แนวทางพัฒนา การเขียน SAR ระดับหลักสูตร ปรีชา เติมสุขสวัสดิ์ 14 ธันวาคม 2558 คณะครุศาสตร์อุตสาหกรรม สถาบันเทคโนโลยีพระจอมเกล้าเจ้าคุณทหารลาดกระบัง

ความพึงพอใจของลูกค้า ดีเยี่ยม เป็นไปตามที่กำหนด เพิ่มคุณค่า ความเหมาะสมกับวัตถุประสงค์ ความคุ้มค่า

21st Century Education 20th Century Education. 21st Century Education. Time-based Outcome-based Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension and application. Learning is designed on upper levels of Blooms’ – synthesis, analysis and evaluation (and include lower levels as curriculum is designed down from the top.) Textbook-driven Research-driven Passive learning Active Learning Learners work in isolation – classroom within 4 walls Learners work collaboratively with classmates and others around the world – the Global Classroom Teacher-centered:  teacher is center of attention and provider of information Student-centered:  teacher is facilitator/coach Little to no student freedom Great deal of student freedom Fragmented curriculum Integrated and Interdisciplinary curriculum Source: http://www.21stcenturyschools.com/what_is_21st_century_education.htm Education in the 21st Century

What is Quality Assurance (QA)? Quality assurance can be described as the systematic, structured and continuous attention to quality in terms of maintaining and improving quality. Source: AUN-QA Manual for the Implementation of the Guidelines, P20 Quality assurance in higher education can be defined as systematic management and assessment procedures to monitor performance of higher education institutions. Source: The Regional Report of Asia and the Pacific (UNESCO, 2003b) QA in Higher Education

http://www.aunsec.org/publications.php Bangkok Accord 2000 2004 2006 2007 2011 Establishment Initiation Implementation Improvement http://www.aunsec.org/publications.php

AUN-QA Model for Higher Education Quality Assurance at Programme Level Stakeholders Satisfaction Quality Assurance and (Inter)national Benchmarking How ELO’s are translated into the programme and can be achieved via teaching and learning strategy and student assessment Input of the process: academic and support staff, student quality, student advice and support, and facilities and infrastructure Quality assurance process of teaching and learning, staff development and stakeholders feedback Outcomes of the learning process: pass rates, dropout rates, average time to graduate, employability of the graduates, and research activities Expected Learning Outcomes A c h i e v e m e n t s Expected Learning Outcome (ELO) เป็นเป้าประสงค์ของหลักสูตร ที่สร้างความพึงพอใจตอผู้มีส่วนได้ส่วนเสีย row ที่ 1(สีฟ้า) แสดงการดำเนินการในกระบวนการต่างๆ เพื่อให้เกิด ELOs row ที่ 2 (สีฟ้าอ่อน) เป็น input ของกระบวนการต่างๆ row ที่ 3 (สีส้ม) เป็นกระบวนการที่ทำให้เกิดการประกันคุณภาพ และ row ที่ 4 (สีเขียว) เป็น outcomes ของกระบวนการเรียนรู้ เพื่อการพัฒนาให้อยู่ในระดับสูงขึ้น

AUN-QA Model for Higher Education Quality Assurance at Programme Level Stakeholders Satisfaction Quality Assurance and (Inter)national Benchmarking Programme Specification Programme Structure & Content Teaching & Learning Strategy Student Assessment Academic Staff Quality Support Staff Quality Student Quality Facilities & Infrastructure Quality Assurance of Teaching & Learning Stakeholder Feedback Pass Rates Drop Out Rates Employability Expected Learning Outcomes A c h i e v e m e n t s Student Advice & Support Staff Development Activities Graduation Time Research 1 2 3 4 5 11 12 13 15 10 6 7 8 9 14 หลักคิดดังกล่าวถูกถอดเป็นการดำเนินงานอย่างเป็นระบบ เพื่อสร้างความมั่นใจในคุณภาพของบัณฑิต รวมทั้งคำนึงถึงการพัฒนาอยางต่อเนื่อง

Business Process Marketing Research Materials, Man, Machine, Method Customer / Social Design Production Sale Product spec. Design Process Product Monitor, Control and Improvement (QC and QI to get QA)

AUN-QA Marketing Research Design Production Sale Design Product spec. (Man) Academic staff quality (6) Support staff quality (7) Staff development activities (12) (Machine) Facilities and Infrastructure (10) Program Spec (2) Employer / Social Design Production Sale Design Product spec. (ELO) (1) Design Process Design Program Structure and Content (3) (Material) Admission (Student quality (8)) (Method) Student Advice and support (9) Output (14) Outcome (Stakeholder satisfaction (15)) (Method) Teaching and Learning strategy (4) (Method) student assessment (5) Monitor, Control and Improvement (Quality Assurance of Teaching and Learning Process) (11) and Stakeholders feedback (13))

Looking at the Quality and Improvement Activities 7-point rating scale for quality assessment Meaning of the Value Looking at the Quality and Improvement Activities 1 = nothing (no documents, no plans, no evidence) present 1 = absolutely inadequate; immediate improvements must be made 2 = this subject is in the planning stage 2 = inadequate, improvements necessary 3 = documents available, but no clear evidence that they are used 3 = inadequate, but minor improvements will make it adequate 4 = documents available and evidence that they are used 4 = adequate as expected (meeting AUN-QA guidelines and criteria) 5 = clear evidence on the efficiency of the aspect 5 = better than adequate (exceeding AUN-QA guidelines and criteria) 6 = example of best practices 7 = excellent (world-class or leading practices)

1 Criteria, 2 Description, 3 Checklist, 4 Explanation, 5 Diagnostic question, 6 Sources of Evidence ` Translated to sub-criterion in the checklist 3 List in the AUN Guidelines 6 4

คู่มือการประกันคุณภาพการศึกษา CUPT QA ฉบับปีการศึกษา 2557 1 Criteria, 2 Description, 3 Checklist, 4 Explanation, 5 Diagnostic question, 6 Sources of Evidence 1 2 3 4 5 6

AUN-QA Criterion 1 Expected Learning Outcomes [1] The curriculum is developed to promote learning, learning how to learn and to instill in students a commitment of lifelong learning (e.g. commitment to critical inquiry, development of study and information-processing skills, a willingness to experiment with new ideas and practices). [2] The curriculum offers to graduates the ability to do advanced studies, to develop their own personality, to have an academic attitude and to be competent in their field of study. The graduates should also have transferable skills, leadership skills, and should be oriented to the job market and be able to develop their careers. [3] The curriculum has clearly formulated learning outcomes, reflecting the relevant demands and needs of all stakeholders. CUPT QA หน้า 31

Expected Learning Outcome (AUN 1) The curriculum promote life-long learning (learn how to learn) The curriculum develop ability to do advanced study, also transferable skills, leadership skills, relevant to job market ELO reflect demands and needs of all stakeholders

AUN-QA Criterion 1 Expected Learning Outcomes Diagnostic questions Why are we educating? What is the educational philosophy behind the programme? What are the expected learning outcomes? How are the programme learning outcomes formulated? Do the learning outcomes reflect the department’s goals? Does the labour market set any specific requirements for graduates to meet? To what extent and how do we try to tune the programme to the labour market? Is there a well-defined job profile? How are the learning outcomes made known to staff and students? To what extent do we think that the learning outcomes have been achieved? Do we review the learning outcomes? How are the learning outcomes translated into the concrete requirements of the graduate (i.e. knowledge, skills and attitudes; and professional ethics)?

Program Structure and Content (AUN 3) Curriculum meet the needs of stakeholders (includes vision and mission of the institution) Curriculum shows balance between specialized content and generic knowledge and skill Curriculum map to relate curriculum graduate competence and expected outcome of each course Curriculum shows basic course, intermediate course and specialize course

Program Specification (AUN 2) University publishes program spec. Program spec. Intended outcome: knowledge, key skills, cognitive skills, subject specific skill Teaching and learning method Assessment method Program specification must be explicit, concise and understandable

Teaching and Learning Strategy (AUN 4) Quality learning Facilitate learning Student-dependent approach Relax, supportive, collaborative and informal learning environment Promoting individual responsibility for learning Action learning Facilitate learning to learn

Student Quality (AUN 8) Intake policy Admission process Study load Correspond with prescribed load Equally divided over and within academic year Measure when actual load deviates from prescribed load

Student Assessment (AUN 5) Assessment cover: Student Entrance, Progress and Exit Exam Variety of assessment method Criteria reference method Combination of peer-, self- and teacher assessment Standard, scope and weight of assessment are clear and accessible Standards applied in assessment are explicit and clear Assessment response diagnostic, formative and summative purpose Reliability and validity of assessment Appeal procedure

Student Advices and Support (AUN 9) Student progress Systematic monitored Feedback and corrective action Supportive learning environment Physical, Social and psychological environment

Academic Staff Quality (AUN 6) Competent and sufficient Recruit Role and responsibility Duty allocation Provision for review, consultation and redeployment Appraisal Promotion Termination, retirement and benefit

Supporting Staff Quality (AUN 7) Competent and sufficient Library staffs Computer staffs Laboratory staffs Administrative staffs

Staff Development Activities (AUN 12) Staff training and development needs Systematically identified Related to individual aspiration, curriculum and institution requirement Staff development plan Implementation Effectiveness of deployment

Facilities and Infrastructure (AUN 10) Keywords: adequate and up-to-date Lecture facilities Library Laboratory Computer facilities Environmental health and safety

Output (AUN 14) Regards of student achievement and needs of stakeholder Pass rate Average time to study Employability Research activities

Stakeholders Feedback (AUN 13) Adequate structure feedback from all stakeholders Labour market Student Alumni Staff

Stakeholder Satisfaction (AUN 15) How is data involving stakeholder satisfactory acquired? Use of satisfactory data to improve the program

Quality Assurance of Teaching and Learning Process (AUN 11) Curriculum design Course and curriculum evaluation Evaluation by student Continuous improvement Results from evaluation Stakeholder feedback

Looking at the Quality and Improvement Activities 7-point rating scale for quality assessment Meaning of the Value Looking at the Quality and Improvement Activities 1 = nothing (no documents, no plans, no evidence) present 1 = absolutely inadequate; immediate improvements must be made 2 = this subject is in the planning stage 2 = inadequate, improvements necessary 3 = documents available, but no clear evidence that they are used 3 = inadequate, but minor improvements will make it adequate 4 = documents available and evidence that they are used 4 = adequate as expected (meeting AUN-QA guidelines and criteria) 5 = clear evidence on the efficiency of the aspect 5 = better than adequate (exceeding AUN-QA guidelines and criteria) 6 = example of best practices 7 = excellent (world-class or leading practices)