Teaching Excellence Framework Year Two Nona McDuff Director of Equality, Diversity and Inclusion, WP TEF panel member Ali Orr Consultant , Employer TEF panel member

Aims of the session Raise awareness of the mechanics of the TEF Explore the benefits and challenges for race equality and intersectionality Discuss how the TEF can be used as a lever for change in institutions and support BME retention Identify participants role in developing future submissions (or things like TEF) Discuss how HERAG members can all play in supporting future iterations of TEF (or things like TEF) The Government has introduced the TEF as a way of: Better informing students’ choices about what and where to study Raising esteem for teaching Recognising and rewarding excellent teaching Better meeting the needs of employers, business, industry and the professions TEF is intended to look at teaching over and above the QAA threshold. Student involvement – a golden thread – but who were the students who were most involved. We don’t know that.

The assessment framework Aspects of quality: Teaching Quality Learning Environment Student Outcomes and Learning Gain Criteria: Teaching quality criteria Learning environment criteria Student outcomes and learning gain criteria Evidence: Teaching, assessment and feedback (NSS results) Academic support & non-continuation (NSS results and HESA) Employment / further study, including highly skilled (DLHE) Metrics Metric splits Provider submission Submission Outcome: TEF rating & Statement of findings

Contextual data and metrics

Contextual data Contextual data and maps will help the assessors understand the size, nature and context of the provider; but do not directly inform the ratings. The workbook contains a breakdown of students by: Subject Level Age Ethnicity Sex Disability Two maps indicate where students were prior to entry; and after completion University of North Bristol: Student domicile prior to entry Entry tariff Domicile Local students POLAR and IMD Communities first Welsh medium

The benchmarking factors NSS Non- Continuation Employment Highly skilled Subject ü Entry qualifications   Age ü (FT only) Ethnicity Sex Disability POLAR

Core metrics Purpose To allow fair comparison between providers What are benchmarks? For each provider, a weighted sector average is calculated : Using data from all providers Weighted to reflect the profile of students and subjects taught by the provider It shows what the sector average would be, if the whole sector had the same profile of subjects and student characteristics as the provider

Core metrics These are the core metrics. They are aggregated over three years (if available)

Core metrics Flags for each year are also shown to aid understanding, but are not intended to show a trajectory

Core metrics Metrics for full-time and part-time students are reported separately. One of these will be the majority mode.

Core metrics The starting point for the assessment will be the core metrics flags, in the majority mode.

Split metrics Metrics are also ‘split’ by student characteristics, to consider the performance for students from different backgrounds

Split metrics Metrics are also ‘split’ by student characteristics, so the assessors can consider performance for students from different backgrounds Flags are shown for the ‘splits’, benchmarked against students across the sector with the same characteristic.

Split metrics Metrics are also ‘split’ by student characteristics, so the assessors can consider performance for students from different backgrounds ‘Yes’ in this column indicates where there are notable flags in the splits

Step 1a – Review of core metrics To determine the starting point for the initial hypothesis, assessors consider core metrics flags in the majority mode of delivery + or ++ counts as one positive flag - or -- counts as one negative flag Three or more positive flags and no negatives The starting point is Gold Two or more negative flags (regardless of the number of positives) The starting point is Bronze All other combinations The starting point is Silver

Step 1a – Worked examples Metrics in majority mode The teaching on my course Assessment and feedback Academic support Non-continuation Employment or further study Highly skilled employment or further study e.g. 1 + e.g. 2 + ++ e.g. 3 + - ++ e.g. 4 - e.g. 5 + - Gold starting point Silver starting point Silver starting point Silver starting point Bronze starting point

Discussion What are the benefits and challenges of the TEF for race equality and intersectionality What role do you play that would contribute to future submissions (or things like TEF) How the TEF can be used as a lever for change in your institutions to support BME retention and success How can HERAG members can all play in supporting future iterations of TEF (or things like TEF)