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Overview of The Program 14 May 2016

This document provides an overview of objectives for an orientation program on accreditation for volunteers. It discusses: 1) The goal of accreditation is to encourage continuous improvement in how programs teach and achieve objectives, not just certification. It should lead to a continuous improvement system. 2) The orientation program will provide both experienced and new volunteers with information on outcome-based accreditation and understanding new self-assessment reports. It will focus on the roles and responsibilities of accreditation team members. 3) Effective assessment requires faculty engagement and a focus on improving student learning outcomes, not just achieving accreditation. Data collection and analysis should be used to inform changes to curriculum, pedagogy, and

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rkhanna1965
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118 views

Overview of The Program 14 May 2016

This document provides an overview of objectives for an orientation program on accreditation for volunteers. It discusses: 1) The goal of accreditation is to encourage continuous improvement in how programs teach and achieve objectives, not just certification. It should lead to a continuous improvement system. 2) The orientation program will provide both experienced and new volunteers with information on outcome-based accreditation and understanding new self-assessment reports. It will focus on the roles and responsibilities of accreditation team members. 3) Effective assessment requires faculty engagement and a focus on improving student learning outcomes, not just achieving accreditation. Data collection and analysis should be used to inform changes to curriculum, pedagogy, and

Uploaded by

rkhanna1965
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
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Objectives of Orientation

Program
An Overview of the Day
Outcomes as an Objective of Teaching

• As teachers, we implicitly know why we are teaching, and


with what objective.
• Broadly we teach with a view to create understanding and
insights.
• In real life, the insight must lead to empowerment: through
knowledge, skills, attitude and behavior: Outcomes.
• Implicitly we know this, but rarely stop to check whether that
is really happening.
• Outcomes Based Education: Essentially teaching with this
awareness and associated effort.
Accreditation: A simple definition

• It is a Process by which:

The Institution being looked at is given a SEAL of approval


by stakeholders in its activity - as meeting their
expectations.

• (Stakeholders: Students, Govt., Industry, Faculty,…)


Beyond Certification
• However, its aim is not mere certification.

• It is a process which encourages continuous


look at how you teach, what is its impact, and
how to achieve the set objectives better.

• It should lead to a Continuous Improvement


System.
Top-Level View

• NBA accredits about 1500 Tier 1 programs and a large number


of Tier 2 programs in the country.

• Currently, NBA uses services of nearly 400 volunteers.

• Projected need: Much larger; More importantly: People who


understand issues of quality and accreditation much better!

• Quality and consistency of accreditation: derives from the


NBA volunteers.
Today’s Program

• Aimed as an Orientation Program for our Esteemed


Volunteers: Experienced and New Volunteers.
• For the Experienced Volunteers: An opportunity to
understand the new directions being pursued in Accreditation
at NBA.
• For the New Volunteers: Brief them about the basic processes
of accreditation.
• Focus Areas:
Outcome Based Accreditation.
Understanding the New SARs for Engineering (Tier 1 and Tier
2 Institutions).
Today’s Program

• Accreditation: No Rocket Science.


• Most of what we have to say: common sense.
• However, some familiarity required with basic systems and
tools for accreditation.
• Providing that familiarity is the essential objective today.
• Experience as a Professional and in Accreditation: Key to
being an effective PEV and Team Chair.
Our Resource Team

• Surendra Prasad, Chairman, NBA


• Dr. Anil Nassa, Member Secretary, NBA
• Professor S.C.Sahasrabudhe, Former Director, DAIICT,
Gandhinagar.
• Dr. Ranganath, BMS College of Engineering, Bengaluru
• Dr. Avichal Kapoor, Raisoni Group of Institutions.
Presentation Outline

• In Two Parts.

• First Part:
Accreditation as a tool for an institution towards continuous
improvement of education
: Closing the Loop.

• Second Part:
Role and Responsibilities of the Visiting Team Chair and PEV.
Closing the Loop

: Accreditation as a Tool for


Continuous Improvement of Program
Outcomes
Focus on Program Outcomes
• Criterion 7 is concerned with continuous improvement in Student
or Program Outcomes (Criterion 3).

• Note: Assessment of PEO’s (Criterion 1) not easy.

• However PEO’s important and relevant to vision and mission of the


program and the institution, and the design of the program.

• Not to be discussed in this discourse.

• Program Outcomes: Central to Short-Term and Long-Term


Improvements in Curriculum and Pedagogy.
Curriculum

• Curriculum Design exercise in many Indian institutions:


Examine the practices in some good institutions (IIT’s), and
adopt suitably.

• Workable, but not necessarily the best approach for your


students and your objectives.
Backward Design

• A Desirable Order of Goals


Improved Student learning: Four Dimensions
– Knowledge
– Skills
– Attitudes
– Behaviour
Improved learning Environment.
Faculty Efficiency and Efficacy.
Accountability to Stake-holders.
Accreditation.
Goals as Seen by Many Institutions

• Goals: same, But in a Different Order


Accreditation.
Faculty Efficiency and Efficacy.
Improved Student learning
– Knowledge
– Skills
– Attitudes
– Behaviour
Improved learning Environment.
Accountability to Stake-holders.
Faculty Engagement in Continuous Improvement

• Successful assessment requires faculty participation and


engagement.
• Is their focus right?

Instead of:

• What do we have to do to get NBA accreditation?


The focus needs to be:
• How can we effect improved student learning?
Transformational Assessment

• Goals of Assessment: Information based decision-making.

• Transformational Assessment: Use assessment to help


enhance student learning.
– Change Pedagogy
– Modify courses or facilities
– Redesign curriculum

• Assessment ≠ Exams, although Exams could form an


important basis of assessment.
Information basis

• Smart Data Collection is the Key

– Collect data that would be useful.


• Results of Relevant Exam Questions; Focussed Assignments; Lab practices, etc.
• Build data collection as a part of course delivery.

– Sufficient to provide a reasonable basis for action.

– Data  Information.

– Sufficient Granularity.
• To cover range of outcomes and student competencies well.
Criterion 7: Continuous Improvement

• Statement of NBA criterion not so crisp, although essence well


captured in Criterion 3 and 7 seen together.
• More meaningful to look at the ABET statement.

• The program must regularly use appropriate, documented


processes for assessing and evaluating the extent to which the
student outcomes are being attained. The results of these
evaluations must be systematically utilized as input for the
continuous improvement of the program. Other available
information may also be used to assist in the continuous
improvement of the program.
Closing the Loop

• This concept, although the essence of quality assurance, is


also seen to be the weakest link in most institutions seeking
accreditation.

• Most institutions fail to spend enough effort in closing the


loop.

• Coming from an IIT, I would say, this is true even for the IIT’s
to a large extent.
Why this weakness?
• After all, we all swear by continuous improvement! Then why this
weakness? Several Reasons

• Lack of Leadership/Ownership: Understanding that improvement


not simply an individual effort, but a formal collective process.

• Non-Compliant Faculty: Too Busy

• Ineffective Tools.
– Discomfort with Assessment
– Inconclusive Results
Other Reasons

• Trying to do too much


– Unsustainable

• Inadequate Resources

• Many more….
Where Do We Start?

If We Wish To.
Management Plan

Processes Results Improvement Actions

• Collecting/Consolidating • Data • Curriculum changes.


Assessment Data. • Information • Pedagogy
• Analyzing and Reporting. • Knowledge • Others.
• Evaluation • Decisions
• Curriculum/Pedagogy
Improvements
Primary Tools

• PO-CO Mapping: Understanding how Program Outcomes


Embedded into Learning Outcomes for Individual Courses.

• Assessment Methods: Collecting Evidence for and Measuring


the Extent of Learning imbibed by students.

• Developing Performance Indicators and Performance Rubrics.

• Analysis and Decision Making.


Today’s Agenda
• Understanding the nature of these tools and processes, which
a program administration could deploy.

• Not prescriptive, but indicative of the possibilities.

• Immense Scope of Innovation by Individual Institutions and


Programs.

• Evaluators: Need to examine if there is a genuine process


developed by the faculty for assessing attainment of
outcomes.
Questions for Closing the Loop
(Are such questions being asked?)
• What do the findings tell us?

• Which improvements are critical for greater effectiveness:


In curriculum, pedagogy, infrastructure, delivery systems?

• Did the changes implemented improve learning?

• How good is our assessment process? How can it be improved


further?

• Express learning as a year-wise chart or Table, for a better


appreciation.
Need for Change of Attitudes

• From • To
• Grading • Assessment
• Scoring right/wrong • Considering the whole
answers. reasoning process.
• Comparison of Students • Comparison to
measurable outcomes.
• Secretive, Exclusive. • Public, Open,
participative.
• Add On. • Embedded.
• Challenging Faculty. • Helping Students.
Thanks for Your Attention

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