Criterion 1 – Expected Learning Outcomes
AUNQA requirements for Criterion 1
TRSU QA uses each of AUNQA criterion requirements below to assess the relevant QA practice of a program.
1.1 Outcomes formulation
The expected learning outcomes are appropriately formulated in accordance with an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders.
Diagnostic questions
- What is the purpose of the study program?
- How are the expected learning outcomes formulated?
- How do we measure the ELOs, or know they are achieved?
- How are they aligned to the university’s vision and mission?
- Do employers have specific requirements for the graduates to meet?
- Are the ELOs tuned to the need of employers? By what means?
1.2 Outcomes alignment
The expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the program.
Diagnostic questions
- How are the ELOs of courses or CLOs formulated?
- How are they aligned with the ELOs of the program or PLOs?
- How are the CLOs measured? How do we know they are achieved?
- How are CLOs made known to the staff and students?
1.3 Transferability
The expected learning outcomes consist of both generic outcomes (related to written and oral communication, problem-solving, information technology, team-building skills, etc) and subject specific outcomes (related to knowledge and skills of the study discipline).
Diagnostic questions
- How are the subject specific outcomes formulated?
- How are the generic outcomes formulated?
- How are they measured? How do we know they are achieved?
- Are both the outcomes equally important? Or which outcomes are given more emphasis than the other? Why?
- Are the generic outcomes valued more to employers than the subject specific outcomes? Or the other way round?
1.4 Stakeholders’ input
The requirements of the stakeholders, especially the external stakeholders, are gathered, and that these are reflected in the expected learning outcomes.
Diagnostic questions
- How are the requirements of external stakeholders gathered?
- How are the requirements used to formulate the ELOs?
- How do the PLOs or CLOs reflect the stakeholders’ requirements?
- To what extent are the ELOs influenced by the labor market?
- Is there a well-defined job profile?
1.5 Student achievement
The expected learning outcomes are achieved by the students by the time they graduate.
Diagnostic questions
- How is the achievement of the learning outcomes measured?
- To what extent have the learning outcomes been achieved?
- How are the learning outcomes translated to concrete requirements of the graduates?
- Are the learning outcomes reviewed periodically? What changes or improvement are considered?
Scoring for TRSU QA
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3 items | 4 items | 5 items |
AUNQA scoring rubrics
A seven-point rating scale used for AUNQA assessment is described below.
1. Absolutely inadequate
The QA practice to fulfil the criterion is not implemented.
There are no plans, documents, evidences or results available.
Immediate improvement must be made.
2. Inadequate and improvement is necessary
The QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary.
There is little document or evidence available.
Performance of the QA practice shows little or poor results.
3. Inadequate but minor improvement will make it adequate
The QA practice to fulfil the criterion is defined and implemented but minor improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.
4. Adequate as expected
The QA practice to fulfil the criterion is adequate and evidences support that it has been fully implemented. Performance of the QA practice shows consistent results as expected.
5. Better than adequate
The QA practice to fulfil the criterion is better than adequate. Evidence supports that it (the QA practice) has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.
6. Example of best practice
The QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented.
Performance of QA practice shows very good results and positive improvement trend.
7. Excellent (example of world-class or leading practice)
The QA practice to fulfil the criterion is considered to be excellent or is an example of world-class practices in the field. Evidences support that it has been innovatively implemented.
Performance of the QA practice shows excellent results and outstanding improvement trends.
Guide to writing a self-assessment report (SAR)
- The report is the account of the self-assessment. It is not only descriptive but also analytical. It identifies and evaluates the problems and also provides an indication of how the problems identified will be dealt with. (Use the diagnostic questions provided in each of the AUN-QA criteria to do this.)
- Illustrate clearly what, where, when, who, and how the QA mechanisms or instruments are implemented and managed to fulfil the criteria. This will help to piece all related information together.
- Focus on information and data (objective evidences) that directly address the criteria. The report has to be concise and factual. Provide trends and statistics to show achievement and performance.
What is the QA practice to fulfil the criterion?
Quality assurance practice should mean QA plan that evaluates and/or modifies organization’s procedures to ensure that they provide the desired results. The QA plan documents the planning, implementation and assessment procedures for a project, process or any QA activity.
The QA plan should provide information about some or all of the following.
- An overview of the project or process describing background, need, scope, activities, and deadlines;
- Quality objectives to be attained (for example, characteristics, effectiveness, cycle time, cost, etc.);
- Steps in the process that constitute the operating practice or procedures of the organization;
- Allocation of responsibilities, authority, and resources for different phases of the project/process;
- Specific document describing standards, practices, procedures, and instructions to be applied;
- Suitable testing, inspection, examination, and audit programs at appropriate stages;
- A documented procedure for changes and modifications to a quality plan as a process is improved;
- A method for measuring the achievement of the quality objectives;
(Source: https://asq.org/quality-resources/quality-plans)
Report of the QA practice to fulfil criterion 1
1.1 Outcomes formulation
The expected learning outcomes are appropriately formulated in accordance with an established learning taxonomy, are aligned to the vision and mission of the university, and are known to all stakeholders.
Program report
The objectives of Outcomes formulation are as follows.
– the formulation of ELOs is based on established criteria including alignment to the vision and mission, stakeholders’ requirements, and benchmarking in the discipline
– the degree of alignment must be justified by all the stakeholders
– the ELOs for all the courses are derived to align to the ELOs of the program so that the latter may then be achieved and demonstrated by the students
– the revision and improvement of ELOs is based on the extent of students’ achievement and the degree of stakeholders’ satisfaction toward the observed learning outcomes
Steps to formulate the program learning outcomes
– Identify practical knowledge and academic or professional skills which will be learned, practiced and mastered throughout the study program. They should be evidence based and demonstrated by the students.
– Ensure that the contribution of knowledge, skills and/or personal characters are aligned or relevant to the university’s vision and mission.
– From the career prospects of the graduates, use competency or skills required to refine the learning outcomes in terms of knowledge, skills and ethics so that the LOs are known to all stakeholders.
– Use Bloom’s action verbs of the evaluation level to formulate the PLOs for the qualification (Bachelor’s degree).
– Compare the PLOs to some established subject benchmark statements (UK QAA) or sector recognized standard (OfS). Revise them as necessary to meet the standard.
1.2 Outcomes alignment
The expected learning outcomes for all courses are appropriately formulated and are aligned to the expected learning outcomes of the program.
Program report
…….
1.3 Transferability
The expected learning outcomes consist of both generic outcomes (related to written and oral communication, problem-solving, information technology, team-building skills, etc) and subject specific outcomes (related to knowledge and skills of the study discipline).
Program report
……
1.4 Stakeholders’ input
The requirements of the stakeholders, especially the external stakeholders, are gathered, and that these are reflected in the expected learning outcomes.
Program report
……
1.5 Student achievement
The expected learning outcomes are achieved by the students by the time they graduate.
Program report
………
Evidence
| No. | Evidence and link to drive files |
| 1.1-1 | |
| 1.1-2 | |
| 1.2-1 |
Assessment scores
| Criterion requirements | Self score | Assessors’ score |
| 1.1 Outcomes formulation: ELOs are formulated according to taxonomy, vision-mission and are known to SHs. | 1 | |
| 1.2 Outcomes alignment: Course ELOs are formulated and aligned to program ELOs. | 1 | |
| 1.3 Transferability: ELOs have generic and subject specific outcomes. | 1 | |
| 1.4 Stakeholders’ input: ELOs reflect stakeholders’ requirements. | ||
| 1.5 Student achievement: ELOs are achieved by the students before graduation. | ||
| Overall score (sum of scores for criterion requirements 1.1-1.5) | ||
Scoring guide
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3 items | 4 items | 5 items |