Selected Aspects of Education Quality Assurance in the University of Warsaw

Centre for Foreign Language Teaching

the state of readiness of a rational human being to undertake a given activity – a set of psychological and physiological processes, stimulated by a need, that underpins and determines human behaviour and its changes

A certain level of perfection

A certain level of perfection Compliance with internal and external

requirements

A certain level of perfection Compliance with internal and exteranl

requirementsAnything that can be improved

A certain level of perfection Compliance with internal and external

requirementsAnything that can be improvedFeatures and properties of a product or

service that decide about its ability to satisfy acknowledged and predictable needs

• Building an organisational ability to discover and acquire knowledge within the area od educational needs

• Implementing this knowledge to create

mechanisms which allow for meeting the needs of the addresses of educational services

develops pro-quality behaviour patterns

develops pro-quality behaviour patternshelps understand the institution’s mission

and strategy

develops pro-quality behaviour patterns helps understand the institution’s mission

and strategyhelps identify with the aims of quality

assurance

develops pro-quality behaviour patternshelps understand the institution’s mission

and strategy helps identify with the aims of quality

assuranceenables involvement of the whole staff

• Constant development and improvement • Systemic thinking• Involvement, co-operation and positive

attitude

Establishing the aims

Establishing the aimsLaunching the think tanks

Establishing the aimsLaunching the think tanks:

wide and even representation of staff

Establishing the aimsLaunching the think tanks:

wide and even representation of staffstaff personal involvement

Establishing the aimsLaunching the think tanks:

wide and even representation of staffstaff personal involvementstaff integration

Establishing the aims Launching the think tanks:

wide and even representation of staff staff personal involvement staff integrationfocus on problems of particular significance

and relevance to staff

Evaluation Form before 2007

changeable formatgeneral informationinformation about the results not given to students

Evaluation Form 2007

reaching as many students as possible analysing results with the view of different groups

and according to different criteria (e.g. language sections, particular staff members)

Evaluation Form 2007

10 questions, including:9 questions with the 4 answers to choose from:

- e.g. ‘Did the teacher apply clear criteria while assessing all the students’ work and achievements?’- answers (‘definitely yes’, ‘rather yes’, ‘rather not’, ‘definitely not’);

open question

Evaluation Form 2007

5480 completed formsthe mean in the range of 1 (‘definitely not’) to 4

(‘definitely yes’) – 3,4939

Evaluation Form 2007

Results from the point of view of:- CFLT in general;- particular language sections;- particular levels;- particular teachers;results with regard to every single question

Evaluation Form 2007

Individual meetings with the staff members:

strip with the information including - mean in particular questions; - mean in all questions in general;- recapitulation of the anwers to the

open question;

place and position of the Centre as part of the University opf Warsaw

place and position of the Centre as part of the University of Warsaw

evaluation of particular teachers

place and position of the Centre as part of the University of Warsaw

evaluation of particular teachers evaluation criteria used by students

place and position of the Centre as part of the University of Warsaw

evaluation of particular teachers evaluation criteria used by students identification of areas worth developing and

improving (teaching)

place and position of the Centre as part of the University of Warsaw

evaluation of particular teachers evaluation criteria used by students identification of areas worth developing and

improving (teaching)identification of areas worth developing and

improving (the questionnaire)

Evaluation Form 2008

Task Group for Student Evaluation Form;CFLT Quality Assuarance Unit (including students

and PhD students);University of Warsaw Office for Quality of Education;

Evaluation Form 2008

new format;new procedure (CFLT red seal, submitting and filing

the forms, active participation of the students etc.)

Motivating System

I. TeachingII. Professional DevelopmentIII. Involvement in the CFLT and University of

Warsaw activities

Motivating System

I. Teaching:I.1. Student Evaluation Form (0-20 pts.)I.2. Class Observation (0-5-10 pts.)I.3. Programs and materials (0-10-20 pts.)

Motivating System

II. Professional Development:II.1. Participation in the CFLT trainings (0-3-5 pts.);II.2. ‘Peer observation’ (0-3-5 pts.);

Motivating System

III. Involvement in CFLT and University of Warsaw activities:

III.1. working in task group(s) (0-3-5 pts.);III.2. working for the Language Section, CFLT and University of Warsaw (0-15 pts.);

Teacher’s Achievement Form

Compatible with the ‘Motivating System’;Teachers fill in the TAF and submit it by 15th

October;Language Section Heads (CFLT Head) give points

following the criteria in the Motivating System;

External:an improved image

External:an improved imagean enhanced quality of contacts with University

institutions and departments

External:an improved imagean enhanced quality of contacts with University

institutions and departmentscollaboration with Student Self-Government

External:an improved imagean enhanced quality of contacts with University

institutions and departments collaboration with Student Self-Government

• Internal:• categories and criteria of good practice

External:an improved imagean enhanced quality of contacts with University

institutions and departmentscollaboration with Student Self-Government

• Internal:• categories and criteria of good practice • criteria of teacher professional achievement

External:an improved imagean enhanced quality of contacts with University

institutions and departments collaboration with Student Self-Government

• Internal:• categories and criteria of good practice • criteria of teacher professional achievement • stimulating environment

External:an improved image an enhanced quality of contacts with University

institutions and departments collaboration with Student Self-Government

• Internal:• categories and criteria of good practice • criteria of teacher professional achievement • stimulating environment • staff involvement

How to convince staff that change is desirable and necessary?

How to convince staff that change is desirable and necessary?

How to deal with, and disarm fears and inhibitions?

How to convince staff that change is desirable and necesary?

How to deal with, and disarm fears and inhibitions?

How to aid the process of identification with the aims of quality assurance?

How to convince staff that change is desirable and necessary?

How to deal with, and disarm fears and inhibitions?

How to aid the process of identification with the aims of quality assurance?

How to involve all staff in pro-quality activity?