The document discusses the benefits of implementing the IAMU-PAES-P (International Association of Maritime Universities - Peer Assisted Self-Evaluation Scheme - Philippines) project at MAAP (Maritime Academy of Asia and the Pacific). It summarizes the perceived benefits from the perspectives of the MAAP PAES-P coordinator, MAAP community members, and MAAP students. Key benefits included promoting communication and collaboration, improving effectiveness and efficiency, validating MAAP's compliance with international standards, and providing objective assessments and recommendations to enhance MAAP's operations. The highest rated benefit was that it provided a venue for MAAP to share best practices. The study found the PAES-P implementation provided valuable insights and opportunities for
The document describes a three-phase review of the University of California Office of the President's (UCOP) systemwide research portfolio conducted between 2012-2014. Phase 1 tested if UCOP research funding provided unique value compared to campus funding and aligned with principles. Phase 2 tested additional existing and potential investments. Phase 3 will test the review process' robustness and develop a long-term strategy. The review involved a committee that assessed 20 programs and recommended funding levels, with most programs maintaining investment with reviews or reconfiguration.
Wasc Evaluator Training Webinar - July 13, 2011WASC Senior
The document provides an overview of an evaluator workshop for accreditation visits in fall 2011. It discusses the evolving context of accreditation, changes in higher education, perceptions of accreditation, and changes within the WASC region. The agenda covers the accreditation review process, preparing for and conducting visits, developing recommendations, and writing team reports. It also addresses recent requirements around student success, program review, sustainability, the impact of recession, and marketing accuracy.
This report forms part of Outcome 1 of the IMPADA project: to ascertain “criteria for measuring adult
education effectiveness on disadvantaged groups”.
The main goal of this research was therefore to explore and recognise what may form the key criteria for
measuring the effectiveness of adult education. These criteria will then be developed into a framework that
can be used by adult education providers to assess their current provision and further embed good practice, to
facilitate increased effectiveness of adult education for disadvantaged groups.
The research focused around two key questions:
1. What does “effectiveness of education” look like?
2. How can this be measured?
Answers to these questions will enable practitioners to better understand the challenges faced by
disadvantaged groups, ensure that interventions are put in place to improve its effectiveness, and ensure that
these are measured.
The document summarizes the findings of a case study on guidance professionals' awareness and understanding of the National Framework of Qualifications (NFQ) in Ireland. It finds that:
1) Guidance professionals working directly with learners, such as career advisors and school counselors, have the strongest awareness and understanding of the NFQ levels relevant to their work.
2) Adult learners and secondary students have varying awareness depending on their engagement with education, with adult learners seeking to understand where their prior learning fits on the NFQ.
3) National organizations like FETAC, FÁS, and the NCGE have taken steps to implement the NFQ within their programs and guidance. However,
This Common Assessment Framework focuses on challenges related to disadvantaged adults. Compared with similar tools, the Framework highlights the issues that are crucial for effective provision of adult education on disadvantaged groups and adds some aspects that are often omitted.
The Framework is a tool for both organisations and individual practitioners to self-assess the effectiveness of their adult education on disadvantaged groups against a common set of identified criteria. This Framework is supported by an implementation guide and methodology to enable practitioners to get best value from this tool.
The document summarizes the key aspects of the 2013-14 AoC Beacon Awards assessment process. It received 169 applications across 16 award categories from 106 colleges in the UK. The standard of submissions was generally good, though some lacked evidence and structure. All shortlisted colleges received assessment visits which confirmed the applications. Feedback from colleges was positive about the process overall. Some areas for improvement in future submissions and assessments were identified.
This document provides a guide for benchmarking formal academic professional development opportunities. It outlines a process for benchmarking programs/courses/modules either internally or with partner institutions. The guide includes a benchmarking template in the appendix with details about contextual information and ten benchmarks organized under categories of institutional strategic intent, program outcomes, content/teaching approaches, assessment/feedback, and evaluation. The benchmarks were developed by an OLT extension project team to help institutions review and improve their academic professional development offerings.
The document describes a three-phase review of the University of California Office of the President's (UCOP) systemwide research portfolio conducted between 2012-2014. Phase 1 tested if UCOP research funding provided unique value compared to campus funding and aligned with principles. Phase 2 tested additional existing and potential investments. Phase 3 will test the review process' robustness and develop a long-term strategy. The review involved a committee that assessed 20 programs and recommended funding levels, with most programs maintaining investment with reviews or reconfiguration.
Wasc Evaluator Training Webinar - July 13, 2011WASC Senior
The document provides an overview of an evaluator workshop for accreditation visits in fall 2011. It discusses the evolving context of accreditation, changes in higher education, perceptions of accreditation, and changes within the WASC region. The agenda covers the accreditation review process, preparing for and conducting visits, developing recommendations, and writing team reports. It also addresses recent requirements around student success, program review, sustainability, the impact of recession, and marketing accuracy.
This report forms part of Outcome 1 of the IMPADA project: to ascertain “criteria for measuring adult
education effectiveness on disadvantaged groups”.
The main goal of this research was therefore to explore and recognise what may form the key criteria for
measuring the effectiveness of adult education. These criteria will then be developed into a framework that
can be used by adult education providers to assess their current provision and further embed good practice, to
facilitate increased effectiveness of adult education for disadvantaged groups.
The research focused around two key questions:
1. What does “effectiveness of education” look like?
2. How can this be measured?
Answers to these questions will enable practitioners to better understand the challenges faced by
disadvantaged groups, ensure that interventions are put in place to improve its effectiveness, and ensure that
these are measured.
The document summarizes the findings of a case study on guidance professionals' awareness and understanding of the National Framework of Qualifications (NFQ) in Ireland. It finds that:
1) Guidance professionals working directly with learners, such as career advisors and school counselors, have the strongest awareness and understanding of the NFQ levels relevant to their work.
2) Adult learners and secondary students have varying awareness depending on their engagement with education, with adult learners seeking to understand where their prior learning fits on the NFQ.
3) National organizations like FETAC, FÁS, and the NCGE have taken steps to implement the NFQ within their programs and guidance. However,
This Common Assessment Framework focuses on challenges related to disadvantaged adults. Compared with similar tools, the Framework highlights the issues that are crucial for effective provision of adult education on disadvantaged groups and adds some aspects that are often omitted.
The Framework is a tool for both organisations and individual practitioners to self-assess the effectiveness of their adult education on disadvantaged groups against a common set of identified criteria. This Framework is supported by an implementation guide and methodology to enable practitioners to get best value from this tool.
The document summarizes the key aspects of the 2013-14 AoC Beacon Awards assessment process. It received 169 applications across 16 award categories from 106 colleges in the UK. The standard of submissions was generally good, though some lacked evidence and structure. All shortlisted colleges received assessment visits which confirmed the applications. Feedback from colleges was positive about the process overall. Some areas for improvement in future submissions and assessments were identified.
This document provides a guide for benchmarking formal academic professional development opportunities. It outlines a process for benchmarking programs/courses/modules either internally or with partner institutions. The guide includes a benchmarking template in the appendix with details about contextual information and ten benchmarks organized under categories of institutional strategic intent, program outcomes, content/teaching approaches, assessment/feedback, and evaluation. The benchmarks were developed by an OLT extension project team to help institutions review and improve their academic professional development offerings.
The document provides information about accreditation and outcome-based education. It discusses the National Board of Accreditation (NBA) which accredits engineering programs in India. The goals of NBA are to develop a quality-conscious technical education system focused on excellence, market relevance, and stakeholder participation. Outcome-based accreditation assesses student performance outcomes, whereas traditional education is more content-driven. Key aspects of outcome-based education include defining learning outcomes, aligning assessments, and using feedback to improve continuously. The accreditation process involves self-assessment based on criteria such as mission, curriculum, faculty, facilities, and continuous improvement.
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
The IMPADA Common Assessment Framework (CAF) is a tool designed for education providers (and practitioners) to self-assess the effectiveness of their adult education provision with disadvantaged groups.
An Implementation Guide supports the provider’s leadership team through understanding and overview of the process.
This Self-Assessment Methodology will guide the selected self-assessment team through the self-assessment process -with the following documents being produced:
- A completed self-assessment framework (CAF)
- A self-assessment report (SAR)
- A Quality Improvement Action Plan (QIAP)
Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
Convocation Day Presentation on Planning and Budget WorkgroupBradley Vaden
This document outlines the integrated program review, planning, and budget process at a college. It lists the co-chairs and members of the faculty convocation committee that oversees the process. It then describes the multi-step process which includes program review by individual units, development of unit and department plans, prioritization of resource requests by divisions and committees, and approval of the annual operating plan and budget by the planning and budget committee and college council. Key dates and activities in the 2009-2010 cycle are also listed.
This document provides guidelines for the accreditation of undergraduate engineering programs by the National Board of Accreditation (NBA) in India. It introduces the background and objectives of NBA in assuring quality in technical education. It describes the new outcome-based accreditation process being adopted by NBA to be equivalent to the Washington Accord standards. The document contains formats for self-assessment reports, evaluation guidelines, and evaluation reports to be filled by institutions and visiting teams during the accreditation process. The overall aim is to ensure undergraduate engineering graduates have sound knowledge and skills through a robust yet flexible accreditation system.
Preparing for ABET EAC Evaluation Visit r032916Susan Schall
This document provides information about preparing for an ABET accreditation evaluation visit. It discusses what ABET is and its purpose in accrediting engineering programs. It outlines the accreditation timeline and responsibilities of the program evaluator and team chair before, during, and after the visit. These include reviewing the self-study report and conducting interviews and facility tours to evaluate how the program meets ABET's criteria. The typical visit agenda involves initial team meetings and meetings with campus administrators over a 2-day period.
This document presents a novel methodology for collecting robust assessment data on ABET student learning outcomes and course learning outcomes in shorter time frames. The methodology utilizes EvalTools® software to design unique assessments with high relative coverage (70% or more) of specific performance indicators related to outcomes. Existing assessments are split into questions or sections to obtain high coverage of single indicators. Weighting factors can be applied to assessments. Student performance data is aggregated and categorized as Excellent, Adequate, Minimal or Unsatisfactory to calculate weighted averages for indicators, outcomes, and programs. Continuous improvement is enabled through comprehensive evaluation and closing of action item loops at the course and program level.
The document summarizes the resources, activities, outputs, short-term outcomes, and impact of a production technician logic model evaluation course at the Community College of Baltimore County. The course provides hands-on training and instruction to students to qualify them for new hire positions at Lockheed Martin. Modifications were made to improve student selection methods, extend class time, and increase the successful completion rate. It is believed these changes will increase the number of qualified technicians that can meet Lockheed Martin's future production needs and support higher enrollment, budget savings, and overall stakeholder approval of the company's training activities.
The document discusses outcome-based education (OBE) and accreditation. It provides definitions for key terms like NBA, accreditation, and OBE. Some key points:
1. NBA is the National Board of Accreditation, an autonomous body that accredits technical education programs in India.
2. Accreditation involves periodic evaluation of programs to ensure they meet standards. It provides quality assurance and improvement.
3. OBE shifts the focus from what is taught to what students learn. It involves designing programs around intended learning outcomes.
4. Implementing OBE and getting accreditation is important for programs to remain competitive and assure quality. It also enables student mobility through
An overview on the National Board of Accreditation (NBA). This slide presentation covers the basic steps of accreditation and the assessment criteria of the NBA. Outcome Based Education (OBE) is also mentioned accordingly.
Independent evaluation of the united nations internship program results & pro...Cristobal Mingo
Proposed and implemented Monitoring and Evaluation mechanism for the United Nations Internship Program. between 5-10% of the U.N. workforce is composed by interns at any given time. This is a big program, but it has no evaluation mechanism. This proposal tests a monitoring mechanism by which to carry on such monitoring and evaluation of the program. Full proposal http://bit.ly/2iPNNPV
https://www.youtube.com/watch?v=-0wjZxc1A30
The document provides an overview of the IFRC Framework for Evaluation, which guides how evaluations are planned, managed, conducted, and utilized by the IFRC Secretariat. The framework promotes reliable, useful, and ethical evaluations to contribute to organizational learning, accountability, and the IFRC's mission. It outlines key parts of the framework, including evaluation criteria to guide what is evaluated and standards and processes to guide how evaluations are conducted. The framework is intended to guide those involved in evaluations and inform stakeholders about expected practices.
This document provides details about Brighton Students' Union's annual academic quality reporting project. It discusses the background and aims of the project, which were to create a sustainable annual reporting process to measure the impact of engagement activities and identify issues. It outlines the methodology used, including taking a thematic approach focused on student engagement, organization, and resources. Evidence was collected from various sources like student surveys and committee papers. The project aims to strengthen the partnership between the Students' Union and the university to drive positive change through well-researched reporting.
This presentation examines inter-rater reliability of the HSP portfolio rubric in addition to student and faculty experiences with the Capstone course.
The document summarizes a kick-off meeting for a project aimed at improving training quality. It outlines 10 topics to be discussed, including project partners, concepts, management, results, and dissemination. The project will identify training needs, develop a quality assurance program, and create an online learning platform to increase access to training materials across Europe. Partners will work together, evaluate results, and disseminate information to improve vocational education.
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
The proposal requests an evaluation of Far West Laboratory's Determining Instructional Purposes training program by Markus Professional Visions Group. The evaluation will analyze the course materials, delivery methods, and effectiveness based on feedback from participants. MPV will collect qualitative and quantitative data through surveys, interviews, and tests administered to sample groups. MPV will compile the results into a final report to help FWL determine if they should continue developing and marketing the program.
The document provides information about accreditation and outcome-based education. It discusses the National Board of Accreditation (NBA) which accredits engineering programs in India. The goals of NBA are to develop a quality-conscious technical education system focused on excellence, market relevance, and stakeholder participation. Outcome-based accreditation assesses student performance outcomes, whereas traditional education is more content-driven. Key aspects of outcome-based education include defining learning outcomes, aligning assessments, and using feedback to improve continuously. The accreditation process involves self-assessment based on criteria such as mission, curriculum, faculty, facilities, and continuous improvement.
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
The IMPADA Common Assessment Framework (CAF) is a tool designed for education providers (and practitioners) to self-assess the effectiveness of their adult education provision with disadvantaged groups.
An Implementation Guide supports the provider’s leadership team through understanding and overview of the process.
This Self-Assessment Methodology will guide the selected self-assessment team through the self-assessment process -with the following documents being produced:
- A completed self-assessment framework (CAF)
- A self-assessment report (SAR)
- A Quality Improvement Action Plan (QIAP)
Presentation by Terri Manning, Associate Vice President for Institutional Research/Director of the Center for Applied Research, Central Piedmont Community College; LACCD AtD Liaison at the 2nd Annual LACCD AtD Retreat
Convocation Day Presentation on Planning and Budget WorkgroupBradley Vaden
This document outlines the integrated program review, planning, and budget process at a college. It lists the co-chairs and members of the faculty convocation committee that oversees the process. It then describes the multi-step process which includes program review by individual units, development of unit and department plans, prioritization of resource requests by divisions and committees, and approval of the annual operating plan and budget by the planning and budget committee and college council. Key dates and activities in the 2009-2010 cycle are also listed.
This document provides guidelines for the accreditation of undergraduate engineering programs by the National Board of Accreditation (NBA) in India. It introduces the background and objectives of NBA in assuring quality in technical education. It describes the new outcome-based accreditation process being adopted by NBA to be equivalent to the Washington Accord standards. The document contains formats for self-assessment reports, evaluation guidelines, and evaluation reports to be filled by institutions and visiting teams during the accreditation process. The overall aim is to ensure undergraduate engineering graduates have sound knowledge and skills through a robust yet flexible accreditation system.
Preparing for ABET EAC Evaluation Visit r032916Susan Schall
This document provides information about preparing for an ABET accreditation evaluation visit. It discusses what ABET is and its purpose in accrediting engineering programs. It outlines the accreditation timeline and responsibilities of the program evaluator and team chair before, during, and after the visit. These include reviewing the self-study report and conducting interviews and facility tours to evaluate how the program meets ABET's criteria. The typical visit agenda involves initial team meetings and meetings with campus administrators over a 2-day period.
This document presents a novel methodology for collecting robust assessment data on ABET student learning outcomes and course learning outcomes in shorter time frames. The methodology utilizes EvalTools® software to design unique assessments with high relative coverage (70% or more) of specific performance indicators related to outcomes. Existing assessments are split into questions or sections to obtain high coverage of single indicators. Weighting factors can be applied to assessments. Student performance data is aggregated and categorized as Excellent, Adequate, Minimal or Unsatisfactory to calculate weighted averages for indicators, outcomes, and programs. Continuous improvement is enabled through comprehensive evaluation and closing of action item loops at the course and program level.
The document summarizes the resources, activities, outputs, short-term outcomes, and impact of a production technician logic model evaluation course at the Community College of Baltimore County. The course provides hands-on training and instruction to students to qualify them for new hire positions at Lockheed Martin. Modifications were made to improve student selection methods, extend class time, and increase the successful completion rate. It is believed these changes will increase the number of qualified technicians that can meet Lockheed Martin's future production needs and support higher enrollment, budget savings, and overall stakeholder approval of the company's training activities.
The document discusses outcome-based education (OBE) and accreditation. It provides definitions for key terms like NBA, accreditation, and OBE. Some key points:
1. NBA is the National Board of Accreditation, an autonomous body that accredits technical education programs in India.
2. Accreditation involves periodic evaluation of programs to ensure they meet standards. It provides quality assurance and improvement.
3. OBE shifts the focus from what is taught to what students learn. It involves designing programs around intended learning outcomes.
4. Implementing OBE and getting accreditation is important for programs to remain competitive and assure quality. It also enables student mobility through
An overview on the National Board of Accreditation (NBA). This slide presentation covers the basic steps of accreditation and the assessment criteria of the NBA. Outcome Based Education (OBE) is also mentioned accordingly.
Independent evaluation of the united nations internship program results & pro...Cristobal Mingo
Proposed and implemented Monitoring and Evaluation mechanism for the United Nations Internship Program. between 5-10% of the U.N. workforce is composed by interns at any given time. This is a big program, but it has no evaluation mechanism. This proposal tests a monitoring mechanism by which to carry on such monitoring and evaluation of the program. Full proposal http://bit.ly/2iPNNPV
https://www.youtube.com/watch?v=-0wjZxc1A30
The document provides an overview of the IFRC Framework for Evaluation, which guides how evaluations are planned, managed, conducted, and utilized by the IFRC Secretariat. The framework promotes reliable, useful, and ethical evaluations to contribute to organizational learning, accountability, and the IFRC's mission. It outlines key parts of the framework, including evaluation criteria to guide what is evaluated and standards and processes to guide how evaluations are conducted. The framework is intended to guide those involved in evaluations and inform stakeholders about expected practices.
This document provides details about Brighton Students' Union's annual academic quality reporting project. It discusses the background and aims of the project, which were to create a sustainable annual reporting process to measure the impact of engagement activities and identify issues. It outlines the methodology used, including taking a thematic approach focused on student engagement, organization, and resources. Evidence was collected from various sources like student surveys and committee papers. The project aims to strengthen the partnership between the Students' Union and the university to drive positive change through well-researched reporting.
This presentation examines inter-rater reliability of the HSP portfolio rubric in addition to student and faculty experiences with the Capstone course.
The document summarizes a kick-off meeting for a project aimed at improving training quality. It outlines 10 topics to be discussed, including project partners, concepts, management, results, and dissemination. The project will identify training needs, develop a quality assurance program, and create an online learning platform to increase access to training materials across Europe. Partners will work together, evaluate results, and disseminate information to improve vocational education.
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
The proposal requests an evaluation of Far West Laboratory's Determining Instructional Purposes training program by Markus Professional Visions Group. The evaluation will analyze the course materials, delivery methods, and effectiveness based on feedback from participants. MPV will collect qualitative and quantitative data through surveys, interviews, and tests administered to sample groups. MPV will compile the results into a final report to help FWL determine if they should continue developing and marketing the program.
This document appears to be a student project submitted for a Master's degree in Commerce. It discusses evaluating the impact of training and development programs. The project was submitted by Amey Milind Patil to the University of Mumbai in partial fulfillment of an M.Com degree under the guidance of Professor Soni Hassani. It includes declarations, certificates, acknowledgments, an index, and outlines several chapters on the introduction, literature review, evaluating training and development, and conclusions.
Digital Student: Further Education and Skills projectRhona Sharpe
This document provides a final report on the Jisc Digital Student project which investigated further education students' expectations and experiences with technology. The project included a comprehensive literature review of 63 sources, focus groups with 220 learners at six colleges, and contributions to several consultation events. The project developed resources to help colleges understand learners' technology needs and experiences. Key recommendations include how colleges can evaluate learner technology use, how Jisc can support colleges, and potential areas for future research in the skills sector.
The Development and Usability Evaluation of a Standards-Based Grading Tool fo...Alaa Sadik
The document summarizes a study that developed and evaluated a standards-based grading tool called RealGrade for faculty at Sultan Qaboos University in Oman. The tool aimed to streamline grading practices and facilitate standards-based assessment. Researchers conducted interviews and focus groups to determine faculty needs, then developed RealGrade to automate grading, enable qualitative assessment, and generate reports. 116 faculty tested the tool and completed a questionnaire finding RealGrade effective, efficient, and satisfactory overall, with more computer-experienced and less experienced instructors viewing it most positively. Interviews provided additional insights. Researchers concluded RealGrade supports standards-based assessment but report cards need improvement and more research is needed to address instructor differences.
Programs Coming Together Using ExamSoft to assess interprofessional education...ExamSoft
Presented by: Carla D. Hernandez, Assessment Coordinator, and Anthony C. Marziliano, Associate Director of Assessment, and Marc E. Gillespie, Ph.D., Professor, Associate Dean for Graduate Education and Research, St. John's University College of Pharmacy & Health Sciences
Professional health science programs must now explicitly identify interprofessional education (IPE) activities that provide unique opportunities for student-to-student engagement. Offering IPE activities is essential to advance education in these fields. We actively identify IPE possibilities and a methodology to assess them using ExamSoft’s categorization system. Our faculty are content experts and are in the best position to categorize test-items with national exam blueprints, the essential hierarchical ontologies that drive programs. Blueprints contain goals, outcomes, knowledge domains, professional skills and attributes often required for proficiency in specific health care professions. Mapping between different program blueprints allows the College to identify parts of the curriculum that are shared between programs and are ideal targets for IPE efforts. We provide worked examples where we observed overlapping terms that serve as an impetus for faculty and administrators to capitalize, creating IPE opportunities. By the very nature of this activity, overlapping terms are associated with test items that can be used to establish a pre-IPE activity baseline, as well as, assess the IPE activity itself. Synergistic assessment of shared goals and outcomes (using ExamSoft categories) helps us prepare our students to be outstanding health care professionals in the 21st century.
The curriculum development cycle has three main stages: design, implementation, and validation. During the design stage, learning objectives, content, strategies, and assessments are planned. The implementation stage involves instructors delivering training based on the curriculum. Finally, the validation stage evaluates the curriculum through expert review, pre-/post-testing, and the CIPP method to provide feedback for revisions.
The document is the Project Management Professional (PMP)® Examination Content Outline published by the Project Management Institute (PMI). It outlines the domains, tasks, knowledge areas and skills assessed on the PMP certification exam. The exam focuses on five domains: initiating, planning, executing, monitoring/controlling and closing. It provides the percentage of exam questions in each domain and lists the tasks, knowledge and skills assessed within each domain. The outline is based on a role delineation study to ensure the exam validity measures the skills needed for project management practitioners.
This document summarizes a case study evaluating two universities in Ecuador - the Biotechnology School at Universidad San Francisco de Quito (USFQ) and the Business School at Pontificia Universidad Católica del Ecuador (PUCE) - using the Baldrige criteria for organizational excellence. The study examined the universities' performance in seven dimensions: leadership, strategic planning, customer focus, information and analysis, human resources, process management, and business results. Data was collected through interviews with administrators, faculty, and students at each university and analyzed separately for each institution.
The document discusses the development of a performance measurement system for NAF Academies. It involves creating a self-assessment tool to help academies evaluate how well they implement the NAF model. Student data will also be collected through ConnectEDU to measure outcomes. Surveys of students, teachers, parents and employers will provide additional information. The goal is to establish standards and benchmarks, collect indicator data, and analyze and report data to help academies improve and evaluate the impact of the NAF program.
This document summarizes research on the effectiveness of different mentoring program practices. It presents a framework for evaluating evidence on program practices with different levels and strengths of evidence. Research suggests practices like structured mentor-youth activities, ongoing mentor training, clear meeting frequency expectations, and using mentors from helping professions can positively impact youth outcomes. However, more research is still needed to strengthen the evidence base on specific program practices. The document encourages practitioners to consider this research and ways to incorporate findings while also improving program evaluation.
The document discusses the importance of conducting a needs assessment for an educational project. It defines a needs assessment as systematically examining audience interest, knowledge, and environmental issues to establish the need for a project. A needs assessment identifies gaps between current and desired conditions, helps define goals and stakeholders, and ensures goals align with strategic plans. It also outlines a 13-step process for planning and conducting a needs assessment, including gathering data, analyzing results, prioritizing needs, and creating a report.
This document discusses training evaluation, including its purpose, benefits, and process. Training evaluation assesses how effective a training program was at benefiting trainees and the company. It involves collecting outcomes data to determine if the training achieved its goals. Evaluation provides feedback to improve training and control over provision, while demonstrating training's contribution to the organization. Common evaluation methods are expert review, quality review, observation testing, and pilot testing.
Evaluating Effectiveness of Training Program in Eastern Samar State Universit...ijtsrd
The accountability issue of training and development among employees is evaluating the effectiveness of a training program in order to determine whether it accomplishes its goals and objectives, appraise the value of training, identify training gaps and to get rid of any training that isnt necessary. In this descriptive study, the effectiveness of training program of this university campus is evaluated in terms of faculty participants and the department heads viewpoints. Using an adapted and modified training effectiveness questionnaire, the faculty’s perceived learning right after the activity, application of knowledge and skill acquired three months later, and the department head’s evaluation of the faculty’s demonstrated learning in terms of its impact on job behavior and job performance were taken into account. Results show faculty participants “agree” that the activity courses have achieved their individual objectives, they have acquired deeper understanding about the subjects of the training program, and their performance level will rise as a result of their attendance to the training. Further, they “agree” that the TSPs have the full readiness to perform the activity courses, the resource persons are experts within the area of competence, the facilities were equipped with the highest quality standards. In terms of impact on their job performance and their application of learning three months after the conclusion of the activity courses, faculty participants “somewhat agree” they had the chance to make the best use of the skills they have learned from the activity courses and their job performance level have increased as a result of their attendance to the activity courses. Meanwhile, the department heads “somewhat agree” they have noticed an increase in the faculty’s performance in the workplace since their attendance to the training and they have noticed indicators that proved faculty participants benefited from the acquired skills in the training. The top two reasons why faculty failed to apply the knowledge and skills learned in the capability trainings are “they havent had the opportunity” and “they are very busy”. Dr. Bernadette R. Barro | Aldrin B. Golondrina "Evaluating Effectiveness of Training Program in Eastern Samar State University - Can-Avid: Strengthening its Commitment to Continuous Improvement" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49628.pdf Paper URL: https://www.ijtsrd.com/management/strategic-management/49628/evaluating-effectiveness-of-training-program-in-eastern-samar-state-university---canavid-strengthening-its-commitment-to-continuous-improvement/dr-bernadette-r-barro
This document discusses summative evaluation, which is defined as evaluating the effectiveness of instructional materials with target learners. It describes the expert judgement phase of summative evaluation, which involves evaluating aspects of candidate instruction like congruence with organizational needs. The field trial phase then determines instructional effectiveness with the target group through outcomes analysis and management analysis. Key aspects of both phases are outlined.
This document summarizes research on the effectiveness of different practices used in youth mentoring programs. It presents a framework for evaluating evidence on program practices, which involves categorizing research studies based on their level of evidence and methodological rigor. The framework is then applied to analyze research on the effectiveness of pre-match training for mentors. While evidence is mixed, the framework can help mentoring programs make informed judgments about pre-match training and identify ways to strengthen the evidence base.
Similar to The IAMU-PAESP Project Implementation Benefits : The MAAP Experience (20)
This research primarily aims to generate data on gender equality and cultural awareness issues involving women seafarers and cadets
towards proposing a program and/or policy that would promote gender and development in the maritime higher education institutions (MHEIs) and the maritime sector, in general.
(WIMPH project)
This presents the two (2) Major Global Challenges and the two (2) Ways to Address these Global Challenges. For clarity, competencies is defined with quality synonymous to global competency is emphasized.Two Global Professional Associations namely: NI andIMAREST and their e-learning tools are introduced. Further, some tips in Building One's Global Competency are provided, and for fun, a mathematical Formula is provided to see which ranked first among the components of competency (knowledge, skill, or attitude). Finally ends with remarks.
The approach of the Philippines in teaching Ocean Literacy is not the same as its ASEAN counterpart. It is surprising why the Philippines is an archipelagic country has no Ocean University
Invited in Kathmandu Nepal for the International Conference on Innovations of TVET for Socio-Economic Development ( Oct 4-5, 2018), the maritime researcher presented a brief overview of the Philippine Maritime Industry; the educational and training system in the Philipines, and the latest trends in Philippines MET. The paper emphasized the need for a TVET quality assurance and a TVET Trainer/Assessors Qualification Standards in the Maritime Industry to ensure the success of the
programs because the continuous training of human resources is the key to success. The paper ends with concluding remarks with five recommendations to MARINA. If realized, the five projected implications and impact of TVET quality assurance and qualification standards in the maritime industry are also advanced.
This presents the types of corruption, its obstacles, and cost.
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The IAMU-PAESP Project Implementation Benefits : The MAAP Experience
1. The IAMU-PAES-P Project
Implementation Benefits
IAMU-PAES-P* is International Association of Maritime Universities -Peer Assisted
Self-Evaluation Scheme- Philippines
Prof. Angelica M Baylon, PhD
MAAP-ERO Director / PAES-P WG Team member and coordinator
2. 2
Outline
1. Background and Rationale
IAMU -PAESP Project meetings
IAMU-PAESP project objectives /purpose
IAMU-PAESP project 3 Distinctive phases
Self-evaluation
Evaluation defined
Self-evaluation defined
PAES form ( its coverage)
Verification
PAES Tools used before the visit
PAES Tools used during the actual visit
Principles of PAES
Conduct of PAES
Validation
PAES written Report to MAAO
2. Related Literature/Studies
- None, if ever more on forms of
assessment and students learning etc
- Study is first of its kind and a challenge
3. Methodology
a. Observation
b. Interview
c. Survey Questionnaires pilot tested
d. Literature Search / content analysis
4. Results/Findings
Benefits from 3 perspectives
• From MAAP WG member/coordinator (experience,
observation and
• From MAAP officers, faculty and staff (observation,
interview and questionnaire)
Analyzed the benefits quantitatively and
summarized benefits as IAMU-PAES and problems
or challenges as P
• From MAAP Students (observation and interview)
5. Concluding Remarks /Recommendations
6. References
3. 3
The IAMU-PAESP project
in partnership with
The second working meeting was held in Varna
Bulgaria during the 2017 IAMU Annual General
Assembly in September.
The first kick-off meeting of the project was held at
the IAMU headquarters in Tokyo Japan, on May 26-27,
2017.
4. 4
Objectives of the PAESP project
1. to suggest improvement in the quality of academic curriculum
leading to Bachelor of Science (BSc) and Certificate of
Competencies (COCs);
2. to improve the learning experience of all concerned and to
analyze/improve the MET system’s organization.
5. 5
Three Distinctive Phases of PAES-P
With the programme of activities mutually agreed by the External Peers and by MAAP, the PAES-P
project consists of 3 distinctive phases:
1. Self- evaluation
2. Verification
3. Validation
• The term evaluation is derived from theory “valoir"
which means to be worth.
• Thus, evaluation is a process of judging the value of
institutional accomplishments.
• It is an act or process that involves the assignment of
a numerical index to whatever is being assessed.
• It is an act or process that allows one to make
judgment about the desirability or value of a measure.
6. 6
Self-evaluation Defined
according to De McFarland it is as judging the quality of one's work based on evidence and explicit
criteria to do better work in the future.
“Comparing before situation with a current situation.“( Riley guide)
In this PAESP project, self-evaluation is defined as rating the entire
MAAP institutional system based on personal opinion on the
prevailing or current situation at the time the various areas with
statements have been measured or evaluated.
7. 7
The PAES form
It covers nine (9) areas :
1. Organization and Management; Students
2. Program
3. Education and Process
4. Academic Staff and support Personnel
5. Professional Training and Internships
6. Facilities and Resources
7. Program objectives
8. Stakeholders involvement
9. Continuing Education
rated by three (3) MAAP evaluators namely :
1. The Quality Management Representative
(QMR);
2. the Assistant Vice-President for Academics
(AVP)
3. and his Academic Dean.
Z = (X- u)/6+ 5
standardization formula
8. 8
Verification
Basis or Tools Used by the PAESP team for verification before the visit
The basis of external peer evaluators were those supplied in advance by the host institution.
1. accomplished self-evaluation PAES forms by MAAP 3 staff
2. information/data voluntarily provided by MAAP
3. data collected from the institution's web pages , other web-
based sources of information, including data available from
other official sources, before their visit at MAAP
9. 9
Verification
Basis or Tools Used by the PAESP team for verification during the actual visit
(Oct 25-26,2017)
meetings and interviews with the
management and staff responsible for
the different areas listed in the PAES
form ( 27 staff led by Vadm Santos)
Supporting academic staff and
students from all years of study were
also interviewed.
Various MAAP documents, resources,
& facilities were visited as per
scheduled agreed programme of
activites. Various documents shown
thru both formal & informal
procedures.
10. 10
Principle of Peer Evaluation
Verification
The PAES project followed the principle of peer evaluation wherein the
peers are of the same rank.
Those answered the PAESP forms from MAAP were the Assistant Vice-
President, the Dean, and the QMR.
Conduct of Peer Evaluation
The conduct of peer evaluation at MAAP was brief, but it was based on
objective methodologies with trained observers who provided constructive
feedback under an open communication and trust.
11. 11
Validation
After the external peers had verified and learned in depth about MAAP’s mode of operation and its
compliance with general educational principles and PAES statements, on February 11, 2018,
MAAP finally received the 14-page PAES-P report on MAAP site visit.
The report consists of commendable findings in the nine areas.
Importantly, the report has valuable suggestions to improve the
overall educational experience at MAAP with emphasis that their
recommendations can be carried out as part of the MAAP
procedures with no need for the external peers’ further
involvement.
12. 12
Related Literature or Studies
Hence, this study about the benefits of the PAES-P
implementation is a challenge and the first of its kind.
There is NO published related literature or studies
on how those involved in the implementation of the
PAES project view the methods and its benefits.
Most of the relevant studies or related works of literature about self or peer assessments deal
with different assessment forms and their benefits for students and teachers in general.
13. 13
Methodology
This study utilized the following methods of data collection :
observation; interview; questionnaire , literature review search and
documentary/content analysis
The accomplished 22 (out of 27) questionnaires
14. 14
Discussion/Findings
Perceived Benefits from three (3) perspectives :
1. the MAAP PAES-P coordinator/member of the working group;
2. the MAAP community who participated directly or indirectly
in the PAESP visit
3. and the MAAP students who were interviewed.
15. 15
From MAAP-PAESP- P working group member/
coordinator perspective
the initial kick-off meeting held in IAMU
headquarters Tokyo Japan
2017 May
2017 Sept the 2nd meeting with the PAES-P team
in Varna Bulgaria
2017 Sept-Oct the needed coordination at MAAP from September to October 2017 for the
PAESP site visit at MAAP and STCW 2017 Workshop on “Quality Education at
the MHEIs”
2018 Feb tasked to determine the benefits of the PAESP project implementation in the
Philippines and present them in the IAMU-MARINASTCW 2018 Conference
with theme “Philippine MET Towards Globally Competitive Officers” on
February 22-23, 2018 at Midas Hotel, Manila
16. 16
Perceived benefits
As coordinator, the PAES-P project is perceived as an educational and
training experience, with the opportunity to have traveled, learned from
foreign counterparts and gained new expert friends
The PAES-P project had provided copies of many learning
materials.
The PAES Manual, and most especially the different IAMU
works of literature on Key Performance Indicators (KPIs)
and papers on managing universities
17. 17
Perceived benefits
one of the perceived benefits is that internal professional disagreements
have been resolved
As PAESP member, was excluded in accomplishing forms with ERO office
responsible in computing ratings , saw the rate of a colleague evaluating his
area as 2 out of 10 ( believed as a MAAP strength )
MAAP strictly followed the PAES-P guidelines
“ to never interfere with the rate provided by colleague's self-
assessment or evaluation as it is the role of the external PAES-P
WG to validate the score “
In the PAES-P final validation report
• items rated low by MAAP, were viewed as commendable
items rated very high by MAAP were provided suggestions for improvement.
18. 18
Perceived benefits
strengthened ties with co-IAMU member Institutions from Europe: Croatia
( UR) ; Denmark ( SIMAC) and Sweden (CUT)
gained confidence and scholarly experience to be grateful for in
lifetime
The PAES-P WG exhibited highest standard of
professionalism, honesty, & integrity in their
interaction with institutional personnel & students
which is indeed an excellent learning and
networking opportunity, as we focused on our
similarities rather than differences.
19. 19
From MAAP Community Perspective
The signed attendance sheet
during the PAES visit
became the basis for the
distributed 27 questionnaires
to MAAP officers/faculty/staff.
20. 20
From MAAP Community (27) Perspective
(30 comments reduced to 20 ; 20 further reduced to 8 Major Benefits). Out of 27 surveys,
only 22 accomplished forms returned on time, & the same were analyzed using SPSS
version 25. MAAP President was the first to submit the accomplished questionnaire
to ERO with his signature .
21. From MAAP
Community
Perspective
Rank Name Mean Final Rank
1 Provided venue for MAAP share its best practices and initiatives 4.82 1
2 Provided informationon areas of potential improvement, best practices, or alternatives
that will enhance MAAP operation.
4.73 2
2 Confirmed that the MAAP documents prepared for PACUCOA Level 3 Accreditation
indicates that MAAP system is at par with Internationalstandards and best practices
4.73
4 Provided an objective assessment of MAAP programs and operations 4.68 3
4 Supported MAAP’s external peer evaluation or benchmarking 4.68
6 Encouraged the institution to innovate, improve competitiveness, attractiveness and
self-perception
4.64 4
6 Encouraged teamwork and involvementof all concerned in MAAP processes when
preparing for audits
4.64
6 Lifted MAAP’s role and status from being passive to being active IAMU member 4.64
9 Promoted external objective assessment and critique in order to yield a quality product
or program.
4.59 5
9 Assured the faculty and administrators that MAAP programs are performingat peak
efficiencyto meet stakeholder needs
4.59
9 Encouraged MAAP management and personnel to strive for a more advanced and
deeper understanding of its processes
4.59
9 Encouraged a deeper approach to quality system 4.59
9 Brought combined expertise across all areas of administration, unlikely to occur with a
single consultant. The peer evaluators share a common approach and work collectively.
4.59
14 Increased responsibilityand autonomy 4.57 6
15 Initiated talks about possible future developments and strategic goals 4.55 7
15 Encouraged MAAP to consider certain education activities being done by other co-IAMU
members
4.55
17 Provided a new system of evaluation and standards common with other co-IAMU
member
4.50 8
18 Helped peers resolve internal professionaldisagreements 4.45 9
18 Provided an avenue to bring education and informationto MAAP faculty and
administrative participants
4.45
20 Ensured objective measurement of KPI level ( high or low) for future success of the
organization
4.41 10
Composite 4.60
Table 1 presents
the mean
perceptions of 22
out of 27 MAAP
officers, faculty and
staff who
participated/intervie
wed during the
PAES-P Site visit.
Table 1
( overall high regard to
the PAES-P
implementation visit
having a )
composite mean
of 4.60.
22. From MAAP
Community
Perspective
Rank Name Mean Final
Rank
1 Provided venue for MAAP share its best practices and initiatives 4.82 1
2 Provided information on areas of potential improvement, best
practices, or alternatives that will enhance MAAP operation.
4.73 2
2 Confirmed that the MAAP documents prepared for PACUCOA
Level 3 Accreditation indicates that MAAP system is at par with
International standards and best practices
4.73
4 Provided an objective assessment of MAAP programs and
operations
4.68 3
4 Supported MAAP’s external peer evaluation or benchmarking 4.68
6 Encouraged the institution to innovate, improve competitiveness,
attractiveness and self-perception
4.64 4
6 Encouraged teamwork and involvement of all concerned in MAAP
processes when preparing for audits
4.64
6 Lifted MAAP’s role and status from being passive to being active
IAMU member
4.64
9 Promoted external objective assessment and critique in order to
yield a quality product or program.
4.59 5
9 Assured the faculty and administrators that MAAP programs are
performing at peak efficiency to meet stakeholder needs
4.59
9 Encouraged MAAP management and personnel to strive for a
more advanced and deeper understanding of its processes
4.59
9 Encouraged a deeper approach to quality system 4.59
9 Brought combined expertise across all areas of administration,
unlikely to occur with a single consultant. The peer evaluators
share a common approach and work collectively.
4.59
14 Increased responsibility and autonomy 4.57 6
15 Initiated talks about possible future developments and strategic
goals
4.55 7
15 Encouraged MAAP to consider certain education activities being
done by other co-IAMU members
4.55
17 Provided a new system of evaluation and standards common with 4.50 8
The 2nd top benefits – provision of
information on areas of potential
improvement, best practices, or
alternatives that will enhance MAAP
operation ; confirmation that the
MAAP documents prepared for
accreditation indicate that MAAP
system is at par with International
standards and best practices and
having provided an objective
assessment of MAAP programs and
so on
The Highest Mean
rating = 4.82
(venue to share MAAP best
practices and initiatives)
23. From MAAP
Community
Perspective
Rank Name Mean Final
Rank
18 Helped peers resolve internal professional disagreements 4.45 9
18 Provided an avenue to bring education and information to
MAAP faculty and administrative participants
4.45
20 Ensured objective measurement of KPI level ( high or low) for
future success of the organization
4.41 10
Composite 4.60
On the other hand 3 /20 benefit statements obtained the lowest mean ratings (Table 1).
• resolve internal disagreements was ranked low - probably because that benefit was
experienced by only me - a member of the PAESP team who cited that as benefit
* other two statement benefits that were ranked lowest pertain to KPI and on info and educ.
- Indicating that majority of the respondents have not participated in any IAMU training workshop
on KPIs or have not read the various information materials or PAES forms . This findings is a
strong indicator, that training or seminar about PAES prior to its implementation would be
beneficial.
Lowest mean rating= 4.41( KPI and Info /education ) and
4.45 (resolve internal professional disagreement )
24. 24
From MAAP Community Perspective
( 20 statements were categorized into 8 Benefits and were ranked by 22/27 )
Major Benefits of PAESP Project Implementation Rank Final Rank
1. Promotes Communication/ Collaboration and Cooperation 1 1
2. Improves Effectiveness/ Efficiency 2 2
3.Provides Proofs/Validation/Confirmation 2
4. Objectivity/ Independence / Neutrality 2
5. Educates and trains 5 3
6. Demonstrates Responsibility/ Duty /Concern 6 4
7. Presents a Balanced View/ Sensible or Well-Adjusted 7 5
8. Ensures Accountability/ Answerability 8 6
Table 2
Table 2 reveals the ranking of the 8 categorized major benefits of PAESP visit
* No correct and wrong answers . It can be surmised that benefits depends on one’s position /experience
As evident in Table 2, promoting communication, collaboration, and cooperation or Unity
topped the significant benefits of PAESP project implementation as perceived by the respondents.
Least benefits perceived Accountability/ Scorecard balanced view and support
25. 25
Results both supports and confirms the past PAESP reports but this MAAP Study had given and more
scientific and detailed picture of the PAESP Implementation Benefits
General Dimensions of the 8 Benefits found is abbreviated as IAMU-PAES- P for easy recall
with the last -P as the perceived challenges.
I
A
M
U
P
A
E
S
P
Information
(Educates or Trains)
Accountability/ Autonomy
/Authenticity and Assurance
Motivation
Unity or Teamwork
Proofs/Validation/
Objectivity
Assistance
Effectiveness/ Efficiency
Sensible Support / Score
well-balanced
Perceived problems/
challenges
26. 26
Information (Educates or Trains)I
External expertise is an avenue that had brought education and information to MAAP faculty and
administrative participants. The dialogue and discussions were opportunities to identify and at times
enlightened misunderstandings or misperceptions about the organization or administration.
Moreover, the PAES-P team had facilitated a one-
day seminar –workshop for MAAP and selected
HEIs in the country that was organized by
MARINA on Oct 27, 2017.
27. 27
Accountability/ Autonomy /Authenticity
and Assurance
A
Faculty and administrators gained assurance that MAAP sponsored programs are performing at peak
efficiency to meet stakeholder needs as it also provided all concerned, the opportunity to demonstrate
their respective duties, responsibilities or accountability during the visit.
28. 28
MotivationM
All concerned were motivated, inspired and duty-bound to strive for a more advanced and
more in-depth understanding of its processes; more profound approach to quality system
and possibly consider specific education activities being done by co-IAMU members.
The action motivated collegiality and open-
minded discussions among management,
staff members, students and peers for
possible improvements in the organization.
29. 29
U Unity or Teamwork
The PAES implementation at MAAP promoted
(“communication, collaboration, and cooperation”)
which is the MAAP slogan for 2018)
30. 30
P Proofs/Validation/Objectivity
The external experts, who are newly exposed
to MAAP as a new institution, had recognized
its strengths, weaknesses, and ways to
improve the institution, which may have been
overlooked by those working within the system.
And had provided OBJECTIVE assessment
MAAP documents prepared for the other
accreditation bodies have been confirmed,
proving that MAAP system is at par with
international standards and best practices.
31. 31
A Assistance
MAAP can count on them for a systematic approach to identification
of activities that may be improved, methods to decide on and actions
leading to identified goals as well as verification process.
All concerned were provided the
confidence that in case of questions
or need for advice or assistance,
32. 32
Effectiveness/ EfficiencyE
MAAP embraces peer evaluation both
institutional and external (CHED, PACUCOA,
MARINA, PSB, OPITO, DNV-GL, MILTT etc.).
Information on areas of potential improvement, best practices, or alternatives that will
enhance MAAP operation, were provided as the external peers brought a lot of their
international experiences. Planning skills were enhanced to ensure more effective task
management.
33. 33
S Sensible Support /
Scorecard well-balanced
The peer evaluators share a standard approach
and work collectively to provide the most reasonable
and sensible recommendations to MAAP.
Supported by detailed
standards ( KPIs) in a form
of scorecards rated
with no bias
34. 34
P Problems or Challenges Perceived
( with the benefits come the perceived problems )
Nevertheless, the benefits and joy
gained from this exercise had beaten
the challenges.
Benefits
Problems
36. 36
From MAAP Students Perspective
As part of this study, the students (
1st class, 3rd C/ and 4th Cl ) were
individually interviewed by me , as
regards their PAES visit
experience.( Ref: photo taken with
the PAESP team)
And a lot more…
37. 37
From MAAP Students Perspective
About their experience or moments with the IAMU-PAES team, the following have been noted:
( Note: it was more of its effect on them and about their institution MAAP)
Privileged as it is not always that they be called by foreign visitors
for an interview
Proud to be part of MAAP
Excited to be interviewed
Mixed emotions including being nervous
Confirmation that MAAP is excellent
Enhanced confidence
It was shore leave at MAAP and glad to be at MAAP during the
PAESP visit
Confirmed that MAAP is the best maritime school to be visited by
PAESP
Honored to be called and included to the group of students called
for the interview
38. 38
Concluding Remarks / Recommendations
Indeed, a key factor in the success of the external peer review was the MAAP leadership
and its community receptivity to the process.
MAAP community generally viewed
the external peer review team as… and the process as
than standard internal peer review.
That sense of partnership and collegiality was essential to
the quick and efficient implementation of changes in any at
MAAP, following the external peer review.
Success of PAESP
39. Concluding Remarks / Recommendations
The external peer review MAAP experience underscored t or highlighted he
importance of the on-going relationship with accrediting bodies such as PACUCOA,
DNV , MIILT PSB and OPITO , which we in MAAP intends to maintain.
Although external peer evaluator is not universally
required by the Philippines government at this
time,
this is a good best practice to possibly consider by
MARINA,
that would intensify focus on quality
educational and training services as we all
would like to maintain.
40. 40
Concluding Remarks / Recommendations
It is given in any literatures that in order to gain benefit from any
peer and self-evaluation schemes, those involved, needs training
in the specific scheme being used; as ideally they may play an
important role in devising the PAES scheme.
The involvements reported here, which involved (N =22)
group of MAAP community, included no training or at
least information for measures on PAES process (only 6/
22 from MAAP knows )
Nonetheless, the results show that MAAP community felt,
benefited from their involvement.
The results also present clear evidences that training or other measures (having been ranked
the least perceived benefits) might be beneficial for the success of succeeding PAESP
implementation
41. 41
Recommendations
MOU between IAMU and MARINA may be intensified
( For the benefit of none IAMU members )
Training the trainers may be initiated ( those who experienced PAES visit and
had attended IAMU –MARIAN training on KPIs)
Enhancement of the PAES form may be considered
Over-all remarks and recommendations
From the MAAP experience, PAES project in the
Philippines is undeniably a valuable quality
improvement tool and a key to any institution
long-term success.
42. References
Francic, V. Askholn, J, Ljungklint, J. and Yutaka E (Feb 11, 2018), 14-page IAMU-PAESP Report
on the Site Visit to MAAP
Lam, Ricky (2010) A Peer Review Training Workshop: Coaching Students to give and Evaluate
Peer Feedback in TESL Canada Journal Vol 27 No 2 Spring 2010 pp. 114 -127 Retrieved at
https://files.eric.ed.gov/fulltext/EJ924064.pdf on Feb 14, 2018
McLeod, S. A. (2008) LIKERT Scale. Retrieved from www.simplypsychology.org/likert-scale.html
on February 11, 2018
Min, H.T. (2005) Training students to become successful peer reviewers. System, 33, pp 293-308.
Savita (2015) Self -evaluation, peer-evaluation , patient satisfaction and utilization review retrieved
from www.slideshare.net/MnSavita/self-evaluation-peer-evaluation on February 15, 2018
Zec, Damir (2015) IAMU Peer Assisted Self - Evaluation Scheme (PAES) Manual, University of
Rijeka