Engagement for Quality Development in Higher Education: A Process for Quality Assurance of Assessment

Autor/inn/en	Lucander, Henriette; Christersson, Cecilia
Titel	Engagement for Quality Development in Higher Education: A Process for Quality Assurance of Assessment
Quelle	In: Quality in Higher Education, 26 (2020) 2, S.135-155 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2020.1761008
Schlagwörter	Educational Quality; Quality Assurance; Interdisciplinary Approach; College Faculty; Program Evaluation; Decision Making; Educational Improvement; Curriculum Design; Program Development; Educational Change; Higher Education; Teacher Attitudes; Administrator Attitudes; Student Attitudes; College Students; Foreign Countries; Workshops; Peer Evaluation; Educational Planning; Sweden + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Qualitätssicherung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fakultät; Programme evaluation; Programmevaluation; Decision-making; Entscheidungsfindung; Teaching improvement; Unterrichtsentwicklung; Lehrplangestaltung; Programmplanung; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Schülerverhalten; Collegestudent; Ausland; Lernwerkstatt; Schulung; Bildungsplanung; Schweden
Abstract	This paper reports on the design, development and evaluation of a novel process for quality assurance of assessments for entire educational programmes. The process was developed and tested by multidisciplinary teaching staff and consists of five phases: inventory, analyses, evaluation, planning change and realising change. The process for quality assurance was evaluated in three diverse programmes. The results show that the process forms a solid base for decisions on short-term as well as long-term quality improvements. It was also found to encourage the development of a quality culture and had an improving effect on the curriculum design, enhanced internal quality work and supported documentation for external quality assurance. The results show that the process has the capacity to engage and involve teachers and other internal stakeholders in the quality development of a range of educational programmes, promoting engaged change for improved quality in a higher education institution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01