IMPROVING AN ELT PROGRAM THROUGH SELF-ASSESSMENT: A CASE STUDY

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IMPROVING AN ELT PROGRAM THROUGH SELF-ASSESSMENT
A CASE STUDY

• Prof. Shaker Rizk
• Ittihad University, Ras Al Khaimah, UAE
• Shaker115_at_hotmail.com
• HEIC, 2010
• Beirut, Lebanon

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Abstract

• Over the past decade, Ittihad University (IU) has
  adopted Self-assessment (SA) as one of the basic
  tools for improving the English Language Teaching
  Program (ELTP).
• The purpose of utilizing this particular tool has
  been to inform faculty and other decision-makers
  of the effectiveness of the program, to prove
  what the program achieves, and to give support to
  those involved in the ELTP.

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Major steps to carry out SA

1. identifying measurable student learning
   objectives and outcomes,
2. listing the appropriate methods or approaches
   to assess how well students are meeting the
   articulated objectives,
3. listing appropriate measures that can be
   administered, analyzed, and interpreted for
   evidence of student learning outcomes,
4. evaluating and sharing results , and
5. making necessary changes to the program

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Phases of SA at IU

• Phase one focused on mapping measurable
  objectives and outcomes in all ELTP courses,
• Phase two focused on program effectiveness and
  improvement with particular emphasis on feedback
  surveys, and
• Phase three is catering for the alignment of
  course outcomes with its objectives and the
  outcomes of the ELTP.

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Tools Models

• the objective/outcome-based model (comparing the
  Commission for Academic Accreditation (CAA)
  standards with existing procedures),
• the decision-making model (focusing on
  accountability to reallocate resources or decide
  the continuation of the program), and
• the responsive model (focusing on learner-based
  and market-based concerns).

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What is self- assessment?

• gathering of information to improve institutional
  practices.
• the systematic collection and analysis of
  information to improve student learning.
• Successful self-assessment strategies allow HEIs
  to fairly and accurately evaluate the real
  learning of all their students.

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Steps of Assessment strategies

1. identify performance objectives,
2. instruct according to these objectives,
3. assess these performance objectives.
4. plan intervention activities to re-teach
   objectives if objectives are not attained.
5. actively involve students by teaching
   self-assessment practices.

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Steps of Assessment strategiescontd

1. Do not allow your attitudes towards assessment
   and standardized testing affect your students.
2. involve parents employers in the assessment
   process
3. Make scoring rubrics and assessment tools clear
   for students and other assessors
4. Provide models of excellence

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Steps to carry out SA at IU

1. Institutional Research (IR) Office conducts an
   orientation meeting with those involved (deans,
   program directors, faculty, and administrative
   staff)
2. Deans and Program Directors conduct faculty
   meetings and self-study assignments
3. Faculty discuss progress of self-study, analyze
   data, draft self-study, finalize self-study,
   write report, and send it to IR Office for
   discussion
4. Send final report to outside reviewers (CAA) for
   suggestions and recommendations.

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Steps to carry out SA at IUcontd

1. Respond to recommendations of outside reviewers
2. Develop an action plan to implement CAA
   recommendations
3. Discuss and finalize action plan with Program
   Directors, Deans and Chancellor
4. Implement action plans after review
5. Follow-up on progress on action plans and
   Implement revised action plans

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ELTP Assessment Model
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SA Phases and Tools
BACK
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SA Phases of the ELTP
Results Analysis Models Purposes Phases
Initial Accreditation SWOT Holistic objective/ outcome-based model curricula comprehensive Evaluation program evaluation against CAA standards and criteria Phase One
Full Academic Accreditation Selecting Evaluators /Assessors (team leaders members) the decision-making model reflecting IU aspirations, accountability addressing quality, validity productivity in teaching and learning, Phase Two
Improved programs, preparation for reaccreditation, initiation on new programs Self study Reports Strategic Planning College/University the responsive model informing decision-makers Phase Three
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Curriculum Assessment Flowcharts
Curriculum Assessment Flowcharts
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Assessment Instruments Evaluating Program
Outcomes
When Administered Administered By Assessment Instruments Target Items Assessed S
Ongoing every semester Department Course File (End-of-course self-evaluation by faculty member) Faculty Members Program Outcomes specific to course 1
June, one year after graduating the first batch, then every 5 years Department Alumni Survey Graduates Program Outcomes 2
June, one year after graduating the first batch, then every 3 years. Counseling Career Development Administration Employers' Survey Employers Program Outcomes 3
End of every semester Department Exit Survey Graduating Students Program 4
Every semester a course is taught Institutional Research (IR) Course Teaching Evaluation Questionnaire Students Teaching 5
Twice a year (January and June) Department Training Program Evaluation by Student Survey Students Training Program 6
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Assessment Tools used for Educational
Administrative Units/Services
When Administered Administered By Assessment Instruments Target Items Assessed S
May, annually Department Academic Advising Survey Students Advising 1
May, annually Institutional Research (IR) Educational Support Services Survey Students Educational Support Services 2
June, annually Institutional Research (IR) Unit Annual Report Units Administrator Administrative Support 3
May, annually Students Affairs in coordination with IR Students Affairs Evaluation Survey students Students' Affairs Services 4
May, annually Counseling Career Development Administration in coordination with IR Counseling and Career Evaluation Survey students Counseling and Career Services 5
June, annually Student Affairs in coordination with IR Student Residence Evaluation Survey Hostel Students Residence/ hostel Services 6
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Conclusion

• Self assessment is seen as an ongoing process
  that allows IU leadership to examine the quality,
  value and importance of its educational delivery
  and outcomes, and to establish how it is meeting
  the needs of learners and other stakeholders.
• SA is a mechanism through which HEIs can evaluate
  their own performance, identify strengths and
  opportunities for improvement,
• SA has helped the ELTP to decide what (outcomes)
  it is trying to achieve, and how to know if it
  has achieved these or not.
• SA has led to a genuine commitment to
  organizational change and some conspicuous
  improvements.

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Conclusion contd

• SA has resulted in improving the ELTP and won it
  the initial accreditation in 2004, full
  accreditation in 2007 and hopefully
  reaccreditation in 2012.
• It has been successful in assuring the quality of
  the ELTP, and showing accountability and
  sustainability.
• The cyclical approach adopted over the past
  decade has shown that the modifications, methods
  and techniques, and tools have been compatible
  with the needs of each phase.
• The changes and restructuring of program
  missions, learning outcomes, and assessment tools
  have met the very recent requirements for
  institutional effectiveness, quality assurance,
  and accountability.

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IMPROVING AN ELT PROGRAM THROUGH SELF-ASSESSMENT
A CASE STUDY

• THANK YOU
• Prof. Shaker Rizk
• April,2010