H1S1 Paradigma Akreditasi Internasional - PA
Paradigma Akreditasi
Internasional:
Outcomes Based Education
Dr. Pepen Arifin
Satuan Penjaminan Mutu - ITB
Workshop Nasional Strategi Meraih Akreditasi Internasional
Institut Teknologi Bandung, 18-19 April 2017
Definition (1)
• Program Educational Objectives:
Statements that describe the expected accomplishments
of graduates during the first few years after graduation
• Learning outcomes:
Statements of what a learner knows, understands and is
able to do on completion of a learning process, defined in
terms of knowledge, skills and competences.
• Knowledge:
Outcome of the assimilation of information through
learning (theoretical and / or factual knowledge) .
Definition (2)
• Skills:
• Ability to apply knowledge to complete tasks and solve
problems (cognitive skills such as logical, intuitive and
creative thinking and practical skills such as manual
dexterity and the use of methods, materials, tools and
instruments).
• Competence:
• Proven ability to use knowledge, skills and personal,
social and / or methodological abilities, in work or study
situations and in professional and / or personal
development
Steps in Program Design Based
on Learning Outcome
• Aims /general purposes/Prog. Edu. Objectives
• General competences/Academic and professional
profiles
• Learning outcome at program level (PLO)
• Program structure and module composition
• Module/course outcome
• Module contents
• Module assessment
• Monitoring, Assessment and Evaluation of learning
outcome
Program Educational Objectives
• Professional Accomplishment
• Academic Accomplishment
• General/Social Accomplishment
Program Learning Outcomes
• Professional/specialist outcomes
• Social/generic outcomes
• Communication
• Team work
• Management and leadership
• Life-long learning
• Self development
Student Outcomes (ABET-EAC)
• (a) an ability to apply knowledge of mathematics,
science, and engineering
• (b) an ability to design and conduct experiments, as
well as to analyze and interpret data
• (c) an ability to design a system, component, or
process to meet desired needs within realistic
constraints such as economic, environmental, social,
political, ethical, health and safety, manufacturability,
and sustainability
• (d) an ability to function on multidisciplinary teams
• (e) an ability to identify, formulate, and solve
engineering problems
• (f) an understanding of professional and ethical
responsibility
• (g) an ability to communicate effectively
• (h) the broad education necessary to understand the
impact of engineering solutions in a global, economic,
environmental, and societal context
• (i) a recognition of the need for, and an ability to
engage in life-long learning
• (j) a knowledge of contemporary issues
• (k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
Expected Learning Outcomes
(AUN-QA)
• The formulation of the expected learning outcomes takes into
account and reflects the vision and mission of the institution.
The vision and mission are explicit and known to staff and
students.
• The programme shows the expected learning outcomes of the
graduate. Each course and lesson should clearly be designed to
achieve its expected learning outcomes which should be aligned
to the programme expected learning outcomes.
• The programme is designed to cover both subject specific
outcomes that relate to the knowledge and skills of the subject
discipline; and generic (sometimes called transferable skills)
outcomes that relate to any and all disciplines e.g. written and
oral communication, problem-solving, information technology,
teambuilding skills, etc.
• The programme has clearly formulated the expected learning
outcomes which reflect the relevant demands and needs of the
stakeholders.
ASIIN – Example: SSC Chemistry
Specialist competences (1)
• have gained chemistry-relevant fundamental
knowledge of mathematics and the natural sciences,
• have sound knowledge of the core subjects of
chemistry including inorganic, organic and physical
chemistry, as well as of analytical chemistry,
• have gained knowledge in one or several other
special areas in the natural sciences or humanities,
• are able to carry out practical chemistry work and
have learnt how to handle chemicals independently
and safely in lab practicals,
• have knowledge of safety and environmental issues
and the legal fundamentals,
ASIIN – SSC Chemistry
Specialist competences (2)
• have gained methodological competence in
chemistry and are able to apply this in other
contexts, and
• have interdisciplinary knowledge and skills, such as
in economics, ethics or philosophy.
• obtain, interpret and evaluate data of scientific
and technical relevance, and to draw sound
conclusions, which take into account scientific,
technological and ethical findings,
• solve problems of a scientific/application-oriented
nature independently, and to present the results,
as well as pursue lifelong learning.
ASIIN – SSC Chemistry
Social competences
• are able to communicate with colleagues working in the
field as well as with the broader public, about chemistryrelated contents and problems, also in a foreign language
and on an intercultural basis,
• are aware of social and ethical responsibility in their
actions and are familiar with the professional ethical
principles and standards of chemistry,
• are able to work both alone and as a member of
international, mixed-gender groups,
• are familiar with the basic principles for conduction of
projects and able to develop appropriate leadership
responsibility and
• are prepared for entry to professional life in an industrial
or academic environment, through adequate practical
relevance of the degree program.
What do we have to do first?
• Formulate Program Educational Objectives
(PEO) alumni profile
• Ensure that PEO's are consistent with the mission
of the institution.
• Ensure that PEO's are well-stated and
measurable.
• Ensure that PEO's can be linked with the
curriculum.
• Involve constituencies in formulating the Program
Learning Outcomes (PLO’s).
• Ensure that PLO’s satisfy the ABET/ASIIN-SSC
/AUN-QA criteria
• Ensure that PLO’s are measurable
• Map PLO’s into POE's
• Map PLO’s into ABET/ASIIN-SSC/AUN-QA
criteria
• Ensure that curriculum of each program:
• achieves PLO’s
• satisfies professional component
• meets program-specific criteria (ABET/ASIIN)
What is PLO Assessment?
• PLO Assessment is a curriculum development
process that is intended as a means to improve
program success and student learning based on real
evidence.
• PDCA process
• Programs must demonstrate their graduates have
outcomes as specified
• Programs must have an assessment process with
documented results
• Evidence that the outcomes are being measured
• Evidence that the results of the assessment process
are applied to the further development and
improvement of the program
Assessment model
• Define program learning outcomes to ensure that the PEO's
will be met.
• Develop and deliver a curriculum that prepares all students to
satisfy the learning outcomes.
• Monitor/assess the program’s performance in meeting your
customers’ needs.
• Assess and review process that involves a regular evaluation of
the achievement of objectives and assessment of the student
learning outcomes.
• Continuously improve your program to meet your customers’
needs better.
• Model your assessment/review/continuous improvement
process after the best business/industry quality initiatives.
• Strive to continuously improve your program and your product
What is Assessment?
Assessment: Processes that identify, collect, and prepare
data to evaluate the achievement of PLO dan PEO.
Assessment Tools:
Quantitative:
• Examination
• Exit Survey
• Licensing Engineering in Training Exam results
Qualitative:
• Student portfolios
• Alumni Survey
• Employers Survey
Goals
• Program Educational Objectives:
• PEO's are consistent with University mission
• PEO's are evaluated
• Achievement of PEO's are quantitatively measured and
reported
• PEO's are reviewed and adjusted
• Program Learning Outcomes:
• PLO’s are consistent with PEO's and ABET/ASIIN/AUN-QA
criteria
• Achievement of PLO’s are quantitatively measured
• PLO’s are assessed, monitored, evaluated and reported
• PLO’s are reviewed and adjusted
• Program improvements are made in response to assessment
Tips and Suggestion
• Faculty involvement/engagement in assessment
activities is absolutely necessary
• Keep the process as simple as possible from a
procedural standpoint
• Avoid complex matrix mappings and redundant
assessments
• Focus on high-quality direct assessment of student
work at key points in the curriculum.
• Planning and course design with outcomes and
assessment in mind is a key to success.
• The real focus of accreditation is program and
processes continuous improvement, with a vision of
improving to satisfy stakeholders
Faculty Tasks and
Responsibilities
Prepare and maintain course portfolio:
•
•
•
•
•
•
•
•
•
•
•
Course outlines
Course Learning Objectives (CLO’s)
Contribution of Course to Meeting the Professional Component
Relationship of Course to Program Learning Outcomes
Teaching methods
Assessment method
Assessment frequency
Performance criteria
Feedback methods
Relationship to the PEO's
Relationship to the ABET/ASIIN/AUN-QA criteria
• Examples of student performance on homework, quizzes,
examinations, projects, etc…
• Evidence of operation of the feedback mechanism. Such
evidence can include, but is not limited to, graded work,
written comments made to students by the instructor, and
written comments from students.
• Results of a standard end-of-semester questionnaire that
addresses overall achievement of LO’s.
Terima Kasih
Internasional:
Outcomes Based Education
Dr. Pepen Arifin
Satuan Penjaminan Mutu - ITB
Workshop Nasional Strategi Meraih Akreditasi Internasional
Institut Teknologi Bandung, 18-19 April 2017
Definition (1)
• Program Educational Objectives:
Statements that describe the expected accomplishments
of graduates during the first few years after graduation
• Learning outcomes:
Statements of what a learner knows, understands and is
able to do on completion of a learning process, defined in
terms of knowledge, skills and competences.
• Knowledge:
Outcome of the assimilation of information through
learning (theoretical and / or factual knowledge) .
Definition (2)
• Skills:
• Ability to apply knowledge to complete tasks and solve
problems (cognitive skills such as logical, intuitive and
creative thinking and practical skills such as manual
dexterity and the use of methods, materials, tools and
instruments).
• Competence:
• Proven ability to use knowledge, skills and personal,
social and / or methodological abilities, in work or study
situations and in professional and / or personal
development
Steps in Program Design Based
on Learning Outcome
• Aims /general purposes/Prog. Edu. Objectives
• General competences/Academic and professional
profiles
• Learning outcome at program level (PLO)
• Program structure and module composition
• Module/course outcome
• Module contents
• Module assessment
• Monitoring, Assessment and Evaluation of learning
outcome
Program Educational Objectives
• Professional Accomplishment
• Academic Accomplishment
• General/Social Accomplishment
Program Learning Outcomes
• Professional/specialist outcomes
• Social/generic outcomes
• Communication
• Team work
• Management and leadership
• Life-long learning
• Self development
Student Outcomes (ABET-EAC)
• (a) an ability to apply knowledge of mathematics,
science, and engineering
• (b) an ability to design and conduct experiments, as
well as to analyze and interpret data
• (c) an ability to design a system, component, or
process to meet desired needs within realistic
constraints such as economic, environmental, social,
political, ethical, health and safety, manufacturability,
and sustainability
• (d) an ability to function on multidisciplinary teams
• (e) an ability to identify, formulate, and solve
engineering problems
• (f) an understanding of professional and ethical
responsibility
• (g) an ability to communicate effectively
• (h) the broad education necessary to understand the
impact of engineering solutions in a global, economic,
environmental, and societal context
• (i) a recognition of the need for, and an ability to
engage in life-long learning
• (j) a knowledge of contemporary issues
• (k) an ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
Expected Learning Outcomes
(AUN-QA)
• The formulation of the expected learning outcomes takes into
account and reflects the vision and mission of the institution.
The vision and mission are explicit and known to staff and
students.
• The programme shows the expected learning outcomes of the
graduate. Each course and lesson should clearly be designed to
achieve its expected learning outcomes which should be aligned
to the programme expected learning outcomes.
• The programme is designed to cover both subject specific
outcomes that relate to the knowledge and skills of the subject
discipline; and generic (sometimes called transferable skills)
outcomes that relate to any and all disciplines e.g. written and
oral communication, problem-solving, information technology,
teambuilding skills, etc.
• The programme has clearly formulated the expected learning
outcomes which reflect the relevant demands and needs of the
stakeholders.
ASIIN – Example: SSC Chemistry
Specialist competences (1)
• have gained chemistry-relevant fundamental
knowledge of mathematics and the natural sciences,
• have sound knowledge of the core subjects of
chemistry including inorganic, organic and physical
chemistry, as well as of analytical chemistry,
• have gained knowledge in one or several other
special areas in the natural sciences or humanities,
• are able to carry out practical chemistry work and
have learnt how to handle chemicals independently
and safely in lab practicals,
• have knowledge of safety and environmental issues
and the legal fundamentals,
ASIIN – SSC Chemistry
Specialist competences (2)
• have gained methodological competence in
chemistry and are able to apply this in other
contexts, and
• have interdisciplinary knowledge and skills, such as
in economics, ethics or philosophy.
• obtain, interpret and evaluate data of scientific
and technical relevance, and to draw sound
conclusions, which take into account scientific,
technological and ethical findings,
• solve problems of a scientific/application-oriented
nature independently, and to present the results,
as well as pursue lifelong learning.
ASIIN – SSC Chemistry
Social competences
• are able to communicate with colleagues working in the
field as well as with the broader public, about chemistryrelated contents and problems, also in a foreign language
and on an intercultural basis,
• are aware of social and ethical responsibility in their
actions and are familiar with the professional ethical
principles and standards of chemistry,
• are able to work both alone and as a member of
international, mixed-gender groups,
• are familiar with the basic principles for conduction of
projects and able to develop appropriate leadership
responsibility and
• are prepared for entry to professional life in an industrial
or academic environment, through adequate practical
relevance of the degree program.
What do we have to do first?
• Formulate Program Educational Objectives
(PEO) alumni profile
• Ensure that PEO's are consistent with the mission
of the institution.
• Ensure that PEO's are well-stated and
measurable.
• Ensure that PEO's can be linked with the
curriculum.
• Involve constituencies in formulating the Program
Learning Outcomes (PLO’s).
• Ensure that PLO’s satisfy the ABET/ASIIN-SSC
/AUN-QA criteria
• Ensure that PLO’s are measurable
• Map PLO’s into POE's
• Map PLO’s into ABET/ASIIN-SSC/AUN-QA
criteria
• Ensure that curriculum of each program:
• achieves PLO’s
• satisfies professional component
• meets program-specific criteria (ABET/ASIIN)
What is PLO Assessment?
• PLO Assessment is a curriculum development
process that is intended as a means to improve
program success and student learning based on real
evidence.
• PDCA process
• Programs must demonstrate their graduates have
outcomes as specified
• Programs must have an assessment process with
documented results
• Evidence that the outcomes are being measured
• Evidence that the results of the assessment process
are applied to the further development and
improvement of the program
Assessment model
• Define program learning outcomes to ensure that the PEO's
will be met.
• Develop and deliver a curriculum that prepares all students to
satisfy the learning outcomes.
• Monitor/assess the program’s performance in meeting your
customers’ needs.
• Assess and review process that involves a regular evaluation of
the achievement of objectives and assessment of the student
learning outcomes.
• Continuously improve your program to meet your customers’
needs better.
• Model your assessment/review/continuous improvement
process after the best business/industry quality initiatives.
• Strive to continuously improve your program and your product
What is Assessment?
Assessment: Processes that identify, collect, and prepare
data to evaluate the achievement of PLO dan PEO.
Assessment Tools:
Quantitative:
• Examination
• Exit Survey
• Licensing Engineering in Training Exam results
Qualitative:
• Student portfolios
• Alumni Survey
• Employers Survey
Goals
• Program Educational Objectives:
• PEO's are consistent with University mission
• PEO's are evaluated
• Achievement of PEO's are quantitatively measured and
reported
• PEO's are reviewed and adjusted
• Program Learning Outcomes:
• PLO’s are consistent with PEO's and ABET/ASIIN/AUN-QA
criteria
• Achievement of PLO’s are quantitatively measured
• PLO’s are assessed, monitored, evaluated and reported
• PLO’s are reviewed and adjusted
• Program improvements are made in response to assessment
Tips and Suggestion
• Faculty involvement/engagement in assessment
activities is absolutely necessary
• Keep the process as simple as possible from a
procedural standpoint
• Avoid complex matrix mappings and redundant
assessments
• Focus on high-quality direct assessment of student
work at key points in the curriculum.
• Planning and course design with outcomes and
assessment in mind is a key to success.
• The real focus of accreditation is program and
processes continuous improvement, with a vision of
improving to satisfy stakeholders
Faculty Tasks and
Responsibilities
Prepare and maintain course portfolio:
•
•
•
•
•
•
•
•
•
•
•
Course outlines
Course Learning Objectives (CLO’s)
Contribution of Course to Meeting the Professional Component
Relationship of Course to Program Learning Outcomes
Teaching methods
Assessment method
Assessment frequency
Performance criteria
Feedback methods
Relationship to the PEO's
Relationship to the ABET/ASIIN/AUN-QA criteria
• Examples of student performance on homework, quizzes,
examinations, projects, etc…
• Evidence of operation of the feedback mechanism. Such
evidence can include, but is not limited to, graded work,
written comments made to students by the instructor, and
written comments from students.
• Results of a standard end-of-semester questionnaire that
addresses overall achievement of LO’s.
Terima Kasih