Centre for academic development services
Quality Assurance (QA)
PROPOSED POLICY
EVALUATING COURSES AND PROGRAMMES AT MEDUNSA
PREAMBLE
Evaluation of courses and programmes, aimed at identification
of areas for improvement, has always been part of the education
function at MEDUNSA. Evaluation forms the basis for programme
accreditation. Quality assurance systems in institutions required
by national quality assurance bodies, such as the Higher Education
Quality Committee (HEQC) and the professional boards, such as
the Heath Professions Council of South Africa (HPCSA) necessitates
that the processes be more systematic, regulated and more amenable
to public scrutiny and accountability.
This policy outlines the fundamental principles underpinning
the evaluation process and the management procedure for improving
and assuring the quality of the courses and programmes offered
at MEDUNSA. The policy provides the broad framework for evaluation
within which creative and innovative methodologies for evaluation,
suited to particular course and programme realities should be
designed.
PRINCIPLES FOR COURSE AND PROGRAMME EVALUATION
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Evaluation involves a process of continuous reflective practice
and is important in developing a learning organisation
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Evaluation
is a continuous, cyclical activity aimed at quality improvement
and quality assurance
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A Head of Department is responsible
for the evaluation of a course/programme and a Dean is responsible
for the overall
co-ordination and monitoring of all programmes offered in a
faculty
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The evaluation process is scientific and is based
on sound research principles. It should ideally consist of
a triangulation
of different methods of data collection and should be both
formative and summative
AREAS OF RESPONSIBILTY
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The Quality Assurance Committee (QAC) of Senate has the responsibility
for guiding, recommending, implementing and monitoring the
evaluation of courses and programmes at MEDUNSA
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QAC is also
responsible for establishing Quality Portfolio
Committees to provide expert advice to the MEDUNSA academic
community on specific aspects of the education functions
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Quality
Portfolio Committees consist of 3 to 5 members, nominated
by QAC to undertake a specific task for a stipulated period
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Faculty
boards, through their establishment of Faculty Quality Promotion
Committees, plan, implement and monitor all quality-related
aspects of programme design, delivery and outcomes
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Faculty Quality
Promotion Committees also formulate operational guidelines
for departments within the faculty, to guide and support
the quality promotion processes within departments
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Departmental
Quality Promotion Committees plan, implement and monitor
all quality-related aspects of course design, delivery
and outcomes
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CADS has a co-ordinating function at QAC and provides
support for faculty and departmental quality improvement
processes
REPORTING PROCEDURE
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Departmental Quality Promotion Committees provide plans
for quality promotion of courses to Faculty Promotion Committees
after its first meeting
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Faculty Quality Promotion Committees
submit plans for quality promotion of programmes, summaries
of departmental plans and
the faculty’s monitoring strategy in its first report
to QAC
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Subsequent reports to Faculty Quality Promotion Committees
and QAC should take the form of progress reports outlining
results of evaluations and planned interventions
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A Quality Assurance
report is tabled at each meeting of Senate
CONCLUSION
Evaluating courses and programmes is a complex function in that
it requires the evaluation of various aspects, such as teaching,
assessment and learning in multiple settings that include lectures,
practicals, clinicals and community service activities. Planning
evaluation strategies should be a participative activity and
a collective responsibility aimed at quality promotion and the
building of an institutional culture of quality. It should not
be perceived as a “policing” activity.
Improving the quality of our courses and programmes enhances
the reputation of MEDUNSA and is therefore of strategic importance
in establishing MEDUNSA as a centre of excellence in the training
of health care and science professionals for South Africa.
DRAFT POLICY: EVALUATION OF TEACHING
PREAMBLE
Evaluation of teaching is an integral part of the personal,
professional development of academics and for improvement of
educational delivery. It forms the basis of the quality assurance
systems in institutions required by national quality assurance
bodies, such as the Higher Education Quality Committee (HEQC)
and the Health Professions Council of South Africa (HPCSA).
This policy outlines the fundamental principles underpinning
the system for evaluating of teaching at MEDUNSA. It further
offers guidelines for the planning and implementing of systematic
evaluation of teaching and teaching improvement.
PRINCIPLES
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Evaluation of teaching is the responsibility of the individual
who has the right to decide on the methods of the evaluation,
the analysis of the results and the plan for support and improvement
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The
purposes of any evaluation of teaching is primarily for personal
professional development and growth, and to improve
the quality of teaching and learning in all courses and programmes
at MEDUNSA
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Evaluation of teaching should include a triangulation
of methods, such as learner, peer and self perspectives to
enhance
the validity
of the results
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The results of any analysis conducted by
the Staff Development unit of CADS are confidential. The
results are divulged
only to the individual concerned who has the choice to
share the
results with a peer or to include them in a teaching
portfolio
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The individual has the responsibility to offer proof,
on request, of the nature and frequency of the evaluations
conducted
POLICY
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Every individual engaged in the function of teaching has
the responsibility for evaluation and improvement of the quality
of her/his teaching on a regular basis. Decisions concerning
frequency of evaluations should be informed by departmental
and
faculty guidelines
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The evaluation process should be scientific,
based on sound research principles and documented
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A triangulation
of methods, such as evaluations by learners, peers and self,
aimed at improving the validity of the evaluation
results should be employed
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Academic staff are encouraged
to include reports of evaluation procedures in a teaching
portfolio. A teaching portfolio
is useful in supplying evidence of professional development
and growth
to support applications for positions and promotion
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Individuals
are encouraged to use the evaluation and support services
offered by the Staff Development Unit
in CADS. The
involvement of an impartial party in the process of
evaluation increases
its credibility
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