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Assurance of learning
The document discusses Assurance of Learning (AOL) as a tool within Quality Assurance (QA) aimed at improving student learning experiences and validating learning outcomes. It contrasts QA, which is a broader framework involving all stakeholders in managing quality, with AOL that specifically measures educational effectiveness through direct and indirect approaches. The process involves curriculum design, measurement of learning through standardized tests, and feedback from various stakeholders to ensure accountability and continuous improvement in educational practices.
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Assurance of learning
- 1. Assurance of Learning(AoL) ANUP K SINGH, PH.D.
- 2. Defining Quality Excellencein operations Compliance with purpose Conformance to design Customer satisfaction Stakeholder satisfaction Achievement of learning outcomes and long-term impact
- 3. Comparing and ContrastingQA 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 Developmentof 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 LearningSpecifications 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 forAoL 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 forAoL 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