SELF ASSESSMENT PROCEDURE
PROF. DR. AAMIR IJAZ
DIRECTOR
QUALITY ENHANCEMENT CELL
University of the Punjab,
Quaid-e-Azam Campus,
Lahore 54590.
CONTENTS
FAMOUS QUOTES RELATED TO QUALITY
WHAT IS A QUALITY?
WHAT IS QUALITY ASSURANCE?
ASSESSMENT
ELEMENTS OF A SUCCESSFUL ASSESSMENT PROGRAM
OBJECTIVES OF SELF ASSESSMENT
PROCESS OF GENERATING SAR
BENEFITS OF AN ACADEMIC PROGRAM ASSESSMENT
PROCESS
CRITERIA AND STANDARDS
SCORING OF CRITERION ITEMS (RUBRIC FORM)
ASSESSMENT TEAM REPORT FORM
Famous Quotes Related to
Quality
(Aristotle 384 BC-322 BC, Greek Philosopher and Scientist,
Student of Plato and Teacher of Alexander the Great)
“Quality is never an accident; it is always the
result of high intension, sincere effort, intelligent
direction, and skillful execution; it represents the
wise choice of many alternatives”.
(Quality in Education by Willa A Foster)
“Quality begins on the inside…and then
works its way out”.
(Bob Moawad, Quality Quotes)
“Quality in a product or service is not what
the supplier puts in; it is what the customer
gets out and is willing to pay”.
(Peter F Drucker, American Management Guru)
Must be based on the fact that “Quality is not the
responsibility of an individual; rather it is the
responsibility of all”, a complete Quality
Enhancement Cell must work in close
collaboration with the Vice Chancellor to get its
tasks through.
What is Quality?
Defining Quality
A survey of literature reveals “quality” as one
of the widely defined terms:
High degree of goodness (Longman Dictionary of
Contemporary English)
A degree or level of excellence (The Oxford Large Print
Dictionary)
The standard of excellence of something often a high
standard (Cambridge International Dictionary of
English)
Doing the right things right (W. Edwards Deming,
Pioneer of the quality movement in industry)
What is Quality?
It has to do something with a certain degree of
effectiveness or excellence and satisfaction
In academic scenario it means satisfaction of all
the stakeholders
Whether “the satisfaction of all the stakeholders is
relevant to your programme or not”........
Four – Fold dimensions to help understand the
term “quality” as applied in Higher Education
Sector
Quality as excellence
Quality as fitness for purpose
Quality as value for money
Quality as transformation
What is Quality Assurance?
Its a way by which managers satisfy themselves
and monitor that control mechanisms are
working to maintain and enhance standards.
Refers generally to all planned and systematic
actions or processes necessary for providing
adequate
confidence
to
managers
that
a
product or a service will satisfy the specified
requirements for quality.
A sustainable quality assurance
programme
Enhances employment opportunities
Improves the education and training of future
employees
Harness/Connect future leaders
Facilitates an enabling learning environment
Enriches
landscape
the
academic
and
intellectual
QECs serve as focal points for quality assurance
in the institutions in order to improve and
uphold the quality of higher education.
Capacity
building
of
academia
in
quality
assurance is one of the key functions of QAA and
subsequently of QEC.
Assessment
Assessment
reviewing
is
and
a
systematic
using
process
important
of
gathering,
quantitative
and
qualitative data and information from multiple and
diverse sources about educational programs, for the
purpose of improving students learning, and evaluating
whether academic and learning standards are being met.
In other words, what will graduates know, are able to do,
or value when they complete an academic program and
how do we know these things about our students.
One cycle of assessment completes when assessment
results are used to improve students learning.
Self Assessment
Self-assessment is an important tool
for
quality assurance and provides
feedback for management to initiate
action plans for the improvement.
Faculty Involvement
For Academic Program Assessment, the most
important factor is the participation of all faculty
members.
Each department appoints a Program Team (PT)
which will prepare a Self Assessment Report
(SAR) and ensures the conformance of the
program to all the relevant criteria and standards
as stipulated in Self Assessment Manual(SAM), in
coordination with the members of QEC.
Size of PT can be determined
according to the size of department
Sr. #
Number of Students in
a Department
PT Members
01
Up to 300
3 PTM + 1
Chairperson
02
300 - 1000
5 PTM + 1
Chairperson
03
1000 and above
6 PTM + 1
Chairperson
Desired Qualities of Program Team Member
Commitment to the principles of quality in higher education
and the policies set by HEC, provided in the form of SAM.
Ability to work in teams.
An enquiring disposition, power of analysis and judgment.
Experience of organization and management, particularly in
relation to teaching and learning matters, time management
skills.
High standards of oral and written communication skills.
To be proactive than reactive
Initiate improvements to achieve academic excellence
Systematize the process of self assessment
To be current and take a leadership role
Criteria for Self Assessment
The self assessment of an institution /
organization is based on several criteria.
To meet each criterion; a number of
standards must be satisfied. The following
part of this presentation illustrates criteria
and standards for self assessment by
Program Team.
Elements Of A Successful Assessment Program
Purpose identification
Outcomes identification
Measurement and evaluation design
Data collection
Analysis and evaluation
Decision-making regarding corrective
and preventive actions to be taken.
Objectives of Self Assessment
Improvement and maintenance of academic
standards.
Enhancement of student’s learning.
Verification of the existing programs to meet
their objectives and institutional goals.
Providing feedback for quality assurance of
academic programs.
Prepare the academic program for review by
discipline councils (HEC).
Process of Generating SAR
1
2
3
4
5
• QEC initiates Self Assessment exercise
• Department forms Program teams, who will be
responsible for preparing and generating Self
Assessment Report (SAR)
• QEC reviews the Final SAR in one month
• If SAR is declared complete by QEC it moves to next
step, other wise it goes back to step 2
• Vice Chancellor forms Assessment Team in consultation
with and recommendation of QEC
6
7
8
9
• QEC plans and fixes AT visits
• AT conducts assessment and presents its findings to
QEC
• QEC submits the Executive Summary to the Vice
Chancellor along with AT findings, and
implementation plan for the department (Table A2)
• QEC performs follow-up of corrective measures
Table A.2 Assessment Results Implementation Plan Summary
AT
findings
Corrective
Action
1
2
3
Chairman's Comments
Name & Signature
Dean’s Comments
Name & Signature
QEC Comments
Name & Signature
Implementation
Date
Responsible
Body
Resources
Needed
QCs
Assessment Team
joins here
Corrective Measures
Benefits of an Academic Program
Assessment Process
Identify Program Weakness
Take
Financial
Decisions
based
on
academic priorities
Provide information to constituents on
the quality of education students receive
Ensure
continuous
programs and curricula
improvement
of
Criteria
The self-assessment is based on several
criteria.
To
meet
each
criterion
a
number of standards must be satisfied.
There
are
eight
criterion
for
self
assessment manual provided by HEC.
Next section describes each criterion and
its associated standards.
Criteria & Standards
Program Mission, Objectives and Outcomes
Curriculum Design and Organization
Laboratories and Computing Facilities
Student Support and Guidance
Process Control
Faculty
Institutional Facilities
Institutional Support
Criterion-1: Program Mission, Objectives
& Outcomes
Intent: Each program must have a
mission,
quantifiable
&
measurable
objectives and expected outcomes for
graduates. Outcomes include competency
and tasks graduates are expected to
perform after completing the program.
Why do we need a Program Mission Statement
Mission statement is the guiding philosophy of
all
activities.
Such
statements
provide
the
foundation which supports all other aspects of
program assessment. Mission statements clarify
the program to all stakeholders (faculty, staff,
student, alumni, potential donors, etc.), allowing
programs to focus their resources and efforts on
issues that are critical to the mission.
What is Mission Statement ?
It is a brief description of an institution’s
fundamental purpose and articulates the
rationale
of
its
existence
to
the
stakeholders. At the very least the mission
statement must convey the institution’s
purpose in a way that inspires commitment,
innovation and courage.
The Programme Mission Statement should
 Be in line with University’s Mission Statement
 Express your faculty/department/programme’s purpose
in a way that inspires support and ongoing commitment
 Motivate the stakeholders
 Be convincing and easy to grasp
 Use proactive verbs to describe “what, why and how”
 Explain reason for it’s existence
 Be free of jargon
 Be short enough so that anyone related to the
faculty/department/programmes can repeat it.
How to Write / Revisit a Mission Statement
Step 1 (Ask Questions while writing Mission Statements)
Does the mission statement communicate your
purpose?
Is it short and concise?
Is it specific enough to be distinctive?
Does it give you guidance to determine your
programmes?
Is it inclusive of all your activities? If not, do you
need to broaden your mission or narrow your
programmes?
Does it inspire you? bestow
Step 2 (Process to create or review mission statement)
To ensure relevance, it is important to review the
mission statement periodically
Review every three years or whenever there is
significant
Engage
change
faculty
members,
programme
team
members or key volunteers in the process
At onset, clarify roles
Typically the Head will play a leadership role and is
responsible for approving / adopting the final
mission
statement
Continue…
Step 2 contd. (Process to create or review
mission statement)
Consultative Working Group meeting is effective
to develop or update a mission statement, but
final fine tuning is best done by an individual or
smaller sub committee.
The mission statement cannot be developed in a
single meeting.
A neutral facilitator/moderator can be helpful to
bring the discussion to resolution.
Example of a well defined Mission Statement
“The mission of the civil engineering program is to
prepare students for professional engineering and
management positions in all phases of civil engineering
projects. The program will provide a broad educational
background with a foundation in basic engineering and
business
principles.
These
basic
skills
will
be
complemented by advanced topics in engineering design,
management, finance, computer application, and real
world civil engineering experiences throughout the
Baccalaureate Degree program”. (Department of Civil
Engineering, Western Kentucky University).
Characteristics of Program Objectives
Clearly related to the Faculty Mission
Reflective of Program priorities in the long term
Illustrates the ideal graduates of the program
Represents faculty aspirations of the program
Focus on the core characteristics of program graduates.
What is a Program Outcome?
A program outcome is a specific, measurable, statement of
what student should know, be able to do, or value when they
complete
a
program,
course
or
sequence
of
courses/experiences/activities. All academic programs should
include program outcomes and their assessment plan.
Criterion-2: Curriculum Design & Organization
Intent:
The curriculum must be designed and
organized to achieve the program’s objectives and
outcomes. Also course objectives must be in line
with program outcomes. Curriculum standards are
specified in terms of credit hours of study. A
semester credit hour equals one class hour or two
to three laboratory hours per week. The semester is
approximately of fifteen weeks.
Criterion-3: Laboratories & Computing
Facilities
Intent:
Laboratories
and
computing
facilities must be adequately available and
accessible to faculty members and students
to support teaching and research activities.
In addition departments may benchmark
with
similar
departments
in
reputable
institutions to identify their shortcomings if
any.
Criterion-4: Student Support & Advising
Intent: Student must have an adequate
support to complete the program in a timely
manner and must have ample opportunity to
interact with their instructors and receive
timely advice about program requirements
and career alternatives.
Criterion-5: Process Control
Intent: The processes by which major
functions are delivered must be in place,
controlled,
continuously
criterion
satisfied.
a
periodically
improved.
set
of
reviewed
and
To
this
standards
meet
must
be
Criterion-6: Faculty
Intent: Faculty members must be current
and active in their discipline and have the
necessary technical depth and breadth to
support
the
enough
faculty
continuity
program.
and
There
members
stability,
must
to
to
be
provide
cover
the
curriculum adequately and effectively, and
to allow for scholarly activities.
Criterion-7: Institutional Facilities
Intent: Institutional facilities, including
library, computing facilities, classrooms
and offices must be adequate to support
the objective of the program.
Criterion-8: Institutional Support
Intent: The institution’s support and the
financial resources for the program must be
sufficient to provide an environment in
which
the
program
can
achieve
objectives and retain its strength.
its
Scoring of Criterion Items
The visiting assessment team is required to award the score by
encircling one of the entries against each item
Rubric forms of these criterion must be filled by an expert in that
field for a particular program whose assessment is being carried
out
Results
Scores
Poor performance in most of the areas.
1
Fair performance in most of the areas.
2
Good performance for most areas.
3
No poor performance in any areas.
Good to excellent performance in all areas.
4
Excellent performance in all areas.
5
Scoring of Criterion Items
Criterion 1 – Program Mission, Objectives and
Outcomes
Weight=0.05
Factors
Scores
Does the program have documented measurable 1
objectives that support faculty / college and institution
mission statement?
2
3
4
5
Does the program have documented outcomes for 1
graduating students?
2
3
4
5
Do these outcomes support the program objectives?
1
2
3
4
5
Are the graduating students capable of performing 1
these outcomes?
2
3
4
5
Does the department assess its overall performance 1
periodically using quantifiable measureable?
2
3
4
5
Scoring of Criterion Items
Criterion 1 – Program Mission, Objectives and
Outcomes
Weight=0.05
Factors
Scores
Is the result of the Program Assessment documented? 1
SCORE (S1)= [TV / (No. of Question * 5)] * 100 * Weight
2
3
4
5
Scoring of Criterion Items
Criterion 2 – Curriculum Design and Organization
Weight=0.20
Factors
Scores
Is the curriculum consistent?
1
2
3
4
5
program’s 1
2
3
4
5
Are theoretical background, problem analysis and 1
solution design stressed within the program’s core
material?
2
3
4
5
Does the curriculum satisfy the core requirements laid 1
down by the respective accreditation bodies? (refer to
appendix A of the SAM)
2
3
4
5
Does the curriculum satisfy the major requirements 1
laid down by HEC and the respective councils /
accreditation bodies? (refer to appendix A of the SAM)
2
3
4
5
Does the curriculum
documented objectives?
support
the
Scoring of Criterion Items
Criterion 2 – Curriculum Design and Organization
Factors
Weight=0.20
Scores
Does the curriculum satisfy the general education, 1
arts
and professional
and
other
discipline
requirements as laid down by the respective councils /
accreditation bodies? (refer to appendix A of the SAM)
2
3
4
5
Is the information technology component integrated 1
throughout the program?
2
3
4
5
Are oral and written skills of the students developed 1
and applied in the Program?
2
3
4
5
SCORE (S2)= [TV / (No. of Question * 5)] * 100 * Weight
Scoring of Criterion Items
Criterion 3 – Laboratories and Computing Facilities
Factors
Weight=0.10
Scores
Are laboratories manuals / documentation /instruction 1
etc. for experiments available and readily accessible
to faculty and students?
2
3
4
5
Are there adequate number of support personnel for 1
instruction and maintaining the laboratories?
2
3
4
5
Are the university’s infrastructure and facilities 1
adequate to support the program’s objective?
2
3
4
5
SCORE (S3)= [TV / (No. of Question * 5)] * 100 * Weight
Scoring of Criterion Items
Criterion 4 – Student Support and Advising
Factors
Weight=0.10
Scores
Are the courses being offered in sufficient frequency 1
and number for the students to complete the program
in a timely manner?
2
3
4
5
the courses in the major area structured to optimized 1
interaction between the students, faculty and teaching
assistants?
2
3
4
5
Does the university provide academic advising on 1
course decisions and career choices to all students?
2
3
4
5
SCORE (S4)= [TV / (No. of Question * 5)] * 100 * Weight
Scoring of Criterion Items
Criterion 5 – Process Control
Factors
Weight=0.15
Scores
Is the process to enroll students to a program based on 1
quantitative and qualitative criteria?
2
3
4
5
Is the process above clearly documented and periodically 1
evaluated to ensure that it is meeting its objectives?
2
3
4
5
Is the process to register students in the program and 1
monitoring their progress documented?
2
3
4
5
Is the process above periodically evaluated to ensure that it 1
is meeting its objectives?
2
3
4
5
Is the process to recruit and retain faculty in place and 1
documented?
2
3
4
5
Are the processes for faculty evaluation and promotion 1
consistent with the institution mission?
2
3
4
5
Scoring of Criterion Items
Criterion 5 – Process Control
Weight=0.15
Factors
Scores
Are the processes in 5 and 6 above periodically evaluated to 1
ensure that they are meeting their objectives?
2
3
4
5
Do the processes and procedures ensure that teaching and 1
delivery of course material emphasize active learning and
that course learning outcomes are met?
2
3
4
5
Is the process in 8 above periodically evaluated to ensure 1
that it is meeting its objectives?
2
3
4
5
Is the process to ensure that graduates have completed the 1
requirements of the program based on standards and
documented procedures?
2
3
4
5
Is the process in 10 above periodically evaluated to ensure 1
that it is meeting its objectives?
2
3
4
5
SCORE (S5)= [TV / (No. of Question * 5)] * 100 * Weight
Scoring of Criterion Items
Criterion 6 – Faculty
Weight=0.20
Factors
Scores
Are there full time faculty members to provide 1
adequate coverage of the program areas / courses
with continuity and stability?
2
3
4
5
Are the qualifications and interests of the faculty 1
members sufficient to teach all courses, plan, modify
and update courses and curricula?
2
3
4
5
Do the faculty members process a level of 1
competence that would be obtained through graduate
work in the discipline?
2
3
4
5
Do the majority of faculty members hold a Ph. D 1
degree in their discipline?
2
3
4
5
Scoring of Criterion Items
Criterion 6 – Faculty
Weight=0.20
Factors
Scores
Do the faculty members dedicate sufficient time to 1
research to remain current in their disciplines?
2
3
4
5
Are there mechanisms
development?
faculty 1
2
3
4
5
Are faculty members motivated and satisfies so as to 1
excel in their profession?
2
3
4
5
in
place
for
SCORE (S6)= [TV / (No. of Question * 5)] * 100 * Weight
Scoring of Criterion Items
Criterion 7 – Institutional Facilities
Weight=0.10
Factors
Score
Does the institution have the infrastructure to support 1
new trends such as e-learning?
2
3
4
5
Does the library contain technical collection relevant 1
to the program and is adequately staffed?
2
3
4
5
Are the class rooms and offices adequately equipped 1
and capable of helping faculty carry out their
responsibilities?
2
3
4
5
SCORE (S7)= [TV / (No. of Question * 5)] * 100 * Weight
Scoring of Criterion Items
Criterion 8 – Institutional Support
Factors
Weight=0.10
Scores
Is their sufficient support and finances to attract and 1
retain high quality faculty?
2
3
4
5
Are there an adequate number of high quality 1
graduate students, teaching assistants and Ph.D.
students?
2
3
4
5
SCORE (S8)= [TV / (No. of Question * 5)] * 100 * Weight
Scoring of Criterion Items
Overall Assessment Score= S1 + S2 + S3 + S4 + S5 + S6
+S7 + S8
=
Remarks:
__________________________________________________
__________________________________________________
__________________________________________________
______________________________________________
ASSESSMENT TEAM’S REPORT FORM
(To be used by QEC)
REPORT CONTENTS
Does the report contain primary contact person and
information
Does the report clearly indicate the name of the program, the
college to which it reports, and the year covered by the
report?
Does the report contain a summary of the assessment
method (s) for outcome assessed?
Does the report contain a summary of the assessment results?
Dees the report identify the group (s) who participated in the
discussion of the assessment results and proposed changes?
Does the report provide specific recommendations for
changes or improvements based on the assessment results?
Does he report specify who will be responsible for
implementing the proposed change(s)?
Does the report identify the resources needed to implement
the proposed change(s)?
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
ASSESSMENT TEAM REPORT FORM
(To be used by QEC)
FEEDBACK ON REPORT CONTENTS
Assessment Methods/Results
Does the summary indicate any modifications
from the method (s) outlined in the Program
Assessment Plan?
Does the summary clearly identify the persons
responsible and the procedures employed for
data collection and analysis?
Does the summary provide specific details of the
results of the assessment?
Does the summary identify the extent to which
the outcomes was achieved?
Does the summary provide a description of the
process used to disseminate the results and with
whom they were compared?
COMMENTS
EVALUATION THROUGH
DIFFERENT TYPES OF SURVAYS
 Is a part of Self Assessment Manual
 Requirement of HEC
 Is a good to tool to Identify weaknesses and take
corrective actions
LIST OF EVALUATION FORMS
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
Performa-1 Student Course Evaluation Questionnaire
Performa-2 Faculty Course Review Report
Performa-3 Survey of Graduating Students
Performa-4 Research Student Progress Review Form
Performa-5 Faculty Survey
Performa-6 Survey of Department offering PhD
Programs
Performa-7 Alumni Survey
Performa-8 Employer Survey
Performa-9 Faculty Resume
Performa-10 Teacher Evaluation
TEACHER & COURSE EVALUATION FORM
BENEFITS OF TEACHER EVALUATION
 Teacher becomes punctual
 Teacher starts distributing course contents in the




class
Teacher comes in class after preparation of lecture
Teacher treats equally/fairly all the class
Recognition for the hardworking teachers
(appreciation / best teacher award) performance
indicator
Teachers not performing well can be identified and
corrective actions can be taken
Assessment is a Continuous Improvement