The need for Synergy in Academic Policies: An Introduction to the Research Dialogue on Pre‐Registration

2020 ◽  
Author(s):  
Aradhna Krishna
Keyword(s):  
Academic Policies

scholarly journals Assessment and decision making under the spotlight:

2021 ◽  
Vol 17 (3) ◽  
pp. 64-81
Author(s):  
Marguerita McGovern
Keyword(s):  
Social Work ◽  
Seismic Event ◽  
Final Decision ◽  
Case Examples ◽  
Work Placement ◽  
Policies And Procedures ◽  
Work Education ◽  
The University ◽  
Academic Policies ◽  
Practice Teacher

In social work education failing placement is a seismic event. There are many complex reasons why placements fail; the student fails the placement, the placement fails the student, the practice teacher fails the student, the student fails themselves and the university fails or upholds all. With a failed placement the spotlight falls on the student, the practice teacher, tutor and the university. There are professional standards, reputations, academic policies and procedures at stake, notwithstanding the protection of the service user as the central concern. This article presents four failed Masters in Social Work placement assessments, two case examples from practice failures and two from portfolio failures. Analyses and reports are shared from initial difficulties and procedural organization, through to the forensics of final decision. Consideration is also given to current research and a ‘what happened next’ section is included.

scholarly journals Political and Cognitive Structures Underlying Scientific Inquiry in the University: The Challenge to Educational Researchers

1985 ◽  
Vol 15 (3) ◽  
pp. 23-38
Author(s):  
Florent Dumont ◽  
Conrad Lecomte
Keyword(s):  
University Students ◽  
Scientific Inquiry ◽  
Scientific Production ◽  
Behavioral Sciences ◽  
Research Networks ◽  
Marginal Value ◽  
Research Paradigms ◽  
Functional Autonomy ◽  
The University ◽  
Academic Policies

There is a disabling avalanche of scientific production which has overtaken most students of the behavioral sciences. Though science is advanced by this production, much of it is seen to be of marginal value. This has caused some disenchantment among university students with psychology-based research. To understand the sources of this problem, several phenomena are re-examined: (a) the functional autonomy of research paradigms and their assumptive justifica- tions, (b) the failure to discard them when their dysfunction interferes with inquiry directed to solving pressing social problems, and (c) the intersection of politics, academic policies, and the reward structures woven into publication and research networks. The challenge to university researchers, among others, that these conditions impose, are assessed, and suggestions for countering them are presented.

scholarly journals MAPP (Monitoring Academic Progress Policy): Providing Advising Direction Through The Use of a Degree Auditing System

1996 ◽  
Vol 16 (2) ◽  
pp. 39-45 ◽  
Author(s):  
Lawrence J. Severy ◽  
Peter J. Slinger
Keyword(s):  
Academic Progress ◽  
Academic Policies

A comprehensive policy for monitoring students' progress into appropriate majors, the Monitoring Academic Progress Policy (MAPP) charts students using a combination of degree auditing and academic policies. Results of the last three years of this program are discussed. In addition, recommendations are made for those institutions considering implementing similar systems.

scholarly journals USING WEIGHTED SCORING RUBRICS IN ENGINEERING ASSESSMENT

2015 ◽  
Author(s):  
Juan J. Salinas ◽  
Jeffrey Erochko
Keyword(s):  
Distribution Function ◽  
Weight Distribution ◽  
Assessment Process ◽  
Student Work ◽  
Performance Levels ◽  
Large Classes ◽  
Relative Value ◽  
Scoring Rubrics ◽  
Academic Policies

When evaluating student work by deducting marks for errors,it is possible to underestimate the importance ofdominant concepts and assign grades at a level that mightnot be in agreement with academic policies. Rubrics facilitateand expedite the marking process but it is importantto examine in detail the parameters and limitations of thisstructured approach to assessment. The structure of thescoring rubric considered in this study promotes the consistencyand validation of the assessment process and discriminatesbetween evaluation components by assigningdifferent weights to dominant and secondary criteria. Theshape of the weight distribution function plays an importantrole in this process. In the proposed rubric structure,an array of performance levels is multiplied by anarray of task components to arrive at a mark and a grade.A uniform weight distribution is easy to develop and utilize,especially for large classes, but it fails to recognizethe importance of dominant components. The proposedapproach allows the incorporation of single and multipledominant criteria modeled by using step or linear distributionfunctions and adjusting the relative value of dominantand secondary components.

Designing and Developing Skills- and Competency-Based Environments

2021 ◽  
pp. 240-260
Author(s):  
Nancy B. Hastings ◽  
Karen Rasmussen
Keyword(s):  
Best Practices ◽  
Instructional Strategies ◽  
Level System ◽  
Design Development ◽  
Institutional Infrastructure ◽  
Program Content ◽  
Competency Based ◽  
Micro Level ◽  
High Level ◽  
Academic Policies

Institutions approach the design and development of competency-based programs through macro- and micro-level strategies. From high level, system-focused decisions to individual course instructional strategies, administrators, faculty, and designers must maintain focus on the needs of the learner as they address issues and barriers of academic policies and institutional infrastructure. A variety of strategies at the macro- and micro-level must be incorporated into the design, development, and implementation of a competency-based course and program. Following guidance offered through standards, guidelines, and best practices, competency-based courses and programs can meet the needs of students as they demonstrate their competence in course and program content.

scholarly journals AVALIAÇÃO INSTITUCIONAL: uma análise de indicadores de desempenho institucional em uma IFES

2018 ◽  
Vol 4 (6) ◽  
pp. 845-877
Author(s):  
Eduardo Andrea Lemus Erasmo ◽  
Michelle M. Semiguen L. T. Duarte ◽  
Enedina Betânia Leite de Lucena Pires Nunes ◽  
Rayenne Neres Montelo Mendes
Keyword(s):  
Performance Indicators ◽  
Quantitative Approach ◽  
Institutional Performance ◽  
Institutional Assessment ◽  
National System ◽  
Institutional Planning ◽  
Institutional Evaluation ◽  
Palabras Clave ◽  
Assessment Performance ◽  
Academic Policies

Esta pesquisa teve como objetivo analisar os resultados dos indicadores de desempenho institucional considerando as diretrizes estabelecidas e observando as recomendações oriundas dos mecanismos de Avaliação Institucional. Caracteriza-se como exploratória e descritiva e levantamento bibliográfico e documental, com abordagem quali-quantitativa desenvolvida a partir da análise de resultados de indicadores institucionais dos anos de 2016 e 2017, associados, especialmente, ao Eixo 3 – Políticas Acadêmicas, do Sistema Nacional de Avaliação Superior - Sinaes. Os resultados e análises apresentados têm a sua aplicabilidade e relevância institucional, no sentido de apoiar a implementação de estratégias e ações para o desenvolvimento e planejamento institucional da Universidade Federal do Tocantins.   PALAVRAS-CHAVE: Avaliação Institucional; Indicadores de desempenho; Sinaes.     ABSTRACT This study aimed to analyze the results of the institutional performance indicators considering the established guidelines and observing the recommendations from the mechanisms of Institutional Evaluation. It is characterized as descriptive and exploratory, with bibliographical and documental survey, using an quali-quantitative approach developed from the analysis of the results of institutional indicators of year 2016 and 2017, associated, in particular, with the axis 3 - Políticas Acadêmicas, do Sistema Nacional de Avaliação Superior – Sinaes (Academic Policies of the National System of Higher Assessment). The analyses and results presented have the applicability and an institutional relevance, in order to support the implementation of strategies and actions for the development and institutional planning at the Federal University of Tocantins.   KEYWORDS: Institutional Assessment; Performance indicators; Sinaes.     RESUMEN Esta investigación tuvo como objetivo analizar los resultados de los indicadores de desempeño institucional considerando las directrices establecidas y observando las recomendaciones oriundas de los mecanismos de Evaluación Institucional. Se caracteriza como exploratoria, descriptiva, levantamiento bibliográfico y documental, con abordaje cualitativito-cuantitativo desarrollada a partir del análisis de resultados de indicadores institucionales de los años 2016 y 2017, asociados, especialmente al Eje 3 – Políticas Académicas, del Sistema Nacional de Evaluación Superior – SINAES. Los resultados y análisis presentados tienen su aplicabilidad y relevancia institucional, en el sentido de apoyar la implementación de estrategias y acciones para el desarrollo y planeación institucional de la Universidad Federal de Tocantins.   PALABRAS CLAVE: Evaluación Institucional; Indicadores de desempeño; Sinaes.

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