H1S5 AUN-QA asesmen Outcome - SH, SB

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AUN-QA in a nut shell

Satria Bijaksana & Suprijadi Harijono

AUN QA Assessors

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What’s in Your Training Package

• Participant’s handout

• Guide to AUN-QA Assessment at Programme Level, Version 3

• Guidelines for AUN Quality Assessment and Assessors, Version 2

• Appendices (resources, samples and templates) • Soft copy of the appendices

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Workshop Outline

Day 1 Topic

1.00pm – 2.30pm • Introduction to AUN-QA Framework• PDCA Approach to Self-assessment at programme level

2.30pm – 3.30pm • AUN-QA Criteria at Programme Level (Criterion 1-3)

3.30pm - 5.00pm • Exercise on Expected Learning Outcomes and Curriculum Mapping

Day 2 Topic

1.00 pm - 2.30pm • AUN-QA Criteria at Programme Level (Criterion 4-11)

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Introduction

• Quality Assurance in Higher Education

• Overview of AUN-QA Framework

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What is Quality?

Quality

University

Students/ Graduates

Govt.

Bodies Employers

Faculty Members

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Quality in Higher Education

Excellence:

The view of academia

Fitness for purpose: The view of external

assessors aiming for improvement Threshold:

The view of accreditors _{The view of students}Value added:

Value for money: The view taxpayers and

governments Client

satisfaction: The view of students

and employers

Source: Green, D. What is Quality in Higher Education? Concepts, Policy and Practice 1994

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Quality in Higher Education

Quality in higher education is a multi-dimensional concept, which should embrace all its functions, and

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What is Quality Assurance (QA)?

Quality assurance can be described as the systematic, structured and continuous attention to quality in terms of maintaining and improving quality.

Source: The Regional Report of Asia and the Pacific (UNESCO, 2003b)

QA in Higher Education

Quality assurance in higher education can be defined as systematic management and assessment procedures to monitor performance of higher education institutions.

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AUN-QA Framework

Strategic QA

(Institutional)

Systemic QA

(Internal QA System)

Functional QA

(Education, Research and Service)

Institutional QA Assessment commencing

Jan 2017 Programme QA

Assessment since 2007

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AUN-QA at Institutional Level

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PDCA Principle

• Implement QA plan/system • Implement QA plan/system • Monitor and

evaluate QA plan/system • Monitor and

evaluate QA plan/system • Establish QA plan/system • Establish QA plan/system • Improve QA

plan/system • Improve QA

plan/system

Act

Plan

Do

Check

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AUN-QA at Programme Level

Version 0 Version 1

2007 – 2010

18 Criteria

Version 2 2011 – 2016

15 Criteria

Version 3 2016/17 onwards

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AUN-QA Framework

1st Version 2nd Version 3rd Version

1. Goals and Objectives;

Expected Learning Outcomes 1. Expected Learning Outcomes 1. Expected Learning Outcomes

2. Programme Specification 2. Programme Specification 2. Programme Specification 3. Programme Content 3. Programme Structure and

Content 3. Programme Structure and Content 4. Programme Organisation

5. Didactic Concept and

Teaching/Learning Strategy 4. Teaching and Learning Strategy 4. Teaching and Learning Approach 6. Student Assessment 5. Student Assessment 5. Student Assessment 7. Staff Quality 6. Academic Staff Quality 6. Academic Staff Quality 8. Quality of Support Staff 7. Support Staff Quality 7. Support Staff Quality 9. Student Quality 8. Student Quality 8. Student Quality and

Support 10. Student Advice and Support 9. Student Advice and Support

11. Facilities and Infrastructure 10. Facilities and Infrastructure 9. Facilities and Infrastructure 12. Quality Assurance of

Teaching/Learning Process 11. Quality Assurance of Teaching and Learning Process 10. Quality Enhancement 13. Student Evaluation

14. Curriculum Design

15. Staff Development Activities 12. Staff Development Activities 6. Academic Staff Quality 7. Support Staff Quality 16. Feedback Stakeholders 13. Stakeholders Feedback 10. Quality Enhancement

17. Output 14. Output 11. Output

18. Stakeholders

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AUN-QA at Programme Level

(3

rd

Version)

Stakeholders’ Needs

Programme Specification

Programme Structure &

Content AssessmentStudent

Academic Staff

Quality Support Staff _Quality Student Quality & _Support _{Infrastructure}Facilities &

Quality Enhancement Output Expected Learning Outcomes A c h i e v e m e n t s Teaching & Learning

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Criterion Sub-criterion Checklist

1. Expected Learning Outcomes ₄ ₃

2. Programme Specification ₂ ₃

3. Programme Structure and Content ₆ ₃

4. Teaching and Learning Approach ₆ ₃

5. Student Assessment ₈ ₅

6. Academic Staff Quality ₁₀ ₇

7. Support Staff Quality ₅ ₅

8. Student Quality and Support ₅ ₅

9. Facilities and Infrastructure ₇ ₅

10. Quality Enhancement ₆ ₆

11. Output ₃ ₅

Total 62 50

AUN-QA Framework

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• Towards a principles-based framework

• Reduced overlapping and ambiguity • From 15 to 11 AUN-QA criteria

• 3rd _{version is effective from January}

2017.

Guide to AUN-QA Assessment at

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Guide to AUN-QA Assessment at

Programme Level (3

rd

Version)

Source: “Principles-based accreditation: the way forward?” by Lindsay H Heywood

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Guide to AUN-QA Assessment at

Programme Level (3

rd

Version)

Characteristics Principles-Based Rules-Based

View of Quality System Integrated & Systemic Standalone & Ad-hoc Focus Improvement Compliance

Feedback Formative Summative

Improvement Objective Continuous & Contextualisation Static & Standardisation Reference Framework & Non-Prescriptive Standards &

Prescriptive

Assessors Skilled Peers Technical Experts

Assessment Climate Mutual Respect & Trust Fearful and Suspicious Motivation for

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Guide to AUN-QA Assessment at

Programme Level (3

rd

Version)

Source: “Principles-based accreditation: the way forward?” by Lindsay H Heywood

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The process by which a third party evaluates the quality of an education institution or programme in order to formally recognise it as having met certain pre‐determined minimal criteria or standards.

The process of the systematic gathering, quantifying, and using of

information in view of judging the QA effectiveness of an education institution or programme.

The process of reviewing an institution or a programme that is primarily

focused on its accountability, and determining if the stated requirements are met.

Accreditation, Assessment, Audit and

Evaluation

Accreditation (for the purpose of recognition)

Assessment (for the purpose of improving the effectiveness of QA system)

Audit (for the purpose of compliance)

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Accreditation, Assessment, Audit and

Evaluation

AUN-QA Assessment (for the purpose of

improving the effectiveness of QA system)

• Non-prescriptive

• Recommend areas for improvement rather

than mandating solutions

• Contextualised rather than standardised

QA practices

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Rationale for QA

• Quality graduates

• Labour market expectations

• Internationalisation of profession and globalisation • Consumer protection

• From elite university to Institute of mass higher education

• Pressure to meet society’s needs

• Increasing importance of quality in higher education • Student exchange and international cooperation

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AUN-QA Assessment Results (by Ratings)

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PDCA Approach to

Self-assessment at Programme Level

Plan

• Communicate intent

• Organise team • Develop plan

• Understand AUN-QA criteria & process

Do

• Self-assessment •Collect data & evidences

• Close gaps • Write SAR • Review SAR

Check

• Verify SAR • Gather feedback

Act

• Improve QA • Finalise SAR • Communicate SAR • Get ready

Change Management

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Communicate Intent

• Engage stakeholders

• Objective and scope

• Plan

• Stakeholders roles and involvement

• Set expectations and climate

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Organise Team

• Structure and Roles

 System criteria

 Related criteria

 Random criteria

• Size

 Main and sub-groups

• Ownership

• Subject matter experts including English language proficiency

• Capability and availability

• Support from sponsor, management and peers

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Leader

Requirements

(Criterion 1 to 5) (Criterion 6 to 9)Input

Quality Enhancement

(Criterion 10)

Output

(Criterion 11)

Facilitator

Structure and Roles

(30)

Leader

Programme (Criterion 1, 2, 3,

10)

Teaching & Learning and Student Assessment (Criterion 4, 5, 10)

Resources

(Criterion 6, 7, 8, 9, 10)

Output

(Criterion 10, 11)

Facilitator

Structure and Roles

Related Criteria

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Leader

Criterion 1, 2, 3 Criterion 4, 5 Criterion 6, 7, 8 Criterion 9, 10 , 11

Facilitator

Structure and Roles

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Key Roles & Responsibilities (example)

Leader Responsibilities

Dean • Link between faculty, QA Office and university administration

Head of Academic

Affair of the Faculty • Link between department, Dean and QA office• Link between faculty and data center

Head of Department • Provide leadership

• Link between Dean, Academic Affair and Team Head of Team • Lead team

• Develop plan

• Assign and review task

• Divide team structure and roles

• Link between members with data center • Collate and edit SAR

Structure and Roles

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Define Key Roles & Responsibilities (example)

Key Role Responsibilities

Facilitator (QA Office) • Provide leadership

• Guide internal assessors • Guide SAR team

• Train internal assessors • Train SAR team

• Encourage and motivate SAR team • Review SAR

• Link between faculty and university Facilitator (Faculty) • Guide SAR team

• Encourage and motivate SAR team • Review SAR

Member (Department) • Gather and organize information • Write SAR

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Develop Plan

Plan

Activity/Month 1 2 3 4 5 6 7 8 9 1

0 11 12 Deadline Assigned to Status

P L A N Communicate Intent Organise Team Develop Plan

Understand AUN QA criteria and process

D

O Self-assessment

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Understand AUN QA Criteria and

Process

• Obtain copy of the AUN-QA manual

• Educate stakeholders

• Organise training for relevant stakeholders

• Seek clarifications with internal and external

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Quality Assurance and (Inter)national benchmarking Programme

Specification

Academic Staff

Approach

AUN-QA at Programme Level

(3

rd

Version)

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YOU MUST BE CLEAR

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Specification

Academic Staff

Approach

AUN-QA at Programme Level

(3

rd

Version)

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The 11 Criteria

It all starts from the very beginning :

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Specification

Academic Staff

Approach

AUN-QA at Programme Level

(3

rd

Version)

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1 Expected Learning Outcomes 1 2 3 4 5 6 7 1.1 The expected learning outcomes have been clearly

formulated and aligned with the vision and mission of the university [1,2]

1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes [3]

1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders [4]

Overall opinion

1. The formulation of the expected learning outcomes takes into account and reflects the vision and mission of the institution. The vision and mission are explicit and known to staff and students.

2. The programme shows the expected learning outcomes of the graduate. Each course and lesson should clearly be designed to achieve its expected learning outcomes which should be aligned to the programme expected learning outcomes.

3. The programme is designed to cover both subject specific outcomes that relate to the knowledge and skills of the subject discipline; and generic (sometimes called transferable skills) outcomes that relate to any and all disciplines e.g. written, oral, problem-solving, information technology, teambuilding skills, etc.

4. The programme has clearly formulated the expected learning outcomes which reflect the relevant demands and needs of the stakeholders.

1. Expected Learning Outcomes

To meet Requirements Content

To write Checklist Context

Diagnostic Questions

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1. Expected Learning Outcomes

QA at Programme Level

1. The formulation of the expected learning outcomes takes into account and reflects the vision and mission of the institution. The vision and mission are explicit and known to staff and students.

2. The programme shows the expected learning outcomes of the graduate. Each course and lesson should clearly be designed to achieve its expected learning outcomes which should be aligned to the programme expected learning outcomes.

3. The programme is designed to cover both subject specific outcomes that relate to the knowledge and skills of the subject discipline; and generic (sometimes called transferable skills) outcomes that relate to any and all disciplines e.g. written and oral communication, problem-solving, information technology, teambuilding skills, etc.

4. The programme has clearly formulated the expected learning outcomes which reflect the relevant demands and needs of the stakeholders.

1 Expected Learning Outcomes 1 2 3 4 5 6 7 1.1 The expected learning outcomes have been clearly

formulated and aligned with the vision and mission of the university [1,2]

1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes [3]

1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders [4]

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Outcome-based Education (OBE)

OBE can be defined as “defining, organising,

focusing, and directing all aspects of a curriculum on the things we want all learners to demonstrate successfully when they complete the programme”

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Source: Dr. Andres Winston C. Oreta, Professor in Civil Engineering, De La Salle University-Manila at http://digitalstructures.blogspot.sg/2012/01/outcomes-based-education-as-i-see-it.html

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Outcome-based Education (OBE)

Key concepts and Principles of OBE

• Focus on learning outcomes

• Backwards curriculum design

• Create learning opportunities

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Learning Outcomes

Aim Learning Outcome

Objective

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Goals, Aims and Objectives?

• Typically teacher-centric

“The aim of the programme is to provide a broad training on the different aspects of setting-up a family-owned business in Cambodia”.

• May have aims and objectives that are not referring to students

“The degree programme is designed to be the

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Goals, Aims and Objectives?

• May refer to non-observable, non-measurable effects on students

“The objective of the course is to instill pride and love for country among students”

• May refer to skills and traits that are difficult to assess

“The module is designed to prepare students for the 21st _{century world”.}

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The shift to (Expected) Learning

Outcomes …..

meant to ensure that aims, goals, and

objectives are translated into

(52)

“To introduce outcomes-based education to participants”.

“Participants would understand the impacts of

outcomes-based education on curriculum design and revision”.

At the end of the course, students will be able to apply knowledge of mathematics and science to solve real-world engineering problems systematically”.

Learning Outcome, Objective and Aim

(53)

Aim is a broad general statement of the teaching

Intention. It is written from the teacher’s point of view to indicate the general content and direction of

learning.

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Objective (or goal) is a specific statement of

teaching intention. It indicates one of the specific areas that the teacher intends to cover in a block of learning.

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Learning Outcomes :

working definition

Learning Outcomes

are

carefully written

statements of what a learner is expected to be

able to demonstrate after completion of a

learning activity”

… after completion of a session, a course, a module,

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Example : By the end of the course, the student will be able to

o solve (verb)

o non-linear equations with at least 3 unknowns

(object/noun)

o to systematically solve real-world engineering problems

(context)

Learning Outcomes

begin with an active verb,

the object of the verb (a noun), followed by a

phrase that gives the context.

(57)

Aim/Goal: to introduce students to modes of satiric writing in the eighteenth century.

Objectives: to familiarize students with a number of

substantive eighteenth century texts. Students will be trained in the close reading of language and its relation to literary form.

Learning Outcome: By the end of the course, the student is

able to analyze the relationship between the language of satire

to the literary form by the close examination of a selected number of eighteenth-century texts in a written essay.

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Aim/Goal: to explain the biochemical basis of drug design and development.

Objective: to demonstrate to students the application of

molecular graphics to drug design.

Learning Outcome: By the end of the course, the student

is able to apply molecular graphics tools in the design of

drugs to illustrate general and specific cases via computer-based presentations.

Learning Outcomes :

example

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Writing learning outcomes

(60)

Rewrite :

The student understands proper dental hygiene

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The student understands proper

dental hygiene

The student is able to :

o identify the active ingredient in toothpaste

o explain why teeth should be cleaned at least twice per day

(62)

The student understands why there are seasons.

Rewrite :

(63)

The student understands why there are seasons.

Student is able to :

explain the relationship between the tilt of the

(64)

Students will be familiar with the major theories of the discipline

Rewrite :

(65)

Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving in

conflict-resolution

(66)

Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving in

conflict-resolution Rewrite :

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Students would be able to :

o summarize the five major approaches to conflict resolution: withdrawal, smoothing, forcing, compromising, and problem solving

o defend a chosen conflict-resolution approach appropriate for a given situation

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Tips on writing learning outcomes (form)

• Begin each learning outcome with an action verb, followed by the object of the verb, followed by a phrase that gives the context.

• Use only one verb per learning outcome.

• Avoid vague terms like know, understand, learn, be

familiar with, be exposed to, be acquainted with, and

be aware of.

• Avoid complicated sentences. If necessary use more than one sentence to ensure clarity.

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Tips on writing learning outcomes (substance)

• Ensure that the learning outcomes of the module relate to the overall outcomes of the programme.

• The learning outcomes must be observable and measurable.

• Ensure that the learning outcomes can be assessed.

• When writing learning outcomes, bear in mind the timescale within which the outcomes are to be

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Levels of Learning Outcomes

• Programme-level learning outcomes that relate to the entire programme – and are therefore

phrased in more general terms

• Course-level or module-level learning outcomes are specific to a given course/subject or module and can be more detailed.

(71)

Levels of Learning Outcomes

not all programme-level outcomes need to be

reflected in the learning outcomes of each course.

But,

set of all course level and co-curricular outcomes should cover all programme-level learning

(72)

Categories of Learning Outcomes

• Subject specific outcomes relate to the subject discipline and the knowledge/skills particular to it

• Generic outcomes (sometimes called

transferable skills) relate to any or all disciplines

(73)

Generic

Learning Outcomes

communication skills, problem-solving skills, IT skills, lifelong learning skills, team-work skills, leadership, entrepreneurial skills …

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Learning Outcomes

Benjamin Bloom (1913 – 1999) University of Chicago

Bloom’s Taxonomy of Educational

Objectives -

3 Domains of Learning

•

Cognitive

•

Affective

•

Psycho-motor

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Bloom’s Taxonomy

(Original vs Revised)

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Bloom’s Taxonomy

(Original vs Revised)

Old

New

Read Appendix 1a and highlight the key changes between the original and revised

(78)

Revised Bloom’s Taxonomy

“Learning is not attained by chance.

It must be sought for with ardor and attended

to with diligence.”

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Revised Bloom’s Taxonomy

o Terminology Changes

o Structural Changes

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Terminology Changes

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Original Taxonomy

1.0 Knowledge

1.10 Knowledge of specifics

1.11 Knowledge of terminology 1.12 Knowledge of specific facts

1.20 Knowledge of ways and means of dealing with specifics 1.21 Knowledge of conventions

1.22 Knowledge of trends and sequences

1.23 Knowledge of classifications and categories 1.24 Knowledge of criteria

1.25 Knowledge of methodology

1.30 Knowledge of universals and abstractions in a field 1.31 Knowledge of principles and generalizations 1.32 Knowledge of theories and structures

2.0 Comprehension

2.1 Translation 2.2 Interpretation 2.3 Extrapolation

3.0 Application 4.0 Analysis

4.1 Analysis of elements

5.0 Synthesis

5.1 Production of a unique communication 5.2 Production of a plan, or proposed set of

operations

5.3 Derivation of a set of abstract relations

6.0 Evaluation

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Bloom’s Taxonomy (Original)

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Bloom’s Taxonomy (Revised)

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Original Taxonomy

1.0 Knowledge

1.10 Knowledge of specifics

1.11 Knowledge of terminology 1.12 Knowledge of specific facts

1.20 Knowledge of ways and means of dealing with specifics 1.21 Knowledge of conventions

1.22 Knowledge of trends and sequences

1.23 Knowledge of classifications and categories 1.24 Knowledge of criteria

1.25 Knowledge of methodology

1.30 Knowledge of universals and abstractions in a field 1.31 Knowledge of principles and generalizations 1.32 Knowledge of theories and structures

2.0 Comprehension

3.0 Application 4.0 Analysis

4.1 Analysis of elements

5.0 Synthesis

operations

6.0 Evaluation

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Bloom’s Taxonomy (Revised)

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Bloom’s Taxonomy (Revised)

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Original to Revised Bloom’s Taxonomy

no w le dg e 1. 10 K no w le dg e of sp eci fics 1. 11 Kn ow le dg e of te rmi no lo gy 1. 12 Kn ow le dg e of sp eci fic fa ct s 1. 20 K no w le dg e of w ay s an d m ea ns of d ea lin g w ith sp eci fics 1. 21 Kn ow le dg e of co nv en tio ns 1. 22 Kn ow le dg e of tre nd s an d se qu en ce s 1. 23 Kn ow le dg e of cl assi fica tio ns an d ca te go rie s 1. 24 Kn ow le dg e of cri te ria 1. 25 Kn ow le dg e of m et ho do lo gy 1. 30 Kn ow le dg e of u ni ve rsa ls an d ab st ra ct io ns in a fi el d 1. 31 Kn ow le dg e of p rin ci pl es a nd g en era liz at io ns 1. 32 Kn ow le dg e of th eo rie s an d st ru ct ure s 2.0 Comprehension

3.0 Application

4.0 Analysis

4.1 Analysis of elements 4.2 Analysis of relationships 4.3 Analysis of organizational

principles

5.0 Synthesis

operations

6.0 Evaluation

6.1 Evaluation in terms of internal evidence 6.2 Judgments in terms of external criteria

ow le dg e D ime nsi

on Cognitive Process Dimension

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Structural Changes

From a 1D Hierarchy to a 2D Table

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Changes in Emphasis

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Expected Learning

Outcomes

: at the heart of all

the 10 other Quality Assurance

Criteria

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1. Are your curricula benchmarked against curricula of the best universities in the world?

2. What does it mean to be “world class research university” in terms of curriculum, instruction, research and service?

3. Are you preparing your students for the world, for ASEAN, for your country, for the specific region within the country?

4. Will you reserve slots exclusively for foreigners? 5. What makes an ideal teacher/professor in your

university?

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If you do not know to which port you are sailing,

then there is no such thing as a favorable wind …

(Seneca Jr.)

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LOs University MOE Industry ABET ETC.

1 F F M F ?

2 F M F

3 F F F F

4 F F F F

5 F P F

6 F P

7 F F F

8 F F F F ?

F – Fully fulfilled

M – Moderately fulfilled P – Partially fulfilled

Aligning Learning Outcomes to Stakeholders’ Needs

(99)

Aligning Programme Learning Outcomes to Graduate Profile

Graduate Profile/Competences LO1 LO2 LO3 LO4 LO5 LO6 LO7

1. A strong fundamental chemical

engineering knowledge and the ability to apply and integrate knowledge to identify, formulate and solve problems of chemical engineering fields

X X X

2. The professional skills necessary to be effective and succeed in the modern workforce including work well in multi-disciplinary teams, the ability to design and solve problems, and the ability to communicate effectively, and to uphold standards of ethics and professionalism

X X X X X

3. The ability to engage in life-long

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Source: Chemical Engineering, Universitas Indonesia

Note: The figures in the ELO column relate to: 1 Not directly related to ELO

2 Quite related to ELO 3 Related to ELO

4 Closely related to ELO 5 Specifically related to ELO

Aligning Course LO to Programme LO

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Learning Outcomes and Constructive Alignment

Elements of the

Programme Specification Process informed by: Questions to ask yourself:

Aims of the programme What’s the purpose of the _programme?

Learning Outcomes of the programme

UCE Birmingham Level Descriptors _{What should students}

know and be able to do on completion?

QAA Subject Benchmarks

Professional Body Requirements

including:

Knowledge & understanding Intellectual (thinking) skills Practical skills (subject-specific) Key/transferable skills (generic)

Outcomes for level

attained through: Attainment verified by: Grades awarded according to:

Programme learning outcomes broken down by level to ensure

incremental attainment over duration of course

Module learning

outcomes Module assessment Assessment criteria

(103)

Constructive Alignment in Curriculum Design

Standards/Objectives

Assessments/Test content coverage _{and opportunities} Instructional Activities _{and Materials}

(104)

2. Programme Specification

1. The Institution is recommended to publish and communicate the programme and course specifications for each programme it offers, and give detailed information about the programme to help stakeholders make an informed choice about the programme.

2. Programme specification including course specifications describes the expected learning outcomes in terms of knowledge, skills and attitudes. They help students to understand the teaching and learning methods that enable the outcome to be achieved; the assessment methods that enable achievement to be demonstrated; and the relationship of the programme and its study elements.

2 Programme Specification 1 2 3 4 5 6 7 2.1 The information in the programme specification is

comprehensive and up-to-date [1, 2]

2.2 The information in the course specification is comprehensive and up-to-date [1, 2]

2.3 The programme and course specifications are communicated and made available to the stakeholders [1, 2]

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2. Programme Specification

Appendices 2a to 2c: Samples of Programme & Course Specifications

Programme specification is a set of documents that describes the study programme offered by the

university. The programme specification usually encompasses the following items:

• a summary of programme aims and intended outcomes;

• an outline of the course structure;

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2. Programme Specification

The information to be included in the programme specification is listed

below.

• Awarding body/institution

• Teaching institution (if different)

• Details of the accreditation by a professional or statutory body • Name of the final award

• Programme title

• Expected Learning outcomes of the programme

• Admission criteria or requirements to the programme

• Relevant subject benchmark statements and other external and internal reference points used to provide information on programme outcomes • Programme structure and requirements including levels, courses,

credits, etc.

(108)

2. Programme Specification

The information to be included in the course specification is

listed below.

• Course title

• Course requirements such as pre-requisite to register for the course, credits, etc.

• Expected learning outcomes of the course in terms of knowledge, skills and attitudes

• Teaching, learning and assessment methods to enable outcomes to be achieved and demonstrated

• Course description and outline or syllabus • Details of student assessment

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3. Programme Structure & Content

1. The curriculum, teaching and learning methods and student assessment are constructively aligned to achieve the expected learning outcomes. 2. The curriculum is designed to meet the expected learning outcomes

where the contribution made by each course in achieving the programme’s expected learning outcomes is clear.

3. The curriculum is designed so that the subject matter is logically structured, sequenced, and integrated.

4. The curriculum structure shows clearly the relationship and progression of basic courses, the intermediate courses, and the specialised courses. 5. The curriculum is structured so that it is flexible enough to allow students

to pursue an area of specialisation and incorporate more recent changes and developments in the field.

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3. Programme Structure & Content

3 Programme Structure and Content 1 2 3 4 5 6 7

3.1 The curriculum is designed based on

constructive alignment with the expected learning outcomes [1]

3.2 The contribution made by each

course to achieve the expected learning outcomes is clear [2]

3.3 The curriculum is logically structured,

sequenced, integrated and

up-to-date [3, 4, 5, 6]

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Constructive Alignment

The curriculum should be designed so that the teaching activities, learning activities and

assessment tasks are co-ordinated with the learning outcomes.

Biggs (2003) refers to this type of process as

involving constructive alignment. (The constructive part refers to the type of learning and what the

learner does. The alignment part refers to what the teacher does).

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Curriculum Mapping

Curriculum mapping is a planning tool that can be used at any stage in the curriculum development cycle.

It provides a curriculum map which is a graphical description or a synopsis of curriculum

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Curriculum Mapping

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Curriculum Mapping

Source: Chemical Engineering, Universitas Indonesia

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Exercises:

• Look again at the PLOs of your program

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