SELF ASSESSMENT PROF. DR. AAMIR IJAZ DIRECTOR QUALITY ENHANCEMENT CELL University of the Punjab,...

SELF ASSESSMENT

PROF. DR. AAMIR IJAZ

DIRECTOR QUALITY ENHANCEMENT CELL

University of the Punjab, Quaid-e-Azam Campus,

Lahore 54590.

CONTENTSFAMOUS QUOTES RELATED TO QUALITY

WHAT IS A QUALITY?

WHAT IS QUALITY ASSURANCE?

ASSESSMENT

ELEMENTS OF A SUCCESSFUL ASSESSMENT PROGRAM

OBJECTIVES OF SELF ASSESSMENT

PROCESS OF GENERATING SAR

BENEFITS OF AN ACADEMIC PROGRAM ASSESSMENT

PROCESS

CRITERIA AND STANDARDS

SCORING OF CRITERION ITEMS (RUBRIC FORM)

ASSESSMENT TEAM REPORT FORM

Famous Quotes Related to Quality

(Aristotle 384 BC-322 BC, Greek Philosopher and Scientist, Student of Plato and Teacher of Alexander the Great)

“Quality is never an accident; it is always the result of high intension, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives”.(Quality in Education by Willa A Foster)

“Quality begins on the inside…and then works its way out”.(Bob Moawad, Quality Quotes)

“Quality in a product or service is not what the supplier puts in; it is what the customer gets out and is willing to pay”. (Peter F Drucker, American Management Guru)

Must be based on the fact that “Quality is not the responsibility of an individual; rather it is the responsibility of all”, a complete Quality Enhancement Cell must work in close collaboration with the Vice Chancellor to get its functions through.

What is Quality?

Defining Quality

A survey of literature reveals “quality” as one of the 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)

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 all the stakeholders

Whether “the satisfaction of all the stakeholders is relevant to your programme or not”........

Four – Fold dimensions 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

What is Quality Assurance?

Its a way by which managers satisfy

themselves and monitor that control

mechanisms are working to maintain and

enhance standards.

Refers generally to all planned and

systematic actions or processes necessary for

providing adequate confidence to managers

that a product or a service will satisfy the

specified requirements for quality.

A sustainable quality assurance programme

Enhances employment opportunities

Improves the education and training of future

employees

Harnesses/ Connect future leaders

Facilitates an enabling learning environment

Enriches the academic and intellectual

landscape

QECs serve as focal points for quality

assurance in the institutions in order to

improve and uphold the quality of higher

education.

Capacity building of academia in quality

assurance is one of the key functions of QAA

and subsequently of QEC.

AssessmentAssessment 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 students learning, and

evaluating whether academic and learning standards

are being met. In other words, what will graduates

know, are able to do, or value when they complete an

academic program and how do we know these things

about our students.

One cycle of assessment completes when assessment

results are used to improve students learning.

Self Assessment

Self-assessment is an important

tool for quality assurance and

provides feedback for management

to initiate action plans for the

improvement.

Faculty Involvement

For Academic Program Assessment, the most

important factor is the participation of all faculty

members.

Each department appoints a Program Team (PT)

which will prepare a Self Assessment Report

(SAR) and ensures the conformance of the

program to all the relevant criteria and

standards as stipulated in Self Assessment

Manual(SAM), in coordination with the members

of QEC.

Size of PT can be determined according to the size of

department

Sr. # Number of Students in a Department

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

Desired Qualities of Program Team MemberCommitment to the principles of quality in higher education

and the policies set by HEC, provided in the form of SAM.

Ability to work in teams.

An enquiring disposition, power of analysis and judgment.

Experience of organization and management, particularly in

relation to teaching and learning matters, time management

skills.

High standards of oral and written communication skills.

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

Criteria for Self Assessment

The self assessment of an institution /

organization is based on several criteria.

To meet each criterion; a number of

standards must be satisfied. The

following part of this presentation

illustrates criteria and standards for self

assessment by Program Team.

Elements Of A Successful Assessment Program

Purpose identification

Outcomes identification

Measurement and evaluation design

Data collection

Analysis and evaluation

Decision-making regarding corrective

and preventive actions to be taken.

Objectives of Self Assessment

Improvement and maintenance of academic

standards.

Enhancement of student’s learning.

Verification of the existing programs to

meet their objectives and institutional

goals.

Providing feedback for quality assurance of

academic programs.

Prepare the academic program for review by

discipline councils (HEC).

Process of Generating SAR

AT findings

Corrective

Action

Implementation Date

Responsible

Body

Resources

Needed

1

2

3

Chairman's Comments

Name & Signature

Dean’s Comments

Name & Signature

QEC Comments

Name & Signature

Table A.2 Assessment Results Implementation Plan Summary

QCs

Corrective Measures

Assessment Team joins here

Benefits of an Academic Program Assessment Process

Identify Program Weakness

Take Financial Decisions based on

academic priorities

Provide information to constituents on

the quality of education students

receive

Ensure continuous improvement of

programs and curricula

Criteria

The self-assessment is based on

several criteria. To meet each

criterion a number of standards must

be satisfied. There are eight criterion

for self assessment manual provided

by HEC. Next section describes each

criterion and its associated standards.

Criteria & StandardsProgram Mission, Objectives and

Outcomes

Curriculum Design and Organization

Laboratories and Computing Facilities

Student Support and Guidance

Process Control

Faculty

Institutional Facilities

Institutional Support

Criterion-1: Program Mission, Objectives & Outcomes

Intent: Each program must have a

mission, quantifiable measurable

objectives and expected outcomes for

graduates. Outcomes include

competency and tasks graduates are

expected to perform after completing

the program.

Why do we need a Program Mission Statement

Mission statement is the guiding philosophy

of all activities. Such statements provide the

foundation which supports all other aspects

of program assessment. Mission statements

clarify the program to all stakeholders

(faculty, staff, student, alumni, potential

donors, etc.), allowing programs to focus

their resources and efforts on issues that are

critical to the mission.

What is Mission Statement ?

It is a brief description of an institution’s

fundamental purpose and articulates the

rationale of its existence to the

stakeholders. At the very least the mission

statement must convey the institution’s

purpose in a way that inspires

commitment, innovation and courage.

The Programme Mission Statement should

Be in line with University’s Mission Statement

Express your faculty/department/programme’s

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”

Explain reason for it’s existence

Be free of jargon

Be short enough so that anyone related to the

faculty/department/programmes can repeat it.

How to Write / Revisit a Mission Statement

Step 1 (Ask Questions while writing Mission Statements)

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 to broaden your mission or narrow your programmes?

Does it inspire you? bestow

Step 2 (Process to create or review mission statement)

To ensure relevance, it is important to review

the mission statement periodically

Review every three years or whenever there is

significant change

Engage faculty members, programme team

members or key volunteers in the process

At onset, clarify roles

Typically the Head will play a leadership role

and is responsible for approving / adopting

the final mission statement Continue…

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

Consultative Working Group meeting is

effective to develop or update a mission

statement, but final fine tuning is best done

by an individual or smaller sub committee.

The mission statement cannot be developed

in a single meeting.

A neutral facilitator/moderator can be

helpful to bring the discussion to resolution.

Example of a well defined Mission

Statement

“The mission of the civil engineering program is to

prepare students for professional engineering and

management positions in all phases of civil

engineering projects. The program will provide a

broad educational background with a foundation in

basic engineering and business principles. These

basic skills will be complemented by advanced

topics in engineering design, management, finance,

computer application, and real world civil

engineering experiences throughout the

Baccalaureate Degree program”. (Department of Civil

Engineering, Western Kentucky University).

Characteristics of Program Objectives

Clearly related to the Faculty Mission

Reflective of Program priorities in the long term

Illustrates the ideal graduates of the program

Represents faculty aspirations of the program

Focus on the core characteristics of program graduates.

What is a Program Outcome?

A program outcome is a specific, measurable,

statement of what student should know, be able to do,

or value when they complete a program, course or

sequence of courses/experiences/activities. All

academic programs should include program outcomes

and their assessment plan.

Criterion-2: Curriculum Design & Organization

Intent: The curriculum must be designed

and organized to achieve the program’s

objectives and outcomes. Also course

objectives must be in line with program

outcomes. Curriculum standards are specified

in terms of credit hours of study. A semester

credit hour equals one class hour or two to

three laboratory hours per week. The semester

is approximately of fifteen weeks.

Criterion-3: Laboratories & Computing Facilities

Intent: Laboratories and computing

facilities must be adequately available

and accessible to faculty members and

students to support teaching and

research activities. In addition

departments may benchmark with similar

departments in reputable institutions to

identify their shortcomings if any.

Criterion-4: Student Support & Advising

Intent: Student must have an adequate

support to complete the program in a

timely manner and must have ample

opportunity to interact with their

instructors and receive timely advice

about program requirements and career

alternatives.

Criterion-5: Process Control

Intent: The processes by which major

functions are delivered must be in place,

controlled, periodically reviewed and

continuously improved. To meet this

criterion a set of standards must be

satisfied.

Criterion-6: Faculty

Intent: Faculty members must be

current and active in their discipline

and have the necessary technical depth

and breadth to support the program.

There must be enough faculty members

to provide continuity and stability, to

cover the curriculum adequately and

effectively, and to allow for scholarly

activities.

Criterion-7: Institutional Facilities

Intent: Institutional facilities,

including library, computing facilities,

classrooms and offices must be

adequate to support the objective of

the program.

Criterion-8: Institutional Support

Intent: The institution’s support and

the financial resources for the program

must be sufficient to provide an

environment in which the program can

achieve its objectives and retain its

strength.

Scoring of Criterion ItemsThe visiting team is required to award the score by

encircling one of the entries against each item

Results ScoresPoor performance in most of the areas. 1

Fair performance in most of the areas. 2

Good performance for most areas.

No poor performance in any areas.

3

Good to excellent performance in all areas. 4

Excellent performance in all areas. 5

Scoring of Criterion Items

Criterion 1 – Program Mission, Objectives and Outcomes

Weight=0.05

Factors Scores

Does the program have documented measurable objectives that support faculty / college and institution mission statement?

1 2 3 4 5

Does the program have documented outcomes for graduating students?

1 2 3 4 5

Do these outcomes support the program objectives? 1 2 3 4 5

Are the graduating students capable of performing these outcomes?

1 2 3 4 5

Does the department assess its overall performance periodically using quantifiable measureable?

1 2 3 4 5


Criterion 1 – Program Mission, Objectives and Outcomes

Weight=0.05

Factors Scores

Is the result of the Program Assessment documented?

1 2 3 4 5

SCORE (S1)= [TV / (No. of Question * 5)] * 100 * Weight


Criterion 2 – Curriculum Design and Organization Weight=0.20

Factors Scores

Is the curriculum consistent? 1 2 3 4 5

Does the curriculum support the program’s documented objectives?

1 2 3 4 5

Are theoretical background, problem analysis and solution design stressed within the program’s core material?

1 2 3 4 5

Does the curriculum satisfy the core requirements laid down by the respective accreditation bodies? (refer to appendix A of the SAM)

1 2 3 4 5

Does the curriculum satisfy the major requirements laid down by HEC and the respective councils / accreditation bodies? (refer to appendix A of the SAM)

1 2 3 4 5


Criterion 2 – Curriculum Design and Organization Weight=0.20

Factors Scores

Does the curriculum satisfy the general education, arts and professional and other discipline requirements as laid down by the respective councils / accreditation bodies? (refer to appendix A of the SAM)

1 2 3 4 5

Is the information technology component integrated throughout the program?

1 2 3 4 5

Are oral and written skills of the students developed and applied in the Program?

1 2 3 4 5



Criterion 3 – Laboratories and Computing Facilities Weight=0.10

Factors Scores

Are laboratories manuals / documentation /instruction etc. for experiments available and readily accessible to faculty and students?

1 2 3 4 5

Are there adequate number of support personnel for instruction and maintaining the laboratories?

1 2 3 4 5

Are the university’s infrastructure and facilities adequate to support the program’s objective?

1 2 3 4 5



Criterion 4 – Student Support and Advising Weight=0.10

Factors Scores

Are the courses being offered in sufficient frequency and number for the students to complete the program in a timely manner?

1 2 3 4 5

the courses in the major area structured to optimized interaction between the students, faculty and teaching assistants?

1 2 3 4 5

Does the university provide academic advising on course decisions and career choices to all students?

1 2 3 4 5



Criterion 5 – Process Control Weight=0.15

Factors Scores

Is the process to enroll students to a program based on quantitative and qualitative criteria?

1 2 3 4 5

Is the process above clearly documented and periodically evaluated to ensure that it is meeting its objectives?

1 2 3 4 5

Is the process to register students in the program and monitoring their progress documented?

1 2 3 4 5

Is the process above periodically evaluated to ensure that it is meeting its objectives?

1 2 3 4 5

Is the process to recruit and retain faculty in place and documented?

1 2 3 4 5

Are the processes for faculty evaluation and promotion consistent with the institution mission?

1 2 3 4 5


Criterion 5 – Process Control Weight=0.15

Factors Scores

Are the processes in 5 and 6 above periodically evaluated to ensure that they are meeting their objectives?

1 2 3 4 5

Do the processes and procedures ensure that teaching and delivery of course material emphasize active learning and that course learning outcomes are met?

1 2 3 4 5

Is the process in 8 above periodically evaluated to ensure that it is meeting its objectives?

1 2 3 4 5

Is the process to ensure that graduates have completed the requirements of the program based on standards and documented procedures?

1 2 3 4 5

Is the process in 10 above periodically evaluated to ensure that it is meeting its objectives?

1 2 3 4 5



Criterion 6 – Faculty Weight=0.20

Factors Scores

Are there full time faculty members to provide adequate coverage of the program areas / courses with continuity and stability?

1 2 3 4 5

Are the qualifications and interests of the faculty members sufficient to teach all courses, plan, modify and update courses and curricula?

1 2 3 4 5

Do the faculty members process a level of competence that would be obtained through graduate work in the discipline?

1 2 3 4 5

Do the majority of faculty members hold a Ph. D degree in their discipline?

1 2 3 4 5


Criterion 6 – Faculty Weight=0.20

Factors Scores

Do the faculty members dedicate sufficient time to research to remain current in their disciplines?

1 2 3 4 5

Are there mechanisms in place for faculty development?

1 2 3 4 5

Are faculty members motivated and satisfies so as to excel in their profession?

1 2 3 4 5



Criterion 7 – Institutional Facilities Weight=0.10

Factors Score

Does the institution have the infrastructure to support new trends such as e-learning?

1 2 3 4 5

Does the library contain technical collection relevant to the program and is adequately staffed?

1 2 3 4 5

Are the class rooms and offices adequately equipped and capable of helping faculty carry out their responsibilities?

1 2 3 4 5



Criterion 8 – Institutional Support Weight=0.10

Factors Scores

Is their sufficient support and finances to attract and retain high quality faculty?

1 2 3 4 5

Are there an adequate number of high quality graduate students, teaching assistants and Ph.D. students?

1 2 3 4 5



Overall Assessment Score= S1 + S2 + S3 + S4 + S5 + S6 +S7 + S8

=

Remarks:

____________________________________________________________________________________________________________________________________________________________________________________________________

ASSESSMENT TEAM’S REPORT FORM(To be used by QEC)

REPORT CONTENTS Does the report contain primary contact person and information Y N

Does the report clearly indicate the name of the program, the college to which it reports, and the year covered by the report?

Y N

Does the report contain a summary of the assessment method (s) for outcome assessed?

Y N

Does the report contain a summary of the assessment results? Y N

Dees the report identify the group (s) who participated in the discussion of the assessment results and proposed changes?

Y N

Does the report provide specific recommendations for changes or improvements based on the assessment results?

Y N

Does he report specify who will be responsible for implementing the proposed change(s)?

Y N

Does the report identify the resources needed to implement the proposed change(s)?

Y N

ASSESSMENT TEAM REPORT FORM(To be used by QEC)

FEEDBACK ON REPORT CONTENTS COMMENTS

Assessment Methods/Results

Does the summary indicate any modifications from the method (s) outlined in the Program Assessment Plan?

Does the summary clearly identify the persons responsible and the procedures employed for data collection and analysis?

Does the summary provide specific details of the results of the assessment?

Does the summary identify the extent to which the outcomes was achieved?

Does the summary provide a description of the process used to disseminate the results and with whom they were compared?

Assessment is a Continuous Improvement

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SELF ASSESSMENT PROF. DR. AAMIR IJAZ DIRECTOR QUALITY ENHANCEMENT CELL University of the Punjab,...

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