Johnson Ong Chee Bin AUN-QA Expert (Singapore) Johnson Ong - - PowerPoint PPT Presentation

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Johnson Ong Chee Bin AUN-QA Expert (Singapore)

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Objective

To analyse the AUN-QA programme assessment results on “Teaching and Learning Strategy” with the objective of identifying factors that enhance teaching and learning practices.

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About AUN-QA

• AUN-QA was established in 1998
• Bangkok Accord in 2000
• Network of Chief Quality Officers (CQOs)
• 30 member and 26 associate member

universities from 10 ASEAN countries

• Programme assessment was inaugurated

in 2007

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About AUN-QA

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AUN-QA Models

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Strategic (QA at Institutional Level) Systemic (Internal QA System) Tactical (QA at Programme Level)

• 1. Expected Learning Outcomes
• 2. Programme Specification
• 3. Programme Structure and Content
• 4. Teaching and Learning Strategy
• 5. Student Assessment
• 6. Academic Staff Quality
• 7. Support Staff Quality
• 8. Student Quality
• 9. Student Advice and Support
• 10. Facilities and Infrastructure
• 11. Quality Assurance of Teaching and Learning Process
• 12. Staff Development Activities
• 13. Stakeholders Feedback
• 14. Output
• 15. Stakeholders Satisfaction

AUN-QA Model at Programme Level

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AUN-QA Model at Programme Level

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Stakeholders Satisfaction Quality Assurance and (Inter)national benchmarking

Programme Specification Programme Structure & Content Student Assessment Academic Staff Quality Support Staff Quality Student Quality Facilities & Infrastructure Quality Assurance of Teaching & Learning Stakeholders Feedback Pass Rates Drop Out Rates Employability Expected Learning Outcomes A c h i e v e m e n t s Teaching & Learning Strategy Student Advice & Support Staff Development Activities Graduation Time Research

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Teaching and Learning Strategy

• 1. Staff are encouraged to employ action learning. Action learning is a

continuous process of learning and reflection, supported by peers, with the intention of achieving quality student learning. Through action learning, university teachers learn with and from each other by working

• n real problems and reflecting on their own experiences. A programme
• f facilitated action learning is aimed at the improvement of student

learning and the environment in which it occurs. (2.14)

• 2. Quality learning is understood as involving the active construction of

meaning by the student, and not just something that is imparted by the

• teacher. It is a deep approach of learning that seeks to make meaning

and achieve understanding. Hence, the conception of teaching is the facilitation of learning. (4.1)

• 3. It is the students who achieve the aims of higher education. Quality

learning is largely dependent on the approach that the learner takes when learning. This in turn is dependent on the concepts that the learner holds of learning, what he or she knows about his or her own learning, and the strategies she or he chooses to use. (4.2)

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Teaching and Learning Strategy

• 4. Quality learning embraces the principles of adult learning. Adults learn

best in a relaxed, supportive, cooperative and informal learning

• environment. Deep learning is likely to take place in environments which

foster collaborative learning. (4.3)

• 5. In promoting responsibility in learning, teachers should:
• a. create a teaching-learning environment that enables individuals to

participate responsibly in the learning process

• b. provide curricula that are flexible and enable learners to make meaningful

choices in terms of subject content, programme routes, approaches to assessment and modes and duration of study (4.9)

• 6. In engaging with feelings and values as well as intellectual development,

teachers provide learning opportunities and encounters which involve the whole person, feelings as well as intellect (4.10)

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Teaching and Learning Strategy

4 Teaching and Learning Strategy 1 2 3 4 5 6 7 4.1 The faculty or department has a clear teaching and learning strategy (5) 4.2 The teaching and learning strategy enables students to acquire and use knowledge academically (2, 6) 4.3 The teaching and learning strategy is student

• riented and stimulates quality learning (3, 4)

4.4 The teaching and learning strategy stimulates action learning and facilitates learning to learn (1) Overall opinion

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AUN-QA Assessment Rating Scale

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Score Interpretation 1 Absolutely inadequate; immediate improvements must be made 2 Inadequate, improvements necessary 3 Inadequate, but minor improvements will make it adequate 4 Adequate as expected (meeting the AUN-QA guidelines and criteria) 5 Better than adequate (exceeding the AUN-QA guidelines and criteria) 6 Example of best practices 7 Excellent (world-class or leading practices)

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AUN-QA Programme Assessment (2007 – 2014)

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Country

• No. of Universities
• No. of Programmes

Cambodia 2 2 Indonesia 6 45 Lao PDR 1 1 Malaysia 4 5 Myanmar 1 1 Philippines 4 19 Thailand 4 4 Vietnam 5 30 Total 27 107

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AUN-QA Programme Assessment Results (2007 – 2014, N = 107)

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Overall Mean (4.6)

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2007 n=2 2008 n=6 2009 n=7 2010 n=8 2011 n=9 2012 n=5 2013 n=44 2014 n=26

Overall Mean (4.6)

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2 3 4 5

2 Inadequate, improvements necessary 3 Inadequate, but minor improvements will make it adequate 4 Adequate as expected 5 Better than adequate

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4.1 The faculty or department has a clear teaching and learning strategy (5) 4.2 The teaching and learning strategy enables students to acquire and use knowledge academically (2, 6) 4.3 The teaching and learning strategy is student oriented and stimulates quality learning (3, 4) 4.4 The teaching and learning strategy stimulates action learning and facilitates learning to learn (1)

4.1 4.2 4.3 4.4

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Alignment of Strategy to Action

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Alignment of Strategy to Action

Teaching and Learning Strategy Quality

• f

Lifelong Learning and Output Culture Ready

• Educational Philosophy
• Articulation & Communication
• Rewards & Recognition
• Quality Enhancement &

Benchmarking

• Classroom Engagement
• Assessment & Feedback
• Coaching & Mentoring
• Teaching & Learning

Competences

• Pedagogical Research &

Development

• Facilities & Infrastructure
• Technology
• Constructive Alignment in

Curriculum

• Monitoring & Evaluation

People Ready System Ready

Change Management

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• Criteria are more system and process
• riented
• Reduced overlapping and ambiguity
• From 15 to 11 AUN-QA criteria
• Parallel implementation with 2nd

version in 2016.

• 3rd version will be effective from

January 2017.

Guide to AUN-QA Assessment at Programme Level (3rd Version)

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• 4. Teaching and Learning Approach

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• 1. The teaching and learning approach is often dictated by the educational philosophy of the
• university. Educational philosophy can be defined as a set of related beliefs that influences

what and how students should be taught. It defines the purpose of education, the roles of teachers and students, and what should be taught and by what methods. 2. Quality learning is understood as involving the active construction of meaning by the student, and not just something that is imparted by the teacher. It is a deep approach of learning that seeks to make meaning and achieve understanding. 3. Quality learning is also largely dependent on the approach that the learner takes when

• learning. This in turn is dependent on the concepts that the learner holds of learning, what

he or she knows about his or her own learning, and the strategies she or he chooses to use. 4. Quality learning embraces the principles of learning. Students learn best in a relaxed, supportive, and cooperative learning environment. 5. In promoting responsibility in learning, teachers should: a. create a teaching-learning environment that enables individuals to participate responsibly in the learning process; and b. provide curricula that are flexible and enable learners to make meaningful choices in terms of subject content, programme routes, approaches to assessment and modes and duration of study. 6. The teaching and learning approach should promote learning, learning how to learn and instil in students a commitment of lifelong learning (e.g. commitment to critical inquiry, information-processing skills, a willingness to experiment with new ideas and practices, etc.).

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• 4. Teaching and Learning Approach

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4 Teaching and Learning Approach 1 2 3 4 5 6 7 4.1 The educational philosophy is well articulated and communicated to all stakeholders [1] 4.2 Teaching and learning activities are constructively aligned to the achievement

• f

the expected learning outcomes [2, 3, 4, 5] 4.3 Teaching and learning activities enhance life-long learning [6] Overall opinion

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4. Teaching & Learning Approach Expected Learning Outcomes (1.1, 1.2) Programme Specification (2.1, 2.2) Programme Structure & Content (3.1, 3.2) Student Assessment (5.1) Academic Staff Quality (6.4) Student Quality & Support (8.5) Facilities & Infrastructure (9.1, 9.2, 9.3, 9.4) Quality Enhancement (10.3) Output (11.5)

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Educational Philosophy (DLSU)

Source: http://www.dlsu.edu.ph/offices/osa/cao/

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Constructive Alignment

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Facilities and Infrastructure

Nanyang Technological University (NTU) officially launched its new learning hub, The Hive, designed to support the "flipped classroom" teaching method. NTU will spend about $75 million implementing this new approach to learning

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• 1. Expected Learning Outcomes

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1 Expected Learning Outcomes 1 2 3 4 5 6 7 1.1 The expected learning outcomes have been clearly formulated and aligned with the vision and mission

• f the university [1,2]

1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning

• utcomes [3]

1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders [4] Overall opinion

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• 2. Programme Specification

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2 Programme Specification 1 2 3 4 5 6 7 2.1 The information in the programme specification is comprehensive and up-to-date [1, 2] 2.2 The information in the course specification is comprehensive and up-to-date [1, 2] 2.3 The programme and course specifications are communicated and made available to the stakeholders [1, 2] Overall opinion

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• 3. Programme Structure & Content

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3 Programme Structure and Content 1 2 3 4 5 6 7 3.1 The curriculum is designed based on constructive alignment with the expected learning outcomes [1] 3.2 The contribution made by each course to achieve the expected learning outcomes is clear [2] 3.3 The curriculum is logically structured, sequenced, integrated and up-to- date [3, 4, 5, 6] Overall opinion

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• 5. Student Assessment

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5 Student Assessment 1 2 3 4 5 6 7 5.1 The student assessment is constructively aligned to the achievement of the expected learning

• utcomes [1, 2]

5.2 The student assessments including timelines, methods, regulations, weight distribution, rubrics and grading are explicit and communicated to students [4, 5] 5.3 Methods including assessment rubrics and marking schemes are used to ensure validity, reliability and fairness of student assessment [6, 7] 5.4 Feedback of student assessment is timely and helps to improve learning [3] 5.5 Students have ready access to appeal procedure [8] Overall opinion

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• 6. Academic Staff Quality

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6 Academic Staff Quality 1 2 3 4 5 6 7 6.1 Academic staff planning (considering succession, promotion, re-deployment, termination, and retirement) is carried out to fulfil the needs for education, research and service [1] 6.2 Staff-to-student ratio and workload are measured and monitored to improve the quality of education, research and service [2] 6.3 Recruitment and selection criteria including ethics and academic freedom for appointment, deployment and promotion are determined and communicated [4, 5, 6, 7] 6.4 Competences of academic staff are identified and evaluated [3] 6.5 Training and developmental needs of academic staff are identified and activities are implemented to fulfil them [8] 6.6 Performance management including rewards and recognition is implemented to motivate and support education, research and service [9] 6.7 The types and quantity of research activities by academic staff are established, monitored and benchmarked for improvement [10] Overall opinion

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• 7. Support Staff Quality

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7 Support Staff Quality 1 2 3 4 5 6 7 7.1 Support staff planning (at the library, laboratory, IT facility and student services) is carried out to fulfil the needs for education, research and service [1] 7.2 Recruitment and selection criteria for appointment, deployment and promotion are determined and communicated [2] 7.3 Competences of support staff are identified and evaluated [3] 7.4 Training and developmental needs of support staff are identified and activities are implemented to fulfil them [4] 7.5 Performance management including rewards and recognition is implemented to motivate and support education, research and service [5] Overall opinion

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• 8. Student Quality and Support

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8 Student Quality and Support 1 2 3 4 5 6 7 8.1 The student intake policy and admission criteria are defined, communicated, published, and up-to-date [1] 8.2 The methods and criteria for the selection of students are determined and evaluated [2] 8.3 There is an adequate monitoring system for student progress, academic performance, and workload [3] 8.4 Academic advice, co-curricular activities, student competition, and other student support services are available to improve learning and employability [4] 8.5 The physical, social and psychological environment is conducive for education and research as well as personal well-being [5] Overall opinion

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• 9. Facilities and Infrastructure

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9 Facilities and Infrastructure 1 2 3 4 5 6 7 9.1 The teaching and learning facilities and equipment (lecture halls, classrooms, project rooms, etc.) are adequate and updated to support education and research [1] 9.2 The library and its resources are adequate and updated to support education and research [3, 4] 9.3 The laboratories and equipment are adequate and updated to support education and research [1, 2] 9.4 The IT facilities including e-learning infrastructure are adequate and updated to support education and research [1, 5, 6] 9.5 The standards for environment, health and safety; and access for people with special needs are defined and implemented [7] Overall opinion

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• 10. Quality Enhancement

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10 Quality Enhancement 1 2 3 4 5 6 7 10.1 Stakeholders’ needs and feedback serve as input to curriculum design and development [1] 10.2 The curriculum design and development process is established and subjected to evaluation and enhancement [2] 10.3 The teaching and learning processes and student assessment are continuously reviewed and evaluated to ensure their relevance and alignment [3] 10.4 Research output is used to enhance teaching and learning [4] 10.5 Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subjected to evaluation and enhancement [5] 10.6 The stakeholder’s feedback mechanisms are systematic and subjected to evaluation and enhancement [6] Overall opinion

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• 11. Output

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11 Output 1 2 3 4 5 6 7 11.1 The pass rates and dropout rates are established, monitored and benchmarked for improvement [1] 11.2 The average time to graduate is established, monitored and benchmarked for improvement [1] 11.3 Employability of graduates is established, monitored and benchmarked for improvement [1] 11.4 The types and quantity of research activities by students are established, monitored and benchmarked for improvement [2] 11.5 The satisfaction levels of stakeholders are established, monitored and benchmarked for improvement [3] Overall opinion