Res Dev Med Educ. 2015;4(1): 3-16.
doi: 10.15171/rdme.2015.002
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How Evaluation and Audit is Implemented in Educational Organizations? A Systematic Review

Sahar Farahsa 1*, Jafar Sadegh Tabrizi 1

1 Health Services Management Department, Faculty of Management and Medical Information, Tabriz University of Medical Sciences, Tabriz, Iran


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.

Keywords: Educational evaluation, Audit, Higher education institution, Educational quality
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Submitted: 15 Jun 2015
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