cqi2-ppt · 2017. 8. 7. · ketua makmal komputer 1988 – 1990 ketua jabatan struktur dan bahan...
TRANSCRIPT
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Prof Dr Shahrin MohammadFakulti Kejuruteraan Awam
Mula berkhidmat 1984 – Fakulti Kejuruteraan AwamKetua Makmal Komputer 1988 – 1990Ketua Jabatan Struktur dan Bahan 1997 – 1998P T k l i M kl t 1998 2001Pengurus Teknologi Maklumat 1998 - 2001Timbalan Dekan (Akademik) 2001-2005Wakil Pengurusan ISO 9001:2000 2001-2005 Pengarah Kualiti Akademik UTM 2005-2007
Certified ISO 9001:2000 Lead Auditor, Facilitator/Trainer ISO 9001:200, Internal AuditorEngineering Accreditation Council Panel of TrainersLAN and MOHE facilitator on MQF Credit System
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LAN and MOHE facilitator on MQF Credit SystemFacilitator/Trainer on Outcome based Approach for Engineering AccreditationFacilitator/Trainer on Quality Assurance for Academic ProgrammeFacilitator/Trainer on Academic Auditing
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Change?
Survey by Harvard Univ.Survey by Harvard Univ.
•• ....largelarge measuremeasure ofof satisfactionsatisfaction withwith technicaltechnicalcompetencecompetence ofof thethe graduatinggraduating studentsstudents……cancan crunchcrunch numbers,numbers, analyseanalyse marketsmarkets…….. ButButwhenwhen itit comescomes toto humanhuman--relationrelation skills,skills,HarvardHarvard isis steppingstepping upup itsits efforteffort…… ThatThat
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pp gpp g ppseemsseems wherewhere improvementsimprovements areare neededneeded....OralOral andand writtenwritten communication,communication, teamwork,teamwork,andand otherother humanhuman skillsskills……
Anything new ?
■ Facts on CQI■ Why CQI?■ How to do it?■ How to do it?
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What is CQI ?
■ The culture, strategies and methods necessary for continual improvement in meeting and exceeding customers' expectations. (www.european-quality.co.uk/index.php)
■ A management approach to improving and maintaining quality that emphasizes internally driven and relatively continuous assessments of potential causes of quality defects, followed by
ti i d ith t idi d i lit laction aimed either at avoiding decrease in quality or else correcting it an early stage.www.qaproject.org/methods/resglossary.html
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Continuous Quality Improvement
The systematic pursuit of excellence and satisfaction of the needs of stakeholders, in a dynamic and
competitive environmentcompetitive environment
Facts on CQI
■ exists only when it is done systematically■ is a dynamic behavior of an organization■ is a dynamic behavior of an organization■ does NOT result from external factors■ can NOT be achieved in isolation■ exists when the continuous pursuit of excellence
motivates and guides the philosophies, planning, policies and processes of the organizationF f CQI i d ti i NOT th i l■ Focus of CQI in education is NOT on the curriculum
■ Foundation of CQI is Assessment
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Facts on CQI
■ Quality improvement comes from within an institution■ Continuous improvement requires integration of■ Continuous improvement requires integration of
defined objectives, performance metrics, & regular assessment
■ Continuous improvement is cyclical. Assessment of performance is the baseline for future assessment
■ Essential to synchronize educational objectives, mission of IHL and needs of stakeholders to achievemission of IHL and needs of stakeholders to achieve CQI
■ CQI can be proven through well documented report and data.
Facts on CQI
■ Success is achieved through meeting the needs of those we serve.those we serve.
■ Most problems are found in processes. CQI does not seek to blame, but rather to improve processes.
■ It is possible to achieve continual improvement through small, incremental changes using the scientific method.
■ Continuous improvement is most effective when it■ Continuous improvement is most effective when it becomes a natural part of the way everyday work is done.
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The BIG Picture
Facts on CQI - 10 principles of CQI
1. Define Quality vs “I know it when I see it”• Each quality outcome should have a specific definition
2. Customer Orientation vs Internal Focus• Each quality indicator is determined by its relationship to improving outcomes
3. Work Process Focus vs End Product Focus• Each quality outcome is designed to be measured according to the extent to which
work processes result in ongoing improvement over time.4. Us Partnerships vs We and They
• Each quality outcome can be achieved only through collaboration.5. Proactive vs Reactive
• Each quality outcome is achieved through planned and deliberate intervention over time, as opposed to end product corrective action.
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cont…6. 100% Quality Attitude vs That’s good enough
• Each quality outcome is attained by an approach that works to achieve the best result7. Management by Facts vs Management by Intuition
• Each quality outcome is attained through successive evaluation of data and • Each quality outcome is attained through successive evaluation of data and adjustment accordingly.
8. Engagement and Empowerment vs “Just follow the plan, man”• Each quality outcome is implemented by collective engagement in designing
successful processes. 9. Quality belongs to everyone vs “We have a quality dept”
• Each quality outcome is implemented through the interactive participation of all components of the system.
10. Continuous means continuous vs “we measure when its over”• Each quality outcome is implemented through the iterative processes of PDCA..
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3 domains of educational goals
(cognitive, psychomotor and
affective)
Taxonomy level
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The three main stages in the Teaching and Learning processes
What do you want
How can you best help the
LearningOutcomes
)
Planning stage
Implementation stage
1
2
ythe students to be
able to do?students to achieve it?
15Assessment stage
3
How will you know that they
have achieved
it?
4How do
you close the loop? How can
you improve?
QA: Quality Assurance Cycle
Approval
Institutional and self study report
by JPT
3 – 5years
Monitoring
Internal QA
Academic Auditing(visit and report)
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Accreditationvisit and report
By “EAC-BEM”“MQA”
Program Audit
Institutional Audit
Self Accrediting Institutions (SAI)
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Leadership, Governance & Administration (8)
Mission, Vision, Educational Objectives &
Monitoring & Program O
LDER
NEE
DS
STIT
UTI
ON
AL
ISSI
ON
ON
SECTION 2 of MQA Code of Practice in Perspective
Educational Resources (6)
Educational Objectives & Learning Outcomes (1)
Academic Staff (5)
Curriculum Design (2a)
Delivery (2b)INPUT (STUDENTS)
Selection (4a)
Review (7)
Student Assessments
(3)
OUTPUT (GRADUATES)
STAK
EHO
AND
INS M
OM
R
S KEH
OLD
ER’S
SAT
ISFA
CTI
O
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Support Services (4b)
Continual Quality Improvements (9)
FEED
BAC
KS
FRO
STAK
EHO
LDER
STAK
STAKEH
OLD
ER’S N
EAN
D IN
STITUTIO
NM
ISSION
LEADERSHIP, GOVERNANCE and QMS(C5)
EAC-BEM ACCREDITATION PRACTICES IN A NUTSHELL
PEO and PO DEVELOPMENT (S3 S4)
PROGRAMME REVIEW FOR STEED
S N
AL FES
FACILITIES (C4)
DEVELOPMENT (S3,S4)
ACADEMIC STAFF (C3)
CURRICULUM DESIGN (C1)
TEACHING AND LEARNING ACTIVITIES (C2,C3)
STUDENTS (C2)
CQI(S4,C4,C5)
PO ASSESSMENT
(S3)
TAKEH
OLD
ER’S SATISFA
C
OUTPUT (GRADUATES)
INPUT
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EEDB
ACK
S FRO
M
STAKEH
OLD
ER
SUPPORTING UNIT AND STAFF(C2,C3)
CTIO
N
INPUT
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EAC - Requirements
…….The process of continual quality improvement shall be demonstrated to be effective with full accountability from the academic staff and to a lesser extent, the supporting staff….
(Clause 7 5 2)(Clause 7.5.2)
Summary Material (Self Assessment) Document - EAC
Describe how and provide evidences that the lt bt i d b thi i di l tiresults obtained by this periodic evaluation are
being used to improve the effectiveness of the programme. (Cl 8.2.2)
Describe the process by which the assessment results are applied to further develop and improve the programme. (Cl 8.2.3)
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Summary Material (Self Assessment) Document - EAC
Describe the process for ensuring continual quality improvement of the programme. Provide evidence on
f ff ffthe participation of academic staff, supporting staff and students in the continual quality improvement process. (Cl 8.8(iii))
Provide all relevant documents and evidences related to Programme Objectives and Programme Outcomes (one copy) as follows:-…(iii) all evidences related to CQI of the programme.
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• Who are your stakeholders?• What are the services/outcomes you produce?• Are your objectives/outcomes understood by your constituencies?
A Guide for Continuous Improvement (taken from the EAC Training Module)
• Are your objectives/outcomes understood by your constituencies?• What services, facilities, and policies must be present if you are to
satisfy your stakeholders? • Does your institutional leadership understand your needs?• What steps do you perform to produce your services/outcomes? • How do you measure your results? • How do you use these measurements to continually improve the y y p
services you provide?• Are you achieving your objectives/oucomes? Are you improving?• Are your constituencies/stakeholders satisfied?
• Form a team that has knowledge of the system needing improvement.
Core Steps in Continuous Improvement
• Define a clear aim.• Understand the needs of the people who are served by
the system.• Identify and define measures of success.• Brainstorm potential change strategies for producing
improvement.p• Plan, collect, and use data for facilitating effective
decision making.• Apply the scientific method to test and refine changes.
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Setting PObj’s
Setting PO’s
Course Mapping
Program Specification
Course Outlines
Prepare performance
criteria
Input from stakeholders
Course Notesand E-
learning materials
Course/teaching
Planning /Developm
ent/ C
uriculum D
esign Stage
TnL Policies and Code of
Practices
Plan made available to students
Incorporating Generic Skills
in T & L
Problem based Learning
Collaborative or Corporative Learning
E-Learning Traditional Approach
Various methods/tools of Assessment and Evaluation
E l ti b L t f h E l ti b St d t d th F lt ll t i
Implem
entation/Deliver/
Teaching Stage
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Evaluation by Lecturers for each course Evaluation by Students and the Faculty on overall competencies
Technical Competencies Generic Skills Technical Competencies Generic Skills
Develop Assessment Base on Blooms Taxonomy
Develop Performance criteria for each skill
Entry Self AssessmentExit Self Assessment
Peer-evaluationsLearning PortfoliosSurveys/FeedbacksExamination ResultsExternal examiners
External advisor
Concentrate on quizzes, tests and examinations
Group subjects that addressed the generic skills
Forms or records used in the evaluation
Assessment, review
and evaluation stage
P-Obj and Programme Outcomes
• Curriculum Design• Provide resources• Determine Performance
Criteria and Level• Teaching Activities to
STAKEH
OLD
ER’S N
EAN
D IN
STITUTIO
NA
MISSIO
N
3
1. CQI for assessment strategies
2. CQI for curriculum de i e o e
FES
achieve Course Outcomes
Assessment Process/ToolsCollect Data
EDS
AL
1
2design, resources, criteria and teaching activities
3. CQI for P-Obj and PO4. CQI for out-of-class
activities
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EEDB
ACK
S FRO
M
STAKEH
OLD
ERS
4 Complying EAC-BEM CQI Requirement using UTM CQI Model
Analyse and Report DataDetermine the Gap
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• Identify program objectives (P-obj)
• Identify program outcomes
CQI Cycle For P-Objectives and P-Outcomes• Communicate
the results• Identify best
practices• Identify new
project (PO)• Map P-Obj with PO• Map CO with PO• Specify Curriculum content, TnL
approaches, Performance Criteria and level
• Develop assessment plan
PLAN
DOCHECK
ACTION
• Analyse the data • Share results
C lt
project• Make necessary
changes to the plan
• Carry out TnL approaches at course• Compare results with what has been plan using CQI tools
• Review the gap• What can be
learn and need to be monitored
• Carry out TnL approaches at course level
• Implement out-of-class activities• Assess the students learning• External examiners visit• Carry out stakeholders survey• Involvement of external advisors• Collect appropriate data• Carry out Academic Auditing
• Map CO with PO• Specify Course content, TnL
approaches, Performance
CQI Cycle For Course Outcomes Level• Communicate
the results• Identify best
practices• Identify new
project Criteria and level• Develop course assessment
plan
PLAN
DOCHECK
ACTION
• Analyse the data • Share results
C lt
project• Make necessary
changes to the plan
• Carry out TnL approaches at course level
• Assess the students learning• Collect appropriate data
• Compare results with what has been plan using CQI tools
• Review the gap• What can be
learn and need to be monitored
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(taken from ABET Training module)(taken from ABET Training module)
(taken from ABET Training module)
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Evaluation & Assessment Cycles“A 2-loop Process”
D i O
Determine educationalobjecti es
Determine HowOutcomes will be
Achieved
Determine OutcomesRequired to Achieve
Objectives
objectives
Assess Outcomes/Evaluate
Objectives
Establish Indicators for Outcomes to Lead
to Achievement of Objectives
Determine HowOutcomes will be
Assessed
Input fromConstituencies
Formal InstructionStudent Activities
Evaluation & Assessment Cycles“A 2-loop Process”
D i O
Determine educationalobjecti es
Determine HowOutcomes will be
Achieved
Determine OutcomesRequired to Achieve
Objectives
objectives
Assess Outcomes/Evaluate
Objectives
Establish Indicators for Outcomes to Lead
to Achievement of Objectives
Determine HowOutcomes will be
Assessed
Input fromConstituencies
Formal InstructionStudent Activities
(taken from EAC-BEM Training module)
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I wish to thank EACI wish to thank EAC BEM andBEM andI wish to thank EACI wish to thank EAC BEM andBEM andI wish to thank EACI wish to thank EAC--BEM and BEM and everyone who contribute to this everyone who contribute to this material. Special thanks are due material. Special thanks are due
toto
I wish to thank EACI wish to thank EAC--BEM and BEM and everyone who contribute to this everyone who contribute to this material. Special thanks are due material. Special thanks are due
totoAbdul Abdul WahabWahab, , AzlanAzlan, , JailaniJailani, , MazlanMazlan, , MegatMegat JohariJohari,,
MohdMohd. . SalehSaleh JaafarJaafar and Wan and Wan HamidonHamidon
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