ROADSHOW MQA 2008 : KOD AMALAN AKREDITASI PROGRAM(CODE OF PRACTICE FOR PROGRMME ACCREDITATION, COPPA)
16 OKTOBER 2008 – 13 NOVEMBER 2008
SESI 2 : KERTAS 2
SECTION 2 : GUIDELINES ON CRITERIA AND STANDARDS FOR PROGRAM
ACCREDITATION(AREA 1, 2, 3 AND 8)
OUTLINE
What is COPPA?THE STANDARD – Benchmarked and EnhancedGUIDELINES ON THE STANDARDS AND CRITERIA FOR NINE AREAS OF EVALUATION FOR PROGRAMME ACCREDITATION
1. Vision, Mission, Educational Goals and Learning Outcomes
2. Curriculum Design and Delivery3. Assessment of Students4. Student Selection and Support Services5. Academic Staff6. Educational Resources7. Programme Monitoring and Review8. Leadership , Governance and Administration 9. Continual Quality Improvement
WHAT IS COPPA
It is Code of Practice dedicated to quality assurance of programmes using the nine areas of evaluation to assist
HEPs attain at least benchmarked standard for obtaining accreditation and continuously improve the quality
of the programme
AREA 1-VISION, MISSION, EDUATION GOALS AND LEARNING OUTCOMES
Area 1 – has 7 benchmarked standards and 4 enhanced standard
guides the higher education provider (HEP) in its academic planning and implementation and
produce graduates through :
- the provision of knowledge, skills, a quest for life long learning, and inculcation of value, and
- nurturing of the ability to analyse and solve problems and
- consideration of other relevant issues
AREA 1.1 : Statement of Programme Aims and Objective
Must be made knpwn to
stakeholders
Should periodically reviewed in
consultation with a wide range of stakeholder
Should encompass
qualities in areas of expertise/
specialisation
Must be develped in consultation with principal stakeholders
Must be consistent with and supportive of HEPs Vision
& Mission
Must be devveloped in consultation with principal stakeholders
Must reflect key elements of outcomes of
hidher education
PROGRAMME AISM,
OBJECTIVES & LEARNING
OUTCOMES
AREA 1.2 : Learning Outcomes
Must show how the student is able to demonstrate the
learning outcomes via assessments
The Programme must define the competencies
students should demonstrate upon
completion of a programme
The Programmes should specify the link between competencies expected
upon completion and those required after
completion of studies
The Programme must show how the component
modules contributes to fulfilment of programme
learning outcomes
LEARNING OUTCOMES
AREA 2 : CURRICULUM DESIGN AND DELIVERY
AREA 2 is on curriculum design and delivery (used interchangeably with programme design and delivery)
It has 19 benchmarked standard and 11 enhances standard. It is divided into 5 subsections:
academic autonomy;programme design & teaching and learning methods;curriculum content and structure;management of the programme; andlinkage with external stakeholders
AREA 2.1 ACADEMIC AUTONOMY
Sufficient autonomy must be given to :
* design the curriculum and to allocate resource for implementation
* also cover (where applicable) programmes franchised to, or from, other HEPs in line with national policies
* the academic staff to focus on areas of this expertise
The department should :
* Have clear policy on conflict of interest
* Continually expand its boundary of academic autonomy and reflect its intellectual maturity
Area 2.2 – Programme Design & Teaching – Learning (T-L) Methods
• The Department must its defined process for curriculum establishment, review and evaluation
• The Process must involve department’s academic & administrative staff
• The Programme must only be considered after a needs assessment
• Must be considered only after resources to support in identified
• The Programme Content, approach & T-L Methods must be appropriate, consistent, and support the achievement of programme learning outcomes
• Teaching-learning methods
¯ There must be variety to achieve the eight domains of learning outcomes
• The Curriculum should encourage multi-disciplinary approaches to enhance personal development of students
• The needs analysis should involve external sources feedback
• Co-curricular activities should be there to enrich student experience
Area 2.3 – Curriculum Content & Structure
The programme must
• Incorporate core subject matters essential for understanding concepts, principle and methods that support programme outcomes
• Fulfil the discipline requirements by recognising appropriate standards and international best practice
• Be periodically reviewed to keep abreast of developments of the discipline and for needs of society
The Department should establish mechanisms
• To access to real time information through use of technology and global networking to identify up to date topics of importance for inclusion in the curriculum and its delivery
Area 2.4 – Management of the Programme
The Student
The Students must :Be provided with the most current information of programme aims, out-line, learning outcomes and assessment methods
The Programme Team
The Programme must :Have a coordinator and a team of appropriate staffHave authority and established proceduresBe given adequate resourcesFor implementation and evaluation for quality improvement
The Programme Team
The Programme Content & Delivery must :
be regularly reviewed and evaluated and its results utilised to assure quality (must involve) external examiners – for MQF level 6 and above)
Area 2.4 – Management of the Programme - cont
The Department
Must provide the students a conducive learning environment where scholarly and creative achievements are nurtured
The Programme Team
Should be developed, supported and evaluatedBe done in consultation with principal stakeholders and Review and evaluation involve external expertise nationally and nationally and internationally
Area 2.5 – Linkages with External Stakeholders
The Department must have linkages with all levels of stakeholders outside the department – for the purpose of curriculum development- planning, implementation and review
The Programme team should obtain feedback from employers for curriculum improvement, student placement, training and workplace exposure
Students should be given the opportunity to develop linkages with external stakeholders
AREA 3 : ASSESSMENT OF STUDENTS
AREA 3 is on assessment of students and has 11 benchmarked standard and 5 enhanced standards
It is a crucial aspect of quality assurance and
One of the most important measures to show the achievement of learning outcomes
Area 3.1 – Relationship between Assessment and Learning
Assessment
Must provide the students a conducive learning environment where scholarly and creative achievements are nurtured
Assessment & Learning Outcomes
The link between assessment and learning outcomes should be reviewed periodically to ensure its effectiveness
• Must be there to ensure validity, reliability, consistency and fairness of assessment method
• Must be summative and formative
• A variety of methods and tools must be used to assess learning outcomes
• Must be documented and communicated to students on commencement of the programme
Area 3.2 – Assessment Methods
Frequency methods, &
criteria of student assessment
Assessment
Mechanisms
• Should be done in consultation with external experts, both local and internationl
• Should be comparable to international best practices
• Must be reviewed periodically
Area 3.2 – Assessment Methods - cont
Assessment System
Methods of Assessment
Review of Assessment
System
Area 3.3 – Management of Student Assessment
Student assessment
result
Student assessment
methods
• Must follow established procedures and regulations changes must be communicated prior to implementation
Mechanism
• Must be communicated within reasonable time
• Must be to ensure security of assessment document and records
Mechanism
• Policies and practices must be publicised
• Should be there to evaluate and improve the student assessment management – formal certification of the processes
• Should have sufficient autonomy in management of student assessment
Area 3.3 – Management of Student Assessment
The department and it academic
staff
Independent external scrutiny
AREA 8 – LEADERSHIP, GOVERNANCE AND ADMINISTRATION
Area 8 in on leadership, governance and administration. It has 11 benchmarked standard and 6 Enhanced Standard
There are many ways of administration and it may differ from one HEP to another but Governance that reflects as academic organization must emphasise excellence and scholarship
At the department level it is crucial this leadership provides
clear guidelines and directionbuilds relationship,forges partnership anddedicates itself to academic and scholarly activities
* Must be established for programmes conducted in geographically separated campuses
(functional integration & comparability of quality)
• Must clarity – governance structures and functions, the relationship within them and – impact on the programme and it must be communicated to all parties involved – based on the set principles
• Board must be an active policy making body with an adequate degree of autonomy
• Must be consistent with the statement of purpose of the HEP
Area 8.1 – Governance
The Department’s policies and practices
The Department
Review of Assessment System
• Should reflect the representation and participation of academic staff, students and other stakeholders
Should have a committee system responsible for programmes that consider
–internal and external consultation,
–feedback,
–market needs analysis and
–employability projections
Area 8.1 – Governance - cont
The Department
The Governance Principles
• Must be in place to allow communication between programme and HEP leadership on
– staff recruitment and training
– student admission,
– allocation of resources
• Must be held by those with appropriate qualification and experience and with sufficient authority for curriculum design, delivery and review
• Of academic leadership must be clearly stated
Area 8.2 – Academic Leadership of the Programme
Criteria for Appointment and responsibilities
The Academic Leadership
Mechanisms and Processes
• Should be evaluation at defined intervals with respect to performance of the staff.
• Should be responsible for creating a conducive environment to generate innovation and creativity
Area 8.2 – Academic Leadership of the Programme - cont
The Academic Leadership
Should have an advanced administrative and management staff training scheme
• Must conduct regular performance review of academic and management staff
• Must be appropriate and sufficient
– To support programme implementation
– To ensure good management and deployment of resources
Area 8.3 – Administrative and Management Staff
Administrative Staff of The Department
The Department
The Department
Should continuously review policies on security of record and safety systems
• Must implement HEP policies on right of individual privacy and confidentiality of records
• Must be consistent with that of the HEP concerning students and academic staff record
Area 8.4 – Academic Records
The Department Policies and Practices
The Department
The Department
Next Session on Section 2 will touch on the following areas :
Student Selection and Support Services
Academic Staff
Education Resources
Programme Monitoring and Review
Continual Quality Improvement