SELF ASSESSMENT

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SELF ASSESSMENT

• PROF. DR. AAMIR IJAZ
• DIRECTOR
• QUALITY ENHANCEMENT CELL
• University of the Punjab,
• Quaid-e-Azam Campus,
• Lahore 54590.

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CONTENTS

• FAMOUS QUOTES RELATED TO QUALITY
• WHAT IS A QUALITY?
• WHAT IS QUALITY ASSURANCE?
• ASSESSMENT
• ELEMENTS OF A SUCCESSFUL ASSESSMENT PROGRAM
• OBJECTIVES OF SELF ASSESSMENT
• PROCESS OF GENERATING SAR
• BENEFITS OF AN ACADEMIC PROGRAM ASSESSMENT
  PROCESS
• CRITERIA AND STANDARDS
• SCORING OF CRITERION ITEMS (RUBRIC FORM)
• ASSESSMENT TEAM REPORT FORM

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Famous Quotes Related to Quality
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• (Aristotle 384 BC-322 BC, Greek Philosopher and
  Scientist, Student of Plato and Teacher of
  Alexander the Great)

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• Quality is never an accident it is always the
  result of high intension, sincere effort,
  intelligent direction, and skillful execution it
  represents the wise choice of many alternatives.
• (Quality in Education by Willa A Foster)

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• Quality begins on the insideand then works its
  way out.
• (Bob Moawad, Quality Quotes)

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• Quality in a product or service is not what the
  supplier puts in it is what the customer gets
  out and is willing to pay.
• (Peter F Drucker, American Management Guru)

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• Must be based on the fact that Quality is not
  the responsibility of an individual rather it is
  the responsibility of all, a complete Quality
  Enhancement Cell must work in close collaboration
  with the Vice Chancellor to get its functions
  through.

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• What is Quality?

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Defining Quality

• A survey of literature reveals quality as one
  of the widely defined terms
• High degree of goodness (Longman Dictionary of
  Contemporary English)
• A degree or level of excellence (The Oxford
  Large Print Dictionary)
• The standard of excellence of something often a
  high standard (Cambridge International Dictionary
  of English)
• Doing the right things right (W. Edwards Deming
  Pioneer of the quality movement in industry)

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What is Quality?

• It has to do something with a certain degree of
  effectiveness or excellence and satisfaction
• In academic scenario it means satisfaction of all
  the stakeholders
• Whether the satisfaction of all the
  stakeholders is relevant to your programme or
  not........

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Four Fold dimensions to help understand the
term quality as applied in Higher Education
Sector

• Quality as excellence
• Quality as fitness for purpose
• Quality as value for money
• Quality as transformation

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What is Quality Assurance?

• Its a way by which managers satisfy themselves
  and monitor that control mechanisms are working
  to maintain and enhance standards.
• Refers generally to all planned and systematic
  actions or processes necessary for providing
  adequate confidence to managers that a product
  or a service will satisfy the specified
  requirements for quality.

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• A sustainable quality assurance programme
• Enhances employment opportunities
• Improves the education and training of future
  employees
• Harnesses/ Connect future leaders
• Facilitates an enabling learning environment
• Enriches the academic and intellectual landscape

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• QECs serve as focal points for quality assurance
  in the institutions in order to improve and
  uphold the quality of higher education.
• Capacity building of academia in quality
  assurance is one of the key functions of QAA and
  subsequently of QEC.

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Assessment

• Assessment is a systematic process of gathering,
  reviewing and using important quantitative and
  qualitative data and information from multiple
  and diverse sources about educational programs,
  for the purpose of improving students learning,
  and evaluating whether academic and learning
  standards are being met. In other words, what
  will graduates know, are able to do, or value
  when they complete an academic program and how do
  we know these things about our students.
• One cycle of assessment completes when assessment
  results are used to improve students learning.

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Self Assessment

• Self-assessment is an important tool for quality
  assurance and provides feedback for management to
  initiate action plans for the improvement.

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Faculty Involvement

• For Academic Program Assessment, the most
  important factor is the participation of all
  faculty members.
• Each department appoints a Program Team (PT)
  which will prepare a Self Assessment Report (SAR)
  and ensures the conformance of the program to all
  the relevant criteria and standards as stipulated
  in Self Assessment Manual(SAM), in coordination
  with the members of QEC.

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• Size of PT can be determined according to the
  size of department

Sr. Number of Students in a Department PT Members
01 Up to 300 3 PTM 1 Chairperson
02 300 - 1000 5 PTM 1 Chairperson
03 1000 and above 6 PTM 1 Chairperson
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Desired Qualities of Program Team Member

• Commitment to the principles of quality in higher
  education and the policies set by HEC, provided
  in the form of SAM.
• Ability to work in teams.
• An enquiring disposition, power of analysis and
  judgment.
• Experience of organization and management,
  particularly in relation to teaching and learning
  matters, time management skills.
• High standards of oral and written communication
  skills.
• To be proactive than reactive
• Initiate improvements to achieve academic
  excellence
• Systematize the process of self assessment
• To be current and take a leadership role

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Criteria for Self Assessment

• The self assessment of an institution /
  organization is based on several criteria.
• To meet each criterion a number of standards
  must be satisfied. The following part of this
  presentation illustrates criteria and standards
  for self assessment by Program Team.

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Elements Of A Successful Assessment Program

• Purpose identification
• Outcomes identification
• Measurement and evaluation design
• Data collection
• Analysis and evaluation
• Decision-making regarding corrective and
  preventive actions to be taken.

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Objectives of Self Assessment

• Improvement and maintenance of academic
  standards.
• Enhancement of students learning.
• Verification of the existing programs to meet
  their objectives and institutional goals.
• Providing feedback for quality assurance of
  academic programs.
• Prepare the academic program for review by
  discipline councils (HEC).

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Process of Generating SAR
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Table A.2 Assessment Results Implementation Plan
Summary
AT findings Corrective Action Implementation Date Responsible Body Resources Needed
1
2
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Chairman's Comments Name Signature
Deans Comments Name Signature
QEC Comments Name Signature
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QCs
Assessment Team joins here
Corrective Measures
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Benefits of an Academic Program Assessment Process

• Identify Program Weakness
• Take Financial Decisions based on academic
  priorities
• Provide information to constituents on the
  quality of education students receive
• Ensure continuous improvement of programs and
  curricula

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Criteria

• The self-assessment is based on several
  criteria. To meet each criterion a number of
  standards must be satisfied. There are eight
  criterion for self assessment manual provided by
  HEC. Next section describes each criterion and
  its associated standards.

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Criteria Standards

• Program Mission, Objectives and Outcomes
• Curriculum  Design and Organization
• Laboratories and Computing Facilities
• Student Support and Guidance
• Process Control
• Faculty
• Institutional Facilities
• Institutional Support

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Criterion-1 Program Mission, Objectives
Outcomes

• Intent Each program must have a mission,
  quantifiable measurable objectives and expected
  outcomes for graduates. Outcomes include
  competency and tasks graduates are expected to
  perform after completing the program.

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Why do we need a Program Mission Statement

• Mission statement is the guiding philosophy of
  all activities. Such statements provide the
  foundation which supports all other aspects of
  program assessment. Mission statements clarify
  the program to all stakeholders (faculty, staff,
  student, alumni, potential donors, etc.),
  allowing programs to focus their resources and
  efforts on issues that are critical to the
  mission.

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• What is Mission Statement ?
• It is a brief description of an institutions
  fundamental purpose and articulates the rationale
  of its existence to the stakeholders. At the very
  least the mission statement must convey the
  institutions purpose in a way that inspires
  commitment, innovation and courage.

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• The Programme Mission Statement should
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• Be in line with Universitys Mission Statement
• Express your faculty/department/programmes
  purpose in a way that inspires support and
  ongoing commitment
• Motivate the stakeholders
• Be convincing and easy to grasp
• Use proactive verbs to describe what, why and
  how
• Explain reason for its existence
• Be free of jargon
• Be short enough so that anyone related to the
  faculty/department/programmes can repeat it.

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How to Write / Revisit a Mission Statement

• Step 1 (Ask Questions while writing Mission
  Statements)
• Does the mission statement communicate your
  purpose?
• Is it short and concise?
• Is it specific enough to be distinctive?
• Does it give you guidance to determine your
  programmes?
• Is it inclusive of all your activities? If not,
  do you need to broaden your mission or narrow
  your programmes?
• Does it inspire you? bestow

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Step 2 (Process to create or review mission
statement)

• To ensure relevance, it is important to review
  the mission statement periodically
• Review every three years or whenever there is
  significant change
• Engage faculty members, programme team members or
  key volunteers in the process
• At onset, clarify roles
• Typically the Head will play a leadership role
  and is responsible for approving / adopting
  the final mission statement

Continue
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Step 2 contd. (Process to create or review
mission statement)

• Consultative Working Group meeting is effective
  to develop or update a mission statement, but
  final fine tuning is best done by an individual
  or smaller sub committee.
• The mission statement cannot be developed in a
  single meeting.
• A neutral facilitator/moderator can be helpful
  to bring the discussion to resolution.

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Example of a well defined Mission Statement

• The mission of the civil engineering program is
  to prepare students for professional engineering
  and management positions in all phases of civil
  engineering projects. The program will provide a
  broad educational background with a foundation in
  basic engineering and business principles. These
  basic skills will be complemented by advanced
  topics in engineering design, management,
  finance, computer application, and real world
  civil engineering experiences throughout the
  Baccalaureate Degree program. (Department of
  Civil Engineering, Western Kentucky University).

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Characteristics of Program Objectives

• Clearly related to the Faculty Mission
• Reflective of Program priorities in the long term
• Illustrates the ideal graduates of the program
• Represents faculty aspirations of the program
• Focus on the core characteristics of program
  graduates.
• What is a Program Outcome?
• A program outcome is a specific, measurable,
  statement of what student should know, be able to
  do, or value when they complete a program, course
  or sequence of courses/experiences/activities.
  All academic programs should include program
  outcomes and their assessment plan.

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Criterion-2 Curriculum Design Organization

• Intent The curriculum must be designed and
  organized to achieve the programs objectives and
  outcomes. Also course objectives must be in line
  with program outcomes. Curriculum standards are
  specified in terms of credit hours of study. A
  semester credit hour equals one class hour or two
  to three laboratory hours per week. The semester
  is approximately of fifteen weeks.

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Criterion-3 Laboratories Computing Facilities

• Intent Laboratories and computing facilities
  must be adequately available and accessible to
  faculty members and students to support teaching
  and research activities. In addition departments
  may benchmark with similar departments in
  reputable institutions to identify their
  shortcomings if any.

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Criterion-4 Student Support Advising

• Intent Student must have an adequate support to
  complete the program in a timely manner and must
  have ample opportunity to interact with their
  instructors and receive timely advice about
  program requirements and career alternatives.

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Criterion-5 Process Control

• Intent The processes by which major functions
  are delivered must be in place, controlled,
  periodically reviewed and continuously improved.
  To meet this criterion a set of standards must be
  satisfied.

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Criterion-6 Faculty

• Intent Faculty members must be current and
  active in their discipline and have the necessary
  technical depth and breadth to support the
  program. There must be enough faculty members to
  provide continuity and stability, to cover the
  curriculum adequately and effectively, and to
  allow for scholarly activities.

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Criterion-7 Institutional Facilities

• Intent Institutional facilities, including
  library, computing facilities, classrooms and
  offices must be adequate to support the objective
  of the program.

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Criterion-8 Institutional Support

• Intent The institutions support and the
  financial resources for the program must be
  sufficient to provide an environment in which the
  program can achieve its objectives and retain its
  strength.

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Scoring of Criterion ItemsThe visiting team is
required to award the score by encircling one of
the entries against each item
Results Scores
Poor performance in most of the areas. 1
Fair performance in most of the areas. 2
Good performance for most areas. No poor performance in any areas. 3
Good to excellent performance in all areas. 4
Excellent performance in all areas. 5
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Scoring of Criterion Items
Criterion 1 Program Mission, Objectives and Outcomes Weight0.05
Factors Scores
Does the program have documented measurable objectives that support faculty / college and institution mission statement? 1 2 3 4 5
Does the program have documented outcomes for graduating students? 1 2 3 4 5
Do these outcomes support the program objectives? 1 2 3 4 5
Are the graduating students capable of performing these outcomes? 1 2 3 4 5
Does the department assess its overall performance periodically using quantifiable measureable? 1 2 3 4 5
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Scoring of Criterion Items
Criterion 1 Program Mission, Objectives and Outcomes Weight0.05
Factors Scores
Is the result of the Program Assessment documented? 1 2 3 4 5
SCORE (S1) TV / (No. of Question 5) 100 Weight
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Scoring of Criterion Items
Criterion 2 Curriculum Design and Organization Weight0.20
Factors Scores
Is the curriculum consistent? 1 2 3 4 5
Does the curriculum support the programs documented objectives? 1 2 3 4 5
Are theoretical background, problem analysis and solution design stressed within the programs core material? 1 2 3 4 5
Does the curriculum satisfy the core requirements laid down by the respective accreditation bodies? (refer to appendix A of the SAM) 1 2 3 4 5
Does the curriculum satisfy the major requirements laid down by HEC and the respective councils / accreditation bodies? (refer to appendix A of the SAM) 1 2 3 4 5
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Scoring of Criterion Items
Criterion 2 Curriculum Design and Organization Weight0.20
Factors Scores
Does the curriculum satisfy the general education, arts and professional and other discipline requirements as laid down by the respective councils / accreditation bodies? (refer to appendix A of the SAM) 1 2 3 4 5
Is the information technology component integrated throughout the program? 1 2 3 4 5
Are oral and written skills of the students developed and applied in the Program? 1 2 3 4 5
SCORE (S2) TV / (No. of Question 5) 100 Weight
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Scoring of Criterion Items
Criterion 3 Laboratories and Computing Facilities Weight0.10
Factors Scores
Are laboratories manuals / documentation /instruction etc. for experiments available and readily accessible to faculty and students? 1 2 3 4 5
Are there adequate number of support personnel for instruction and maintaining the laboratories? 1 2 3 4 5
Are the universitys infrastructure and facilities adequate to support the programs objective? 1 2 3 4 5
SCORE (S3) TV / (No. of Question 5) 100 Weight
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Scoring of Criterion Items
Criterion 4 Student Support and Advising Weight0.10
Factors Scores
Are the courses being offered in sufficient frequency and number for the students to complete the program in a timely manner? 1 2 3 4 5
the courses in the major area structured to optimized interaction between the students, faculty and teaching assistants? 1 2 3 4 5
Does the university provide academic advising on course decisions and career choices to all students? 1 2 3 4 5
SCORE (S4) TV / (No. of Question 5) 100 Weight
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Scoring of Criterion Items
Criterion 5 Process Control Weight0.15
Factors Scores
Is the process to enroll students to a program based on quantitative and qualitative criteria? 1 2 3 4 5
Is the process above clearly documented and periodically evaluated to ensure that it is meeting its objectives? 1 2 3 4 5
Is the process to register students in the program and monitoring their progress documented? 1 2 3 4 5
Is the process above periodically evaluated to ensure that it is meeting its objectives? 1 2 3 4 5
Is the process to recruit and retain faculty in place and documented? 1 2 3 4 5
Are the processes for faculty evaluation and promotion consistent with the institution mission? 1 2 3 4 5
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Scoring of Criterion Items
Criterion 5 Process Control Weight0.15
Factors Scores
Are the processes in 5 and 6 above periodically evaluated to ensure that they are meeting their objectives? 1 2 3 4 5
Do the processes and procedures ensure that teaching and delivery of course material emphasize active learning and that course learning outcomes are met? 1 2 3 4 5
Is the process in 8 above periodically evaluated to ensure that it is meeting its objectives? 1 2 3 4 5
Is the process to ensure that graduates have completed the requirements of the program based on standards and documented procedures? 1 2 3 4 5
Is the process in 10 above periodically evaluated to ensure that it is meeting its objectives? 1 2 3 4 5
SCORE (S5) TV / (No. of Question 5) 100 Weight
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Scoring of Criterion Items
Criterion 6 Faculty Weight0.20
Factors Scores
Are there full time faculty members to provide adequate coverage of the program areas / courses with continuity and stability? 1 2 3 4 5
Are the qualifications and interests of the faculty members sufficient to teach all courses, plan, modify and update courses and curricula? 1 2 3 4 5
Do the faculty members process a level of competence that would be obtained through graduate work in the discipline? 1 2 3 4 5
Do the majority of faculty members hold a Ph. D degree in their discipline? 1 2 3 4 5
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Scoring of Criterion Items
Criterion 6 Faculty Weight0.20
Factors Scores
Do the faculty members dedicate sufficient time to research to remain current in their disciplines? 1 2 3 4 5
Are there mechanisms in place for faculty development? 1 2 3 4 5
Are faculty members motivated and satisfies so as to excel in their profession? 1 2 3 4 5
SCORE (S6) TV / (No. of Question 5) 100 Weight
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Scoring of Criterion Items
Criterion 7 Institutional Facilities Weight0.10
Factors Score
Does the institution have the infrastructure to support new trends such as e-learning? 1 2 3 4 5
Does the library contain technical collection relevant to the program and is adequately staffed? 1 2 3 4 5
Are the class rooms and offices adequately equipped and capable of helping faculty carry out their responsibilities? 1 2 3 4 5
SCORE (S7) TV / (No. of Question 5) 100 Weight
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Scoring of Criterion Items
Criterion 8 Institutional Support Weight0.10
Factors Scores
Is their sufficient support and finances to attract and retain high quality faculty? 1 2 3 4 5
Are there an adequate number of high quality graduate students, teaching assistants and Ph.D. students? 1 2 3 4 5
SCORE (S8) TV / (No. of Question 5) 100 Weight
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Scoring of Criterion Items

• Overall Assessment Score S1 S2 S3 S4
  S5 S6 S7 S8
• Remarks
• _________________________________________________
  __________________________________________________
  __________________________________________________
  _______________________________________________

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ASSESSMENT TEAMS REPORT FORM(To be used by QEC)
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ASSESSMENT TEAM REPORT FORM(To be used by QEC)
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Assessment is a Continuous Improvement
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