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SELF ASSESSMENT. PROF. DR. AAMIR IJAZ DIRECTOR QUALITY ENHANCEMENT CELL University of the Punjab, Quaid-e-Azam Campus, Lahore 54590. CONTENTS. FAMOUS QUOTES RELATED TO QUALITY WHAT IS A QUALITY? WHAT IS QUALITY ASSURANCE? ASSESSMENT ELEMENTS OF A SUCCESSFUL ASSESSMENT PROGRAM

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SELF ASSESSMENT


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    1. SELF ASSESSMENT PROF. DR. AAMIR IJAZ DIRECTOR QUALITY ENHANCEMENT CELL University of the Punjab, Quaid-e-Azam Campus, Lahore 54590.

    2. CONTENTS • FAMOUS QUOTES RELATED TO QUALITY • WHAT IS A QUALITY? • WHAT IS QUALITY ASSURANCE? • ASSESSMENT • ELEMENTS OF A SUCCESSFUL ASSESSMENT PROGRAM • OBJECTIVES OF SELF ASSESSMENT • PROCESS OF GENERATING SAR • BENEFITS OF AN ACADEMIC PROGRAM ASSESSMENT PROCESS • CRITERIA AND STANDARDS • SCORING OF CRITERION ITEMS (RUBRIC FORM) • ASSESSMENT TEAM REPORT FORM

    3. Famous Quotes Related to Quality

    4. (Aristotle 384 BC-322 BC, Greek Philosopher and Scientist, Student of Plato and Teacher of Alexander the Great)

    5. “Quality is never an accident; it is always the result of high intension, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives”. (Quality in Education by Willa A Foster)

    6. “Quality begins on the inside…and then works its way out”. (Bob Moawad, Quality Quotes)

    7. “Quality in a product or service is not what the supplier puts in; it is what the customer gets out and is willing to pay”. (Peter F Drucker, American Management Guru)

    8. Must be based on the fact that “Quality is not the responsibility of an individual; rather it is the responsibility of all”, a complete Quality Enhancement Cell must work in close collaboration with the Vice Chancellor to get its functions through.

    9. What is Quality?

    10. 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)

    11. 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”........

    12. Four – Fold dimensions 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

    13. What is Quality Assurance? • Its a way by which managers satisfy themselves and monitor that control mechanisms are working to maintain and enhance standards. • Refers generally to all planned and systematic actions or processes necessary for providing adequate confidence to managers that a product or a service will satisfy the specified requirements for quality.

    14. A sustainable quality assurance programme • Enhances employment opportunities • Improves the education and training of future employees • Harnesses/ Connect future leaders • Facilitates an enabling learning environment • Enriches the academic and intellectual landscape

    15. 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.

    16. 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 students learning, and evaluating whether academic and learning standards are being met. In other words, what will graduates know, are able to do, or value when they complete an academic program and how do we know these things about our students. • One cycle of assessment completes when assessment results are used to improve students learning.

    17. Self Assessment • Self-assessment is an important tool for quality assurance and provides feedback for management to initiate action plans for the improvement.

    18. Faculty Involvement • For Academic Program Assessment, the most important factor is the participation of all faculty members. • Each department appoints a Program Team (PT) which will prepare a Self Assessment Report (SAR) and ensures the conformance of the program to all the relevant criteria and standards as stipulated in Self Assessment Manual(SAM), in coordination with the members of QEC.

    19. Size of PT can be determined according to the size of department

    20. Desired Qualities of Program Team Member • Commitment to the principles of quality in higher education and the policies set by HEC, 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

    21. Criteria for Self Assessment • The self assessment of an institution / organization is based on several criteria. • To meet each criterion; a number of standards must be satisfied. The following part of this presentation illustrates criteria and standards for self assessment by Program Team.

    22. Elements Of A Successful Assessment Program • Purpose identification • Outcomes identification • Measurement and evaluation design • Data collection • Analysis and evaluation • Decision-making regarding corrective and preventive actions to be taken.

    23. Objectives of Self Assessment • Improvement and maintenance of academic standards. • Enhancement of student’s learning. • Verification of the existing programs to meet their objectives and institutional goals. • Providing feedback for quality assurance of academic programs. • Prepare the academic program for review by discipline councils (HEC).

    24. Process of Generating SAR

    25. Table A.2 Assessment Results Implementation Plan Summary

    26. QCs Assessment Team joins here Corrective Measures

    27. Benefits of an Academic Program Assessment Process • Identify Program Weakness • Take Financial Decisions based on academic priorities • Provide information to constituents on the quality of education students receive • Ensure continuous improvement of programs and curricula

    28. Criteria • The self-assessment is based on several criteria. To meet each criterion a number of standards must be satisfied. There are eight criterion for self assessment manual provided by HEC. Next section describes each criterion and its associated standards.

    29. Criteria & Standards • Program Mission, Objectives and Outcomes • Curriculum  Design and Organization • Laboratories and Computing Facilities • Student Support and Guidance • Process Control • Faculty • Institutional Facilities • Institutional Support

    30. Criterion-1: Program Mission, Objectives & Outcomes • Intent:Each program must have a mission, quantifiable measurable objectives and expected outcomes for graduates. Outcomes include competency and tasks graduates are expected to perform after completing the program.

    31. Why do we need a Program Mission Statement • Mission statement is the guiding philosophy of all activities. Such statements provide the foundation which supports all other aspects of program assessment. Mission statements clarify the program to all stakeholders (faculty, staff, student, alumni, potential donors, etc.), allowing programs to focus their resources and efforts on issues that are critical to the mission.

    32. What is Mission Statement ? • It is a brief description of an institution’s fundamental purpose and articulates the rationale of its existence to the stakeholders. At the very least the mission statement must convey the institution’s purpose in a way that inspires commitment, innovation and courage.

    33. The Programme Mission Statement should • Be in line with University’s Mission Statement • Express your faculty/department/programme’s purpose in a way that inspires support and ongoing commitment • Motivate the stakeholders • Be convincing and easy to grasp • Use proactive verbs to describe “what, why and how” • Explain reason for it’s existence • Be free of jargon • Be short enough so that anyone related to the faculty/department/programmes can repeat it.

    34. How to Write / Revisit a Mission Statement • Step 1 (Ask Questions while writing Mission Statements) • Does the mission statement communicate your purpose? • Is it short and concise? • Is it specific enough to be distinctive? • Does it give you guidance to determine your programmes? • Is it inclusive of all your activities? If not, do you need to broaden your mission or narrow your programmes? • Does it inspire you? bestow

    35. Step 2 (Process to create or review mission statement) • To ensure relevance, it is important to review the mission statement periodically • Review every three years or whenever there is significant change • Engage faculty members, programme team members or key volunteers in the process • At onset, clarify roles • Typically the Head will play a leadership role and is responsible for approving / adopting the final mission statement Continue…

    36. 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.

    37. Example of a well defined Mission Statement • “The mission of the civil engineering program is to prepare students for professional engineering and management positions in all phases of civil engineering projects. The program will provide a broad educational background with a foundation in basic engineering and business principles. These basic skills will be complemented by advanced topics in engineering design, management, finance, computer application, and real world civil engineering experiences throughout the Baccalaureate Degree program”. (Department of Civil Engineering, Western Kentucky University).

    38. Characteristics of Program Objectives • Clearly related to the Faculty Mission • Reflective of Program priorities in the long term • Illustrates the ideal graduates of the program • Represents faculty aspirations of the program • Focus on the core characteristics of program graduates. What is a Program Outcome? • A program outcome is a specific, measurable, statement of what student should know, be able to do, or value when they complete a program, course or sequence of courses/experiences/activities. All academic programs should include program outcomes and their assessment plan.

    39. Criterion-2: Curriculum Design & Organization • Intent:The curriculum must be designed and organized to achieve the program’s objectives and outcomes. Also course objectives must be in line with program outcomes. Curriculum standards are specified in terms of credit hours of study. A semester credit hour equals one class hour or two to three laboratory hours per week. The semester is approximately of fifteen weeks.

    40. Criterion-3: Laboratories & Computing Facilities • Intent: Laboratories and computing facilities must be adequately available and accessible to faculty members and students to support teaching and research activities. In addition departments may benchmark with similar departments in reputable institutions to identify their shortcomings if any.

    41. Criterion-4: Student Support & Advising • Intent:Student must have an adequate support to complete the program in a timely manner and must have ample opportunity to interact with their instructors and receive timely advice about program requirements and career alternatives.

    42. Criterion-5: Process Control • Intent:The processes by which major functions are delivered must be in place, controlled, periodically reviewed and continuously improved. To meet this criterion a set of standards must be satisfied.

    43. Criterion-6: Faculty • Intent:Faculty members must be current and active in their discipline and have the necessary technical depth and breadth to support the program. There must be enough faculty members to provide continuity and stability, to cover the curriculum adequately and effectively, and to allow for scholarly activities.

    44. Criterion-7: Institutional Facilities • Intent:Institutional facilities, including library, computing facilities, classrooms and offices must be adequate to support the objective of the program.

    45. Criterion-8: Institutional Support • Intent:The institution’s support and the financial resources for the program must be sufficient to provide an environment in which the program can achieve its objectives and retain its strength.

    46. Scoring of Criterion ItemsThe visiting team is required to award the score by encircling one of the entries against each item

    47. Scoring of Criterion Items

    48. Scoring of Criterion Items