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Program and courses
2
Program
Organized group of educational experiences
designed to develop knowledge and specific
skills.
The program includes all courses taken by
students Including the requirements of the
university and college, In addition to the
department requirements.
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Program and courses
3
Courses and field experiences
Program components
They must be designed consistently to contribute
in the achievement of the program learning
outcomes.
We can achieve most of the program objectives
through the content and methods and strategies
of teaching and learning.
So you must plan educational strategies as part
of the program
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Elements of the program evaluation
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Proceed for
Accreditation
The initial selfevaluation
Review of the
program and
courses
Establishing the
specifications
system Quality System
Self study report
(Program Quality Unit)
Filling the selfevaluation standards
of the program
Review of the
periodic program
and courses reports
Review the evidences
and indicators and
the benchmarking
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Quality & Academic Accreditation Center
National Qualifications Framework (NQF)
5
The principal elements in the framework are:
 Levels: Levels numbered and linked to qualification titles
to describe the increasing intellectual demand and
complexity of learning expected as students progress to
higher academic awards.
 Credits: Points allocated to describe the amount of work
or volume of learning expected for an academic award or
units or other components of a program.
 Domains of Learning: The broad categories of
types of learning outcomes that a program is
intended to develop.
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Levels
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The levels in the NQF are:







Entry. Completion of secondary education.
Level 1. Associate Diploma
Level 2. Diploma
Level 3. Bachelor
Level 4. Higher Diploma
Level 5. Master
Level 6. Doctor
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Credit hours
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The number of credit hours for each course is an
indicator for the amount of the expected learning






Associate Diploma
Diploma
Bachelor
Higher Diploma
Master
Doctor
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: (at lest 30 Credit Hours)
: (at lest 60 Credit Hours)
: (at lest 120 Credit Hours)
: (24 Credit Hours after Bachelor)
: (39 Credit Hours after Bachelor)
: (12 or 30 Credit Hours after Master)
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Domains of Learning Outcomes
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The NQF Classify the kinds of learning expected for
students into five domains :
knowledge
Cognitive
skills
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Interpersonal
skills and
responsibility
Communication,
information
technology and
numerical skills
Psychomotor
skills
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Domains of Learning Outcomes
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knowledge
The ability to recall, understand, and present
information, including:
 knowledge of specific facts,
 knowledge of concepts, principles
and theories, and
 Knowledge of procedures.
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Domains of Learning Outcomes
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Cognitive skills
The ability to :
 apply conceptual understanding of concepts,
principles, theories
 apply procedures involved in critical thinking
and creative problem solving, both when asked
to do so, and when faced with unanticipated
new situations
 investigate issues and problems in a field of
study using a range of sources and draw valid
conclusions.
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Domains of Learning Outcomes
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Interpersonal skills and responsibility
Including the ability to:
 take responsibility for their own learning and
continuing
personal
and
professional
development
 work effectively in groups and exercise
leadership when appropriate
 act responsibly in personal and professional
relationships
 act ethically and consistently with high moral
standards in personal and public forums.
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Domains of Learning Outcomes
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Communication, information technology
and numerical skills
Including the ability to:
 communicate
effectively in oral and written
form
 use information and
technology
 use basic mathematical
techniques.
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communications
and
statistical
Quality & Academic Accreditation Center
Domains of Learning Outcomes
13
Psychomotor skills
Involving manual dexterity are a fifth domain
that applies only in some programs. They are
extremely important in some fields of study. For
example, very high levels of psychomotor skills are
required for a surgeon, an artist, or a musician.
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What is Outcomes-based Education (OBE)?
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 An approach to student learning which
specifies what the student should be able
to do in order to demonstrate that the
intended learning has taken place
 Contrasts with the ‘traditional’ model
which focuses on the material which will
be provided by the teacher
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OBE vs traditional model
15
 OBE – student centred – output
oriented (hence ‘learning and
teaching’)
 traditional – teacher centred – input
oriented (hence ‘teaching and
learning’)
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Drivers for the growth of OBE
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 Increased pressure for transparency from
students
 Massification of higher education means
breakdown of subject communities of shared
understanding (often not made explicit)
 Employers requiring greater clarity as to
what graduates can be expected to know/do
 Requirement from governments and media
for greater public accountability by
universities
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Quality & Academic Accreditation Center
Advantages of the OBE approach
17
 Improved communication between teacher
and student – shared understanding of course
objectives
 More active student engagement
 Better communication between teachers –
standards and expectations made explicit,
inter-relationship of courses better understood
 Improved student performance – due to better
understanding of what is expected/what will
be assessed
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Perceived disadvantages for staff
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 Can be seen as onerous, involving
‘bureaucracy’, ‘form-filling’ etc
 Alters the balance of power between
student and teacher
 Can appear to produce excessive
standardisation and stifle innovation
 May appear to reduce the scope for
professional academic judgement
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Criticisms of OBE
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Reduces learning to the achievement of a
long list of small outcomes
Fails to recognise that ‘the whole may be
greater than the sum of the parts’
Assumes that all desired learning can be
assessed and measured
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OBE in KSA
20
NCAAA Standard 4 - NQF:
Learning and Teaching requires the
adoption
of
an
outcomes-based
approach, with a range of associated
requirements
Standard documents are provided for
course planning, students’ evaluations,
etc.
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NCAAA Course Specification templates
21
The NCAAA course Specification templates
contain seven main items:
A.
B.
C.
D.
E.
F.
G.
Course Identification and General Information
Objectives
Course Description
Student Academic Counseling and Support
Learning Resources
Facilities Required
Course Evaluation and Improvement Processes
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NCAAA course specification (edition 2009)
NCAAA course specification (edition 2013)
Institution
College/Department
Institution
College/Department
A. Course Identification and General Information
Date of Report
A. Course Identification and General Information
1. Course title and code:
1. Course title and code:
2. Credit hours
2. Credit hours
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate
this rather than list programs)
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate
this rather than list programs)
4. Name of faculty member responsible for the course
4. Name of faculty member responsible for the course
5. Level/year at which this course is offered
5. Level/year at which this course is offered
6. Pre-requisites for this course (if any)
6. Pre-requisites for this course (if any)
7. Co-requisites for this course (if any)
7. Co-requisites for this course (if any)
8. Location if not on main campus
8. Location if not on main campus
9. Mode of Instruction (mark all that apply)
a. Traditional classroom
What percentage?
b. Blended (traditional and online) What percentage?
c. e-learning
What percentage?
d. Correspondence
What percentage?
f. Other
What percentage?
Comments:
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Quality & Academic Accreditation Center
NCAAA course specification (edition 2009)
NCAAA course specification (edition 2013)
B. Objectives
B. Objectives
1. Summary of the main learning outcomes for
students enrolled in the course.
2.Briefly describe any plans for developing and
improving the course that are being implemented.
(e.g. increased use of IT or web based reference
material, changes in content as a result of new
research in the field)
1. What is the main purpose for this course?
C. Course Description
(Note: General description in the form to be used
for the Bulletin or Handbook should be attached)
C. Course Description
(Note: General description in the form to be used
for the Bulletin or handbook should be attached)
2.Briefly describe any plans for developing and
improving the course that are being implemented.
(e.g. increased use of IT or web based reference
material, changes in content as a result of new
research in the field)
1. Topics to be Covered
List of Topics
1. Topics to be Covered
No of
Weeks
Contact hours
List of Topics
No of
Weeks
Contact hours
2. Course components (total contact hours per
semester):
Lecture Tutorial: Laboratory Practical/ Other:
Field
work/Int
ernship
2. Course components (total contact hours and credits
per semester):
Lecture Tutorial
Laboratory
Practical
Other:
Total
3. Additional private study/learning hours expected for
students per week. (This should be an average :for the
semester not a specific requirement in each week)
3. Additional private study/learning hours expected for
students per week.
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Contact
Hours
Credit
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Quality & Academic Accreditation Center
NCAAA course specification (edition 2009)
NCAAA course specification (edition 2013)
4. Course Learning Outcomes in NQF Domains of Learning and
Alignment with Assessment Methods and Teaching Strategy
4. Development of Learning Outcomes in Domains of
Learning
NQF Learning Domains
And Course Learning
Outcomes
a. Knowledge
(i) Description of the knowledge to be acquired
(ii) Teaching strategies to be used to develop that knowledge
Knowledge
(iii) Methods of assessment of knowledge acquired
b. Cognitive Skills
(i) Description of cognitive skills to be developed
(ii) Teaching strategies to be used to develop these cognitive skills
Cognitive Skills
Course Teaching
Strategies
Course Assessment
Methods
(iii) Methods of assessment of students cognitive skills
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry
responsibility to be developed
(ii) Teaching strategies to be used to develop these skills and
abilities
(iii) Methods of assessment of students interpersonal skills and
capacity to carry responsibility
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
(ii) Teaching strategies to be used to develop these skills
Interpersonal Skills & Responsibility
Communication, Information Technology, Numerical
(iii) Methods of assessment of students numerical and
communication skills
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the
level of performance required
(ii) Teaching strategies to be used to develop these skills
(iii) Methods of assessment of students psychomotor skills
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Psychomotor
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Quality & Academic Accreditation Center
NCAAA course specification (edition 2009)
NCAAA course specification (edition 2013)
4. Development of Learning Outcomes in Domains of
Learning
4. Course Learning Outcomes in NQF Domains of
Learning and Alignment with Assessment Methods and
Teaching Strategy
For each of the domains of learning shown below
indicate:

A brief summary of the knowledge or skill the course
is intended to develop;

A description of the teaching strategies to be used in
the course to develop that knowledge or skill;

The methods of student assessment to be used in
the course to evaluate learning outcomes in the
domain concerned.
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Course Learning Outcomes, Assessment Methods, and
Teaching Strategy work together and are aligned. They are
joined together as one, coherent, unity that collectively
articulate a consistent agreement between student learning,
assessment, and teaching.
The NQF provides five learning domains. Course learning
outcomes are required. Normally a course has should not
exceed eight learning outcomes which align with one or more
of the five learning domains. Some courses have one or more
program learning outcomes integrated into the course learning
outcomes to demonstrate program learning outcome
alignment. The program learning outcome matrix map
identifies which program learning outcomes are incorporated
into specific courses. On the table below are the five NQF
Learning Domains, numbered in the left column.
First, insert the suitable and measurable course learning
outcomes required in the appropriate learning domains (see
suggestions below the table). Second, insert supporting
teaching strategies that fit and align with the assessment
methods and intended learning outcomes. Third, insert
appropriate assessment methods that accurately measure and
evaluate the learning outcome. Each course learning outcomes,
assessment method, and teaching strategy ought to reasonably
fit and flow together as an integrated learning and teaching
process. Fourth, if any program learning outcomes are included
in the course learning outcomes, place the @ symbol next to it.
Every course is not required to include learning outcomes
from each domain
Quality & Academic Accreditation Center
Suggested Guidelines for Learning Outcome Verb,
Assessment, and Teaching
NQF Learning Domains
Knowledge
Cognitive Skills
Suggested Verbs
list, name, record, define, label, outline, state, describe, recall,
memorize, reproduce, recognize, record, tell, write
estimate, explain, summarize, write, compare, contrast, diagram,
subdivide, differentiate, criticize, calculate, analyze, compose,
develop, create, prepare, reconstruct, reorganize, summarize,
explain, predict, justify, rate, evaluate, plan, design, measure,
judge, justify, interpret, appraise
Interpersonal Skills & Responsibility demonstrate, judge, choose, illustrate, modify, show, use,
appraise, evaluate, justify, analyze, question, and write
Communication, Information
Technology, Numerical
demonstrate, calculate, illustrate, interpret, research, question,
operate, appraise, evaluate, assess, and criticize
Psychomotor
demonstrate, show, illustrate, perform, dramatize, employ,
manipulate, operate, prepare, produce, draw, diagram, examine,
construct, assemble, experiment, and reconstruct
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26
Quality & Academic Accreditation Center
ILO = Verb action + Object
27
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27
Quality & Academic Accreditation Center
Suggested verbs not to use when writing measurable
and assessable learning outcomes
Consider ; Maximize ; Continue ; Review ; Ensure
Enlarge ; Understand ; Maintain ; Reflect
Examine ; Strengthen ; Explore ; Encourage
Deepen
Some of these verbs can be used if tied to
specific actions or quantification.
28
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Quality & Academic Accreditation Center
Suggested assessment methods and teaching
strategies
• According to research and best practices, multiple
and continuous assessment methods are required
to verify student learning.
• Current trends incorporate a wide range of rubric
assessment tools; including web-based student
performance systems that apply rubrics,
benchmarks, KPIs, and analysis.
• Rubrics are especially helpful for qualitative
evaluation.
29
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Quality & Academic Accreditation Center
Differentiated assessment strategies
exams, portfolios, long and short essays, log books,
analytical
reports,
individual
and
group
presentations, posters, journals, case studies, lab
manuals, video analysis, group reports, lab reports,
debates, speeches, learning logs, peer evaluations,
self-evaluations,
videos,
graphs,
dramatic
performances, tables, demonstrations, graphic
organizers, discussion forums, interviews, learning
contracts, antidotal notes, artwork, KWL charts,
and concept mapping.
30
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30
Quality & Academic Accreditation Center
Differentiated teaching strategies
• They should be selected to align with the
curriculum taught, the needs of students, and the
intended learning outcomes.
• Teaching methods include: lecture, debate, small
group work, whole group and small group
discussion, research activities, lab demonstrations,
projects, debates, role playing, case studies, guest
speakers, memorization, humor, individual
presentation, brainstorming, and a wide variety of
hands-on student learning activities.
31
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31
Quality & Academic Accreditation Center
Differentiated teaching strategies
• They should be selected to align with the
curriculum taught, the needs of students, and the
intended learning outcomes.
• Teaching methods include: lecture, debate, small
group work, whole group and small group
discussion, research activities, lab demonstrations,
projects, debates, role playing, case studies, guest
speakers, memorization, humor, individual
presentation, brainstorming, and a wide variety of
hands-on student learning activities.
32
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32
Quality & Academic Accreditation Center
NCAAA course specification (edition 2009)
NCAAA course specification (edition 2013)
5. Schedule of Assessment Tasks for Students During
the Semester
Assessment Assessment task Week Proportion of
(eg. essay, test,
Final
due
group project,
Assessment
examination
etc.)
1
5. Schedule of Assessment Tasks for Students During
the Semester
Proportion
Assessment Assessment task Week
of Total
due
(e.g. essay, test,
Assessment
group project,
examination,
speech, oral
presentation,
etc.)
1
2
3
2
4
3
5
4
6
5
7
6
8
7
8
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Quality & Academic Accreditation Center
NCAAA course specification (edition 2009)
NCAAA course specification (edition 2013)
D. Student Support
D. Student Academic Counseling and Support
1. Arrangements for availability of teaching staff for
individual student consultations and academic advice.
(include amount of time teaching staff are expected to be
available each week)
1. Arrangements for availability of faculty and teaching
staff for individual student consultations and academic
advice. (include amount of time teaching staff are
expected to be available each week)
E. Learning Resources
E. Learning Resources
1. List Required Textbooks
1. Required Text(s)
5- Other learning material such as computer-based
programs/CD, professional standards/regulations
2. List Essential References Materials (Journals, Reports,
etc.)
3. List Recommended Textbooks and Reference Material
(Journals, Reports, etc)
4. List Electronic Materials (eg. Web Sites, Social Media,
Blackboard, etc.)
5. Other learning material such as computer-based
programs/CD, professional standards or regulations and
software.
F. Facilities Required
F. Facilities Required
2. Essential References
3- Recommended Books and Reference Material (Journals,
Reports, etc) (Attach List)
4-.Electronic Materials, Web Sites etc
Indicate requirements for the course including size of classrooms
and laboratories (ie number of seats in classrooms and laboratories,
extent of computer access etc.)
Indicate requirements for the course including size of classrooms
and laboratories (i.e. number of seats in classrooms and
laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.
2. Computing resources
3. Other resources (specify --eg. If specific laboratory
equipment is required, list requirements or attach list)
1. Accommodation (Classrooms, laboratories,
demonstration rooms/labs, etc.)
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2. Computing resources (AV, data show, Smart Board,
software, etc.)
3. Other resources (specify, e.g. if specific laboratory
equipment is required, list requirements or attach list)
34
Quality & Academic Accreditation Center
NCAAA course specification (edition 2009)
NCAAA course specification (edition 2013)
G. Course Evaluation and Improvement Processes
G. Course Evaluation and Improvement Processes
1. Strategies for Obtaining Student Feedback on
Effectiveness of Teaching
1. Strategies for Obtaining Student Feedback on
Effectiveness of Teaching
2. Other Strategies for Evaluation of Teaching by the
Instructor or by the Department
2. Other Strategies for Evaluation of Teaching by the
Program/Department Instructor
3. Processes for Improvement of Teaching
3. Processes for Improvement of Teaching
4. Processes for Verifying Standards of Student
Achievement (eg. check marking by an independent
member teaching staff of a sample of student work,
periodic exchange and remarking of tests or a sample of
assignments with staff at another institution)
4. Processes for Verifying Standards of Student
Achievement (e.g. check marking by an independent
member teaching staff of a sample of student work,
periodic exchange and remarking of tests or a sample of
assignments with staff at another institution)
5. Describe the planning arrangements for periodically
reviewing course effectiveness and planning for
improvement.
5. Describe the planning arrangements for periodically
reviewing course effectiveness and planning for
improvement.
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35
Quality & Academic Accreditation Center
NCAAA Course Report templates
36
The NCAAA Course Report templates contain
seven main items:
A.
B.
C.
D.
E.
F.
G.
Course Identification and General Information
Course Delivery
Results
Resources and Facilities
Administrative Issues
Course Evaluation
Planning for Improvement
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Quality & Academic Accreditation Center
NCAAA course report (edition 2009)
NCAAA course report (edition 2013)
Institution
College/Department
Institution
College/Department
A. Course Identification and General Information
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Date of Report
A. Course Identification and General Information
37
Quality & Academic Accreditation Center