academic performance audit area 1, 2 and 3

:: Mqa roadshow 2008::

ACADEMIC PERFORMANCE AUDITAREA 1, 2 AND 3

MALAYSIAN QUALIFICATIONS AGENCY

CODE OF PRACTICE FOR INSTITUITIONAL AUDIT(COPIA)THE STANDARDS – Benchmarked and Enhanced GUIDELINES ON THE STANDARDS AND CRITERIA FOR THE NINE

AREAS OF EVALUATION FOR ACADEMIC PERFORMANCE AUDIT1. Vision , Mission, Educational Goals and Learning Outcomes2. Curriculum Design and Delivery3. Assessment of Students 4. Student Selection and Support Services5. Academic Staff6. Educational Resources7. Programme Monitoring and Review8. Leadership, Governance and Administration9. Continual Quality Improvement

OUTLINE

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The Standards

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• Standards that must be met and its compliance demonstrated are usually expressed as a ‘must’

Benchmarked Standards

• Standards that should be met as the institution strives to improve itself and usually expressed as a ‘should’

Enhanced Standards


AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES

Guides the higher education provider (HEP) in its academic

planning and implementation and

Produce graduates through :

• the provision of knowledge, skills, a quest for life long

learning, and inculcation of values, and

• nurturing of the ability to analyze and solve problems and

• consideration of other relevant issues

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AREA 1.1: Statement of Vision, Mission and Educational Goals

HEP’S VISION,MISSION, EDUCATIONAL GOALS, & LEARNING OUTCOMES

Must reflect the crucial elements of the processes and outcomes in line with national

and global developments

Must be approved by governing board

Must be disseminated to its internal and

external stakeholders

Should encompass leadership qualities in areas of social responsibilities, research,

ethical values, professionalism & knowledge creation

Should demonstrate its planning & evaluation processes, progs, support services, financial &

physical resources & administrative processes are

adequate

Must formulate educational goals

consistent with it’s vision & mission

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AREA 1.2 Participation in the Formulation of Vision, Mission & Educational Goals

Participation in the Formulation of Vision, Mission & Educational Goals

Should be periodically reviewed in consultation witا a wide rage of stakeholders such as alumni, international peer, professional bodies, funding agencies

Must be developed in consultation with principal stakeholder such as dept,

faculties, research centres, governing boards, academic staff, students org. and

administrative staff

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AREA 1.3 Academic Autonomy

Sufficient Academic Autonomy

To focus on areas of expertise

Should strive to expand the boundaries of academic autonomy to reflect the

progression of its intellectual maturityTo design the curriculum and to allocate resources for

implementation to achieve the learning outcomes

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AREA 1.4 Learning Outcomes

Learning Outcomes

The Programme must show how the component modules

contributes to fulfilment of programme learning outcomes

should specify the link between competencies expected upon

completion and those required after completion of studies

must define the competencies students

should demonstrate upon completion of a programme

Must formulate learning outcomes and educational goals consistent

with its vision and mission

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AREA 2 : CURRICULUM DESIGN AND DELIVERY

AREA 2 is on curriculum design and delivery

It is divided into 4 subsections:

Curriculum design & teaching and learning methods;

Curriculum content and structure;

Management of the programme; and

Linkages with external stakeholders .

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Area 2.1 -Curriculum Design & Teaching - Learning (T-L)Methods

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• must have its defined process for curriculum establishment , review and evaluation

• The Programme must only be considered after a needs assessment has indicate d there is a need for them to be conducted

• must be considered only after resources to support it identified

• Aims and objectives of all programmes must be consistent with the HEP vision and mission

• The Programme Content , approach & T-L Methods must be appropriate, consistent , and support the achievement of programme learning outcomes

• Teaching-learning activities must be consistent with the curriculum there must be variety

• To achieve the eight domains of learning outcomes

• The Curriculum should encourage multi-disciplinary approaches to enhance personal development of students

• The needs analysis should involve external sources feedback

• Co-curricular activities should be there to enrich student experience


Area 2.2: Curriculum Content & StructureThe programme must•incorporate the core subject matters essential

for understanding concepts, principles and methods that support programme outcomes

•fulfil lthe discipline requirements by recognising appropriate standards and international best practice

The Department should establish mechanisms•to access to real time information through use

of technology and global networking and to identify up to date topics of importance for inclusion in the curriculum and its delivery

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Area 2.3 - Management of the Programme

The Students must :• be provided with the

most current information of programme aims, out-line, learning outcomes and assessment methods

The Programme must :

• have a coordinator and a team of appropriate staff

• have authority and established procedures

• be given adequate resources

- for implementation and evaluation for quality improvement

The Programme Content & Delivery must

• be regularly reviewed and evaluated and its results utilised to assure quality (must involve external examiners – for MQF level 6 and above )

The Students The Programme Team The Programme

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The Department

• must provide the student a conducive learning environment where scholarly and creative achievements are nurtured

Innovations to teaching and learning

• should be developed, supported and

• be done in consultation with principal stakeholders and

• Review and evaluation involve external expertise nationally and internationally

Area 2.3 - Management of the Programme - cont

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Area 2.4 Linkages with External Stakeholders

The HEP must have linkages with all external stakeholders at the local, national, regional or global levels for the purpose of curriculum development - planning, implementation and review

The Programme team should obtain feedback from employers for curriculum improvement, student placement, training and workplace exposure

Students should be given the opportunity to develop linkages with external stakeholders

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AREA 3 – ASSESSMENT OF STUDENTS

• It is a crucial aspect of quality assurance and

• One of the most important measures to show the

achievement of learning outcomes.

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Assessment

• Assessment principles, methods and practices must be aligned with learning outcomes and programme content

• Assessment must be consistent with the levels defined in the MQF, 8 domains of learning outcomes and programme standards

Assessment & Learning Outcomes

• The link between assessment and learning outcomes should be reviewed periodically to ensure its effectiveness

Area 3.1- Relationship between Assessment and Learning

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Area 3.2- Assessment Methods

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•must be documented and communicated to students on commencement of the programme

Frequency, methods, & criteria of student

assessment

•must be summative and formative

• a variety of methods and tools must be used to assess learning outcomes

Assessment

•must be there to ensure validity, reliability, consistency and fairness of assessment methods

Mechanisms


Area 3.2- Assessment Methods - cont

•must be reviewed periodically

Assessment System

•should be comparable to international best practices

Methods of Assessment

•should be done in consultation with external experts, both local and international

Review of Assessment System

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Area 3.3 - Management of Student Assessment

Student assessment

results

- must be communicated within reasonable time

Student assessment

methods

- must follow established procedures and regulations

-changes must be communicated to students prior implementation

Mechanisms

-must be there to ensure security of assessment documents and records

Grading, assessment and

appeals

- policies and practices must be publicised

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•must have sufficient autonomy in management of student assessment

The department and its academic staff

•should be there to evaluate and improve the student assessment management – formal certification of the processes

Independent external scrutiny

Area 3.3 - Management of Student Assessment - cont

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ThankYou

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academic performance audit area 1, 2 and 3

Documents

mqa roadshow

learning outcomes8

hep vision

curriculum establishment

academic planning

mission educational

life long learning

academic autonomy7