(2) Educational Effectiveness of the Program
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Indicators |
Standards |
|
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Academic Standards of the programs |
2/1 |
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Program Design |
2/2 |
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Students |
2/3 |
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Faculty staff members |
2/4 |
|
Instruction and learning |
2/5 |
|
Learning outcomes Evaluation |
2/6 |
|
Improvement and development |
2/7 |
|
Indicators of program success |
2/8 |
Domain 2: Educational Effectiveness
1- Program academic standards
1/1 Graduate’s attributes
1/1/1 Identifying the graduate’s attributes
- What are the program graduate’s attributes?
- Are the graduate’s attributes identified according to the real needs of the community?
- What are the type and nature of participation in identifying the program graduate’s attributes?
2/1/1 Reviewing and updating the graduate’s attributes:
- Are the graduate’s attributes reviewed in terms of the societal changes?
- What is the review duration of the graduate’s attributes?
- Have the review results been used in updating the graduate’s attributes?
2/1 Adoption of the academic standards
2/1/1 National Academic Standards
- Does the institution adopt the national standards for the program?
- Are these standards aligned with the mission and goals of the program?
- Are these standards disseminated among all stakeholders?
- To what extent are national standards adhered to?
- Are there any official measures used to ensure commitment of applying the academic standards in the program?
2/2/1 Other accredited academic standards ( in case of not adopting the national standards)
- What are the other accredited standards adopted for the program by the institution? Mention these standards and when they were accredited by NAQAAE?
- Are these standards aligned with the mission and goals of the program?
- Are these standards were disseminated among all the relevant stakeholders?
- To what extent are those standards adhered to in the program?
- Are there any official measures used to ensure the commitment of applying these standards in the program?
2-Program Design:
2/1 Program Structure
2/1/1 Program components
- What are the components of the program structure?
- Do the components of the current program structure (percentage of different disciplines) achieve the planned graduate’s attributes?
2/1/2 Program Description:
-Was the program selected based on actual community needs?
- Is there a certified description of the program?
- Is there a knowledge and skills matrix for the program?
- Are the intended learning outcomes of the program aligned with the adopted academic standards?
- How is the achievement of the intended learning outcomes assessed?
2/2 Participation in Designing the program:
2/2/1 Type of participation:
- Have the relevant academic departments participated in designing the program?
- What are these departments?
- Have the community stakeholders participated in designing the program?
- Who are these stakeholders?
2/2/2 Means of participation
- What are the means used in getting the stakeholders to participate?
- What is the effectiveness of the means used in participation?
2/2/3 Making use of the participation results:
- What are the aspects of the stakeholders’ participation in designing the program?
2/3 Instructional courses:
2/3/1 Courses Description:
- Is there a certified description of the instructional courses?
- Does the description include a knowledge and skills matrix for each course?
- Does the courses description achieve the basic knowledge and skills in terms of the program academic standards?
2/3/2 Courses:
- Are the contents of the courses aligned with the intended learning outcomes of these courses?
- What are the improvement aspects and practices in the instructional courses of the program during the past five years?
2/3/3 Courses Evaluation
- Are students’ reactions to the instructional courses assessed by the end of each semester?
- Are the results being analyzed objectively?
- Are the results exploited? What are the actual exploitation aspects?
2/4 Program review and improvement
2/4/1 Program review:
- Is the program being reviewed regularly?
- When is the program review done?
- Are the program structure and contents reviewed by external specialized reviewers?
- Are the results of the review exploited in improving and updating the program?
- What are the exploitation aspects?
2/4/2 Program Improvement
- Are the recent trends in research and knowledge taken into account in improving the program?
- Is the improvement in the program knowledge considered as a value added that match the world-wide recent trends in the counterpart programs.
- When was the latest update of the program? What are the aspects of this update?
- What are the various target groups who contributed in this improvement?
- What is the level of contribution of each target group in the improvement process?
- What are the measures taken for improving the program?
3-Students
3/1 Admission policies and measures
3/1/1 Enrollment and Transfer
- What are the policies and measures for deciding on the number of students admitted to the program?
- Are there announced certified criteria and measures for program admission?
- Are the admitted students’ lists announced? What are the means and times of announcement?
- Are there criteria and measures for students’ transfer from and to the program?
- Are the policies and measures of admission and transfer flexible?
- Does the current admission policy allow for perusing study in the program when transferring from counterpart institutions?
3/1/2 Reviewing the admission and transfer policies:
- Is there a system for submitting and examining students’ grievances?
- Is this system announced for the students? What are the means for that?
- What are the procedures for notifying and discussing students about the results of their grievances.
- Is there a regular review of the admission and transfer policies and measures?
- Are the results of examining students’ grievances exploited in updating the admission and transfer policies and measures?
3/2 Academic Advising:
3/2/1 Academic Advising System:
- Is there an academic advising system for the students enrolled in the program?
- What are the means used by the academic advisor to follow the students’ progress level in the program?
3/2/2 Academic Advising System Evaluation
- Is there a certified system for assessing the effectiveness of the academic advising.
- Is this system announced for the stakeholders ( students/ staff members/ junior staff/ administrative divisions/ quality management unit)?
3/3 Academic and Physical Support:
3/3/1 Distinguished Students:
- Are there programs for supporting the academically distinguished students? Identify these programs.
- What are the adopted mechanisms for identifying academically distinguished students?
3/3/2 Students with learning difficulties:
- Are there programs for supporting students with learning difficulties? Identify those programs.
- What are the adopted mechanisms for identifying students with learning difficulties?
3/3/3 Students with special needs:
- Are there programs for supporting students with special needs? Identify those programs.
- What are the adopted mechanisms for identifying students with special needs?
- Are there physical facilities available for students with special needs? Identify these facilities.
- Is students’ satisfaction with the program being assessed( admission and transfer policies/ academic advising/ student support/ teaching and learning methods/ learning physical facilities/ student activities/ field experience/ evaluation methods/etc.)?
- What are the methods of assessment?
3/4/2 results of assessing Students’ satisfaction
- What are the most important results?
- Are the results exploited? What are the aspects of exploitation?
4- Faculty staff members:
4/1 Sufficiency and efficiency of senior and junior staff members:
4/1/1 Sufficiency:
- Is the number of senior and junior staff members sufficient to meet the requirements of the program instructional process?
- Is there any shortage or excess in the number of senior and junior staff members?
- Are there any measures taken to deal with the shortage or excess in the number of senior and junior staff members?
- What is the average teaching load of the faculty staff members in the program?
- Is the number of the staff members sufficient for the academic advising load?
4/1/2 Efficiency:
- To what extent are the academic specialty of the faculty staff members appropriate for the program courses?
- How variant are the faculty staff members’ schools of thought?
- Are there certified and stated criteria for selecting the faculty staff members who are teaching in the program? (Noting that there are some programs taught in foreign languages)
- To what extent are the faculty staff members interactive with the labor market and community sectors? (via CVs/ job license/)
4/1/3 senior and junior staff members’ professional development:
- Are there certified plans for developing the abilities and skills of senior and junior staff members in recent learning and teaching methods?
- What are the quality and quantity of the training courses that senior and junior staff members attended during the past five years?
- Are there any mechanisms for assessing the impact of the training? Identify these mechanisms.
4/1/4 motivation and accountability:
- What is the motivation policy implemented on the academic and executive management of the program as well as the faculty senior and junior staff members?
- Are there any mechanisms to activate the motivation and accountability systems in the program? If yes, identify them.
4/2 Evaluating the performance of senior and junior staff members
4/2/1 Mechanisms and criteria of evaluation:
- Are there certified mechanisms for evaluating the performance of senior and junior staff members ? Mention them.
-Are these mechanisms activated in practice? If not, give justifications.
-What are the criteria used to assess the performance of the performance of senior and junior staff members ? (instruction/ student support and advising/ course description and development/ field experience and visits/etc.)
4/2/2 Satisfaction of senior and junior staff members :
- Is senior and junior staff members ’ satisfaction being assessed?
- Are the results of satisfaction assessment exploited? What are the aspects of exploitation?
5- Instruction and learning
5/1 Instruction and learning policies
5/1/1 Availability of instruction and learning policies
- Are there certified policies for instruction and learning aligned with the nature of the program? Identify them.
5/1/2 Reviewing instruction and learning policies
- Are the instruction and learning policies being reviewed regularly in terms of exams results/ reactions of students, staff members and stakeholders?
- Are the instruction and learning policies being reviewed in terms of recent trends in teaching and learning?
5/1/3 Policies of dealing with the problems affecting the learning effectiveness.
- What are the measures taken by the program management to deal with the problems of teaching and learning? ( large numbers of students/ private tutoring/ course books)
5/2 Self-Learning:
5/2/1 Self-learning practices
-Do the study courses include specific domains for developing self-learning? Give examples.
-Do the teaching methods involve specific techniques for developing self learning? Give examples .
-Are students motivated for self-learning? What are the means used for this purpose?
5/3 Training and developing students’ skills
5/3/1 Field Experience
-Is there a certified plan for field experience?
-What are the types field experience programs?
-Are those training programs deigned and described in terms of the actual needs of the students?
-To what extent is there a variety in the training bodies?
-Are there certified mechanisms for evaluating the field experience results? Identify these mechanisms?
- Are the results taken into account in the students’ evaluation process?
-How effective is the field experience in achieving the intended learning outcomes.
5/3/2 Intended skills of the students enrolled in the program
-Practical exams/ performance assessment in field experience/ practical cases/ role play/ clinical examination/ etc.)
-The exams results are used in the student’s portfolio
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General |
Practical |
Intellectual |
Attributes |
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What are the aspects of skills development that serve the graduate’s attributes? | |||
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What are the types of the intended skills? | |||
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What are the means used to develop those skills? | |||
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How is the students’ acquisition of the intended skills assessed?
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6- Evaluating the learning outcomes:
6/1 Evaluation system and methods
6/1/1 Evaluation System:
- Is there a system for evaluating the students’ learning outcomes?
- Is the system certified and announced?
- What are the ways of announcement?
- Who is in charge of implementing this system?
6/1/2 Evaluation Methods
- What are the assessment ways of the various intended skills of the program?
- Are the continuous assessment ways used to measure the intended outcomes?
- What are the implemented assessment methods?
- Are internal and external examiners’ committees used?
- Do the different types of tests address the intended learning outcomes?
- Is there a portfolio to follow-up the student’s performance (written, oral and practical exams/ performance assessment in field experience/ practical cases/ role play/ clinical examination/graduation project/ other academic activities etc.)?
- Is there a person or a body responsible for developing and completing the portfolio?(academic advisor, program coordinator, student affaires/etc.)
- Are the data of the student’ portfolio analyzed regularly?
6/2 Reviewing and exploiting the evaluation system results:
6/2/1 Continuous review
- Are the results of the intended learning outcomes evaluation system reviewed and analyzed?
- What are the implications resulted from the review?
- Are the results presented to the authorized boards?
- What is the adopted system for dealing with the students’ grievances regarding evaluation results?
- Is this system certified and announced to the students?
6/2/2 Exploiting evaluation results
-How are the results of the intended learning outcomes and students’ grievances used for improving the programs and teaching and learning techniques? State evidence.
- Do the stakeholders participate in the suggested modifications?
- Have the suggested modifications contributed in consolidating the program?
7- Improvement
7/1 Improvement plan
7/1/1 Information resources and procedures of the plan
- Is there a plan for improving the program?
- Is this plan certified and announced?
- What are the information resources used in designing the plan?
- Who participated in developing the plan?
- Did any external reviewer participated in developing the plan?
7/1/2 Improvement domains
- What are the main improvement domains included in the plan?
- What are the objectives of improvement in each domain?
- Are there procedures for quality management in the program?
- Do the quality measures include review of the regular reports of the study program and courses?
- What are the effective practices for improving the program?
- What are the techniques of assessing the impact of the improvement process in practice.
7/2 Quality management of the program
7/2/1 Quality elements in the program:
- Are there awareness raising programs of the quality concepts and elements in the program?
- Is the evaluation of the quality level conducted regularly?
- What are the quality elements that characterize the program in comparison with other programs in the institution?
- What are the different indicators for the continuous assessment of performance quality?
- What are the measures taken to maintain the distinction elements in the program?
- How are the program self-evaluation results reflected on the overall performance system of the institution?
8 Indicators of program success
8/1 Indirect evaluation techniques
- What are the rate of transfer from the program? What are the implications of that?
- What are the graduation rates? What are the implications of that?
- What are the rates of recruitment for the program graduates?
- What are the institutions that recruit the program graduates?
- Are the stakeholders’ points of view and attitudes explored? Are the results exploited?
- 8/2 Additional evaluation techniques for distinction/ enhancing the competitiveness of the program:
- Rates of the program graduates’ enrollment in the higher studies.
- The field experience component in the program.
- The availability of practical skills courses to develop the creative abilities in practice. (conducting projects such as graduation project)
- Investigating the competence level of the graduates in the institutions that they work in.
- Rate of the program graduates who obtained professional practice certificate (e.g. MBA/ CPA/ RN/ PE).
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