Transcript THE QUALITY AGENDA - Al-Madinah International University

ACADEMIC PERFORMANCE AUDIT
AREA 1, 2 AND 3
MALAYSIAN QUALIFICATIONS AGENCY
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 CODE OF PRACTICE FOR INSTITUITIONAL AUDIT(COPIA)
 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
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The Standards
Benchmarked Standards
• Standards that must be met and its compliance
demonstrated are usually expressed as a ‘must’
Enhanced Standards
• Standards that should be met as the institution
strives to improve itself and usually expressed as
a ‘should’
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AREA 1- VISION, MISSION, EDUCATIONAL GOALS
AND LEARNING OUTCOMES
 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
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AREA 1.1: Statement of Vision, Mission and Educational Goals
Must formulate
educational
goals consistent
with it’s vision
& mission
Should demonstrate its
planning & evaluation
processes, progs,
support services,
financial & physical
resources &
administrative
processes are
adequate
Must reflect the
crucial elements of
the processes and
outcomes in line with
national and global
developments
HEP’S
VISION,MISSION,
EDUCATIONAL
GOALS, &
LEARNING
OUTCOMES
Should encompass
leadership qualities in
areas of social
responsibilities,
research, ethical
values,
professionalism &
knowledge creation
Must be
approved by
governing board
Must be
disseminated to
its internal and
external
stakeholders
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AREA 1.2 Participation in the Formulation of Vision, Mission & Educational
Goals
Participation in the Formulation of
Vision, Mission & Educational Goals
Should be periodically
reviewed in consultation
wit‫ ا‬a wide rage of
stakeholders such as
alumni, international
peer, professional
bodies, funding agencies
Must be developed in
consultation with principal
stakeholder such as dept,
faculties, research centres,
governing boards, academic
staff, students org. and
administrative staff
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AREA 1.3 Academic Autonomy
To focus on areas of
expertise
To design the curriculum
and to allocate
resources for
implementation to
achieve the learning
outcomes
Should strive to expand the
boundaries of academic
autonomy to reflect the
progression of its intellectual
maturity
Sufficient
Academic
Autonomy
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AREA 1.4 Learning Outcomes
The Programme must
show how the
component modules
contributes to
fulfilment of
programme learning
outcomes
Must formulate learning
outcomes and educational
goals consistent with its
vision and mission
Learning
Outcomes
must define the
competencies
students should
demonstrate upon
completion of a
programme
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should specify the link
between competencies
expected upon
completion and those
required after
completion of studies
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AREA 2 : CURRICULUM DESIGN AND DELIVERY
 AREA 2 is on curriculum design and delivery
It is divided into 4 subsections:
Curriculum design & teaching and learning methods;
Curriculum content and structure;
Management of the programme; and
Linkages with external stakeholders .
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Area 2.1 -Curriculum Design & Teaching - Learning (T-L)
Methods
• must have its defined
• The Programme
process for curriculum
Content , approach &
establishment , review
T-L Methods
and evaluation
must be appropriate,
consistent , and
• The Programme must
only be considered after support the
a needs assessment has achievement of
indicate d there is a need programme learning
for them to be conducted outcomes
• must be considered only • Teaching-learning
activities must be
after resources to
consistent with the
support it identified
curriculum
• Aims and objectives of
all programmes must be there must be variety
consistent with the HEP • To achieve the eight
domains of learning
vision and mission
outcomes
• 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
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Area 2.2: Curriculum Content & Structure
The programme must
• incorporate the core subject
matters essential for understanding
concepts, principles and methods
that support programme outcomes
• fulfil lthe discipline requirements by
recognising appropriate standards
and international best practice
The Department should
establish mechanisms
• to 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
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Area 2.3 - Management of the Programme
The Students
The Programme Team
The Programme
The Students must :
• be provided with the
most current
information of
programme aims,
out-line, learning
outcomes and
assessment methods
The Programme must :
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 above )
• have a coordinator
and a team of
appropriate staff
• have authority and
established
procedures
• be given adequate
resources
- for implementation
and evaluation for
quality improvement
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Area 2.3 - Management of the Programme - cont
The Department
• must provide the student a
conducive learning
environment where scholarly
and creative achievements are
nurtured
Innovations to teaching and
learning
• should be developed,
supported and
• be done in consultation with
principal stakeholders and
• Review and evaluation involve
external expertise nationally
and internationally
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Area 2.4 Linkages with External Stakeholders
The Programme team should
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
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
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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.
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Area 3.1- Relationship between Assessment
and Learning
Assessment
• 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
Assessment & Learning
Outcomes
• The link between assessment
and learning outcomes should
be reviewed periodically to
ensure its effectiveness
of learning outcomes and
programme standards
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Area 3.2- Assessment Methods
Frequency,
methods, & criteria
of student
assessment
Assessment
• must be documented and
communicated to students on
commencement of the programme
• must be summative and formative
• a variety of methods and tools must
be used to assess learning outcomes
• must be there to ensure validity,
Mechanisms
reliability, consistency and fairness
of assessment methods
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Area 3.2- Assessment Methods - cont
Assessment System
Methods of
Assessment
Review of
Assessment System
• must be reviewed periodically
• should be comparable to
international best practices
• should be done in consultation
with external experts, both local
and international
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Area 3.3 - Management of Student Assessment
Student
assessment
results
Student
assessment
methods
- must be
communicated
within
reasonable time
- must follow
established
procedures and
regulations
-changes must
be
communicated
to students prior
implementation
Mechanisms
-must be there
to ensure
security of
assessment
documents
and records
Grading,
assessment and
appeals
- policies
and
practices
must be
publicised
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Area 3.3 - Management of Student Assessment - cont
The department
and its academic
staff
Independent
external scrutiny
• must have sufficient autonomy in
management of student assessment
• should be there to evaluate and
improve the student assessment
management – formal certification
of the processes
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