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Pregunta:
Which element is NOT part of staff appraisal?
Discussions of ideas to improve quality within the institution.
Recording mutually agreed objectives, activities and deadlines.
Feedback from staff members interviews to their managers.
Feedback from stakeholders to managers.
Discussions of needs and demands for further training of staff members.
Feedback from managers to staff members.
Response:
Feedback from staff members interviewed to their managers.
Discussion of ideas to improve quality within the institution.
Discussion of needs and demands for further training of staff members.
What is crucial to a purposeful and timely implementation of planned activities in quality management?
A core quality team to coordinate and integrate self-assessment activities.
An effective internal relationship between senior management, heads of departments, the quality manager and other members of staff.
Regular self-assessment by all staff of a VET institution.
A clear and precise quality management handbook containing all related rules.
A clear and exact quality management handbook with all related rules.
Regular self-assessment by all staff of VET institution.
Successful quality improvement motivation and capability of staff (particularly teachers and trainers) is:
A potencial benefit.
The decisive factor.
A troublesome element that cause many problems for VET institutions.
A condition for high quality.
It is a condition for high quality.
It is a good opportunity.
It is the decisive factor.
It is a difficult element cause lots of problems for VET institutions.
What are the methodologies mentioned in approaches to monitoring teaching and learning in classes?
Pairing of teachers to attend one another’s classes, to collectively monitor teaching and learning processes.
Collecting student perspectives through questionnaires, to obtain immediate student feedback on classes.
Self-directed monitoring.
Structuring discussions around certain themes and orienting the groups towards results and conclusions.
Distributing questionnaires to students for self-assessment and self-reflection on their learning behaviour.
Build tandems of teachers who attend one another’s classes to collectively monitor teaching and learning processes.
Students’ perspectives collected through questionnaires, to obtain immediate student feedback on classes.
Distribute questionnaires to students for self-assessment and self-reflection on their learning behaviour.
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