This presentation compares and contrasts quality assurance and assurance of learning. It further elaborates the process of assurance of learning. It also elucidates direct and indirect measures of learning.

1. Assurance of Learning (AoL)
ANUP K SINGH, PH.D.

2. Defining Quality
 Excellence in operations
 Compliance with purpose
 Conformance to design
 Customer satisfaction
 Stakeholder satisfaction
 Achievement of learning outcomes and long-term impact

3. Comparing and Contrasting QA and LoA
Quality Assurance
 Broader framework to manage
quality
 It is based on input, throughput and
output management
 Everyone is involved
 It contains AoL
Assurance of Learning
 A specific tool to validate
achievement of learning outcomes
 it is outcome based
 Mostly faculty are involved
 It is a subset of QA

4. Quality Assurance
 Development of quality policy
 Management of drivers of quality in a consistent way
 Design of various processes and systems to assure quality at different levels
 Focus on process management
 Audit of different processes
 Benchmarking of processes
 Improvement in processes
 It involves management of admission, teaching-learning process, assessment,
co-curriculuar, extension, infrastructure and maintenance, research and
governance processes

5. Assurance of Learning (AoL)
 As part of quality assurance, it aims at improving the learning experience
of students
 It intends to validate the achievement of learning with a view to be
accountable to the different stakeholders
 Thus, AoL has both formative and summative purposes
 It can be done at course, programme and institute levels
 It has two approaches: Direct and indirect.
 The direct approach is essential, while the indirect approach is desirable

6. Assumptions about AoL
 Abstract concept of learning has to be defined both conceptually and
operationally
 Learning is conceptualised in terms of learning outcomes
 Learning outcomes are specifications of the learning experience
 After operational definition, it has to be quantified for measurement
 Measurement can lead to monitoring of learning
 Monitoring of learning can lead to better management of the learning
process
 Effective management of learning leads to long-term impact

7. Specifications of Learning
 Programme educational objectives
 Programme educational outcomes
 Graduate attributes
 Course learning outcomes
 Student experience features
 Employability and placement goals

8. Translation of Learning Specifications
 Design and development of curriculum
 Creation of various learning experiences through curricular, co-curricular and
extra-curricular activities
 Linking of assessment with learning specifications
 Alignment of learning specifications with curriculum, course, session,
assessment, extension and development activities
 Translation of learning specifications into rubrics and development of levels of
academic achievement
 Descriptor for a rubric and explanation of different levels of academic
achievement
 Mapping of experiences of students and other stakeholders

9. Direct Measurement for AoL
 Use of standardised tests to measure learning
 Pre-programme and post-programme measurement of learning
 Measurement of course learning using rubrics by concerned faculty
 Measurement of course learning using rubrics by outside experts
 Analysis of student portfolios to measure learning

10. Indirect Measurement for AoL
 Measuring perceptions of students about learning and development
through survey, focus group interview,
 Measuring views of alumni and recruiters about the learning of students
 Focus group surveys