Bexley College: Education Program and Session Evaluation

This report provides an evaluation of education programs and sessions, focusing on the application of quality assurance measures and various teaching models, particularly within the context of Bexley College. The report highlights the importance of evaluating programs and sessions to improve the learning experience, using models like Kirkpatrick's training evaluation and the quality cycle. It also discusses the significance of self-assessment and the Brookfield evaluation model in enhancing teaching practices and student learning. The report emphasizes the role of quality standards, technological advancements, and student support in creating a conducive learning environment. The analysis includes insights into how institutions can use these evaluations to improve their educational practices and provide effective learning opportunities. Furthermore, the report stresses the importance of learner-centric approaches to education, including teacher assessment of student learning and the use of innovative teaching strategies. Finally, the conclusion summarizes the key findings and the importance of continuous improvement in education and training.

WIDER PROFESSIONAL PRACTICE AND
DEVELOPMENT IN EDUCATION AND TRAINING

INTRODUCTION
Evaluation of session and programme is the best strategy which
helps the person in understanding own learning and needs of
improvement.
The presentation will focus on evaluation of session, programme
and self assessment with the help of different models.

Session Evaluation
The college is medium size but its services are extraordinary and
are according to educational policies and practices.
The best part of college is overall activities which is based on
encouraging skills in learners, supporting community, promoting
equality and diversity, quality leaning etc.
From the session it has been evaluated that quality assurance and
improvement helps the college in managing educational facilities
in synchronised manner which establishes systematic education
practices in Bexley College.

Programme Evaluation
The programme was based on learning on quality maintenance of
college.
The policy of college are focused on implement educational
standards in every practise which helps the Bexley in
maintaining, understanding and developing its educations
functions.

CONTINUE
The teacher implements the
use of models like
Kirkpatrick’s training
evaluation model, which
helps them in educating
students equally.

SELF ASSESSMENT
The quality cycle is
performance of activities
and improvement of
quality.
It is four step process and
plan of quality cycle
comprise Plan, Do, Act
and Check.

CONTINUE
Assessment of own learning is the feedback from teachers which
demonstrate status for each student.
From self assessment it has been outlined it is important to
motivate students in order to boost their learning ability.
Providing support to students plays an important role as it help in
enhancing their learning.

CONTINUE
The best way to evaluate own
capability is implementing
Brookfield evaluation model
in which the person is able to
analyse own capability in
four stages that is Self
assessment, Colleagues,
Students and scholarship.

INTERNAL VERIFICATION PRO
FORMA
It is focus of learner on further improvement measures like,
changing teaching plans and strategies.
Improving quality standard of college in order to provide
different way of teaching and learning.
Developing technological support to enhance learning
environment of college.

CONCLUSION
The presentation summarized evaluation of programmable and
session which is doe by individual by implementing Kirkpatrick’s
training evaluation model.
Also, it outlined self assessment which is conducted
by individual with the helps of quality cycle and
Brookfield evaluation model.

REFERENCES
Waitoller, F.R. and Artiles, A.J., 2013. A decade of professional
development research for inclusive education: A critical review
and notes for a research program. Review of educational
research. 83(3). pp.319-356.
O'Mahony, K. and Garavan, T.N., 2012. Implementing a quality
management framework in a higher education organisation: A
case study. Quality Assurance in Education. 20(2). pp.184-200.