4/26/18

Strategi Penyusunan
Self Assessment AUN-QA

Melania S Muntini

AUN QA Models
For Higher Educations
QA internal
memastikan bahwa sistem lembaga
atau program memiliki kebijakan
dan mekanisme untuk memastikan
bahwa institusi tsb memenuhi tujuan
dan standarnya sendiri

Strategic
(QA at
Institutional Level)

Systemic
(Internal QA System)

Tactical
(QA at Programme Level)

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• South East Asian Ministers of Education

Organization Regional Centre for Higher Education
Development

EQA in
each
country

IQA in each
university

ASEAN
QA
Framework

Background
Guide to
AUN-QA AUN-QA
Bangkok AUN-QA AUN-QA AUN-QA Revised Assessment
Accord Guidelines Manual Assessments Manual Version 3.0

2000 2004 2006 2007 2011 2015

Initiation
Implementation

Learning and Improvement

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AUN QA Model
For Institutional Level

Stakeholder Satisfaction

Missio Policy Educational A

n Plan Activities C
H
Manageme
I
nt E T
Goals Research
Human V S
Resource E
M
Aims Community
Funding E
Service
N

Quality Assurance and (inter)national Benchmarking

The Second Column à how the university is planning to achieve the

goal

• translation of the goals into a policy document and

policy strategy;
• management structure and management style of the
university;
• human resource management: input of staff to
achieve the goals;
• funding to achieve the intended goals

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The Third Column à the core activities of a university:

• educational activities of teaching and learning

• research activities
• contribution to society and to the support and
development of the community.

Structure of the AUN QA Criteria

Definition of Criteria

Checklist

Explanation

Diagnostic Questions

Sources of Evidences

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AUN-QA Model
for IQA System

Internal Quality Assurance

Monitoring Student Pass Rate Feedback from the Research

Labour Market
Instruments Progress Drop-out Rate and Alumni Performance

Course and
Evaluation Student Research Service
Curriculum
Instruments Evaluation Evaluation Evaluation
Evaluation
Assurance Quality Quality
Special QA Assurance
Student Assurance Assurance
Processes Quality Staff
Assessments Facilities Student Support

Specific QA SWOT Inter-Collegial Information Quality

Instruments Analysis Audits System Handbook

Follow up

Fokus model AUN-QA untuk tingkat prodi

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AUN-QA Models for Higher Education

Quality Assurance at Programme Level

Stakeholders Needs

How ELO’s are translated into the programme and can be achieved
via teaching and learning strategy and student assessment
2 Programme 3 Programme 4 Teaching & 5 Student A
Learning
Specification Structure & Content Assessment c
Approach h
1
Input of the process: i
7 8 9
6
e
Expected Academic Support Staff Student Quality & Facilities & v
Learning Staff Quality Quality Support Infrastructure e
m
Outcomes e
10 Quality Enhancement n
t
s
11 Output

Quality Assurance and (Inter)national Benchmarking

Kriteria AUN-QA
pada level program studi

1. Expected Learning outcomes

2. Programme specification
3. Programme structure and content
4. Teaching and learning approach
5. Student assessment
6. Academic staff quality
7. Support staff quality
8. Student quality and support
9. Facilities and infrastructure
10. Quality enhancement
11. output

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Hubungan 11 kriteria program level

pada AUN-QA

AUN-
QA 1 2 3 4 5 6 7 8 9 10 11
Criterian
1.1 2.1 3.1 4.2 5.1 10.1
1 1.2
1.3
2.2 3.2 4.3 5.3 6.4 1.3 11.5

1.1 2.1 3.1 5.1

2 1.2 2.2
2.3
3.2
3.3
4.2 5.2
5.3
6.4 8.4 11.5

1.1 2.1 3.1 4.2 5.1 10.2

3 1.2 2.2
2.3
3.2
3.3
4.3 5.2
5.3
6.4 10.3 11.5

1.1 2.1 3.1 4.1 9.1

4 1.2 2.2 3.2 4.2

4.3
5.1 6.4 8.5
9.2
9.3
10.3 11.5

9.4
1.1 2.1 3.1 4.1 5.1 8.3
1.2 2.2 3.2 4.2 5.2 8.4
5 2.3 5.3
5.4
6.4 8.5 10.3 11.5

5.5

AUN-QA
Criterian 1 2 3 4 5 6 7 8 9 10 11
1.1 3.1 4.1 5.1 6.1 8.3 9.1 10.1 11.4
1.2 3.2 4.2 5.2 6.2 8.4 9.2 10.3 11.5

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1.3 3.3 4.3 5.3 6.3 9.3 10.4
2.3 5.4 6.4 9.4 10.6
6.5
6.6
6.7
7.1 9.1 10.1

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7.2 9.2 10.5
7.3 8.5 9.3 10.6 11.5
7.4 9.4
7.5 9.5
4.1 5.2 7.3 8.1 9.1 10.1 11.5

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4.2 5.3 7.5 8.2 9.2 10.3 11.6
2.3 4.3 5.4 6.4 8.3 9.3 10.4
5.5 8.4 9.4 10.5
8.5 9.5 10.6
4.2 7.1 9.1 10.5 11.4

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4.3 7.2 9.2 10.6 11.5
6.7 7.3 8.5 9.3
7.4 9.4
7.5 9.5
3.1 4.1 5.1 8.3 9.1 10.1
3.2 4.2 5.2 8.4 9.2 10.2

10 1.3
3.3 4.3 5.3
5.4
5.5
6.7 7.3
8.5 9.3
9.4
9.5
10.3
10.4
10.5
11.5

10.6
4.2 5.2 6.1 7.2 8.3 9.1 10.5 11.1
4.3 5.4 6.2 7.3 8.4 9.2 10.6 11.2

11 1.3 2.3 3.3

5.5 6.3
6.4
6.5
7.4
7.5
8.5 9.3
9.4
9.5
11.3
11.4
11.5
6.6

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AUN QA
Criterion 1

The formulation of the expected learning outcomes takes into account and reflects
the vision and mission of the institution. The vision and mission are explicit and
known to staff and students.

The programme shows the expected learning outcomes of the graduate. Each
course and lesson should clearly be designed to achieve its expected learning
outcomes which should be aligned to the programme expected learning
outcomes.

The programme is designed to cover both subject specific outcomes that relate
to the knowledge and skills of the subject discipline; and generic (sometimes
called transferable skills) outcomes that relate to any and all disciplines e.g.
written and oral communication, problem-solving, information technology,
teambuilding skills, etc.

The programme has clearly formulated the expected learning outcomes which reflect
the relevant demands and needs of the stakeholders.

Checklist

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AUN QA
Criterion 2

1. The Institution is recommended to publish and communicate the

programme and course specifications for each programme it offers, and
give detailed information about the programme to help stakeholders make
an informed choice about the programme.

2. Programme specification including course specifications

describes the expected learning outcomes in terms of knowledge,
skills and attitudes. They help students to understand the
teaching and learning methods that enable the outcome to be
achieved; the assessment methods that enable achievement to
be demonstrated; and the relationship of the programme and its
study elements.

Checklist

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AUN QA
Criterion 3

The curriculum, teaching and learning methods and student assessment are
constructively aligned to achieve the expected learning outcomes.

•The curriculum is designed to meet the expected learning outcomes where

the contribution made by each course in achieving the programme’s expect ed
learning outcomes is clear.

The curriculum is designed so that the subject matter is logically structured,

sequenced, and integrated.

• The curriculum structure shows clearly the relationship and progression of

basic courses, the intermediate courses, and the specialised courses

The curriculum is structured so that it is flexible enough to allow students to pursue an area of
specialisation and incorporate more recent changes and developments in the field.

The curriculum is reviewed periodically to ensure that it remains relevant and

up-to-date.

Checklist

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AUN QA
Criterion 4

The teaching and learning approach is often dictated by the educational

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philosophy of the university. Educational philosophy can be defined as a set
of related beliefs that influences what and how students should be taught. It
defines the purpose of education, the roles of teachers and students, and
what should be taught and by what methods.

Quality learning is understood as involving the active

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construction of meaning by the student, and not just something
that is imparted by the teacher. It is a deep approach of learning
that seeks to make meaning and achieve understanding.

Quality learning is also largely dependent on the approach that the learner

3 takes when learning. This in turn is dependent on the concepts that the
learner holds of learning, what he or she knows about his or her own
learning, and the strategies she or he chooses to use.

AUN QA
Criterion 4

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Quality learning embraces the principles of learning. Students
learn best in a relaxed, supportive, and cooperative learning
environment.

In promoting responsibility in learning, teachers should:

a. create a teaching-learning environment that enables individuals to

5 participate responsibly in the learning process; and

b. provide curricula that are flexible and enable learners to make
meaningful choices in terms of subject content, programme routes,
approaches to assessment and modes and duration of study.

The teaching and learning approach should promote learning, learning

6 how to learn and instil in students a commitment of lifelong learning (e.g.

commitment to critical inquiry, information-processing skills, a willingness
to experiment with new ideas and practices, etc.).

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Checklist

4 Teaching and Learning Approach 1 2 3 4 5 6 7

4.1 The educational philosophy is well
articulated and communicated to all
stakeholders [1]
4.2 Teaching and learning activities are
constructively aligned to the achievement
of the expected learning outcomes [2, 3, 4,
5]
4.3 Teaching and learning activities enhance
life-long learning [6]
Overall opinion

AUN QA
Criterion 5
• Assessment covers:
- New student admission
- Continuous assessment during the course of study
1 - Final/exit test before graduation

• In fostering constructive alignment, a variety of assessment methods should be adopted

and be congruent with the expected learning outcomes. They should measure the
2 achievement of all the expected learning outcomes of the programme and its courses.

• A range of assessment methods is used in a planned manner to serve

3 diagnostic, formative, and summative purposes.

• The student assessments including timelines, methods, regulations,

weight distribution, rubrics and grading should be explicit and
4 communicated to all concerned.

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AUN QA
Criterion 5

• Standards applied in assessment schemes are explicit and consistent across

the programme.
5

• Procedures and methods are applied to ensure that student assessment is

valid, reliable and fairly administered
6

• The reliability and validity of assessment methods should be documented

and regularly evaluated and new assessment methods are developed and
7 tested.

• Students have ready access to reasonable appeal procedures.

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Checklist

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AUN QA
Criterion 6

1. Both short-term and long-term planning of academic staff establishment or needs

(including succession, promotion, re-deployment, termination, and retirement plans) are
carried out to ensure that the quality and quantity of academic staff fulfil the needs for
education, research and service. 2
2. Staff-to-student ratio and workload are measured and monitored to improve
the quality of education, research and service.

3. Competences of academic staff are identified and evaluated. A competent academic

staff will be able to:
a. design and deliver a coherent teaching and learning curriculum;
b. apply a range of teaching and learning methods and select most appropriate
assessment methods to achieve the expected learning outcomes;
c. develop and use a variety of instructional media;
d. monitor and evaluate their own teaching performance and evaluate courses they
deliver;
e. reflect upon their own teaching practices; and
f. conduct research and provide services to benefit stakeholders

4. Recruitment and promotion of academic staff are based on merit system,

which includes teaching, research and service.

5. Roles and relationship of academic staff members are well defined and
understood.

6. Duties allocated to academic staff are appropriate to qualifications,

experience, and aptitude.
7. All academic staff members are accountable to the university and its
stakeholders, taking into account their academic freedom and professional
ethics.
8. Training and development needs for academic staff are systematically
identified, and appropriate training and development activities are
implemented to fulfil the identified needs.
9. Performance management including rewards and recognition is
implemented to motivate and support education, research and service.

10. The types and quantity of research activities by academic staff are
established, monitored and benchmarked for improvement.

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Checklist

AUN QA
Criterion 7

• Both short-term and long-term planning of support staff establishment or

needs of the library, laboratory, IT facility and student services are carried out
1. to ensure that the quality and quantity of support staff fulfil the needs for
education, research and service.

• Recruitment and selection criteria for appointment, deployment and promotion

of support staff are determined and communicated. Roles of support staff are
2. well defined and duties are allocated based on merits, qualifications and
experiences.

• Competences of support staff are identified and evaluated to ensure that their
3. competencies remain relevant and the services provided by them satisfy the
stakeholders’ needs

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AUN QA
Criterion 7

• Training and development needs for support staff

are systematically identified, and appropriate training
4.
and development activities are implemented to fulfil
the identified needs.

• Performance management including rewards and

5. recognition is implemented to motivate and support
education, research and service.

Checklist

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AUN QA
Criterion 8

• The student intake policy and the admission criteria to the programme
1. are clearly defined, communicated, published, and up-to-date.

• The methods and criteria for the selection of students are determined
2. and evaluated.

• There is an adequate monitoring system for student progress, academic performance, and
workload. Student progress, academic performance and workload are systematically
3. recorded and monitored, feedback to students and corrective actions are made where
necessary.

• Academic advice, co-curricular activities, student competition, and other

4. student support services are available to improve learning and employability.

• In establishing a learning environment to support the achievement of quality student

learning, the institution should provide a physical, social and psychological environment
5. that is conducive for education and research as well as personal well-being.

Checklist

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AUN QA
Criterion 9

The physical resources to deliver the curriculum, including equipment, materials and information
technology are sufficient.

Equipment is up-to-date, readily available and effectively deployed.

Learning resources are selected, filtered, and synchronised with the objectives of the study programme.

A digital library is set up in keeping with progress in information and communication technology.

Information technology systems are set up to meet the needs of staff and students. 6

The institution provides a highly accessible computer and network infrastructure that enables the campus
community to fully exploit information technology for teaching, research, services and administration.

Environmental, health and safety standards and access for people with special needs are defined and
implemented.

Checklist

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AUN QA
Criterion 10

The curriculum is developed with inputs and feedback from academic staff, students, alumni and
stakeholders from industry, government and professional organisations.

The curriculum design and development process is established and it is periodically reviewed and
evaluated. Enhancements are made to improve its efficiency and effectiveness

The teaching and learning processes and student assessment are continuously reviewed and evaluated to
ensure their relevance and alignment to the expected learning outcomes.

Research output is used to enhance teaching and learning.

Quality of support services and facilities (at the library, laboratory, IT facility and student services) is subject
to evaluation and enhancement.

Feedback mechanisms to gather inputs and feedback from staff, students, alumni and employers are
systematic and subjected to evaluation and enhancement.

Checklist

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AUN QA
Criterion 11

• The quality of the graduates (such as pass rates, dropout rates, average time to graduate,
1. employability, etc.) is established, monitored and benchmarked; and the programme
should achieve the expected learning outcomes and satisfy the needs of the stakeholders.

• Research activities carried out by students are established, monitored and benchmarked;
2. and they should meet the needs of the stakeholders.

• Satisfaction levels of staff, students, alumni, employers, etc. are established, monitored
3. and benchmarked; and that they are satisfied with the quality of the programme and its
graduates.

Checklist

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PDCA Approach to AUN-QA

Implementation at Programme Level

Self-Assessment (Gaps Analysis)

How to get there?

QA Standards Goals

Gaps Gaps

Where you are Where you want to be

Improvement Plan to close

“gaps”

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Self-Assessment Report (SAR)

Act Plan
• Improve QA • Communicate
• Finalise SAR intent
• Communicate SAR • Organise team
• Get ready • Develop plan
SAR writing is • Understand AUN-QA
very helpful for criteria & process

gap analysis

Check Do
• Verify SAR • Self-assessment
• Gather feedback •Collect data & evidences
• Close gaps
• Write SAR
• Review SAR

Approach for SAR Writing

Criteria

Improvement Approach

Result Deployment

Process

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Typical Project Timeline

for SAR Development
Activity/Month 1 2 3 4 5 6 7 8 9 10 11 1 Deadline Assigned to Statu
2 s
Communicate Intent
P
L Organise Team
A Develop Plan
N Understand AUN QA criteria and
process
D Self assessment
O Collect data &evidences
Close gaps
Write SAR
Review SAR
C Verify SAR
H
E Gather Feedback
C

A Improve QA
C Finalise SAR
T Communicate SAR
Get Ready
Change Management

Content of SAR
Part 1 : Introduction
• Executive summary of the SAR
• Organisation of the self-assessment – how the self-assessment was carried
out and who were involved?
• Brief description of the university, faculty and department – outline the
history of quality assurance, mission, vision, objectives and quality policy
of the university followed by a brief description of the faculty and
Part 2 : AUN-QA criteria
department.
• This section contains the write-up on how the university, faculty or
department addresses the requirements of the AUN-QA criteria. Follow
the criteria listed in the self-assessment checklist.
Part 3 : Strengths and Weaknesses Analysis
• Summary of strengths - summarise the points that the department
considers to be its strengths and mark the points that the institution is
proud of.
• Summary of Weaknesses - indicate which points the department considers
to be weak and in need of improvement.
• Completed self-assessment checklist as in Appendix A
• Improvement plan – recommendations to close the gaps identified in the
Part 4 : Appendices
selfassessment and the action plan to implement them.
• Glossary and supporting documents and evidences

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QUALITY ASSESSMENT PROCESS

ACT PLAN

-Assessment Report & - Types of Assessment

Recommendations - Assessment Team
-Assessment Feedback -Schedule &Itinerary

CHECK DO
- Report Preparation - Dekstop Assessment
- Presentation of -Site Assessment
Assessment Findings

Programme IQA

Stakeholders’
Improvement Needs

Graduate
Competencies
Standardisation
Action Plan
Learning
Purpose
Outcomes
Feedback/ Check Do
Evaluation
Curriculum

Results &
Analysis Learning &
Assessment
Teaching

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IQA Roadmap for Programme Development

Review

Programme
Learning
Outcomes

Internal Factors
External Factors

Course/Lesson
Learning Outcomes

Learner
Activities Assessments

Resources and
Support System

External Review Internal

Assessment Curriculum Development Assessment

Analysis of Programme Assessment

By Zhou Qi, et al., 2011 (NUS)

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TIM TASK FORCE

Membentuk Tim Mempelajari Implementasi

TF yang kuat Panduan/criteria • implementasi
• Menguasai • mempelajari segala aspek
data/situasi check list • Kebersihan,
• telaten dan • menuangkan keselamatan,
detail dalam fakta sesuai atmosfir
penulisan check list yang akaddemik
• Pengendali dari diminta • Perubahan
pusat(REKTORA base on PDCA
T)

BEBERAPA TIPS PENGISIAN SAR

1. Selalu tampilkan siklus PDCA dalam setiap kriteria

2. Apa adanya, tidak ada yang perlu ditutup-tutupqqqw; karena
berdasarkan evidence dan visitasi/klarifikasi akan terbaca
3. Meskipun Prodi belum mengikuti standar AUN secara
keseluruhan, sebutkan di SAR bahwa setelah membaca kriteria
AUN, dalam masa penulisan SAR, Prodi melakukan perbaikan-
perbaikan; hal ini akan menjadi pertimbangan penilaian bagi
Asesor
4. Tampilkan data dalam bentuk grafik/ table sebanyak mungkin

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Lesson Learning

1. PDCA dilaksanakan pada setiap tahapan termasuk

persiapan
2. Kebersihan disemua lini dan menjadi budaya perlu
diimplementasikan
3. Budaya mutu menjadi habits
4. Memperhatikan setiap detail (dokumen, infrastruktur,
jalur-jalur keluar masuk, pergantian acara, dll
5. Pengaturan acara yang rapi

TANTANGAN DALAM INSTITUSI YANG HARUS

DISELESAIKAN DENGAN BAIK

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melania@physics.its.ac.id

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