IDPA Department of Click here to enter text.
SELF EVALUATION DOCUMENT
Date: Click here to enter text.
Please note: The Comments section should refer to supporting evidence e.g. references to whole documents or sections of documents, reports and minutes or
other information as appropriate and action points for quality enhancement (please see guidance notes and contact AQRO for advice on uploading documents).
Along with this SED the following supporting evidence should be uploaded by the department to SharePoint:
a)
Departmental Structure Roles and Responsibilities: Details of the composition and responsibilities of department and, where relevant, Institute level
Committees involved in teaching and research and an explanation of the reporting lines of these groups within the department and Institute identifying
key staff roles and responsibilities.
b)
Committee Minutes for the previous three years of:
i. Department or institute executive committee
ii. Department (and/or Institute) Learning and Teaching Committees,
iii. Staff-Student Consultative Committees
iv. Committees dealing with collaborative provision or other distributed learning.
c)
Strategy Documents
i. Teaching & Learning Strategy
ii. NSS Action Plan
iii. Employability Strategy
iv. TELG Action Plan
d)
Reports on Periodic Quality Assurance Processes
i. Annual Monitoring of Taught Schemes (AMTP(S)1 forms) documentation for the previous three years.
ii. The most recent report of a professional body or external organisation (where relevant) on schemes offered by the department.
iii. The results of student evaluation of modules in the previous and current (where applicable) academic year.
e)
Departmental Publications
i. Department or Institute Welcome Week programme.
ii. Department student handbooks for the current academic year
iii. Staff Handbook(s)/guidance.
f)
Any other documentation which may be relevant
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SECTION 1: ACADEMIC SCHEMES
Criteria
1. Academic schemes are rigorous and challenging.
2. Appropriate external reference points (for example benchmark
statements, professional body requirements) are used to
define scheme learning outcomes and content.
Comments
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3. Feedback from students, potential employers and External
Examiners is used to inform curriculum content and design.
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4. Schemes are designed inclusively to ensure equal access by all
students, including those with disabilities.
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5. Students acquire subject specific and transferable skills in a
structured and progressive way during schemes.
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6. Schemes incorporate effective formal or informal periods of
work-based learning and/or industrial placements as
appropriate.
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7. Student engagement with and participation in research forms
an integral part of teaching schemes.
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8. Module and scheme learning outcomes are set at levels
commensurate with levels of learning and award.
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9. Module learning outcomes are clearly mapped on to scheme
learning outcomes.
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10. Any changes made to schemes and modules since the most
recent validation are monitored so that these can be
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Criteria
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revalidated if required by University regulations.
11. In any modules that are delivered at 2 levels the learning
outcomes and assessments are different at the 2 levels.
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SECTION 2: TEACHING AND LEARNING
Criteria
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Comments
1. Students experience a wide and appropriate range of effective
learning opportunities.
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2. Teaching and learning aims to develop students as independent
learners, researchers and/or practitioners.
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3. Effective use is made of Blackboard and other e-learning
resources to support teaching and student development.
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4. Students have access to adequate library and other resources
to support their learning.
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5. Opportunities for bilingual/Welsh medium provision have been
identified and developed within the Department.
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6. The total number of modules, their credit weightings and class
sizes are monitored so that teaching is delivered effectively and
efficiently.
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SECTION 3: ASSESSMENT AND FEEDBACK
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Criteria
1. Assessment methods effectively measure and are explicitly
linked to achievement of learning outcomes.
2. Monitoring of the amount and scheduling of assessment within
modules and schemes ensures that students are not over or
under-assessed and have sufficient time to complete assessed
work.
3. Clear, explicit and appropriate criteria for different grades of
achievement are made available to students for each type of
assessment.
Score
Comments
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4. Assessment methods and requirements including submission
deadlines are clearly communicated to students.
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5. Appropriate use is made of formative assessment to support
student development.
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6. Reasonable adjustments are made in the design and conduct of
assessments to ensure that disabled students are able to
demonstrate fairly their acquisition of learning outcomes.
7. Markers provide informative feedback on continuous
assessment within three weeks of submission.
8. The Department has effective means of identifying unfair
practices and deals with them according to the Unfair Practice
Procedure.
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9. Student work is second marked according to University
guidelines.
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10. Astra Reports are used to monitor assessment and student
performance.
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Criteria
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11. The Department has effective and careful procedures for
recording and considering extenuating circumstances reported
by students.
Comments
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SECTION 4: RESEARCH STUDENTS
Criteria
1. The Department has effective measures in place to support the
induction and training of research students.
2. Training of research students incorporates planned measures
to support their personal development, including the Research
Training Programme run through the Graduate School or other
formal activity.
3. Supervisors provide appropriate and timely assistance and
feedback to students during the various stages of their
research.
Score
Comments
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4. Appropriate training and support is given to research students
involved in teaching and assessment.
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5. The department participates effectively in the annual
monitoring of research students
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6. All postgraduate research students undertaking extended
periods of study away from the University have a named local
supervisor to provide support where they are conducting their
research.
7. Students have opportunities to present their research findings
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Criteria
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to their peers.
SECTION 5: STUDENT PARTICIPATION AND EXPERIENCE
Criteria
1. The Department has welcoming and effective measures for the
induction of new students.
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2. Department and/or scheme handbooks are informative and
provide accurate reference points for students.
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3. Consideration of health and safety matters, including risk
assessment, is an integral part of scheme delivery.
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4. Students are made fully aware of what constitutes plagiarism
and other forms of unfair practice.
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5. Students are represented on any appropriate department
committees and in accordance with University guidelines.
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6. The Department has an active staff-student committee that
meets at least once each semester.
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7. Effective mechanisms are in place for identifying matters that
require discussion by the Staff-Student Committee and for
communicating its deliberations and responses back to the
wider student body.
8. Appropriate pastoral support for students is provided by an
effective tutorial system.
9. Students on joint honours courses have appropriate support
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Criteria
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Comments
points of contact in both departments.
10. The Department has effective means of obtaining, considering
and responding to issues raised by students concerning
modules, schemes and placements where applicable.
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11. Results of external surveys (e.g. NSS) are discussed in the
Department’s Staff-Student Committee and Learning and
Teaching or other committee as appropriate and feedback
loops closed by communicating any issues raised and actions
taken back to students.
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SECTION 6: ACADEMIC STAFF DEVELOPMENT
Criteria
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Comments
1. All staff participate in peer-observation of teaching on an
annual basis.
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2. Appropriate procedures are in place for mentoring new and
part-time teaching staff, and supervisors of research students.
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3. The Department effectively monitors the progress of staff
registered for the PGCert in Higher Education.
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SECTION 7: EXTERNAL EXAMINERS AND EXAMINING
Criteria
1. External examiners for taught schemes are provided with
sufficient appropriate information about the courses and
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Criteria
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Comments
modules they are responsible for to enable them to fulfil their
role.
2. The Department informs students of the name, position and
host institution of their external examiner(s).
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3. External Examiners have an opportunity to comment on a
representative sample of draft continuous assessment tasks,
particularly in instances where they form all or a significant
proportion of the assessment of a module.
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4. External Examiners have an opportunity to comment on draft
end-of-semester examination questions prior to the
examination period.
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5. External Examiners reports are made available in full to
students.
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6. External Examiner and professional body reports are discussed
fully in the Department Staff-Student Committee and Learning
and Teaching and/or other committees as appropriate and
minuted accordingly.
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7. Any strengths or concerns noted by External Examiners and
PSRB’s are noted in the AMPT1.
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8. The Department responds in writing to the External Examiner
to any concerns noted in his/her report.
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SECTION 8: COLLABORATIVE PROVISION
Criteria
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Criteria
1. A signed, current agreement is in place for each of the
collaborative schemes that the department is involved in.
2. The Department maintains regular contact with each of its
partners via identified individuals, so that the collaboration
continues to be managed effectively and in line with the
agreements and the University's expectations.
3. In the case of validated and franchised schemes, any new staff
potentially involved in delivering the scheme in the partner are
notified to and approved by AU before taking up their role?
4. The Department has mechanisms in place to ensure that any
changes in curricula are discussed with and approved by AU
prior to their introduction?
5. The Department has procedures in place to ensure that
assessment processes and methods continue to be fit for
purpose.
6. The Department has procedures in place to verify that the
physical resources for learning in each centre continue to be fit
for purpose.
7. The Department has procedures in place to ensure that the
academic standards of the course delivered in the partner
continue to be commensurate with the level of award and
Aberystwyth University requirements.
8. The Department has procedures in place to ensure that
feedback from students continues to be sought, considered and
responded to.
Score
Comments
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SECTION 9: STATISTICAL DATA and KPIs not listed elsewhere
Please comment on the statistical data and KPIs listed in the Dashboard (Planning Office) and KPI Review document not already mentioned in this document
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SECTION 10: DEPARTMENTAL COMMENTARY ON STRENGTHS, WEAKNESSES, OPPORTUNIES AND THREATS IDENTIFIED
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SECTION 11: CPD ENGAGEMENT
Please provide a brief commentary on CPD engagement in the department
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SECTION 12: DEPARTMENTAL ACTION PLAN ON ENHANCING THE STUDENT EXPERIENCE
Please provide a brief action plan on activities being undertaken to enhance the student experience with reference to relevant institute strategies such as the NSS
Action Plan
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SECTION 13: DEPARTMENTAL INITIATIVES AND/OR BEST PRACTICE
Please provide a brief commentary on any local departmental initiatives and/or highlight areas of best practice not already mentioned in this document
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Version:
Reason for update:
Approved:
Contact:
1.0
Publication Date:
DPA SED
Emma Williams, Director AQRO
Effective From:
Kim Bradick, Assistant Registrar (krb@aber.ac.uk)
01/10/2015
01/10/2015
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