ACADEMIC PERFORMANCE AUDITON AREA 1, 2 AND 3

Prepared By:Nor Aizar Abu Bakar

Quality Academic Assurance Department

THE STANDARDS – Benchmarked and Enhanced

GUIDELINES ON THE STANDARDS AND CRITERIA FOR THE NINE AREAS OF EVALUATION FOR ACADEMIC PERFORMANCE AUDIT

1. Vision , Mission, Educational Goals and Learning Outcomes2. Curriculum Design and Delivery3. Assessment of Students 4. Student Selection and Support Services5. Academic Staff6. Educational Resources7. Programme Monitoring and Review8. Leadership, Governance and Administration9. Continual Quality Improvement

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OUTLINE

THE STANDARDS

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• Standards that must be met and its compliance demonstrated are usually expressed as a ‘must’

Benchmarked Standards

• Standards that should be met as the institution strives to improve itself and usually expressed as a ‘should’

Enhanced Standards

AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES

• Guides the higher education provider (HEP) in its academic planning and implementation and

• Produce graduates through :• the provision of knowledge, skills, a quest

for life long learning, and inculcation of values, and

• nurturing of the ability to analyze and solve problems and

• consideration of other relevant issues

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AREA 1.1: STATEMENT OF VISION, MISSION AND EDUCATIONAL GOALS

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HEP’S VISION,MI

SSION, EDUCATIO

NAL GOALS, & LEARNING OUTCOME

S

Must reflect the crucial elements of the processes and outcomes in line with national

and global developments Must be

approved by

governing board

Must be disseminate

d to its internal and

external stakeholdersShould encompass

leadership qualities in areas of social responsibilities, research, ethical

values, professionalism &

knowledge creation

Should demonstrate its planning &

evaluation processes, progs, support services,

financial & physical resources &

administrative processes are

adequate

Must formulate

educational goals

consistent with it’s vision & mission

AREA 1.2 PARTICIPATION IN THE FORMULATION OF VISION, MISSION & EDUCATIONAL GOALS

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Participation in the Formulation of Vision, Mission & Educational

Goals Should be periodically reviewed in consultation witا a wide rage of stakeholders such as alumni, international peer, professional bodies, funding agencies

Must be developed in consultation with

principal stakeholder such as dept,

faculties, research centres, governing boards, academic

staff, students org. and administrative

staff

AREA 1.3 ACADEMIC AUTONOMY

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Sufficient

Academic

Autonomy

To focus

on areas

of experti

se Should strive to expand the

boundaries of academic autonomy

to reflect the progression of its

intellectual maturity

To design the curriculum and to

allocate resources for

implementation to achieve the

learning outcomes

AREA 1.4 LEARNING OUTCOMES

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Learning

Outcomes

should specify the link between

competencies expected upon

completion and those required after

completion of studiesmust define the

specific competencies that

students should demonstrate upon

completion of a programme

Must formulate learning outcomes and

educational goals consistent with its vision and mission

AREA 2 : CURRICULUM DESIGN AND DELIVERY

AREA 2 is on curriculum design and delivery

It is divided into 4 subsections: • Curriculum design &

teaching and learning methods;

• Curriculum content and structure;

• Management of the programme; and

• Linkages with external stakeholders . 9

AREA 2.1 -CURRICULUM DESIGN & TEACHING - LEARNING (T-L)METHODS

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• The Curriculum should encourage multi-disciplinary approaches to enhance personal development of students

• The needs analysis should involve external sources feedback

• Co-curricular activities should be there to enrich student experience

• must have its defined process for curriculum establishment , review and evaluation

• The Programme must only be considered after a needs assessment has indicate d there is a need for them to be conducted

• must be considered only after resources to support it identified

• Aims and objectives of all programmes must be consistent with the HEP vision and mission

• The Programme Content , approach & T-L Methods must be appropriate, consistent , and support the achievement of programme learning outcomes

• Teaching-learning activities must be consistent with the curriculum

• must be a variety of T-L methods in order to achieve the eight domains of learning outcomes

AREA 2.2: CURRICULUM CONTENT & STRUCTURE

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The programme must•incorporate the core

subject matters essential for understanding concepts, principles and methods that support programme outcomes

•fulfil lthe discipline requirements by recognising appropriate standards and international best practice

The Department should establish mechanisms•to access to real time

information through use of technology and global networking and to identify up –to- date topics of importance for inclusion in the curriculum and its delivery

AREA 2.3 - MANAGEMENT OF THE PROGRAMME

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The Students must :

• be provided with the most current written information of programme aims, out-line, learning outcomes and assessment methods

The Programme must :

• have a coordinator and a team of appropriate academic staff

• have authority and established procedures for planning & monitoring

• be given adequate resources for implementation and evaluation for quality improvement

The Programme Content & Delivery must

• be regularly reviewed and evaluated and its results utilised to assure quality (must involve external examiners – for MQF level 6 and above )

The Students The Programme Team The Programme

The Department

• must provide the student a conducive learning environment where scholarly and creative achievements are nurtured

Innovations to teaching and learning

• should be continously developed, supported and evaluated and

• done in consultation with principal stakeholders and

• Review and evaluation involve external expertise nationally and internationally

AREA 2.3 - MANAGEMENT OF THE PROGRAMME - CONT

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AREA 2.4 LINKAGES WITH EXTERNAL STAKEHOLDERS

The HEP must have linkages with all external stakeholders at the local, national, regional or global levels for the purpose of curriculum development - planning, implementation and review

The Programme team should obtain feedback from employers for curriculum improvement, student placement, training and workplace exposureStudents should be given the opportunity to develop linkages with external stakeholders

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AREA 3 – ASSESSMENT OF STUDENTS

It is a crucial aspect of quality assurance and

One of the most important measures to show the achievement of learning outcomes.

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• Assessment principles, methods and practices must be aligned with learning outcomes and programme content

• Assessment must be consistent with the levels defined in the MQF, 8 domains of learning outcomes and programme standards

Assessment

• The link between assessment and learning outcomes should be reviewed periodically to ensure its effectiveness

Assessment & Learning

Outcomes

Area 3.1- Relationship between Assessment and Learning

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AREA 3.2- ASSESSMENT METHODS

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Frequency, methods, & criteria of student

assessment

must be documente

d and communic

ated to students on commencem

ent of the programme

Assessment

must be summative

and formative a variety

of methods and tools

must be used to assess

learning outcomes

Mechanisms

must be there to ensure

validity, reliability, consistenc

y and fairness of assessment

methods

AREA 3.2- ASSESSMENT METHODS - CONT

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Assessment System •must be reviewed periodically

Methods of Assessment •should be comparable to international best

practices

Review of Assessment

System•should be done in consultation with

external experts, both local and international

AREA 3.3 - MANAGEMENT OF STUDENT ASSESSMENT

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• - must be communicated within reasonable time

Student assessment results

• - must follow established procedures and regulations• -changes must be communicated to students prior

implementation

Student assessment methods

• -must be there to ensure security of assessment documents and records

Mechanisms

• - policies and practices must be publicised

Grading, assessment and appeals

The departmen

t and its academic

staff•must have sufficient autonomy in

management of student assessment

Independent external scrutiny

•should be there to evaluate and improve the student assessment management – formal certification of the processes

AREA 3.3 - MANAGEMENT OF STUDENT ASSESSMENT - CONT

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Thank

You

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