Closing the Loop (Continuous Quality Improvement...

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10/19/2010 1 Closing the Loop Closing the Loop Closing the Loop Closing the Loop (Continuous Quality Improvement (Continuous Quality Improvement –– CQI) CQI) Prof Dr Shahrin Mohammad 23h Oct 23h Oct 2010 2010 Head Computer Lab 1988 – 1990 Head of Dept (Structures and Materials) 1997 – 1998 IT Manager 1998 2001 About Myself IT Manager 1998 2001 Deputy Dean (Academic) 20012005 Quality Mgt Rep ISO 9001:2000 20012005 Academic Quality Director of UTM 20052007 Deputy Dean (Academic) 20082009 Dean Faculty of Civil Eng 2009present Certified ISO 9001:2000 Lead Auditor, Facilitator/Trainer ISO 9001:2000, Internal Auditor Engineering Accreditation Council Panel of Trainers Ministry of Higher Education facilitator on MQF Credit System Facilitator/Trainer on Outcome based Approach Facilitator/Trainer on Quality Assurance for Academic Programme Facilitator/Trainer on Academic Auditing Secretary Academic Performance Audit Panel MQA Associate Director for Engineering Accreditation Dept

Transcript of Closing the Loop (Continuous Quality Improvement...

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Closing the LoopClosing the LoopClosing the LoopClosing the Loop(Continuous Quality Improvement (Continuous Quality Improvement –– CQI)CQI)

Prof Dr Shahrin Mohammad 

23h Oct 23h Oct 20102010

Head Computer Lab  1988 – 1990Head of Dept (Structures and Materials)  1997 – 1998IT Manager 1998 ‐ 2001

About Myself

IT Manager  1998  2001Deputy Dean (Academic) 2001‐2005Quality Mgt Rep  ISO  9001:2000  2001‐2005 Academic Quality  Director of  UTM 2005‐2007Deputy Dean (Academic) 2008‐2009Dean Faculty of Civil Eng 2009‐ presentCertified ISO 9001:2000 Lead Auditor,  Facilitator/Trainer ISO 9001:2000, Internal AuditorEngineering Accreditation Council Panel of TrainersMinistry of Higher Education ‐ facilitator on MQF Credit SystemFacilitator/Trainer on Outcome based ApproachFacilitator/Trainer on Quality Assurance for Academic ProgrammeFacilitator/Trainer on Academic AuditingSecretary  Academic Performance Audit Panel MQAAssociate Director for Engineering Accreditation Dept

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What are the expected outcomes/results of this workshop?

Begins with the end in mind

p p

1.2.3.4.55.6.

Learning Outcomes

At the end of the workshop you are able to;

■ Explain what and why CQI■ Describe some best practices in implementing CQI■ Identify current status of CQI at UTeM■ Initiate the strategies and action plan to closen the■ Initiate the strategies and action plan to closen the

gaps to improve the current status

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IntroductionIntroduction

2009 : MALAYSIA AS A MEMBER OF THE WASHINGTON ACCORD

An endorsement that the engineering education system has demonstrated a

strong long-term commitmentstrong, long-term commitment to quality assurance

in producing engineers ready for industry practice in the international scene.

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Students

ACCREDITATION CRITERIA

CQI - Continuous Quality ImprovementPEO - Programme Educational Objectives PO P O t

PEO &

PO

Students

StaffCurriculum

PO - Programme OutcomesQMS - Quality Mgmt System

PO

QMSFacilities

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

8

EEDB

ACK

S FRO

M

STAKEH

OLD

ER

SUPPORTING UNIT AND STAFF(C2,C3)

CTIO

N

INPUT

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Focus

E i i d i d l l i i d• Engineering education content and level are maintained• Programme Continual Quality Improvement (CQI)• Outcome-based Engineering Education (OBE)

Programme• Systematic (QMS)

Closing the loopClosing the loop((Continuous Continuous Quality Quality

Improvement)Improvement)Improvement)Improvement)

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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 action aimed either at avoiding decrease in quality or else correcting it an early stage.www.qaproject.org/methods/resglossary.html

What is CQI ?

The systematic pursuit of excellence and satisfaction of the needs of stakeholders, in a dynamic and 

competitive environmentcompetitive environment

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Facts on CQI

• exists only when it is done systematically

i d i b h i f i ti• 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 organization

• Focus of CQI in education is NOT on the curriculum

• Foundation of CQI is Assessment 

Facts on CQI

• Quality improvement comes from within an institutiony p

• 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 achieve CQIIHL and needs of stakeholders to achieve CQI

• CQI can be proven through well documented report and data.

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■ Success is achieved through meeting the needs of those 

Facts on CQI

g gwe 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.

ProgrammeEducational

Objective

CQI Stage/level

PObjassessment

methodsCQI PO setting and

TnL activities

PO assessment

methodsCQI

CO setting and TnLactivities

Data Analysis

Data Analysis

CO assessment

methods

Data Analysis

CQI

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• Identify program objectives (P-obj)

• Identify program outcomes

Programme Outcomes CQI Cycle• 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

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

UTM CQI Model

• Map CO with PO• Specify Course content, TnL

approaches, Performance

Course Outcomes CQI Cycle• 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

UTM CQI Model

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UTM Academic review cycleEg : report

• Employability rate at a particular Convocation• Graduate on Time (GoT) rate

Self‐review is reflected from the regular analyses made every semester to check onthe academic performance of students and programmes. It is a normal practice foralmost every Faculty to report on the following output parameters:

• Graduate‐on‐Time (GoT) rate• Performance Status, based on KS (conditional pass) and KG (fail)• Performance Status, based on CPA (cumulative point average) and GPA (gross point

average).• % courses obtaining > 3.00, exceeding Faculty’s KPI• Mean CGPA of students, against Faculty’s KPI• Rate of “all passed”‐% students passing all courses taken for a particular semester• % students exceeding Faculty’s KPI• % students repeating a particular Course% students repeating a particular Course• Assessment of all Course Outcome against Faculty’s KPI• Assessment of all Programme Outcomes against Faculty’s KPI• Generic Skill attainment against Faculty’s KPI• Appropriateness of credit hours against student learning time (SLT)• Assessment of Final Examination questions against the Bloom Taxonomy• Customer complaints, against KPI or customer charter

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Online Integrated Quality Assurance Online Integrated Quality Assurance Monitoring SystemMonitoring System

Teaching Document Life-Cycle

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Best PracticesBest Practices

Different Levels of Learning OutcomesDifferent Levels of Learning OutcomesDifferent Levels of Learning OutcomesDifferent Levels of Learning Outcomes

Educational Goals Broad/Long term

Program Objectives

Programme Outcomes orProgramme Learning Outcomes

Course Outcomes or

Upon graduation

Upon course completion

Few years after Graduation – 4 to 5 years

Course Learning outcomes or Learning Objectives

Weekly/Topic Outcomes Upon weekly/topic completion

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The three main stages in the Teaching and Learning processes

L iL i

Bloom’s TaxonomyProgram

Outcomes

Instructor’sgoals

Pl i Implementation 1 What do I want

my students to b bl t d

What TL activities do I adopt to achieve the intended LO?

3 domains of

StudentsStudents

Learning Learning OutcomesOutcomes

ClassroomAssessmenttechnique

Instructional technology

Lectures Labs

Planning stage

Implementation stage

2

be able to do as a result of my teaching?

educational goals (cognitive, psychomotor and affective)

Felder & Brent, JEE, Jan., 2003

AssessmentAssessment

Test

Other measures

Surveys

InstructionInstruction

Other techniques

Active & Cooperativelearning

Problem-based learning

Assessment stage

3Can my students do what I want them to be able to do?

Planning StagePlanning StagePlanning StagePlanning Stage• Setting Learning Outcomes• Documentations 

• Programme Specification • Course Outlines • Policy and Code of Practices in Teaching and Learning

• Preparation for Curriculum Delivery• Assessment Plan

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PO1 Knowledge in science and civil engineeringPO2 U t h i kill d d t l

PROGRAMME OUTCOMES - KeywordsPROGRAMME OUTCOMES - Keywords

PO2 Use techniques,skills and modern toolsPO3 Analyse/Intepret Data, Conduct Experiment and Design SystemPO4 Communication Skills PO5 Critical Thinking and Problem Solving Skills PO6 Team-working Skills PO7 Information Management & Lifelong Learning Skills PO7 Information Management & Lifelong Learning Skills PO8 Entrepreneurship Skills PO9 Leadership Skills and Pro-activeness PO10 Ethics and Integrity

CUSTOMERS, STAKEHOLDERS, CONSTITUENTS

Professional Bodies

Relationships between subject LO’s, Course LO’s PO’s and compliance to the stakeholders

Governmnent

Institutional requirements Industries

etc

PRORGRAME

EDUCATIONAL OBJECTIVES

PObj-1

….. etc

PObj-2 PObj-3 PObj-4 PObj-5 ….. etc

PO-1 PO-2 PO-3 PO-4 PO-5 ….. etc

PROGRAM OUTCOMES

Programme Specs

Management support and commitment

Course CO-1 ….. etc

Course CO-2

Course CO-3

Course CO-4

Course CO-5

COURSE OUTCOMES

Course Outlines

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CO-PO MappingCO-PO Mapping

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Lecture plan or course outline

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Lecture plan or course outline

Performance criteria at PO level

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Performance criteria at PO level

Performance criteria at CO level ?

Performance criteria

Lecture plan or course outline

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Assessment Plan

PO1

PO2

Assessment Plan

PO3

PO4

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Assessment Plan

PO5

PO6

PO7

CuriculumCuriculum DeliveryDelivery

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Effective Classroom Strategies

• Democratic instructional approaches are superior to indoctrinational approaches for impartingto indoctrinational approaches for imparting generic skills to students

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Problem Based Learning - PBL

• Instructors assume the role of facilitators and coaches ratherfacilitators and coaches rather than lecturers and order givers, requiring students to take much of the responsibility for their own learning

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EE--Learning UTM (http://elearning.utm.my)Learning UTM (http://elearning.utm.my)

EE--Learning UTM (http://elearning.utm.my)Learning UTM (http://elearning.utm.my)

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E-Learning UTM (http://elearning.utm.my)

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OTHER APROACHES

• Projects on Professional Practices• Seminars• Engineering ethics• Laboratory works

46

y

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Assessment StageAssessment Stage

A Model Hierarchy

Mission of the Institution

Vision of the Programme

Programme ObjectivesNeed

Assessment and

Evaluation

48

Programme Outcomes

Course Outcomes

INSPIRING CREATIVE AND INNOVATIVE MINDS

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PP AAGatekeeping

When and How to Assess ?

Individual Improvement

PURPOSE OF ASSESSMENT

To help them to improve

To give feedback to themTo place/class them

To grade/class them

To pass/fail themCCOOGGNNIITTII

YYHHCCHHOOMMOOTT

AAFFFFEECCTTIIVV

Individual

?W

ho to

Ass

ess?

Programme Improvement Programme EvaluationTo continue/stop the

programme

To acreditateprogramme

To improve the programme

To monitor the progress

IIVVEE

TTOORR

EE

Why AssessLearning/Teaching(Formative)

yAccountability(Summative)

Group

W

• Identify program objectives (P-obj)

• Identify program outcomes

Programme Outcomes CQI Cycle• 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

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

UTM CQI Model

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Various methods/tools of Assessment and Evaluation

Evaluation by Lecturers for each course

Evaluation by Students and the Faculty on overall competencies

Technical Competencies

Generic Skills Technical Competencies

Generic SkillsCompetencies

(PO1, PO2,PO3) (PO4-PO10)Competencies

(PO1, PO2,PO3) (PO4-PO10)Develop

assessment based on Blooms Taxonomy

Develop Performance criteria

for each skillEntry Self Assessment

Students PortfolioSurveys/Feedbacks from stakeholders

Examination ResultsExternal examiners

Concentrate on i t t

Group subjects that dd d th External examiners

External advisor feedbacks/reportStudents self-assessment

Academic Advisor Evaluation

quizzes, tests, projects, design, examinations etc

addressed the generic skills

Forms or records used in the assessment

Assessment- data analysed

PO1

PO2

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Assessment- data analysed

PO3

PO4

Assessment- data analysed

PO5

PO6

PO7

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Closing the loopClosing the loop

ProgrammeEducational

Objective

CQI Stage/level

PObjassessment

methodsCQI PO setting and

TnL activities

PO assessment

methodsCQI

CO setting and TnLactivities

Data Analysis

Data Analysis

CO assessment

methods

Data Analysis

CQI

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• Map CO with PO• Specify Course content, TnL

approaches, Performance

Course Outcomes CQI Cycle• 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

UTM CQI Model

• Identify program objectives (P-obj)

• Identify program outcomes

Programme Outcomes CQI Cycle• 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

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

UTM CQI Model

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Closing the loop at CO level

Example

Closing the loop at PO level

PO1

PO2

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Closing the loop at PO level

PO3

PO4

Closing the loop at PO level

PO5

PO6

PO7

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Thank youThank you

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Lecture plan or course outlinep

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Performance criteria at PO levelPerformance criteria at PO level

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Performance criteria at PO levelPerformance criteria at PO level

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Performance criteria at CO level ?Performance criteria at CO level ?

Performance criteria

Lecture plan or course outline

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Assessment PlanAssessment Plan

PO1

PO2

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Assessment PlanAssessment Plan

PO3

PO4

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Assessment PlanAssessment Plan

PO5

PO6

PO7

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Assessment- data analysedAssessment data analysed

PO1

PO2

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Assessment- data analysedAssessment data analysed

PO3

PO4

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Assessment- data analysedAssessment data analysed

PO5

PO6

PO7

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Closing the loop at PO levelClosing the loop at PO level

PO1

PO2

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Closing the loop at PO levelClosing the loop at PO level

PO3

PO4

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Closing the loop at PO levelClosing the loop at PO level

PO5

PO6

PO7