H1S5 AUN-QA asesmen Outcome - SH, SB

AUN-QA in a nut shell

Satria Bijaksana & Suprijadi Harijono

AUN QA Assessors

Institut Teknologi Bandung

What’s in Your Training Package

• Participant

’

s handout

• Guide to AUN-QA Assessment at Programme

Level, Version 3

• Guidelines for AUN Quality Assessment and

Assessors, Version 2

• Appendices (resources, samples and templates)

• Soft copy of the appendices

Workshop Outline

Day 1

Topic

1.00pm – 2.30pm

• Introduction to AUN-QA Framework

• PDCA Approach to Self-assessment at programme

level

2.30pm – 3.30pm

• AUN-QA Criteria at Programme Level (Criterion

1-3)

3.30pm - 5.00pm

• Exercise on Expected Learning Outcomes and

Curriculum Mapping

Day 2

Topic

1.00 pm - 2.30pm

• AUN-QA Criteria at Programme Level (Criterion

4-11)

2.30pm – 3.30pm

• AUN-QA Assessment Processes

3.30pm – 4.15pm

• Discussion

Introduction

• Quality Assurance in Higher Education

• Overview of AUN-QA Framework

What is Quality?

QA in Higher Education

Quality

University

Students/

Graduates

Govt.

Bodies

Employers

Faculty

Members

Quality in Higher Education

Excellence:

The view of academia

Fitness for purpose: The view of external

assessors aiming for improvement Threshold:

The view of accreditors _{The view of students}Value added:

Value for money: The view taxpayers and

governments Client

satisfaction: The view of students

and employers

Quality in Higher Education

Quality in higher education is a multi-dimensional

concept, which should embrace all its functions, and

activities: teaching and academic programmes, research

and scholarship, staffing, students, buildings, facilities,

equipment, services to the community and the academic

environment. Internal self-evaluation and external review,

conducted openly by independent specialists, if possible

with international expertise, are vital for enhancing quality.

Source: The World Declaration on Higher Education for the Twenty First Century: Vision and Action (October 1998), Article 11, Quality Evaluation.

What is Quality Assurance (QA)?

Quality assurance can be described as the systematic,

structured and continuous attention to quality in terms of

maintaining and improving quality.

Source: The Regional Report of Asia and the Pacific (UNESCO, 2003b)

Quality assurance in higher education can be defined as

systematic management and assessment procedures to

monitor performance of higher education institutions.

AUN-QA Framework

AUN-QA Framework

Strategic

QA

(Institutional)

Systemic QA

(Internal QA System)

Functional QA

(Education, Research and

Service)

Institutional QA

Assessment

commencing

Jan 2017

Programme QA

Assessment since

2007

AUN-QA at Institutional Level

(2

nd

_Version)

AUN-QA Framework

PDCA Principle

• Implement

QA

plan/system

• Implement

QA

plan/system

• Monitor and

evaluate QA

plan/system

• Monitor and

evaluate QA

plan/system

• Establish

QA

plan/system

• Establish

QA

plan/system

• Improve QA

plan/system

• Improve QA

plan/system

Act

Plan

Do

Check

AUN-QA at Programme Level

Version 0

Version 1

2007 – 2010

18 Criteria

Version 2

2011 – 2016

15 Criteria

Version 3

2016/17

onwards

11 Criteria

AUN-QA at Programme Level

1st Version 2nd Version 3rd Version

1. Goals and Objectives;

Expected Learning Outcomes 1. Expected Learning Outcomes 1. Expected Learning Outcomes

2. Programme Specification 2. Programme Specification 2. Programme Specification 3. Programme Content 3. Programme Structure and

Content 3. Programme Structure and Content 4. Programme Organisation

5. Didactic Concept and

Teaching/Learning Strategy 4. Teaching and Learning Strategy 4. Teaching and Learning Approach 6. Student Assessment 5. Student Assessment 5. Student Assessment 7. Staff Quality 6. Academic Staff Quality 6. Academic Staff Quality 8. Quality of Support Staff 7. Support Staff Quality 7. Support Staff Quality 9. Student Quality 8. Student Quality 8. Student Quality and

Support 10. Student Advice and Support 9. Student Advice and Support

11. Facilities and Infrastructure 10. Facilities and Infrastructure 9. Facilities and Infrastructure 12. Quality Assurance of

Teaching/Learning Process 11. Quality Assurance of Teaching and Learning Process 10. Quality Enhancement 13. Student Evaluation

14. Curriculum Design

15. Staff Development Activities 12. Staff Development Activities 6. Academic Staff Quality 7. Support Staff Quality 16. Feedback Stakeholders 13. Stakeholders Feedback 10. Quality Enhancement

17. Output 14. Output 11. Output

AUN-QA at Programme Level

(3

rd

_Version)

Stakeholders’ Needs

Quality Assurance and (Inter)national benchmarking

Programme Specification

Programme Structure &

Content AssessmentStudent

Academic Staff

Quality Support Staff _Quality Student Quality & _{Support Infrastructure}Facilities &

Quality Enhancement Output Expected Learning Outcomes A c h i e v e m e n t s Teaching & Learning

Approach

Criterion

Sub-criterion

Checklist

1. Expected Learning Outcomes

₄

₃

2. Programme Specification

₂

₃

3. Programme Structure and Content

₆

₃

4. Teaching and Learning Approach

₆

₃

5. Student Assessment

₈

₅

6. Academic Staff Quality

₁₀

₇

7. Support Staff Quality

₅

₅

8. Student Quality and Support

₅

₅

9. Facilities and Infrastructure

₇

₅

10. Quality Enhancement

₆

₆

11. Output

₃

₅

AUN-QA at Programme Level

(3

rd

_Version)

• Towards a principles-based

framework

• Reduced overlapping and ambiguity

• From 15 to 11 AUN-QA criteria

• 3

rd

_{version is effective from January}

2017.

Guide to AUN-QA Assessment at

Programme Level (3

rd

_Version)

Guide to AUN-QA Assessment at

Guide to AUN-QA Assessment at

Programme Level (3

rd

_Version)

Adapted from source: “Principles-based accreditation: the way forward?” by Lindsay H Heywood

Characteristics

Principles-Based

Rules-Based

View of Quality System Integrated & Systemic

Standalone & Ad-hoc

Focus

Improvement

Compliance

Feedback

Formative

Summative

Improvement Objective Continuous & Contextualisation Static & Standardisation

Reference

Framework & Non-Prescriptive

Standards &

Prescriptive

Assessors

Skilled Peers

Technical Experts

Assessment Climate

Mutual Respect & Trust

Fearful and Suspicious

Motivation for

Assessment

Intrinsic

Extrinsic

Methodology

Assessment or Evaluation

Audit

Guide to AUN-QA Assessment at

The process by which a third party evaluates the quality of an education

institution or programme in order to formally recognise it as having met

certain pre

‐

determined minimal criteria or standards.

The process of the systematic gathering, quantifying, and using of

information in view of judging the QA effectiveness of an education institution

or programme.

The process of reviewing an institution or a programme that is primarily

focused on its accountability, and determining if the stated requirements are

met.

The general process of a systematic and critical analysis leading to

judgments and recommendations of an education institution or programme.

Accreditation, Assessment, Audit and

Evaluation

Accreditation (for the purpose of recognition)

Assessment (for the purpose of improving the effectiveness of

QA system)

Audit (for the purpose of compliance)

Evaluation (for the purpose of improvement)

Accreditation, Assessment, Audit and

Evaluation

AUN-QA Assessment (for the purpose of

improving the effectiveness of QA system)

• Non-prescriptive

• Recommend areas for improvement rather

than mandating solutions

• Contextualised rather than standardised

QA practices

AUN-QA Competency Model

Rationale for QA

• Quality graduates

• Labour market expectations

• Internationalisation of profession and globalisation

• Consumer protection

• From elite university to Institute of mass higher education

• Pressure to meet society

’

s needs

• Increasing importance of quality in higher education

• Student exchange and international cooperation

AUN-QA Assessment Results (by Ratings)

Rationale for AUN-QA

PDCA Approach to

Self-assessment at Programme Level

Plan

• Communicate intent

• Organise team • Develop plan

• Understand AUN-QA criteria & process

Do

• Self-assessment •Collect data & evidences

• Close gaps • Write SAR • Review SAR

Check

• Verify SAR • Gather feedback

Act

• Improve QA • Finalise SAR • Communicate SAR • Get ready

Communicate Intent

• Engage stakeholders

• Objective and scope

• Plan

• Stakeholders roles and involvement

• Set expectations and climate

• Start of change management

Organise Team

• Structure and Roles



System criteria



Related criteria



Random criteria

• Size



Main and sub-groups

• Ownership

• Subject matter experts including English language

proficiency

• Capability and availability

Leader

Requirements

(Criterion 1 to 5)

(Criterion 6 to 9)

Input

Quality

Enhancement

(Criterion 10)

Output

(Criterion 11)

Facilitator

Structure and Roles

System Criteria

Leader

Programme

(Criterion 1, 2, 3,

10)

Teaching & Learning

and Student

Assessment

(Criterion 4, 5, 10)

Resources

(Criterion 6, 7, 8, 9,

10)

Output

(Criterion 10, 11)

Facilitator

Structure and Roles

Leader

Criterion 1, 2, 3

Criterion 4, 5

Criterion 6, 7, 8

Criterion 9, 10 ,

11

Facilitator

Structure and Roles

Random Criteria

Key Roles & Responsibilities (example)

Leader Responsibilities

Dean • Link between faculty, QA Office and university administration Head of Academic

Affair of the Faculty • Link between department, Dean and QA office• Link between faculty and data center

Head of Department • Provide leadership

• Link between Dean, Academic Affair and Team Head of Team • Lead team

• Develop plan

• Assign and review task

• Divide team structure and roles

• Link between members with data center • Collate and edit SAR

Define Key Roles & Responsibilities (example)

Key Role Responsibilities

Facilitator (QA Office) • Provide leadership

• Guide internal assessors • Guide SAR team

• Train internal assessors • Train SAR team

• Encourage and motivate SAR team • Review SAR

• Link between faculty and university Facilitator (Faculty) • Guide SAR team

• Encourage and motivate SAR team • Review SAR

Member (Department) • Gather and organize information • Write SAR

Structure and Roles

Develop Plan

Activity/Month 1 2 3 4 5 6 7 8 9 1

0 11 12 Deadline Assigned to Status

P L A N Communicate Intent Organise Team Develop Plan

Understand AUN QA criteria and process

D

O Self-assessment

Collect data & evidences Close gaps Write SAR Review SAR Verify SAR Gather Feedback A C T Improve QA Finalise SAR Communicate SAR C H E C K

Understand AUN QA Criteria and

Process

• Obtain copy of the AUN-QA manual

• Educate stakeholders

• Organise training for relevant stakeholders

• Seek clarifications with internal and external

experts

Stakeholders’ Needs

Quality Assurance and (Inter)national benchmarking

Programme Specification

Programme Structure &

Content AssessmentStudent

Academic Staff

Quality Support Staff _Quality Student Quality & _{Support Infrastructure}Facilities &

Quality Enhancement Output Expected Learning Outcomes A c h i e v e m e n t s Teaching & Learning

Approach

AUN-QA at Programme Level

(3

rd

_Version)

YOU MUST BE CLEAR

ABOUT WHERE YOU WANT

TO GO! ---

FITNESS OF PURPOSE

Stakeholders’ Needs

Quality Assurance and (Inter)national benchmarking

Programme Specification

Programme Structure &

Content AssessmentStudent

Academic Staff

Quality Support Staff _Quality Student Quality & _{Support Infrastructure}Facilities &

Quality Enhancement Output Expected Learning Outcomes A c h i e v e m e n t s Teaching & Learning

Approach

AUN-QA at Programme Level

(3

rd

_Version)

AUN-QA at Programme Level

QA at Programme Level

The 11 Criteria

It all starts from the very beginning :

If you do not know where you are going, then

every road you take will lead you there.

QA at Programme Level

EVERYTHING IS ALIGNED

TO WHERE YOU WANT TO

Stakeholders’ Needs

Quality Assurance and (Inter)national benchmarking

Programme Specification

Programme Structure &

Content AssessmentStudent

Academic Staff

Quality Support Staff _Quality Student Quality & _{Support Infrastructure}Facilities &

Quality Enhancement Output Expected Learning Outcomes A c h i e v e m e n t s Teaching & Learning

Approach

AUN-QA at Programme Level

(3

rd

_Version)

1 Expected Learning Outcomes 1 2 3 4 5 6 7 1.1 The expected learning outcomes have been clearly

formulated and aligned with the vision and mission of the university [1,2]

1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes [3]

1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders [4]

Overall opinion

1. 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.

2. 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.

3. 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, oral, problem-solving, information technology, teambuilding skills, etc.

4. The programme has clearly formulated the expected learning outcomes which reflect the relevant demands and

needs of the stakeholders.

1. Expected Learning Outcomes

To meet

Requirements

Content

To write

Checklist

Context

QA at Programme Level

Diagnostic Questions

What is the purpose of the study programme? What are the expected learning outcomes?

How are the expected learning outcomes formulated?

Do the learning outcomes reflect the vision and mission of the university, faculty or department?

1. Expected Learning Outcomes

1. 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.

2. 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.

3. 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.

4. The programme has clearly formulated the expected learning outcomes which reflect the relevant demands and needs of the stakeholders.

1 Expected Learning Outcomes 1 2 3 4 5 6 7

1.1 The expected learning outcomes have been clearly formulated and aligned with the vision and mission of the university [1,2]

1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes [3]

1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders [4]

Outcome-based Education (OBE)

OBE can be defined as “defining, organising,

focusing, and directing all aspects of a curriculum

on the things we want all learners to demonstrate

successfully when they complete the programme”

The High Success Network (1992)

Source: Dr. Andres Winston C. Oreta, Professor in Civil Engineering, De La Salle University-Manila at http://digitalstructures.blogspot.sg/2012/01/outcomes-based-education-as-i-see-it.html

Outcome-based Education (OBE)

Key concepts and Principles of OBE

• Focus on learning outcomes

• Backwards curriculum design

• Create learning opportunities

• Constructive alignment (assessment –

learning activities – learning outcomes)

Learning Outcomes

Aim

Learning Outcome

Goals, Aims and Objectives?

• Typically teacher-centric

“The aim of the programme is to provide a broad

training on the different aspects of setting-up a

family-owned business in Cambodia”.

• May have aims and objectives that are not

referring to students

“The degree programme is designed to be the

benchmark programme in the country, at par with

the best programmes in the World”

Goals, Aims and Objectives?

• May refer to non-observable, non-measurable

effects on students

“The objective of the course is to instill pride and

love for country among students”

• May refer to skills and traits that are difficult to

assess

“The module is designed to prepare students for

the 21

st

_{century world”.}

The shift to (Expected) Learning

Outcomes …..

meant to ensure that aims, goals, and

objectives are translated into

observable

and

measurable

results that

can be demonstrated

and

assessed

.

“To introduce outcomes-based education to

participants”.

“Participants would understand the impacts of

outcomes-based education on curriculum design and

revision”.

At the end of the course, students will be able to apply

knowledge of mathematics and science to solve

real-world engineering problems systematically”.

Aim

is a broad general statement of the teaching

Intention. It is written from the teacher’s point of view

to indicate the general content and direction of

learning.

QA at Programme Level

Objective

(or goal) is a specific statement of

teaching intention. It indicates one of the specific

areas that the teacher intends to cover in a block of

learning.

Learning Outcomes :

working definition

Learning Outcomes

are

carefully written

statements of what a learner is expected to be

able to demonstrate after completion of a

learning activity”

… after completion of a session, a course, a module,

or an entire programme of study

.

Example : By the end of the course, the student will

be able to

o

solve

(verb)

o

non-linear equations with at least 3 unknowns

(object/noun)

o

to systematically solve real-world engineering problems

(context)

Learning Outcomes

begin with an active verb,

the object of the verb (a noun), followed by a

phrase that gives the context.

Aim/Goal:

to introduce students to modes of satiric writing in

the eighteenth century.

Objectives:

to familiarize students with a number of

substantive eighteenth century texts. Students will be trained

in the close reading of language and its relation to literary form.

Learning Outcome:

By the end of the course, the student is

able

to analyze the relationship between the language of satire

to the literary form

by the close examination of a selected

number of eighteenth-century texts in a written essay.

Learning Outcomes :

example

Aim/Goal:

to explain the biochemical basis of drug design

and development.

Objective:

to demonstrate to students the application of

molecular graphics to drug design.

Learning Outcome:

By the end of the course, the student

is able

to apply molecular graphics tools in the design of

drugs

to illustrate general and specific cases via

computer-based presentations.

Writing learning outcomes

examples, examples, examples ….

Rewrite :

The student understands proper

dental hygiene

The student is able to :

o

identify the active ingredient in toothpaste

o

explain why teeth should be cleaned at

least twice per day

o

describe how poor dental hygiene can

lead to poor overall health

The student understands why there are seasons.

The student understands why there are seasons.

Student is able to :

explain the relationship between the tilt of the

Earth and its distance to the sun on the changing

of the seasons.

Students will be familiar with the major theories of

the discipline

Students will be familiar with withdrawal, smoothing,

forcing, compromising, and problem solving in

conflict-resolution

Students will be familiar with the major theories of

the discipline

Students will be familiar with withdrawal, smoothing,

forcing, compromising, and problem solving in

conflict-resolution

Students would be able to :

o

summarize the five major approaches to conflict resolution:

withdrawal, smoothing, forcing, compromising, and problem

solving

o

defend a chosen conflict-resolution approach appropriate

for a given situation

Students will be familiar with withdrawal, smoothing, forcing,

compromising, and problem solving in conflict-resolution

Tips on writing learning outcomes

(form)

• Begin each learning outcome with an action verb,

followed by the object of the verb, followed by a

phrase that gives the context.

• Use only one verb per learning outcome.

• Avoid vague terms like

know

,

understand

,

learn

,

be

familiar with

,

be exposed to

,

be acquainted with

, and

be aware of.

• Avoid complicated sentences. If necessary use more

than one sentence to ensure clarity.

Tips on writing learning outcomes

(substance)

• Ensure that the learning outcomes of the module

relate to the overall outcomes of the programme.

• The learning outcomes must be observable and

measurable.

• Ensure that the learning outcomes can be assessed.

• When writing learning outcomes, bear in mind the

timescale within which the outcomes are to be

achieved.

Levels of Learning Outcomes

• Programme-level learning outcomes that relate

to the entire programme – and are therefore

phrased in more general terms

• Course-level or module-level learning outcomes

are specific to a given course/subject or module

and can be more detailed.

Levels of Learning Outcomes

not all programme-level outcomes need to be

reflected in the learning outcomes of each course.

But,

set of all course level and co-curricular outcomes

should cover all programme-level learning

outcomes

Categories of Learning Outcomes

• Subject specific outcomes relate to the subject

discipline and the knowledge/skills particular to it

• Generic outcomes (sometimes called

Generic

Learning Outcomes

communication skills, problem-solving skills, IT

skills, lifelong learning skills, team-work skills,

leadership, entrepreneurial skills …

need not always be “delivered” in

the classrooms and laboratories …

Learning Outcomes

Benjamin Bloom (1913 – 1999)

University of Chicago

Bloom’s Taxonomy of Educational

Objectives -

3 Domains of Learning

•

Cognitive

•

Affective

Learning Outcomes

Bloom’s Taxonomy

(Original vs Revised)

Old

New

Read

Appendix 1a

and highlight the key

changes between the original and revised

Bloom’s Taxonomy

QA at Programme Level

Revised Bloom’s Taxonomy

“Learning is not attained by chance.

It must be sought for with ardor and attended

to with diligence.”

Revised Bloom’s Taxonomy

QA at Programme Level

o

Terminology Changes

o

Structural Changes

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

Bloom’s Taxonomy (Revised)

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

Bloom’s Taxonomy (Revised)

Original to Revised Bloom’s Taxonomy

QA at Programme Level

1. 0 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

Structural Changes

Changes in Emphasis

“more authentic tool for curriculum planning, instructional

delivery, and assessment”

Expected Learning

Outcomes

: at the heart of all

the 10 other Quality Assurance

Criteria

Second BIG word …

EVERYTHING IS ALIGNED

TO WHERE YOU WANT TO

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 teacher/professor in your

university?

6.

Are your students and faculty members engaged in

research for research’ sake?

If you do not know to which port you are sailing,

then there is no such thing as a favorable wind …

Aligning Stakeholders’ Needs to

Learning Outcomes

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 Programme Learning Outcomes to

Graduate Profile

Graduate Profile/Competences

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

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

Curriculum Mapping

Curriculum mapping is a planning tool that can be used at any stage in the curriculum development cycle.

It provides a curriculum map which is a graphical description or a synopsis of curriculum

components that can be used to align courses and lead to the achievement of the programme learning outcomes.

Curriculum Mapping

Curriculum Mapping

Source: Chemical Engineering, Universitas Indonesia

Exercises:

• Look again at the PLOs of your program

• Produce program structure and curriculum

map of your program

END OF DAY 1