Workshop on QC 1 at QAA HEC

8/2/2019 Workshop on QC 1 at QAA HEC

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Quality Assurance InHigher Education

Program Assessment and ContinuousImprovement of Quality

Day 2Iram Sohail


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What is Quality?


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Defining QualityA survey of literature reveals quality as one ofthe widely defined terms: High degree of goodness (Longman Dictionary of

Contemporary English)

A degree or level of excellence (The Oxford Large Print

Dictionary)

The standard of excellence of something often a high standard

(Cambridge International Dictionary of English)

Doing the right things right (W. Edwards Deming Pioneer of

the quality movement in industry)


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What is Quality? It has to do something with a certain degree of

effectiveness or excellence and satisfaction

In academic scenario it means satisfaction of allthe stakeholders

Whether the satisfaction of all thestakeholders is relevant to your programmeor not........


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Four fold typology to help understand the term

quality as applied in Higher Education Sector

Quality as excellence

Quality as fitness for purpose

Quality as value for money

Quality as transformation


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What is Quality Assurance? A means by which managers satisfy themselves

that control mechanisms are working to

maintain and enhance standards

Refers generally to all planned and systematicactions or processes necessary for providingadequate confidence to managers that a productor a service will satisfy the specifiedrequirements for quality


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Key Components and Specific Terms of

Quality AssuranceQuality Design

Quality Control

Quality Improvement

Quality Enhancement

Quality AuditQuality

Assessment

QualityManagement

QualityTransformation


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A sustainable quality assurance programme

enhances employment opportunities

Improves the education and training of futureemployees

harnesses future leaders

facilitates an enabling learning environment

enriches the academic and intellectuallandscape


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QECs serve as focal points for quality assurance in theinstitutions in order to improve and uphold the quality

of higher education

Capacity building of academia in quality assurance is oneof the key functions of QAA and subsequently of QEC


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What is Assessment?

Assessment is a systematic process of gathering,reviewing and using important quantitative andqualitative data and information from multiple anddiverse sources about educational programs, for thepurpose of improving student learning, and evaluating

whether academic and learning standards are being met.


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Self Assessment

Self-assessment is an important tool for qualityassurance and provides feedback for themanagement to initiate action plans for

improvement The objectives of self assessment areto:

Maintain and continuously enhance performance

Enhance effectiveness of the output Verify that the existing activities meet their

objectives and institutional goals Provide feedback for quality assurance


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Faculty Involvement

Academic Program Assessment, to be most effectiverequires the participation of all faculty members

Each department appoints a Program Team (PT) which will prepare a Self Assessment Report (SAR)demonstrating the conformance of the program to allthe relevant criteria and standards as stipulated in theSelf Assessment Manual(SAM), in coordination withthe members of Quality Enhancement Cell (QEC)


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Size of PT can be determined according to

the size of the department

Sr. # Number of Students in aDepartment

PT Members

01 Up to 300 3 PTM + 1 Chairperson

02 300 - 1000 5 PTM + 1 Chairperson

03 1000 and above 6 PTM + 1 Chairperson


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Desired Qualities of PT

Commitment to the principles of quality in highereducation and the policies set by the Higher EducationCommission of Pakistan, provided in the form of SAM.

Ability to work in teams.

An enquiring disposition, power of analysis andjudgment.

Experience of organization and management,particularly in relation to teaching and learning matters,time management skills.

High standards of oral and written communication skills.


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To be proactive than reactive

Initiate improvements to achieve academicexcellence

Systematize the process of self assessment

To be current and take a leadership role


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Criteria for Self Assessment

The self assessment of an institution / organization isbased on several criteria

To meet each criterion a number of standards must besatisfied

The following part of this presentation proposes criteriaand standards for self assessment by Programme Team

The scheme is based on the HEC self assessment criteria


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The Elements of A Successful Assessment

Purpose identification

Outcomes identification

Measurements and evaluation design

Data collection

Analysis and evaluation Decision-making regarding actions to be taken


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Process of Generating SAR


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1 QEC initiates Self Assessment exercise

2 Department forms Program teams, who will be responsible

for preparing and generating Self Assessment Report (SAR)

3 QEC reviews the Final SAR in one month

4

If SAR is declared complete by QEC it moves to next step,other wise it goes back to step 2

5 Vice Chancellor forms Assessment Team in consultation with

and recommendation of QEC


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6 QEC plans and fixes AT visits

7

AT conducts assessment and presents its findings toQEC

8

QEC submits the Executive Summary to the ViceChancellor along with AT findings, SAR andcorrective measures for the department (Table A2)

9 QEC performs follow-up of corrective measures


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http://qcs.docx/


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QCs

Corrective Measures

Assessment Team joins here

This all is given in SAM. Thereforereading SAM with an understandingand application approach will make theSAR generating process, easy and

smooth.
http://qcs.docx/http://qcs.docx/


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Components of Self Assessment Process

Eight Criteria for Self assessment

QC1: Programme Mission Statements, Objectives andOutcomes (4)

QC2: Curriculum Design and Organization (7) QC3: Laboratories and Computing Facilities (3)

QC4: Student Support and Advising (3)

QC5: Process Control (5)

QC6: Faculty (3)

QC7: Institutional Facilities (3)

QC8:Institutional Support (3)


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Benefit of an Academic Program

Assessment Process

Identify program weakness

Inform financial decisions based on academic priorities

Provide information to constituents on the quality of theeducation students receive

Ensure continuous improvement of programs andcurricula


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Process Improvement

Steps involved in process improvement are

Defining mission statements

Defining program objectives

Defining program outcomes

Collecting data

Analyzing/interpreting data

Taking corrective action with a view to removedeficiencies.


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Why do we need a Program Mission Statement?

Mission statement is the guiding philosophy of allactivities.

Provide the foundation which supports all otheraspects of program assessment.

Clarify the program to all stakeholders (faculty, staff,

student, alumni, employers, potential donors, etc.),allowing programs to focus their resources and effortson issues that are critical to the mission.


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What is Mission Statement????

It is a brief description of an institutions fundamentalpurpose and articulates the rationale of its existence to thestakeholders. At the very least the mission statement mustconvey the institutions purpose in a way that inspirescommitment, innovation and courage.


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The Programme Mission Statement should

be in line with Universitys Mission Statement express your faculty/department/programmes purpose in a way that inspires support and ongoing commitment motivate the stakeholders be convincing and easy to grasp use proactive verbs to describe what, why and how of being or its existence

be free of jargon be short enough so that anyone related to the faculty/department/programmes can repeat it


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How to Write/Revist a Mission Statement

Step 1 (Self Assessment)

Does the mission statement communicate your purpose?

Is it short and concise?

Is it specific enough to be distinctive?

Does it give you guidance to determine your programmes?

Is it inclusive of all your activities? If not, do you need tobroaden your mission or narrow your programmes?

Does it inspire you?


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Step 2 (Process to create or review mission

statement)

To ensure relevance, it is important to review the missionstatement periodically

Review every three years or whenever there is significantchange

Engage faculty members, programme team members orkey volunteers in the process

At onset, clarify roles Typically the Head will play a leadership role and is

responsible for approving/adopting the final missionstatement


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Step 2 contd.(Process to create or review mission statement)

Consultative Working Group meeting is effective todevelop or update a mission statement, but final fine

tuning is best done by an individual or smaller subcommittee

The mission statement cannot be developed in a singlemeeting

A neutral facilitator/moderator can be helpful to bring thediscussion to resolution


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Group Activity # 1: 45 minutes

Instructions:

1. Arrange yourselves in five groups (3 members in each

group)2. Develop a department and programme mission statement

keeping into account the steps mentioned earlier3. The groups should select from the following disciplines

Science and Technology, Arts and Social Sciences, HealthSciences, Engineering, Languages etc

4. The group members will identify the group leader andpresent the mission statements


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Sample Mission Statements

Our mission is to provide a platform to talented youth of the nationwhere they can interact with internationally leading scientists, toacquire firsthand knowledge and explore new horizons of usefulresearch (ASSMS).

The mission of IIB is to endeavour for the development of humanresource and sustainable bioprocesses in the integrated fields of

Microbiology and Biotechnology. (IIB)


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Sample Mission Statements (contd.)

SDSC is committed to mobilize social sciences, and science &technology for managing boundaries between knowledge and actionand to address sustainable issues in Pakistan. (SDSC)

To raise the quality of teaching and training of professional ClinicalPsychology to the highest level and develop into an indigenousdiscipline through empirical research. (Clinical Psychology)

To develop effective player-managers and leaders, well rounded inmodern management concepts and techniques contributing to theorganizations they serve, and to the societies in which they live(MSD)


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Criterion 1: Program Objectives and Outcomes

Thinking About Outcomes

The Process: Planning with the end in mind

Design down .. Deliver up

Program outcomes

Course outcomes

Unit outcomes

Lesson outcomes


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Objectives of the Session

Participants will be able to:

Understand what a learning objective is and why they

increase the effectiveness of training. Compare and contrast learning goals and learning

objectives.

List the parts of the ideal learning objective.

Understand about learning domains, Blooms Taxonomyand their levels of learning.

Connect the verbs associated with each level in Bloomstaxonomy.


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Meeting Standard 1-1

Document institution, departmental and programmission statements.

State program objectives.

Describe how each objective is aligned with program,departmental and institution mission statements.

Outline the main elements of the strategic plan to

achieve the program mission and objectives.

Provide for each objective how it was measured, when itwas measured and improvements identified and made


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Why Use Learning Objectives?

By defining where you intend to go, you increase thelikelihood that the learner ends up in the intendeddestination.

Guides the learner, helps his/her focus on what needs tobe learned, and sets priorities.

Shows the learner what behaviours are valued.

Focuses and organizes the instructor.

Creates the learners basis for self-assessment.


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Effective learning objectives

Are learner-focused (not instructor or contentfocused)

Focused on the intended learning that resultsfrom an activity, course, or program

Focuses on skills and abilities central to thediscipline and based on professional standards


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Learning Objectives (Mager,1975)

Learning objectives include:1. A measurable verb

One task or behavior per verb

Choose the verb that best describes the type of behavior ortask the learner must display after training

2. The condition How the task or behavior will be performed

Under what conditions will the task be performed3. The standard for acceptable performance

How well the task or behavior must be performed to meetthe standard


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The ABCD Method

A = Audience (resident students, students in a class, members of aclub, participants in a workshop)

What population are you assessing?

B = Behavior (remember, observable and measurable

demonstrate, select, categorize, participate)What is expected of the participant?

C = Conditions (upon completion of the program, at the end of thesemester, given a calculator)

Under what circumstances is the behavior to be performed?

D = Degree (this is how you know if the student succeeded)How well must the behavior be performed? To what level?


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Writing Learning Objectives


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Understand your Audience

Consider the characteristics of your audiencewhen writing learning objectives.

What they will be expected todo after the training Their physical, mental and thinking abilities Their educational level, skills and abilities How they best learn

What they need to know to do the job What they already know about the job Have they been trained before


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Learning Objective Categories or Domains

Types or Domains of Learning Objectives:

Cognitive (knowing)

Psychomotor (doing)

Affective (feeling)


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Levels of Learning Objectives(Blooms Taxonomy)

Benjamin Blooms Taxonomy has beenaround since the mid-1950s. Hisstructure for thinking behaviorsprovides a nice stair-step approach to

thinking about the levels of learning.


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Blooms Taxonomy Levels

Level Description

Knowledge Focuses on memorization and recall

Comprehension Focuses on understanding the informationmemorized

Application Focuses on being able to apply what is understood

Analysis Focuses on being able to take apart and use criticalthinking skills to understand what was applied

Synthesis Taking what is known and has been applied andusing it in different ways.

Evaluation Assessing what has been applied and providingfeedback on how the task is completed.


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Writing Learning Objectives

A well-stated objective provides a clear picture of

the outcome or performance you expect as a resultof the lesson. It should be specific, concise, andmost importantly, observable or measurable.

48


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Relating the Measurable Verbto Blooms Levels

Evaluation

Synthesis

Analysis

Application

Comprehension

KnowledgeDefine

Explain

Apply

Distinguish

Design

Evaluate

Verbs Taxonomy

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StartAll Objectives with Verbs

Level Appropriate Verb for LevelKnowledge Define Memorize List Recall Recognize Repeat Related Record

Name Identify Acquire Underline Label State Relate Order

Comprehension Restate Discuss Describe Identify Locate Report Explain Express Recognize Review Transform Represent Select Tell Indicate

Application Translate Interpret Apply Practice Illustrate Operate Convert Explain Demonstrate Dramatize Sketch Employ Schedule Use Sequence Prepare Predict Generalize Implement Plan Show Solve Complete

Analysis Distinguish Differentiate Appraise Analyze Calculate Criticize Estimate Discover Order Compare Contrast Examine Test Relate Experiment Investigate Question Detect Break down Contrast Diagram Debate

Examine Classify Categorize Determine Inspect Inventory

Synthesis Compose Plan Propose Design Assemble Create Write Prepare Formulate Organize Manage Construct Set-up Systemize Arrange Collect Construct Organize Systematize Argue Conclude Create

Integrate Theorize Combine Improvise Manage Specify Derive Setup

Evaluation Judge Appraise Measure Value Estimate Choose Compute Assess Test Evaluate Revise Score Select Rank Check Defend VerifyJustify Criticize Rate Support Weigh


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Group Activity # 2 Time: 1 hour

Instructions:

1. Arrange yourselves in five groups (3 members in eachgroup)

2. Develop a programme objectives keeping into accountthe Blooms Taxonomy and the level of Cognitive domain.

3. The groups should select from the following disciplinesScience and Technology, Arts and Social Sciences, Health

Sciences, Engineering, Languages etc4. The group members will identify the group leader and

present the programme objectives


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Sample Programme ObjectivesBSc (Hons) in Environmental Science

By the end of this programme the students will be able to

1. Understand the intricate linkages within and betweenbiophysical and socioeconomic systems, and appreciate theprinciples and requirements that facilitate the transition tosustainability within these systems.

2. Apply theoretical understanding, professional judgementand skills in mitigation of environmental problems

3. Formulate and implement solutions to problems of

sustainable development through the use of analyticalskills and theoretical knowledge.

4. Make meaningful contributions to improving legal andadministrative structures and processes relevant tosustainable development and environmental management.


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Program Outcome

A program outcome is a specific,

measurable, statement of what a studentshould know, be able to do, or valuewhen they complete a program, courseor sequence of courses / experiences /

activities.


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Characteristics Learning outcomes are what result from a

learning process.

They are specific measurable achievements andare stated as achievements of students

These should specify the minimum acceptablestandard for a student to be able to pass aprogramme or course


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Clearly stated outcomes can help

Students understand what is expected of them

Teachers focus on precisely what they want thestudents to achieve


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How to Write Program Learning outcomes

Well written learning outcomes include the followingcharacteristics

They specify what the student must be able to do

They are achievable within the time and resourcelimitation of the programme

The specified action is assessable (i.e. Measurable)

The greater the synergy between learning outcomes,teaching strategies and assessment techniques the moresuccessful learning process is likely to be.


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Guidelines for writing learning outcomes

Try to use verbs

Ensure that each learning outcome is acquirable

Avoid complicated sentences. If necessary, use morethan one sentence for clarity.

When writing learning outcomes in cognitive domain,

avoid overuse of knowledge or comprehension based verbs. Try to include some outcomes based onapplication, analysis synthesis and evaluation


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Benefits of Learning outcomes

Program improvement

Evaluation of instruction

Course design and revision

Curriculum assessment and change

Improved Communication

Advising Tools

Improving promotional materials

Targets for assessment and accreditation


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Group Activity # 3 Time: 1 hour

Instructions:

1. Arrange yourselves in five groups (3 members in eachgroup)

2. Develop a programme learning outcomes keeping intoaccount the Blooms Taxonomy, learning process and thelevel of Cognitive domain.

3. The groups should select from the following disciplines

Science and Technology, Arts and Social Sciences, HealthSciences, Engineering, Languages etc

4. The group members will identify the group leader andpresent the programme learning outcomes.


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Sample Learning outcomes

On successful completion of this programme the studentsshould be able to

Apply multidisciplinary knowledge of environmental

science to solve environmental problems. Use modern tools, techniques and skills necessary for

working as an environmentalist in various capacities.

To communicate effectively and professionally inwritten, oral and graphical.

independently design and carry out experimentalresearch and evaluate the results critically.


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Any Questions?


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For Quality Practitioners:Be patient but consistent

you can do it !!!


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Thank You

&Good Luck!!!!

Workshop on QC 1 at QAA HEC

Documents

Transcript of Workshop on QC 1 at QAA HEC