Workshop on Self Assessment Exercise at NTU Faisalabad by wuyunyi




University of the Punjab,
Quaid-e-Azam Campus,
    Lahore 54590.










Famous Quotes Related to
(Aristotle 384 BC-322 BC, Greek Philosopher and Scientist,
     Student of Plato and Teacher of Alexander the Great)
“Quality is never an accident; it is always the
result of high intension, sincere effort, intelligent
direction, and skillful execution; it represents the
wise choice of many alternatives”.
(Quality in Education by Willa A Foster)
“Quality begins on the inside…and then
works its way out”.
(Bob Moawad, Quality Quotes)
“Quality in a product or service is not what
the supplier puts in; it is what the customer
gets out and is willing to pay”.
   (Peter F Drucker, American Management Guru)
Must be based on the fact that “Quality is not the
responsibility of an individual; rather it is the
responsibility of all”, a complete Quality
Enhancement Cell must work in close
collaboration with the Vice Chancellor to get its
functions through.
What is Quality?
             Defining Quality
A survey of literature reveals “quality” as one
of the widely defined terms:
High degree of goodness (Longman Dictionary of
Contemporary English)
A degree or level of excellence (The Oxford Large Print
The standard of excellence of something often a high
standard (Cambridge International Dictionary of
Doing the right things right (W. Edwards Deming Pioneer
of the quality movement in industry)
              What is Quality?
  It has to do something with a certain degree of
  effectiveness or excellence and satisfaction

  In academic scenario it means satisfaction of all
  the stakeholders

Whether “the satisfaction of all the stakeholders is
relevant to your programme or not”........
Four – Fold dimensions to help understand the
term “quality” as applied in Higher Education

  Quality as excellence

  Quality as fitness for purpose

  Quality as value for money

  Quality as transformation
   What is Quality Assurance?
Its a way by which managers satisfy themselves
and monitor that control mechanisms are
working to maintain and enhance standards.

Refers generally to all planned and systematic
actions or processes necessary for providing
adequate    confidence to managers that a
product or a service will satisfy the specified
requirements for quality.
  A sustainable quality assurance

Enhances employment opportunities

Improves the education and training of future

Harnesses/ Connect future leaders

Facilitates an enabling learning environment

Enriches    the   academic   and    intellectual
QECs serve as focal points for quality assurance
in the institutions in order to improve and
uphold the quality of higher education.

Capacity   building    of   academia   in   quality
assurance is one of the key functions of QAA and
subsequently of QEC.
Assessment    is   a   systematic   process   of   gathering,
reviewing    and   using    important    quantitative    and
qualitative data and information from multiple and
diverse sources about educational programs, for the
purpose of improving students learning, and evaluating
whether academic and learning standards are being met.
In other words, what will graduates know, are able to do,
or value when they complete an academic program and
how do we know these things about our students.

One cycle of assessment completes when assessment
results are used to improve students learning.
         Self Assessment
Self-assessment is an important tool
for   quality assurance and provides
feedback for management to initiate
action plans for the improvement.
         Faculty Involvement
For Academic Program Assessment, the most
important factor is the participation of all faculty

Each department appoints a Program Team (PT)
which will prepare a Self Assessment Report
(SAR) and ensures the conformance of the
program to all the relevant criteria and standards
as stipulated in Self Assessment Manual(SAM), in
coordination with the members of QEC.
  Size of PT can be determined
according to the size of department

Sr. #   Number of Students in   PT Members
           a Department

  01          Up to 300           3 PTM + 1
  02          300 - 1000          5 PTM + 1
  03        1000 and above        6 PTM + 1
Desired Qualities of Program Team Member
Commitment to the principles of quality in higher education
and the policies set by HEC, provided in the form of SAM.

Ability to work in teams.

An enquiring disposition, power of analysis and judgment.

Experience of organization and management, particularly in
relation to teaching and learning matters, time management

  High standards of oral and written communication skills.

  To be proactive than reactive

  Initiate improvements to achieve academic excellence

  Systematize the process of self assessment

  To be current and take a leadership role
   Criteria for Self Assessment

The self assessment of an institution /
organization is based on several criteria.

To meet each criterion; a number of
standards must be satisfied. The following
part of this presentation illustrates criteria
and standards for self assessment by
Program Team.
Elements Of A Successful Assessment Program

    Purpose identification
    Outcomes identification
    Measurement and evaluation design
    Data collection
    Analysis and evaluation
    Decision-making regarding corrective
    and preventive actions to be taken.
Objectives of Self Assessment
Improvement and maintenance of academic

Enhancement of student’s learning.

Verification of the existing programs to meet
their objectives and institutional goals.

Providing feedback for quality assurance of
academic programs.

Prepare the academic program for review by
discipline councils (HEC).
Process of Generating SAR
Table A.2 Assessment Results Implementation Plan Summary

      AT      Corrective   Implementation   Responsible   Resources
   findings    Action           Date           Body        Needed




  Chairman's Comments
  Name & Signature

  Dean’s Comments
  Name & Signature

  QEC Comments
  Name & Signature

                   Assessment Team
                   joins here

Corrective Measures
Benefits of an Academic Program
      Assessment Process
  Identify Program Weakness

  Take     Financial   Decisions   based   on
  academic priorities

  Provide information to constituents on
  the quality of education students receive

  Ensure     continuous    improvement     of
  programs and curricula
The self-assessment is based on several
criteria.    To    meet    each   criterion   a
number of standards must be satisfied.
There       are   eight   criterion   for   self
assessment manual provided by HEC.
Next section describes each criterion and
its associated standards.
     Criteria & Standards
Program Mission, Objectives and Outcomes

Curriculum Design and Organization

Laboratories and Computing Facilities

Student Support and Guidance

Process Control


Institutional Facilities

Institutional Support
Criterion-1: Program Mission, Objectives
               & Outcomes

   Intent: Each program must have a
   mission,    quantifiable    measurable
   objectives and expected outcomes for
   graduates. Outcomes include competency
   and tasks graduates are expected to
   perform after completing the program.
Why do we need a Program Mission Statement

 Mission statement is the guiding philosophy of
 all   activities.   Such   statements   provide   the
 foundation which supports all other aspects of
 program assessment. Mission statements clarify
 the program to all stakeholders (faculty, staff,
 student, alumni, potential donors, etc.), allowing
 programs to focus their resources and efforts on
 issues that are critical to the mission.
  What is Mission Statement ?

It is a brief description of an institution’s
fundamental purpose and articulates the
rationale   of   its   existence    to   the
stakeholders. At the very least the mission
statement must convey the institution’s
purpose in a way that inspires commitment,
innovation and courage.
   The Programme Mission Statement should

 Be in line with University’s Mission Statement
 Express your faculty/department/programme’s purpose
  in a way that inspires support and ongoing commitment
 Motivate the stakeholders
 Be convincing and easy to grasp
 Use proactive verbs to describe “what, why and how”
 Explain reason for it’s existence
 Be free of jargon
 Be short enough so that anyone related to the
  faculty/department/programmes can repeat it.
 How to Write / Revisit a Mission Statement
Step 1 (Ask Questions while writing Mission Statements)
  Does the mission statement communicate your
   Is it short and concise?
   Is it specific enough to be distinctive?
  Does it give you guidance to determine your
  Is it inclusive of all your activities? If not, do you
  need to broaden your mission or narrow your
   Does it inspire you? bestow
Step 2 (Process to create or review mission statement)

  To ensure relevance, it is important to review the
  mission statement periodically
  Review every three years or whenever there is
  significant   change
  Engage    faculty    members,    programme     team
  members or key volunteers in the process
  At onset, clarify roles
  Typically the Head will play a leadership role and is
  responsible for approving / adopting the final
  mission    statement                    Continue…
Step 2 contd. (Process to create or review
           mission statement)

 Consultative Working Group meeting is effective
 to develop or update a mission statement, but
 final fine tuning is best done by an individual or
 smaller sub committee.
 The mission statement cannot be developed in a
 single meeting.
 A neutral facilitator/moderator can be helpful to
 bring the discussion to resolution.
Example of a well defined Mission Statement
“The mission of the civil engineering program is to
prepare students for professional engineering and
management positions in all phases of civil engineering
projects. The program will provide a broad educational
background with a foundation in basic engineering and
business    principles.   These    basic     skills   will   be
complemented by advanced topics in engineering design,
management, finance, computer application, and real
world civil engineering experiences throughout the
Baccalaureate Degree program”. (Department of Civil
Engineering, Western Kentucky University).
  Characteristics of Program Objectives
   Clearly related to the Faculty Mission

   Reflective of Program priorities in the long term

   Illustrates the ideal graduates of the program

   Represents faculty aspirations of the program

   Focus on the core characteristics of program graduates.

What is a Program Outcome?
 A program outcome is a specific, measurable, statement of
 what student should know, be able to do, or value when they
 complete    a     program,      course     or      sequence   of
 courses/experiences/activities. All academic programs should
 include program outcomes and their assessment plan.
Criterion-2: Curriculum Design & Organization

  Intent:   The curriculum must be designed and
  organized to achieve the program’s objectives and
  outcomes. Also course objectives must be in line
  with program outcomes. Curriculum standards are
  specified in terms of credit hours of study. A
  semester credit hour equals one class hour or two
  to three laboratory hours per week. The semester is
  approximately of fifteen weeks.
Criterion-3: Laboratories & Computing

Intent:    Laboratories    and        computing
facilities must be adequately available and
accessible to faculty members and students
to support teaching and research activities.
In addition departments may benchmark
with   similar   departments     in   reputable
institutions to identify their shortcomings if
Criterion-4: Student Support & Advising

 Intent: Student must have an adequate
 support to complete the program in a timely
 manner and must have ample opportunity to
 interact with their instructors and receive
 timely advice about program requirements
 and career alternatives.
     Criterion-5: Process Control

Intent: The processes by which major
functions are delivered must be in place,

controlled,      periodically    reviewed       and

continuously      improved.     To      meet    this

criterion    a   set   of   standards    must    be

          Criterion-6: Faculty

Intent: Faculty members must be current
and active in their discipline and have the
necessary technical depth and breadth to
support   the   program.     There         must   be
enough    faculty    members          to    provide
continuity   and    stability,   to    cover      the
curriculum adequately and effectively, and
to allow for scholarly activities.
Criterion-7: Institutional Facilities

Intent: Institutional facilities, including

library, computing facilities, classrooms

and offices must be adequate to support

the objective of the program.
  Criterion-8: Institutional Support

Intent: The institution’s support and the
financial resources for the program must be

sufficient to provide an environment in

which   the   program     can    achieve   its

objectives and retain its strength.
            Scoring of Criterion Items
  The visiting team is required to award the score by encircling
                one of the entries against each item

                      Results                          Scores
Poor performance in most of the areas.                     1
Fair performance in most of the areas.                     2
Good performance for most areas.                           3
No poor performance in any areas.
Good to excellent performance in all areas.                4
Excellent performance in all areas.                        5
             Scoring of Criterion Items
Criterion 1 – Program Mission, Objectives and               Weight=0.05

                       Factors                                Scores

Does the program have documented measurable 1                2   3   4    5
objectives that support faculty / college and institution
mission statement?
Does the program have documented outcomes for 1              2   3   4    5
graduating students?
Do these outcomes support the program objectives?      1     2   3   4    5

Are the graduating students capable of performing 1          2   3   4    5
these outcomes?
Does the department assess its overall performance 1         2   3   4    5
periodically using quantifiable measureable?
              Scoring of Criterion Items
Criterion 1 – Program Mission, Objectives and             Weight=0.05

                         Factors                            Scores

Is the result of the Program Assessment documented? 1      2   3   4    5

SCORE (S1)= [TV / (No. of Question * 5)] * 100 * Weight
             Scoring of Criterion Items
Criterion 2 – Curriculum Design and Organization           Weight=0.20

                       Factors                               Scores

Is the curriculum consistent?                         1     2   3   4    5

Does the curriculum        support   the   program’s 1      2   3   4    5
documented objectives?
Are theoretical background, problem analysis and 1          2   3   4    5
solution design stressed within the program’s core
Does the curriculum satisfy the core requirements laid 1    2   3   4    5
down by the respective accreditation bodies? (refer to
appendix A of the SAM)
Does the curriculum satisfy the major requirements 1        2   3   4    5
laid down by HEC and the respective councils /
accreditation bodies? (refer to appendix A of the SAM)
             Scoring of Criterion Items
Criterion 2 – Curriculum Design and Organization           Weight=0.20

                       Factors                               Scores

Does the curriculum satisfy the general education, 1        2   3   4    5
arts   and professional        and   other    discipline
requirements as laid down by the respective councils /
accreditation bodies? (refer to appendix A of the SAM)
Is the information technology component integrated 1        2   3   4    5
throughout the program?
Are oral and written skills of the students developed 1     2   3   4    5
and applied in the Program?
SCORE (S2)= [TV / (No. of Question * 5)] * 100 * Weight
             Scoring of Criterion Items
Criterion 3 – Laboratories and Computing Facilities       Weight=0.10

                       Factors                              Scores

Are laboratories manuals / documentation /instruction 1    2   3   4    5
etc. for experiments available and readily accessible
to faculty and students?
Are there adequate number of support personnel for 1       2   3   4    5
instruction and maintaining the laboratories?

Are the university’s infrastructure and facilities 1       2   3   4    5
adequate to support the program’s objective?

SCORE (S3)= [TV / (No. of Question * 5)] * 100 * Weight
             Scoring of Criterion Items
Criterion 4 – Student Support and Advising                Weight=0.10

                       Factors                              Scores

Are the courses being offered in sufficient frequency 1    2   3   4    5
and number for the students to complete the program
in a timely manner?
the courses in the major area structured to optimized 1    2   3   4    5
interaction between the students, faculty and teaching

Does the university provide academic advising on 1         2   3   4    5
course decisions and career choices to all students?

SCORE (S4)= [TV / (No. of Question * 5)] * 100 * Weight
              Scoring of Criterion Items
Criterion 5 – Process Control                                     Weight=0.15

                         Factors                                    Scores

Is the process to enroll students to a program based on 1          2   3   4    5
quantitative and qualitative criteria?
Is the process above clearly documented and periodically 1         2   3   4    5
evaluated to ensure that it is meeting its objectives?
Is the process to register students in the program and 1           2   3   4    5
monitoring their progress documented?
Is the process above periodically evaluated to ensure that it 1    2   3   4    5
is meeting its objectives?
Is the process to recruit and retain faculty in place and 1        2   3   4    5
Are the processes for faculty evaluation and promotion 1           2   3   4    5
consistent with the institution mission?
              Scoring of Criterion Items
              Criterion 5 – Process Control                      Weight=0.15

                          Factors                                  Scores

Are the processes in 5 and 6 above periodically evaluated to 1    2   3   4    5
ensure that they are meeting their objectives?
Do the processes and procedures ensure that teaching and 1        2   3   4    5
delivery of course material emphasize active learning and
that course learning outcomes are met?
Is the process in 8 above periodically evaluated to ensure 1      2   3   4    5
that it is meeting its objectives?
Is the process to ensure that graduates have completed the 1      2   3   4    5
requirements of the program based on standards and
documented procedures?
Is the process in 10 above periodically evaluated to ensure 1     2   3   4    5
that it is meeting its objectives?
SCORE (S5)= [TV / (No. of Question * 5)] * 100 * Weight
             Scoring of Criterion Items
Criterion 6 – Faculty                                   Weight=0.20

                        Factors                           Scores

Are there full time faculty members to provide 1         2   3   4    5
adequate coverage of the program areas / courses
with continuity and stability?
Are the qualifications and interests of the faculty 1    2   3   4    5
members sufficient to teach all courses, plan, modify
and update courses and curricula?
Do the faculty members process a level of 1              2   3   4    5
competence that would be obtained through graduate
work in the discipline?
Do the majority of faculty members hold a Ph. D 1        2   3   4    5
degree in their discipline?
             Scoring of Criterion Items
Criterion 6 – Faculty                                        Weight=0.20

                        Factors                                Scores

Do the faculty members dedicate sufficient time to 1          2   3   4    5
research to remain current in their disciplines?

Are there mechanisms          in   place   for   faculty 1    2   3   4    5
Are faculty members motivated and satisfies so as to 1        2   3   4    5
excel in their profession?
SCORE (S6)= [TV / (No. of Question * 5)] * 100 * Weight
              Scoring of Criterion Items
Criterion 7 – Institutional Facilities                      Weight=0.10

                          Factors                                Score

Does the institution have the infrastructure to support 1    2    3   4   5
new trends such as e-learning?

Does the library contain technical collection relevant 1     2    3   4   5
to the program and is adequately staffed?

Are the class rooms and offices adequately equipped 1        2    3   4   5
and capable of helping faculty carry out their
SCORE (S7)= [TV / (No. of Question * 5)] * 100 * Weight
             Scoring of Criterion Items
Criterion 8 – Institutional Support                         Weight=0.10

                       Factors                                Scores

Is their sufficient support and finances to attract and 1    2   3   4    5
retain high quality faculty?

Are there an adequate number of high quality 1               2   3   4    5
graduate students, teaching assistants and Ph.D.
SCORE (S8)= [TV / (No. of Question * 5)] * 100 * Weight
           Scoring of Criterion Items
Overall Assessment Score= S1 + S2 + S3 + S4 + S5 + S6
+S7 + S8



             (To be used by QEC)
Does the report contain primary contact person and
                                                                 Y   N
 Does the report clearly indicate the name of the program, the
college to which it reports, and the year covered by the         Y   N
 Does the report contain a summary of the assessment
                                                                 Y   N
method (s) for outcome assessed?
Does the report contain a summary of the assessment results?
                                                                 Y   N
Dees the report identify the group (s) who participated in the
                                                                 Y   N
discussion of the assessment results and proposed changes?
Does the report provide specific recommendations for
                                                                 Y   N
changes or improvements based on the assessment results?
Does he report specify who will be responsible for
                                                                 Y   N
implementing the proposed change(s)?
Does the report identify the resources needed to implement
                                                                 Y   N
the proposed change(s)?
           (To be used by QEC)

Assessment Methods/Results
Does the summary indicate any modifications
from the method (s) outlined in the Program
Assessment Plan?
Does the summary clearly identify the persons
responsible and the procedures employed for
data collection and analysis?
Does the summary provide specific details of the
results of the assessment?
Does the summary identify the extent to which
the outcomes was achieved?
Does the summary provide a description of the
process used to disseminate the results and with
whom they were compared?
Assessment is a Continuous Improvement

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