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Title: Pengalaman Sebagai Penilai: Pengukuran dan CQI


1
Pengalaman Sebagai Penilai Pengukuran dan CQI
  • Prof. Ir. Dr. Abdul Wahab Mohammad
  • Fakulti Kejuruteraan

2
Tujuan
  • Untuk memberi perspektif pengalaman sebagai
    seorang penilai Lembaga Jurutera Malaysia dalam
    konteks (i) Pengukuran dan (ii) CQI
  • Menghubungkait dengan keperluan MQF dan MQA CODE
    OF PRACTICE INSTITUTIONAL AUDIT

3
Outcome Based Education (OBE)
  • Outcome-Based Education means clearly focusing
    and organizing everything in an educational
    system around what is essential for all students
    to be able to do successfully at the end of their
    learning experiences. This means starting with a
    clear picture of what is important for students
    to be able to do, then organizing the curriculum,
    instruction, and assessment to make sure this
    learning ultimately happens (Spady, 1994).

4

Malaysian Qualifications Framework (MQF)
  • A unified system and reference point for all
    national qualifications
  • Uses nationally endorsed principles, criteria,
    guidelines competency standards that set the
    boundaries for naming, positioning and linking
    qualifications
  • Qualifications are awarded by certified providers
    acting under different Acts and mechanisms
  • Providers operate within or outside the formal
    education system including individually-driven
    life long learning efforts and verifiable
    workplace training and experiences.

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6
Features of the MQF
  • clear criteria for defining each qualification
    underpin standards facilitate mutual
    recognition
  • Provide flexible learning pathways systematic
    credit transfer for progression within across
    educational sectors, including RPL within/outside
    the country
  • Not a rigid system- accommodates new
    qualifications that arise according to needs
    growth of knowledge

7
Learning Outcomes
  • Abilities in various domains of learning that
    students are expected to demonstrate as evidence
    of competency.
  • MQF Domain of Learning
  • Mastery of body of knowledge (depth, breadth and
    relative difficulty of specific content)
  • practical or psychomotor skills (range and
    complexity),
  • scientific method, critical thinking, problem
    solving, autonomy in decision-making
  • communication skills, leadership and team work
  • information management and life long learning
    skills
  • personal attributes, ethics, shared values and
    professionalism
  • social responsibility and accountability
  • Entreprenerial and managerial skills

8
Learning Outcomes
PSYCHOMOTOR/ PRACTICAL/ TECHNICAL SKILLS
Credits
Competency level
SOCIAL SKILLS RESPONSIBILITY
KNOWLEDGE
PROFESSIONALISM, VALUES, ATTITUDES, ETHICS
9
3. Learning Outcomes
  • The LEVELS are distinguished from each other
    principally by learning outcomes
  • Other distinguishing characteristics may include
  • minimum entrance requirement,
  • typical duration
  • cumulative duration in full time equivalent
    (part-time courses)

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11
Bachelor Degree
  • Bachelor degree prepare students for public
    career, entering post-graduate programmes and
    research as well as highly-skills career. It also
    prepares an individual to take full
    responsibility an autonomy in making professional
    decision. The bachelors degree is awarded to an
    individual who are able to
  • Demonstrate knowledge and understanding of
    fundamental principles for a specific discipline
    obtained from higher level text-books
  • Apply knowledge and understanding using methods
    that demonstrate professionalism in work
  • Argue and solve problems within the respective
    study discipline
  • Use the technique to find and apply data for
    decision making by taking into account the
    relevant social, scientific and ethics issues
  • Communicate and deliver effectively information,
    ideas, problems and solutions to expert and
    non-expert
  • demonstrate team work and suitable interpersonal
    skills for the job
  • demonstrate self-study skills to pursue advanced
    life-long learning with higher autonomy

12
MISSION GOALS
VISION
TEACHING LEARNING LEARNING OUTCOMES
Design of the programme content structure, T/L
methods, assessment methods
graduates
students
Continuous Quality Management governance
structure administration of resources to
design, deliver, monitor enhance programmes
RESOURCES Entry criteria, student support
services, academic faculty, administrative staff,
support staff, physical facilities, money, ICT,
community stakeholder engagement, research
links to education
13
Continuous 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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15
CQI
  • What are you currently doing?
  • What works well?
  • What does not work well?
  • What are you planning for the future?

16
Code of Practice for Institutional Audit
(COPIA) and Code of Practice for Programme
Accreditation (COPPA)
Entrusted with and committed to ensuring quality
in Higher Education
17
CODE OF PRACTICE INSTITUTIONAL AUDIT
  • Section 1 An Overview of Quality Assurance in
    Higher Education
  • Section 2 Guidelines on Criteria and Standards
    for Higher Education Institution
  • Section 3 The Quality Audit
  • Section 4 Institutional Audit
  • Section 5 The Panel of Auditors
  • Section 6 Guidelines for the
  • Section 7 Institutional Audit Report

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19
SELF-ASSESSMENT
Self-assessment in an organizational setting,
refers to a comprehensive, systematic and regular
review of an organization's activities and
results referenced against certain
criteria/benchmark. The Self-Assessment process
allows the organization to discern clearly its
strengths and areas in which improvements can be
made and culminates in planned improvement
actions which are then monitored for progress
20
AREAS OR ASPECTS OF STANDARDS
  • Vision, mission, educational goals and learning
    outcomes
  • Curriculum design and delivery
  • Assessment of students
  • Student selection and support services
  • Academic staff
  • Educational resources
  • Programme monitoring and review
  • Leadership, governance and administration
  • Total continual quality improvement.

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22
CRITERIA
  • Each area is sub-divided into specific criteria,
    which are operationally defined and serve as
    performance indicators of quality.
  • The criteria reflect three critical factors
    input, performance and quality management
    factors.
  • Each criterion is operationally defined at two
    levels of attainment benchmarked and enhanced
    standard

23
STANDARDS
  • The standard defines the expected level of
    attainment for each criterion and serves as a
    performance indicator.
  • Standards are specified at two levels of
    attainment.
  • The use of two levels is to acknowledge that
    institutions are at different stages of
    development and to emphasise that quality
    improvement is a continuous process.

24
Benchmarked Standard The standards must be met
and compliance demonstrated during institutional
audit. Benchmarked standards are expressed as a
must.
Enhanced Standard The standard is in accordance
with the international and national consensus on
good practices in higher education. Institutions
should be able to demonstrate achievement of some
or all of these or that initiatives to do so have
or will be taken. Achievement of these standards
will vary with the stage of development of the
institutions, their resources and policies.
Standards for enhanced standard are expressed by
a should.
25
LEARNING OUTCOMES
  • The quality of the institution is ultimately
    assessed by the ability of its graduates to carry
    out their expected roles and responsibilities in
    society.
  • This requires a clear definition of the
    competencies that are expected to be achieved at
    graduation and these should reflect the level of
    competencies expected in the Malaysian
    Qualifications Framework.

26
Outcomes for Bachelor Degree
  • Bachelor degree prepare students for public
    career, entering post-graduate programmes and
    research as well as highly-skills career. It also
    prepares an individual to take full
    responsibility an autonomy in making professional
    decision. The bachelors degree is awarded to an
    individual who are able to
  • Demonstrate knowledge and understanding of
    fundamental principles for a specific discipline
    obtained from higher level text-books
  • Apply knowledge and understanding using methods
    that demonstrate professionalism in work
  • Argue and solve problems within the respective
    study discipline
  • Use the technique to find and apply data for
    decision making by taking into account the
    relevant social, scientific and ethics issues
  • Communicate and deliver effectively information,
    ideas, problems and solutions to expert and
    non-expert
  • demonstrate team work and suitable interpersonal
    skills for the job
  • demonstrate self-study skills to pursue advanced
    life-long learning with higher autonomy

27
Benchmarked standards
  • The institution must formulate educational goals
    consistent with institutions vision, and
    mission.
  • The institution must define the specific
    competencies that students should demonstrate at
    graduation.
  • The competencies must include
  • mastery of body of knowledge
  • practical skills
  • social skills and responsibility
  • ethics and professionalism
  • scientific method,
  • critical thinking and problem solving
  • communication skills and team work
  • information management and lifelong learning and
  • entrepreneurship and management.

28
Enhanced Standard
  • The link between competencies expected at
    graduation and those required during career
    undertakings and/or further studies should be
    specified.

29
ASSESSMENT OF STUDENTS
  • Student assessment is an important aspect of
    quality assurance because assessment methods
    drive student learning and the outcome of
    assessment is used in awarding qualifications.
  • Hence methods of student assessment have to be
    clear and must support the learning outcomes.

30
Benchmarked standards
  • Assessment principles, methods and practices must
    be compatible with learning outcomes and
    programme content.
  • The process and methods of assessment must
    reflect the change to the programme outcomes from
    any review exercise.
  • The assessment must encourage critical thinking,
    problem solving and methods to enhance
    intellectual skills.

31
Enhanced standards
  • Assessments should be reviewed from time to time
    to achieve integrated learning

32
ASSESSMENT METHODS
  • Benchmarked standards
  • The frequency and methods of student assessment
    including the grading criteria and all awards
    must be documented and communicated to students
    on commencement of the programme.
  • The assessment methods must comprise of summative
    and formative evaluations as well as theory and
    practical assessments (where relevant).
  • A variety of methods and tools must be used
    appropriately for the given learning outcomes and
    competencies such as communication, problem
    solving, teamwork and self-directed learning.
  • The institution must have mechanisms to ensure
    the validity, reliability and fairness of the
    assessment system.

33
  • Enhanced standards
  • Methods of assessing should include external
    assessors.
  • The institution should evaluate and document the
    reliability and validity of all the assessment
    methods used and from time to time, review and
    introduce new assessment methods.

34
Forms of Assessment
  • Formative Assessment The collection of data and
    the feedback of the results on an ongoing basis
    (G. Rogers J. Sando, 1996)
  • Summative Assessment Designed to produce
    information that can be used to make decisions
    about the overall success of the project or
    process. (G. Rogers J. Sando, 1996)

35
Effective Assessment Programs
  • Characteristics include
  • Aligned with the institutions mission
  • Has faculty ownership and responsibility
  • Supported institution-wide
  • Based on clear and measurable outcomes
  • Uses multiple measures
  • Provides useful feedback to all parties
  • Leads to improvement
  • Established process to evaluate assessment program

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37
MANAGEMENT OF STUDENT ASSESSMENT
  • The management of the assessment system is
    intrinsically linked to the institutions
    responsibility as a body that confers
    qualifications and other awards of national and
    international standing.
  • The robustness and security of the processes and
    procedures related to student assessment are
    important in inspiring confidence in the quality
    of the degree that is awarded by the institution.

38
  • Benchmarked standards
  • The institution must publish its grading,
    assessment and appeal policies and its practices
    must be consistent with the policy.
  • The institution must have mechanisms to ensure
    the security of all documents and records related
    to assessment

39
  • Enhanced standards
  • The curriculum or programme committee should have
    mechanisms to review and implement new methods of
    assessment.
  • Students representatives, academic staff and
    other stakeholders should be involved in
    improving the system of student assessment.
  • Representatives of relevant stakeholders that may
    include staff and students should be involved in
    assessment review exercises.

40
PROGRAMME MONITORING AND REVIEW
  • Educational programmes are improved by evaluating
    the structure and process of education that
    include
  • administrative structure,
  • leadership and governance,
  • the learning environment and culture of the
    institution
  • specific curriculum components such as the
    syllabus, teaching methodologies and student
    performance as well as general learning outcomes
    such as career choice and performance in further
    training.

41
PROGRAMME MONITORING AND REVIEW
  • Feedback needs to be obtained from multiple
    sources to strengthen the evidence-based platform
    of educational quality in higher education.
  • Evidence is gathered from students and
    graduates feedback, performance in examinations,
    longitudinal study of graduate performance and
    perception of significant stakeholders within and
    outside the institution on the strengths and
    weaknesses of graduates and programme relevance.
  • The sources of information include students,
    graduates as well as stakeholders in the
    community and amongst employers, educational and
    government agencies, professional organisations
    and postgraduate educators.

42
PROGRAMME MONITORING AND REVIEW
  • Measures of student performance would include
    information on the average study duration,
    assessment scores, pass and failure rates at
    examinations, success and dropout rates,
    students and graduates report about their
    course experience, as well as time spent by
    students on areas of special interest.
  • Evaluation of student performance in examinations
    can reveal very useful information. If student
    selection has been correctly done, a high failure
    rate in a programme indicates something amiss in
    the curriculum content, teaching-learning
    activities or assessment system.
  • The programme committee needs to monitor the pass
    rate in each course and investigate if the rate
    is too high or too low.

43
MECHANISMS FOR PROGRAMME EVALUATION
  • Benchmarked standards
  • The institution must establish mechanisms and
    resources for programme evaluation and for
    monitoring the implementation and student
    progress.
  • The mechanisms for programme evaluation must
    include the provision of benchmarked data through
    the use of valid and reliable methods such as
    involving experts in education and external
    assessors.
  • Feedback received must be reviewed by the
    appropriate committee(s) and the information
    channelled to those who are responsible for
    programme development and implementation for
    further actions and dealt with appropriately.
  • Programme evaluation must address the structure
    and process (e.g. teaching-learning methods) of
    education.

44
  • Enhanced standards
  • The institution should have its own internal
    validation or accreditation and re-validation or
    re-validation processes and mechanisms for all
    its programmes.
  • The institution should proceed only after careful
    review by the appropriate bodies, approval by the
    governing board, and any necessary review and
    approval by the relevant authorities.

45
TEACHER AND STUDENT FEEDBACK
  • Benchmarked standard
  • Teachers and students must have appropriate
    channels for informing issues to the authority.
    Effective means of both teacher and student
    feedback must be systematically sought.
  • Enhanced standards
  • Teachers and students should be given feedback on
    the actions that have been done to address the
    issues that they have disclosed.
  • Teachers and students should be actively involved
    in the planning of programme evaluation and its
    results be used for programme improvement.

46
STUDENT PERFORMANCE
  • Benchmarked standard
  • Various aspects of student performance must be
    analysed in relation to the mission of the
    institution, the curriculum and the outcomes of
    the programmes.
  • Enhanced standards
  • Student performance and progression should be
    analysed taking into consideration student
    background and conditions as well as entrance
    qualifications.
  • Analysis of performance should be used to provide
    feedback to the committees responsible for
    student selection, curriculum planning and
    student counselling

47
INVOLVEMENT OF STAKEHOLDERS
  • Benchmarked standards
  • Programme evaluation must involve the governance
    and administration of the institution, members of
    the institution, employers, where appropriate
    representatives of the community, education and
    government agencies and professional
    organisations.
  • For professional programmes, the professional
    bodies must be involved in programme evaluation.
  • Enhanced standards
  • For non-professional programmes the relevant
    industry should be invited to participate in
    programme evaluation.
  • The range of stakeholders should have access to
    results of the course and programme evaluation,
    and their views on the relevance and development
    of the curriculum be considered.

48
TOTAL CONTINUAL QUALITY IMPROVEMENT
  • Benchmarked standard
  • The institution must establish dynamic policies,
    procedures and mechanisms for regular reviewing
    and updating of its structure, functions,
    strategies and core activities to assure quality
    and must rectify documented deficiencies.
  • The institution must provide evidence of the
    review system, the result of the conducted
    review, the steps undertaken to implement the
    changes and evidence of achievement.
  • There must be a relation of quality assurance
    with the achievement of the key performance
    indicators.

49
  • Enhanced standard
  • The process of continual improvement should be
    based on prospective studies and analyses and
    should lead to the revisions of the policies and
    practices of the institution in accordance to
    past experience, present activities and future
    perspectives.

50
SYSTEM PROGRAMME OUTCOMES
Input from Stake holders
Direct Measures Indirect Measures
Benchmarking
  • The following changes to the PO system
  • Statement has been improved from 12 to 15 to
    incorporate technoprenuer etc
  • Specific performance criteria have been
    identified
  • Rubrics have been improved and finalised
  • Implementation at various level
  • Contribution from outside the faculty as well
    (PPP, Kolej kediaman)

CQI
Who are our stakeholders? UKM, BEM, IEM,
MQA Industrial Advisory Panel Alumni, Students,
Faculty Members
Who, How and When?
Direct Measures (Summative) Assessment of
quizzes, tests and exams Use of rubric for soft
skills Assessment of reports, lab sheets
Indirect Measures Exit survey, Course
survey Alumni and industry survey Kajian Halatuju
Kejuruteraan 2006 External Assessors
Input from Stakeholders Annual meeting with
Industrial Advisory Board, Alumni Department and
Faculty review meeting
Input from Industry Specifically through
industrial training visit Input from guest
lecturers, industrial visit
Who are involved Deanery, Quality Coordinator,
Head of Department, Head of Programme, Industrial
Training Unit, Individual lecturers
How and When? OBE Committee, BJK, Dept and
Faculty Meeting, Faculty Retreat, IAB Meeting
51
SYSTEM CURRICULUM/COURSE OUTCOMES
Direct Measures Indirect Measures
External Benchmark
  • The following changes to the PO system
  • Department has to decide whether any significance
    changes have been made
  • Performance has been improved
  • Student feedback are accounted for

Input from Lecturers
Curriculum/ Course Outcomes
EAC Requirements
Input from External Assessors, IAB
Who, How and When?
Direct Measures (Formative) Assessment of
quizzes, tests and exams Use of rubric for soft
skills Assessment of reports, lab sheets, FYP, etc
Indirect Measures Exit survey Course
survey External Assessors Industry input Student
Feedback
The curriculum revision in 2005 have taken into
account input from EAC, External Assessors, IAB,
Lecturers as well as other benchmarking efforts
52
Kesimpulan
  • Proses pengukuran dan penilaian dan CQI adalah
    berkait rapat di dalam perlaksanaan MQF
  • Panduan mengenai 9 aspek

53
Sekian, Terima kasihSoalan dan Perbincangan
adalah dialu-alukan
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