Continual Quality Improvement (CQI)

“Simply put, it is the concept that there is always room for improvement. Within a company, it is the commitment to constantly improve operations, processes and activities in order to meet customer requirements in an efficient, consistent and cost effective manner”

Industry Canada website at www.ic.gc.ca

How do we apply CQI within our learning environment?

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BIDANG 9: PENAMBAHBAIKAN KUALITI BERTERUSAN

Mempunyai 3 standard wajib dan 2 standard dipertingkatkan

Perlu untuk penambahbaikan berterusan dan secara sistematik menyemak dan memantau perubahan dan kemajuan untuk memastikan:

hasil pembelajaran program dipenuhikurikulum terkini dan relevan kepada industripenyampaian program berkesankaedah penilaian bersesuaiansumber pendidkan mencukupi dan terkini

Principles of CQI1.Focus on improving work processes and serving the external customer. 2. Maximize "value-added work" and strive to eliminate "waste". 3. Base decisions upon data using simple graphing tools (flowcharts, Pareto charts, etc.). 4. Improve work processes by consulting workers - "the job experts". 5. Fix the process; don't place blame. 6. Be accountable at all levels - recognition for doing well or counseled if needed. 7. Practice teamwork.

PDCA’ circle showing the overall OBE implementation strategy

Importance of CQICQI provides suitable actions in improving the quality of CLOs, PLOs, and PAIs

according to targeted KPI. Provide critical information to the institutions and administrators on the

effectiveness of the design, delivery, assessment and direction of an educational programmes.

Improvement based on feedback from the assessment will close the system loops and the process will continue year after year.

Attainment of all outcomes (PAI, PLO and CLO) must be measured and utilised as a gauge for its effectiveness.

Following the checking stage, the results are analyzed. Any shortcomings on the level of attainment for the outcomes can be addressed and further improvements can be revised in the ‘re-Planning’ stage.

The P-D-C-A (Plan-Do-Check-Act) cycle then continues until a sufficient level of attainment is met for all outcomes. The overall P-D-C-A activities can be summarized in the context of the CLO and PLO attainment,.

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The three main stages in the The three main stages in the Teaching and Learning processesTeaching and Learning processes

StudentsStudents

Felder & Brent, JEE, Jan., 2003

Learning Learning OutcomesOutcomes

Bloom’s TaxonomyProgram

OutcomesInstructor’s

goals

AssessmentAssessment

ClassroomAssessmenttechnique

Test

Other measures

Surveys

InstructionInstruction

Instructional technology

Lectures Labs

Other techniques

Active & Cooperative

learning

Problem-based learning

Planning stage

Implementation stage

Assessment stage

11

22

33

What do I want my students to be able to do as a result of

my teaching?

What TL activities do I adopt to achieve the

intended LO?

Can my students do what I want

them to be able to do?

3 domains of educational goals (cognitive, psychomotor and

affective)

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CQIWhat are you currently doing?What works well?What does not work well?What are you planning for the future?

Data

If you are not going to use data

DO NOT COLLECT ITOnly collect what you will

useBUT YOU WILL NEED

DATA for CQI

Data

data

DATA

DATA

DataDATA DATA DATA

And the Data is…Process Measurement:

Usually based on staff activities

Outcome Measurement:Usually based on students

activities

Choose the measurement Choose the measurement that will tell you if your that will tell you if your improvement process is improvement process is

workingworking

Program Outcomes

Program Aims

Missions

Visions

Stakeholders

Course Outcomes

Advisory committee

Outcome-Based Education - EvaluationOutcome-Based Education - Evaluation(Closing the Loops)(Closing the Loops)

Alumni AssessmentAssessment

AssessmentAssessment

AssessmentAssessment

CQICQI

CQICQI

CQICQI

Analysis

Analysis

Analysis

Analysis

Analysis

Analysis

Course Learning Outcomes (CLO)

Examples

• x % - Grade C and above (C)

• 100 % - Submit assignment on time (SS)

• x % - Quality of presentation (SS)

• x % - achievement in every SS domain

Assessments

• Test, Quizzes, Final Exam (C)

• Lab/field work Reports (C, A),

• Lab/field work (P,C, A),

• Presentations (P, A),

• Assignments (C, A)

• Project, PBL, POPBL (P,C, A)

CQI

KPI for CLOPROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERINGCOURSE NAME: ELECTRICAL TECHNOLOGY

100

100

100

90

>60 % - Attainment in Generic Skills

>50% - Attainment for CLO's & PLO's

100% student achieve 80% - attendance

<30% difference between continous assessment (CE) and final exam (FE)

COURSE LEARNING OUTCOME - KEY PERFORMANCE INDICATOR (KPI)

COURSE LEARNING OUTCOME (CLO)

Assignment are clear, correct and well presented. Assignment >65%.

% submit assignment.

Report are clear, correct and well presented. Report >65 %. Students work cooperatively .

85 100

90

90

PBL Quiz, Test

Test, Final Exam

CLO 4 Explain properly the principles of the magnetic circuit, electromagnetism and electromagnetic induction.

CLO 5 Conduct confidently experiments in a team and produce report within a stipulated time frame.

Project Work

Lab/Workshop Demonstration

Essay Question/Final Exam

Practical Work, Practical Test, Rubric

Report are clear, correct and well presented. Report >65 %

ASSESSMENT METHOD

CLO 1Explain correctly the units associated with basic electrical quantities, concepts of electric circuit, cells as the unit source of DC energy and the general features of batteries.

Demonstrate an understanding of DC network analysis techniques on resistive networks.CLO 2

CLO 3 Describe the fundamentals of capacitive and inductive in DC network correctly

DELIVERY METHOD

SF/CC

TARGET (%)KEY PERFORMANCE INDICATOR (KPI)

Students are able to apply and describe the topic given. % achieving grade C and above 90

Lecture/ Discussion Quiz, Test

Programme Learning Outcomes (PLO)

Assessments

• Exit Survey

• External Examiner Reports

• Soft Skill Survey

• OBE Survey

• Fundamental of Engineering Exam

Examples

• x % - Employed

• Quality of FER by External Examiner

• x – SS Status

• x – OBE Status

• x % - Knowledge Analysis

CQIOutcame Based Education

KPI for PLOPROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING

No. KEY PERFORMANCE INDICATOR (KPI) TargetASSESSMENT METHOD/TOOL

1Percentage of students obtained 3.3 CPA in Common Core Subject and Disipline Core Subject

50%Direct Assessment (Quiz, Test,Project, etc) & Indirect Assessment (Report from Industrial Advisor, etc)

2

3

4

5

6

7

8

9

Apply creative and critical thinking in solving problem related to assigned tasks;

Recognise the need for entrepreneurship;

Recognise the need for professional development and engage in independent acquisition of new knowledge and skill.

Apply knowledge of mathematics, science and engineering fundamentals to well defined electrical and electronic engineering procedures and practices;

Demonstrate practical skills which includes the ability to troubleshoot, repair and do maintenance work for electrical and electronics equipment with specialization in the area of control;

Demonstrate awareness and consideration for societal, health, safety, legal and cultural issues and the consequent responsibilities, taking into account the need for sustainable development;

Communicate effectively with the engineering community and the society at large;

Function individually or in teams, effectively, with a capability to be a leader;

Demonstrate an understanding of professional ethics, responsibilities and norms of electrical and electronic engineering practices;

PROGRAMME LEARNING OUTCOME (PLO) ANALYSIS

At the end of the programme, graduates should be able to:

PROGRAMME LEARNING OUTCOMES (PLO)

Program Educational Objectives(PEO)

Examples:

• x % - Ir/Ar/Sr.

• x - Papers ?

• x - Journals ?

• x % - Contractors

• x % - Consultants

• x % - Project Manager

Assessment:

• Tracers Study

• Discussion with stakeholders

• Reports, media

• Alumni Survey

• Employer survey

CQIOutcame Based Education

KPI for PAIPROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING

No KEY PERFORMANCE INDICATOR (KPI) Target ASSESSMENT METHOD/TOOL

1 Percentage of graduates promoted 15%Tracer Study, Discussion with stakeholders, Reports, Media, Alumni Survey, Employer Survey

2 Percentage of the graduates involved in own business 15%

3

Percentage of the graduates further their studies Percentage of the graduates working in foreign countries

30% 20%

4 Percentage of graduates comply to societal norm 100%

5 Percentage of graduates comply to societal norm 100%

PROGRAMME AIMS (PAI)

Have knowledge, skills and attitude that will allow them to make tangible contributions and meet new technical challenges.

Possess entrepreneurial skills and practice good work ethics and be able to promote good morality and behavior.

Continuously enhance their knowledge and skills.

Communicate and interact responsibly.

PROGRAMME AIMS (PAI) ANALYSIS

Contribute effectively as a team member. They will also be adaptable to new changes at the work place.

The Department of Electrical Engineering shall produce graduates who are able to:

MEASUREMENTS OF OUTCOMES ATTAINMENT AND ACTION FOR CQI

Industrial Training Survey 1.A survey is carried out on the employer to gauge the students’ performance. The survey looks into how the employers rate the students in terms of the fulfilment of attributes that are related to the PLO2.From these results, attributes in which the students are lacking can be identified and the corrective measures can be devise.

3.This information is then used to improve the teaching methods and curriculum content in the next semester

Industrial Advisory Panel (IAP)Industrial collaboration between the HLP and industry is vital. The collaborative

work that comes in the form of curriculum review, technical visits, industrial training placement, final year student projects and invited lectures from industries, an Industrial Advisory Panel (IAP) has been formed which meets once per semester to discuss on various issues regarding the programmes. The IAP consists of members representing various industries, research institutes and universities. Inputs from the IAP members are discussed and implemented at the College/Department level to ensure that the quality of the programme is constantly improved.

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Alumni Panel

The Alumni Panel can directly pinpoint the shortcomings in the programme content and advise the department on the current needs of the industry at the same time. The IAP also serves the same role, but from an outsider point of view. The inputs from both the Alumni Panel and the IAP are the keys in ensuring that the content of the programme is up to date and conform to the job market’s needs.

Student Self-SurveyAt various stages throughout the semester, the students are requested to carry out a self-survey on the level of their understanding of the CLO.

Results from such surveys can be used to gauge the lecturer’s teaching effectiveness on a particular course.

In addition, at the end of each course, the students are also asked to rate the lecturers in terms of overall teaching effectiveness such as communication skills, confidence level and appearance.

These results form a CQI basis for the delivery skills of the lecturers and also the course syllabus.

Analysis on Student Performance Through Formal Assessments

CADANGAN Item utk peperiksaan (CA & FE) perlu diperincikan mengikut CLO, disimpan

dan dianalisis untuk:– melihat pencapaian CLO dan PLO.– dianalisis bagi mengenalpasti aras kesukaran item dan mengkaji item

yang bermasalah.

Pensyarah perlu diberi input bagaimana menggunakan instrumen-instrumen dalam kurikulum untuk mencerap hasil pembelajaran

Pensyarah perlu memberi maklumbalas terhadap elemen-elemen yang tidak bertepatan dengan kursus masing-masing untuk penambahbaikan (CQI) kepada kurikulum, instruksional dan pentaksiran

Pensyarah/Jabatan perlu membangunkan instumen yang fleksibel dan bersesuian dengan kursus masing-masing.

Lembaran markah ISO tidak lagi relevan dan tidak dapat digunakan untuk mengukur pencapian CLO dan PLO. Lembaran markah ISO perlu diubah mengikut kehendak pentaksiran berasaskan OBE.

Pensyarah mesti menghantar laporan analisis CLO dan PLO setiap semester kepada Ketua Program

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