DGC Self Evaluation Guidance

Self-Evaluation Guidance

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Introduction

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Curriculum Examples

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Response Intro

Stages

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INDEX

When considering specific aspects of your provision, you need to first reflect on the quality indicator theme and the challenge questions posed within that. From them consider which specific areas you think are best to evaluate, you should as a team be quite targeted in relation to a student group, course or team area which has been identified. Remember you are not being asked to evaluate everything that happens under the theme, you should be selective on what is critical, either an example of effective practice or a prominent area which needs some focus. It is important that you don’t evaluate too many issues at the same time. When deciding what impact there has been or what action needs to be taken one area of focus may be sufficient.

Conducting Self-Evaluation in Teams

Introduction

• Previously identified strengths or areas for improvement
• Areas identified from whole college review
• Areas identified during an inspection
• Areas identified through internal review mechanisms e.g. Student Surveys, student feedback, observations of learning or Career Long Professional Learning (CLPL)
• Areas relating to national, regional, or local priorities
• An area of particular interest or impact for the team

When selecting an area to evaluate, the team may wish to consider the following criteria:

Submission of Student/Stakeholder Feedback and You Said We Did example - minimum of one per block (by staff, led by manager)

Monthly Enhancement Meetings (led by manager)

Curriculum/Support Enhancement Plan updated to reflect relevant DG See Submissions

Performance Team produce a DG-See Report for each area based on all of the submissions made. This is shared with managers and team members

Curriculum/Support Enhancement Plan (developed by manager, shared with the team)

Submission of responses to Challenge Questions/Themes, each block (by staff, led by manager and must be evaluative and no more than 100 words

Operational aspects of self-evaluation (Flowchart)

05 Monitor

Following these stages by being organised, explaining data sources, and providing clear context are fundamental principles that enhance the quality and effectiveness of DG-See Self Evaluation outcomes. They promote transparency, credibility, informed decision-making, accountability, effective communication, and continuous improvement within the evaluation process.

02 Discuss

01 Identify

04 Write

03 Evaluate

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Stages

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The following contains examples taken from our DG See Responses.

Challenge Question Responses:

The examples show previously submitted questions with updated responses to help you effectively communicate to continuously improve the evaluation process.

This will reveal information that adds context to why a response has been improved. It will give you ideas, clarity and demonstrates that the evaluation is based on reliable and relevant information, thereby increasing confidence in the results.

2. Updated Answer

1. Example Answer

This button will reveal interactive element on pages such as tool tips, links and videos.

These buttons will give you help reminders and top tips

Top Tips

Information sitting under this header show suggested improvements in BOLD to help clarify and support your submissions.

Information sitting under this header will show previous answers submitted.

How to navigate the responses

2. Updated Answer

1. Example Answer

Top Tips

• How do last years figures compare to the two previous years?(Consider changes in retention and attainment looking at EW/FW/CS/PS)

In 2021/22 we identified through DG-SEE stakeholder engagement activities that many of our students were working full-time alongside studying and childcare commitments. Attending the traditional 9:30 am – 4:30 pm classes were challenging for some. In 2022/23, the team adopted a blended delivery approach and recorded lessons to further support student learning outside of class time. The flexibility enabled a student with geographical and childcare challenges to attend all classes. Almost all students completed the course successfully. Positive feedback through DG-See highlighted our effectiveness in accommodating diverse learning styles. The impact of this marked significant improvement across retention and attainment KPIs, a retention rate of 90% (+31%) and an attainment rate of 78% (+31%).

SHUM 2022/23 - Retention 90% and Attainment 78%. 2022/23 - 0 EW, FW - 1 student. Of the 8 students who completed the course all achieved apart from 2 students who achieved PS. 2021/22 - of the 17 students who enrolled on the course - EW 1 and FW 6. CS - of the 10 remaining students, 8 students were CS and 2 were PS. SHUM - Blended approach with mostly online learning, one day of teaching and learning was face to face. Student feedback through DGSEE revealed this to be positive allowing for a range of learning styles. One student who lived a distance away as well as having childcare responsibilities could still attend all classes due to the blended approach, allowing learning to be contextualised. Recording of classes also meant students could reaffirm their learning and be responsible for catching up if and when absent.

• Looking back at last year's data how successful were learners in attaining their awards? (Focus on specific courses of success or challenge)

Challenge Theme 1 – Last Academic Year

Curriculum

2. Updated Answer

1. Example Answer

Top Tips

Due to poor retention figures in both early withdrawals and further withdrawals in session 20/21, the team participated in the Performance Improvement Plan Process (PiP) with a view to improving student retention. This process allowed the team to refine the interview process and strategically adjust unit delivery to reduce the assessment burden on students. Overall success rate improved steadily from 50% in 20/21 to 66.67% in 21/22, reaching 77.27% last year. This progress reflects the effectiveness of the Performance Improvement Plan (PiP) and the work of the team through this.

NCMP success - 50% then 66.67% and last year 77.27% which shows a steady improvement on success year on year. NCMP was in a PiP which helped focus on its interview process, retention and completed success, resulting in a marked improvement. We used a new interview process which provided a better understanding of the capabilities of potential learners. We changed some units that we offer and also ensured that we made use of NPAs. Any units that have a good cross-over or match well are being delivered together to reduce assessment load on learners.

Curriculum

2. Updated Answer

1. Example Answer

Top Tips

Feedback from the Student Satisfaction and Engagement Survey from Business students last session, highlighted that in some areas there is an increased assessment burden. Taking on board this feedback, the Team looked at the new SBUE course and are piloting a team teaching, project based approach. One project running across 3 Lecturers with a holistic approach. To achieve this we have had to have great communication with handovers between Lecturers and ensuring effective tracking and monitoring of student progress. Feedback on this approach will be sought from students during block 2 as part of DG See student feedback.

Team teaching the SBUE course - one project running across 3 Lecturers with a holistic approach. To achieve this we have had to have great communication with handovers between Lecturers and ensuring effective tracking and monitoring of student progress

• Are the correct processes in place to attract and support students onto the appropriate levels
• Why are student withdrawing early?
• Are there any specific trends e.g. gender, care experience, SIMD10?
• How effective are induction processes and how do we know?

Challenge Theme 2 – Recruitment and Early Retention

Curriculum

2. Updated Answer

1. Example Answer

Top Tips

Early Retention (ER) and Retention (R) figures for this online delivered course have declined in recent years. ER – 20/21 100%, 21/22 100%, 22/23 88% and R 20/21 100%, 21/22 86% and 22/23 88%. Feedback received from DG-SEE student activities highlighted that students did not find the online delivery to be a positive experience. To address this the team moved to on campus delivery, resulted in significant improvement (+12%) in early retention/retention rates.

NDMA On campus with face-to-face delivery current session; online for three previous academic sessions - significant improved retention. 22/23 ER & R 88%, 23/24 ER & R 100%

Curriculum

2. Updated Answer

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• What specific feedback are you acting on?

Our students rated the team an impressive 4.8 out of 5 during the recent Early Engagement Survey. With early retention in the area reaching an outstanding 99%, and overall retention currently standing at 97%, the positive and supportive learning environment created by the team may be a contributing factor. The team will seek feedback from students to establish the main reasons contributing to the sustained engagement and commitment of our students.

The positive feedback from learners underscores the approachability and supportiveness of our team, contributing to an overwhelmingly positive learning experience. Remarkably, our learners have rated the team at an impressive 4.8 out of 5. This high level of satisfaction is undoubtedly a contributing factor to the exceptional retention rates we have witnessed. With early retention in the area reaching an outstanding 99%, and overall retention currently standing at 97%, it is evident that the positive and supportive learning environment created by the team plays a crucial role in the sustained engagement and commitment of our learners.

• How many students completed the survey in your area

Challenge Theme 3 – Last Academic Year

Curriculum

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1. Example Answer

Top Tips

• How effective are your progress meetings with advisers to identify and intervene?

The main reason for early withdrawal in Sustainable Construction is due to students successfully gaining employment - 19% in 20/21, 35% in 21/22, 25% in 22/23 and 37% in 23/24. Although this cannot be recorded as a positive PI, construction staff view this as the ultimate goal and will continue to see this as natural positive destination. Staff provide guest speaker opportunities to all student groups to provide an insight into employment in the construction industry. Staff actively encourage students to seek work experience and employment within the industry out with College days. In session 22/23, 7 students gained apprenticeships as a direct result of taking part in work experience.

We have identified the main reason for early withdrawal in Sustainable Construction due to students actively seeking employment and being successful. Academic staff actively encourage students to seek work experience and employment within the construction industry out with College days and see students often progressing onto our apprentice programs. This success is never recorded in the PI's, construction staff see this as the ultimate goal and value the benefit to lifelong learning and progression to employment. Although this hurts PI's and even if this cannot be recorded as a positive, construction staff will continue to see this as natural progression with moral positivity, ultimately students becoming integral parts of society.

• What trends have you identified in Block 1.

Challenge Theme 4 – Last Academic Year

Curriculum

2. Updated Answer

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Top Tips

Early retention has improved by 18% in comparison to last session. The team views this as significant success, attributing it to the closer collaboration with student support, utilising the inhouse counsellors, staff gaining a better understanding of challenges students may face, such as mental health, and the facilitation of easy contact through the use of Teams. The register note facility is now being utilised and is a valuable source of contact between staff members, support and academic. Effective use of the available resources allow staff to put in place early interventions with students in comparison from previous sessions

As of the end of the November 22/23 session, there were eight early withdrawals. In the current session (23/24), there are three up to the same timeline. The team views this as a significant success, attributing it to closer collaboration with student support, utilising the inhouse counsellors, staff gaining a better understanding of challenges students may face, such as mental health, and the facilitation of easy contact through the use of Teams. Staff members are effectively utilising the referral and support systems in place. There is a notable improvement in the collaboration between support and academic teams, which is reflected in the success demonstrated by the low statistics mentioned earlier. The register note facility is being utilised and is a valuable source of contact between staff members, support and academic.

Curriculum

2. Updated Answer

1. Example Answer

Top Tips

• What stakeholder feedback has been utilised to improve services for this academic year.

Previously, the old version of Gold Vision and the payment system hindered the commercial team course booking process. The update to the new version of Gold Vision has streamlined course bookings and payments online, offering automatic booking confirmations. This enhancement has effectively minimised manual bookings and reduced administrative workload, leading to improved efficiency.

Updating Gold Vision to new version. This has allowed individuals to book and pay for courses online and receive automatic booking confirmation, where old version and payment system was preventing this. This has enabled us to reduce manual bookings/extra admin.

• Looking back on last year, what service improvements have had a positive impact on service users (staff/students and how do you know?)

Challenge Theme 1 – Last Academic Year

Support

2. Updated Answer

1. Example Answer

Top Tips

To improve our collaboration with cross college teams we have introduced, short-term working groups/committees for event management projects like graduation or curriculum groups (LEAP) This has positively impacted cross-college communication and relationships. The graduation committee, has gained momentum, reigniting enthusiasm and commitment among team members for ensuring its success. Feedback from the recent graduation survey was extremely positive, with all staff and students confirming that the graduation had been successful.

Throughout the last year we have started to work in short life working groups/committees for event management projects, such as graduation or curriculum groups (LEAP). This has had a positive impact by improving cross-college comms and relationships. The graduation committee, in particular, has really gathered momentum and the spark of enthusiasm for graduation has been reignited. The team are really committed and excited to make it a success.

Support

2. Updated Answer

1. Example Answer

Top Tips

Data from last session showed that students who had not been identified as requiring support early, attended induction then did not return to college. Effective support during Induction increases the chance of a positive student experience, resulting in students being more likely to return for classes the week after. By linking with the Student Advisers, we identified students who would require our support. This included students who requested support, those whom Student Advisers felt would need support because of information on their Needs Assessment and students that the ESW team had supported from the previous AY. Current PI data shows that all the students supported by the team during induction, returned for classes the week after and 93% remain current students.

We linked with the Student Advisers prior to Induction to proactively identify students who would require support during their Induction week. This included students who requested support but also students whom Student Advisers felt would need support because of information on their Needs Assessment and students that the Eduacation Support Worker team from the previous AY. Effective support during the Induction process increases the chance of a positive student experience resulting in students being more likely to return for classes the week after.

• How effective are arrangements within your team at identifying stakeholder needs and providing effective support?

Challenge Theme 2 – Start of Year Planning

Support

2. Updated Answer

1. Example Answer

Top Tips

The team looked to improve participation in the Student Early Experience Survey in session 2023/24. By continuously monitoring the responses and providing feedback on response rates to Curriculum Managers, participation increased by 25% in comparison to the previous session, whilst maintaining an overall satisfaction rate of 4.5/5.

The preparation the team undertook for the Student Early Experience Survey ensured a streamlined approach for staff and students. The continuous monitoring of responses ensured a 25% increase in participation for session 23-24.

Support

• What strategies do we employ to ease access and support equity?

2. Updated Answer

1. Example Answer

Top Tips

We have switched to 365 logins across platforms and implemented accessibility features such as screen reader compatibility, keyboard navigation and adjustable font sizes to help users with disabilities, ensuring easier content access and navigation. We are encouraging lecturing staff to create content in a way that is accessible to all learners from the outset. We will seek feedback from students and staff on how these changes have impacted the the learning and teaching experience and implement any further changes if required.

We switched to 365 log ins across all platforms. We have implemented accessibility features within the platforms, such as screen reader compatibility, keyboard navigation, and adjustable font sizes. These features help users with disabilities access and navigate the content more easily. We are designing content and encouraging lecturing staff to create content in a way that is accessible to all learners from the outset, reducing the need for retroactive adjustments.

• How well do our services take account of equalities legislation and positively widen access?

Challenge Theme 3 – Equality and Inclusion

Support

Our on-campus food bank provides free nutritious food and essentials to students in need, facilitated by a partnership with Morrisons. This partnership working ensures a steady supply of essentials, addressing food insecurity and promoting student welfare and success. The impact of this is demonstrated through the volume of students accessing this service.

On-Campus Food Bank: Establishing an on-campus food bank that provides free nutritious food and essential items to students in need. The food bank offers non-perishable items, toiletries, and hygiene products. Great relationship with Morrisons in particular with Adnan liaising.

2. Updated Answer

1. Example Answer

Top Tips

Our approach to widening access involves proactive engagement with local schools through the College Academy Roadshow and Parents Evenings, supporting students in course selection and application submission. Feedback received from this is that they are very beneficial. The roadshows are heading into year 3 where the team will continue to seek feedback on the success of this.

We widen access by attending local schools in the region with the College Academy Roadshow and Parents Evenings as well as careers events to offer help with course choice and application submission. College Academy Roadshows are good practice as the pupils often need the additional support to complete the online application. Feedback from this is that they are very beneficial. Michelle is creating College Academy Focus Groups to collate further feedback. this is a success.

Support

• What other stakeholder feedback have you gathered in block one to enhance services?

2. Updated Answer

1. Example Answer

Top Tips

Feedback from the recent Early Experience Survey highlighted a lack of awareness among students regarding support staff identities. To address this, we have acquired a large digital display board. This enables us to effectively promote our services. Further feedback received from services users has been positive, with almost all indicating the digital display board has increased our visibility and recognition among the students.

Some of the feedback highlighted that some students were unaware of who the support staff are. We have acted on this by acquiring a large digital display board where we can promote our services and our team.

• What specific feedback are you acting on from the Early Experience Student Survey?

Challenge Theme 4 – Stakeholder Feedback

Support

Feedback from the Early Experience Survey and verbal feedback from staff and visitors to the campus highlighted occasional understaffing issues at our main reception. We responded by implementing an evening host services assistant during campus hours and adjusting the start time of the day host services assistant to enhance the service provided to those students / staff that arrived early on site. The team will seek further student and stakeholder feedback so establish if this has improved our service.

Feedback regarding how helpful the reception team has been at the start of term. There are times when reception is not staffed. We listened and actioned an evening host services assistant to be on site whilst the Dumfries campus is open in the evening. We moved the start time of the day host services assistant to earlier in the day to provide a better service to those students / staff that arrived early on site.

2. Updated Answer

1. Example Answer

Top Tips

Feedback from the recent Early Experience Survey highlighted concerns with laptops from students enrolled on the Business courses. In response, updated laptops equipped with appropriate software were provided to address the issues and enrich the student experience. Follow up communication with the students confirmed satisfaction with the action taken by the team.

Early student experience survey - Business course students highlighted issues with laptops. Provided updated laptops with the correct software on them.

Support

Helpful documents

Sonya RutterAcademic Performance Manager

rutters@dumgal.ac.uk

If you need any further assistance with DG-SEE Self-Evaluation, please contact:

Write

Write your team evaluation in roughly 100 words. Follow this structure in your returns.

• What has happened or been identified (including initial evidence)
• What impact has it had or will have (what evidence do you have / need now?)
• Next steps or outcome of practice.

By visiting AdminNet and clicking the 'Performance' tab and 'DG-See', you can find help guidance documents and video's:

AdminNet Help

Helpful guidance

Need a further helping hand?

Monitor

Based on activities to date or identified actions – monitor progress through team meetings and curriculum area enhancement plan. (Your key actions and impacts should feed into your curriculum managers overall enhancement plan and regularly reviewed through your monthly enhancement meetings).

Evaluate

Evaluate the evidence that you have gathered or reviewed. What does it tell you? Has there been improvement impact or areas for development based on your analysis? If so how do you know?

Discuss

Discuss the challenge questions in teams and outline the current evidence you have and determine any further evidence you may require? e.g. How effective are learning and teaching strategies to meet student needs and how do you know? Agree what evidence you might have and need:

• Student outcomes (complete success, partial success)
• Attendance and engagement (retention, attendance, remediations)
• Figures related to specific groups (care experienced, SIMD10)
• Feedback from students, Observation of Learning
• Implementation of DGC Learning Pillars

Identify

Select the specific aspect for evaluation based on themes and challenge prompts.