The self-assessment report summarizes Indus University's presentation on the concept and procedure of self-assessment reports to Lasbela University. It discusses the importance of quality assurance in higher education and outlines the objectives and components of conducting a self-assessment, including analyzing program missions and outcomes, curriculum, facilities, and other criteria. The presentation provides examples of how to measure objectives and outcomes both qualitatively and quantitatively and identify areas for improvement in order to enhance student learning and meet international standards.
The document discusses the process of test construction. It describes the key steps as including planning, design, and development. In the planning phase, test developers must decide the goal, format, and tasks for the test. In the design phase, material is collected and draft versions are written and evaluated. The development phase involves piloting the test on sample users and revising it based on analysis of piloting results to determine validity and reliability before finalizing the test. The overall process emphasizes iterative development, evaluation, and refinement of test items and versions.
The document discusses voluntary accreditation in the Philippines, which is based on the Education Act of 1982 and the establishment of the Commission on Higher Education in 1994. It defines accreditation as a voluntary process that certifies that a higher education institution meets minimum standards of quality, management, and operations. Accreditation is granted at different levels - candidate, level I to IV - with higher levels indicating greater autonomy and benefits such as administrative deregulation and the ability to offer new programs. The key purpose of voluntary accreditation is to encourage self-regulation and continuous improvement of educational quality.
This presentation is about a pedagogical approach develop by Novak and colleagues in the USA in 1997 called JiTT However with today's learning technologies much more can be achieved in student outcomes. It introduces teachers to Interactive Learning Modules (ILMs) using Articulate software. These concepts and methods were introduced into the University of Adelaide in 2005 and have been very successful
The purpose of this presentation is to provide an overview of "rubric" in language testing and assessment and to highlight the parts of a rubric through various dimensions. Moreover, it sets forth in creating awareness of the effective use of rubrics in measuring multiple dimensions of students' learning and in reflecting robustness of this critical assessment process.
This document provides an overview of rubrics, including their definition, purpose, advantages, and types. A rubric is defined as a set of criteria and performance levels used to evaluate student work. The main purposes of rubrics are to communicate expectations to students and assess completed work. Advantages include being objective, providing feedback, and clarifying expectations. There are two main types of rubrics: holistic rubrics that provide one overall score, and analytic rubrics that score each criterion separately. The document provides examples of both types of rubrics and discusses how to create and use rubrics effectively.
This document discusses the phases of evaluation and stages of test construction. It provides examples of good and poor test questions and explains why some questions are confusing for students. The key stages of test construction include developing test specifications, writing the test blueprint, calibrating scales, validating the test, and training staff. Evaluation is used to judge student learning through various assessment methods like exams, papers, and clinical evaluations. The goal of evaluation is to provide feedback to students on their learning.
This document discusses formative and summative assessment. Formative assessment is used to monitor student progress and modify instruction, while summative assessment evaluates learning at the end of a period. The goals of formative assessment are to establish student strengths and weaknesses and improve teaching and learning. Summative assessment goals include providing grades and measuring growth against standards. Both types of assessment should be used for a balanced system to fully understand student achievement.
The self-assessment report summarizes Indus University's presentation on the concept and procedure of self-assessment reports to Lasbela University. It discusses the importance of quality assurance in higher education and outlines the objectives and components of conducting a self-assessment, including analyzing program missions and outcomes, curriculum, facilities, and other criteria. The presentation provides examples of how to measure objectives and outcomes both qualitatively and quantitatively and identify areas for improvement in order to enhance student learning and meet international standards.
The document discusses the process of test construction. It describes the key steps as including planning, design, and development. In the planning phase, test developers must decide the goal, format, and tasks for the test. In the design phase, material is collected and draft versions are written and evaluated. The development phase involves piloting the test on sample users and revising it based on analysis of piloting results to determine validity and reliability before finalizing the test. The overall process emphasizes iterative development, evaluation, and refinement of test items and versions.
The document discusses voluntary accreditation in the Philippines, which is based on the Education Act of 1982 and the establishment of the Commission on Higher Education in 1994. It defines accreditation as a voluntary process that certifies that a higher education institution meets minimum standards of quality, management, and operations. Accreditation is granted at different levels - candidate, level I to IV - with higher levels indicating greater autonomy and benefits such as administrative deregulation and the ability to offer new programs. The key purpose of voluntary accreditation is to encourage self-regulation and continuous improvement of educational quality.
This presentation is about a pedagogical approach develop by Novak and colleagues in the USA in 1997 called JiTT However with today's learning technologies much more can be achieved in student outcomes. It introduces teachers to Interactive Learning Modules (ILMs) using Articulate software. These concepts and methods were introduced into the University of Adelaide in 2005 and have been very successful
The purpose of this presentation is to provide an overview of "rubric" in language testing and assessment and to highlight the parts of a rubric through various dimensions. Moreover, it sets forth in creating awareness of the effective use of rubrics in measuring multiple dimensions of students' learning and in reflecting robustness of this critical assessment process.
This document provides an overview of rubrics, including their definition, purpose, advantages, and types. A rubric is defined as a set of criteria and performance levels used to evaluate student work. The main purposes of rubrics are to communicate expectations to students and assess completed work. Advantages include being objective, providing feedback, and clarifying expectations. There are two main types of rubrics: holistic rubrics that provide one overall score, and analytic rubrics that score each criterion separately. The document provides examples of both types of rubrics and discusses how to create and use rubrics effectively.
This document discusses the phases of evaluation and stages of test construction. It provides examples of good and poor test questions and explains why some questions are confusing for students. The key stages of test construction include developing test specifications, writing the test blueprint, calibrating scales, validating the test, and training staff. Evaluation is used to judge student learning through various assessment methods like exams, papers, and clinical evaluations. The goal of evaluation is to provide feedback to students on their learning.
This document discusses formative and summative assessment. Formative assessment is used to monitor student progress and modify instruction, while summative assessment evaluates learning at the end of a period. The goals of formative assessment are to establish student strengths and weaknesses and improve teaching and learning. Summative assessment goals include providing grades and measuring growth against standards. Both types of assessment should be used for a balanced system to fully understand student achievement.
Microsoft word a ram sam sam-cmaeyc 2013.docbooksinger2013
This document provides instructions for teaching multicultural songs and dances to foster diversity and community. It includes descriptions and directions for interactive games and songs from around the world, including a hello song, a Chinese friendship song, and a hand-drawing partner game. The goal is to help participants learn cultural dances and music that can be used in the classroom.
This document discusses different types and purposes of assessment strategies. It outlines formative assessments which provide ongoing feedback to adjust instruction, summative assessments used to make judgments about student learning at the end of a unit or year, and how assessments should be designed to match achievement targets. The purposes of assessment include helping students set goals, assigning grades, motivating students, and adjusting instruction to meet individual needs.
The document outlines the steps involved in developing and administering a test:
1) Determining the objectives and purpose of the test, 2) Developing a test blueprint to guide item sampling, 3) Creating items and determining scoring methods, and 4) Administering and analyzing the test results. It also discusses different types of learning objectives, domains of learning, and considerations for test design like open vs. closed book and testing frequency.
Testing, assessment, measurement and evaluation definitionnorazmi danuri
Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.
This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
Strategies for preparing question papersASHWINI KUMAR
The document provides strategies for preparing effective question papers. It discusses that question papers are an important tool for evaluating students and meeting examination objectives. It highlights that paper setters should put themselves in the students' shoes and balance question type, level, duration and time allotment. The document also outlines that question papers should cover different competencies and cater to students of all abilities. It provides examples of different question types and stresses the importance of clear instructions, language and avoiding repetition or mistakes. Finally, it states that evaluation of question papers requires a marking scheme and honesty.
1. The document outlines the process of test construction which involves preliminary considerations, reviewing the content domain, item/task writing, assessing content validity, revising items/tasks, field testing, revising based on field testing results, test assembly, selecting performance standards, pilot testing, and preparing manuals.
2. Key steps include specifying test purposes and intended examinees, reviewing content standards/objectives, drafting and editing items/tasks, evaluating items for validity and potential biases, conducting item analysis after field testing, revising or deleting weak items, assembling the final test, and collecting ongoing reliability and validity data.
3. Item analysis involves both qualitative review of item content and format as well as quantitative analysis
This document outlines guidelines for effective test construction presented by Arnel O. Rivera. It discusses the importance of evaluation and preparing valid, reliable and usable tests. The presentation covers preparing a table of specifications, writing multiple choice and situational judgement questions, and general test construction tips like avoiding negative stems. Overall, the key messages are that preparing good tests takes time and effort, but plays an important role in student and teacher evaluation.
It talks about the different types of validity in assessment.
* Face Validity
* Content Validity
* Predictive Validity
* Concurrent Validity
* Construct Validity
This document discusses several models for evaluating training programs and educational courses: Kirkpatrick's four-level model, the Stufflebeam CIPP model, and the Flashlight Triad model. Kirkpatrick's model measures evaluation at four levels: reaction, learning, behavior, and results. The CIPP model evaluates context, inputs, processes, and products. It focuses on formative and summative evaluation to improve programs. The Flashlight Triad model uses triads of technology, activity, and outcomes to develop evaluation questions and gather data to inform modifications. The models provide systematic approaches to measure the effectiveness and efficiency of educational offerings.
The document discusses key concepts related to testing, assessment, and teaching. It covers:
- The differences between assessment and tests, with assessment being broader and more ongoing while tests are more formal and administered.
- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
This is the basic explanation on what are ANCOVA and MANCOVA in research study in which provides the definitions and the illustration on how can these both be use in SPSS tool analysis. If you's like to get practice file, do not hesitate to contact me.
The document discusses grading and evaluation in education. It covers definitions of grading, philosophies of grading, institutional expectations and constraints, alternatives to letter grading, and principles and guidelines for grading and evaluation. Specifically, it discusses how grades are meant to represent student achievement but can be influenced by other factors. It also explores various alternatives to traditional letter grading such as standards-based reporting, pass/fail systems, rubrics, and publishing student work. Overall, the document examines the purpose and challenges of grading as well as ways to improve evaluation of students.
This document discusses different aspects of grading systems. It defines grades as reflecting a student's academic progress. It describes informal evaluation as unplanned feedback and formal evaluation as more standardized written feedback. Formative evaluation provides feedback to students, while summative evaluation determines the quality of an outcome. The document discusses different symbols used for reporting grades and different frames of reference for grading, such as norm-referenced grading which compares students and criterion-referenced grading which compares students to performance levels. It emphasizes the importance of informing students about the grading system.
Proof of Quality Assurance Through PACUCOA AccreditationMarcelo Yarte
This document discusses the accreditation process of the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). It provides background on the legal bases and history of accreditation in the Philippines. It then outlines PACUCOA's principles and requirements for accreditation, including its multi-level process involving preliminary visits, formal visits, and reaccreditation. The document lists the programs that can be accredited and the areas evaluated in each type of program. It concludes by describing PACUCOA's policies and procedures for the orientation and preliminary accreditation visits.
Assessing, evaluating and reporting student progress nov 2110Andrea Hnatiuk
The document provides guidance for teachers on assessing, evaluating, and reporting student progress. It defines assessment as gathering information on a daily basis to understand student learning and needs, while evaluation is interpreting that information to make judgements and decisions, often for reporting purposes. The key principles outlined state that assessment and evaluation should be planned, continuous, derived from curriculum outcomes, and help students improve.
Performance assessment involves evaluating a student's demonstration of a skill or creation of a product according to defined standards. It is an engaging form of assessment that allows teachers to observe students' skills and reasoning as they perform a task or develop a product. When using performance assessment, teachers should ensure students have equal access to resources, sufficient time is available to complete the task and grade it fairly, and achievement targets are based on standards and focus on defining different levels of proficiency without bias.
This document discusses assessment methods used to evaluate student learning outcomes. It explains that assessment methods are strategies to collect information on how well students demonstrate desired learning. Using multiple methods is important because no single method can fully reflect student achievement. Direct methods ask students to demonstrate learning while indirect methods ask students to reflect on their own learning. Examples of direct methods include capstone projects, exams, interviews, performances, portfolios, pre/post-tests, and rubrics. Indirect methods include surveys, focus groups, observations, and reflective essays. Rubrics are scoring guides that clearly define criteria and quality levels to measure student work.
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
The document outlines the format and contents for a Self Assessment Report (SAR) for undergraduate pharmacy programs seeking first time accreditation from the National Board of Accreditation.
The SAR contains 3 parts - Part A covers institutional information, Part B includes criteria summary and self assessment against each criteria, and Part C is a declaration by the institution.
Part B assesses the program based on 7 program level criteria and 2 institute level criteria. Criterion 2 assesses the program curriculum and teaching-learning processes, and outlines details required around delivery of syllabus contents, initiatives to enhance teaching, quality of student projects and industry interaction. Criterion 3 requires establishing correlation between courses and program outcomes, defining course outcomes
This document contains details of an evaluation for a postgraduate program, including the program curriculum, teaching-learning processes, outcomes, student performance, faculty, laboratories/research facilities, and continuous improvement. It lists various criteria and sub-criteria to be evaluated on a scale of 0-10 or 0-20 points. For each section, the evaluators are to provide the marks awarded and observations justifying the marks. The overall aim is to evaluate the quality of the program and identify any gaps to help improve student learning outcomes.
Microsoft word a ram sam sam-cmaeyc 2013.docbooksinger2013
This document provides instructions for teaching multicultural songs and dances to foster diversity and community. It includes descriptions and directions for interactive games and songs from around the world, including a hello song, a Chinese friendship song, and a hand-drawing partner game. The goal is to help participants learn cultural dances and music that can be used in the classroom.
This document discusses different types and purposes of assessment strategies. It outlines formative assessments which provide ongoing feedback to adjust instruction, summative assessments used to make judgments about student learning at the end of a unit or year, and how assessments should be designed to match achievement targets. The purposes of assessment include helping students set goals, assigning grades, motivating students, and adjusting instruction to meet individual needs.
The document outlines the steps involved in developing and administering a test:
1) Determining the objectives and purpose of the test, 2) Developing a test blueprint to guide item sampling, 3) Creating items and determining scoring methods, and 4) Administering and analyzing the test results. It also discusses different types of learning objectives, domains of learning, and considerations for test design like open vs. closed book and testing frequency.
Testing, assessment, measurement and evaluation definitionnorazmi danuri
Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.
This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
Strategies for preparing question papersASHWINI KUMAR
The document provides strategies for preparing effective question papers. It discusses that question papers are an important tool for evaluating students and meeting examination objectives. It highlights that paper setters should put themselves in the students' shoes and balance question type, level, duration and time allotment. The document also outlines that question papers should cover different competencies and cater to students of all abilities. It provides examples of different question types and stresses the importance of clear instructions, language and avoiding repetition or mistakes. Finally, it states that evaluation of question papers requires a marking scheme and honesty.
1. The document outlines the process of test construction which involves preliminary considerations, reviewing the content domain, item/task writing, assessing content validity, revising items/tasks, field testing, revising based on field testing results, test assembly, selecting performance standards, pilot testing, and preparing manuals.
2. Key steps include specifying test purposes and intended examinees, reviewing content standards/objectives, drafting and editing items/tasks, evaluating items for validity and potential biases, conducting item analysis after field testing, revising or deleting weak items, assembling the final test, and collecting ongoing reliability and validity data.
3. Item analysis involves both qualitative review of item content and format as well as quantitative analysis
This document outlines guidelines for effective test construction presented by Arnel O. Rivera. It discusses the importance of evaluation and preparing valid, reliable and usable tests. The presentation covers preparing a table of specifications, writing multiple choice and situational judgement questions, and general test construction tips like avoiding negative stems. Overall, the key messages are that preparing good tests takes time and effort, but plays an important role in student and teacher evaluation.
It talks about the different types of validity in assessment.
* Face Validity
* Content Validity
* Predictive Validity
* Concurrent Validity
* Construct Validity
This document discusses several models for evaluating training programs and educational courses: Kirkpatrick's four-level model, the Stufflebeam CIPP model, and the Flashlight Triad model. Kirkpatrick's model measures evaluation at four levels: reaction, learning, behavior, and results. The CIPP model evaluates context, inputs, processes, and products. It focuses on formative and summative evaluation to improve programs. The Flashlight Triad model uses triads of technology, activity, and outcomes to develop evaluation questions and gather data to inform modifications. The models provide systematic approaches to measure the effectiveness and efficiency of educational offerings.
The document discusses key concepts related to testing, assessment, and teaching. It covers:
- The differences between assessment and tests, with assessment being broader and more ongoing while tests are more formal and administered.
- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
This is the basic explanation on what are ANCOVA and MANCOVA in research study in which provides the definitions and the illustration on how can these both be use in SPSS tool analysis. If you's like to get practice file, do not hesitate to contact me.
The document discusses grading and evaluation in education. It covers definitions of grading, philosophies of grading, institutional expectations and constraints, alternatives to letter grading, and principles and guidelines for grading and evaluation. Specifically, it discusses how grades are meant to represent student achievement but can be influenced by other factors. It also explores various alternatives to traditional letter grading such as standards-based reporting, pass/fail systems, rubrics, and publishing student work. Overall, the document examines the purpose and challenges of grading as well as ways to improve evaluation of students.
This document discusses different aspects of grading systems. It defines grades as reflecting a student's academic progress. It describes informal evaluation as unplanned feedback and formal evaluation as more standardized written feedback. Formative evaluation provides feedback to students, while summative evaluation determines the quality of an outcome. The document discusses different symbols used for reporting grades and different frames of reference for grading, such as norm-referenced grading which compares students and criterion-referenced grading which compares students to performance levels. It emphasizes the importance of informing students about the grading system.
Proof of Quality Assurance Through PACUCOA AccreditationMarcelo Yarte
This document discusses the accreditation process of the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). It provides background on the legal bases and history of accreditation in the Philippines. It then outlines PACUCOA's principles and requirements for accreditation, including its multi-level process involving preliminary visits, formal visits, and reaccreditation. The document lists the programs that can be accredited and the areas evaluated in each type of program. It concludes by describing PACUCOA's policies and procedures for the orientation and preliminary accreditation visits.
Assessing, evaluating and reporting student progress nov 2110Andrea Hnatiuk
The document provides guidance for teachers on assessing, evaluating, and reporting student progress. It defines assessment as gathering information on a daily basis to understand student learning and needs, while evaluation is interpreting that information to make judgements and decisions, often for reporting purposes. The key principles outlined state that assessment and evaluation should be planned, continuous, derived from curriculum outcomes, and help students improve.
Performance assessment involves evaluating a student's demonstration of a skill or creation of a product according to defined standards. It is an engaging form of assessment that allows teachers to observe students' skills and reasoning as they perform a task or develop a product. When using performance assessment, teachers should ensure students have equal access to resources, sufficient time is available to complete the task and grade it fairly, and achievement targets are based on standards and focus on defining different levels of proficiency without bias.
This document discusses assessment methods used to evaluate student learning outcomes. It explains that assessment methods are strategies to collect information on how well students demonstrate desired learning. Using multiple methods is important because no single method can fully reflect student achievement. Direct methods ask students to demonstrate learning while indirect methods ask students to reflect on their own learning. Examples of direct methods include capstone projects, exams, interviews, performances, portfolios, pre/post-tests, and rubrics. Indirect methods include surveys, focus groups, observations, and reflective essays. Rubrics are scoring guides that clearly define criteria and quality levels to measure student work.
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
The document outlines the format and contents for a Self Assessment Report (SAR) for undergraduate pharmacy programs seeking first time accreditation from the National Board of Accreditation.
The SAR contains 3 parts - Part A covers institutional information, Part B includes criteria summary and self assessment against each criteria, and Part C is a declaration by the institution.
Part B assesses the program based on 7 program level criteria and 2 institute level criteria. Criterion 2 assesses the program curriculum and teaching-learning processes, and outlines details required around delivery of syllabus contents, initiatives to enhance teaching, quality of student projects and industry interaction. Criterion 3 requires establishing correlation between courses and program outcomes, defining course outcomes
This document contains details of an evaluation for a postgraduate program, including the program curriculum, teaching-learning processes, outcomes, student performance, faculty, laboratories/research facilities, and continuous improvement. It lists various criteria and sub-criteria to be evaluated on a scale of 0-10 or 0-20 points. For each section, the evaluators are to provide the marks awarded and observations justifying the marks. The overall aim is to evaluate the quality of the program and identify any gaps to help improve student learning outcomes.
The document provides a summary of an assessment audit conducted on the International Business program using the TESTA methodology. Key findings include:
1) There is an issue with assessment bunching and the amount and timing of assessments may impact work quality.
2) Students choose modules based on assessment type and prefer ongoing assessments that build knowledge over time.
3) Students are unclear on course expectations and want more formative assessments and constructive feedback.
The audit found higher total assessments than industry averages, more summative than formative assessments, and exams make up over half of assessments on average. It recommends addressing assessment bunching and improving clarity of expectations and feedback.
The document outlines the criteria and information required for National Board of Accreditation (NBA) evaluation of engineering programs. It includes 10 criteria covering areas like vision and mission, curriculum, outcomes, faculty, facilities, governance and more. Institutions must provide details on these criteria in 3 parts - institutional information, departmental information, and program-specific information. They must also declare that the information provided is correct. The NBA will evaluate programs based on these criteria to determine accreditation.
The document provides details on the criteria and sub-criteria for evaluating NBA accreditation. It outlines 7 main criteria: 1) vision, mission and objectives, 2) curriculum and teaching, 3) course and program outcomes, 4) student performance, 5) faculty, 6) facilities, and 7) continuous improvement. Under each criterion are several sub-criteria with guidelines on documentation required and maximum points allotted. The document serves as a rubric for institutions to prepare self-assessment reports and obtain accreditation from the National Board of Accreditation.
Evaluation_Guidelines 2nd Cycle_Tier I 11-10-2021.pdfDrAshokKumar43
The document provides evaluation guidelines for assessing various criteria in the accreditation of undergraduate engineering programs. Criterion 1 relates to course outcomes, program outcomes, and how they are measured. It includes assessing the vision, outcomes, curriculum mapping, and attainment levels. Criterion 2 relates to the program curriculum and teaching-learning processes. It includes assessing the curriculum structure, teaching quality, projects, exams, and industry interaction. Various exhibits and contexts are identified to observe for each sub-criteria. The document contains detailed guidelines on what to assess and examine as evidence for each criteria and sub-criteria in the accreditation process.
Evaluation_Guidelines 2nd Cycle_Tier I 11-10-2021.pdfDrAshokKumar43
The document outlines evaluation guidelines for accreditation of undergraduate engineering programs. It includes criteria related to course outcomes, program outcomes, curriculum, and teaching-learning processes. Some key points:
- Criterion 1 focuses on course outcomes and program outcomes. It includes assessing vision/mission statements, establishing correlation of courses to outcomes, attainment of course and program outcomes, and complex problem solving.
- Criterion 2 addresses program curriculum and teaching-learning. It involves assessing curriculum structure and mapping to outcomes, quality of teaching processes, examinations, student projects, and industry interaction.
- Various sub-criteria are assigned marks and include guidelines for exhibits/aspects to be observed and assessed, such as policy
This document outlines the quality assurance process of self-assessment reports (SARs) at Government College University Faisalabad. It discusses that SARs involve systematically gathering and reviewing quantitative and qualitative data to evaluate educational programs and improve student learning. The objectives of SARs are to maintain academic standards, enhance student learning, verify programs meet objectives, and provide feedback for quality assurance. SARs are assessed based on 8 criteria involving aspects like curriculum, facilities, faculty, and support. Each criteria has 3-10 standards programs are evaluated against. Forms related to the SAR process are available online.
The document outlines an agenda for a webinar on program evaluation as an accreditation standard. It discusses the importance of evaluation in improving performance and outlines the Consortium's evaluation model. The webinar covers learning objectives, definitions of evaluation, characteristics of good evaluation, and the Consortium's accreditation standard for evaluation. The standard includes evaluating postgraduate trainees, clinical faculty, organizational impact, and ongoing program evaluation. Data collection includes outcomes like completion rates, evaluations, employment data, and satisfaction. The goals are to understand evaluation processes and use findings to improve programs.
This document outlines the criteria for accrediting engineering technology programs that is effective for reviews during the 2012-2013 accreditation cycle. It includes general criteria that apply to all programs as well as specific program criteria for various engineering technology disciplines. The general criteria address areas like students, program objectives, student outcomes, continuous improvement, curriculum, faculty, facilities, and institutional support. The document then lists the specific program criteria for over 20 engineering technology program areas.
EUR-ACE Accreditation and informationn gathering : PORTFOLIO DESIGN .pptxMezhoudiNesrine
The document discusses accreditation portfolios and their contents. An accreditation portfolio contains evidence that demonstrates an academic program meets accreditation standards. It includes course syllabi, materials, assessments, evaluations and other documentation for individual courses. The portfolio checklist outlines all required components for each course, such as exams, assignments, solutions, student samples and evaluation forms. Learning outcomes must be written to clearly articulate the skills and knowledge students will gain. Faculty are expected to submit high quality, complete portfolios and continuously improve courses based on assessment results and recommendations.
This document provides evaluation guidelines for assessing the accreditation of a diploma program. It outlines several criteria and sub-criteria that will be evaluated, including the program's vision, mission, curriculum, teaching-learning processes, course and program outcomes, student performance, and more. For each sub-criterion, it lists the number of marks allocated, the evaluation guidelines, and examples of exhibits or context that will be observed to make the assessment. The goal is to conduct a comprehensive evaluation of the program across multiple dimensions to determine if it merits accreditation.
This document provides evaluation guidelines for assessing the accreditation of a diploma program. It outlines several criteria and sub-criteria that will be evaluated, including the program's vision, mission, curriculum, teaching-learning processes, course and program outcomes, student performance, and more. For each sub-criterion, it lists the number of marks allocated, the evaluation guidelines, and examples of exhibits or context that will be observed to make the assessment. The goal is to conduct a comprehensive evaluation of the program across multiple dimensions to determine if it merits accreditation.
The document provides guidelines and templates for course specifications and annual course reports in Egypt. It aims to assist higher education institutions in compiling these documents according to international quality standards. The guidelines include templates for course specifications and reports, with explanations of the required information in each section. Course specifications must include basic course information, aims, intended learning outcomes, content, teaching methods, assessment, and resources. Annual reports require statistical performance data, topics taught, evaluation results and enhancement proposals. The templates are intended to standardize concepts and ensure production of specifications and reports that meet quality assurance requirements.
The document outlines the course structure and regulations for the Bachelor of Computer Applications (BCA) program offered by Vinoba Bhave University, Hazaribag, Jharkhand, India. It details the 6 semester program with core and elective papers in each semester totaling 150 credits. The courses cover topics like programming, databases, operating systems, computer graphics, algorithms, and management subjects. Academic performance is evaluated using a 10 point grading scale and grade point average system. Practical training and a final project in the 6th semester are also part of the program.
College of Administration and FinanceCOOP training program
College of Administration and Finance Sciences
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Contents
College of Administration and Finance COOP training program 1
1. Definition of terms and expressions: 3
2. The Practical Training: 4
2.1 Core Objectives 4
2.2 Academic Requirements: 4
2.3 Student Commitment before Starting the Practical Training 5
2.4 Student Commitments during the Practical Training 6
2.5 Student Commitments after the Practical Training 6
2.6 Training Organization Commitments: 7
2.7 Practical Training Evaluation: 8
a) Student Attendance : 8
b) The Training Organization Evaluation: 8
c) The Training Final Report: 8
d) The Training Final Interview: 9
3. Special cases the student trainee might face: 9
a. In case of Excuse (for not) training: 9
b. In the case of transfer from training organization: 10
c. Students already working in the same major: 10
By the Training Organization Representative: 12
By the Student: 12
1. Definition of terms and expressions:
Key Terms
Definition
College
Any staff member who holds the responsibility for supervising, coordinating, and managing the overall planning and implementation of the field experience-training course at the college level. This may include any of the following: Head of Department, Field Experience Unit or any other staff member in charge of such matters.
Faculty Member
A member of the teaching staff at the college who is assigned authority and responsibility of supervising and evaluating the training of the student.
Student
Any student that is eligible to apply for the field experience-training course.
Training Organization
Any institution that has been approved by the college to provide practical training to students in their field experience-training course.
Field Instructor
A representative working at the training organization who is responsible for supervising, training and evaluating the student throughout the training period.
The Training Unit
Refers to the structure defined by the College responsible for overseeing the training affairs and the implementation of the training plan.
2. The Practical Training:
2.1 Core Objectives
The program of Business Administration majors aims at producing highly skilled managers in all department field capable to fulfill with the needs of the labor market. Graduates are expected to:
a) Familiarization with practical application of learned concepts prior to completion of studies.
b) Comprehensive understanding of concepts, tools and practices in the domain of selected area of specialization.
c) Creating awareness about professional ethics needed to be practices in practical life such as punctuality, innovation, application, honesty etc.
d) Enabling the students to learn and handle the work related stress and pressure.
e) Better and more efficient communication skills to deal with all three levels of professional work i.e. clients, peers and superiors.
f) To provide the students and trai ...
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How to Prepare Self Assessment Report.pptx
1. How to Prepare
Self Assessment Report
Dr. Naveed Ahmed
Deputy Director QEC
National College of Arts
2. Contents
WHAT IS A QUALITY?
WHAT IS QUALITY ASSURANCE?
ASSESSMENT
SELF ASSESSMENT OF THE PROGRAM
WHAT IS SELF ASSESSMENT REPORT
OBJECTIVES OF SELF ASSESSMENT
BENEFITS OF AN ACADEMIC PROGRAM ASSESSMENT PROCESS
PROCESS OF SELF ASSESSMENT
ROLES AND RESPONSIBILITIES OF PROGRAM TEAM
CRITERIA AND STANDARDS
3. Quality
High degree of goodness
A degree or level of excellence
At least meet the provided Academic Standards
Quality is never an accident; it is always the result of
high intension, sincere effort, intelligent direction,
and skillful execution; it represents the wise choice
of many alternatives” (Willa A Foster).
Quality must be based on the fact that “Quality is
not the responsibility of an individual; rather it is the
responsibility of all”.
4. Quality Assurance
It refers generally to all planned and
systematic actions or processes necessary
for providing adequate confidence to
stakeholders that a services will satisfy
the specified requirements for quality.
5. Assessment
Assessment is a systematic process of gathering,
reviewing and analyzing both quantitative and
qualitative data/information for the purpose of:
Improving student learning
Evaluating whether academic and learning
standards are being met.
6. Self Assessment of the Programs
• Self-assessment is an assessment conducted
by the institution / department to assess
whether programs meet their educational
objectives with the purpose to improve
program’s quality and enhancing students
learning.
7. What is Self Assessment Report
• For enhancing academic quality in HEIs, QEC
implements quality assessment mechanism of
academic programs, called Self Assessment
Process. The outcome of this process is Self-
Assessment Report [SAR]. The main objectives
of preparing SAR are:
8. Objectives of Self Assessment
a) Verify that the existing programs
meet their objectives and
institutional goals.
b) Provide feedback for quality
assurance of academic programs.
c) Improve and maintain academic
standards
d) Enhance students’ learning.
9. Benefits of Assessment Process
Identify Program Weakness
Take Financial Decisions based on academic
priorities
Provide information to stakeholders on the quality
of education students receive.
Ensure continuous improvement of programs and
curricula
Improve the Ranking of the Department/Program
12. Self Assessment Manual of HEC Consists of
the following Criteria's:
Criterion Number of
Standards
1. Program Mission, Objectives and Outcomes 4
2. Curriculum Design and Organization 7
3. Laboratories and Computer Facilities 3
4. Student Support and Advising 3
5. Process Control 5
6. Faculty 3
7. Institutional Facilities 3
8. Institutional Support 3
14. a) Document institution/university and program mission
statements.
b) State program objectives. Program educational objectives are
intended to be statements that describe the expected
accomplishments of graduates during the first several years
following graduation from the program.
c) Describe how each objective is aligned with program, college
and institution mission statements.
d) Outline the main elements of the strategic plan to achieve the
program mission and objectives.
Standards 1-1:
The program must have documented measurable
objectives that support Faculty / College and
institution mission statements.
15. Following are the main elements of the strategic plan to achieve
program mission and objectives.
• Curriculum design (core and specialization subjects)
• Concept building (extensive studio work, applying theoretical
knowledge)
• Practical projects (compatible with contemporary
advancements)
• Co-curricular activities
(Details Available in SAM )
16. objectives How measured When
measured
Improvement
identified
Improvement
made
1. Appendix (c)
2. -do-
3. -do-
4. -do-
5. -do-
e) Provide for each objective how it was measured, when it was
measured and improvements identified and made. Table 4.1 of
SAM of HEC provides a format for program objectives assessment.
Table 4.1: program objectives assessment
Using Questionnaire provided in appendix C of SAM
17. How Measured..??
This should be accomplished by the following:
(I) Conducting a survey of graduating seniors every
semester.
(II Conduct a survey of alumni.
(III) Conduct a survey of employers.
(IV) Carefully designed questions asked during senior
projects presentations. These questions should be
related to program outcomes.
(V) Outcomes examinations
(c) A sample of the forms for such surveys is given in
Appendix C. The data obtained from the above
sources should be analyzed and presented in the
assessment report.
18. Standards 1-2:
The program must have documented outcomes for
graduating students. It must be demonstrated that the
outcomes support the program objectives and that
graduating students are capable of performing these
outcomes.
a) Describe how the program outcomes support the program
objectives. In Table 4.2 of SAM of HEC show the outcomes
that are aligned with each objective. A sample of such a table
is shown in Appendix D.
20. b) Describe the means for assessing the extent to which
graduates are performing the stated program
outcomes/learning objectives. This should be
accomplished by the following:
(I) Conducting a survey of graduating seniors every
semester.
(II) Conduct a survey of alumni.
(III) Conduct a survey of employers.
(IV) Carefully designed questions asked during senior
projects presentations. These questions should be related
to program outcomes.
(V) Outcomes examinations
(c) A sample of the forms for such surveys is given in Appendix
C. The data obtained from the above sources should
be analyzed and presented in the assessment report.
21. d) It is recommended that the above surveys should be
conducted, summarized and added to the self-study
assessment report. Departments should utilize the
results of the surveys for improving the program as soon
as they are available.
23. Standards 1-3:
The results of program’s assessment and the extent to which they are
used to improve the program must be documented.
a) Describe the actions taken based on the results of
periodic assessments.
b) Describe major future program improvements plans
based on recent assessments.
c) List strengths and weaknesses of the program
d) List significant future development plans for the
program.
Standards 1-4:
The department must assess its overall performance periodically
using quantifiable measures.
24. a) Present students enrolment during the last two to three years
indicating percentages of honor students, student faculty ratio,
average graduating Grade Point Average (GPA) per semester,
average time for completing the program and attrition rate.
b) Indicate percentage of employers that are strongly satisfied
with the performance of the department’s graduates. Use
employer’s survey.
c) Indicate the average student evaluation for all courses and the
% of faculty awarded excellence in teaching award.
d) Present performance measures for research activities. These
include journal publications, funded projects, and conference
publications per faculty per year and indicate the % of faculty
awarded excellence in research award
25. e) Present performance measures for community
services. This may include number of short courses per
year, workshops and seminars organized.
f) Indicate faculty and students satisfaction regarding the
administrative services offered by the department. Use
faculty and students surveys.
27. The Curriculum Must be Designed:
• To Achieve the Program Objectives
• To Achieve the Program Outcomes
• To Satisfy the Minimum Standards of HEC
The Curriculum Standards must be Specified in
terms of Credit Hours of the Study
28. Provide the Following information about the
program’s curriculum:
a) Title of the degree Program
b) Admission Requirement of the Program
c) Objectives of the Program
d) Outcomes of the Program
e) Duration of the Program
f) Total Credit Hours
g) Number of Semesters
h) Load per Semester
i) No. of Courses with Credit Hours
j) Degree Plan (flow-chart showing the prerequisites, core and
elective courses etc.)
29. Semester Number
of
Courses
Category (Credit Hours)
Segregation of
Course
Core
course
Specialization
Courses
Total Credit
Hours
Theory Studio
Total
Table 4.3: curriculum course requirements
30. Standard 2-1:
The curriculum must be consistent and
Supports the program’s documented
objectives.
a) Describe how the program courses meets the
program objectives
b) Complete the matrix shown in Table 4.4
linking courses to program outcomes. List the
courses and tick against relevant outcomes.
32. Standards 2-2:
Theoretical background, problems analysis &
solution design must be stressed with in the
program’s core material.
a) Indicate which courses contain a significant portion
(more than 30%) of the elements in standard 2-2.
Elements Courses
Theoretical background
problems analysis
solution design
Table 4.5 Standards 2-2 requirement
33. Standards 2-3:
The curriculum must satisfy the core requirements for the
program, as specified by the respective accreditation body
or HEC. Examples of such requirements are given in Table
A.1, Appendix A.
Standards 2-4:
The curriculum must Satisfy the major requirements for
the program as specified by HEC, the respective
accreditation body / councils. Examples of such
requirements are given in Table A.1, Appendix A.
Standards 2-5:
The curriculum must satisfy general education, arts, and
professional and other discipline requirements for the
program, as specified by the respective accreditation body
/ council. Example of such requirements are given in Table
A.1 Appendix A.
34. Standards 2-6:
Information technology component of the
curriculum must be integrated throughout the
program.
a) Indicate the courses within the program that will satisfy
the standard.
b) Describe how they are applied and integrated through
out the program.
Standards 2-7:
Oral and written communication skills of the
student must be developed the courses within
the program that will satisfy the standards
a) Indicate the courses within the program
that will satisfy the standards.
b) Describe how they are applied.
36. • Laboratories/Studio and computing facilities
must be adequately available and accessible to
faculty members and students to support
teaching and research activities. To meet this
criterion the standards in this section must be
satisfied. In addition departments may
benchmark with similar departments in reputable
institutions to identify their shortcomings if any.
37. • Describe the laboratory/ computer facilities that are
available for use in the program under assessment. Indicate
for each lab the following:
• Laboratory/Studio Title
• Location and area
• Objectives
• Adequacy for instruction
• Courses taught
• Software available (if applicable)
• Major Equipment
• Safety regulations
38. Standard 3-1:
Laboratory manuals/documentation/instructions
for experiments must be available and readily
accessible to faculty and students.
a) Explain how students and faculty have adequate
and timely access to the manuals/documentation
and instructions.
b) Benchmark with similar departments in reputable
institutions to identify short comings in laboratory.
39. Standard 3-2:
There must be adequate support personnel for
instruction and maintaining the laboratories.
a) Indicate for each laboratory, support personnel,
level of support, nature and extent of instructional
support
40. Standard 3-3:
The University computing infrastructure and
facilities must be adequate to support program’s
objectives.
a) Describe how the computing facilities support the
computing component of your program.
b) Benchmark with similar departments in reputable
institutions to identify short comings in computing
infrastructure and facilities if any.
42. Student must have adequate support to
complete the program in a timely manner
and must have ample opportunity to
interact with their instructors and receive
timely advice about program requirements
and career alternatives. To meet this
criterion the standards in this section must
be satisfied.
43. Standard 4-1:
Courses must be offered with sufficient
frequency and number for students to
complete the program in a timely manner.
Provide the department’s strategy for course offerings.
a) Explain how often required courses are offered.
b) Explain how often elective courses are offered.
c) Explain how required courses outside the
department are managed to be offered in sufficient
number and frequency.
44. Standard 4-2:
Courses in the major area of study must be
structured to ensure effective interaction between
students, faculty and teaching assistants.
a) Describe how you achieve effective student / faculty
interaction in courses taught by more than one
person such as two faculty members, a faculty
member and a teaching assistant or a lecturer.
45. Standard 4-3:
Guidance on how to complete the program must be
available to all students and access to academic advising
must be available to make course decisions and career
choices.
Describe how students are informed about program
requirements.
a) Describe the advising system and indicate how its
effectiveness is measured.
b) Describe the student counseling system and how
students get professional counseling when needed.
c) Indicate if students have access to professional
counseling; when necessary.
d) Describe opportunities available for students to
interact with practitioners, and to have membership
in technical and professional societies.
47. Standard 5-1:
The process by which students are admitted to the
program must be based on quantitative and qualitative
criteria and clearly documented.
a. Describe the program admission criteria at the
institutional level, faculty or department if
applicable.
b. Describe policy regarding program/credit
transfer.
c. Indicate how frequently the admission criteria
are evaluated and if the evaluation results are
used to improve the process.
48. Standard 5-2:
The process by which students are registered in the
program and monitoring of students progress to ensure
timely completion of the program must be documented.
a) Describe how students are registered in the
program.
b) Describe how students’ academic progress is
monitored and how their program of study is
verified to stick to the degree requirements.
c) Indicate how frequently the process of
registration and monitoring are evaluated
and if the evaluation results are used to
improve the process.
49. Standard 5-3:
The process of recruiting and retaining highly qualified
faculty members must be in place and clearly documented.
Also processes and procedures for faculty evaluation,
promotion must be consistent with institution mission
statement.
a) Describe the process used to ensure that highly
qualified faculty is recruited to the program.
b) Indicate methods used to retain excellent faculty
members.
c) Indicate how evaluation and promotion
processes are in line with institution mission
statement.
d) Indicate how frequently this process in
evaluated and if the evaluation results are used
to improve the process.
50. Standard 5-4:
The process and procedures used to ensure that teaching
and delivery of course material to the students emphasizes
active learning and that course learning outcomes are met.
a) Describe the process and procedures used to
ensure that teaching and delivery of course
material is effective and focus on students
learning.
b) Indicate how frequently this process is
evaluated and if the evaluation results are used
to improve the process.
51. Standard 5-5:
The process that ensures that graduates have completed
the requirements of the program must be based on
standards, effective and clearly documented procedures.
a) Describe the procedures used to ensure that
graduates meet the program requirements.
b) Describe when this procedure is evaluated and
whether the results of this evaluation are used
to improve the process
53. Standard 6-1:
•There must be enough full time faculty who are
committed to the program to provide adequate
coverage of the program areas/courses with
continuity and stability.
•The interests and qualifications of all faculty
members must be sufficient to teach all courses,
plan, modify and update courses and curricula.
•All faculty members must have a level of
competence that would normally be obtained
through graduate work in the discipline.
•The majority of the faculty must hold a Ph.D. in the
discipline.
54. Standard 6-1:
a) Complete the table 4.6, indicating program areas
and number of faculty in each area.
b) Each faculty member should complete a resume,
prepared in a format included in Appendix B.
(Page 28 of SAM).
55. Program area of
specialization
Courses in the
area and
average number
of sections per
year
Number of
faculty
members in
each area
Number of
faculty with
Ph.D. degree
Area 1.
Area 2.
Area 3.
Area 4.
Total
Table 4.6: Faculty distribution by program areas
56. Standard 6-2:
All faculty members must remain current in the
discipline and sufficient time must be provided for
scholarly activities and professional development. Also,
effective programs for faculty development must be in
place.
a) Describe the criteria for faculty to be
deemed current in the discipline and based
on these criteria and information in the
faculty member’s resumes, what
percentage of them is current. The criteria
should be developed by the department.
57. b) Describe the means for ensuring that full time
faculty members have sufficient time for
scholarly and professional development.
c) Describe existing faculty development programs
at the departmental and university level.
Demonstrate their effectiveness in achieving
faculty development.
d) Indicate how frequently faculty programs are
evaluated and if the evaluation results are use
for improvement
58. Standard 6-3:
All faculty members should be motivated and have job
satisfaction to excel in their profession.
a) Describe programs and processes in place for
faculty motivation.
b) Obtain faculty input using faculty survey
(Appendix C) on programs for faculty motivation
and job satisfaction.
c) Indicate how effective these programs are.
60. Standard 7-1:
The institution must have the infrastructure to support new
trends in learning such as e-learning.
a) Describe infrastructure and facilities that support new
trends in learning.
b) Indicate how adequate the facilities are.
61. Standard 7-2:
The library must possess an up-to-date technical collection
relevant to the program and must be adequately staffed with
professional personnel.
a) Describe the adequacy of the library’s technical collection.
b) Describe the support rendered by the library.
Standard 7-3:
Class-rooms must be adequately equipped and offices must
be adequate to enable faculty to carry out their
responsibilities.
a) Describe the adequacy of the classrooms.
b) Describe the adequacy of faculty offices.
63. Standard 8-1:
There must be sufficient support and financial resources to
attract and retain high quality faculty and provide the
means for them to maintain competence as teachers and
scholars.
a) Describe how your program meets this standard. If it
does not explain the main causes and plans to rectify
the situation.
b) Describe the level of adequacy of secretarial support,
technical staff and office equipment.
Standard 8-2: There must be an adequate number
of high quality graduate students, research assistants
and Ph.D. students.
a) Provide the number of graduate students, research
assistants and Ph. D students for the last three years
64. Provide the faculty: graduate student ratio for the last
three years
Standard 8-3:
Financial resources must be provided to acquire and
maintain Library holdings, laboratories and computing
facilities.
a) Describe the resources available for the library.
b) Describe the resources available for laboratories.
c) Describe the resources available for computing
facilities..