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Departmental Quality Audit

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5 pages
Departmental Quality Audit 2007/08 NB Issues arising from QA questions have been defined as Policy (P), Good Practice (GP), or for Information (I) ADMISSIONS YES NO 1. Is there a departmental policy statement on admissions? P 2. Is this policy monitored within the Department? P STUDENT ASSESSMENT 3. Are the methods of assessment clearly reported to students? P 4. Is there a variety in the methods of assessment? GP 5. Are the methods of assessment in tune with the aims and learning outcomes of each module? P 6. Are deadlines for the submission of coursework for all modules clearly indicated to students? P 7. Are the deadlines co-ordinated to avoid ‘deadline overload’? GP 8. Does the Department have a clear statement on plagiarism? P 9. Are the penalties for late submission of coursework clearly indicated to students? P 10. Are the penalties for late submission consistent with Faculty policy? P 11. Are the penalties consistently applied? P 12. Is there a formal system for logging in the receipt of student coursework? GP 13. Is there a clear system for granting extensions to deadlines for coursework? P 14. Do the methods of assessment take account of transferable skills? GP 15. Has the department established marking standards in consultation with the external P examiner(s)? 16. Does the department make explicit to staff and students its assessment criteria? P 17. Does the department have procedures in place to ...
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Departmental Quality Audit
2007/08
NB Issues arising from QA questions have been defined as Policy (P), Good Practice (GP), or for Information (I)
ADMISSIONS
YES
NO
1.
Is there a departmental policy statement on admissions?
P
2.
Is this policy monitored within the Department?
P
STUDENT ASSESSMENT
3.
Are the methods of assessment clearly reported to students?
P
4.
Is there a variety in the methods of assessment?
GP
5.
Are the methods of assessment in tune with the aims and learning outcomes of each module?
P
6.
Are deadlines for the submission of coursework for all modules clearly indicated to students?
P
7.
Are the deadlines co-ordinated to avoid ‘deadline overload’?
GP
8.
Does the Department have a clear statement on plagiarism?
P
9.
Are the penalties for late submission of coursework clearly indicated to students?
P
10.
Are the penalties for late submission consistent with Faculty policy?
P
11.
Are the penalties consistently applied?
P
12.
Is there a formal system for logging in the receipt of student coursework?
GP
13.
Is there a clear system for granting extensions to deadlines for coursework?
P
14.
Do the methods of assessment take account of transferable skills?
GP
15.
Has the department established marking standards in consultation with the external
examiner(s)?
P
16.
Does the department make explicit to staff and students its assessment criteria?
P
17.
Does the department have procedures in place to ensure that at every level and for every
module students and markers are protected from claims of bias or prejudice on either part?
P
18.
Does the department review its assessment criteria and marking standards to ensure that they
remain consistent with aims and learning outcomes?
P
19.
Does the department induct new staff members into its procedures for, and standards of,
assessment?
P
20.
Are the examination marks for modules reviewed in any way before they are confirmed by the
Departmental Examining Board?
P
21.
Is there timely feedback to students on their performance?
P
22.
Are there clear guidelines on returning assessed work to students?
P
23.
Is feedback on exam performance provided to students who request it and given automatically to
students whose exam performance gives significant cause for concern?
P
MODULE AND SCHEME RELATED ISSUES
24.
Do all modules have clearly identified aims and learning outcomes?
P
25.
Is the skills content of all modules clearly articulated?
P
26.
Is information on skills, learning outcomes and aims kept up-to-date on the Module Database?
P
27.
Does the Department have module review procedures?
P
28.
Are all proposals for new or revised modules or study schemes formally considered by the
Learning and Teaching Committee or equivalent?
P
2
29.
Are external examiners consulted on new or revised modules or study schemes?
GP
30.
Are the outcomes of annual programme monitoring formally reported to the Departmental
Board?
P
TUTORIAL ARRANGEMENTS
31.
Are personal tutors clearly indicated to students?
P
32.
Are students notified of their personal tutors within the first week of session?
GP
33.
Do personal tutors see their students at least once per term?
GP
34.
Can students easily identify to whom they should turn to discuss personal/pastoral matters?
P
35.
If the personal tutor is absent for an extended period, are there procedures for informing the
student of a replacement?
P
36.
Are personal tutorials held for all years?
GP
37.
Are there procedures enabling students to make appointments to see staff?
GP
ACADEMIC PROGRESS
38.
Is students’ attendance at lectures compulsory?
I
39.
Is students’ attendance at tutorials/seminars compulsory?
I
40.
Is students’ attendance at practicals compulsory?
I
41.
Where attendance is compulsory is it appropriately monitored?
P
42.
Where attendance is unsatisfactory, are there procedures for reporting within the Department?
P
43.
Are there procedures for reporting on missing coursework?
P
44.
Is there a system of co-ordinating the review of students’ academic progress within the
department?
P
WELSH-MEDIUM PROVISION
45.
Does the Department offer Welsh-medium modules?
I
46.
Is there provision for Welsh-medium support (including e.g. seminars, tutorials, field work,
practicals) in mainly English-medium modules?
I
47.
Does the Department have a mechanism for identifying students who may wish to use Welsh in
their studies and for advising them on what provision is possible?
I
48.
Is provision made for students wishing to submit assessed work and/or sit examinations through
the Medium of Welsh?
P
STAFF/STUDENT CONSULTATIVE COMMITTEE
49.
Is there an undergraduate Staff/Student Consultative Committee that meets at least twice a
year?
P
50.
Are there opportunities for postgraduate representation on this or a separate committee?
P
51.
Does the SSCC report formally to the Departmental Board?
P
52.
Is there a balance between staff and student numbers?
GP
53.
Do the minutes clearly record responsibility for action?
GP
54.
Is there a record of action taken?
P
55.
Are the minutes prominently displayed in the Department?
P
56.
Are the student representatives known to the general student body?
GP
3
STUDENT QUESTIONNAIRES
57.
Does the Department consider issues arising from the results of the National Student Survey?
GP
58.
Are there student questionnaires on study schemes?
GP
59.
Are module or scheme questionnaires issued to students analysed?
P
60.
Are the outcomes of the consideration of questionnaire results reported back to the Staff/Student
Consultative Committee?
P
61.
Is the analysis considered by a committee which reviews modules or schemes?
P
62.
Is the analysis made more widely known to students?
GP
63.
Is the analysis made more widely known to staff?
GP
64.
Is the Department responsive to issues raised in the questionnaires?
GP
65.
Is the action taken as a result of questionnaires made known to students?
GP
SANDWICH AND INTERCALARY YEAR
(NB These questions apply only to those departments that
operate a Sandwich or Intercalary Year as a compulsory part of study schemes)
66.
Does your Department have any study schemes with compulsory sandwich or intercalary years?
I
67.
Are students briefed on the purpose of the sandwich/intercalary year?
P
68.
If students spend the year in employment, are their employers briefed on their role?
P
69.
Is students’ performance monitored and evaluated during the sandwich/intercalary year?
I
70.
Are students visited by a member of University staff during the sandwich/intercalary year?
GP
71.
Do students have a contact person in the University in case of difficulties during the sandwich /
intercalary year?
P
EXCHANGE PROGRAMMES
72.
Are UWA students going out on exchange programmes fully briefed in advance on how the
programme will operate?
P
73.
Are outgoing exchange students told in advance how credits and marks obtained on exchange
will be translated into UWA credits, levels and marks?
P
74.
Is there a contact person in the department who can provide academic and pastoral advice to
UWA students while they are out on exchange?
P
RESEARCH POSTGRADUATES
75.
Is a supervisory team in place for each research student?
P
76.
Is the progress of research students formally monitored within the Department?
P
77.
Are research students made aware of the need to adhere to deadlines for the submission of their
theses?
P
78.
Does the Department monitor its research degree completion rates?
P
79.
Are research students encouraged to join learned societies or similar bodies, and to attend
conferences and present their work?
GP
80.
Do research students take part in teaching activities?
I
81.
If so, are there formal induction procedures for postgraduate teaching assistants?
P
82.
Are research students involved in student assessment?
I
83.
If so, is their marking monitored by academic staff?
P
4
CAREERS AND EMPLOYABILITY
84.
Is the name of the Academic Careers Liaison Officer(s) publicised to all students in the
Department?
P
85.
Is information on careers and employability issued to students either through departmental
handbooks or by other means?
P
86.
Are staff aware of the Careers Advisory Service Statement of Service to Academic Departments
and proactive in recommending appropriate services and opportunities to students?
GP
87.
Is the Career Development Programme embedded within academic modules?
GP
88.
Is a report on the work of the Academic Careers Liaison Officer(s) submitted to the Departmental
Board on at least one occasion each session?
P
89.
Is the information on the employment destinations of the Department's former students, prepared
each year by the Careers Advisory Service, reported to the Departmental Board and used in the
development of marketing and recruitment strategies?
P
INFORMATION SERVICES
90.
Is a member of departmental staff nominated as an Information Services Representative?
P
91.
Does the IS Representative provide regular reports to the Departmental Board?
GP
92.
Does the department have bilateral 'round table' meetings with Information Services staff?
GP
STAFF MATTERS
93.
Does the department operate an induction system for all new full-time and part-time staff?
P
94.
Does the Department operate a Mentor system for new staff?
P
95.
Does the department have a continuing professional development policy?
P
96.
Are there procedures for covering staff absence?
P
97.
Is there a mechanism for ensuring an equitable and transparent distribution of staff workload
(comprising teaching, research, administration and consultancy)?
P
EXTERNAL EXAMINERS
98.
Are external examiners’ reports discussed by the Departmental Board?
P
99.
Is the action taken in response to the reports formally recorded?
P
100
Is the external examiner informed of the department’s response to his/her recommendations?
P
101
Do external examiners approve all assessments and examination papers for taught postgraduate
modules, Part Two modules on undergraduate degrees, and undergraduate Diploma schemes?
P
102
Is the external examiner involved in the moderation of all Part Two undergraduate and taught
postgraduate marks at whichever Examining Board finalises them?
P
EXTERNAL LIAISON AND ACCREDITATION
103
Does the department have a mechanism for obtaining appropriate external input to scheme
review and development?
P
104
Is there a clear and explicit rationale for the particular form of external input selected?
P
105
Are reports of professional accreditation exercises formally reported to the Departmental Board?
P
106
Are departmental submissions to, and reports from, professional accreditation exercises formally
reported to the University?
P
Department………………………………………
Signed……………………………………………
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