1. IN THE NAME OF ALLAH, THE MOST MERCIFUL, THE MOST BENEFICENT

2. QUALITY ENHANCEMENT CELL ASSESSMENT PROCESS AND THE ROLE OF ASSESSMENT TEAM

3. QUALITY ENHANCEMENT CELL PROF. DR. AAMIR IJAZ (DIRECTOR QEC & IQTM) University of the Punjab, Quaid-e-Azam Campus, Lahore 54590.

4. CONTENTS ASSESSMENT OF ACADEMIC PROGRAM ELEMENTS OF A SUCCESSFUL ASSESSMENT PROGRAM OBJECTIVES OF SELF ASSESSMENT STEPS / PROCEDURE FOR SELF ASSESSMENT BENEFITS OF AN ACADEMIC PROGRAM ASSESSMENT PROCESS CRITERIA AND STANDARDS SCORING OF CRITERION ITEMS (Rubric Form) ASSESSMENT TEAM REPORT FORM

5. ASSESSMENT 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 student 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 these things about our students. One cycle of assessment completes when assessment results are used to improve student learning.

6. 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.

7. OBJECTIVES OF SELF ASSESSMENT Improvement and maintenance of academic standards. 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).

8. STEPS / PROCEDURE FOR SA Each academic program shall undergo a self assessment every two years. The QEC is responsible for planning, coordinating and following up the self assessment (SA) activities. The steps of procedure for SA are as follows:- Department forms the Program Team (PT) that will be responsible for preparing SAR (The PT will act as the contact group during the assessment process). QEC reviews after receiving the SAR within one month to ensure that it is prepared according to the required format.

9. STEPS / PROCEDURE FOR SA The VC forms the Assessment Team (AT) in consultation with the concerned Dean based on the recommendation of QEC. The AT comprises of 2-3 faculty members within or outside the university. The AT must have at least one expert in the area of the assessed program. QEC plans and fixes Assessment Team (AT) visit to the concerned department. AT conducts assessment and present its findings in an exit meeting to QEC, Dean, PT and faculty members.

10. STEPS / PROCEDURE FOR SA QEC shall submit an executive summary on the AT findings to the Vice Chancellor. Department shall prepare and submit an implementation plan to QEC based on the AT findings. The plan must include AT findings and the corrective actions to be taken, assignment of responsibility and a time frame for such actions. Table A.2 on slide No. 13 Follow up the implementation plan by QEC.

11. QEC initiates SA through the dean one semester prior to the assessment Department forms the PT that will be responsible for preparing SAR QEC reviews the Documentation within one month SAR Complete The Vice Chancellor / Rector forms the AT in consultation with the concerned dean based on the recommendation of the QEC YES NO Fig. 1 Self Assessment Procedure

12. QEC plans and visit the concerned department The AT conducts assessment and presents its findings to QEC, Dean, PT and dept. faculty The QEC submits an executive summary to the Vice Chancellor / Rector Department prepares implementation plan as in table A.2 Follow up of the implementation plan by QEC Legend · QEC: Quality Assurance Committee · PT: Program Team · SA: Self Assessment · SAR: Self Assessment Report

13. AT findings Corrective Action Implementation Date Responsible Body Resources Needed 1 2 3 Chairman's Comments Name & Signature Dean’s Comments Name & Signature QEC Comments Name & Signature Table A.2 Assessment Results Implementation Plan Summary

14. 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

15. CRITERIA 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.

16. CRITERIA AND STANDARDS Program Mission, Objectives and Outcomes Curriculum Design and Organization Laboratories and Computing Facilities Student Support and Guidance Process Control Faculty Institutional Facilities Institutional Support

17. CRITERION 1 : PROGRAM MISSION, OBJECTIVES AND 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.

18. 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.

19. 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).

20. 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.

21. CRITERION 2 : CURRICULUM DESIGN AND 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.

22. CRITERION 3: LABORATORIES AND COMPUTING FACILITIES 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 any.

23. CRITERIAN- 4 : STUDENT SUPPORT AND 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.

24. 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 satisfied.

25. 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.

26. CRITERION 7 : INSTITUTIONAL FACILITIES Intent: Institutional facilities, including library, computing facilities, classrooms and offices must be adequate to support the objective of the program.

27. 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.

28. Scoring of Criterion Items The visiting team is required to award the score by encircling one of the entries against each item ResultsScores Poor performance in most of the areas.1 Fair performance in most of the areas.2 Good performance for most areas. No poor performance in any areas. 3 Good to excellent performance in all areas.4 Excellent performance in all areas.5

29. Scoring of Criterion Items Criterion 1 – Program Mission, Objectives and Outcomes Weight=0.05 FactorsScores Does the program have documented measurable objectives that support faculty / college and institution mission statement? 1 2 3 4 5 Does the program have documented outcomes for graduating students? 1 2 3 4 5 Do these outcomes support the program objectives?1 2 3 4 5 Are the graduating students capable of performing these outcomes? 1 2 3 4 5 Does the department assess its overall performance periodically using quantifiable measureable? 1 2 3 4 5

30. Scoring of Criterion Items Criterion 1 – Program Mission, Objectives and Outcomes Weight=0.05 FactorsScores Is the result of the Program Assessment documented?1 2 3 4 5 SCORE (S1)= [TV / (No. of Question * 5)] * 100 * Weight

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

32. Scoring of Criterion Items Criterion 2 – Curriculum Design and OrganizationWeight=0.20 FactorsScores Does the curriculum satisfy the general education, arts and professional and other discipline requirements as laid down by the respective councils / accreditation bodies? (refer to appendix A of the SAM) 1 2 3 4 5 Is the information technology component integrated throughout the program? 1 2 3 4 5 Are oral and written skills of the students developed and applied in the Program? 1 2 3 4 5 SCORE (S2)= [TV / (No. of Question * 5)] * 100 * Weight

33. Scoring of Criterion Items Criterion 3 – Laboratories and Computing FacilitiesWeight=0.10 FactorsScores Are laboratories manuals / documentation /instruction etc. for experiments available and readily accessible to faculty and students? 1 2 3 4 5 Are there adequate number of support personnel for instruction and maintaining the laboratories? 1 2 3 4 5 Are the university’s infrastructure and facilities adequate to support the program’s objective? 1 2 3 4 5 SCORE (S3)= [TV / (No. of Question * 5)] * 100 * Weight

34. Scoring of Criterion Items Criterion 4 – Student Support and AdvisingWeight=0.10 FactorsScores Are the courses being offered in sufficient frequency and number for the students to complete the program in a timely manner? 1 2 3 4 5 the courses in the major area structured to optimized interaction between the students, faculty and teaching assistants? 1 2 3 4 5 Does the university provide academic advising on course decisions and career choices to all students? 1 2 3 4 5 SCORE (S4)= [TV / (No. of Question * 5)] * 100 * Weight

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

36. Scoring of Criterion Items Criterion 5 – Process ControlWeight=0.15 FactorsScores Are the processes in 5 and 6 above periodically evaluated to ensure that they are meeting their objectives? 1 2 3 4 5 Do the processes and procedures ensure that teaching and delivery of course material emphasize active learning and that course learning outcomes are met? 1 2 3 4 5 Is the process in 8 above periodically evaluated to ensure that it is meeting its objectives? 1 2 3 4 5 Is the process to ensure that graduates have completed the requirements of the program based on standards and documented procedures? 1 2 3 4 5 Is the process in 10 above periodically evaluated to ensure that it is meeting its objectives? 1 2 3 4 5 SCORE (S5)= [TV / (No. of Question * 5)] * 100 * Weight

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

38. Scoring of Criterion Items Criterion 6 – FacultyWeight=0.20 FactorsScores Do the faculty members dedicate sufficient time to research to remain current in their disciplines? 1 2 3 4 5 Are there mechanisms in place for faculty development?1 2 3 4 5 Are faculty members motivated and satisfies so as to excel in their profession? 1 2 3 4 5 SCORE (S6)= [TV / (No. of Question * 5)] * 100 * Weight

39. Scoring of Criterion Items Criterion 7 – Institutional FacilitiesWeight=0.10 FactorsScore Does the institution have the infrastructure to support new trends such as e-learning? 1 2 3 4 5 Does the library contain technical collection relevant to the program and is adequately staffed? 1 2 3 4 5 Are the class rooms and offices adequately equipped and capable of helping faculty carry out their responsibilities? 1 2 3 4 5 SCORE (S7)= [TV / (No. of Question * 5)] * 100 * Weight

40. Scoring of Criterion Items Criterion 8 – Institutional SupportWeight=0.10 FactorsScores Is their sufficient support and finances to attract and retain high quality faculty? 1 2 3 4 5 Are there an adequate number of high quality graduate students, teaching assistants and Ph.D. students? 1 2 3 4 5 SCORE (S8)= [TV / (No. of Question * 5)] * 100 * Weight

41. Scoring of Criterion Items Overall Assessment Score= S1 + S2 + S3 + S4 + S5 + S6 +S7 + S8 = Remarks: _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

42. ASSESSMENT TEAM’S REPORT FORM (To be used by QEC)

43. ASSESSMENT TEAM REPORT FORM (To be used by QEC)

44. Assessment is a Continuous Improvement

45. THANK YOU