Professional Documents
Culture Documents
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 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
Quality Audit
Quality Assessment
Quality Transformation
A sustainable quality assurance programme enhances employment opportunities Improves the education and training of future employees harnesses 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
What is Assessment?
Assessment 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.
Self Assessment
Self-assessment is an important tool for quality assurance and provides feedback for the management to initiate action plans for improvement The objectives of self assessment are to:
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
Faculty Involvement
Academic Program Assessment, to be most effective requires 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 all the relevant criteria and standards as stipulated in the Self Assessment Manual(SAM), in coordination with the members of Quality Enhancement Cell (QEC)
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Desired Qualities of PT
Commitment to the principles of quality in higher education and the policies set by the Higher Education Commission of Pakistan, 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
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2 3 4 5
Department forms Program teams, who will be responsible for preparing and generating Self Assessment Report (SAR)
If SAR is declared complete by QEC it moves to next step, other wise it goes back to step 2
Vice Chancellor forms Assessment Team in consultation with and recommendation of QEC
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QCs
Assessment Team joins here
This all is given in SAM. Therefore reading SAM with an understanding and application approach will make the SAR generating process, easy and smooth.
Corrective Measures
(3)
(3) (5)
QC6:Faculty
QC7: Institutional Facilities QC8:Institutional Support
(3)
(3) (3)
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 remove deficiencies.
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
Group Activity # 1:
Instructions:
45 minutes
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 earlier 3. The groups should select from the following disciplines Science and Technology, Arts and Social Sciences, Health Sciences, Engineering, Languages etc 4. The group members will identify the group leader and present the mission statements
Program outcomes
Course outcomes Unit outcomes Lesson outcomes
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 it was measured and improvements identified and made
Guides the learner, helps his/her focus on what needs to be learned, and sets priorities.
Shows the learner what behaviours are valued. Focuses and organizes the instructor. Creates the learners basis for self-assessment.
Learning Objectives
1. A measurable verb
(Mager,1975)
2.
The condition
3.
C = Conditions (upon completion of the program, at the end of the semester, given a calculator)
Under what circumstances is the behavior to be performed?
Benjamin Blooms Taxonomy has been around since the mid-1950s. His structure for thinking behaviors provides a nice stair-step approach to thinking about the levels of learning.
Synthesis
Taking what is known and has been applied and using it in different ways.
Assessing what has been applied and providing feedback on how the task is completed.
Evaluation
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Knowledge
Comprehension Application Analysis
Synthesis
Evaluation
Group Activity # 2
Instructions:
Time: 1 hour
1. Arrange yourselves in five groups (3 members in each group) 2. Develop a programme objectives keeping into account the Blooms Taxonomy and the level of Cognitive domain. 3. The groups should select from the following disciplines Science and Technology, Arts and Social Sciences, Health Sciences, Engineering, Languages etc 4. The group members will identify the group leader and present the programme objectives
Program Outcome
A program outcome is a specific, measurable, statement of what a student should know, be able to do, or value when they complete a program, course or sequence of courses / experiences / activities.
Characteristics
Learning outcomes are what result from a learning process. They are specific measurable achievements and are stated as achievements of students These should specify the minimum acceptable standard for a student to be able to pass a programme or course
Clearly stated outcomes can help Students understand what is expected of them Teachers focus on precisely what they want the students to achieve
Group Activity # 3
Instructions:
Time: 1 hour
1. Arrange yourselves in five groups (3 members in each group) 2. Develop a programme learning outcomes keeping into account the Blooms Taxonomy, learning process and the level of Cognitive domain. 3. The groups should select from the following disciplines Science and Technology, Arts and Social Sciences, Health Sciences, Engineering, Languages etc 4. The group members will identify the group leader and present the programme learning outcomes.
Any Questions