At IMATT College, we are committed in making our high quality teaching, research and flexible programmes accessible to all our students. We ensure that we give them the best education which enables them to contribute immensely to society. We give our students the knowledge that helps them to create meaningful, purposeful and fulfilling lives for themselves and learn how to use that to an impact in the lives of others. We have enriched the lives of many students across the globe.
Teaching staff performance is measured primarily through students’ feedback from our monthly evaluation questionnaires given to each student for all registered courses. The feedback enables the IMATT College administration to understand how impactful a particular teacher has been to the students vis a vis the learning outcomes of students. Lecturers’ strengths and weaknesses are pointed out to them as a result of the evaluation process. This is usually the basis on which lecturers are retained or disengaged. Examination performance is another indicator we use to evaluate the overall performance of a lecturer for any given subject taught.
A member of the Academic Affairs Team sits in lectures to observe lessons and share ideas on the level of lecturer delivery and class participation. We have used this as a basis to suggest particular topics form the course syllabus as focus topics for select study groups. The Academic Affairs Team has documented a rise in the quality of student presentations and in the retention levels among their colleagues as a result of the peer review-driven suggestions.
The Quality Assurance Officer is responsible for receiving and evaluating all student feedback forms and for contacting the lecturer involved to discuss the matters with the individual. This exercise has yielded results. Lecturers have been able to improve their delivery effectiveness and their student-engagement levels which, in turn, have contributed to improved examinations results.
The Examinations Committee ensures that all students writing any form of internal assessment sign the examinations attendance register. During the semester, the course lecturer for any given assessment sits with the EC to assess individual student performance. These dialogues inform and surface possible issues with the student’s readiness for the final examinations.
Marks of all assessment internally are recorded in the assessment records book which is used identify struggling and high scoring students. Lecturers are required to sit with struggling students, understand each student’s needs, and, address them if possible. They discuss and develop recommendations for individualised courses of study to continue to challenge high-scoring students. They also encourage those high-performing students to offer guidance to and encourage their peer who might be grappling with unfamiliar material.
Lecturers are required to meet with any student who finds a given assessment difficult. The lecturer may only mark and discuss assignments with the class after all such remedial meetings have been completed. In advance of each remedial meeting, the lecturer is required to examine the student’s attendance records to ascertain whether the students has been attending lectures regularly. This practice assures that the lecturer will understand, genuinely, how best to help such a student. After marking, lecturers must discuss the assignment and make unedited published copies of high scoring scripts available to such students.
Lecturers are required to identify and recognise high performance students by their contribution to class work, by their communication skills, and by their marks. As an administration, we give awards to the best student in the academic year in our graduation ceremonies.
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