By improving the quality of our assessments to include avoiding overlapping or over-assessment within a programme. The latter may result in less assessments or assessments that are built across units, which afford students more time to do quality work, thus increasing the potential to enhance academic performance.

In addition, we can design interesting and challenging assessments such as games or debates that would motivate students through competition. I have seen the  positive results of using debating as a form of assessment. The linked article attached gives the "how" to this type of assessment. I hope you find these resources useful.

Best regards,

Debra

http://www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf#page=15

Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...

Dear @Rami, I will bring you detailed information about University of Belgrade practice in the field of quality assurance, monitoring and enhancement.

INSTITUTIONAL FUNCTIONAL INTEGRATION AND ITS IMPACT ON THE DEVELOPMENT OF A NEW QUALITY CULTURE AT THE UNIVERSITY OF BELGRADE

"This text is devoted to the analysis of the institutional framework of the

traditional forms of quality control of the scientific and pedagogical work of teaching staff. Then it discusses the new, supplementary forms of the quality control which are suggested by Bologna declaration. Three examples are given ( three faculties) to illustrate the way in which it was implemented."

Make academia more student oriented & be all teachers themselves learners!!

I found an interesting tool labeled "the Academic Quality Index (AQI)" which is developed by  Indiana Wesleyan University (IWU) and presented by David Wright and Donald R.  Sprowl (2013) in their paper  entitled " The Academic Quality Index (AQI), a Tool for Management and Accountability"

The authors say in their abstract " Indiana Wesleyan University (IWU) has developed the Academic Quality Index (AQI) to fulfill a variety of institutional effectiveness purposes. The AQI defines what we mean by academic quality, establishes measures for each of the defined elements of quality, and compiles and presents the measures in a format that facilitates management, quality improvement, and accountability to multiple constituencies. The AQI is intended to be a unified source for all data relating to academic quality.  and presentation, the AQI allows individual units to optimize process and procedure organically and then uses minimalist technology for compilation and presentation."

For more details you can download the full paper from this link:

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjK_sW5k8DJAhXKaD4KHSbyBm0QFgglMAA&url=https%3A%2F%2Fdownloadna11.springcm.com%2Fcontent%2FDownloadDocuments.ashx%3Faid%3D5968%26Selection%3DDocument%252C9917787f-fe92-e211-ad6c-0025b3af184e%253B&usg=AFQjCNG2u_RsvRBcFLP3PZNu0zHGXmdulw&sig2=61LkLGtdf2e4bIYMmNplzg&cad=rja

By improving the quality of our assessments to include avoiding overlapping or over-assessment within a programme. The latter may result in less assessments or assessments that are built across units, which afford students more time to do quality work, thus increasing the potential to enhance academic performance.

In addition, we can design interesting and challenging assessments such as games or debates that would motivate students through competition. I have seen the  positive results of using debating as a form of assessment. The linked article attached gives the "how" to this type of assessment. I hope you find these resources useful.

Best regards,

Debra

http://www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf#page=15

Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...

Academic Standards and Quality Assurance Policy

"The aims of this policy are to ensure:

• the safeguarding of academic standards,

• the assurance and enhancement of academic quality

• the implementation of an effective Quality Assurance and Improvement cycle ...

Plan-Implement-Monitor-Review-Improve strategy is applied..."

http://belgrade.sae.edu/media/Belgrade/30961_A01_Academic_Standards_and_Quality_Assurance_Policy_4-2013.pdf

Rami:

I see that we do not have many responses to this question, so I offering another. We have noticed over the years that many graduate research students, while do well in their course work (recommended research courses) do not show the same success when it comes to completing their research (theses, projects, dissertations). Many procrastinate and have writing issues in orienting their research to a successful completion. To this end, I piloted a series of graduate research e-clinics in the month before their final research was due. The students found these to be quite instructive in moving them from "stuck" positions to completing their research in a timely manner. Attached is the link to the conference paper I recently presented and hope it can be helpful to you.

Best regards,

Debra

Conference Paper Piloting Graduate Research E-clinics Toward Completion of Ma...