Guidelines on Standards

7. PROGRAMME MONITORING, EVALUATION AND IMPROVEMENT

Educational programmes are improved by evaluating the structure and process of education that include: administrative structure, leadership and governance, the learning environment and culture of the institution; specific curriculum components such as the syllabus and student performance as well as general learning outcomes such as career choice and postgraduate performance.

Feedback need to be obtained from multiple sources to strengthen the evidence-based platform of educational quality in higher educational institutions. Evidence is gathered from student and graduates' feedback, performance in examinations, longitudinal study of graduate performance and perception of significant stakeholders within and outside the university regarding the strengths and weaknesses of graduates and programme relevance. The sources of information include students, graduates as well as stakeholders in the community and amongst employers, educational and government agencies, professional organizations and postgraduate educators.

Measures of student performance would include information about average study duration, assessment scores, pass and failure rates at examinations, success and dropout rates, student/graduates' report about their course experience, as well as time spent by students on areas of special interest. Evaluation of student performance in examinations can reveal very useful information. If student selection has been correctly done, a high failure rate in a programme indicates something amiss in the curriculum content, teaching-learning activities or assessment system. The programme committee need to monitor the pass rate in each course and investigate if the rate is too high or too low.

Student feedback using well-designed questionnaires, which are filled by the majority of students, is extremely useful for identifying specific problems. Student feedback can also be obtained through their representation in the programme committee. Courses that are less popular or negatively evaluated by students may be defensible but at least the feedback will identify and analyse students' perceptions. If necessary such courses can be modified.

Theoretically, the best method for evaluating programme effectiveness is by doing a longiudinal study on the graduates. The marketability of the graduates is usually obtained by a questionnaire survey at convocation. The institution should have mechanisms for monitoring the performance of its graduates and for obtaining the perceptions of society and employers regarding the strengths and weaknesses of the graduates and to respond appropriately.

7.1 MECHANISMS FOR PROGRAMME EVALUATION

Basic standard
The institution must establish mechanisms and resources for programme evaluation and for monitoring the implementation and student progress.

The mechanisms for programme evaluation must include the provision of basic data through the use of valid and reliable methods and must involve experts in education and external examiners/assessors.

Feedback received must be reviewed by the appropriate committee(s) and the information channeled to those who are responsible for programme development and implementation for further actions.

The institution must ensure that matters of concern are identified and dealt with.

Quality development
Programme evaluation should address the structure and process of education.

7.2 TEACHER AND STUDENT FEEDBACK

Basic standard
Both teacher and student feedback must be systematically sought.

Quality development
Teachers and students should be actively involved in the planning of programme evaluation and the use of its results for programme improvement.

Students should have appropriate channels for informing issues to heads of programmes before they become major problems.

7.3 STUDENT PERFORMANCE

Basic standard
Various aspects of student performance must be analysed in relation to the mission of the institution, the curriculum and the objectives of the programme.

Quality development
Student performance should be analysed in relation to student background and conditions as well as entrance qualifications.

Analysis of performance should be used to provide feedback to the committees responsible for student selection, curriculum planning and student counseling.

7.4 INVOLVEMENT OF STAKEHOLDERS

Basic standard
Programme evaluation must involve the governance and administration of the university, the institution/faculty/school/department/programme, representatives of the community, employers, education and government agencies, professional organizations and postgraduate educators.

For professional programmes, the professional bodies must be invited to evaluate programmes.

Quality development
For non-professional programmes the industry should be invited to participate in programme evaluation.

The range of stakeholders should have access to results of the course and programme evaluation, and their views on the relevance and development of the curriculum should be considered.