ACADEMIC PERFORMANCE AUDIT ON AREA 1, 2 AND 3 Prepared By: Nor Aizar Abu Bakar Quality Academic Assurance Department

THE STANDARDS – Benchmarked and Enhanced GUIDELINES ON THE STANDARDS AND CRITERIA FOR THE NINE AREAS OF EVALUATION FOR ACADEMIC PERFORMANCE AUDIT 1. Vision, Mission, Educational Goals and Learning Outcomes 2. Curriculum Design and Delivery 3. Assessment of Students 4. Student Selection and Support Services 5. Academic Staff 6. Educational Resources 7. Programme Monitoring and Review 8. Leadership, Governance and Administration 9. Continual Quality Improvement 2

3 Standards that must be met and its compliance demonstrated are usually expressed as a ‘must’ Benchmarked Standards Standards that should be met as the institution strives to improve itself and usually expressed as a ‘should’ Enhanced Standards

Guides the higher education provider (HEP) in its academic planning and implementation and Produce graduates through : the provision of knowledge, skills, a quest for life long learning, and inculcation of values, and nurturing of the ability to analyze and solve problems and consideration of other relevant issues 4

5 HEP’S VISION,MISSI ON, EDUCATIONAL GOALS, & LEARNING OUTCOMES GOALS Must reflect the crucial elements of the processes and outcomes in line with national and global developments Must be approved by governing board Must be disseminated to its internal and external stakeholders Should encompass leadership qualities in areas of social responsibilities, research, ethical values, professionalism & knowledge creation Should demonstrate its planning & evaluation processes, progs, support services, financial & physical resources & administrative processes are adequate Must formulate educational goals consistent with it’s vision & mission

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10 The Curriculum should encourage multi-disciplinary approaches to enhance personal development of students The needs analysis should involve external sources feedback Co-curricular activities should be there to enrich student experience The Curriculum should encourage multi-disciplinary approaches to enhance personal development of students The needs analysis should involve external sources feedback Co-curricular activities should be there to enrich student experience must have its defined process for curriculum establishment, review and evaluation The Programme must only be considered after a needs assessment has indicate d there is a need for them to be conducted must be considered only after resources to support it identified Aims and objectives of all programmes must be consistent with the HEP vision and mission The Programme Content, approach & T-L Methods must be appropriate, consistent, and support the achievement of programme learning outcomes Teaching-learning activities must be consistent with the curriculum must be a variety of T-L methods in order to achieve the eight domains of learning outcomes

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12 The Students must : be provided with the most current written information of programme aims, out-line, learning outcomes and assessment methods The Programme must : have a coordinator and a team of appropriate academic staff have authority and established procedures for planning & monitoring be given adequate resources for implementation and evaluation for quality improvement The Programme Content & Delivery must be regularly reviewed and evaluated and its results utilised to assure quality (must involve external examiners – for MQF level 6 and abov e ) The Students The Programme Team The Programme

The Department must provide the student a conducive learning environment where scholarly and creative achievements are nurtured Innovations to teaching and learning should be continously developed, supported and evaluated and done in consultation with principal stakeholders and Review and evaluation involve external expertise nationally and internationally 13

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 review The Programme team should obtain feedback from employers for curriculum improvement, student placement, training and workplace exposure Students should be given the opportunity to develop linkages with external stakeholders 14

AREA 3 – ASSESSMENT OF STUDENTS It is a crucial aspect of quality assurance and One of the most important measures to show the achievement of learning outcomes. 15

Assessment principles, methods and practices must be aligned with learning outcomes and programme content Assessment must be consistent with the levels defined in the MQF, 8 domains of learning outcomes and programme standards Assessment The link between assessment and learning outcomes should be reviewed periodically to ensure its effectiveness Assessment & Learning Outcomes Area 3.1- Relationship between Assessment and Learning 16

17 Frequency, methods, & criteria of student assessment must be documented and communicated to students on commencement of the programme Assessment must be summative and formative a variety of methods and tools must be used to assess learning outcomes Mechanisms must be there to ensure validity, reliability, consistency and fairness of assessment methods

18 Assessment System must be reviewed periodically Methods of Assessment should be comparable to international best practices Review of Assessment System should be done in consultation with external experts, both local and international

19 - must be communicated within reasonable time Student assessment results - must follow established procedures and regulations -changes must be communicated to students prior implementation Student assessment methods -must be there to ensure security of assessment documents and records Mechanisms - policies and practices must be publicised Grading, assessment and appeals

The department and its academic staff must have sufficient autonomy in management of student assessment Independent external scrutiny should be there to evaluate and improve the student assessment management – formal certification of the processes 20

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