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CQI through assessing LO
- 1. Continual Quality Improvement Through Assessing Learning Outcome: To Do or To Rue sharing UPSI’s experience June 11th 2014 Shakinaz Desa DIVISION FOR ACADEMIC DEVELOPMENT AND QUALITY
- 2. Abstract In the world of learning, one should consider to learn, unlearn, and relearn. The choice in education practice is ours, whether to stay current and plan ahead, or to just regret and do nothing about it. When the educational approach of applying outcome based education colors vibrantly the landscape of the Malaysian Education system, all higher education providers started to reinvent the curriculum and rebuild the learning ecosystem. Learning outcomes become the important part of the educational dictionary. Learning outcome maybe visualized as a learning contract. A course may contain 3-4 specific statements that are guided by 1-3 domains. A learning outcome will guide both teacher and student on what to expect and what to prepare for the learning event. It also provides a clear and specific skill attainment that should be make known to the students. For so long we have been practicing the workflow of getting course outline, planning teaching and learning module, testing, assessment and evaluation, and finally giving grades. The outcome-based education still allows us to follow the same flow, however it also opens a new window of improving the learning cycle for all players: the management, faculty, teachers and students. Giving the final grade is one common thing, but assessing the outcomes is far more important as it measures the outcome attainment and is the in thing to teach us how to teach. Continual quality improvement is not about ensuring quality alone, the rippling effect is massive. Perhaps we don’t need to practice the usual final grade concept anymore, instead evaluating the students, seriously, on each of their learning outcome. Whichever mode we want to adopt and adapt, finally it is the matter of choosing to do the continual quality improvement or to rue on what we had done to the students.
- 3. Once upon a time…
- 8. And then came the wave of OBE…
- 9. …and along with birth and rebirth of the many terms OBE Learning Outcomes Learning Domains Constructive alignment Continuous Assessmen t Criterion based reference CQIPMR
- 12. Brainstorming 1 1. Divide the groups into three role players U M S 2. Task: U : Only ask constructive question: e.g i. Which? ii. What? iii. How? M & S : Answer and justify
- 13. Study this flow 1. Teaching workload distribution 2. Obtaining Course Outline/Plan 3. T&L 4. Coursework 5. Final exam 6. Grading
- 14. Strategy to CQI 1. At which point? Or between points? 2. What to look at and look for? 3. How? 6. Grading 5. Final exam 4. Coursework 3. T&L 2. Course Outline/Plan 1. Teaching workload distribution Teacher Learner Administrator ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
- 15. Strategy to CQI 1. At which point? Or between points? 2. What to look at and look for? 3. How? 6. Grading 5. Final exam 4. Coursework 3. T&L 2. Course Outline/Plan 1. Teaching workload distribution Teacher Learner Administrator ? ? ✔ ✔ ? ? ✔ ? ✔ ✔ ? ✔ ✔ ? ? ✔ ? ✔
- 16. Which/Where All 6 stages Selected stages What LO Assessment Strategy/Delivery How Index Cluster based Item analysis EXAMPLE
- 18. The process of monitoring and review Input from various sources •Examiner and benchmark reports •Student’s performance •Course evaluation •Alumni and industry feedback •Changes in policy Module monitoring • Student performance • Curriculum review (content, teaching and learning, assessment) Annual program monitoring Annual review Periodic program review Periodic review
- 19. Module Monitor students’ performance Improve subject content, methods of delivery and assessment Program Maintain and improve academic standards Monitor and enhance quality of students experience Periodicprogramreview Ensure the programme is consistent with the HEPs strategic directions including stakeholders, and educational priorities and academic standards Provide confirmation of fitness of purpose of the curriculum Provide evidence of the effectiveness of annual monitoring processes Why ?
- 20. Module Student performance • Grade distributions • Moderation outcomes • Student performance at program level • Student failure rate Curriculum review • Students evaluation • Academic staff inputs • Stakeholders feedback Program Student Enrolment Numbers Articulation and pathway and student performance (including progression and attrition) Curriculum changes from subject monitoring Graduates’ achievement of garduates of program outcomes Changes in external regulatory and industry requirements Academic staff and educational resources review Periodicprogramreview Ensure the programme is consistent with the HEPs strategic directions including stakeholders, and educational priorities and academic standards Provide confirmation of fitness of purpose of the curriculum Provide evidence of the effectiveness of annual monitoring processes Source of information
- 21. University Mission Objectives Institutional Learning Outcomes Program Learning Outcomes • Program evaluation • Program review Course Learning Outcomes • 4-5 LO • CPAS Provide learning opportunities • IP verification • W8 Monitoring Assessments • IP verification • W8 Monitoring LO achievement • Index & Feedbacks • CLO • SLO • PLO Quality report • Department • Faculty • JKPA • Senate • UPSI Quality Council Strategic plan • the next IP
- 22. How LO assessment helps CQI • Theme LO • Topic LO CQI • Course LO • Student LO CQI • Program LO • Institutional LO CQI
- 24. Mapping of Learning Outcomes-Learning Strategy- Assessment Continuous Assessment Course Learning Outcome Index Feedback and Suggestion for improvement
- 26. 100-90 Excellent 89-65 Good 64- below Needs improvement
- 36. PROGRAM COURSES THEMES/TOPICS • Program Learning outcomes • Course Learning outcomes • Students Learning outcomes • Topic Learning Outcomes
- 37. Continual Quality Improvement Through Assessing Learning Outcome: To Do or To Rue Shakinaz Desa shakinaz@fsmt.upsi.edu.my http://www.bpaq.upsi.edu.my
Editor's Notes
- Flow of discussion:
- Once upon a time story – students’ perspective, teacher’s perspective, manager’s perspective Back to the future story -
- When I first started to join UPSI in 2002, I was given a course by my head of department. He gave me a piece of document and said to me: shakinaz, ini beban tugas you. BEBAN?.. Why not tanggungjawab?? I still remember the document consist of a name course, course code, credit hours, synopsis, topics and some references And without any guide, I quickly searched a reference which was listed in the document. The book I found contained topics which were exactly as listed in the document. Hey, whoever wrote the document must have adopted from the book. And so I started to convert pages by pages into a simpler version as a power point presentation. And my class is either exactly or similar with what my lecturers taught me in the university. = what I did, I copied them. I copied their strategies except for the jokes. I actually explained line by line, slide by slide. And at the end of the class, I ‘frightened’ the with the famous pop quiz.
- And then we were also asked to prepare exam questions. Again without any guide, I prepared the exam questions. I searched for study guide books which contained bank of questions. I adapted the questions into the exam questions. What I had in mind, just asked questions that were related to the slides. What I did back then was actually testing their memory and some understandings.
- And then the exam took place as usual. And the marking began with a answer scheme in hand. The examination meeting was held and we had to present the students’s achivement Surprisingly, during the meeting ‘they’ would ask you more if you didn’t get the bell shape curve for the class achievement. We were asked to normalize and even add marks for those who were considered at the Border. Once accepted by the committee and faculty and at the university level…
- We were all happy. And assuming that the students were also happy with their results. And graduated with flying colors during that era. In the next semester, I changed my power point presentation but maintaining the scope and depth of content. And providing newer findings and challenging assignments, but still not knowing the actual reasons behind it except for helping the students to get good grades and me having evaluated with good marks and remarks.
- Now that we know OBE is an educational approach that embracing the idea of behaviorism. Nurturing knowledge, skills, attitude. And we are now using Bloom taxonomy, which is NOT the only taxonomy to use
- In UPSI we have to promote OBE and sharing the common understanding almost every semester until I don’t know when. IN UPSI UPSI set 4-5 LO per course tht should be measurable, observable, relevant And at the moment we are also using Bloom as the taxonomy guide and we are considering to use other taxonomy as the domain reference. For soft skills, we have already revised the rubrics and yet maintaining the aspect.
- Of course when we have new things, we will observe changes.
- And yet the flow is still the same as I had flowed in 2002 Let us do a quick brainstorming: If we want to improve, Which of these we want to improve? What do you want to improve? How are we going to do that? What would be the indicator to show improvement?
- No WHY included here because we know why we want to improve. Some examples By all means CQI means we keep on improving in whatever way