Continual Quality Improvement (CQI) is the concept that there is always room for improvement. Within a company, CQI refers to the commitment to constantly improve operations, processes, and activities to meet customer requirements efficiently, consistently, and cost-effectively.
To apply CQI within a learning environment, it is necessary to systematically review and monitor changes and progress to ensure learning outcomes are achieved, the curriculum remains current and relevant to industry, instructional delivery is effective, assessment methods are appropriate, and educational resources are sufficient and up-to-date. Data from assessments and surveys of students, alumni, employers, and other stakeholders should be analyzed to identify areas for improvement and close the feedback loop through revisions to instruction
Based on the scenario provided, Agency ABC's response for section A.1.3 would be a "2 - Somewhat Effective." While staff feel supported and are invited to paid trainings and workshops, the agency does not monitor annual PD requirements or have clear expectations. Monthly meetings focus more on planning and policy rather than skill-building. Performance reviews and supervision are also limited. Overall, the level of professional development and on-site support for continuing skills growth is somewhat effective but could be strengthened.
This document provides an overview of continuous quality improvement (CQI) principles and models. It discusses key concepts like quality, quality improvement, and quality improvement models including PDCA, FADE, PDSA, and Six Sigma. The core steps of CQI involve forming a team, defining clear aims and measures of success, understanding customer needs, testing changes using the scientific method, and continuously monitoring improvements. Commonly used CQI tools include fishbone diagrams, flowcharts, histograms, Pareto charts, and run charts. The goal of CQI is to turn thoughts into ongoing, incremental improvements through analysis and monitoring to ensure quality outputs.
The document discusses evaluating training programs through various methods. It outlines the goals of evaluation, such as assessing progress, evaluating curriculum and staff, and justifying expenditures. Common myths about evaluation are debunked, such as the ideas that results cannot be measured or that evaluation will lead to criticism. Effective evaluation requires collecting data at different stages using instruments like questionnaires, observations, interviews and performance reviews. The document provides guidance on developing these instruments and conducting evaluations to improve training programs.
Via Evaluation Evaluation Plan presentation for GPAVia Evaluation
The document discusses evaluation plans and their importance. It provides an overview of what an evaluation plan is and when one is necessary, such as when required by a funder. It outlines the key components of an effective evaluation plan, including identifying the evaluator, developing objectives and indicators, creating a logic model and timeline. The presentation aims to help attendees understand how to create strong evaluation plans that can improve their projects and demonstrate accountability.
Training and development domain has undergone tremendous development over time in terms of delivery of training, technology being used etc. However, it is undisputable that the corner stone for any successful training program still is its content.
This document discusses the importance of conducting a training needs assessment using a systematic approach. It outlines the instructional design process, which includes analyzing performance gaps, designing training to address needs, developing the training program, implementing it, and evaluating outcomes. A needs assessment identifies required skills and the gap between actual and desired performance. It determines whether training is the solution and informs training design. Effective needs assessment involves defining problems clearly, determining causes, collecting data through methods like interviews and surveys, and asking the right questions to fully understand performance issues and how to address them.
The document discusses measuring the return on investment (ROI) of training programs. It outlines four levels of evaluating training effectiveness: (1) measuring reaction, (2) measuring learning, (3) measuring behavior change and application of skills on the job, and (4) measuring business impact and results. Guidelines are provided for evaluating each level, including using surveys, tests, and metrics to capture both qualitative and quantitative data on the outcomes of training programs.
The document discusses evaluating the effectiveness of training programs. It recommends:
1) Evaluating specific courses by measuring perceived learning through student surveys and demonstrated learning through tests and performance assessments.
2) Evaluating the overall training program effectiveness by tracking key performance indicators like student performance, ratings, retention, and field performance over time.
3) Continually monitoring and improving training needs, design, delivery, and outcomes.
Based on the scenario provided, Agency ABC's response for section A.1.3 would be a "2 - Somewhat Effective." While staff feel supported and are invited to paid trainings and workshops, the agency does not monitor annual PD requirements or have clear expectations. Monthly meetings focus more on planning and policy rather than skill-building. Performance reviews and supervision are also limited. Overall, the level of professional development and on-site support for continuing skills growth is somewhat effective but could be strengthened.
This document provides an overview of continuous quality improvement (CQI) principles and models. It discusses key concepts like quality, quality improvement, and quality improvement models including PDCA, FADE, PDSA, and Six Sigma. The core steps of CQI involve forming a team, defining clear aims and measures of success, understanding customer needs, testing changes using the scientific method, and continuously monitoring improvements. Commonly used CQI tools include fishbone diagrams, flowcharts, histograms, Pareto charts, and run charts. The goal of CQI is to turn thoughts into ongoing, incremental improvements through analysis and monitoring to ensure quality outputs.
The document discusses evaluating training programs through various methods. It outlines the goals of evaluation, such as assessing progress, evaluating curriculum and staff, and justifying expenditures. Common myths about evaluation are debunked, such as the ideas that results cannot be measured or that evaluation will lead to criticism. Effective evaluation requires collecting data at different stages using instruments like questionnaires, observations, interviews and performance reviews. The document provides guidance on developing these instruments and conducting evaluations to improve training programs.
Via Evaluation Evaluation Plan presentation for GPAVia Evaluation
The document discusses evaluation plans and their importance. It provides an overview of what an evaluation plan is and when one is necessary, such as when required by a funder. It outlines the key components of an effective evaluation plan, including identifying the evaluator, developing objectives and indicators, creating a logic model and timeline. The presentation aims to help attendees understand how to create strong evaluation plans that can improve their projects and demonstrate accountability.
Training and development domain has undergone tremendous development over time in terms of delivery of training, technology being used etc. However, it is undisputable that the corner stone for any successful training program still is its content.
This document discusses the importance of conducting a training needs assessment using a systematic approach. It outlines the instructional design process, which includes analyzing performance gaps, designing training to address needs, developing the training program, implementing it, and evaluating outcomes. A needs assessment identifies required skills and the gap between actual and desired performance. It determines whether training is the solution and informs training design. Effective needs assessment involves defining problems clearly, determining causes, collecting data through methods like interviews and surveys, and asking the right questions to fully understand performance issues and how to address them.
The document discusses measuring the return on investment (ROI) of training programs. It outlines four levels of evaluating training effectiveness: (1) measuring reaction, (2) measuring learning, (3) measuring behavior change and application of skills on the job, and (4) measuring business impact and results. Guidelines are provided for evaluating each level, including using surveys, tests, and metrics to capture both qualitative and quantitative data on the outcomes of training programs.
The document discusses evaluating the effectiveness of training programs. It recommends:
1) Evaluating specific courses by measuring perceived learning through student surveys and demonstrated learning through tests and performance assessments.
2) Evaluating the overall training program effectiveness by tracking key performance indicators like student performance, ratings, retention, and field performance over time.
3) Continually monitoring and improving training needs, design, delivery, and outcomes.
This document summarizes a research study on the effectiveness of Training Needs Analysis (TNA) based training in the pharmaceutical industry in Karachi, Pakistan. The study surveyed 180 sales employees across pharmaceutical companies. The research aimed to determine if TNA-based training helped achieve organizational goals and enhance employees' knowledge, skills, and attitudes. It also examined if training increased customer numbers. Statistical analysis using SPSS software found that TNA-based training enabled employees to reach sales targets and improved knowledge, skills, attitudes, and customer levels. The study concluded TNA-based training is an effective approach for employee development and performance improvement in the pharmaceutical industry.
The document provides an overview of program design, monitoring and evaluation. It discusses conducting needs assessments to understand community needs and priorities. It also covers developing a causal pathway framework to link program activities, outputs, and outcomes. Monitoring and evaluation are presented as important parts of the process to determine what is working and how programs can be improved.
The document discusses the importance of needs assessment for training programs. It describes that needs assessment involves organizational analysis, person analysis, and task analysis to determine if training is the appropriate solution, who needs training, and the relevant content. It highlights that needs assessment ensures training addresses real performance gaps, has the right objectives, and trainees are ready. The document provides details on different needs assessment techniques and stresses using multiple methods. It also outlines the needs assessment process and factors to consider when evaluating performance issues and employee readiness.
Training needs analysis, skills auditing and training roi presentation 31 aug...Charles Cotter, PhD
This document discusses training needs analysis, skills auditing, and training return on investment. It provides an overview of the training process and cycle, including training needs analysis, skills auditing, workplace skills plans, and evaluating training return on investment. It describes a 6-step process for conducting a training needs analysis involving situational analysis, envisioning desired outcomes, identifying data collection methods, collecting data, sharing findings, and developing an implementation plan. Best practices for skills auditing are outlined, including using job analyses and developing performance standards. The skills auditing process involves determining skills requirements, auditing actual skills, and identifying development needs.
Useful for Trainers, Facilitators, Teachers and Managers who need to teach theories, concepts and other topics to others in an entertaining way to ensure deeper penetration of knowledge and skills.
Content:
What is Training?
The Trainer
Qualities of a Trainer
Training Need Analysis
Content Development
Trainig Delivery
Methodologies
Evaluation - Measurement & Assessments
Feedback - why & How to deliver
This presentation discusses the implementation of training programs. It covers logistical and physical arrangements like preparing the training site, notifying participants, and ensuring equipment is ready. It also discusses dry runs and pilot training to refine training materials and get participant feedback. The presentation also covers considerations for on-site versus off-site training, room layouts, and policies to define an organization's commitment to training.
This document provides an overview of training principles and planning. It discusses:
- The objectives of training, which include developing training skills and knowledge of effective methods.
- Key principles like applying concepts, providing feedback, balancing compact and lengthy training, and considering individual differences.
- The components of an effective training system, including needs assessment, planning, implementation, and evaluation.
- Steps for training needs analysis like revising objectives, collecting performance data, analyzing data, and translating problems into training needs.
- Developing training plans by prioritizing needs, setting objectives, determining requirements, and designing programs.
This document outlines a training module on conducting needs assessments. It discusses identifying performance issues that may indicate a need for training and using needs assessments to determine if training is the appropriate solution. The module covers analyzing needs at the organizational, task, and individual levels to identify relevant training content. Data collection methods for needs assessments include observation, questionnaires, interviews, focus groups, and document review. Challenges to effective needs assessment like time constraints and lack of support are also addressed. Learners are given a case study and assignment to design their own needs assessment plan to apply the concepts from the module.
This document proposes an agile business process development methodology. It begins with an introduction and problem statement, then describes existing business process methodologies and their limitations. It presents the proposed iterative and agile methodology, which includes stages like analysis, design, construction, pilot, and diagnosis. The methodology is applied in a case study where it achieved an estimated 21% reduction in effort compared to waterfall. Threats to the validity of the case study and opportunities for future work are also discussed.
Training need assessment in a 5star hoShamimansary
The document summarizes a case study on assessing training needs at the Westin Hotel in Dhaka, Bangladesh. It outlines the objectives to identify performance gaps, desired outcomes, and training areas. It describes conducting interviews and surveys to assess current performance and improvement opportunities. The analysis found most employees were younger with less experience, indicating a need for more training to develop their skills.
Training & Development - Designing a training program - key factors, strategi...ShatakshiSingh17
This presentation is related to Training and Development which talks about the key factors of designing a training program, the strategies which are faced by the training design managers while designing an effective training program and also the challenges which the design manager has to face on a daily basis while designing the training program.
In this presentation, we as students of BIMTECH had chosen our campus Mess for the department under study where TNA was conducted and certain training programs were identified for the employees. The whole process of TNA has been discussed.
This document discusses the analysis phase of the instructional design process. It explains that the analysis phase involves conducting a training needs analysis through various types of analysis like context analysis, user analysis, work analysis, and content analysis. The purpose of needs analysis is to identify performance gaps, set training priorities, and inform training decisions. Needs assessment techniques may include observation, questionnaires, interviews, and focus groups. The output of the analysis phase is a job analysis report containing training recommendations and course content.
Black, Adam Dr - Efficacy and how to improve learner outcomeseaquals
The document discusses improving learner outcomes through efficacy. It defines efficacy as making a measurable impact on learner outcomes. Pearson's approach involves efficacy reviews, studies, and analytics. Efficacy reviews use a framework to assess the likelihood of impacting outcomes. Studies involve long-term, holistic evaluations. Analytics provide insights from learner data to improve instruction and identify at-risk students. The key is defining clear outcomes and measuring progress towards goals to continuously enhance efficacy.
The document discusses the Systematic Approach to Training (SAT) process which includes 5 phases - analysis, design, development, implementation, and evaluation - to systematically design and deliver training programs that improve job performance. It describes each phase in detail, including the key activities conducted during analysis such as needs analysis, job analysis, and task analysis to determine training needs, and how the outputs of each phase inform the next to create, deliver, and evaluate effective training.
This instructional module is targeted for teachers new to the data team process. The data team process is important for collaboration and increased student growth. Fellow data team members can use their collective expertise to ensure all students show growth in learning. This module will help demystify the data teams process.
This document provides an overview of conducting a training needs assessment using a systematic approach. It discusses that the goal of training is performance, not just training itself. It also notes that typically only 6-10% of training expenditures actually result in transfer of skills to the job. The key is to ask the right questions during needs assessment. A needs assessment identifies performance gaps between what is required and what currently exists. It also discusses analyzing the problem, determining if it is a training issue, and identifying skills and learners who need training. The document outlines Robert Mager's 5 steps for problem analysis and determining the causes and solutions. It stresses integrating solutions that address the root causes, and that training may not always
The document outlines the 8 step training evaluation process which includes defining the purpose and audience, determining participant needs, setting goals and objectives, developing the content, instructional activities, the written design, evaluation forms, and follow up activities. It also discusses reasons for evaluating training such as improving programs and demonstrating value, and factors to consider like expertise, timeframes, and organizational culture when designing evaluations.
This document discusses the National Accreditation Board for Hospitals & Healthcare (NABH) standards for hospital accreditation in India. It provides an overview of NABH, outlines the 10 chapters and over 100 standards that hospitals must meet for accreditation, and gives examples of some key standards within chapters related to access to care, patient care, medication management, patient rights, and quality improvement. The standards are designed to help hospitals improve patient outcomes, safety, and satisfaction by benchmarking their services and processes against internationally recognized quality criteria.
This document discusses outcome-based education (OBE) and its implementation. OBE focuses on what students can do after learning rather than only content delivery. It was developed in response to deficiencies in traditional education in preparing students for work. Key aspects of OBE include defining learning outcomes, assessments that evaluate outcome achievement, and ensuring education quality through alignment with national qualifications frameworks. The speaker outlines the process of implementing OBE through specifying unit learning outcomes, program outcomes, and program education objectives for electrical engineering students.
This document summarizes a research study on the effectiveness of Training Needs Analysis (TNA) based training in the pharmaceutical industry in Karachi, Pakistan. The study surveyed 180 sales employees across pharmaceutical companies. The research aimed to determine if TNA-based training helped achieve organizational goals and enhance employees' knowledge, skills, and attitudes. It also examined if training increased customer numbers. Statistical analysis using SPSS software found that TNA-based training enabled employees to reach sales targets and improved knowledge, skills, attitudes, and customer levels. The study concluded TNA-based training is an effective approach for employee development and performance improvement in the pharmaceutical industry.
The document provides an overview of program design, monitoring and evaluation. It discusses conducting needs assessments to understand community needs and priorities. It also covers developing a causal pathway framework to link program activities, outputs, and outcomes. Monitoring and evaluation are presented as important parts of the process to determine what is working and how programs can be improved.
The document discusses the importance of needs assessment for training programs. It describes that needs assessment involves organizational analysis, person analysis, and task analysis to determine if training is the appropriate solution, who needs training, and the relevant content. It highlights that needs assessment ensures training addresses real performance gaps, has the right objectives, and trainees are ready. The document provides details on different needs assessment techniques and stresses using multiple methods. It also outlines the needs assessment process and factors to consider when evaluating performance issues and employee readiness.
Training needs analysis, skills auditing and training roi presentation 31 aug...Charles Cotter, PhD
This document discusses training needs analysis, skills auditing, and training return on investment. It provides an overview of the training process and cycle, including training needs analysis, skills auditing, workplace skills plans, and evaluating training return on investment. It describes a 6-step process for conducting a training needs analysis involving situational analysis, envisioning desired outcomes, identifying data collection methods, collecting data, sharing findings, and developing an implementation plan. Best practices for skills auditing are outlined, including using job analyses and developing performance standards. The skills auditing process involves determining skills requirements, auditing actual skills, and identifying development needs.
Useful for Trainers, Facilitators, Teachers and Managers who need to teach theories, concepts and other topics to others in an entertaining way to ensure deeper penetration of knowledge and skills.
Content:
What is Training?
The Trainer
Qualities of a Trainer
Training Need Analysis
Content Development
Trainig Delivery
Methodologies
Evaluation - Measurement & Assessments
Feedback - why & How to deliver
This presentation discusses the implementation of training programs. It covers logistical and physical arrangements like preparing the training site, notifying participants, and ensuring equipment is ready. It also discusses dry runs and pilot training to refine training materials and get participant feedback. The presentation also covers considerations for on-site versus off-site training, room layouts, and policies to define an organization's commitment to training.
This document provides an overview of training principles and planning. It discusses:
- The objectives of training, which include developing training skills and knowledge of effective methods.
- Key principles like applying concepts, providing feedback, balancing compact and lengthy training, and considering individual differences.
- The components of an effective training system, including needs assessment, planning, implementation, and evaluation.
- Steps for training needs analysis like revising objectives, collecting performance data, analyzing data, and translating problems into training needs.
- Developing training plans by prioritizing needs, setting objectives, determining requirements, and designing programs.
This document outlines a training module on conducting needs assessments. It discusses identifying performance issues that may indicate a need for training and using needs assessments to determine if training is the appropriate solution. The module covers analyzing needs at the organizational, task, and individual levels to identify relevant training content. Data collection methods for needs assessments include observation, questionnaires, interviews, focus groups, and document review. Challenges to effective needs assessment like time constraints and lack of support are also addressed. Learners are given a case study and assignment to design their own needs assessment plan to apply the concepts from the module.
This document proposes an agile business process development methodology. It begins with an introduction and problem statement, then describes existing business process methodologies and their limitations. It presents the proposed iterative and agile methodology, which includes stages like analysis, design, construction, pilot, and diagnosis. The methodology is applied in a case study where it achieved an estimated 21% reduction in effort compared to waterfall. Threats to the validity of the case study and opportunities for future work are also discussed.
Training need assessment in a 5star hoShamimansary
The document summarizes a case study on assessing training needs at the Westin Hotel in Dhaka, Bangladesh. It outlines the objectives to identify performance gaps, desired outcomes, and training areas. It describes conducting interviews and surveys to assess current performance and improvement opportunities. The analysis found most employees were younger with less experience, indicating a need for more training to develop their skills.
Training & Development - Designing a training program - key factors, strategi...ShatakshiSingh17
This presentation is related to Training and Development which talks about the key factors of designing a training program, the strategies which are faced by the training design managers while designing an effective training program and also the challenges which the design manager has to face on a daily basis while designing the training program.
In this presentation, we as students of BIMTECH had chosen our campus Mess for the department under study where TNA was conducted and certain training programs were identified for the employees. The whole process of TNA has been discussed.
This document discusses the analysis phase of the instructional design process. It explains that the analysis phase involves conducting a training needs analysis through various types of analysis like context analysis, user analysis, work analysis, and content analysis. The purpose of needs analysis is to identify performance gaps, set training priorities, and inform training decisions. Needs assessment techniques may include observation, questionnaires, interviews, and focus groups. The output of the analysis phase is a job analysis report containing training recommendations and course content.
Black, Adam Dr - Efficacy and how to improve learner outcomeseaquals
The document discusses improving learner outcomes through efficacy. It defines efficacy as making a measurable impact on learner outcomes. Pearson's approach involves efficacy reviews, studies, and analytics. Efficacy reviews use a framework to assess the likelihood of impacting outcomes. Studies involve long-term, holistic evaluations. Analytics provide insights from learner data to improve instruction and identify at-risk students. The key is defining clear outcomes and measuring progress towards goals to continuously enhance efficacy.
The document discusses the Systematic Approach to Training (SAT) process which includes 5 phases - analysis, design, development, implementation, and evaluation - to systematically design and deliver training programs that improve job performance. It describes each phase in detail, including the key activities conducted during analysis such as needs analysis, job analysis, and task analysis to determine training needs, and how the outputs of each phase inform the next to create, deliver, and evaluate effective training.
This instructional module is targeted for teachers new to the data team process. The data team process is important for collaboration and increased student growth. Fellow data team members can use their collective expertise to ensure all students show growth in learning. This module will help demystify the data teams process.
This document provides an overview of conducting a training needs assessment using a systematic approach. It discusses that the goal of training is performance, not just training itself. It also notes that typically only 6-10% of training expenditures actually result in transfer of skills to the job. The key is to ask the right questions during needs assessment. A needs assessment identifies performance gaps between what is required and what currently exists. It also discusses analyzing the problem, determining if it is a training issue, and identifying skills and learners who need training. The document outlines Robert Mager's 5 steps for problem analysis and determining the causes and solutions. It stresses integrating solutions that address the root causes, and that training may not always
The document outlines the 8 step training evaluation process which includes defining the purpose and audience, determining participant needs, setting goals and objectives, developing the content, instructional activities, the written design, evaluation forms, and follow up activities. It also discusses reasons for evaluating training such as improving programs and demonstrating value, and factors to consider like expertise, timeframes, and organizational culture when designing evaluations.
This document discusses the National Accreditation Board for Hospitals & Healthcare (NABH) standards for hospital accreditation in India. It provides an overview of NABH, outlines the 10 chapters and over 100 standards that hospitals must meet for accreditation, and gives examples of some key standards within chapters related to access to care, patient care, medication management, patient rights, and quality improvement. The standards are designed to help hospitals improve patient outcomes, safety, and satisfaction by benchmarking their services and processes against internationally recognized quality criteria.
This document discusses outcome-based education (OBE) and its implementation. OBE focuses on what students can do after learning rather than only content delivery. It was developed in response to deficiencies in traditional education in preparing students for work. Key aspects of OBE include defining learning outcomes, assessments that evaluate outcome achievement, and ensuring education quality through alignment with national qualifications frameworks. The speaker outlines the process of implementing OBE through specifying unit learning outcomes, program outcomes, and program education objectives for electrical engineering students.
This document discusses strategies for building a culture of continuous quality improvement (CQI) in institutions. It defines CQI as a philosophical approach that focuses on continuously improving services to better meet customer needs. The key aspects of CQI include defining quality as meeting customer expectations, focusing on improving processes rather than individuals, and using objective data to analyze and improve processes. The document outlines the CQI cycle and assumptions, provides examples of institutions using CQI, and discusses establishing measurable outcomes and ensuring communication and evaluation are part of the CQI process.
2.0 panduan pentaksiran big ppg fasa 1[1]Azie Zaki
Dokumen tersebut memberikan gambaran mengenai Program Bina Insan Guru (BIG PPG) yang dilaksanakan di Institut Pendidikan Guru Malaysia. BIG PPG bertujuan untuk membentuk guru-guru yang berkualiti melalui enam domain utama yaitu kerohanian, ilmu pengetahuan, tanggungjawab, daya tahan, kemerdekaan berfikir, dan kreativiti. Program ini dilaksanakan selama tiga tahun dengan berbagai aktiviti seperti perkhemahan,
Rubrik pemarkahan dan penilaian pendidikan seni visual tahun 4Ahmad Faizul
This document provides a rubric for evaluating visual art education skills for year 4 students. It assesses 5 areas: aesthetic perception, art applications, creative expression, art applications again, and attitude. Each area has performance indicators and excellent, medium, and weak evaluation criteria with associated point ranges. For example, aesthetic perception is assessed out of 20 points and evaluates elements of art and design principles recognition. Creative expression is assessed out of 30 points and evaluates selecting materials and using elements/principles in artwork production. The rubric provides a standardized way to score students on their visual art skills.
This document outlines the Taney County Health Department's Continuous Quality Improvement (CQI) plan. It discusses what CQI is and why the department adopted the Plan-Do-Check-Act (PDCA) model. The PDCA model involves planning improvements, implementing them, analyzing results, and acting on lessons learned. Key factors for successful CQI include visionary leadership, employee participation, and adopting outcomes indicators. The goal of CQI is continuous learning and improvement through testing changes on a small scale.
Systems Thinking in Public Health for Continuous Quality ImprovementCameron Norman
Opening presentation at the first meeting on CQI in Public Health in Ontario, held at the Dalla Lana School of Public Health at the University of Toronto. Practitioners from across the province gathered to learn more about quality assurance measures, metrics, theories and ideas. This presentation provides a simple overview of systems thinking as it might apply to CQI in public health. This simple overview looks at the nature of systems, how they apply to CQI, how design thinking and developmental design can aid public health in creating relevant, appropriate means of quality assessment in its work.
This document discusses hospital quality assurance and continuous quality improvement. It defines quality and total quality, and explains why hospital quality assurance is important. The historical development of hospital quality assurance is reviewed from Florence Nightingale in the 1860s to the modern emphasis on total quality management and continuous quality improvement approaches. Key components for successful quality programs are described, including leadership, physician involvement, and a customer focus. Tools and approaches for quality improvement teams and implementation of organization-wide monitoring are outlined.
The document defines generic skills as skills that can be used across multiple occupations and situations. Generic skills include teamwork, time management, problem solving, and strong numerical abilities. They are different from technical skills and refer more to personality traits, social skills, communication abilities, and personal habits. Having strong generic skills is important for students and graduates to succeed in their careers. It allows them to adapt to different jobs and work environments. The document also discusses different types of generic skills and provides strategies for developing skills like creativity, self-management, communication, and teamwork.
Program Bina Insan Guru bertujuan untuk membentuk guru-guru yang berkualiti melalui aktiviti di luar bilik darjah seperti perkhemahan, latihan kemahiran hidup, dan penghayatan nilai moral. Ia dilaksanakan dalam tiga fasa sepanjang pengajian siswazah guru.
This document provides a Canadianized version of the Auxiliary Communicator's Field Operations Guide (AUXFOG) for use by auxiliary communicators, primarily amateur radio operators, in Canada. It was created by removing US-specific information from the original AUXFOG and substituting relevant Canadian information. Contact information for various auxiliary communications roles and resources are included as appendices. Guidelines are provided on safety, radio regulations, deploying for an incident, and technical reference information such as frequency lists and antenna designs. The purpose is to help auxiliary communicators support emergency communications when requested.
Este documento presenta evidencia de que la indigotina, un colorante alimentario, sufre conjugación hepática con fosfolípidos en ratas. Los extractos lipídicos de hígado contenían hasta 7 μg de indigotina por gramo de tejido. La indigotina separada por cromatografía tenía movilidad similar a la cardiolipina y contenía ácidos grasos, indicando probable conjugación con fosfolípidos. La banda correspondiente a la indigotina contenía 0,144 μg de fósforo fosfolipídico. Estos resultados
Este documento trata sobre la educación ambiental y el manejo de ecosistemas en México. Se discuten los diferentes enfoques que ha tenido la educación ambiental, como la enseñanza de ciencias naturales, las actividades en la naturaleza y los enfoques que no consideran la relación sociedad-naturaleza. También se mencionan los retos que enfrenta la educación ambiental para abordar problemas ambientales y sociales complejos. Finalmente, se propone una nueva vertiente educativa llamada "educación para el manejo de ecosistemas" que
Este documento discute as leituras bíblicas do 6o Domingo do Tempo Comum, enfatizando que Deus pede que confiemos Nele e sigamos Seus valores, e não os do mundo. Também anuncia eventos religiosos na região, como as Quarenta Horas na Igreja do Divino Espírito Santo e a imposição das cinzas na Quarta-Feira de Cinzas, e lista intenções de missas.
This document provides information about products from UltraProlink, a company that develops and distributes lifestyle gadget accessories. It lists various cables, chargers, and other accessories across categories like Connect, Protect, Enhance, and Charge. The products are meant to connect, charge, protect and enhance electronic devices. UltraProlink products can be found at electronics stores and online in India.
Este documento proporciona información sobre los procedimientos administrativos para la elección de cargos y presupuesto en la Inspección Departamental de Educación Inicial y Primaria de Tacuarembó para marzo de 2016. Detalla los requisitos y plazos para ceses, solicitudes de suplencia, tomas de posesión y otros trámites, así como las normativas vigentes sobre la provisión de cargos de dirección, maestros y profesores.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a los bancos rusos, la prohibición de la venta de aviones y equipos a Rusia, y sanciones contra funcionarios rusos. Los líderes de la UE esperan que las sanciones aumenten la presión económica sobre Rusia y la disuadan de continuar su agresión contra Ucrania.
Brief description of the training need analysis that can be used for airlines. The starting point is the performance analysis where the problems and opportunities are identified.
This document provides links to resources from JISC's programme on assessment and feedback. It includes links to projects exploring topics like adaptive testing, collaborative assessment, international developments, and question banks. A diagram maps these projects and topics to themes like evaluating CAA systems, assessing skills and enhancing learning, and strategic developments. The document also discusses emerging areas like learning analytics and economic impact measures.
Innovations 2012 Presentation: Teamwork: The Key to Faculty Engagement in Cou...kForgard
Presentation for League for Innovations in Community Colleges 2012: Teamwork: The Key to Faculty Engagement in Course Redesign.
Presented by:
Kevin Forgard – Instructional Designer, Title III
Donald Kilguss – Associate Professor of History
Jacci Barry - Associate Professor of Reading and ESL
Motivating Strategic Practice Development Using CMMLeo de Sousa
This paper describes the use of a motivational information model (Capability Maturity Model - CMM) as an innovative way to help plan, mature, assess and motivate the creation of a process.
The document discusses an integrated assessment program that consists of three solutions - Assessment Centre, Assessment Devices, and Skill Assessment Program. The Assessment Centre automates the entire assessment process and enables schools to conduct standardized assessments rapidly. Assessment Devices allow for formative assessments in the classroom through student response systems. The Skill Assessment Program holistically measures student development beyond academics.
The document describes an eQuality portfolio for evaluating a training program held in Prague from June 21-22, 2012. It discusses several models and methodologies for measuring training quality, including Kirkpatrick's four levels, EFQM, and EFQUEL. Survey results showed high participant satisfaction rates and improved knowledge. While the tools effectively measured quality, the training could be further improved by implementing more activities or extending its duration.
HCCC Using ANGEL to facilitate a Culture of Assessment- Jacqueline Snyder, Ta...Alexandra M. Pickett
This document discusses Herkimer College's response to warnings issued by their accrediting body, the MSCHE, regarding deficiencies in strategic planning, institutional assessment, and learning outcomes assessment. It outlines how the college divided responsibilities among administrators and formed committees to develop plans to address the warnings. It describes barriers like lack of value placed on assessment and scarce resources. It discusses efforts to involve faculty and staff through new committees and the creation of an assessment handbook and database to facilitate the assessment process. The overall goal was to develop a culture of assessment and implement strategic planning, institutional assessment, and student learning outcomes assessment plans by September 2010 to address the MSCHE warnings.
The document outlines the planning process for conducting a learner needs analysis and developing a learner profile. It involves performing a SWOT analysis, pre-assessment, and gap analysis to evaluate the needs of the target audience. Subject matter experts then develop and review the content. An instructional designer further develops the program, which undergoes peer review and alpha/beta testing before launch. The process aims to ensure the training content effectively meets the goals and needs identified during the initial analysis.
Find out what a true Professional Learning Community can do for your students and where your team may be getting stuck. We will discuss Dufour’s PLC model and how you can take it back to your school and begin closing the gap for those students across the entire grade level.
The document outlines a process for conducting a training needs assessment for sales executives. It involves identifying training needs, writing development objectives, selecting appropriate training methods, and evaluating results. The goals are to determine how training can improve performance, distinguish needs from organizational issues, and link development to business goals. Key steps include auditing current skills and needs, analyzing gaps, planning objectives and methods, and measuring pre-and post-training performance.
1) On-the-job training (OJT) is the most common and cost-effective type of employee training where new employees learn by doing actual work or observing others perform tasks.
2) OJT involves an experienced employee or supervisor demonstrating job duties and guiding a new employee as they learn. It has low costs but requires structured planning and evaluation for best results.
3) An effective OJT program includes analyzing training needs, designing training based on tasks, implementing training schedules, and evaluating the program's effectiveness in meeting business goals. OJT keeps a company's workforce knowledgeable and competitive.
This document is a template for an Individual Professional Development Plan (IPDP) for teachers in Miami-Dade County Public Schools. The template includes sections for student performance data, training objectives, professional development activities, and an evaluation. The student performance data and training objectives are to be used to form the basis of the plan. The plan then outlines specific professional development activities and dates to support meeting the objectives. Finally, the evaluation section specifies how effectiveness will be measured, including whether objectives were met and the impact on teacher practice and student achievement. The form requires signatures from the principal and teacher at various stages to document the planning and evaluation process.
This document provides an overview of monitoring and evaluation (M&E) for schools. It discusses key M&E concepts including: defining monitoring as day-to-day tracking of activities and evaluation as assessing overall achievement and impacts; developing a theory of change to explain how activities will lead to outcomes and impacts; agreeing on measurable outcomes and selecting
Next Generation Of Standards, Assessments, And Accountabilityfridayinstitute
1. With each student having their own device, teachers across subjects can assign writing tasks that reinforce skills. For example, a science teacher may have students write explanations while an English teacher focuses on structure.
2. Digital tools make it easy for teachers to collaborate on assignments. Teachers can work together to develop writing prompts that require research across content areas.
3. Students have devices to draft, edit, and submit writing from any class. This breaks down barriers between subjects and allows writing to be practiced and developed throughout the school day, not just in English courses.
This document discusses quality standards and organizational self-assessment for distance learning and continuing education organizations. It provides an overview of the self-assessment process and tools, including developing an action plan to analyze strengths and areas for improvement based on self-assessment and benchmarking results. Templates are provided to document best practices identified during the self-assessment. The document also references additional quality standards and outlines next steps in the process.
This document provides an adapted course blueprint for a Microsoft IT Academy Access and Excel course. It outlines the essential standards and indicators for the course, organized into units on basic and intermediate/advanced Excel skills and basic and intermediate/advanced Access skills. The essential standards are weighted based on their relative importance to the course. Industry partners collaborated with the North Carolina Department of Public Instruction to develop a secure post-assessment aligned to the essential standards and certification exam. Teachers should use this blueprint to plan curriculum, assessments, and ensure coverage of the standards.
This chapter discusses using a program's logic model to focus an evaluation. It describes how a logic model shows the relationship between inputs, activities, outputs, and outcomes of a program. An evaluation should select which specific elements to evaluate, as evaluating the entire program at once would be impossible.
The chapter outlines three types of evaluation questions - effort, effectiveness, and efficiency. Effort questions relate to inputs and activities, effectiveness questions relate to outputs and outcomes, and efficiency questions relate to costs and benefits. It also discusses process evaluations, which focus on inputs and activities, and outcome evaluations, which focus on outcomes and goals. The document provides guidance on using a logic model to develop evaluation questions to focus an evaluation.
This handout is connected to the Mentoring Program Evaluation & Goals webinar from Monday, May 16, 2011, as part of the free monthly webinar series from Friends for Youth's Mentoring Institute.
Logramme _training_needs_assessment__by dr malik khalid mehmood ph_dMalik Khalid Mehmood
This document describes a training needs assessment tool used to identify training needs within an organization. The tool involves analyzing the organization, including its structures, systems, activities and staff roles. It also involves assessing current staff knowledge, skills and attitudes compared to what is needed to perform tasks effectively. Any discrepancies identified would indicate a training need. The results of the needs assessment are then used to design targeted training sessions that align with organizational goals and help staff improve performance. The tool stresses the importance of organizational analysis to understand capacity needs and how trained staff will apply new skills on the job.
The document provides an overview of outcome-based education and assessment. It discusses key concepts like formative and summative assessment, norm-referenced vs criterion-referenced assessment, direct and indirect assessment, and different assessment methods like tests, essays, projects, and rubrics. The goal is to help participants understand outcome-based assessment and how to design effective assessments aligned with learning outcomes.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
This document discusses training on outcome-based education for the year 2011. It introduces outcome-based education and emphasizes that students should take responsibility for their own learning. It discusses teaching and learning strategies like modifying strategies based on student characteristics and being flexible. It contrasts teacher-centered and student-centered learning and describes different modes of delivery like lectures, workshops, and technology-based delivery. It concludes by discussing analyzing strengths and weaknesses of teaching and learning delivery and linking the choice of delivery modes to assessment.
The document discusses student-centered approaches to curriculum design, specifically problem-based learning (PBL) and cooperative learning. It defines PBL as an approach where students are given a problem before learning new concepts, which drives them to discover what knowledge they need. Cooperative learning involves small groups working together on common goals. It describes the five elements that define cooperative learning groups and different types of groups. The document argues that combining PBL and cooperative learning can help develop important problem-solving, self-assessment, lifelong learning and interpersonal skills in students. It acknowledges some challenges to implementation but concludes these approaches can lead to deeper and more effective student learning.
Dokumen tersebut membahas perubahan paradigma pembelajaran dari guru-sentris menjadi siswa-sentris dengan pendekatan pembelajaran berbasis kompetensi yang memberdayakan siswa untuk secara aktif mencari dan mengkonstruksi pengetahuan melalui berbagai strategi belajar."
Konsep Pendidikan Berasaskan Hasil (OBE) melibatkan penstrukturan semula kurikulum, penilaian, dan laporan untuk membolehkan pelajar mencapai hasil pembelajaran tertinggi setiap semester tanpa menunggu selesai program. OBE memberi fokus kepada hasil program dan merancang hasil yang akan diperolehi pelajar dalam segala aspek pengetahuan dan kemahiran.
The document outlines the process for developing an outcomes-based education (OBE) system. It discusses the key components of OBE including what students should achieve (outcomes), how the curriculum will help students achieve outcomes, how teaching and learning will support outcomes achievement, and how outcomes achievement will be assessed. It then provides details on what a curriculum blueprint document contains, such as program visions and missions, program and course learning outcomes, syllabi, and matrices mapping outcomes.
This document discusses training on outcome-based education for the year 2011. It introduces outcome-based education and emphasizes that students should take responsibility for their own learning. It discusses teaching and learning strategies like modifying strategies based on student characteristics and being flexible. It contrasts teacher-centered and student-centered learning and describes different modes of delivery like lectures, workshops, and technology-based delivery. It concludes by discussing analyzing strengths and weaknesses of teaching and learning delivery and linking the choice of delivery modes to assessment.
Sesi perkongsian ilmu membahas konsep Outcome-Based Education (OBE) dan pendekatan pengajaran dan pembelajaran yang berkaitan. OBE berfokus pada apa yang pelajar dapat lakukan setelah pengajaran, bukan isi kandungan kursus. Pendekatan pembelajaran mendalam dipilih daripada permukaan untuk mencapai hasil pembelajaran. Penjajaran konstruktif antara hasil pembelajaran, aktiviti pengajaran, dan penilaian penting
1. Continual Quality Improvement (CQI)
“Simply put, it is the concept that there is always
room for improvement. Within a company, it is the
commitment to constantly improve operations,
processes and activities in order to meet customer
requirements in an efficient, consistent and cost
effective manner”
Industry Canada website at www.ic.gc.ca
How do we apply CQI within our learning environment?
2. BIDANG 9: PENAMBAHBAIKAN KUALITI
BERTERUSAN
Mempunyai 3 standard wajib dan 2 standard
dipertingkatkan
Perlu untuk penambahbaikan berterusan dan secara sistematik
menyemak dan memantau perubahan dan kemajuan untuk
memastikan:
hasilpembelajaran program dipenuhi
kurikulum terkini dan relevan kepada industri
penyampaian program berkesan
kaedah penilaian bersesuaian
sumber pendidkan mencukupi dan terkini
2
3. Principles of CQI
1.Focus on improving work processes and serving the external
customer.
2. Maximize "value-added work" and strive to eliminate "waste".
3. Base decisions upon data using simple graphing tools
(flowcharts, Pareto charts, etc.).
4. Improve work processes by consulting workers - "the job
experts".
5. Fix the process; don't place blame.
6. Be accountable at all levels - recognition for doing well or
counseled if needed.
7. Practice teamwork.
5. Importance of CQI
CQI provides suitable actions in improving the quality of CLOs, PLOs, and PAIs
according to targeted KPI.
Provide critical information to the institutions and administrators on the
effectiveness of the design, delivery, assessment and direction of an
educational programmes.
Improvement based on feedback from the assessment will close the system
loops and the process will continue year after year.
Attainment of all outcomes (PAI, PLO and CLO) must be measured and utilised
as a gauge for its effectiveness.
Following the checking stage, the results are analyzed. Any shortcomings on the
level of attainment for the outcomes can be addressed and further
improvements can be revised in the ‘re-Planning’ stage.
The P-D-C-A (Plan-Do-Check-Act) cycle then continues until a sufficient level of
attainment is met for all outcomes. The overall P-D-C-A activities can be
summarized in the context of the CLO and PLO attainment,.
6. The three main stages in the
Teaching and Learning processes
Bloom’s
What TL activities do I Program Taxonomy I nstructor’s
adopt to achieve the Outcomes goals
intended LO? What do I want my
1 students to be able
Implementation 3 domains of educational
goals (cognitive, Lear ning
n ing Planning to do as a result of
stage psychomotor and Out com es stage my teaching?
affective)
2
I nstructional Classroom
technology Assessment
St udent s
uden t technique
Lectures Labs
I nst r uct ion Assessm ent
Can my students
do what I want 3
them to be able to
Active &
Cooperative
Problem-
based
do? Assessment stage Test Surveys
learning learning
Other Other
techniques Felder & Brent, JEE, Jan., 2003 measures
1
5/21/2008
6
7. CQI
What are you currently doing?
What works well?
What does not work well?
What are you planning for the future?
7
8. D DATA DATA DATA
at
a
Data D at a
A AT
D
da
TA
DA
ta
If you are not going to use data
DO NOT COLLECT IT
Only collect what you will use
BUT YOU WILL NEED
DATA for CQI
9. And the Data is…
Process Measurement:
Usually based on staff activities
Outcome Measurement:
Usually based on students activities
Choose the measurement that
will tell you if your
improvement process is
working
11. Course Learning Outcomes (CLO)
Assessments
• Test, Quizzes, Final Exam
(C) Examples
• Lab/field work Reports (C, • x % - Grade C and above (C)
A),
• 100 % - Submit assignment on
• Lab/field work (P,C, A), time (SS)
• Presentations (P, A), • x % - Quality of presentation (SS)
• Assignments (C, A) • x % - achievement in every SS
• Project, PBL, POPBL domain
(P,C, A)
CQI
12. KPI for CLO
COURSE LEARNING OUTCOME - KEY PERFORMANCE INDICATOR (KPI)
PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING
COURSE NAME: ELECTRICAL TECHNOLOGY
COURSE LEARNING OUTCOME (CLO)
DELIVERY METHOD ASSESSMENT METHOD KEY PERFORMANCE INDICATOR (KPI) TARGET (%)
Explain correctly the units associated with basic electrical quantities,
CLO 1 concepts of electric circuit, cells as the unit source of DC energy and Lecture/ Discussion Quiz, Test
the general features of batteries.
Students are able to apply and describe the
90
topic given. % achieving grade C and above
Demonstrate an understanding of DC network analysis techniques on
CLO 2 resistive networks. PBL Quiz, Test
Assignment are clear, correct and well
Describe the fundamentals of capacitive and inductive in DC network 85
CLO 3 correctly SF/CC Test, Final Exam presented. Assignment >65%.
100
% submit assignment.
Explain properly the principles of the magnetic circuit, Essay Question/Final Report are clear, correct and well presented.
CLO 4 electromagnetism and electromagnetic induction. Project Work
Exam Report >65 %
90
Conduct confidently experiments in a team and produce report within a Lab/Workshop Practical Work, Report are clear, correct and well presented.
CLO 5 stipulated time frame. Demonstration Practical Test, Rubric Report >65 %. Students work cooperatively .
90
>60 % - Attainment in Generic Skills 100
>50% - Attainment for CLO's & PLO's 100
100% student achieve 80% - attendance 100
<30% difference between continous assessment (CE) and final exam (FE) 90
13. Programme Learning Outcomes (PLO)
Assessments
• Exit Survey
Examples
• External Examiner
• x % - Employed
Reports
• Quality of FER by External
• Soft Skill Survey
Examiner
• OBE Survey
• x – SS Status
• Fundamental of
• x – OBE Status
Engineering Exam
• x % - Knowledge Analysis
CQI
Outcame Based Education
14. KPI for PLO
PROGRAMME LEARNING OUTCOME (PLO) ANALYSIS
PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING
At the end of the programme, graduates should be able to:
No. PROGRAMME LEARNING OUTCOMES (PLO) KEY PERFORMANCE INDICATOR (KPI) Target
ASSESSMENT METHOD/TOOL
Apply knowledge of mathematics, science and engineering Percentage of students obtained 3.3 CPA in Direct Assessment (Quiz, Test,Project,
1 fundamentals to well defined electrical and electronic engineering Common Core Subject and Disipline Core 50% etc) & Indirect Assessment (Report from
procedures and practices; Subject Industrial Advisor, etc)
Demonstrate practical skills which includes the ability to troubleshoot,
2 repair and do maintenance work for electrical and electronics equipment
with specialization in the area of control;
Demonstrate awareness and consideration for societal, health,
3 safety, legal and cultural issues and the consequent responsibilities,
taking into account the need for sustainable development;
Communicate effectively with the engineering community and the society at
4
large;
Function individually or in teams, effectively, with a capability to be a
5
leader;
Demonstrate an understanding of professional ethics,
6 responsibilities and norms of electrical and electronic engineering
practices;
Apply creative and critical thinking in solving problem related to assigned
7
tasks;
8 Recognise the need for entrepreneurship;
Recognise the need for professional development and engage in
9
independent acquisition of new knowledge and skill.
15. Program Educational Objectives(PEO)
Examples:
Assessment:
• x % - Ir/Ar/Sr.
• Tracers Study
• x - Papers ?
• Discussion with
stakeholders • x - Journals ?
• Reports, media • x % - Contractors
• Alumni Survey • x % - Consultants
• Employer survey • x % - Project Manager
CQI
Outcame Based Education
16. KPI for PAI
PROGRAMME AIMS (PAI) ANALYSIS
PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING
The Department of Electrical Engineering shall produce graduates who are able to:
No PROGRAMME AIMS (PAI) KEY PERFORMANCE INDICATOR (KPI) Target ASSESSMENT METHOD/TOOL
Tracer Study, Discussion with
Have knowledge, skills and attitude that will allow them to make tangible
1 Percentage of graduates promoted 15% stakeholders, Reports, Media, Alumni
contributions and meet new technical challenges.
Survey, Employer Survey
Possess entrepreneurial skills and practice good work ethics and be able to Percentage of the graduates involved in own
2 15%
promote good morality and behavior. business
Percentage of the graduates further their
studies 30%
3 Continuously enhance their knowledge and skills.
Percentage of the graduates working in foreign 20%
countries
Percentage of graduates comply to societal
4 Communicate and interact responsibly. 100%
norm
Contribute effectively as a team member. They will also be adaptable to Percentage of graduates comply to societal
5 100%
new changes at the work place. norm
17. MEASUREMENTS OF OUTCOMES
ATTAINMENT AND ACTION FOR CQI
Industrial Training Survey
1.A survey is carried out on the employer to gauge the students’
performance. The survey looks into how the employers rate the
students in terms of the fulfilment of attributes that are related to
the PLO
2.From these results, attributes in which the students are lacking
can be identified and the corrective measures can be devise.
3.This information is then used to improve the teaching methods
and curriculum content in the next semester
18. Industrial Advisory Panel (IAP)
Industrial collaboration between the HLP and industry is vital. The
collaborative work that comes in the form of curriculum review,
technical visits, industrial training placement, final year student
projects and invited lectures from industries, an Industrial
Advisory Panel (IAP) has been formed which meets once per
semester to discuss on various issues regarding the programmes.
The IAP consists of members representing various industries,
research institutes and universities. Inputs from the IAP members
are discussed and implemented at the College/Department level
to ensure that the quality of the programme is constantly
improved.
19. Latar Belakang Kajian
Alumni Panel
The Alumni Panel can directly pinpoint the shortcomings in the programme
content and advise the department on the current needs of the industry at the
same time. The IAP also serves the same role, but from an outsider point of
view. The inputs from both the Alumni Panel and the IAP are the keys in
ensuring that the content of the programme is up to date and conform to the
job market’s needs.
20. Student Self-Survey
At various stages throughout the semester, the students are requested to
carry out a self-survey on the level of their understanding of the CLO.
Results from such surveys can be used to gauge the lecturer’s teaching
effectiveness on a particular course.
In addition, at the end of each course, the students are also asked to rate
the lecturers in terms of overall teaching effectiveness such as
communication skills, confidence level and appearance.
These results form a CQI basis for the delivery skills of the lecturers and
also the course syllabus.
22. CADANGAN
Item utk peperiksaan (CA & FE) perlu diperincikan mengikut CLO, disimpan
dan dianalisis untuk:
– melihat pencapaian CLO dan PLO.
– dianalisis bagi mengenalpasti aras kesukaran item dan mengkaji item
yang bermasalah.
Pensyarah perlu diberi input bagaimana menggunakan instrumen-instrumen
dalam kurikulum untuk mencerap hasil pembelajaran
Pensyarah perlu memberi maklumbalas terhadap elemen-elemen yang tidak
bertepatan dengan kursus masing-masing untuk penambahbaikan (CQI)
kepada kurikulum, instruksional dan pentaksiran
Pensyarah/Jabatan perlu membangunkan instumen yang fleksibel dan
bersesuian dengan kursus masing-masing.
Lembaran markah ISO tidak lagi relevan dan tidak dapat digunakan untuk
mengukur pencapian CLO dan PLO. Lembaran markah ISO perlu diubah
mengikut kehendak pentaksiran berasaskan OBE.
Pensyarah mesti menghantar laporan analisis CLO dan PLO setiap semester
kepada Ketua Program