Reference Guide for EAQUALS inspections - Support

The main task of the Accreditation Panel is to guarantee consistency across different inspections.They will review the inspectors’judgments and grades for all areas and may ask for additionalevidence or justification for any grade, including grade one, during the moderation process. They mayalso propose a change of grades if they do not receive sufficient evidence from the inspectors for agrade one.Criteria for identifying Areas of ExcellenceThe following criteria for identifying areas of excellence are provided for guidance. However, it is theinspectors’task to provide evidence for and to justify their view that, in the context of the institution’sown development, outstanding quality rather than just compliance with EAQUALS standards has beenachieved in a given areaWhen awarding a grade 1 in an EAQUALS inspection, the aims are in line with the philosophy ofmotivation for continuous improvement:to reward excellence and to stimulate further improvement in institutions which havealready reached the required standards of membershipto identify features of outstandingly good practice which have been achievedGrade two is awarded when the institution fully meets EAQUALS standards in the relevantarea. Grade one can be given when the institution’s performance, in the inspectors’view,is outstanding in a given area. For each area, features of outstandingly good practice arelisted and can be used in the report to justify a grade one. The list is not exhaustive, butis intended as a guide for institutions and inspectors. It is NOT necessary that all of thesestandards should be met: they are indicators of high standards over and above the basicrequirements spelt out in the Charters. Institutions are also invited to tell the inspectorsabout features of their work which they consider to be of particularly high quality.In their report, inspectors are asked to give a brief summary of evidence, based on thefeatures provided in the guidelines below, to justify their proposal for a grade one.1.TeachingThe institution demonstrated a consistent level of high quality inits teaching: A number of examples of creative teaching, with originalmaterial, or creative adaptation of set course materials Evidence of teaching in which the principles of the CEFR –learner-centred and action-oriented –are clearly applied, witheffective use of the can do statements Teaching / learning approaches which are topical, useauthentic media and provide opportunities for learners toexpress their ideas and feelingsEvidence of systematic and effective teaching of pronunciationand intonation Enterprising and consistent use of technology and theresources of the Internet in the classroom and for individualworkWell-organised practices for identifying learners’needs andwishes, and their involvement in review of what has beendone and in planning Evidence of advice and practice of learning–to-learntechniques to promote continued autonomous learning byparticipants Examples of activities which encourage inter-culturalawareness and competence among learnersAny other evidence of innovative and creative good practice31Reference Guide to the Inspection Scheme for institutionsversion 6.2© EAQUALS 2011