A5a: Learning, Teaching and Assessment Strategy 2016-2021: Objectives and Success Indicators

 

Objective Success Indicators
1.     We will have a clear admissions policy for all our courses. ·         Courses that successfully recruit

·         ORMS satisfaction scores for advice and guidance for applicants

·         Provision of clear admissions policy statements for all courses

2.     We will provide effective induction for students on our short courses, and induction and orientation on our professional courses. ·         ORMS satisfaction scores for induction events for new students
3.     There will be sufficient, appropriately qualified staff to lead and teach the provision and to support students;

a.    Teaching will be based on current best practice and influenced by relevant and up-to-date practice and research in the tutor’s respective fields.

b.    We will take a strategic, professional approach to staff development to help us to attract and retain high-calibre staff with the skills and competencies necessary to deliver our objectives.

c.    Staff will be supported and encouraged to acquire and develop the relevant knowledge, skills and competencies to enhance their performance in their current role and, where they are involved in succession planning, for their next role within ORMS.

·         Data on the professional qualifications of staff involved in teaching or supporting learning.

·         Staff with HEA Associate Fellow/ Fellow/Senior Fellow/ Principal Fellow/ NTF status

·         Staff with recognised teaching qualifications

·         Observation of teaching and learning activities

·         Staff engagement with  professional development opportunities for learning and teaching (including participation in peer supported review of teaching development workshops)

·         Teaching development activities delivered

·         Staff development activities delivered

·         Staff and student engagement with research informed, led, inspired, engaged teaching

 

4.     We will provide good quality teaching, learning and assessment opportunities. In order to do this, we will;

a.    Facilitate learning for students through the effective use of a range of appropriate learning strategies.

b.    Provide practical and pedagogic support for students and staff in using learning technologies.

c.    Tutors and students will use the VLE in a consistent and coherent manner and where possible extend and enhance learning beyond the classroom.

d.    Support students through regular and appropriate assessment together with timely, detailed, high quality feedback on their work.

e.    Ensure that our students are clear about the criteria that will be used in assessment.

f.      Articulate the minimum number of staff hours necessary to teach and support students in each unit/module to enable success.

g.    Identify clearly for students the minimum number of learning hours required within each module to facilitate success.

h.    Provide all staff and students with the technologies to provide, access and share electronic learning content, to record and reflect on progress, and to communicate and collaborate with each other on their courses.

·         Modules with 85%+ satisfaction

·         ORMS and NSS satisfaction scores for teaching

·         External engagement with learning and teaching innovation, scholarship and development

·         ORMS and NSS satisfaction scores for assessment and feedback and course challenge

·         Course assessment and feedback strategies through reviews

·         Student and staff feedback on use of learning technologies

·         student academic appeals and complaints

·         Information provided in module descriptors, marketing materials and module / course handbooks

·         Observation of teaching and learning activities

·         Level of requests for clarification on student assessment feedback

 

5.     The curriculum will be sufficiently broad to cover our core business and provide progression for our students relative to employer needs, and student expectations;

a.    The curriculum will be high quality, adhering to relevant professional standards and national subject benchmarks as appropriate.

b.    In conjunction with stakeholders, employers and service users and carers, we will regularly review our course curricula to ensure that what is delivered is both contemporary and relevant.

·         Courses that successfully recruit

·         Employer, student and service users and carer engagement in course design and review

·         Implementation of commitments to embedding information literacy, digital fluency, inclusion and sustainability in student learning experiences

·         feedback from external reviews and accreditations, such as those of professional, regulatory and statutory bodies

 

6.     Within the context of a small commercial company, we will provide students with sufficient care, guidance and support, including the implementation of a behaviour policy, to enable them to achieve. ·         Student satisfaction with academic support and Personal Tutor systems (overall and for specific groups, eg mature/disabled/BME groups)

·         Student retention, progression and achievement data (overall and for specific groups, eg mature/disabled/BME groups)

·         Use of learner analytics to support tracking of student progress

·         Recorded ability to respond to student-led and tutor-led referrals

7.     We will quality assure and evaluate all aspects of our provision for continuous improvement. We will seek feedback from;

a.    Students on how they were recruited to the course, particularly the information with which they were provided, how they made decisions about joining the course and how effective was the enrolment process;

b.    Students on their learning opportunities (including placements) collected through internal mechanisms;

c.    Students through external instruments like the National Student Survey (NSS);

d.    Staff and external examiners  through routine evaluations of modules and courses;

e.    Alumni, employers and placement providers;

f.      Service users and carers.

·         ORMS satisfaction scores for advice and guidance for applicants

·         ORMS satisfaction scores for placement experiences

·         ORMS and NSS satisfaction scores

·         Service user and carer meetings and reviews

·         Employer meetings and reviews

·         Modules with 85%+ recruitment, retention and attainment

·         feedback from external reviews and accreditations, such as those of professional, regulatory and statutory bodies

·         student academic appeals and complaints;

·         routine evaluations of modules and course incorporating feedback from staff and external examiners

·         Student Staff Liaison Committee (SSLCs) feedback