AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx...

26
CLW Copyright ©2015 AUN-QA at Programme Level CLW 2015 2 Learning Outcomes CLW 2015 3 Educational Quality Assessment System 3 QA System Assessment Level Frequency ONESQA University level ONES - Every 5 Yrs CHEQA University level OHE - Annually EdPEx Institutional level MU-IQA - Annually AUN-QA Programme Level Implemented 2015 CUPT Institutional level? - ONESQA Programme Level? - CLW Copyright ©2015 AUN-QA and EdPEx Go Together for Performance (Excellence) Improvement

Transcript of AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx...

Page 1: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW Copyright © 2015

AUN-QA at Programme Level

CLW 2015

2Learning Outcomes

CLW 2015

3Educational Quality Assessment System

3

QA System Assessment Level Frequency

ONESQA University level ONES - Every 5 Yrs

CHEQA University level OHE - Annually

EdPEx Institutional level MU-IQA - Annually

AUN-QA Programme Level Implemented 2015CUPT Institutional level? -

ONESQA Programme Level? -

CLW Copyright © 2015

AUN-QA and EdPExGo Together for

Performance (Excellence)Improvement

Page 2: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

5

CLW 2015

6

CLW Copyright © 2015

Awards Received atMahidol University International College

CLW 2015

8MU Performance Excellence …?

How is your Organization Performance ..?

Page 3: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

9

Performance Evaluation

Quality assessment

GAPGAP Organization Improvement

Basic Organization Improvement System

VISION

Stakeholders’ FeedbackCLW 2015

10 Education Criteria for Performance Excellence

EdPExA systems perspective for managing your organization to achieve performance excellence

CLW 2015

CLW 2015

11EdPEx ?

CLW 2015 CLW 2015

12

Core Values and Concepts

CLW 2015

Page 4: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

13EdPEx: Institutional assessment

Organizational Profile• Visionary Leadership • Strategic Planning• Customer Focus• Measurement, Analysis, and

Knowledge Management• Workforce Focus• Operations Focus• Results

o Student Learning and Process Outcomeso Customer-Focused Outcomeso Workforce-Focused Outcomeso Leadership and Governance Outcomeso Budgetary, Financial, and Market Outcomes

CLW 2015

14

CLW 2015

15

7Organizational Performance

Results

4Measurement, Analysis, and Knowledge Management

Outcomes

Driver

2Strategic Planning

3Student,

Stakeholder & Market Focus

1Leadership

Key Operation

6Process

Management

5Faculty & Staff

Focus

Brain

CLW 2015

16

Road to Organizational Performance Excellence

CLW 2015

Page 5: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

17

What is your Org VISION?How can you get there?

What do your play role? How?

CLW Copyright © 2015

AUN-QA Modelat Programme Level

CLW 2015

19

AUN-QA Actual Assessment at Programme Level(2007-Nov 2014, 98 programmes)

CLW 2015

20

No. of programme assessed by country(2007-Nov 2014, 98 programmes)

Page 6: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

21What is outcome-based education?

(Eldeeb R. and Shatakumari N, 2013)CLW 2015

22What is outcome-based education?

CLW 2015

23

CLW 2015

24

OBE Concept

Statements specifying what the learners will know and be able to do at the end of the programme.

The teaching and learning methods which the teachers use to achieve each of the Learning Outcomes.

Students will know exactly why they are being asked to engage in certain

teaching and learning activities in their courses.

Learning Activities

Expected Learning Outcomes

An on-going process aims improving students’ learning by measuring the

learning outcomes they have achieved. Feedback will be given so

that students know what they need to do in order to get better grades.

Assessments

Student-Centered Learning

Page 7: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

25OBE Model Designed Based on ELOs

CLW 2015

26Key Concepts and Principles of OBE

26

CLW 2015

27Making OBE work

(Towers, 1996)

CLW 2015

28Vision/Mission(EGA)

ProgramEducationalObjectives

(PEO)

ExpectedLearning

Outcomes(ELO)

CourseLearning

Outcomes(CLO)

Course Planning andDelivery- Syllabus- Teaching Methods- Learning Activities- Assessment Tools

CourseAssessment

ProgramAssessment

InstitutionalAssessment

INPU

T &

FEE

DB

AC

KIn

dust

ry a

nd p

rofe

ssio

nal o

rgs

Stak

ehol

ders

PRO

GR

AM

Program Structure &Contents

ASSESSMENTEVALUATION

OUTCOMES

INST

ITU

TIO

NC

OU

RSE

An OBE Model

Page 8: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

29

Expected Learning Outcomes (ELOs)- What the student should be able to know, understand

and to do at the end of the programme.

(Inter)national benchmarking(requirements)- IQF (KNNI-L6)- VMV- Labour market- Professional body

Process- Curriculum Design and

Development - Programme and Course

Specification- Teaching and Learning Activities- Student Assessment Schemes- Quality of Support Services and

Facilities

Input- Academic Staff

Quality- Support Staff

Quality- Student Quality

and Support- Facilities and

Infrastructure

Output- pass rates and

dropout rates- average time to

graduate- employability of the

graduates- research activities- stakeholders’

satisfaction

Stakeholders (needs)- Students- Academic Staff- Alumni- Employers

Copyright © 2015 CLW 2015

30

Expected Learning Outcomes (ELOs)- What the student should be able to know, understand

and to do at the end of the programme.

(Inter)national benchmarking(requirements)- IQF (KNNI-L6)- VMV- Labour market- Professional body

Process- Curriculum Design and

Development - Programme and Course

Specification- Teaching and Learning Activities- Student Assessment Schemes- Quality of Support Services and

Facilities

Input- Academic Staff

Quality- Support Staff

Quality- Student Quality

and Support- Facilities and

Infrastructure

Output- pass rates and

dropout rates- average time to

graduate- employability of the

graduates- research activities- stakeholders’

satisfaction

Stakeholders (needs)- Students- Academic Staff- Alumni- Employers

Copyright © 2015

CLW Copyright © 2015

AUN-QA Criteriaat Programme Level

Version 3, 2015

CLW 2015

32AUN-QA Model at Programme Level (V.3 2015)

Stakeholders Needs

Quality Assurance and (Inter)national benchmarking

Quality Enhancement

ExpectedLearning

Outcomes(ELOs)

ProgrammeSpecification

ProgrammeStructure and

Content

StudentAssessment

Teaching andLearning

Approach

Academic Staff Quality

Support Staff Quality

Student Qualityand Support

Facilities and Infrastructure

Output

Achievements

Page 9: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

33Criteria

CLW 2015

34

Started with Expected Learning Outcomes

Stakeholders Needs

Quality Assurance and (Inter)national benchmarking

Quality Enhancement

ExpectedLearning

Outcomes(ELOs)

ProgrammeSpecification

ProgrammeStructure and

Content

StudentAssessment

Teaching andLearning

Approach

Academic Staff Quality

Support Staff Quality

Student Qualityand Support

Facilities and Infrastructure

Output

Achievements

Stakeholders needs are formulated into the expected learning outcomes which drive the programme

CLW 2015

35

The first row

Stakeholders Needs

Quality Assurance and (Inter)national benchmarking

Quality Enhancement

ExpectedLearning

Outcomes(ELOs)

ProgrammeSpecification

ProgrammeStructure and

Content

StudentAssessment

Teaching andLearning

Approach

Academic Staff Quality

Support Staff Quality

Student Qualityand Support

Facilities and Infrastructure

Output

Achievements

How the expected learning outcomes are translated into the programme and how they can be achieved via teaching and learning approach and student assessment.

CLW 2015

36

The second row

Stakeholders Needs

Quality Assurance and (Inter)national benchmarking

Quality Enhancement

ExpectedLearning

Outcomes(ELOs)

ProgrammeSpecification

ProgrammeStructure and

Content

StudentAssessment

Teaching andLearning

Approach

Academic Staff Quality

Support Staff Quality

Student Qualityand Support

Facilities and Infrastructure

Output

Achievements

The second row considers the "input" into the process including academic and support staff; student quality and support; and facilities and infrastructure.

Page 10: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

37

Third row

Stakeholders Needs

Quality Assurance and (Inter)national benchmarking

Quality Enhancement

ExpectedLearning

Outcomes(ELOs)

ProgrammeSpecification

ProgrammeStructure and

Content

StudentAssessment

Teaching andLearning

Approach

Academic Staff Quality

Support Staff Quality

Student Qualityand Support

Facilities and Infrastructure

Output

Achievements

The third row addresses the quality enhancement of the programme covering curriculum design and development, teaching and learning, student assessment, quality of support services and facilities, and stakeholders’ feedback.

CLW 2015

38

The fourth row

Stakeholders Needs

Quality Assurance and (Inter)national benchmarking

Quality Enhancement

ExpectedLearning

Outcomes

ProgrammeSpecification

ProgrammeStructure and

Content

StudentAssessment

Teaching andLearning

Approach

Academic Staff Quality

Support Staff Quality

Student Qualityand Support

Facilities and Infrastructure

Output

Achievements

The fourth row focuses on the output of the programmeincluding pass rates and dropout rates, the average time to graduate, employability of the graduates, research activities and stakeholders’ satisfaction.

CLW 2015

39

The final column

Stakeholders Needs

Quality Assurance and (Inter)national benchmarking

Quality Enhancement

ExpectedLearning

Outcomes

ProgrammeSpecification

ProgrammeStructure and

Content

StudentAssessment

Teaching andLearning

Approach

Academic Staff Quality

Support Staff Quality

Student Qualityand Support

Facilities and Infrastructure

Output

Achievements

The final column addresses the achievements of the expected learning outcomes and the programme.

CLW Copyright © 2015 CLW 2015

40

Expected Learning Outcomes (ELOs)- What the student should be able to know, understand

and to do at the end of the programme.

(Inter)national benchmarking(requirements)- TQF- VMV- Labour market- Professional body

Process- Curriculum Design and

Development - Programme and Course

Specification- Teaching and Learning Activities- Student Assessment Schemes- Quality of Support Services and

Facilities- Stakeholders’ Feedback

Input- Academic Staff

Quality- Support Staff

Quality- Student Quality

and Support- Facilities and

Infrastructure

Output- pass rates and

dropout rates- average time to

graduate- employability of the

graduates- research activities- stakeholders’

satisfaction

Stakeholders (needs)- Students- Academic Staff- Alumni- Employers

1

2, 3, 4, 56, 7, 8, 9 10, 11

10

10

10

10

Copyright © 2015

Page 11: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

41

Expected Learning Outcomes (ELOs)- What the student should be able to know, understand

and to do at the end of the programme.

(Inter)national benchmarking(requirements)- TQF- VMV- Labour market- Professional body

Process- Curriculum Design and

Development - Programme and Course

Specification- Teaching and Learning Activities- Student Assessment Schemes- Quality of Support Services and

Facilities- Stakeholders’ Feedback

Input- Academic Staff

Quality- Support Staff

Quality- Student Quality

and Support- Facilities and

Infrastructure

Output- pass rates and

dropout rates- average time to

graduate- employability of the

graduates- research activities- stakeholders’

satisfaction

Stakeholders (needs)- Students- Academic Staff- Alumni- Employers

1, 2, 661-7 4, 7

4, 7

3, 5

2

6

Copyright © 2015 CLW 2015

42

Relationship of EdPEx and AUN-QA CriteriaEdPEx Criteria

AUN-QA Criteria for Programme Level1 2 3 4 5 6 7 8 9 10 11

1 Leadership 1.1 Senior Leadership x x x x x1.2 Governance and Societal Responsibilities x x x2 Strategic Planning2.1 Strategy Development x x x x x2.2 Strategy Implementation x x x x x3 Customer Focus 3.1 Voice of the Customer x x3.2 Customer Engagement x x4 Measurement, Analysis, and Knowledge Management 4.1 Measurement, Analysis, and

Improvement of Organizational Performance

X X x x

4.2 Knowledge Management, Information, and Information Technology

x x x x

5 Workforce Focus 5.1 Workforce Environment x x5.2 Workforce Engagement x x6 Operations Focus 6.1 Work Processes x x x x x x6.2 Operational Effectiveness x x x x x x7 Results 7.1 Student Learning and Process Results x x x7.2 Customer-Focused Results x x7.3 Workforce-Focused Results x x7.4 Leadership and Governance Results x7.5 Budgetary, Financial, and Market Results x

Copyright © 2015

CLW 2015

43Relationship of Criteria and Tasks

CLW 2015

44

TQFAUN-QA Criteria

Documents

มคอ 1 มาตรฐานสาขาวชิา

1, 2 ELOs (+5 TQF Domains)

มคอ 2 หลกัสตูร

2, 3 Curriculum mapping, Programme specification, Course specification

มคอ 3-4 ประมวลรายวชิา/ภาค สนาม + แผนการสอน

3, 4, 5 Syllabus, Study plan, T&L activities

มคอ 5-6 ประเมนิรายวชิา/ ภาคสนาม

5, 10 Course assessment schemes

มคอ 7 ประเมนิหลกัสตูร

5, 10 Programme assessments, Exit assessments

Copyright © 2015

Page 12: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

45

CLW 2015

46

Guide to AUN Actual Quality Assessment at Programme Level (3rd Version, 2015)

http://www.aunsec.org/pdf/Guide%20to%20AUN-QA%20Assessment%20at%20Programme%20Level%

20Version%203_2015.pdf

CLW 2015

47

4.

To meet Requirements Content

To write Checklist Context

To inquire QA ConstructCLW 2015

48

Expected Learning Outcomes (ELOs)- What the student should be able to know, understand

and to do at the end of the programme.

(Inter)national benchmarking(requirements)- TQF- VMV- Labour market- Professional body

Process- Curriculum Design and

Development - Programme and Course

Specification- Teaching and Learning Activities- Student Assessment Schemes- Quality of Support Services and

Facilities- Stakeholders’ Feedback

Input- Academic Staff

Quality- Support Staff

Quality- Student Quality

and Support- Facilities and

Infrastructure

Output- pass rates and

dropout rates- average time to

graduate- employability of the

graduates- research activities- stakeholders’

satisfaction

Stakeholders (needs)- Students- Academic Staff- Alumni- Employers

1

2, 3, 4, 56, 7, 8, 9 10, 11

10

10

10

10

Copyright © 2015

Page 13: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

491. Expected Learning Outcomes (3)

1 Expected Learning Outcomes1.1 The expected learning outcomes have been

clearly formulated and aligned with the vision and mission of the university. [1,2]

1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes. [3]

1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders. [4]

CLW 2015 CLW 2015

50Aims (Goals), Objectives and LOs

50

Aims (Goals) or objectives are more concerned with teaching, the teacher’s intentions and the management of learning.

Learning outcomes are concerned with the achievements or results of the learner rather than the intentions of the teacher.

QA at Programme Level

CLW 2015

51Translate Aims and Objectives to PLO

51QA at Programme Level CLW 2015

52Designing and Delivering Learning Outcomes

Intended Learning

Outcomes of the Lesson

Intended Learning

Outcomes of the

Program

Intended Learning

Outcomes of the Unit

Intended Learning

Outcomes of the Course

Intended Learning

Outcomes of the

University

Design backward

Deliver forward

Page 14: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

53Categories of Learning Outcomes

QA at Programme Level CLW 2015

54WFME: Basic (Undergraduate) Medical Education (BME)

http://wfme.org/standards/bme/78‐new‐version‐2012‐quality‐improvement‐in‐basic‐medical‐education‐english/file

CLW 2015

55

Learning Outcomes of Masters Degree specified in AQF

CLW 2015

56

Learning Outcomes of Doctoral Degree specified in AQF

Page 15: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

572. Programme Specification (3)

2 Programme Specification2.1 The information in the programme specification is

comprehensive and up-to-date. [1,2]

2.2 The information in the course specification is comprehensive and up-to-date. [1,2]

2.3 The programme and course specifications are communicated and made available to the stakeholders. [1,2]

CLW 2015

58

The following information should be included

CLW 2015

CLW 2015

59

CLW 2015

60

Page 16: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

61

CLW 2015

62

CLW 2015

63Course specification

CLW 2015

64

Page 17: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

65

CLW 2015

663. Programme Structure and Content (3)

3 Programme Structure and Content3.1 The curriculum is designed based on

constructive alignment with the expected learning outcomes. [1]

3.2 The contribution made by each course to achieve the expected learning outcomes is clear. [2]

3.3 The curriculum is logically structured, sequenced, integrated and up-to-date. [3,4,5,6]

P 18-19CLW 2015

CLW 2015

67

Relationship Between Programme and Course Learning Outcomes

CODE COURSE CREDITS LO1 LO2 LO3 LO4 LO5

Specialized skills (specialized courses)

1 Subject 1 3 R A

2 Subject 2 3 R A

3 Subject 3 3 R A

4 Subject 4 3 E

5 Subject 5 3 R E

6 Subject 6 3 A A E

Bloom’s Taxonomy R = Remembering / Understanding A = Applying / Analyzing E = Evaluating / Creating

CLW 2015

68

Source: Chemical Engineering, Universitas Indonesia

Note: The figures in the ELO column relate to:1 Not directly related to ELO 2 Quite related to ELO 3 Related to ELO 4 Closely related to ELO 5 Specifically related to ELO

QA at Programme Level

Curriculum matrix, example 1

68

Page 18: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

69

Use Curriculum matrix to Design Course Structure

COURSE CR LO1 LO2 LO3 LO4 LO5 CLOs

1 Subject 1 3 R A

2 Subject 2 3 R A

3 Subject 3 3 R A

4 Subject 4 3 E

5 Subject 5 3 R E

Blooms’ Taxonomy R = Remembering / Understanding A = Applying / Analyzing E = Evaluating / Creating

CLW 2015

70Curriculum Mapping

QA at Programme Level 70

CLW 2015

71Curriculum Mapping

71

Source: Chemical Engineering, Universitas Indonesia

QA at Programme Level CLW 2015

72

4 Teaching and Learning Approach

4.1 The educational philosophy is well articulated and communicated to all stakeholders. [1]

4.2 Teaching and learning activities are constructively aligned to achievement of the learning outcomes. [2,3,4,5]

4.3 Teaching and learning activities enhance life-long learning. [6]

4. Teaching and Learning Approach (3)

CLW 2015

Page 19: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

73Constructive Alignment (Biggs’ Model)

CLW 2015

745. Student Assessment

5 Student Assessment5.1 The student assessments are constructively

aligned to the achievement of the expectedlearning outcomes. [1,2]

5.2 The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students. [4,5]

5.3 Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness of student assessment. [7]

CLW 2015

CLW 2015

755. Student Assessment

5.4 Feedback of student assessment is timely and helps to improve learning. [3]

5.5 Students have ready access to appeal procedure. [8]

CLW 2015 CLW 2015

76Student Assessment

76

It is also important that assessment aligns with learning outcomes. In an outcomes-based learning environment the focus is on helping a variety of learners achieve learning outcomes.

By definition, learning outcomes are performance-based. Learners must go beyond knowing to being able to show what they know.

In short, well planned assessments allow learners to demonstrate that they have achieved the learning outcome(s) or provide feedback that identifies the progress they are making towards their achievement.

QA at Programme Level

Page 20: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

77Formative Assessment

77

Formative assessment has been described asbeing assessment for learning.

It “refers to all those activities undertaken by teachers, and by the students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Black and Williams, 1998).

QA at Programme Level CLW 2015

78Summative Assessment

78

Summative assessment is assessment that tries to summarise student learning at some point in time –usually at the end of a module or programme.

Summative assessment has been described as “end-of-course assessment and essentially means that this is assessment which produces a measure which sums up someone’s achievement and which has no other real use except as a description of what has been achieved” (Brown and Knight, 1994).

Thus, the use of summative assessment enables a grade to be generated that reflects the student's performance usually through the traditional examination paper.

QA at Programme Level

CLW 2015

79

Example of constructivealignment

CLW 2015 CLW 2015

806. Academic Staff Quality (7)

6 Academic Staff Quality6.1 Academic staff planning (considering succession,

promotion, re-deployment, termination, and retirement) is carried out to fulfill the needs for education, research and service. [1]

6.2 Staff to student ratio and workload are measured and monitored to improve the quality of education, research and service. [2]

6.3 Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicated. [4,5,6,7]

Page 21: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

816. Academic Staff Quality (7)

6.4 Competences of academic staff are identified and evaluated. [3]

6.5 Training and developmental needs of academic staff are identified and activities are implemented to fulfill them. [8]

6.6 Performance management including rewards and recognition is implemented to motivate and support education, research and service. [9]

6.7 The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement. [10]

CLW 2015

82Processes required

CLW 2015

83

FTE: Use this Table to specify the number of academicstaff and their FTEs in the last 5 academic years.

Category M F Total Percentageof PhDsHeadcounts FTEs

ProfessorsAssociate/Assistant ProfessorsFull-time LecturersPart-time LecturersVisiting Professors/LecturersTotal

specify reference date and method of calculation usedfor FTE of Students

CLW 2015

847. Support Staff Quality (5)

7 Support Staff Quality7.1 Support staff planning (at the library, laboratory, IT

facility and student services) is carried out to fulfillthe needs for education, research and service. [1]

7.2 Recruitment and selection criteria for appointment, deployment and promotion are determined and communicated. [2]

7.3 Competences of support staff are identified and evaluated. [3]

Page 22: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

857. Support Staff Quality (5)

7.4 Training and developmental needs of support staff are identified and activities are implemented to fulfill them. [4]

7.5 Performance management including rewards and recognition is implemented to motivate and support education, research and service. [5]

CLW 2015

868. Student Quality and Support (5)

8 Student Quality and Support8.1 The student intake policy and admission criteria

are defined, communicated, published, and up-to-date. [1]

8.2 The methods and criteria for the selection ofstudents are determined and evaluated. [2]

8.3 There is an adequate monitoring system for student progress, academic performance, and workload. [3]

CLW 2015

878. Student Quality and Support (5)

8.4 Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability. [4]

8.5 The physical, social and psychological environment is conducive for education and research as well as personal well-being. [5]

CLW 2015

88A summary of the intake of first year students

Academic Year

Applicants

No.Applied

No.Offered

No.Admitted Total

Provide data on the intake of first year studentsin the last 5 academic years

Page 23: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

89

A summary of the total number of students enrolled in the programme

Provide data in the last 5 academic years

AcademicYear

Students1st

Year2nd

Year3rd

Year4th

Year>4th

Year Total

CLW 2015

90

Student Support Services

Academic ScholarshipFinancial & Scholarship

& SportsRecreation & Sports

Medical Care & Wellness

CounsellingMentoring & Counselling

Housing

Employment

Career & Employmen

t

ServicesStudent Services

International Student Support

Student Support Services

CLW 2015

919. Facilities and Infrastructure (5)

9 Facilities and Infrastructure9.1 The teaching and learning facilities and

equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research. [1]

9.2 The library and its resources are adequate andupdated to support education and research. [3,4]

9.3 The laboratories and equipment are adequate and updated to support education and research. [1,2]

CLW 2015

929. Facilities and Infrastructure (5)

9.4 The IT facilities including e-learning infrastructure are adequate and updated to support education and research. [1,5,6]

9.5 The standards for environment, health andsafety, and access for people with special needsare defined and implemented. [7]

Page 24: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

9310. Quality Enhancement (6)

10 Quality Enhancement10.1 Stakeholders needs and feedback serve as input

to curriculum design and development. [1]

10.2 The curriculum design and development process is established and subjected to evaluation and enhancement. [2]

10.3 The teaching and learning processes, and student assessment are continuously reviewedand evaluated to ensure their relevance and alignment. [3]

CLW 2015

9410. Quality Enhancement (6)

10.4 Research output is used to enhance teaching and learning. [4]

10.5 Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement. [5]

10.6 The stakeholders feedback mechanism is systematic and subjected to evaluation and enhancement. [6]

CLW 2015

95Quality Enhancement

CLW 2015

9611. Output (5)

11 Output

11.1 The pass rates and dropout rates are established, monitored and benchmarked for improvement. [1]

11.2 The average time to graduate is established, monitored and benchmarked for improvement. [1]

11.3 Employability of graduates is established, monitored and benchmarked for improvement. [1]

Page 25: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

9711. Output (5)

11.4 The types and quantity of research activities by students are established, monitored and benchmarked for improvement. [2]

11.5 The satisfaction levels of stakeholders are established, monitored and benchmarked for improvement. [3]

CLW 2015

98

Output

98QA at Programme Level

CLW 2015

99Pass Rates and Dropout Rates (last 5 cohorts)

Academic Year

CohortSize

% completed first degree in % dropout during

3 Years

4 Years

>4 Years

1st

Year2nd

Year3rd

Year4th Years &

Beyond

CLW 2015

100Relationship

ofAUN-QACriteria

andSub-Criteria

Page 26: AUN-QA at Programme Levelcwweb2.tu.ac.th/oth/QA/qa_document/Data/1452130368.pdfRelationship of EdPEx and AUN-QA Criteria EdPEx Criteria AUN-QA Criteria for Programme Level 1 23456789

CLW 2015

101

Rating Description1 Absolutely Inadequate

The QA practice to fulfil the criterion is not implemented. There are no plans, documents, evidences or results available. Immediate improvement must be made.

2 Inadequate and Improvement is NecessaryThe QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary. There is little document or evidence available. Performance of the QA practice shows little or poor results.

3 Inadequate but Minor Improvement Will Make It AdequateThe QA practice to fulfil the criterion is defined and implemented but minor improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.

4 Adequate as ExpectedThe QA practice to fulfil the criterion is adequate and evidences support that it has been fully implemented. Performance of the QA practice shows consistent results as expected.

5 Better Than AdequateThe QA practice to fulfil the criterion is better than adequate. Evidences support that it has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.

6 Example of Best PracticesThe QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented. Performance of QA practice shows very good results and positive improvement trend.

7 Excellent (Example of World-class or Leading Practices)The QA practice to fulfil the criterion is considered to be excellent or example of world-class practices in the field. Evidences support that it has been innovatively implemented. Performance of the QA practice shows excellent results and outstanding improvement trends.

CLW Copyright © 2015

Thank YoyFor Your Attention