DOCUMENT IDENTIFICATION Name: SIG DLAE Tool for Assesors Code: xxxx Edition: 1 Date: 2005/03/31 APPLICANT IDENTIFICATION Institution Name Application Code ANNEXES Annex Number Pages Identification

Score: Objective evaluation of the criteria, with possible values: 0 - Criteria not taken into account by institution 1 - Criteria not fullfiled (less than 30 %) or not enough evidences 2 - Criteria poorly fullfiled (beween 30 %-50 %), partial results or evidences 3 - Criteria partially accomplished (more than 50 %),most results and evidence available 4 - Criteria usually accomplished (more than 80 %), possibility for enhancements, all evidence available 5 - Criteria always accomplished (100%), all results and evidence available

Evidence and Results: Percentage of evidence and results collected in relation to total cases reviewed during assesors evaluation

NOTE to discuss:

Accreditation MUST be the result of an objective evaluation, so criteria must be specified in a way that allows measurement (i.e. exists a Quality Plan? Yes, here it is, any other answer (like not really, but we have stablished procedures ... or the like) is No)

Then, to assess accreditation, we can set a minimum rating for each criteria, for example, at least a 4 in all non-distance criteria, and a 5 required for distance specific criteria.

F1101 Section Related Questions / What to look for Evidence and Criteria Score Comments Forms / Results (%) Documents 2.1 Pedagogical Design 2.1.2 Requirements The programme should be relevant for % working the professional needs alummni/enrolle the programme should be appropriate d students of that in respect to the learning target promotions drop out rate 2.1.3 Didactic F2101 The educational objectives are clearly The educational Objectives stated. objectives are The educational objectives are arranged clearly stated and in a hierarchy. are measurable They are to be measurable. (indicators exist). 2.1.4 Didactic F2102 The programme should be appropriate From the form Environment with respect to the learning objectives information , the At a general level the programme evaluation is should specify: subjective (i.e, Total duration of curriculum (eg. what is Master’s degree) "appropriate" for the number of hours of didactical a given course?). activities in virtual or face to face The assesor sessions should be an the percentage of lessons to be expert

SIG DLAE Tool for Assesors Page 1 of 5 managed on-line the hours of asynchronous activities (excluding self-study) any requirements for project work and/or placements or internships The programme must provide information about the learning target, the target group, implementation, the support system, verification of learning success, and the diploma delivered. The contents should take into account the latest research and trends in that field of knowledge The methodologies selected must be appropriate The programme should provide satisfactory educational services The levels of assistance and response time to queries should be established The Applicant must give a complete and honest description of the course The programme should describe the roles and the responsibilities of the staff involved in the pedagogical process and in particular in monitoring activities, assessment activities, provision and management of teaching tools and support activities. 2.1.5 Communication F2103 The communication strategy is Define Indicators Issues explicitly declared by the Applicant (see 3.1.3, body F3121) the choices pursued are coherent with the didactical aim of the course the communication flows are effective the system is flexible in response to the users’ needs 2.2 Technical Facilities 2.2.2 Technological The technical and support equipment As in 2.1, the Features map must be appropriate and effective in to evaluation is the didactic aims of the course subjective, The functions offered by the platform however, must be appropriate and effective effectivity indicators could be defined 2.3 Monitoring and Evaluation 2.3.2 Fullfilment of F2301 Clearly stated educational objectives. Indicators about requirements F2302 Quality of the curriculum (to be success and drop F2303 defined). out rates, Ability to Implement the curriculum employed Appropriateness of the curriculum. alumni, surveys Demonstrate course relevance to from companies professional needs and environments employing Evaluation of fulfilment of professional alummni and objectives students (as "grantees"). 2.3.3 Monitoring and Indicators Evaluation process: getting of a Is there a Evaluation of learning minimum standard of results in each monitoring and didactic area evaluation corrective actions taken with students policy? whose performance is weak. Indicator and Monitoring of activities: an on-line action records tracking system for recording and (measurement reviewing activities and results and acquired by each student for each effectiveness) didactic objective Verification of learning success: knowledge, skills and competences

SIG DLAE Tool for Assesors Page 2 of 5 Evidence of the students’ performances Final exams in a face to face situation. Ratio between hours of face to face activity and distance sessions Percentage of lessons managed on-line Hours of asynchronous activities Presence of project work and/or internship 2.3.4 Monitoring and Indicators - The course must provide Is there a Evaluation of student satisfactory educational services monitoring and satisfaction for the students evaluation - Regular monitoring of the policy? students has to be required Indicator and - The levels of assistance and response action records time for queries are established. The (measurement relationships with tutors must be and positive. effectiveness) - Students must be allowed to express their ideas and feelings about didactic process and comment on the personal level of satisfaction - Demonstration of ample student success and satisfaction. - Drop out rate of students 2.3.5 Monitoring and Indicators, User-friendliness of interface. As in 2.2, the Evaluation of didactic user Ease of use. evaluation is usefulness of learning (students subjective, but tools and staff) indicators from surveys surveys can be extracted 3.1 Organisation of the Education 3.1.2 Mission F3101 Does it exist Does exist a statement F3102 Is it publicly available clear statement Does it clearly state the aims of the of the aims of institution the institution Does it clearly state the certificates the institution issues, and its "legal value" Is the institution financially sound, able to deliver high quality educational services 3.1.3 Communication F3120 Is communication "controlled" in some Does exist a services F3121 way, is there a Communication policy formal F3122 Is it sistematic Communication Are its effects measured, if so is it Policy, efficient and effective 3.1.4 Admission and Admission Is there an admission policy Does exist a certification services policy Is it public public admission Are the results of admission requests policy public Is the certificate What certification the institution issues issued Are they of legal value (i.e useful to get recognised a job) (either legally Are they publicly recognised (i.e, or/and as a useful to get a better job) reference) 3.1.5 Contractual and Enrollment Has the institution legal suport or Is there a legal issues Contract advise "common Is there a "common contract" available contract" before signing in available before Does exist a refund policy signing in Does the institution support or provide grants Is the institution profitable (if it is for profit) 3.1.6 Relationships to Collaboratio Does the institution collaborate with Are there Firms n the real business world agreements to Agreements, Are there agreements to provide provide students student students with real work experience with real work grants before graduation experience

SIG DLAE Tool for Assesors Page 3 of 5 documents, Are there contacts or collaborations before companies between academic staff and enterprises, graduation evaluation is that kind of collaboration promoted of students If applicable, is the institution involved in research activities 3.1.7 Quality plan Documented Does exist a quality policy Does exist a Quality plan Is it explicit (ie, public quality policies "working" Procedures and procedures, iso-certification) quality policy ? Improvemen Are all the activities covered t actions (management and educational) records Does it include improvement activities, for programmes, courses, staff How does it compare with a standard (we will have to find or define one!) 3.2 Human resources 3.2.2 Management F3102 Are they qualifications available Evaluation can staff suitability for European Are they involved in educational be subjective, education programme CVs activities but indicators Do they have a deciding "vote" on the from surveys can educational side (i.e, economic issues be extracted. A more important than learning service, minimum for example) number of years Does exist some kind of collaboration of experience in with external, expert staff management could be an objective criteria 3.2.3 Academic staff European Are they independent from As in 2.2, the suitability for CV management issues evaluation is education programme Student Are they involved in management subjective, but surveys activities indicators from about Do they participate in managing the surveys and can teachers programmes and courses they are be extracted A Teacher involved in (i.e. who has the last word) minimum surveys Do they collaborate with external number of years about institutions of experience in institution Do they have the resources needed to teaching (in the provide the expected education at the mode they do expected level their courses) could be an objective criteria 3.2.4 Academic staff Training Do they have training plans to improve Does exist a training and plans and keep up-to-date their courses and training plan? development programmes Are there training records Do they have improvement goals available? 3.2.5 Academic staff European Are they qualifications available, and CVs CV are suitable for the matters they teach 3.2.Administrative and Do they have the training needed for Does exist a service staff their support activities training plan? Does exist specific training for them Are there Do they receive specific training to training records support the services they provide in available? relation to education 3.3 Physical resources 3.3.2 Availability of F3301 Is there a policy to manage educational Invoices for hw and sw resources resources equipment, sw Are they adequate to offer the expected licenses, support quality as per the institution mission contracts statement and polices Are they renewed periodically, and its status controlled Are they available for the students Are they provided for a fee or included in the enrolment costs Are there agreements with providers to support students, staff 3.3.1 Security of hw F3310 Is there a security policy to control Does exist a and sw resources resources, access to them, and their security policy? physical protection, and is it recorded

SIG DLAE Tool for Assesors Page 4 of 5 in some way

SIG DLAE Tool for Assesors Page 5 of 5