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

2. 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.

3. 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

4. Contextual data and metrics

5. 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

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

7. 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

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

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

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

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

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

13. 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.

14. 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

15. 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

16. 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

17. 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)