outcomes-based accreditation peterureta

7/27/2019 Outcomes-Based Accreditation PeterUreta

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VIEWS ON OUTCOMES-BASED

EDUCATION

DR. PETER M. URETA

Chair, Commission on Engineering EducationPAASCU


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The Quality Assurance System in the

Philippines

Commission on Higher Education (CHED)

Federation of Accrediting Agencies of the

Philippines (FAAP)/National Network forQuality Assurance Agencies (NNQAA)

Accrediting Agencies

Professional Regulation Commission


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CHED-RECOGNIZED

ACCREDITATION SYSTEM

(CMO.1, s. 2005)

FAAP NNQAA

ACSCU-AAI PAASCU PACU-COA AACCUP ALCUCOA


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Accreditation

A conceptbased on self-regulation which focuses

on evaluation and the continuing improvement of

educational quality

Aprocess by which institutions or programs

continuously upgrade their educational quality

and services through self-evaluation and the

judgment of peers A status granted to an educational institution or

program which meets commonly accepted

standards of quality or excellence


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Steps in the Accreditation Process

a self-evaluation or self-survey done by the

institution

an on-site evaluation conducted by peers

the decision of the governing board of the

accrediting body

periodic external review


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Areas to be Evaluated

1. Philosophy and Objectives

2. Curriculum and Instruction

3. Faculty

4. Library

5. Laboratories

6. Physical Plant

7. Student Services

8. Administration

9. Community Involvement


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COUNTRYPHILIPPINES

(PAASCU)

Japan Accreditation

Board of Engineering

Education

(JABEE)

Malaysia

Qualifications

Authority

Accreditation

Board for

Engineering and

Technology

(ABET-USA)

Singapore Engineering

Accreditation Board

PRIORITY

AREAS

(Parameters)

Purposes and

Objectives

Learning and

Educational Objectives

Vision, Mission,

Educational Goals and

Learning Outcomes

Students Mission and Program

Objectives

Curriculum and

Instruction

Quantitative

Curriculum

Requirements

Curriculum Design

and Delivery

Program

educational

objectives

Program Outcomes and

Teaching Processes

Faculty Educational Methods Assessment of

Students

Program

Outcomes

Students

Student Services Educational

Environment

Student Selection and

Support Services

Continuous

Improvement

Faculty Members

Library Evaluation of Student

Achievement vis--vis

Learning Objectives

Academic Staff Curriculum Facilities and Learning

Environment

Laboratories Educational

Improvement

Educational Resources Faculty Institutional Support and

Financial Resources

Physical Plant Program Criteria Programme

Monitoring andReview

Facilities Governance

Administration Leadership and

Governance and

Administration

Support Interactions between

Educational Institution

and Industry

Community

Involvement

Total Continual

Quality Improvement

Program Criteria Research, and

Development

Specific Programme

Criteria


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JABEE (Japan)

1. Learning and Educational Objectives

2. Quantitative Curriculum Requirements

3. Educational Methods

4. Educational Environment5. Evaluation of Student Achievement vis--vis

Learning Objectives

6. Educational Improvement

7. Program Criteria


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MALAYSIA (MQA)

1. Vision, Mission, Educational Goals and LearningOutcomes

2. Curriculum Design and Delivery

3. Assessment of Students4. Student Selection and Support Services

5. Academic Staff

6. Educational Resources

7. Programme Monitoring and Review

8. Leadership, Governance and Administration

9. Total Continual Quality Improvement


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ABET USA

1. Students

2. Program Educational Objectives

3. Program Outcomes

4. Continuous Improvement5. Curriculum

6. Faculty

7. Facilities

8. Support

9. Program Criteria


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SINGAPORE (SEAB)

1. Integrity and Mission2. Governance and Management

3. Human Resources

4. Learning Resources and Infrastructure5. Financial Management

6. Student Profile and Support Services

7. Curricular Aspects


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Outcomes-Based Education

Few educational concepts have sparked as

much interest, enthusiasm, misunderstanding

and controversy during the 1990s as Outcome

Based Education (OBE).


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OBE PARADIGM

WHAT and WHETHER students learn successfullyis more important than WHEN and HOW theylearn something.

Firmly rooted in past educational approaches.

An eclectic educational philosophy taking the bestfrom previous approaches and framing it in a newvisionary system.


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Quality Model for the Analysis of the Program

facilities

funding

students

staff

policy

management

input process output

study

programs

research

projects

community

services

graduates

scientific

production

services

Realized

mission

Achieved

goals

Achievedoutcomes

Stakeholders

satisfaction

Mission

statement

Goals

& aims

Expected

outcomes


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Defining Quality in Terms of Outcomes

Learning outcomes should pertain to what is or will

become important for the departments students.

Exemplary departments carefully determine theirstudents needs and then work to meet those needs.

They know that student learning, not teaching per se,

is what ultimately matters.


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Learning Objectives

What knowledge, skills, and values should studentsacquire from their educational experience?

How will this experience pay off in employment,societal contributions, and quality of life?

Are the objectives based on the needs of actual or

potential students rather than some ideal students?


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Updated PAASCU Survey Form CURRICULUM AND

INSTRUCTION

Curriculum Teaching - Learning Process

Teaching - Learning Environment

Assessment of Learning Outcomes

Supervision of Instructional Program

Co-curricular Programs

Academic Consultation/Advising


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Analysis section : PAASCU Form

The learning outcomes of each program definethe knowledge, skills, and values that students

acquire from their educational experience.

Indicate the performance of the graduates in

licensure examinations


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Outcomes/ Results Indicators

progression drop-outs

graduation rates

employment figures graduate satisfaction

employer satisfaction

entrepreneurship


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Analysis section: PAASCU Form

The institution regularly monitors attainmentof learning outcomes through:

a. employability of graduates in various sectors

b. employer satisfactionc. tracer studies

d. others


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PAASCU Form A

The admission and retention policies facilitate thestudents

a. completion of the academic program

b. attainment of learning outcomes

Evaluate systems and procedures for determining

attainment of learning outcomes


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Founding Member: International Network for

Quality Assurance Agencies in HigherEducation (INQAAHE) since 1991

Membership: 174 accrediting agencies from 73

countries. Thirteen (13) from Asia-Pacific


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Member, Asia-Pacific Quality Network

(APQN)

Established in 2003

PAASCU is a founding member

59 members from 25 countries 7 observers from 5 countries


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Institutions with PAASCU-Accredited

Engineering Programs

Adamson University, Manila

Ateneo de Davao University

Ateneo de Naga University

Central Philippines University, Iloilo

Cor Jesu College, Digos

De La Salle University Taft

Foundation University, Dumaguete


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Engineering Programs )

Holy Angel University, Angeles City

Holy Name University, Tagbilaran City

Notre Dame of Dadiangas University

Notre Dame of Marbel University

St. Louis College La Union

St. Louis University Baguio City

St. Marys University, Bayombong

University of Negros Occidental Recoletos

Bacolod City


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Engineering Programs )

University of San Carlos, Cebu City

University of San Jose Recoletos, Cebu City

University of Santo Tomas, Manila

University of St. La Salle, Bacolod City

University of St. Louis Tuguegarao City

University of the East-Caloocan

Xavier University, Cagayan de Oro City


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U.S. Department of Education

National Committee on Foreign Medical

Education and Accreditation (NCFMEA)

established under the Higher Education

Amendments of 1992 (Public Law 102-325).

determination of comparability for medical

education accreditation awarded to PAASCU in

May 2004.


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Challenges

The primary responsibility for achieving

excellence lies with the colleges and

universities themselves.

Accrediting agencies play a significant role in

advancing the assessment of learning

outcomes and should set the highest possible

standards.


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Challenges

Scholarly and professional associations also

have a responsibility, not only to encourage

but insist on systematic and continuous

improvement.

Quality is a shared responsibility among

various stakeholders but it is the institutions

themselves that should take the lead.


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outcomes-based accreditation peterureta

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