacher Education in Finland

The document summarizes a symposium on quality culture in teacher education that was held at the 2010 ECER conference in Helsinki. It discusses the concept of quality in education and what is known about effective teachers from research. It also outlines the research questions that the symposium aimed to explore, including how national and institutional quality assurance methods ensure teachers' competencies in areas like inclusive education and ICT skills. Finally, it provides examples of quality assurance approaches used in Finland at both the national level, through agencies like FINHEEC, and the institutional level, such as the University of Helsinki's teaching evaluation matrix.

Implications of the changes to the 14 19 curriculum

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The document summarizes the key changes to the UK's 14-19 curriculum. It outlines reasons for reforming the curriculum, such as the changing job market and need for higher skilled workers. The reforms include new progression routes like diplomas, apprenticeships, and functional skills qualifications. Implications are that students will have more options to customize their learning, though challenges include ensuring sufficient funding, resources, and collaboration between education and industry stakeholders.

'Understanding teachers as learning professionals: research perspective.' (Na...

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'Understanding teachers as learning professionals: research perspective.' University of Strathclyde, Workshop 6, GTC Scotland National Education Conference, 28 May 2009. This workshop will showcase research findings about teachers as learners in the context of their continuing professional development (CPD) from projects conducted by AERS Learners, Learning and Teaching Network and related studies. It will highlight: the importance of taking into account the different personal, social and occupational influences on teachers' learning; the extent to which teachers feel they have ownership of their CPD and the extent to which CPD transforms practice; the potential importance of both formal and informal settings and both planned and unplanned opportunities for professional learning, especially in collaborative contexts.

PCF8_Enhancing_Quality_in_Online_Technical_Teacher_Educationion_karunanayaka

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This document summarizes a study on enhancing the quality of online technical teacher education in Sri Lanka. A capacity development program was conducted for 24 academic staff at the University of Vocational Technology to integrate online learning into an existing technical teacher education program. Through workshops, participants developed skills in online course design, facilitation and use of the Moodle learning management system. Both pedagogical and technological skills improved. While challenges remained, the program effectively built the capacity of teachers and is expected to positively impact the quality of technical teacher education.

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The document discusses definitions of quality in teacher education and ways to assure and achieve it. It addresses defining quality, components of teacher education programs, the relationship between higher education and schools, quality assurance mechanisms, and the need for teacher education to be research-based and focus on developing teachers' academic and pedagogical knowledge, social and moral values, reflection skills, and practical teaching abilities.

Curriculum changes (for hods)

goodwinst

The document summarizes proposed changes to the curriculum in England across different key stages (KS3, KS4, KS5). Some of the key changes include making GCSE and A-Level courses linear with final exams only, reforming vocational qualifications, and raising the participation age to 18 by 2015. Schools will have more flexibility in their curriculum at KS3 for a transitional period, and the new national curriculum being introduced in 2014 will focus more on knowledge than skills. Performance measures for schools will also be reformed based on English/maths pass rates and student progress scores.

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An ICT teacher requires certain key skills and qualities to be effective. Some essential skills include handling hardware, operating software, connecting machines, observing netiquettes, using storage devices, demonstrating technology, and solving problems. Important qualities are being tech-savvy, continually updating knowledge, engaging in lifelong learning, awareness of legal/ethical issues and threats, as well as having patience, logical thinking, an experimental nature, adaptability, liberalism, self-control, and commitment. An ICT teacher must utilize these skills and qualities to overcome challenges integrating technology into the Indian school system and improve the overall quality of education.

'Teacher Professionalism Quality Assurance and Evaluation.' (National Educati...

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'Teacher Professionalism Quality Assurance and Evaluation.' University of Edinburgh, Workshop 5, GTC Scotland National Education Conference, 28 May 2009. Over the past two decades Scottish education has increasingly been subject to systems of QAE, with particular emphasis on self evaluation and inspection using Quality Indicators. This workshop explores the terms by which teachers define "quality" in education, and the impact of QAE on teachers' works and their professional autonomy. It discusses the findings of a recent survey of teachers in England and Scotland, and compares the nature of QAE systems in the two systems, with some reference to comparative data from the Nordic countries. The study is part of a research project Fabricating Quality in European Education funded by the ESRC and European Science Foundation.

Curriculum p ast, pr esent, future

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The document discusses the past, present, and future of curriculum development. It notes that definitions of curriculum are varied and focus on content, experiences, objectives or processes. Curriculum of the past focused on discipline, control and standardization, while trends are challenging current approaches. Five key trends - personalized learning, mobile learning, open education, informal/social learning, and inclusion/diversity - present challenges around balancing standardization with personalization, sustainability with fast changing technologies, measuring informal learning, and ensuring equal access. The future of curriculum is envisioned as customized, collaborative, skills-focused, available anytime/anywhere, and open/democratic.

Balal Karim P O W E R P O I N T T A S K1

guest1a33a1

The document discusses recent changes to the UK's 14-19 curriculum. It introduces new diploma qualifications that combine academic and vocational skills training, and require all students to continue education or training until age 18. The diplomas aim to better prepare students for employment by focusing on functional skills in areas like numeracy, literacy, and ICT. While these changes may positively impact the economy and employment prospects, there are also potential negative effects like certain universities not accepting vocational qualifications.

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This document discusses the important role of teachers in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing curriculum in the classroom. The document outlines several key roles teachers play, including providing input in curriculum planning and creation to ensure it meets student needs, properly implementing curriculum in their classrooms, and reflecting on curriculum to help strengthen it over time.

Pioneering new models of Teacher Education August 2014

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The document describes new models of teacher education and curriculum development in Karnataka called the Subject Teacher Forum (STF) and Karnataka Open Educational Resources (KOER). The STF model uses online forums and workshops to create communities of teachers who can continuously learn from and support each other. The KOER program allows teachers to collaboratively create open educational resources using a wiki platform and various free software tools. Both programs aim to empower teachers, make resources and training more contextual and decentralized, and integrate technology into the teaching and learning process in meaningful ways. However, both programs still have limited coverage and face challenges related to infrastructure, capacity, and institutionalization within the education system.

Inclusive education and right to education in India

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The document discusses inclusive education and the right to education in India. It outlines key points of relevant acts that promote inclusive education and free education for children with disabilities up to age 18. It also discusses advantages and challenges of implementing inclusive education in India, such as lack of teacher training and resources. The Right to Education Act of 2009 is also summarized, which made education a fundamental right for children ages 6 to 14 and included provisions for free education, uniforms, books, and meals. Recommendations to address challenges in implementing inclusive education and the act are provided.

THE ROLE of TEACHERS, INNOVATIONS and TECHNOLOGY for the QUALITY of EDUCATION

This paper was presented within 16th ICSQCC in Lucknow, ındia on 28th November 2013: Total quality (TQ) is a passion and a way of life for those organizations that live its message. The problem is how to generate the passion and the pride required to create quality in education. The significance of leadership for undertaking the transformation to TQ should not be underestimated. A key aspect of the leadership role in education is to train and empower teachers to give them the maximum opportunity to improve the learning of their students. Technology and innovative ideas are the other important tools for them. Not only in Turkey, but in many countries “training innovative minds through quality in education and technology use” has gained importance recently. Many educators and educational leaders are trying to find out the meaning of “quality” in education through the further technological innovations. This tendency seems to be changing the educational paradigm with respect to the Internet technologies. Massive open online courses (MOOCs) are getting very popular especially in American and European universities. Through some well-known IT companies teachers are trying new ways instead of the traditional ones. Experts think that the Internet and some other innovative ideas might be significant for the national systems of education as they may become the basis for the emerging global education system. In this paper, the author is going to share her experiences she gained during her participation to the Sixth Conference of MIT’s Learning International Networks Consortium on June 16th-19th, 2013 at MIT, Cambridge, Massachusetts, USA.

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The document summarizes an OECD review of evaluation and assessment frameworks in Sweden. It finds that Sweden has a well-established approach built on trust and school autonomy, but could better integrate components like student assessment, teacher appraisal, and school and system evaluation. It recommends Sweden develop a strategic framework, increase the reliability of national assessments, strengthen teacher appraisal and its link to school evaluation, and improve system monitoring by mobilizing existing data.

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Quality enhancement ltu2014 intropresentation 140929

School Based Assessment (SBA)

Standards based assessment

Curriculum development 2

Christine Wihak - The challenge of non-formal learning

Current and future Open Educational Resources Quality

EMMC: Course quality assessment and evaluation

Using Traditional Assessment in the Foreign Language Teaching Advantages and ...

Vilnius pres dianne lalancette

EVAورشة / آجي كسونكا رئيسة وحدة

OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...

Professor Graham Gibbs Presentation

More from Brian Hudson

ECER 2021 KOSS network Panel Discussion

Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...

The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.

Building research and development partnerships between schools and Higher Edu...

This paper outlines the development of a project supported by the Scottish Government with the aim of promoting the development of mathematical thinking in the primary classroom. This was developed in collaboration with teachers and local authorities in North East Scotland during 2011-12 within the context of the Scottish Curriculum for Excellence reform. The project was set up within a design based research framework, which aimed to promote classroom-based action research on the part of participants and also research by the university researchers into the process of curriculum development. The teachers (n=24) were all involved in a jointly developed Masters course based on a blended learning approach within an open and flexible learning environment. This project was designed as a classic example of an “Open Collective Cycle” model of a professional learning community (Hudson, 2012; Huberman, 1995). Findings from the research study in relation to the teachers’ experience are reported in Hudson et al. (2015), which highlight the way the course had a transformational and emancipatory impact on these teachers concerning their levels of confidence and competence in relation to teaching mathematics. An example of the impact on student learning is reported in Hudson (2015a) based on one teacher-researcher’s action research project involving the development of a topic-based approach to teaching and learning mathematics. Findings from this study highlight the ways in which the children actively engaged in the class activity and also how the topic-based approach made the mathematics more widely accessible and led to an evolution in the development of mathematical thinking for all. Policy implications point towards the value of the Mathematics Specialist Teacher (MaST) approach in England, which informed the development of this project. In conclusion the paper outlines a potential approach to uncovering and documenting further impact on teachers and pupils involved in this and subsequent courses. References Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233 Hudson, B. (2015a) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest, Education and Didactique, Vol. 9, Issue 1. (In press) Hudson, B. (2012) Aiming for e-Learning Sustainability: Transforming Conceptions of Teachers’ Professional e-Learning, Educational Technology, 52, 2, 30-34. Huberman, M. (1995) Networks that Alter Teaching: Conceptualizations, Exchanges and Experiments, Teachers and Teaching: Theory and Practice, 1, 2, 193-211.

Developing a WERA International Research Network on Didactics - Learning and ...

Didactics - Learning & Teaching and WERA

The document discusses Professor Brian Hudson's background with the World Education Research Association (WERA) and his role in establishing networks focused on didactics - learning and teaching. Key points discussed include: 1) WERA was established in 2009 to advance education research and its next meeting will be in November 2014. 2) Hudson helped establish the EERA Network on didactics in 2006 and more recently the WERA International Research Network on didactics in 2014. 3) Hudson is interested in questions around how studying the field of didactics has influenced his own research and practice, and what issues have emerged from seeking meaning within this tradition.

On the importance of research for teaching and schools

This document discusses the importance of research for teaching in schools. It argues that teaching should be viewed as an inquiry-oriented profession, not just a craft. It outlines three principles of research-based teacher education: teachers need deep knowledge of research in their subjects and on teaching and learning; they should develop a research-oriented attitude; and teacher education itself should be researched. The document also discusses how research can help teachers develop pedagogical content knowledge and decompress their own subject knowledge for students.

Invited Symposium WERA Focal Meeting 2013

Presentation to the WERA Invited Symposium on ‘Building Infrastructure and Capacity for Research Innovations Worldwide’ as part of the WERA 2013 Focal Meeting held as an integral part of the XII National Congress for Education Research, sponsored by the Consejo Mexicano de Investigacion Educativa (COMIE) (Mexican Society for Educational Research) and Guanajuato University, 19-22 November 2013.

Presentation to Umeå Workshop 2010

TEPE 2010 presentation

The document discusses subject content knowledge in mathematics for student teachers and its implications for their competence and confidence in teaching mathematics. It reports on initial results from an online math assessment that found two-thirds of first-year students did not meet the recommended threshold and had low confidence levels. While all students later met the threshold, some engaged poorly with the assessment. It also discusses the contested nature of mathematics and differences between a fundamentalist versus fallibilist view of the subject. Student voices suggest that teachers' attitudes strongly influence their own relationship with and confidence in mathematics.

Reclaiming Scholarship in Higher Education

Quality Assurance in Teacher Education in Slovenia

This document discusses quality assurance in teacher education in Slovenia. It describes the national quality evaluation and accreditation system and how teacher education programs follow the same criteria as other higher education programs. There is ongoing discussion around balancing subject knowledge versus educational competences in teacher preparation. While annual quality reports focus on metrics like enrollment and research outputs, developing quality criteria specific to teacher education is an important task.

Quality Assurance in Teacher Education in Scotland