to sustain an effective outcomes based internal quality assurance system n.
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To sustain an effective outcomes-based internal quality assurance system

To sustain an effective outcomes-based internal quality assurance system

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To sustain an effective outcomes-based internal quality assurance system

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  1. To sustain an effective outcomes-based internal quality assurance system Dr. PepenArifin Head, Quality Assurance Unit, Institut Teknologi Bandung

  2. Agenda • Outcomes Based Education • Quality Assurance in Education • Design and Implementation of Outcomes - IQA

  3. Outcomes Based Education (OBE)


  5. International/Regional Accredited/Assessed Program

  6. Definition (1) Program Educational Objectives (PEO) Graduate Profiles Statements that describe the expected accomplishments of graduates during the first few years after graduation • Descriptions of attributes (knowledge, skills and attitudes) of graduates that will develop through their study to equip them for their future education or employment.

  7. Definition (2) Program Learning Outcomes (PLO) Knowledge 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, attitudes Outcome of the assimilation of information through learning(theoretical and/or factual knowledge)

  8. Definition (3) Competence Skill Ability to apply knowledge to complete tasks and solve problems(cognitive skills such as logical, intuitive and creative thinking and practicalskills such as manual dexterity and the use of methods, materials, tools and instruments). Proven ability to use knowledge, skills and personal, socialand/ or methodological abilities, in work or study situations and inprofessional and / or personal development

  9. OBE Philosophy: Two loops processes Evaluation process Outcomes that support objectives Outcomes that support objectives Data collection methodology Afer: Gloria Rogers, ABET IDEAL Workshop, ABET Inc

  10. OBE Design University Vision & Mission, Grad. Attributes Academic Senate Acad. Senate (Faculty/School) Faculty/School Vision & Mission • Program Stakeholders: • School/faculty • Alumni • Advisory Board Program Educational Objectives (PEO)

  11. Academic Senate • IQF • Alumni • Employer PEO International Accreditation Agency Graduate Profiles BAN-PT/LAM Program Learning Outcomes (PLO) Curriculum Task Force • Curriculum: • Body of knowledge • Curriculum structure • Courses • Teaching & Learning Approach • Assessment (output-outcomes)

  12. Curriculum Task Force Curriculum Students • Course: • Assessment • Evaluation • Continuous Improvement Course CQI Faculty Staff Teaching & Learning Support Staff • PLO & Output Program: • Assessment • Evaluation • Continuous Improvement Std. Supp. & Advice Program CQI Facilities Funding Governance

  13. Constructive alignment Learning Outcomes Teaching Learning Assessment Constructive alignment

  14. Quality Assurance in Education

  15. Professional: • Knowledge, skill • Competence • Self Development • Responsibility • Ethics Study Program and Accreditation (1) Program Educational Objectives Curriculum Faculty Governance & Financial 3-5 yrs Std. Support Teaching, Learning • Graduates with ability in: • Specific knowledge • Design • Communication • Teamwork • Management • Life long learning Facilities Program Learning Outcomes

  16. Study Program and Accreditation (2) Akreditasiberbasis IPO BAN PT Standard Curriculum BAN PT Standard BAN PT Standard Faculty & Sup. Staffs Governance, Financial Input: Selectivity Recruitment BAN PT Standard Output: GPA LoS DO rates BAN PT Standard Outcomes Criteria Int. Accr. Process BAN PT Standard Std. Support Teaching, Learning BAN PT Standard BAN PT Standard Outcomes-based accreditation Facilities BAN PT Standard IPO/Instrument-based accreditation

  17. IQA Model of Courses Quality Assurance Model: Course • PLAN • Syllabus, course plan • Standard/criteria • ACTION • Recommendation for improvement Action Text Here Plan Text Here Text Here Continuous Quality Improvement Check • CHECK • Exams, quizes • Project reports • DO • Implementation of teaching and learning Do Reported in each semester in the form of course portfolio

  18. IQA Model of Program Quality Assurance Model: Program • PLAN • Annual plan • Standard/criteria • ACTION • Recommendation for improvement Action Text Here Plan • Resources: • Budget • Facilities and infrastructures • Faculty staffs Text Here Text Here Continuous Quality Improvement QA Unit (Program) Check • CHECK • Monitoring • Assessment • Evaluation • DO • Implementation of annual plan Do Assessed annually in the form of program assessment

  19. Quality Assurance Model: Program Accreditation • PLAN • Annual plan • Standard/criteria • ACTION • Recommendation for improvement Action Text Here Plan • Resources: • Budget • Facilities and infrastructures • Faculty staffs Text Here Text Here QA Unit (Program) 5 years cycles Check • CHECK • Monitoring • Assessment • Evaluation • DO • Implementation of annual plan Do Reported every 5 years in the form of Self Assessment Report (Nat. Accreditation or Int. Accreditation)

  20. Quality Framework REGULAR ANNUAL/BI-ANNUAL PERIODIC EXTERNAL Monitoring & assessment Course LO assessment Prog. LO assessment Program assessment Accreditation (BANPT/ABET) Benchmarking Course Syllabus Curriculum Standard & Strategic Plan Accreditation Criteria Reporting Course Portfolio PLO Assessment Report Program Report SSR, SAR Responsibility Faculty Staff Program Task Force Program Task Force Accreditation Team

  21. Quality Assurance Process and Audit Outcomes/ Standard Audit Gap? Gap Analysis Develop Action Plan Implementation Outcomes/Standard review

  22. Design and Implementation of Outcomes Based - IQA

  23. Why do we need to assess PLO? • To ensure the systematic collection of assessment data for improving the effectiveness of our program • To demonstrates to stakeholders, how well our students are performing with regard to the learning outcomes

  24. ACTIONPLANNING CHECK DO Outcomes assessment is a continuousprocess

  25. Plan Check Do Action Organize for assessment Analyze results Data collecting Implement change Monitor change and compare results Define program mission Provide feedback Define PEO Review Define PLO Inventory assessment method Chart of assessment process Identify assessment method

  26. Can we use course grade to assess learning outcomes? Course grade focus on measuring the performance of individual students, not the overall effectiveness of the program Course grade represents how well students are doing in a particular subject, focusing on the subject knowledge and skills rather than on the broader program objectives. Course grade generally can not satisfy the characteristics of good measures Course grade does not indicate separately how well students have attained the different generic graduate outcomes such as critical thinking, creative problem solving or teamwork skills, even if such skills are assessed

  27. Assesment Plan

  28. Direct vs. indirect measurements • Direct measures: Assess student knowledge or skills of course/ program learning outcomes • Indirect measures: Assess students’ learning experiences or perceptions of their learning

  29. Inventory: Direct and indirect method Direct (Required) • Class Assignments: paper, presentation, report… • Capstone Project • Direct Observation • Portfolios • External examiner • Standardized exam • Certification and licensure exams • Theses/Senior papers Indirect (Supplemental) • Surveys • Student survey • Alumni survey • Employer survey • Interview • Focus group • Case study

  30. Guiding Questions for Methods Does the method…… • Measure your learning outcomes? • Measure your learning outcomes accurately? • Provide useful information (implications for educational evaluation and improvement)?

  31. Where to start? • Course related: • Course descriptions • Syllabi • Course objectives • Course assignments • Course exams • Other activities: • Student exit survey • Alumni survey • Employer survey • National Standardized Exams

  32. Syllabus analysis • Identify course objectives • Document those objectives in a table • Faculty complete table for each of their courses

  33. Exam analysis • Identify test items that match course objectives • Calculate overall student performance for each item • Calculate the average performance for items assessing same objective • Determine the level of competence

  34. Assignment analysis • Identify assignment components that match course objectives • Assess student performance for each component • Determine the level of competence

  35. Collect Data This phase involves teaching program and measuring outcomes. • When will measurements be made? • How often will measurements be made? • Who (specifically) will collect the data? • Who will interpret the data? • Where/When will data be interpreted? • Who will report the results? • To whom will results be reported? • By when will results be reported?

  36. Check The purpose of this phase is to: • analyze the results • determine what actions need to be taken to improve the program

  37. Analyze the results • Analysis and interpretation of data Faculty staff • The results are summarized in a meaningful way • The results are annalyzed and reported according to the identified audience

  38. Provide Feedback • Planshould incorporates a feedback mechanism. • The results should be distributed to the facultystaffsto obtain their ideas on how to improve the program. • The faculty will relate the findings with: • Curricular • Teaching initiatives  attainment program learning outcomes • Use assessment results to initiate action aimed at improving program.

  39. Act The objective of this step is: • to implement improvements to the program • to prepare for the following assessment cycle

  40. Implement changes • The planned changes should be implemented. • Changes could be in: • Curriculum • Teaching & learning strategies • Staffing • Facilities, etc

  41. Summary of types of changes that may be implemented as a result of conducting assessment Assessment Plan • revision of intended learning outcome statement (s) • revision of measurement approaches • collection of and analysis of additional data and information • changes of data collection methods Curriculum • changes in pedagogical practices • revision or enforcement of prerequisites • revision of course sequence • revision of course content • Addition/deletion of course(s) Academic Processes • modification of frequency or schedule of course offerings • improvements of technology • changes in personnel • implement additional training • other implemented or planned change • revision of advising standards or processes