Presentation on theme: "ACADEMIC PERFORMANCE AUDIT"— Presentation transcript:
1 ACADEMIC PERFORMANCE AUDIT ONAREA 1, AREA 2AND AREA 3BY ACAI would like to take this opportunity to wish all of you who are our distinguished and esteemed partners in Quality assurance of higher education a very good morning . My task today is to brief you on the standards provvided in the code of practice.
2 OUTLINE CODE OF PRACTICE FOR INSTITUITIONAL AUDIT(COPIA) THE STANDARDS – Benchmarked and EnhancedGUIDELINES ON THE STANDARDS AND CRITERIA FOR THE NINE AREAS OF EVALUATION FOR ACADEMIC PERFORMANCE AUDITVision , Mission, Educational Goals and Learning OutcomesCurriculum Design and DeliveryAssessment of StudentsStudent Selection and Support ServicesAcademic StaffEducational ResourcesProgramme Monitoring and ReviewLeadership, Governance and AdministrationContinual Quality ImprovementThe outline of my presentation will touch on what is COPPA and define the two key standards and cover four of the nine areas of evaluation that’s highlighted in red on this slide.
3 The Standards Benchmarked Standards Standards that must be met and its compliance demonstrated are usually expressed as a ‘must’Benchmarked StandardsStandards that should be met as the institution strives to improve itself and usually expressed as a ‘should’Enhanced StandardsThere are two standards i.e. benchmarked and enhanced where the first is expressed by a must and the second is by a should
4 AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES Guides the higher education provider (HEP) in its academic planning and implementation andProduce graduates through :the provision of knowledge, skills, a quest for life long learning, and inculcation of values, andnurturing of the ability to analyze and solve problems andconsideration of other relevant issuesArea 1 has 7 BS and 4 ES and guides the HEP in academic planning and implementation of the programme as well as to produce graduates with the necessary competencies(attributes).
5 AREA 1.1: Statement of Vision, Mission and Educational Goals HEP’S VISION,MISSION, EDUCATIONAL GOALS, & LEARNING OUTCOMESMust reflect the crucial elements of the processes and outcomes in line with national and global developmentsMust be approved by governing boardMust be disseminated to its internal and external stakeholdersShould encompass leadership qualities in areas of social responsibilities, research, ethical values, professionalism & knowledge creationShould demonstrate its planning & evaluation processes, progs, support services, financial & physical resources & administrative processes are adequateMust formulate educational goals consistent with it’s vision & missionProgramme aims and objectives must be defined, made known, reflect the learning outcomes and be developed in consultation with principal stakeholders . The learning outcomes must be consistent and supportive of the vision and mission. The department should encompass quaaities in areas of expertise. It should be periodically reviewed with wider range of stakehloders..
6 AREA 1.2 Participation in the Formulation of Vision, Mission & Educational Goals Should be periodically reviewed in consultation witا a wide rage of stakeholders such as alumni, international peer, professional bodies, funding agenciesMust be developed in consultation with principal stakeholder such as dept, faculties, research centres, governing boards, academic staff, students org. and administrative staff
7 AREA 1.3 Academic Autonomy Sufficient Academic AutonomyTo focus on areas of expertiseShould strive to expand the boundaries of academic autonomy to reflect the progression of its intellectual maturityTo design the curriculum and to allocate resources for implementation to achieve the learning outcomes
9 AREA 2 : CURRICULUM DESIGN AND DELIVERY AREA 2 is on curriculum design and deliveryIt is divided into 4 subsections:Curriculum design & teaching and learning methods;Curriculum content and structure;Management of the programme; andLinkages with external stakeholders .
10 Area 2.1 -Curriculum Design & Teaching - Learning (T-L) Methods must have its defined process for curriculum establishment , review and evaluationThe Programme must only be considered after a needs assessment has indicate d there is a need for them to be conductedmust be considered only after resources to support it identifiedAims and objectives of all programmes must be consistent with the HEP vision and missionThe Programme Content , approach & T-L Methods must be appropriate, consistent , and support the achievement of programme learning outcomesTeaching-learning activities must be consistent with the curriculum there must be varietyTo achieve the eight domains of learning outcomesThe Curriculum should encourage multi-disciplinary approaches to enhance personal development of studentsThe needs analysis should involve external sources feedbackCo-curricular activities should be there to enrich student experience
11 Area 2.2: Curriculum Content & Structure The programme mustincorporate the core subject matters essential for understanding concepts, principles and methods that support programme outcomesfulfil lthe discipline requirements by recognising appropriate standards and international best practiceThe Department should establish mechanismsto access to real time information through use of technology and global networking and to identify up to date topics of importance for inclusion in the curriculum and its delivery
12 Area 2.3 - Management of the Programme The StudentsThe Programme TeamThe ProgrammeThe Students must :be provided with the most current information of programme aims, out-line, learning outcomes and assessment methodsThe Programme must :have a coordinator and a team of appropriate staffhave authority and established proceduresbe given adequate resources- for implementation and evaluation for quality improvementThe Programme Content & Delivery mustbe regularly reviewed and evaluated and its results utilised to assure quality (must involve external examiners – for MQF level 6 and above )
13 Area 2.3 - Management of the Programme - cont The Departmentmust provide the student a conducive learning environment where scholarly and creative achievements are nurturedInnovations to teaching and learningshould be developed, supported andbe done in consultation with principal stakeholders andReview and evaluation involve external expertise nationally and internationally
14 Area 2.4 Linkages with External Stakeholders The HEP must have linkages with all external stakeholders at the local, national, regional or global levels for the purpose of curriculum development - planning, implementation and reviewThe Programme team should obtain feedback from employers for curriculum improvement, student placement, training and workplace exposureStudents should be given the opportunity to develop linkages with external stakeholders
15 AREA 3 – ASSESSMENT OF STUDENTS It is a crucial aspect of quality assurance andOne of the most important measures to show the achievement of learning outcomes.
16 Assessment & Learning Outcomes Area 3.1- Relationship between Assessment and LearningAssessmentAssessment principles, methods and practices must be aligned with learning outcomes and programme contentAssessment must be consistent with the levels defined in the MQF, 8 domains of learning outcomes and programme standardsAssessment & Learning OutcomesThe link between assessment and learning outcomes should be reviewed periodically to ensure its effectiveness
17 Area 3.2- Assessment Methods Frequency, methods, & criteria of student assessmentmust be documented and communicated to students on commencement of the programmeAssessmentmust be summative and formativea variety of methods and tools must be used to assess learning outcomesMechanismsmust be there to ensure validity, reliability, consistency and fairness of assessment methods
18 Area 3.2- Assessment Methods - cont Assessment Systemmust be reviewed periodicallyMethods of Assessmentshould be comparable to international best practicesReview of Assessment Systemshould be done in consultation with external experts, both local and international
19 Area 3.3 - Management of Student Assessment Student assessment results- must be communicated within reasonable timeStudent assessment methods- must follow established procedures and regulations-changes must be communicated to students prior implementationMechanisms-must be there to ensure security of assessment documents and recordsGrading, assessment and appeals- policies and practices must be publicised
20 Area 3.3 - Management of Student Assessment - cont The department and its academic staffmust have sufficient autonomy in management of student assessmentIndependent external scrutinyshould be there to evaluate and improve the student assessment management – formal certification of the processes