82
Bloom’s Taxonomy Original
QA at Programme Level
83
QA at Programme Level
84
QA at Programme Level
85
Original Taxonomy
QA at Programme Level
1.0 Knowledge
1.10 Knowledge of specifics 1.11 Knowledge of terminology
1.12 Knowledge of specific facts 1.20 Knowledge of ways and means of dealing with specifics
1.21 Knowledge of conventions 1.22 Knowledge of trends and sequences
1.23 Knowledge of classifications and categories 1.24 Knowledge of criteria
1.25 Knowledge of methodology 1.30 Knowledge of universals and abstractions in a field
1.31 Knowledge of principles and generalizations 1.32 Knowledge of theories and structures
2.0 Comprehension
2.1 Translation 2.2 Interpretation
2.3 Extrapolation
3.0 Application 4.0 Analysis
4.1 Analysis of elements 4.2 Analysis of relationships
4.3 Analysis of organizational principles
5.0 Synthesis
5.1 Production of a unique communication 5.2 Production of a plan, or proposed set of
operations 5.3 Derivation of a set of abstract relations
6.0 Evaluation
6.1 Evaluation in terms of internal evidence 6.2 Judgments in terms of external criteria
86
Bloom’s Taxonomy Revised
QA at Programme Level
87
Bloom’s Taxonomy Revised
QA at Programme Level
88
QA at Programme Level
89
Original to Revised Bloom’s Taxonomy
QA at Programme Level
1. K
no w
le dg
e
1. 10
K no
w le
dg e
of sp
eci fics
1. 11
Kn ow
le dg
e of
te rmi
no lo
gy
1. 12
Kn ow
le dg
e of
sp eci
fic fa
ct s
1. 20
K no
w le
dg e
of w
ay s
an d
m ea
ns of
d ea
lin g
w ith
sp eci
fics
1. 21
Kn ow
le dg
e of
co nv
en tio
ns
1. 22
Kn ow
le dg
e of
tre nd
s an
d se
qu en
ce s
1. 23
Kn ow
le dg
e of
cl assi
fica tio
ns an
d ca
te go
rie s
1. 24
Kn ow
le dg
e of
cri te
ria
1. 25
Kn ow
le dg
e of
m et
ho do
lo gy
1. 30
Kn ow
le dg
e of
u ni
ve rsa
ls an
d ab
st ra
ct io
ns in
a fi
el d
1. 31
Kn ow
le dg
e of
p rin
ci pl
es a
nd g
en era
liz at
io ns
1. 32
Kn ow
le dg
e of
th eo
rie s
an d
st ru
ct ure
s
2.0 Comprehension
2.1 Translation 2.2 Interpretation
2.3 Extrapolation
3.0 Application 4.0 Analysis
4.1 Analysis of elements 4.2 Analysis of relationships
4.3 Analysis of organizational principles
5.0 Synthesis
5.1 Production of a unique communication 5.2 Production of a plan, or proposed set of
operations 5.3 Derivation of a set of abstract relations
6.0 Evaluation
6.1 Evaluation in terms of internal evidence 6.2 Judgments in terms of external criteria
Kn ow
le dg
e D
ime nsi
on
Cognitive Process Dimension
from a 1D Hierarchy to a 2D Table
90
Structural Changes
From a 1D Hierarchy to a 2D Table
QA at Programme Level http:oregonstate.eduinstructcoursedevmodelsidtaxonomytable
91
Changes in Emphasis
“more authentic tool for curriculum planning, instructional delivery, and assessment”
QA at Programme Level
Expected Learning
Outcomes
: at the heart of all
the 10 other Quality Assurance
Criteria
QA at Programme Level
92
Appendix 1b - Guide to writing learning outcomes
93
Second BIG word …
QA at Programme Level
94
QA at Programme Level
EVERYTHING IS ALIGNED
TO WHERE YOU WANT TO
GO -------
FITNESS FOR PURPOSE
95
QA at Programme Level
1. Are your curricula benchmarked against curricula of
the best universities in the world? 2.
What does it mean to be “world class research university” in terms of curriculum, instruction,
research and service? 3.
Are you preparing your students for the world, for ASEAN, for your country, for the specific region
within the country? 4.
Will you reserve slots exclusively for foreigners? 5.
What makes an ideal teacherprofessor in your university?
6. Are your students and faculty members engaged in
research for research’ sake? 7.
How do you achieve social transformation?
If you do not know to which port you are sailing, then there is no such thing as a favorable wind …
Seneca Jr.
QA at Programme Level
97
Aligning Stakeholders’ Needs to Learning Outcomes
QA at Programme Level
LOs University
MOE Industry
ABET ETC.
1 F
F M
F ?
2 F
M F
3 F
F F
F 4
F F
F F
5 F
P F
6 F
P 7
F F
F 8
F F
F F
?
F – Fully fulfilled M – Moderately fulfilled
P – Partially fulfilled
Aligning Learning Outcomes to Stakeholders’ Needs
QA at Programme Level
98
Aligning Programme Learning Outcomes to Graduate Profile
Graduate ProfileCompetences
LO1 LO2 LO3 LO4 LO5 LO6 LO7
1. A strong fundamental chemical engineering knowledge and the ability
to apply and integrate knowledge to identify, formulate and solve problems
of chemical engineering fields
X X
X
2. The professional skills necessary to be effective and succeed in the modern
workforce including work well in multi- disciplinary teams, the ability to design
and solve problems, and the ability to communicate effectively, and to uphold
standards of ethics and professionalism
X X
X X
X
3. The ability to engage in life-long learning by acquiring new skills and to
remain relevant in today’s fast changing environment
X X
Source: Chemical Engineering, Universitas Indonesia
QA at Programme Level
99
Source: Chemical Engineering, Universitas Indonesia
Note: The figures in the ELO column relate to: 1 Not directly related to ELO
2 Quite related to ELO 3 Related to ELO
4 Closely related to ELO 5 Specifically related to ELO
Aligning Course LO to Programme LO
QA at Programme Level
100
Aligning Lesson LO to Course LO
QA at Programme Level
101
Learning Outcomes and Constructive Alignment
102
QA at Programme Level
Elements of the Programme Specification
Process informed by: Questions to ask yourself:
Aims of the programme
What’s the purpose of the programme?
Learning Outcomes of the programme
UCE Birmingham Level Descriptors What should students
know and be able to do on completion?
QAA Subject Benchmarks Professional Body Requirements
including: Knowledge understanding
Intellectual thinking skills Practical skills subject-specific
Keytransferable skills generic
Outcomes for level attained through:
Attainment verified by:
Grades awarded according to:
Programme learning outcomes broken down by level to ensure
incremental attainment over duration of course
Module learning outcomes
Module assessment
Assessment criteria
Stakeholders’ Requirements
Constructive Alignment in Curriculum Design
103
QA at Programme Level
StandardsObjectives
AssessmentsTest
Instructional Activities and Materials
content coverage and opportunities
to learn
Source: Lori W. Anderson, “Curricular Alignment : a Re-Examination
2. Programme Specification
104
QA at Programme Level 1. The Institution is recommended to publish and communicate the programme
and course specifications for each programme it offers, and give detailed information about the programme to help stakeholders make an informed
choice about the programme. 2. Programme specification including course specifications describes the
expected learning outcomes in terms of knowledge, skills and attitudes. They help students to understand the teaching and learning methods that enable the
outcome to be achieved; the assessment methods that enable achievement to be demonstrated; and the relationship of the programme and its study
elements.
2 Programme Specification
1 2
3 4
5 6
7 2.1 The information in the programme specification is
comprehensive and up-to-date [1, 2]
2.2 The information in the course specification is
comprehensive and up-to-date [1, 2]
2.3 The programme and course specifications are
communicated and made available to the stakeholders [1, 2]
Overall opinion
Principle of Programme Specification
105
QA at Programme Level
