Oxford University: Quality Improvement in Education Report

This report, focusing on quality improvement in education, examines various aspects of quality assurance and self-assessment within an educational setting, specifically at Oxford University. It explores reflective peer observation, stakeholder feedback, and quality enhancement audits as key components of quality improvement. The report delves into the function of self-assessment and self-evaluation, highlighting their role in identifying strengths, weaknesses, and areas for improvement in teaching practices. Furthermore, it analyzes the importance of learning programs and their impact on teaching quality, emphasizing the need for continuous evaluation and improvement. The report also identifies areas for improvement, such as coordination skills, and the effective use of time management and resource optimization. References from relevant literature on professional development and teaching practices are included to support the analysis.

WIDER PROFESSIONAL
PRACTICE IN
EDUCATION AND
TRAINING
Task – 4

Table of contents
◦ Evaluating quality improvement and quality assurance arrangements
◦ Explaining the function of self-assessment and self-evaluation and quality cycle
◦ Evaluating learning program considering quality maintenance of own organization
◦ Identification of area for improvement in learning programme

Evaluating quality improvement Quality
assurance arrangements
For the purpose of improving quality and assuring quality as a business management teacher in my own
organization that is Oxford University, different practices are being adopted:
◦ Reflective peer observation teaching (POT)
◦ Stakeholders’ feedbacks
◦ Regular quality enhancement audits
◦ Periodic reviews

Function of self-assessment and self-evaluation
and quality cycle
Self-assessment and self-evaluation
 Self-assessment as well as self-evaluation is an important element for making improvement in
achievement as well as quality in teaching growth
 It helped me in recognizing the definition of excellence in teaching
 It supported me in selecting improvement goals with the peer
 It helped me augmenting capability

Continued…
Quality cycle
Quality cycle involves
◦Planning
◦Doing
◦Studying
◦Acting

Evaluating learning program considering quality
maintenance of own organization
◦ For the improvement and maintenance of the quality of teaching within Oxford university it is very essential for them
to undertake use of effective learning program.
◦ This is very essential for the reason that in case the working will not be managed in proper manner then this will be
affecting the quality of service and education.
◦ This is very crucial for the reason that when the learning program will not be good then this will be affecting the
working efficiency of the learner and tutor as well.
◦ This includes the focus on learner survey and focus groups in order to analyse the fact that how to improve the
working of learning program so that proper teaching can be provided to the learners.
◦ these feedback and reviews will assist the managers and employees in Oxford university in order to improve the
working and learning process in better and effective manner.

Identification of area for improvement in learning
programme
◦ With the help of the above analysis it is clear that self- assessment is very important in order to identify the strength
and weakness and threats and opportunities being present within the person.
◦ With help of learning program and different types of the reviews. with the help of self- assessment, the major strength
being identified was the effective time management.
◦ This was particularly because of the reason that I was able to learn each and every thing before time and this assisted
me in developing a competitive advantage.
◦ along with this another strength involves the use of optimum utilisation of resources.
◦ on the other hand, the weakness identified was the coordination skill was lacking and this will be affecting the working
efficiency to a great extent.

REFERENCES
◦ Macià, M. and García, I., 2018. Professional development of teachers acting as bridges in online social
networks. Research in Learning Technology. 26.
◦ Kuhn, J. and Stevens, V., 2017. Participatory culture as professional development: Preparing teachers to
use Minecraft in the classroom. TESOL Journal. 8(4). pp.753-767.
◦ Koster, M., Bouwer, R. and Van den Bergh, H., 2017. Professional development of teachers in the
implementation of a strategy-focused writing intervention program for elementary students.
Contemporary Educational Psychology. 49. pp.1-20.

Thank you