cqi through assessing lo
TRANSCRIPT
Continual Quality Improvement Through Assessing Learning Outcome:
To Do or To Rue
sharing UPSI’s experience
June 11th 2014
Shakinaz DesaDIVISION FOR ACADEMIC DEVELOPMENT AND QUALITY
AbstractIn the world of learning, one should consider to learn, unlearn, and relearn. The choice in educationpractice is ours, whether to stay current and plan ahead, or to just regret and do nothing about it.When the educational approach of applying outcome based education colors vibrantly thelandscape of the Malaysian Education system, all higher education providers started to reinvent thecurriculum and rebuild the learning ecosystem. Learning outcomes become the important part ofthe educational dictionary. Learning outcome maybe visualized as a learning contract. A course maycontain 3-4 specific statements that are guided by 1-3 domains. A learning outcome will guide bothteacher and student on what to expect and what to prepare for the learning event. It also provides aclear and specific skill attainment that should be make known to the students. For so long we havebeen practicing the workflow of getting course outline, planning teaching and learning module,testing, assessment and evaluation, and finally giving grades. The outcome-based education stillallows us to follow the same flow, however it also opens a new window of improving the learningcycle for all players: the management, faculty, teachers and students. Giving the final grade is onecommon thing, but assessing the outcomes is far more important as it measures the outcomeattainment and is the in thing to teach us how to teach. Continual quality improvement is not aboutensuring quality alone, the rippling effect is massive. Perhaps we don’t need to practice the usualfinal grade concept anymore, instead evaluating the students, seriously, on each of their learningoutcome. Whichever mode we want to adopt and adapt, finally it is the matter of choosing to dothe continual quality improvement or to rue on what we had done to the students.
Once upon a time…
And then came the wave of OBE…
…and along with birth and rebirth of the many terms
OBE
Learning Outcomes
Learning Domains
Constructive alignment
Continuous Assessmen
t
Criterion based
reference
CQIPMR
http://padlet.com/shakinaz/khmci1rb6hsr
Brainstorming 1
1. Divide the groups into three role playersU M S
2. Task:
U : Only ask constructive question:e.g
i. Which? ii. What? iii. How?
M & S : Answer and justify
Study this flow
1. Teaching workload
distribution
2. Obtaining Course
Outline/Plan3. T&L
4. Coursework 5. Final exam 6. Grading
Strategy to CQI1. At which point? Or between points?2. What to look at and look for?3. How?
6. Grading
5. Final exam
4. Coursework
3. T&L
2. Course Outline/Plan
1. Teaching workload distribution
Teacher Learner Administrator
? ? ?
? ? ?
? ? ?
? ? ?
? ? ?
? ? ?
Strategy to CQI1. At which point? Or between points?2. What to look at and look for?3. How?
6. Grading
5. Final exam
4. Coursework
3. T&L
2. Course Outline/Plan
1. Teaching workload distribution
Teacher Learner Administrator
? ? ✔
✔ ? ?
✔ ? ✔
✔ ? ✔
✔ ??
✔ ? ✔
Which/Where
All 6 stages
Selected stages
What
LO
Assessment
Strategy/Delivery
How
Index
Cluster based
Item analysis
EXAMPLE
The process of monitoring and review
Input from various sources
• Examiner and benchmark reports
• Student’s performance
• Course evaluation
• Alumni and industry feedback
• Changes in policy
Module monitoring
• Student performance
• Curriculum review (content, teaching and learning, assessment)
Annual program monitoring
Annual review
Periodic program review
Periodic review
Mo
du
le
Monitor students’ performance
Improve subject content, methods of delivery and assessment
Pro
gram
Maintain and improve academic standards
Monitor and enhance quality of students experience
Peri
od
ic p
rogr
am r
evie
w
Ensure the programme is consistent with the HEPs strategic directions including stakeholders, and educational priorities and academic standards
Provide confirmation of fitness of purpose of the curriculum
Provide evidence of the effectiveness of annual monitoring processes
Why ?
Mo
du
le
Student performance
• Grade distributions
• Moderation outcomes
• Student performance at program level
• Student failure rate
Curriculum review
• Students evaluation
• Academic staff inputs
• Stakeholders feedback
Pro
gram
Student Enrolment Numbers
Articulation and pathway and student performance (including progression and attrition)
Curriculum changes from subject monitoring
Graduates’ achievement of garduates of program outcomes
Changes in external regulatory and industry requirements
Academic staff and educational resources review Pe
rio
dic
pro
gram
rev
iew
Ensure the programme is consistent with the HEPs strategic directions including stakeholders, and educational priorities and academic standards
Provide confirmation of fitness of purpose of the curriculum
Provide evidence of the effectiveness of annual monitoring processes
Source of information
University Mission
ObjectivesInstitutional
Learning Outcomes
Program Learning Outcomes
• Program evaluation
• Program review
Course Learning Outcomes
• 4-5 LO
• CPAS
Provide learning opportunities
• IP verification
• W8 Monitoring
Assessments
• IP verification
• W8 Monitoring
LO achievement
• Index & Feedbacks
• CLO
• SLO
• PLO
Quality report
• Department
• Faculty
• JKPA
• Senate
• UPSI Quality Council
Strategic plan
• the next IP
How LO assessment helps CQI
• Theme LO
• Topic LO
CQI
• Course LO
• Student LO
CQI• Program LO
• Institutional LO
CQI
Brainstorming 2
http://bit.ly/SKnJEP
Mapping of Learning Outcomes-Learning Strategy-
Assessment
Continuous Assessment
Course Learning Outcome Index
Feedback and Suggestion for improvement
100-90 Excellent 89-65 Good
64- below
Needs improvement
PROGRAM
COURSES
THEMES/TOPICS
• Program Learning outcomes
• Course Learning outcomes
• Students Learning outcomes
• Topic Learning Outcomes
Continual Quality Improvement Through Assessing Learning
Outcome: To Do or To Rue
Shakinaz [email protected]://www.bpaq.upsi.edu.my