The program's mission and goals, and the scope of their achievement, are thoroughly analyzed in accordance with the quality assurance and accreditation standards set forth by the NCAAA. The Program Self-Assessment Report (SSRP) should be considered a research report on program quality. This SSRP should include all necessary information to be read as a complete stand-alone program quality report.
The main branch/location campus must complete the entire SSRP along with the required information from all branch/location campuses offering the program. If yes, how many academic credits are granted in the program and included in the * GPA. NOTE: * Credits granted in the program must be included in the GPA list of the courses granted in the program.
Apparent student completion rate: The number of students who graduated in the last year as a percentage of those who started those programs in that cohort four, five, or six years ago (e.g., for a four-year program, the number of students who graduated as a percentage of those who started the program four years earlier). Use the following chart to write clear, measurable program goals and align each with quality performance indicators and a target measure. OBJECTIVES refer to the specific action points that the program has to achieve a particular goal (How the program tries to achieve the goals).
The summary of the analysis is a comprehensive assessment of the program's performance in achieving its goals.
Reports on these items should be expanded as necessary to include tables, charts or other appropriate forms of evidence, including trends and comparisons with past performance, or
Information should be provided on performance indicators that relate directly in alignment with the mission, goals and objectives
Provide a list of changes made in the program in the period since the previous self-study or since the program was introduced. This should include such things as courses added or deleted or significant
Provide analysis and an explanatory report if there are significant differences between planned and actual numbers.
Evaluation in Relation to Quality Standards (Refer to Standards for Quality Assurance and Accreditation of Higher Education Programs)
The program's mission must be consistent with the institution's mission and apply this mission to the specific goals and requirements of the program in question. It must clearly and appropriately define the main objectives and priorities of the program and be influential in the direction of planning and action. Insert the KPI into the table below, add the actual KPI benchmark with the other benchmarks and provide an analytical interpretation describing the result (most benchmarks are numerical and others may be descriptions that confirm quality using a rubric) .
KPI Table
Program administration must provide effective management and reflect an appropriate balance between accountability to the senior management and board of the institution where the program is offered and flexibility to meet the specific requirements of that program. If a program is offered in sections for male and female students, the resources for the program must be comparable in both sections, there must be effective communication between them and full involvement in planning and decision-making processes. The quality of course delivery and the program as a whole must be monitored regularly with adjustments made promptly in response to this feedback and to developments in the external environment affecting the programme.
Provide an explanatory report on the development and application of program management for each of the following substandards. Teaching and other staff involved in the program must be committed to improving their own performance and the quality of the program as a whole. Central importance should be placed on student learning outcomes, with each course contributing to the overall program objectives.
Provide an explanatory report describing and analyzing the quality assurance processes used in the program, particularly with respect to indicators and measures of performance and verification of standards for each of the following substandards. Students' learning outcomes must be clearly specified, in line with the National Qualifications Framework and requirements for employment or professional practice. Provide a description of the quality assurance response processes used to verify that the organizational framework and processes for learning and teaching are valid (For example, if steps were taken to check the standards of student achievement against appropriate external benchmarks, what was done and what conclusions was achieved?).
Describe the processes used to ensure appropriateness and appropriateness of the intended student learning outcomes of the program. Include actions taken to ensure that the intended student learning outcomes match the requirements of professional employment or the profession, as indicated by expert advice or the requirements of professional bodies or relevant accrediting agencies with the National Qualifications Framework. Use the table below to ensure all program learning outcomes required for graduation with appropriate assessment methods and aligned teaching strategies.
Use the learning outcomes in the NQF areas of learning, assessment methods and teaching strategies identified in the program specifications. If there are no required learning outcomes for the psychomotor domain, omit the fifth learning domain. Describe the overall performance of the program's learning outcomes; including external KPIs with benchmarks and analysis from student and employer surveys and a.
Describe the general performance of the program learning outcomes; including external KPIs with benchmarks and analysis assessments from students and employer surveys and a
Note that evidence about the standards of student achievement of these intended learning outcomes must be considered in substandard 4.4 below).
Describe the process and steps used by the program learning outcome assessment system;
List the strengths and recommendations for improving the learning outcome assessment process (Based on the student's performance results, how can the program improve?) (See.
List the strengths and recommendations for improvement of the learning outcome assessment process (Based on the student performance results, how can the program improve?) (See
- Program Development Processes (Overall Rating _________ Stars)
- Program Evaluation and Review Processes (Overall Rating _________ Stars) Describe the processes followed for program evaluation and review
- Educational Assistance for Students (Overall Rating _________ Stars)
- Quality of Teaching (Overall Rating _________ Stars)
- Support for Improvements in Quality of Teaching (Overall Rating ________ Stars) Provide a report that describes the strategies for the improvement of teaching. Include a table showing
- Partnership Arrangements With Other Institutions (it these exist) (Overall Rating_________ Stars)
- Financial Planning and Management (Overall Rating_________ Stars)
- Attach the research approval flowchart 2. Attach the program research strategic plan
- Attach the research policy manual (including research ethics policy)
- Review of Courses
- Conclusions
Describe the student assessment strategies in the program and the processes used to verify student performance standards. Provide an evaluation report of the processes followed for this substandard; include evidence on the standards of student learning outcomes achieved compared to appropriate benchmarks, and how the results of evaluations were used as inputs for the continuous improvement of the programme. Admissions procedures must be efficient, fair and responsive to the needs of students entering the program.
Career counseling must be provided in relation to professions related to the fields of study covered by the programme. In this standard, not only what is done within the department or the program should be analysed, but also how the services provided elsewhere in the institution affect the quality of the program and the students' learning outcomes. Learning resource materials and related services must be adequate to the requirements of the program and the courses offered within it and available when required to students in the program.
Appropriate facilities and equipment must be available for the teaching and learning requirements of the programme. In this standard, an analysis of conditions affecting the quality of program delivery should be made. Describe the processes used to evaluate the quality of provision of facilities and equipment for the program.
New teaching staff should be thoroughly briefed on the program and their teaching responsibilities before they start. In this standard, an analysis of employment issues that affect the quality of the program must be made. Appropriate facilities and equipment must be available to support the research activities of teaching staff and postgraduate students to meet these requirements in areas relevant to the programme.
Expectations for research vary depending on the mission of the institution and the level of the program (e.g., college or university, undergraduate or postgraduate). Evaluation of the scope and quality of community activities associated with the program and of the staff teaching them. Describe the process used to obtain independent analysis of the quality of the program and the reliability and validity of analysis performed in the report.
List and briefly describe aspects of the program that are particularly successful or that demonstrate high quality. List and briefly describe aspects of the program that are less than satisfactory and that need improvement.
KPI #
List of Program KPIs Approved by the
Institution
KPI Target
KPI Actual
KPI Internal
KPI External
KPI Analysis
KPI New Target
Analysis of KPIs and Benchmarks (comprehensive analysis of all program KPIs)
NOTE The following definitions are provided to guide the completion of the above table for Program KPI and Assessment
ADDITIONAL DETAILS AND IMPORTANT NOTES
ENSURE THAT THE ATTACHMENTS PROVIDED ARE RELEVANT AND RELATED TO THE SSRP
DURING THE REVIEW
If the program is offered by a private institution and has provisional accreditation, an additional report must be attached, setting out the requirements of the ministry or other organization responsible for the special accreditation and detailing the scope of these requirements. were fulfilled.
Authorized Signatures Dean /
