Abstract
Introduction: Higher education
institutions are expected to clarify their educational quality, and there
should be an educational quality assurance system that measures the aspects of
quality institutions. Educational evaluation is a formal process that uses
data collection and program assessment to evaluate the effectiveness and/or
value of an educational organization, program, process and curriculum. There
are many different models and approaches used to evaluate higher education all
over the world, and countries often adopt or develop these models to evaluate
educational performance. The purpose of this study is to examine types of
evaluation and audit models in educational settings all over the world.
Method:
A systematic review was conducted from March to May 2014 using two search
engines, Google Scholar and PubMed, and three databases, Scopus, ScienceDirect
and Emerald Insight, to search for articles with no study design limitation. We
also searched the Scientific Information Database and Magiran databases for
Iranian articles. We used a list of key words: evaluation, audit, educational
audit, educational evaluation, academic evaluation, academic audit, model,
method, education, college, school, department, university, higher education
institution and mixed them with “AND” and “OR” as a search strategy.
Result:
Thirty-two papers completely related to the research questions were finally
studied. Results showed that educational evaluation is done at these levels:
university, school/college or institution, department or group, educational
program or curriculum, course evaluation and practice placement or training
evaluation. For each level there are some researcher-developed models or
pre-determined models that the authors applied. The majority of studies focused
on the college and school level, but in Iran the departmental level was the
most important.
Conclusion: The quality evaluation criteria, procedures and
indicators should be student centered, and reflect the institutional mission
and values. Institutions can adopt models of evaluation that exist and use
benefits of these or develop a model.