Quality Assessments in Higher Education – OfS Findings

The OfS has published its findings from the first round of quality assessments into the business and management and computing courses at 11 providers. Key themes, areas of concern and examples of good practice in course quality and standards have been set out in the OfS’s latest insight brief.

Whilst none of the points raised in the brief will come as any great surprise, it is notable how different the OfS’s approach to quality assessment is to the one institutions will historically have experienced.

We set out below the four main areas which, in the OfS’s view, pose significant risk to the quality of education that students receive. We’ve also outlined what institutions should now consider following the publication of these findings.

Delivery of courses and resources

The OfS highlights positive examples of good teaching practice, including where institutions encouraged students to actively engage with each other and share ideas, and appropriately explained and summarised subjects and key learning points.

In contrast, negative reference is made to course content that was found to be outdated and delivered without proper explanation or in an engaging style, and where students had limited opportunities to interact with others and thereby develop their knowledge beyond the course materials.

Many of these are matters that institutions will have regard to as a matter of course, but it is important that action is taken quickly where student feedback or other information suggests that course content or delivery is not providing opportunities to engage or develop.

Academic support and student engagement with courses

Another area of the OfS’s focus is promoting student engagement across the whole student demographic and ensuring academic staff have the resource and support to develop and improve their teaching practices and skills. Capacity concerns, heavy workloads and a lack of time for personal tutoring were linked to poor student support and engagement. At a time when institutions are going through redundancies and efficiency measures it is important that there is sufficient capacity to maintain this kind of support.

Where institutions make use of virtual learning environments, these platforms should allow students to easily engage with course learning materials and resources, and the materials themselves should cover the module content with proper depth and breadth.

When designing timetables, institutions should consider how to maximise student engagement and concerns were noted where consideration was not given to students who balanced study alongside paid employment. For example, students cited late schedule changes and an inability to catch up on missed classes (for example in the evenings or on weekends) as a significant barrier for proper engagement with their studies. Institutions will already know timetabling can be very challenging, but it is clear that the OfS will be considering carefully concerns by students that they are unable to engage effectively as a result of the timetable.

Data-driven approaches to improve student engagement were praised in the brief, such as multi-faceted systems to gather data on student engagement, using a range of methods and indicators, which then allowed central teams to identify and monitor students who may need additional support to engage with their studies.

Assessment of learning

Positive assessment approaches highlighted by the OfS, include the utilisation of links to industry groups and employers, systems to ensure marking consistency (such as sample marking or independent marking by two or more examiners) and the development of different assessment methods for flexibility. Assessment practices and policies should ensure proper academic challenge and rigour, for example, ensuring the number of assessment attempts and non-technical assignments is not too high.

Some institutions were noted as lacking in support for students to avoid academic misconduct and properly understand good academic practice, such as avoiding plagiarism.  This is likely to become increasingly important given the availability and widespread use of generative AI.

Feedback should be high quality and given to students with enough time for them to reflect on their practice and improve in future assessments. The OfS praises feedback that was routinely provided in a variety of formats such as written, audio and video and delivered within meaningful deadlines. It is clear from NSS results over many years that feedback remains a challenge across the sector and so meeting these standards may not be entirely straightforward.

Academic leadership and oversight

The brief notes that institutions with clear academic leadership roles were more likely to have positive experiences and outcomes for students. Institutions should ensure that staff’s roles and responsibilities for student support are understood at all levels, and there is sufficient senior oversight.

The OfS also draws on positive examples of the student voice being put into action to improve course quality; student feedback and data should be gathered and considered in academic reviews to improve courses and their delivery.

In summary

Overall, the OfS’s reflections in its brief as to what constitutes a good quality course and student learning experience will not be a surprise to institutions. Ensuring materials are engaging, current, educationally challenging and well-explained to students is a fundament of good teaching practice. However, the brief is useful to understand the process of the OfS’s quality assessments, and practices that the OfS wants institutions to take note of when considering compliance with the B conditions of registration.