2. Goals of
accreditation
bodies
Setting a measurable learning objective of academic programs
Measuring those objectives with appropriate assessments to
measure the effectiveness of the academic programs
Continuous improvement of program is central
Ensure that graduating students from any academic institution
possess minimum required skill set necessary for professional
practice.
Initiatives like Seoul andWashington accord aiming for
comparable standardized academic programs across different
countries
Accreditation bodies such as EUR-Ace,ABET require evidence that
graduating students attain student outcomes
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4. Main
Accreditation
criteria
based on requirements
stipulated in the "EUR-ACE®
Framework Standards and
Guidelines" (Edition, March
2015)
1. Program aims
2. Teaching and learning process
3. Resources
4. Student admission, transfer, progression and graduation
5. Internal Quality Assurance
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7. Content of
course
portfolio
Portfolio Checklist
Course Syllabus (in departmental format)
Course Material (All Lecture Slides/Notes/Handouts/Lab Manual/Unassessed lab Question Sheets
Course slides cover all the material listed in the course syllabus document
Course Assessments
Final Exam Question Paper
Final Exam Solution
3 Samples of Students Answers in Final Exam (Best/Average/Worst) [No Student Names]
Mid Term Exam Question Paper
Mid Term Exam Solution
3 Samples of Students Answers in Mid Term Exam (Best/Average/Worst) [No Student Names]
Quizzes Question Papers
Quizzes Solution
3 Samples of Students Answers in Quizzes (Best/Average/Worst) [No Student Names]
Assignment Question Sheets (if applicable)
Assignment Solution (if applicable)
3 Samples of Students Answers of Assignments (Best/Average/Worst) [No Student Names]
Lab Assessment Question Sheets (mandatory for courses with lab component)
Lab Assessment Solution (mandatory for courses with lab component)
3 Samples of Students Answers (Best/Average/Worst) [No Student Names]
Project Question Sheet (if applicable)
3 Samples of Students Projects (Best/Average/Worst) [No Student Names]
Course Evaluation
Final Exam Blueprint and Verification Form
Course Evaluation Breakdown and Verification Form
Distribution of Combined Grade Summary [No Student Names]
[Each instructor will submit a summary for his/her sections to the coordinator, who in turn will combine all data and attach one summary
in the portfolio.]
Course Report
Continuous Syllabus Improvement Form (if applicable)
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8. Course
Syllabus
A course syllabus is an academic document that
communicates information about a specific course
It explains the rules, responsibilities and expectations
associated with it.
outlines connections between learning outcomes and
content,
as well as pedagogical practice to guide students in their
For student:
-> A syllabus is your guide to a course and what will be expected of
you over the course of the quarter. Generally it will include course
policies, rules and regulations, required texts, and a schedule of
assignments. A syllabus can tell you nearly everything you need to
know about how a course will be run and what will be expected of
you.
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20. Writing
Learning
Outcome
Statements
Learning outcome statements are made up of three elements:
WHO (in our case, “Students/ program majors/graduates”)
ACTIONWORD
LEARNING STATEMENT that specifies the learning to be
demonstrated + + Students will articulate how their values inform their
creative practice
Sample:
Students will articulate how their values inform their creative practice.
(WHO) (ACTIONWORD). (LEARNING STATEMENT)
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21. Characteristics
ofGood
Learning
Outcomes
They are outcomes not activities.
They are clear, written in simple terms that everyone, including
students, understands.
They are observable, because if you can’t see it, you can’t assess it.
They fit the scope of the learning activity. Courses or short co-
curricular learning experiences have more granular or specialized
learning outcomes than an entire program.
They flow from program /curricular goals.They matter to you and
your department/program and they prepare students for what
comes after the course or program.
They should align with but not duplicate one or more outcomes at
the next highest level.
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22. Tips for good
Learning
Outcomes
avoid using words that are vague
• Know, understand, believe, learn the basics of, be aware of
• be familiar with, realise the significance, obtain a working knowledge of
USE action verb
state
record
identify
clarify
Describe
apply
compute
calculate
demonstrate ….
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24. Expectations
from Faculty
Members
Course Syllabus and Portfolios are submitted on time.
(Completeness,Quality)
CLOs/mapping etc. are inconsistent.
Question measuring attainment data are not as per required rigor of rubric.
Appropriateness of assessment question as per rigor of rubrics in
performance indicators.
Continuous Improvement comments are executed, and
recommendation are provided for next term.
Accuracy, quality of assessment data and portfolio is responsibility
of whole teaching team, not only coordinator.
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