Writing the Self-Evaluation Document (SED) for periodic review
The key principle to periodic review is the process of self-evaluation that is undertaken by the subject team, culminating in the production of a
Self-Evaluation Document (SED) which forms the focus of the review event itself. Guidance on drafting the Self-Evaluation Document (SED) and preparing information for the review is provided in this section, along with some general principles to self-evaluation.
The guide to periodic review provides detailed information useful in preparing the documentation, including the specific areas of self-evaluation required, contact with employers/Professional Statutory and Regulatory Bodies (PSRBs), drafting the SED, and preparing information for the review. Additionally, there is a Self-Evaluation Document template which should be used to inform the writing of the SED – it outlines the structure and what should be included in each section. To help with writing this, a document is available which shows current approaches to completing the SED and examples of good practice.
For further information regarding self-evaluation and periodic review, please contact Louise Salmon.
Some general principles to self-evaluation
Self-evaluation requires the team to reflect honestly, to stand back and consider objectively both strengths and weaknesses. For the process to have any real worth, it has to be owned by all involved and should not simply be issues-driven nor an attempt to paper over any cracks. Self-evaluation should always be seen as a means of improving the student experience. To view self-evaluation as a bureaucratic end in itself is to miss the point. Such a position will lead to a wholly unsatisfactory and empty experience.
Self-Evaluation Document (SED)
Subject teams need to consider all aspects of their approach to teaching and learning as part of periodic review, including: student entry and support; curriculum design; curriculum delivery; and assessment. Additionally, the SED will need to address specifically cross-subject themes of recruitment and widening participation, practice-based learning and foundation degree proposals, and building stronger links with research activity. Being explicit about good practice is encouraged, particularly where this can be transferred and applied in other areas. Plans for the future development of the subject should be covered, including how these will relate to the strategic objectives for the subject, targets, and proposed changes.
Teams should also give consideration to equality impact in the writing of the SED to promote equality and prevent unlawful discrimination – the equality prompts should be used for this purpose along with the accompanying guidance.
It is strongly suggested that the subject team collectively compile the SED – little is gained by an individual completing forms in isolation. Self-evaluation activity should be co-ordinated by the subject contact. The programme board ‘owns’ the SED, and all members should have an opportunity to comment on it. The Pro
Vice-Chancellor/Dean and faculty Head of Quality should receive and endorse the document, at least 10 weeks before the review date. Critical evaluation need cover no more than the three year period prior to the review. Teams are advised not to exceed 7,000 words for the total of the main text. Current approaches to completing the SED along with some examples of good practice, are available.
The SED, student commentary on the self-evaluation, draft programme for the day, and review panel membership, must be distributed to the panel in hardcopy. Additional supporting information is required, which teams can provide electronically eg CD/memory stick (the use of email is not acceptable). Such additional information may include programme/subject templates, examples of student handbooks, internal/external verifier or external examiner reports, Programme Enhancement Plans (PEPs), data, student survey results, Quality Assurance Agency (QAA) subject benchmark statements and relevant PSRB standards, previous periodic review report/completed enhancement plan. The panel may also request further information, usually at the preliminary meeting which takes place approximately four weeks before the review event.
Forms, templates and proformas for preparing the
Self-Evaluation Document (SED)
Self-Evaluation Document (SED) template
This document should be used to inform the writing of the SED. It outlines the structure, and what should be included in each section. Current approaches to completing the SED along with some examples of good practice, are also available.
Equality guidance – Equality in the curriculum | Liberation, equality, and diversity in the curriculum
This information assists teams developing proposed programmes of study to promote equality and prevent unlawful discrimination or harassment in curriculum design. It should also be used by teams undergoing periodic review. Further information and support is available from the Head of Equality and Diversity.