Transcript The role of quality in fieldwork programs

The role of quality in
fieldwork programs
Developing Fieldwork Coordinator
Leadership Capability
Purpose of this module
• Critically review your monitor role through an
academic leadership lens
• discover how to enhance the performance of
your fieldwork education program
– By developing strategies to better read the
external environment
– By developing strategies to better equip you to
evaluate all aspects of your fieldwork program.
Learning objectives and plan
• On successful completion participants will:
– Develop strategies to monitor the effectiveness of
internal and external communication
– Develop a quality enhancement framework to
monitor the performance of the fieldwork
program
– Identify the key components of assessment and
moderation of fieldwork
Monitor role – monitors outcomes
and quality of teaching and learning
Elements in communication
• Tell
– inform, no room for negotiation
• Sell
– anticipating some form of backlash, requiring you to
use some form of persuasion
• Consult
– seeking in-put to the decision making process
• Involve
– seeking varying degrees of involvement from staff and
others
Effectively managing internal and external
communication
Managing internal and external
communication
• External
– building and maintaining positive relationships with
external agencies
• Internal
– communications occur within an organisation
– If done well can ↑organisational success by:
– ↑productivity and quality of services, create more
innovation, ↓absenteeism and costs
• Essential to articulate organisational goals
– What it hopes to achieve and how it plans to go about
it
Effective communication strategies
• Identify
– Market
• Determine
– Message
• Design
– Content and media
• Feedback
– Measure
External communication
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Forums or workshops
Information sessions
Open days
Developing web sites
Site visits
Newsletters
Time management
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Double up
Don’t over schedule
Block out time
Start difficult jobs early
Handle each piece of paper once
Managing your emails
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Do not reply to cc’d messages
Stop friend sending junk emails
Use outlook to manage your emails
Check emails at set time
Use folders
Follow the four ‘D’ rule Dump, Delegate, Do it,
Decide when to follow up
• Think before subscribing to alerts
• Respect others time
• Train others
Mind mapping
Practical Activity 1
Quality enhancement frameworks
• Generic term to cover both quality and
standard improvement
• Wide range of techniques
• Monitoring the quality of assessment and
moderation ! ! !
PDCA Cycle/ ADRI
Approach
Improvement
Deployment
Results
Action Research/Action learning process
Action Research
• Interactive cycles of:
• Planning
• Acting
• Observing
• Reflecting
Action Learning
• Diagnosis
• Analysis
• Feedback
• Action
• Evaluation
Principles of fieldwork
• Fieldwork learning is a formal component of the curriculum
and, therefore, should be assessed formally
• Assessment should focus on the integration and application
of theoretical knowledge into practice
• Learning expectations should be articulated publicly as
explicit learning outcomes that are aligned to core curricula
• All stakeholders should have input into the assessment
process
• Students should receive feedback on their placement
• The educational institution should be responsible for
determining the final outcome of the fieldwork experience
• Institutional policies should account for the distinctive
characteristics of fieldwork assessment and recognize the
contextual difference of assessing practice.
Cooper et al, 2010. p.99-100
Assessment of fieldwork
• Complex and challenging
• Academic and professional standards and
requirements
• Many different assessors
• Subjective rather than objective judgement
• Moderation is a quality assurance process
Moderation of fieldwork assessment
• Part of the Quality Assessment Cycle
• Ensures assessments marked with
– Accuracy, consistency, fairness
• Entire assessment event
– Design through to post-event analysis of the
fitness of assessment to student learning
Moderation principles
• Assessments are clearly linked to the learning
outcomes;
• activities are undertaken to ensure that assessors
are able to clarify their understanding of the
assessment criteria;
• Assessment criteria are clearly communicated to
students,
• Assessments are subject to regular review: their
frequency, style and the relative success rate of
students are appraised as a regular part of the
improvement cycle.
(Office of Assessment, Teaching and Learning, 2010)
Fieldwork assessment
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Work required
Competency-based
Reflective assessment
Work/learning contract
Project work
Critical incident analysis
Case study/ history
Portfolio of evidence
Direct observational
Assessment post-work integrated learning experience
Cooper et al, 2010 pp.111 - 113
Practical Activity 2
Recommended reading
• Cooper, L., Orell, J., & Bowden, M. (2010).
Work Integrated Learning: a guide to effective
practice. London: Routledge. Read chapter 7
managing difficult siutations.