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Self-Assessment Exercise

Dr. Md. Mozahar AliProfessor, GTI, BAU, Mymensingh &AIF Management Consultant

HEQEP, UGCmail:mozahar55@yahoo.co.uk;

Cell No.:88-01711391190

Self-Assessment Exercise

Discussion points:

1. Concept & definition

2. Objectives & purpose

3. Procedure & process schedule

4. Components/Criteria at program level SA

5. Lay-out of SA report

Academic Units (Program/Degree)Academic Units (Program/Degree)

QA CellQA Cell

Self-Assessment (SA): Definition

SA is a systematic process of gathering, reviewing and using important quantitative and qualitative data and information from multiple and diverse sources about educational programs, for the purpose of improving student learning, and evaluating whether academic and learning standards are being met.

SA is an assessment conducted by the institution to evaluate whether programs meet their educational objectives and outcomes with the purpose to improve program’s quality and enhancing students learning.

Self-Assessment (SA): Definition

• Self-Assessment … refers to a comprehensive, systematic and regular review of a ….. study program’s activities and results.

• The SA process allows the organization to discern clearly its strengths and areas in which improvements are required and culminates in planned development actions which are then monitored for progress and achievement.

SELF SELF –ASSESSMENT/Evaluation–ASSESSMENT/Evaluation

SA/SE of a study programme (undergraduate/postgraduate)is the first step in the process of external quality assurance & accreditation.

Self-Assessment & Accreditation

Self Assessment: Desired Outcome

• To be proactive than reactive.• Initiate improvements to achieve academic excellence.• Systematize the process of Self-Assessment.• To be current and take a leadership role in the country. • Assist in preparing professionals of tomorrow.

How to improvethe QUALITY?

Self-Assessment

ImplementationQUALITY

is improvedImprovementPlan

DataCollection Data Processing

DataAnalysis

Writing theSAR

SELF -ASSESSMENTSELF -ASSESSMENT

• Institution initially provide Judgments on Academic Standards and the Quality of

the Programs, through Self-Assessment.

• Programs are Judged according to the Intended Aims & Learning Outcomes stated in SAR.

Objectives of Self-Assessment

1. Maintain and continuously enhance academic standards+

2. Enhance students’ learning

3. Verify that the existing programs meet their objectives and institutional goals

4. Provide feedback for quality assurance of academic programs

5. Prepare the academic program for review by discipline councils

SELF–ASSESSMENT SELF–ASSESSMENT

• Purpose of SA is Not to Prove, but to Improve

• Should involve all the Stakeholders • Should consider both the Strengths &

Weaknesses of Programs.

Impact of Self-AssessmentImpact of Self-Assessment

Time

ExpectedCondition

Presentcondition

Without SA

With SA+ Own Capacity

SA + Teamwork

SA + Teamwork+ External Support

Quality

SA Process Schedule: Phases

Self-Assessment Process Schedule

A. Preparation PhaseA1. Establishment of an Institutional SA Unit

A2. Appointment of the Self-Assessment Committee

A3. Training and preparation of the SA Committee

A4. Resources necessary for SA implementation– Human resources. Definition of time allocation for academic and

non-academic staff participating in the SA Committee– Support staff. Secretarial, data retrieval and processing, surveyors– Material resources. Meeting rooms, computers, e-mail,

photocopying, communications

SA Process Schedule ............A. Preparation Phase

A5. Preparation of the SA process– Limits of the self-assessment– Objectives– Areas of intervention– Quality criteria and performance indicators– Selection of the population and/or sample– Preparation of information gathering instruments– Steps and chronogram– Expected difficulties and consequences; remedial actions

SA Process Schedule ................A. Preparation PhaseA6. Selection and designation of external peer visitors• Potential external peer visitors should be prospected and

contacted at the beginning of the SA process. • Accidental “last minute” peers should be avoided.

A7. Information and motivation phase• Meetings with all relevant stakeholders that relate to the program • The SA plan should be explained clearly and completely • Meetings for university officials, academics, undergraduate and

post-graduate students, non academic staff and workers• The SA plan should be communicated through written & electronic

means and a specific Internet web page be designed and provided.

SA Process Schedule ................

B. Implementation Phase B1. Information gathering• Crucial in SA, but requires a lot of work and time.• Sub-committees will gather informationB2. External peer visit planning• Contact sufficient time aheadB3. Organization and tabulation of the information • Organization of quantitative data• Results from structured discussionsB4. Analysis of results• Usually SWOT analysis is recommended;• Validation, analysis of results and exploration of recommendations

are sought from the participating academic community.

SA Process Schedule ................B. Implementation Phase

B5. Preparation of the Internal SA Report The SA Committee will prepare the Internal SA Report

B6. Presentation of the Internal SA Report to the authorities

B7. Socialization of SA results The SA Report should be shared and discussed with the

university and academic community;

B8. Delivery of the Internal SA Report to the external peersThe Internal SA Report should be sent to the institutional SA Unit and external peers at least one month before their site visit.

SA Process Schedule ................

C. External Validation Phase C1. Planning of the external peer site visit• Preparation of the agenda and site visit by SA Unit• Discussion of the agenda with the external peers C2. External peer visit Minimum of three working days visit

C3. External SA Validation Report

SA Process Schedule ................

D. Final Self-Assessment Report• SA Committee should prepare Final SA Report• Final Report will integrate External Validation

Report with Internal SA Report

E. Orientations for Change Management• SA ends with the Final SA Report• SA report is considered as a Preliminary

Improvement Plan.

Components/Criteria of program level SA

1. Curriculum Design, Content and Review2. Teaching, Learning and Assessment Methods3. Quality of Students including

Student Progress and Achievements 4. The Extent and Use of Student Feedback5. Postgraduate Studies 6. Peer Observation7. Skills Development8. Academic Guidance & Counseling

SA needs codes of practice

SA Report – LayoutSA Report – Layout

1. Introduction 2. Aims, Learning Outcomes and Program Details3. Students, Staff and Facilities 4. Curriculum Design, Content and Review5. Teaching, Learning and Assessment Methods6. Quality of Students including Student Progress and

Achievements7. The Extent and Use of Student Feedback, Qualitative

& Quantitative8. Postgraduate Studies 9. Peer Observation 10. Skills Development 11. Academic Guidance and Counseling12. Appendices (if any) [~ 40 pages]

1. INTRODUCTION1. INTRODUCTION (~ 1 page)(~ 1 page)

• About University, Faculty, Dept

• Vision & Mission of the Dept/Program

• Any other relevant information

2. AIMS, LEARNING OUTCOMES 2. AIMS, LEARNING OUTCOMES & PROGRAM DETAILS & PROGRAM DETAILS (~ 3 pages)(~ 3 pages)

• Aims –What the Dept aims to achieve by

delivering the Program(s)

• Learning Outcomes–Level of achievement expected from

students

• Brief Summary of Programs to be reviewed

3.3. STUDENTS, STAFF & FACILITIES STUDENTS, STAFF & FACILITIES (~ 3 pages)(~ 3 pages)

• Brief Summaries about - Students (Numbers, Profile on Gender, Geographical Distribution, Z-score etc.)

- Staff (Designation, Qualifications, Year Appointed, Responsibilities etc.) - Facilities to support teaching & learning process (Lecture theatres, Lab facilities, Library provision, IT facilities, Office Space etc.)

4.4. CURRICULUM DESIGN, CONTENT CURRICULUM DESIGN, CONTENT AND REVIEWAND REVIEW

• Effectiveness of Curriculum in achieving the Learning Outcomes

• Programs are at a Suitable Academic Level

• Curriculum facilitates Progress to Employment and/or Further Study

4.4. CURRICULUM DESIGN, CONTENT CURRICULUM DESIGN, CONTENT AND REVIEWAND REVIEW

• How often the Curriculum is Reviewed by the Dept.?

• How Student Feedback, Comments from Examiners and Employer Views are taken into account in Reviewing Curriculum?

5.5. TEACHING, LEARNING AND TEACHING, LEARNING AND ASSESSMENT METHODSASSESSMENT METHODS

• Teaching, Learning & Assessment Strategy

• Does it enable Students to Achieve Intended

Learning Outcomes?

• Are Learning Outcomes & Assessment

Requirements Clear to Students and Staff?

• Is Student Workload Balanced and Reasonable?

6. QUALITY OF STUDENTS INCLUDING 6. QUALITY OF STUDENTS INCLUDING STUDENT PROGRESS AND STUDENT PROGRESS AND ACHIEVEMENTACHIEVEMENT

• Recruitment & Admission Procedure

• Progress and Completion

• Student Achievements

• Do Statistics show that Aims & Learning Outcomes for the Programs under Review are being achieved?

• Do Students' First Destinations reflect an Appropriate Level of Achievement?

7. 7. THE EXTENT AND USE OF STUDENT THE EXTENT AND USE OF STUDENT FEEDBACK, QUALITATIVE & QUANTITATIVEFEEDBACK, QUALITATIVE & QUANTITATIVE

• How Student Feedback is obtained and at what Intervals?

• Is there Evidence that action is taken in Response to Issues raised by Students?

• How do Students know that action is taken in Response to the Feedback they provide?

8. POSTGRADUATE STUDIES8. POSTGRADUATE STUDIES

• What are the Supervisory Arrangements for PG Students?

• Are Staff Numbers and their Experience sufficient to support them?

• What Research Facilities exist in the Dept?

• What are the Funding Arrangements for PG Students?

9. PEER OBSERVATION9. PEER OBSERVATION

• Do Staff perceive the Peer Observation Process to be helpful in enhancing Teaching Quality?

• Does the Dept has a Procedure for Observing Teaching? Does this apply to All Staff, including Temporary and Visiting Staff?

• Any Informal Ways and Means?

10. SKILLS DEVELOPMENT10. SKILLS DEVELOPMENT

• What are the Skills the Dept intends Students to acquire? Are these clearly expressed in Student Learning Outcomes?

• Does the Dept has a Strategy for Skills Development as Part of the Curriculum? If not, are there Special Modules dedicated to Student Skills Development?

• Is there Evidence that the Dept. takes account of Employer Feedback in this area?

11. ACADEMIC GUIDANCE & 11. ACADEMIC GUIDANCE & COUNSELINGCOUNSELING

• What is the Dept's Strategy for providing Effective Academic Guidance and Counseling to Students?

• Is there Evidence that Students' Progress & Achievement is enhanced by the Academic Guidance they receive?

• Are there good Links between the Dept and any Other Student Support Services available in theUniversity?

12. Few more Sections of SA Report

• Recommendations, including those who should assume responsibility and date of completion for all recommended activities. Included must be a statement on how the same will be monitored.

• Comments on the usefulness and efficacy of the SA exercise, and in the light of the experience, suggestions on how it might be undertaken in future.

• Date and period of next SA exercise.

Self-Assessment Exercise

• What is SA?

• Why should we conduct SA?

• What are the phases/steps of SA?

• What are the components/ criteria of SA?

• What are the contents of a SA report?

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