Podcast
Questions and Answers
What does an accredited institution signify?
What does an accredited institution signify?
- It operates without any supervision.
- It has received funding from the government.
- It meets the standards set by the accreditation authority. (correct)
- It is entirely independent of accreditation standards.
Which of the following best describes accreditation status?
Which of the following best describes accreditation status?
- The decision made by an accreditation body after evaluating an institution. (correct)
- The number of students enrolled in an institution.
- A checklist of resources available at the institution.
- The financial performance of the educational institution.
What can be a potential impact of accreditation status on an institution?
What can be a potential impact of accreditation status on an institution?
- It guarantees job placements for graduates.
- It allows institutions to charge higher tuition fees.
- It influences the institution's reputation and relationships within the community. (correct)
- It provides automatic government funding.
What is one likely consequence of an accreditation decision?
What is one likely consequence of an accreditation decision?
What distinguishes programmatic accreditation authorities from institutional accreditation authorities?
What distinguishes programmatic accreditation authorities from institutional accreditation authorities?
What is the primary purpose of external assessment in educational accreditation?
What is the primary purpose of external assessment in educational accreditation?
Standards in the context of educational institutions are defined as:
Standards in the context of educational institutions are defined as:
Who implements the external assessment during the accreditation process?
Who implements the external assessment during the accreditation process?
Which of the following characteristics is NOT associated with standards in education?
Which of the following characteristics is NOT associated with standards in education?
How are standards for educational institutions typically developed?
How are standards for educational institutions typically developed?
What is institutional assessment focused on?
What is institutional assessment focused on?
Which of the following aspects is NOT a basic component evaluated by standards in educational institutions?
Which of the following aspects is NOT a basic component evaluated by standards in educational institutions?
The role of accreditation agencies is primarily to:
The role of accreditation agencies is primarily to:
What is the primary purpose of indicators in the context of evaluation?
What is the primary purpose of indicators in the context of evaluation?
Which level of the rubric indicates that the institution has not met the learning objectives?
Which level of the rubric indicates that the institution has not met the learning objectives?
What type of evidence is NOT mentioned as part of the evaluation and assessment processes?
What type of evidence is NOT mentioned as part of the evaluation and assessment processes?
What is the role of an accreditation agency?
What is the role of an accreditation agency?
What characterizes the indicators utilized in evaluations?
What characterizes the indicators utilized in evaluations?
Which level describes an institution that demonstrates mastery according to the rubrics?
Which level describes an institution that demonstrates mastery according to the rubrics?
In what way is evidence related to performance evaluations?
In what way is evidence related to performance evaluations?
What does the sum of the indicator ratings provide?
What does the sum of the indicator ratings provide?
Flashcards
Assessment
Assessment
The process of collecting and analyzing information from various sources to understand performance effectiveness.
External Assessment
External Assessment
A type of assessment conducted by external experts who examine an educational institution or program.
Standards
Standards
Established levels of quality performance that are expected of an educational institution.
Indicators
Indicators
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Accreditation
Accreditation
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Accreditation Agencies
Accreditation Agencies
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Accredited Institution
Accredited Institution
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Duration of Accreditation
Duration of Accreditation
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Rubrics
Rubrics
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Evidence
Evidence
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Quality
Quality
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Standards, Accreditation, and Quality
Standards, Accreditation, and Quality
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Accreditation Authorities
Accreditation Authorities
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Programmatic Accreditation
Programmatic Accreditation
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Institutional Accreditation
Institutional Accreditation
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Accreditation Status
Accreditation Status
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Study Notes
Quality Assurance in Education
- Quality assurance in education involves processes for judging educational institutions
- Definitions in quality education include assessment, standards, indicators, rubrics, evidence, accreditation agencies, accredited institutions, accreditation status and duration of accreditation
- Assessment (external audit) is a crucial process in accreditation procedures. Accreditation decisions are based on assessment findings
- Assessment can be institutional or programatic, reviewing whole institutions or individual programs
- External assessment is conducted by specialists (peers), experts in various education fields, who assist with the evaluation of educational institutions
Standards
- Standards are levels set for educational institutions
- Standards are used as a pillar for evaluation and accreditation
- Institutions must meet standards set by quality assurance bodies to gain accreditation
- Standards are a basis for judging institutional quality
- Standards adapt to changing times and requirements
Standards Characteristics
- Standards are flexible and adapt to changing times
- Standards reflect the qualitative aspects of institutions (vision, mission, academic programs, authority, resources and financial, student services, etc.)
- Standards are developed periodically including the Ministry of Education, universities, schools, federations and professionals
Relationship Between Standards, Accreditation, and Quality
- A conceptual diagram shows the relationship of the three, linking Standards at the base to Quality at the top and Accreditation in the middle.
Indicators
- Indicators measure actual performance and relate to standards in the institution
- They can be quantitative, qualitative, or both
- They show the expected performance of teachers, learners, managers and institutions.
- Indicators can also be procedural measures for comparison.
Rubrics
- Rubrics are performance evaluation tools systematically used
- Rubrics are rules for measuring performance with 4 levels
- Level 4: Mastery, very good
- Level 3: Meets objectives, good/Proficient
- Level 2: Approaching objectives, developing
- Level 1: Didn't meet objectives, requiring extra effort
Rubric Benefits
- Offers analysis and lucidity (clarity)
- Provides justice (fairness)
- Aids communication (between people)
- Motivates (people involved)
Evidence
- Evaluation and assessment depend on evidence which can be reviewed at any time
- Important evidence includes databases, meetings, annual reports, interview and observational results, evaluation processes and records like attendance, absence
Accreditation Agency
- Institutions fulfilling standards are accredited by agencies for supervision, like accreditation bodies, committees, or confirmation bodies
- Accreditation agencies establish criteria and evaluate institutions to ensure they meet existing criteria
- Agencies also set quality standards for institutions and programs and recognize those which meet them
Types of Accreditation Authorities
- There are programmatic and institutional authorities
Accredited Institution and Accreditation Status
- Accredited institutions are certified by relevant accreditation agencies
- Accreditation status is crucial because it affects institutional reputation and relationships with the community
- Accreditation status decisions (Candidate, Accredited, Probation, Withdrawal) are made by the accreditation body based on institution evaluations
Duration of Accreditation
- Accreditation is typically time-limited, after which institutions may need to re-apply or re-certify, with a more or less rigorous process.
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