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Continual Quality Improvement Through
Assessing Learning Outcome:
To Do or To Rue
sharing UPSI’s experience
June 11th 2014...
Abstract
In the world of learning, one should consider to learn, unlearn, and relearn. The choice in education
practice is...
Once upon a time…
And then came the wave of OBE…
…and along with birth and rebirth of the many terms
OBE
Learning
Outcomes
Learning
Domains
Constructive
alignment
Continuo...
http://padlet.com/shakinaz/khmci1rb6hsr
Brainstorming 1
1. Divide the groups into three role players
U M S
2. Task:
U : Only ask constructive question:
e.g
i. Whi...
Study this flow
1. Teaching
workload
distribution
2. Obtaining
Course
Outline/Plan
3. T&L
4. Coursework 5. Final exam 6. G...
Strategy to CQI
1. At which point? Or between points?
2. What to look at and look for?
3. How?
6. Grading
5. Final exam
4....
Strategy to CQI
1. At which point? Or between points?
2. What to look at and look for?
3. How?
6. Grading
5. Final exam
4....
Which/Where
All 6 stages
Selected stages
What
LO
Assessment
Strategy/Delivery
How
Index
Cluster based
Item analysis
EXAMPLE
The process of monitoring and review
Input from
various sources
•Examiner and
benchmark reports
•Student’s
performance
•Co...
Module
Monitor students’
performance
Improve subject
content, methods of
delivery and
assessment
Program
Maintain and impr...
Module
Student performance
• Grade distributions
• Moderation outcomes
• Student performance at
program level
• Student fa...
University
Mission
Objectives
Institutional
Learning
Outcomes
Program
Learning
Outcomes
• Program
evaluation
• Program
rev...
How LO assessment helps CQI
• Theme LO
• Topic LO
CQI
• Course LO
• Student LO
CQI • Program LO
• Institutional
LO
CQI
Brainstorming 2
http://bit.ly/SKnJEP
Mapping of Learning
Outcomes-Learning Strategy-
Assessment
Continuous
Assessment
Course Learning
Outcome Index
Feedback an...
100-90 Excellent 89-65 Good
64- below
Needs
improvement
PROGRAM
COURSES
THEMES/TOPICS
• Program Learning
outcomes
• Course Learning
outcomes
• Students Learning
outcomes
• Topic ...
Continual Quality Improvement
Through Assessing Learning
Outcome:
To Do or To Rue
Shakinaz Desa
shakinaz@fsmt.upsi.edu.my
...
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
CQI through assessing LO
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CQI through assessing LO

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presentation at UMS - CQI in Education June 2014

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CQI through assessing LO

  1. 1. Continual Quality Improvement Through Assessing Learning Outcome: To Do or To Rue sharing UPSI’s experience June 11th 2014 Shakinaz Desa DIVISION FOR ACADEMIC DEVELOPMENT AND QUALITY
  2. 2. Abstract In the world of learning, one should consider to learn, unlearn, and relearn. The choice in education practice is ours, whether to stay current and plan ahead, or to just regret and do nothing about it. When the educational approach of applying outcome based education colors vibrantly the landscape of the Malaysian Education system, all higher education providers started to reinvent the curriculum and rebuild the learning ecosystem. Learning outcomes become the important part of the educational dictionary. Learning outcome maybe visualized as a learning contract. A course may contain 3-4 specific statements that are guided by 1-3 domains. A learning outcome will guide both teacher and student on what to expect and what to prepare for the learning event. It also provides a clear and specific skill attainment that should be make known to the students. For so long we have been practicing the workflow of getting course outline, planning teaching and learning module, testing, assessment and evaluation, and finally giving grades. The outcome-based education still allows us to follow the same flow, however it also opens a new window of improving the learning cycle for all players: the management, faculty, teachers and students. Giving the final grade is one common thing, but assessing the outcomes is far more important as it measures the outcome attainment and is the in thing to teach us how to teach. Continual quality improvement is not about ensuring quality alone, the rippling effect is massive. Perhaps we don’t need to practice the usual final grade concept anymore, instead evaluating the students, seriously, on each of their learning outcome. Whichever mode we want to adopt and adapt, finally it is the matter of choosing to do the continual quality improvement or to rue on what we had done to the students.
  3. 3. Once upon a time…
  4. 4. And then came the wave of OBE…
  5. 5. …and along with birth and rebirth of the many terms OBE Learning Outcomes Learning Domains Constructive alignment Continuous Assessmen t Criterion based reference CQIPMR
  6. 6. http://padlet.com/shakinaz/khmci1rb6hsr
  7. 7. Brainstorming 1 1. Divide the groups into three role players U M S 2. Task: U : Only ask constructive question: e.g i. Which? ii. What? iii. How? M & S : Answer and justify
  8. 8. Study this flow 1. Teaching workload distribution 2. Obtaining Course Outline/Plan 3. T&L 4. Coursework 5. Final exam 6. Grading
  9. 9. Strategy to CQI 1. At which point? Or between points? 2. What to look at and look for? 3. How? 6. Grading 5. Final exam 4. Coursework 3. T&L 2. Course Outline/Plan 1. Teaching workload distribution Teacher Learner Administrator ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
  10. 10. Strategy to CQI 1. At which point? Or between points? 2. What to look at and look for? 3. How? 6. Grading 5. Final exam 4. Coursework 3. T&L 2. Course Outline/Plan 1. Teaching workload distribution Teacher Learner Administrator ? ? ✔ ✔ ? ? ✔ ? ✔ ✔ ? ✔ ✔ ? ? ✔ ? ✔
  11. 11. Which/Where All 6 stages Selected stages What LO Assessment Strategy/Delivery How Index Cluster based Item analysis EXAMPLE
  12. 12. The process of monitoring and review Input from various sources •Examiner and benchmark reports •Student’s performance •Course evaluation •Alumni and industry feedback •Changes in policy Module monitoring • Student performance • Curriculum review (content, teaching and learning, assessment) Annual program monitoring Annual review Periodic program review Periodic review
  13. 13. Module Monitor students’ performance Improve subject content, methods of delivery and assessment Program Maintain and improve academic standards Monitor and enhance quality of students experience Periodicprogramreview Ensure the programme is consistent with the HEPs strategic directions including stakeholders, and educational priorities and academic standards Provide confirmation of fitness of purpose of the curriculum Provide evidence of the effectiveness of annual monitoring processes Why ?
  14. 14. Module Student performance • Grade distributions • Moderation outcomes • Student performance at program level • Student failure rate Curriculum review • Students evaluation • Academic staff inputs • Stakeholders feedback Program Student Enrolment Numbers Articulation and pathway and student performance (including progression and attrition) Curriculum changes from subject monitoring Graduates’ achievement of garduates of program outcomes Changes in external regulatory and industry requirements Academic staff and educational resources review Periodicprogramreview Ensure the programme is consistent with the HEPs strategic directions including stakeholders, and educational priorities and academic standards Provide confirmation of fitness of purpose of the curriculum Provide evidence of the effectiveness of annual monitoring processes Source of information
  15. 15. University Mission Objectives Institutional Learning Outcomes Program Learning Outcomes • Program evaluation • Program review Course Learning Outcomes • 4-5 LO • CPAS Provide learning opportunities • IP verification • W8 Monitoring Assessments • IP verification • W8 Monitoring LO achievement • Index & Feedbacks • CLO • SLO • PLO Quality report • Department • Faculty • JKPA • Senate • UPSI Quality Council Strategic plan • the next IP
  16. 16. How LO assessment helps CQI • Theme LO • Topic LO CQI • Course LO • Student LO CQI • Program LO • Institutional LO CQI
  17. 17. Brainstorming 2 http://bit.ly/SKnJEP
  18. 18. Mapping of Learning Outcomes-Learning Strategy- Assessment Continuous Assessment Course Learning Outcome Index Feedback and Suggestion for improvement
  19. 19. 100-90 Excellent 89-65 Good 64- below Needs improvement
  20. 20. PROGRAM COURSES THEMES/TOPICS • Program Learning outcomes • Course Learning outcomes • Students Learning outcomes • Topic Learning Outcomes
  21. 21. Continual Quality Improvement Through Assessing Learning Outcome: To Do or To Rue Shakinaz Desa shakinaz@fsmt.upsi.edu.my http://www.bpaq.upsi.edu.my

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