Subject benchmarking

1. Subject
Benchmarking
COLLEGE OF HEALTH SCIENCES
SCHOOL OF NURSING AND MIDWIFERY
January 2023

2. Group Members
Name ID DEPARTMENT
ESTELA ABERA GSR/7297/15 MATERNITY & RH
FATUMA KEDIR GSR/3709/15 MATERNITY & RH
FETIHA MUZEMIL PEDIATRICS & CH
GEDEFAYE
TESFAHUN
GSR/2544/15 MATERNITY & RH
HABTAMU WALE PEDIATRICS & CH
LIDIA GIRMA PEDIATRICS & CH
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3. Outline
 Benchmarking
 Subject Benchmarking
 Subject Benchmarking statements (SBS)
 Uses of SBS in design of new program
 Components of SBS
 Subject benchmark for Quality Assurance
 Subject benchmark at National Level
 How to Successfully apply Subject
Benchmarking
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4. Introduction
 Benchmark a reference point or a standard against which
outcomes can be measured or compared;
 Benchmark a method of self-evaluation that involves
measuring performance against specified standards to
determine where to do well, where to do better and what to
improve.
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5. Benchmarking
 Benchmarking is a process for identifying,
understanding, and adopting best practices from other
organizations in order to help one’s own organization
improve its performance. In the case of higher
education institutions, the central focus is on
improvement of student learning.
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6. Subject benchmarking
 The idea of Subject Benchmarking (SB) in education
is not new.
 The term benchmark was first used with the
publication of the first Quality Assurance Agency
(QAA) subject benchmark statements in UK higher
education in 2000 by R.K. Milton as "standards
represent benchmarks with which students compare
their ability and performance.“
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7. Subject benchmarking
 Subject Benchmarking is a policy device aimed at
improving the capacity of subject communities to
regulate their academic standards. It achieves this by
creating subject based information that can be used by
teaching teams as a prompt for self-critical reflection and
further development
 Thus, benchmark setting for academic standards is an
integral component of quality assurance and achieving
excellence in the university system.
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8. Subject benchmark statements (SBSs)
 Subject Benchmark Statements describe the nature of
study and the academic standards expected of graduates
to know, do and understand at the end of their studies.
 They provide a set of reference points to show how the
key features of a programs, its intended learning
outcomes and the standards that derive from these
intended outcomes, relate to what is deemed appropriate
by the subject community.
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9. Cont’d
 Subject Benchmark Statements are written by subject specialists.
 After SBS has been developed, a periodic assessment will be
carried out of the program clusters, bearing in mind two
fundamental aspects;
 Description: Fitness for purpose, quality and applicability of the
benchmarks used in relation to the international context.
 Consistency of the programs included: Name, type of
programs included and trends in their basic indicators. Analysis
should provide for the identification of the features to be looked
at in more detail in the site visits associated with a program’s
accreditation
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10. Subject Benchmark Statements will support and promote quality
and standards by:
 Providing universities with a common and explicit reference
point for internal and external program approval and review;
 Guiding and promoting curriculum development, especially in
new departments and new universities, and in other
institutions of higher education;
 Evolving over time to take account of changes and
innovations that reflect subject development and new
expectations;
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11.  Providing an authoritative and widely recognized
statement of expectations of what is expected of a
graduate in a specific (or designated) subject area in a
form readily accessible to students, employers and others
with a stake in higher education;
 Providing a clear and transparent reference point for
External Examiners;
 Assisting international comparison and competitiveness
of higher education awards and student achievement.
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12. Uses of SBS in the design of new
programs
 identity and define what is expected of a graduate in
terms of learning outcomes and the skills required in
the subject.
 used as a reference point in the design, delivery and
review of academic programs by providing general
guidance for articulating the learning outcomes
associated with any given program.
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13.  Serves as external source of reference when new
programmes.
 identify weak areas and indicates what needs to be done
to improve.
However, SBS are not intended to represent a national
curriculum or to prescribe set approaches. Instead, they
allow for flexibility and innovation in program design
within a framework agreed by the subject community
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14. Subject benchmark answers the following questions:
 How well are we doing compared to others?
 How good do we want to be?
 Who is doing it the best? And how do they do it?
 How can we adapt what they do to our institution?
 How can we do better than the rest?
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16.  In 2022, 15 revised benchmark statments were
published. These are the first to incorporate
consideration of how practice within disciplines
addresses the wider social goals of equality,
diversity and inclusivity; Education for
Sustainable Development; requirements of
disabled students; and enterprise and
entrepreneurship.
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17.  It included Archaeology, Architectural Technology,
Chemistry, Classics and Ancient History, Computing,
Counseling and Psychotherapy, Criminology, Early
Childhood Studies, Forensic Science, Geography,
History, Policing, Theology and Religious Studies and
others.
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18. Components of benchmarking
 Educational Aims;
 Program learning outcomes;
 Program Content Specifications;
 Teaching/Learning Strategies;
 Assessment Methods;
 Level of Performance Criteria for learning outcomes in
terms of threshold, modal or excellent performance
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19. 1. Educational Aims
Educational aims are statements that identify the broad
educational purposes of the program intended to provide a
clear understanding of the programs teaching intentions?
E.g. -To develop knowledge and key skills necessary for
effective employment;
- To develop reasoning, and problem solving skills;
-To develop basic research skills and the ability to
apply research findings to practice
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20. 2. Program learning outcome
 Are Statements of what the student will reasonable is expected to know,
understand or be able to do on completion of the particular program of
study.
 It differs from educational aims in that they are concerned with the
achievements of the learner rather than the overall intentions of the
program.
 Learning outcomes of a program should identify the knowledge and
skills developed by the totality of courses selected for the program,
 Benchmark for learning outcomes may indicate reference to the
following three categories:
 Subject Knowledge and Understanding;
 Intellectual (Cognitive/subject specific practical) Skill;
 Transferable skills
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21. Cont’d
Benchmark for learning outcomes may indicate reference to the
following three categories:
 Subject and understanding - Knowledge and Understanding
of Essential facts, Concepts, Principles and Theories relating
to the main areas of the concerned subject
 Intellectual (Cognitive/subject specific practical) Skill-
Analyzing, Synthesizing and evaluating skills Critical
Reasoning and judgments Problem Solving Ability ,Subject
Specific Practical Skills and Research Ability
 Transferable skills- Communication Skills, numeric and
quantitative skills, Information and Communication
technology, Interpersonal and Team work skill , Time
Management and Organizational skills
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22. 3. Program content Specification
 Stating course Codes
 Titles with credit hours offered in each semester/year. – Year One,
Two,
 Identify Each course as general, supportive, Major, Minor or
Elective.(course type)
 The main element of the program content specification is the Course
syllabus .
Course syllabus for each course include
 Course Description
 Course Objectives and Supporting Objectives
 Course prerequisites
 Course logistics
 Teaching Methods and Learning Materials
 Method of assessment
 Attendance criteria
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23. 4. Teaching learning strategies
 Lectures
 Case studies and other exercises
 Group or individual course work assignments or projects–active
learning for analysis, synthesis, problem solving and evolution
 Literature based research
 Independent learning
 Tutorials and Seminars –for knowledge and understanding of the
subject-more in-depth investigation and discussion of selected
topics;
 Special external or guest lectures
 Practical classes- simulation or in the field- for practical
 Web based, and computer assisted learning;
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24. 5. Assessment methods
 Should match the teaching and learning strategy, meet learning
outcomes and encompass a wide variety of tools;
 Should be used to improve teaching and learning for all students, not
to filter students out of educational opportunities;
 All assessments must be clear, equitable, valid and reliable;
 Should include both formative and summative assessment and
continuous assessment
 Oral Presentations (ability, confidence, and knowledge of subject
matter);
 Group or individual coursework assignments or projects ,seminar
presentations;
 Essays (long and/or short essays);
 Practicum (simulated or real situation);
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25. 6. Level of performance criteria
Threshold Performance- describes the baseline to be exceeded by all
graduates. Threshold graduates should demonstrate the minimum
level of performance to obtain a degree.
Modal Performance is expected to be achieved by the majority of
graduates;
 These are distinguished from the threshold category by their
enhanced capacity to develop and apply;
 Deal with uncertainty, explore alternative solutions, demonstrate
critical evaluation and integrate theory and practice in a wide range
of situations.
Top Performance is characterized by excellence.
 Bring original, insight and superior critical and reflective abilities
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26. Subject benchmark for Quality
Assurance
 Academic Departments- produce program specifications and
self evaluation for revision
 Peer Reviewers- may utilize subject benchmark statements
when revealing information on the relevance and
appropriateness of program outcomes and their achievements
 External Reviewers- may use subject benchmark information
as a means of determining whether the intended learning
outcomes of individual programs are appropriate
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27. Subject Benchmark at national level
 Helps higher education institutions’ self-evaluation and
improvement by providing agreed standards
(benchmarks)
 Assists the national monitoring of the quality of higher
education
 For establishing performance indicators which can
measure outcomes of national priorities
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28. How to apply successful Subjective
benchmark?
 Develop awareness amongst the academic community
using workshop;
 Develop the skills of the teaching staff to support
systemic curriculum review and design;
 Develop student and employer’s feedback mechanisms
that can help teaching staff improve their teaching and
assessment methods;
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29. Acknowledgement
 First and foremost, we would like to express our
heartfelt gratitude to almighty GOD. Next we
would like to extend our gratitude to our
respected instructor Dr Amsale, C., PHD
(Associate prof) for her unreserved effort of
lecturing and giving chance to prepare this paper.
Last but not least, we want to thank our
classmates for their warm and fruitful discussion
to prepare this paper.
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30. THANK YOU!!!
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