Готові списки джерел за темами / Accreditation and evaluation

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Добірка наукової літератури з теми "Accreditation and evaluation"

Автор: Grafiati

Опубліковано: 14 грудня 2024

Оновлено: 19 липня 2025

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Статті в журналах з теми "Accreditation and evaluation"

Yoo, Hyo Hyun, Mi Kyung Kim, Yoo Sang Yoon, et al. "Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019." Journal of Educational Evaluation for Health Professions 17 (April 7, 2020): 2. http://dx.doi.org/10.3352/jeehp.2020.17.2.

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This review presents information on changes in the accreditation standards of medical schools in Korea by the Korean Institute of Medical Education and Evaluation (KIMEE) from 2000 to 2019. Specifically, the following aspects are explained: the development process, setting principles and directions, evaluation items, characteristics of the standards, and validity testing over the course of 4 cycles. The first cycle of accreditation (2000–2005) focused on ensuring the minimum requirements for the educational environment. The evaluation criteria emphasized the core elements of medical education, including facilities and human resources. The second cycle of accreditation (2007–2010) emphasized universities’ commitment to social accountability and the pursuit of excellence in medical education. It raised the importance of qualitative standards for judging the content and quality of education. In the post-second accreditation cycle (2012–2018) which means third accreditation cycle, accreditation criteria were developed to standardize the educational environment and programs and to be used for curriculum development in order to continually improve the quality of basic medical education. Most recently, the ASK 2019 (Accreditation Standards of KIMEE 2019) accreditation cycle focused on qualitative evaluations in accordance with the World Federation of Medical Education’s accreditation criteria to reach the international level of basic medical education, which emphasizes the need for a student-centered curriculum, communication with society, and evaluation through a comprehensive basic medical education course. The KIMEE has developed a basic medical education evaluation and accreditation system in a step-by-step manner, as outlined above. Understanding previous processes will be helpful for the future development of accreditation criteria for medical schools in Korea.

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Kim, eunmi, Yun Jin Kim, Seunghee Lee, Jee-Yeong Namgung, Jae Il Lee, and Jooah Kim. "The Study of Developing the Meta Evaluation Criteria for the Accreditation of Dental Education in Korea." Journal of The Korean Dental Association 60, no. 3 (2022): 143–52. http://dx.doi.org/10.22974/jkda.2022.60.3.002.

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The meta-evaluation of dental education evaluation and accreditation was conceptualized as 'evaluating the evaluation and accreditation system' in order to improve the quality of evaluation. In order to perform meta-evaluation of dental education evaluation and accreditation, which seeks improvement directions by comprehensively and systematically evaluating and analyzing dental education evaluation and accreditation, the development of evaluation criteria should be preceded. The purpose of this study is to redefine the direction of dental education evaluation and accreditation and to establish improve-ment plans by developing criteria for meta-evaluation and confirming its validity. In this study, the meta-evaluation criteria and sub-evaluation system for evaluation and accreditation by Korean Institute of Dental Education Evaluation (KIDEE) were developed. In order to confirm the validity and reliability of the meta-evalu-ation criteria and sub-evaluation system, a questionnaire was conducted targeting the self-evaluation members of the evaluation target institutions with a high understanding of evaluation and the evaluation and accreditation members of KIDEE.The developed meta-evaluation criteria and subsystem for evaluation and accreditation should be used for the purpose of introducing a quality improvement system for evaluation and accreditation. It is expected that the meta-evaluation of KIDEE will be conducted regularly as a meta-evaluation criteria and sub-system faithfully to this purpose.

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Meyers, S. K. "Program Evaluation for Accreditation." American Journal of Occupational Therapy 44, no. 9 (1990): 823–26. http://dx.doi.org/10.5014/ajot.44.9.823.

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Beaty, Liz. "Teaching Evaluation and Accreditation." New Directions for Teaching and Learning 2001, no. 88 (2001): 75–85. http://dx.doi.org/10.1002/tl.39.

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Choi, Da Jeong. "A Study on the Integration Approach between South Korean National Accreditation for higher education institutions and Major Global University Rankings." Korean Comparative Education Society 33, no. 4 (2023): 49–68. http://dx.doi.org/10.20306/kces.2023.9.30.49.

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[Purpose]As we enter the era of the 4th Industrial Revolution, characterized by intensified global competition, the importance of high-quality education and research capabilities has grown significantly. However, there is a projected significant decrease in the number of college admissions due to a declining school-age population, which has led to increased interest in university evaluation systems that influence university reform and government support policies. Nevertheless, recent South Korean universities have experienced declines in some rankings in global university evaluations, and their efforts to enhance international competitiveness are facing limitations. [Methods] In this study, I examined indicators from the South Korean domestic university accreditation evaluation known as the “3rd Cycle University Institutional Accreditation”, as well as evaluation indicators from major global university rankings such as QS and THE. I compared the evaluation indicators of QS and THE world university rankings and calculated their similarities. Additionally, detailed indicators between university institutional accreditation evaluations and major global university rankings were compared. [Results]The similarity between university institutional accreditation evaluations and major global university rankings(including sustainability evaluations) is very low. However, in the “University Performance and Social Responsibility” domain, which is closely related to global university rankings, there is a high potential for linkage. As a result, I have derived “strengthening indicators” with the aim of enhancing the international competitiveness of universities and indicated “linkage indicators”. [Conclusion]By aligning the indicators of legally binding the university accreditation evaluations with those of major global university rankings, it is anticipated that the preparation for domestic university institutional accreditation and the preparation for global university ranking assessments can be conducted simultaneously, thereby assisting in improving universities' international competitiveness and enhancing their internal competitive capabilities.

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Rahman, Taufik, Iim Wasliman, King Muttaqien, and R. Supyan Sauri. "Accreditation Policies Implementation to Improve Performance Quality in Madrasah." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 3, no. 2 (2021): 124–44. http://dx.doi.org/10.33369/ijer.v3i2.15601.

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Accreditation policy is based on the principle that all citizens have the right to obtain a quality education. In order to hold quality education, every educational program should fulfill the standard of accreditation policies Madrasah Tsanawiyah Negeri. Hence, this research aimed (1) to investigate MTsN accreditation policy, (2) to investigate the implementation of MTsN accreditation policy, (3) to examine the monitoring and evaluation of MTsN accreditation policy, and (4) to examine creative and innovative ideas of the implementation of MTsN accreditation policy. This research employed a qualitative approach with a Case Study method. The results were (1) The MTsN accreditation policy had been formulated in the vision, mission, and objectives of Madrasah, (2) the implementation of MTsN accreditation policy faced a problem of facilities and teachers’ skill in preparing educational administration documents, (3) monitoring and evaluation of MTsN accreditation policy was based on Madrasah Self-Evaluation (EDM), (4) creative and innovative ideas in the implementation of MTsN accreditation policy was based on Madrasah Self-Evaluation (EDM) conducted by the Madrasah Principle and teachers, Madrasah committee, parents, as well as a supervisor.

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Meng, Kwang-ho. "The History and Implications of the Medical Education Accreditation System in Korea: Implementation and Activities in Early Stages." Korean Medical Education Review 22, no. 1 (2020): 1–8. http://dx.doi.org/10.17496/kmer.2020.22.1.1.

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Following the opening of eleven medical schools in Korea in the 1980s, the issues of standardization and accreditation of medical education came to the forefront in the early 1990s. To address the medical community’s concern about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether the medical schools were meeting accreditation standards or not. The evaluation was a “relative evaluation” rather than an “absolute evaluation.” The Accreditation Board for Medical Education in Korea (ABMEK), established in 1998, was a mere voluntary organization, but with the full support of the Korean medical community, it successfully completed its first cycle of evaluations on all 41 medical schools from 2000–2004. The history of medical education evaluation activities, including those of ABMEK, was not well recorded. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body and the government paid much attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as an Institute for Accreditation of Higher Education Evaluation. The most important lesson learned from the history of ABMEK/KIMEE is the importance of cooperation among all medical education-related organizations, including the Korean Medical Association.

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Jiménez Moreno, José Alfonso, and Salvador Ponce Ceballos. "Recomendaciones derivadas de la acreditación de programas educativos: Análisis en una universidad pública estatal de México." education policy analysis archives 28 (August 31, 2020): 131. http://dx.doi.org/10.14507/epaa.28.5172.

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The article addresses the problem of accreditation of educational programs in Mexico. The importance of this type of evaluation is generated based on the policies in which higher education in Latin America is circumscribed. The objective of the research was to carry out a documentary analysis of 21 accreditation documents of seven programs of a public university over three periods, in order to classify the recommendations made by the accrediting instances; The resulting units or categories were as follows: Academic Staff, Students, Curriculum, Collaboration, Research and Program Management. The results show a lack of conceptual delimitation and compliance with international standards in the 21 documents, as well as information that suggests the university should increase the competitiveness of its programs, consolidate collegial work, strength trajectories, and meet the needs of the environment. The authors conclude that there is a need to make explicit the evaluation model that supports the accreditations. In addition, they describe how the accreditation promotes academic productivity and the establishment of basic conditions for the organization and operation of educational programs.

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Phuong, Huoang Thi Ha, and Sangmoo Lee. "Implications of Changes in Current Evaluation Criteria and System of University Accreditation in Vietnam." Korean Society for Holistic Convergence Education 27, no. 2 (2023): 81–107. http://dx.doi.org/10.35184/kshce.2023.27.2.81.

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This study aims to introduce the evolution of Vietnam's institutional evaluation and accreditation system and the current evaluation criteria. Accordingly, this study examines the overall development of Vietnam's institutional evaluation and accreditation system and summarizes the evaluation criteria. Vietnam began to pay attention to the quality of higher education in the 2000s. In 2003, the Vietnam Education Quality Review and Evaluation Agency was established by the Ministry of Education. In 2004, the Interim Regulations on Accreditation and Evaluation of Higher Education Institutions were issued, and for the first time, Vietnam started its own accreditation and evaluation of higher education institutions. In 2005, the Education Law was amended to provide a legal basis for accreditation, and in 2007, official regulations were issued to replace the 2004 interim regulations, providing a solid legal foundation. In 2013, the Center for University Assessment and Accreditation was established under Hanoi National University. In 2017, the Center completely changed the evaluation indicators used until now, replacing them with new ones based on the evaluation indicators of the ASEAN University Network (AUN). Based on these findings, we outline recommendations for higher education in Vietnam and implications for higher education in Korea.

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MONANTUN, Readysal, Ihsana El KHULUQO, and Istaryatiningtias ISTARYATININGTIAS. "METAEVALUATION ACCREDITATION RESULTS OF ELECTRICAL ENGINEERING EDUCATION STUDY PROGRAM FACULTY OF ENGINEERING STATE UNIVERSITY OF JAKARTA 2010." JKP | Jurnal Kepemimpinan Pendidikan 5, no. 1 (2022): 695–701. http://dx.doi.org/10.22236/jkpuhamka.v5i1.9238.

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The Study Program's accreditation process is very important to to maintain the continuity of education services quality and to provide assurance that the accredited Study Program has met the quality standards set by BAN-PT. This study aims to determine the percentage level of achievement in the meta-evaluation process, the higher percentage level achievement of the meta-evaluation results means that this research instrument can be used to measure the primary evaluation with a high level of achievement. This research is a evaluation research using metaevaluation approach, the subject in this study is the primary evaluation in the form of the accreditation results of Electrical Engineering Education Study Program, Faculty of Engineering, State University of Jakarta in 2010. The research instrument is a development of the BAN-PT accreditation assessment instrument which is guided by Book VI Assessment Matrix Instrument of Undergraduate Study Program Accreditation. Data and information collection’s method by observations, documentations, group discussions and interviews. The results showed that the percentage of achievement level given by meta-evaluation calculation in average of 10 respondents was 84.59%. It can be concluded that the meta-evaluation instrument in this research can measure primary evaluations with a high percentage of achievement.

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Дисертації з теми "Accreditation and evaluation"

Wildi-Yune, Jeanny. "Does accreditation assure quality?" Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/9583.

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This thesis delves into the question of whether accreditation can assure quality. To answer this, an accreditation scenario of a private international higher education institution is studied in depth. There are four principal objectives to the research question which are: 1. To investigate how quality is conceptualised by various stakeholders 2. To assess the effectiveness of accreditation standards 3. To examine whether the accreditation process is valid, reliable and relevant, and 4. To evaluate if the accreditation agency enacts what it purports to do. Based on current theories and approaches to quality and quality assurance, certain elements are highlighted in the research process such as the use of quality standards, issues of accountability and continuous improvement, and the culture and context surrounding an accreditation event. The methodology used is one of participant observation applied to a case study. The occasion of the decennial reaccreditation of a for-profit Swiss school by an American accreditation agency serves as the field of research. Data were collected firsthand from the various constituents engaged in this reaccreditation. Fundamentally, the process comprised of self-evaluation and an on-site peer review, so there is focused discussion on these two critical audit methods and their interrelationship. The field notes are supplemented by longitudinal data representing the last twelve years of involvement in accreditation of the case study school including two other quality assurance approaches, one Swiss and the other, ISO. After a review of the various school activities which come under the remit of the agency, the accreditation procedures are examined for validity, reliability and relevance. An analytic induction of the findings confirms that accreditation does indeed assure baseline quality, albeit its current orientation towards publicly funded establishments. Thus accreditation of for-profit schools represents an imminent domain of future research.

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Bolden, Kenneth Frank. "Applying Logic Modeling to the Higher Education Accreditation Process." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/563.

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In recent years, regional accreditation and the regional accreditation associations for higher education have experienced continuing criticism and become the objects of increased scrutiny. Higher education institutions look to the accreditation process as one of the principal means of justifying their actions and activities relative to their performance and results. Since the complaints and criticism directed toward higher education have not diminished but continued, and even increased, the regional accreditation associations find themselves to be the focus of similar complaints and criticisms. In the United States, we have no national system of accreditation. We rely on the actions and activities of one of the six regional accreditation associations. Each of these associations has its own separate and, in some cases, unique accreditation processes. Each publishes its own standards, its own handbooks, its own policies and practices, its own newsletters, and its own rules and regulations for accreditation. This situation can lead to inconsistencies, and could be a source of much confusion and misunderstanding when discussing the implications of an institution being accredited within a particular region. Logic models are diagrams or visual schematics that convey relationships between program processes and outcomes. This study uses logic modeling and logic model theory as the framework for an examination of the components of accreditation within two regional accreditation associations. A systematic and detailed methodology was developed in order to construct a logic model from existing handbooks and documents. As a result, two regional logic models were constructed, as well as a combined model based upon common elements. Implications of this study include the possible construction of a national accreditation logic model if the methodology is applied in the additional regional associations. This conceptual approach could lead to more consistency in the design, communication, and application of accreditation processes. Better understanding of, and less confusion concerning, the myriad of activities and processes required in a successful regional accreditation could lead to better, more effective, and more meaningful accreditation activities and results. This, in turn, could generate true growth and improvement in the actions, activities, and results achieved by our higher education institutions.

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Dettman, Pamela. "The accreditation model of whole-school evaluation in Australian independent schools." Thesis, Dettman, Pamela (1988) The accreditation model of whole-school evaluation in Australian independent schools. Masters by Research thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/40891/.

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The central aim of this thesis is to examine the usefulness of the archaeological and genealogical methods, as explicated by Michel Foucault, for exploring ecofeminism as a liberation movement and emerging field of academic inquiry. In particular, I will be using Foucault's concepts of "discursive formations", "discursive practices" and "power/knowledge relations" in order to investigate the factors which constrain and enable the circulation of ecofeminism as it enters the academy and appears in grass roots liberation movements. The purpose of studying ecofeminism in this way is to enable a bringing into play of the activist voices displaced by some philosophical commentaries. On a more implicit level, the inquiry is guided by Donna Haraway's concepts of "situated knowledges" and "cyborg politics". Together, the works of Foucault and Haraway will be employed to argue for a politics which aims at avoiding the use of essentialist and universalising frameworks. I am also arguing that it is, perhaps, a shared ethics and politics, rather than a unified epistemology, that gives rise to ecofeminist positions.

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Grenade, Linda Elise. "Accreditation of residential aged care facilities: experiences of service providers." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1306.

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The need to address the issue of quality in aged care service provision in Australia has received increasing emphasis in recent decades. Particularly since the 1980s, the federal government has played a key role in ensuring that this is the case through the implementation of various reforms and regulatory strategies. In 1998, the national standards monitoring system which had been in place since the mid 1980s was replaced with a new system based on an accreditation model. In contrast to the former system which was wholly controlled by government and involved one-off inspections by government standards monitors, responsibility for managing the new system has been devolved to an independent body, the Aged Care Standards and Accreditation Agency. One of the Agency's primary functions is to assess compliance with the accreditation standards. A key component of the new system is its emphasis on continuous improvement which has been incorporated into the accreditation standards. As a consequence, the new system requires a much greater level of involvement and commitment by providers than previously. In order to continue receiving government funding all facilities had to be accredited by January 1st 2001. This study represents an evaluation of the accreditation system based on the views and experiences of service providers in Western Australia. It explored a number of issues relating to the basic philosophy and principles underlying the new system, the implementation process, the accreditation standards that are used as a basis for assessing service quality and the overall impact of the system on providers. It also sought providers' views about the strengths and limitations of the system and any areas in need of change or improvement. A descriptive design, using in-depth interviews as the method of data collection, was adopted for the study.Participants from three levels of service provision, namely, facilities, organisations and peak bodies were selected on a stratified purposive basis. A total of 45 informants were interviewed. The findings indicated that, overall, as a regulatory approach the accreditation system was generally supported by providers and was regarded as having a number of positive features, particularly in comparison to the previous system. At the same time a number of concerns were identified. These related in particular to the assessment process, specifically the lack of consistency amongst assessors and the self assessment tool, and to the extent of information and guidance provided by the Agency. Concerns regarding the latter's role in relation to, and extent of independence from, the federal government were also identified. The study also found that the introduction of the system had impacted on providers in a variety of ways, both positive and negative, but particularly in terms of the demands on staff and financial resources. A number of 'broader' level factors, such as funding, nursing shortages and other often competing demands (e.g. assessing residents according to the Resident Classification Scale) were also felt to be impacting on providers' capacity to meet the requirements of the system. These concerns, along with concerns about the way in which the system would develop in the future, appear to have created a degree of uncertainty and in some cases apprehension amongst many providers. Although this study has focused on the experiences of Western Australian service providers, evidence from other reviews of the accreditation system where providers' views have been sought has indicated a widespread similarity in perceptions. This suggests, therefore, that there is a need for further review and refinement of certain aspects of the system as it moves into the second round.

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Grenade, Linda Elise. "Accreditation of residential aged care facilities : experiences of service providers /." Curtin University of Technology, School of Public Health, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15068.

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The need to address the issue of quality in aged care service provision in Australia has received increasing emphasis in recent decades. Particularly since the 1980s, the federal government has played a key role in ensuring that this is the case through the implementation of various reforms and regulatory strategies. In 1998, the national standards monitoring system which had been in place since the mid 1980s was replaced with a new system based on an accreditation model. In contrast to the former system which was wholly controlled by government and involved one-off inspections by government standards monitors, responsibility for managing the new system has been devolved to an independent body, the Aged Care Standards and Accreditation Agency. One of the Agency's primary functions is to assess compliance with the accreditation standards. A key component of the new system is its emphasis on continuous improvement which has been incorporated into the accreditation standards. As a consequence, the new system requires a much greater level of involvement and commitment by providers than previously. In order to continue receiving government funding all facilities had to be accredited by January 1st 2001. This study represents an evaluation of the accreditation system based on the views and experiences of service providers in Western Australia. It explored a number of issues relating to the basic philosophy and principles underlying the new system, the implementation process, the accreditation standards that are used as a basis for assessing service quality and the overall impact of the system on providers. It also sought providers' views about the strengths and limitations of the system and any areas in need of change or improvement. A descriptive design, using in-depth interviews as the method of data collection, was adopted for the study. Participants from three levels of service provision, namely, facilities, organisations and peak bodies were selected on a stratified purposive basis. A total of 45 informants were interviewed. The findings indicated that, overall, as a regulatory approach the accreditation system was generally supported by providers and was regarded as having a number of positive features, particularly in comparison to the previous system. At the same time a number of concerns were identified. These related in particular to the assessment process, specifically the lack of consistency amongst assessors and the self assessment tool, and to the extent of information and guidance provided by the Agency. Concerns regarding the latter's role in relation to, and extent of independence from, the federal government were also identified. The study also found that the introduction of the system had impacted on providers in a variety of ways, both positive and negative, but particularly in terms of the demands on staff and financial resources. A number of 'broader' level factors, such as funding, nursing shortages and other often competing demands (e.g. assessing residents according to the Resident Classification Scale) were also felt to be impacting on providers' capacity to meet the requirements of the system. These concerns, along with concerns about the way in which the system would develop in the future, appear to have created a degree of uncertainty and in some cases apprehension amongst many providers. Although this study has focused on the experiences of Western Australian service providers, evidence from other reviews of the accreditation system where providers' views have been sought has indicated a widespread similarity in perceptions. This suggests, therefore, that there is a need for further review and refinement of certain aspects of the system as it moves into the second round.

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Al-Awa, Bahjat. "Impact of hospital accreditation on patients' safety and quality indicators." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209917.

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Ecole de Santé Publique Université Libre de Bruxelles Academic Year 2010-2011Al-Awa, BahjatImpact of Hospital Accreditation on Patients' Safety and Quality IndicatorsDissertation Summary I.\ Doctorat en Sciences info:eu-repo/semantics/nonPublished

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Borrelli, Leonard Michael. "A PET system comparison utilizing the American College of Radiology accreditation phantom." Connect to full-text via OhioLINK ETD Center, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=mco1140102086.

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Thesis (M.S.)--Medical University of Ohio, 2005. "In partial fulfillment of the requirements for the degree of Master of Science in Biomedical Sciences." Major advisor: Michael J. Dennis. Includes abstract. Document formatted into pages: iii, 82 p. Title from title page of PDF document. Title at ETD Web site: A positron emission tomography (PET) system comparison utilizing the American College of Radiology accreditation phantom. Bibliography: pages 43-44.

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Alharbi, Eman. "Preparing Saudi Universities for International Accreditation in the Area of Governance and Leadership." Thesis, Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10641305.

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Institutional accreditation in the last decades has been studies as an important assessment that ensures the quality of higher education institutions. The growth of the economy around the world has placed value on evaluating universities’ accountability and effectiveness. Therefore, one of the most significant current discussions in higher education institutions is obtaining international accreditation. Consequently, Saudi Arabia’s institutional accreditation system is seeking to improve higher education institutions’ quality assurance and accountability by preparing them for international accreditation. However, only 12 universities out of 34 have been accredited at the institutional level by the NCAAA. As a result, one of the major challenges facing Saudi institutions is their ability to meet accreditation standards concerning institutional effectiveness, governance, and leadership. Therefore, this quantitative study examined the extent to which Saudi universities prepare for international accreditation in the areas of governance and leadership. A comparison of accredited and non-accredited universities was done using a Mann-Whitney U test based on faculty and administrators’ perceptions of leadership and governance. The study concluded that Saudi universities are prepared to meet international institutional accreditation standards in the areas of governance and leadership. An effective strategy is needed to promote the accreditation process successfully.

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Danster, Franscesca Olivia. "An evaluation of the assessment criteria of the Unit Standard 115789." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/1215.

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This study investigates the assessment criteria of Unit Standard 115789: Communication Studies and Language. In general unit standards are registered, standardised statements of expected education and training outcomes including assessment criteria and other regulatory information required by training providers and assessors to train and assess learners under the Skills Development Act of 1998. However, it was found that many training providers and assessors share the view that in the case of Unit Standard 115789, among others, the assessment criteria and their descriptors are generic, vague and non-context specific to the extent that trainers and assessors have difficulty in developing appropriate and reliable assessment tools and instruments that allow them to adhere to the basic principles of assessment, namely transparency, validity, reliability, consistency, practicability, fairness, flexibility and usability. The main concern of the study is that learners will be declared communicatively competent individuals in a variety of professional and industrial environments when in fact they are not. The study traces the origins and development processes of Unit Standard 115789 in order to gain a clearer understanding of the problems experienced by training providers and assessors in the implementation of the assessment criteria. It then proposes a set of guidelines that will assist training providers and assessors to make the assessment criteria more accessible and the assessment processes more reliable, valid and consistent. Finally, it makes a number of recommendations to ensure that the problems of implementation of Unit Standard 115789 currently experienced by training providers and assessors are alleviated.

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Foong, A. L. S. "Accreditation of prior experiential learning : studies in the development of a competency-based evaluation system." Thesis, University of Strathclyde, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285010.

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Книги з теми "Accreditation and evaluation"

Association of Theological Schools in the United States and Canada. Handbook of accreditation. The Association, 1996.

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University, Oregon State. Accreditation self study. OSU Accreditation Steering Committee, Oregon State University, Office of Academic Affairs, 2001.

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Museums, American Association of. Visiting committee on-site evaluation questionnaire. American Association of Museums, 1992.

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Middle States Association of Colleges and Schools. Commission on Higher Education. Handbook for evaluation teams. 5th ed. Commission on Higher Education, Middle States Association of Colleges and Schools, 1994.

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Kramer, Martin, 1932 Dec. 11-, Gaffney Maureen A, Lubinescu Edward S, and Ratcliff James L, eds. How accreditation influences assessment. Jossey-Bass, 2001.

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Rita, Sharma, and Association of Indian Universities, eds. Assessment and accreditation in higher education. Association of Indian Universities, 2004.

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European Council of International Schools., ed. The ECIS guide to school evaluation and accreditation. 6th ed. European Council of International Schools, 1997.

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O'Brien, Patricia M. Accreditation: Assuring and enhancing quality. Jossey-Bass, 2009.

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Modigliani, Kathy. Quality standards for NAFCC accreditation. National Association for Family Child Care Foundation, 1999.

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Paul, Maiden R., ed. Accreditation of employee assistance programs. Haworth Press, 2003.

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Частини книг з теми "Accreditation and evaluation"

Nelson, Paul D., and Patricia J. Aletky. "Accreditation." In Evaluation and Accountability in Clinical Training. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5281-5_10.

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Alstete, Jeffrey W. "Publication of the Evaluation." In College Accreditation. Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230601932_10.

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Alstete, Jeffrey W. "The Self-Evaluation Analysis." In College Accreditation. Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230601932_8.

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Alstete, Jeffrey W. "Following the Accreditation On-Site Evaluation." In College Accreditation. Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230601932_11.

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Ayers, Jerry B., William J. Gephart, and Paul A. Clark. "The Accreditation Plus Model." In A Practical Guide to Teacher Education Evaluation. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2512-0_3.

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Gallegos, Cesia, and Robert C. Hendel. "SPECT: Accreditation and Certification." In Quality Evaluation in Non-Invasive Cardiovascular Imaging. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28011-0_24.

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Gillam, Linda D., and Sofia Shames. "Quality Control: Laboratory Accreditation." In Quality Evaluation in Non-Invasive Cardiovascular Imaging. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28011-0_29.

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Tilkemeier, Peter L. "Accreditation and International Perspectives." In Quality Evaluation in Non-Invasive Cardiovascular Imaging. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28011-0_5.

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Tilkemeier, Peter. "Preparation for Accreditation or Reaccreditation." In Quality Evaluation in Non-Invasive Cardiovascular Imaging. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28011-0_32.

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Barzansky, Barbara, Dan Hunt, and Nick Busing. "Evaluation for Program and School Accreditation." In International Best Practices for Evaluation in the Health Professions. CRC Press, 2022. http://dx.doi.org/10.1201/9781846198557-15.

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Тези доповідей конференцій з теми "Accreditation and evaluation"

de Leoz-Ataiza, Fe, and Zendy D. Mañago. "Development and Evaluation of a Web-Based System for Engineering Programs Accreditation of Bicol University." In 2025 Systems and Information Engineering Design Symposium (SIEDS). IEEE, 2025. https://doi.org/10.1109/sieds65500.2025.11021151.

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Garcia-Chauca, Jeniffer Doris, Elisa Montoya-Cantoral, S. M. Espinoza-Suarez, Moisés Ronal Niño-Cueva, and Danés Carlos Enrique Niño-Cueva. "Social Dimension of the Evaluative Culture of Learning and Student Satisfaction." In 2024 International Symposium on Accreditation of Engineering and Computing Education (ICACIT). IEEE, 2024. https://doi.org/10.1109/icacit62963.2024.10788567.

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Ahmed Ghaly, Sidi Mohamed, and Mohammad Obaidullah Khan. "AN INNOVATIVE FRAMEWORK FOR EVALUATING COURSE LEARNING OUTCOMES: A MODEL FOR ACCREDITATION AND CONTINUOUS IMPROVEMENT IN ENGINEERING EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1997.

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Tatsuaki Takebe. "Trend in security evaluation and accreditation." In SICE 2008 - 47th Annual Conference of the Society of Instrument and Control Engineers of Japan. IEEE, 2008. http://dx.doi.org/10.1109/sice.2008.4654893.

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Brodie, Lyn, Frank Bullen, and Lesley Jolly. "Effective evaluation strategies to meet global accreditation requirements." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142793.

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Foley, Bernadette, Alan Bradley, and Bill McBride. "EA Accreditation as an evidence-based evaluation process." In 9th Research in Engineering Education Symposium & 32nd Australasian Association for Engineering Education Conference. Research in Enineering Education Network (REEN), 2022. http://dx.doi.org/10.52202/066488-0136.

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Montoro Sánchez, Yolanda, María Adela Valero Aleixandre, Alfredo Pérez Boullosa, Miguel Ángel Barberá Gregori, and María Ridocci Quiles. "Evaluation and Accreditation System of External Internship Tutors - SEATPE." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11120.

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La Universidad de Valencia ha implementado desde 2012 un Sistema de Evaluación y Acreditación de Tutores de Pasantías Externas (SEATPE) a través de su Fundación Universidad-Empresa, ADEIT, bajo la dirección del Vicerrector de Empleo y Programas Formativos. Los objetivos principales de este sistema son mejorar la calidad de la tutoría de pasantías externas implementando mecanismos para reconocer el buen trabajo de los tutores y aumentar el compromiso de las empresas y entidades con la capacitación práctica de nuestros estudiantes. Está dirigido a los dos perfiles de tutores: académicos y empresas. Los tutores que acceden al SEATPE obtienen una "Mención de calidad" en el caso del tutor académico y una "Acreditación" en el caso del tutor de la empresa. Hasta ahora hemos realizado cinco llamadas y 500 tutores de pasantías han obtenido su acreditación o mención de calidad.

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Cheng, Jia-Fen. "How To Use Risk Evaluation To Develop A Proficiency Testing Participation Plan." In NCSL International Workshop & Symposium. NCSL International, 2013. http://dx.doi.org/10.51843/wsproceedings.2013.09.

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How To Use Risk Evaluation To Develop A Proficiency Testing Participation Plan. In the past, the proficiency testing items and participation frequency were formulated by accreditation bodies, regardless of the scale, customer type, and economic conditions of a laboratory. In 2010, ILAC P9 require the applicant laboratories considering needs and risk level to make their own proficiency testing participation plan , as long as proficiency testing program feasible both logistically and economically. In response to the requirements of ILAC P9, Taiwan Accreditation Foundation (TAF) revised the accreditation criteria document-- Requirements for proficiency testing activities. Submit a PT plan prepared by the laboratory seeking for accreditation is required in this revised document. To facilitate applicants to learn how to make a plan and implement thereafter, a guideline was developed by TAF based on the concept of risk evaluation. This paper will describe how to use qualitative risk analysis methodology to analyze the risk level of the factors affecting correctness/reliability of measurement results. The determining factors include experience, competence and turnover rate of staff, traceability sources, stability of measurement technique, number of tests, and significance and final use of the testing data, as mentioned in EA-4/18.

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Yengin, Hülya. "Accreditation in Communication Faculties." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.014.

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Technological development changes the communication field in the global world. The global economy has created a global market in the global communication field within the scope of technological innovations. The global culture is impacting the global society with the new dimension the electronic mass media acquired. Global communication media and content have been transformed. This change and transformation change the individual and communal living forms, perceptions, attitudes, and behaviors. Differentiation in the global communication field also transforms the communication education in the higher education. Departments of communication faculties are expected to train graduates with the knowledge, skill and competencies the industry seeks. Besides the state universities, new departments have been opened in addition to the current departments of foundation universities. In terms of the diploma of communication graduate to be recognized and accepted in the international arena at global level, the first studies was Bologna. The process is continuing with the studies of quality and accreditation in higher education. Evaluation and Accreditation Board for Communication Education (ILEDAK) was established within The Communication Research Association (ILAD) in 2016 in the communication education field. Departments of the communication faculties were started to become accredited since 2018. With the decision taken by the Council of Higher Education (YÖK), education was carried out online due to the pandemic in 2020. Within this context, accreditation studies were also carried out online. In this study, the effect of the global technology and the pandemic on communication education and accreditation studies are analyzed.

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Nieto-Chaupis, Huber. "Modeling the measurement of the quality of education through the full evaluation of capstone project in the program of electrical engineering." In 2017 International Symposium on Engineering Accreditation (ICACIT). IEEE, 2017. http://dx.doi.org/10.1109/icacit.2017.8358105.

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Звіти організацій з теми "Accreditation and evaluation"

Sandoval, Betty Ann, Charlie Brannon, Leticia Pibida, Gordon Gillerman, and Michael Unterweger. National Voluntary Laboratory Accreditation Program (NVLAP) homeland security applications :. National Institute of Standards and Technology (U.S.), 2010. http://dx.doi.org/10.6028/nist.hb.150-23e2010.

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NIST Handbook 150-23, NVLAP Homeland Security Applications: Radiation Detection Instruments, presents the technical requirements and guidance for the accreditation of laboratories that test radiation detection instruments used in homeland security applications. The 2010 edition of NIST Handbook 150-23 is the result of an extended development period as the program standards and testing and evaluation protocols were being developed and finalized.

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Afolayan, Anthony, Roumen Anguelov, Don Cowan, Maryke Labuschagne, Natasha Sacks, and Edilegnaw Wale Zegeye. Report on Grouped Peer Review of Scholarly Journals in Mathematics and Science. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0075.

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The peer review report entitled Report on Grouped Peer Review of Scholarly Journals in Mathematics and Science is the 12th in a series of discipline-grouped evaluations of South African scholarly journals. This is part of a scholarly assurance process initiated by the Academy of Science of South Africa (ASSAf). The process is centered on multi-perspective, discipline-based evaluation panels appointed by the Academy Council on the recommendation of the Academy’s Committee on Scholarly Publishing in South Africa (CSPiSA). This detailed report presents the peer review panel’s consolidated consensus reports on each journal and provides the panel’s recommendations in respect of DHET accreditation, inclusion on the SciELO SA platform and suggestions for improvement in general. The main purpose of the ASSAf review process for journals is to improve the scholarly publication in the country that is consonant with traditional scholarly practices.

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Burger, Philippe, Chris Callaghan, Margaret Chitiga-Mabugu, et al. Report on Grouped Peer Review of Scholarly Journals in Economics and Business Management. Academy of Science of South Africa (ASSAf), 2022. http://dx.doi.org/10.17159/assaf.2022/0079.

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The peer review report titled 'Report on Grouped Peer Review of Scholarly Journals in Economics and Business Management' is the 13th in a series of discipline-grouped evaluations of South African scholarly journals. This is part of a scholarly assurance process initiated by the Academy of Science of South Africa (ASSAf). The process is centered on multi-perspective, discipline-based evaluation panels appointed by the Academy Council on the recommendation of the Academy’s Committee on Scholarly Publishing in South Africa (CSPiSA). This detailed report presents the peer review panel’s consolidated consensus reports on each journal and provides the panel’s recommendations in respect of DHET accreditation, inclusion on the SciELO SA platform and suggestions for improvement in general. The main purpose of the ASSAf review process for journals is to improve the scholarly publication in the country that is consonant with traditional scholarly practices.

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Hughes, Ceri, Miguel Martinez Lucio, Stephen Mustchin, and Miriam Tenquist. Understanding whether local employment charters could support fairer employment practices: Research Briefing Note. University of Manchester Work and Equalities Institute, 2024. http://dx.doi.org/10.3927/uom.5176698.

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Employment charters are voluntary initiatives that attempt to describe ‘good’ employment practices and to engage and recognise those employers that meet or aspire to meet these practices. They can operate at different spatial scales, ranging from international and national accreditation schemes to local charters that focus on engaging employers in specific regions or cities. The latter are the focus of this briefing paper. At least six city-regions in England had local employment charters at the time of our research. These areas alone account for over a fifth (21 per cent) of the resident working-age population (based on ONS 2022 population estimates), highlighting the potential reach and significance of these voluntary initiatives in terms of setting employment standards, although the number of employers directly accredited with local schemes is still relatively small. Despite their popularity with policymakers, there is only limited research on local employment charters. A few studies have explored issues relating to the design, implementation and evaluation of charters, reflecting demand from policymakers for toolkits and support to develop local policy initiatives (e.g. Crozier, 2022). But several years into the implementation of some of these charter initiatives, and as more areas look to develop their own, we argue that it is time to revisit some more foundational questions around what local charters are for, and how far they can support ‘good work’ agendas. It remains to be seen which employers can and will engage substantively with these initiatives, how employer commitments might be validated and the good employment criteria enforced, and how local charters will be integrated with local authority commissioning and procurement practices (TUC, 2022). The local charters that have emerged so far within the UK have been conceived predominantly as employer engagement tools, adopting language and approaches designed to appeal to employer interests and priorities and emphasising the value that employers can derive from being part of the initiative. This contrasts with approaches emphasising the engagement of other constituents, like citizens and employees, as a route to influencing employer engagement (Scott, Baylor and Spaulding, 2016; Johnson, Herman and Hughes, 2022). This briefing paper shares findings from a scoping study involving key informants in the North West of England (2022-2023) which explored how local charter initiatives could influence employers to improve their employment practices. Participants in the study shared their views on: 1) How voluntary local employment charters could influence employers to change their employment practices? 2) What types of employers local charters could engage and influence? Alongside this study, we have also developed a series of case studies of the charters that have been introduced across six city regions in England. These encompass the Fair Work Standard (London); Good Employment Charter (West of England); Good Work Pledge (North of Tyne Combined Authority); Fair Employment Charter (Liverpool City Region Combined Authority); Good Employment Charter (Greater Manchester) and the Fair Work Charter (West Yorkshire Combined Authority). The case studies are published separately. Our conversations with policymakers, union representatives and campaigners indicate that while there are some potential ‘win-win’ outcomes from promoting good employment practices, there are also some key tensions that should be more clearly acknowledged. In particular, one point of divergence relates to what would be the most effective and meaningful way to engage with employers in order to secure improvements in employment practices. On the one hand, employment charter initiatives could set consistent, clear and relatively high standards of practice that employers could be required to meet from the outset, creating a clear dividing line between those employers who were engaged in some way with the initiative and those who are not. On the other, these initiatives could prioritise engaging as many employers as possible with few or no specific red lines (e.g. around paying the living wage) so that the charter provides an opportunity to work with employers to secure hopefully more substantive commitments down the road. There are challenges and trade-offs associated with both of these viewpoints. One problem with the former strategy of setting a consistent standard is that the principles of employment that the charter promotes may not be particularly stretching in some sectors, or indeed may only describe a minimum set of commitments for certain types of work; whilst in other sectors they may be viewed as being too stringent. A more incremental, flexible strategy of engaging with employers and working with them to change their employment practices, in contrast, relies on sustained commitment from both policymakers and employers. Whether charters can simultaneously offer a ‘safe space’ to employers to share information and change their practices whilst also operating in a more regulatory way appears as a fundamental tension in existing visions for these initiatives. We return to these different views on how to engage employers and secure change in the conclusion to this paper.

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Report of the Voucher and Accreditation Evaluation Project Meeting. Population Council, 2012. http://dx.doi.org/10.31899/rh4.1233.

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Report on Grouped Peer Review of Scholarly Journals in History, Philosophy and Politics. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0071.

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The peer review report entitled Report on Grouped Peer Review of Scholarly Journals in History, Philosophy and Politics is the eleventh in a series of discipline-grouped evaluations of South African scholarly journals. This is part of a scholarly assurance process initiated by the Academy of Science of South Africa (ASSAf). The process is centered on multi-perspective, discipline-based evaluation panels appointed by the Academy Council on the recommendation of the Academy’s Committee on Scholarly Publishing in South Africa (CSPiSA). This detailed report presents the peer review panel’s consolidated consensus reports on each journal and provides the panel’s recommendations in respect of DHET accreditation, inclusion on the SciELO SA platform and suggestions for improvement in general. The main purpose of the ASSAf review process for journals is to improve the scholarly publication in the country that is consonant with traditional scholarly practices.

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