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ACADEMIC PERFORMANCE AUDIT ON AREA 1, 2 AND 3 Prepared By: Nor Aizar Abu Bakar

ACADEMIC PERFORMANCE AUDIT ON AREA 1, 2 AND 3 Prepared By: Nor Aizar Abu Bakar Quality Academic Assurance Department. OUTLINE. THE STANDARDS – Benchmarked and Enhanced GUIDELINES ON THE STANDARDS AND CRITERIA FOR THE NINE AREAS OF EVALUATION FOR ACADEMIC PERFORMANCE AUDIT

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ACADEMIC PERFORMANCE AUDIT ON AREA 1, 2 AND 3 Prepared By: Nor Aizar Abu Bakar

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  1. ACADEMIC PERFORMANCE AUDIT ONAREA 1, 2 AND 3 Prepared By: Nor Aizar Abu Bakar Quality Academic Assurance Department

  2. OUTLINE • THE STANDARDS – Benchmarked and Enhanced • GUIDELINES ON THE STANDARDS AND CRITERIA FOR THE NINE AREAS OF EVALUATION FOR ACADEMIC PERFORMANCE AUDIT • Vision , Mission, Educational Goals and Learning Outcomes • Curriculum Design and Delivery • Assessment of Students • Student Selection and Support Services • Academic Staff • Educational Resources • Programme Monitoring and Review • Leadership, Governance and Administration • Continual Quality Improvement

  3. The Standards

  4. AREA 1- VISION, MISSION, EDUCATIONAL GOALS AND LEARNING OUTCOMES

  5. AREA 1.1: Statement of Vision, Mission and Educational Goals

  6. AREA 1.2 Participation in the Formulation of Vision, Mission & Educational Goals

  7. AREA 1.3 Academic Autonomy

  8. AREA 1.4 Learning Outcomes

  9. AREA 2 : CURRICULUM DESIGN AND DELIVERY

  10. Area 2.1 -Curriculum Design & Teaching - Learning (T-L)Methods • musthave its defined process for curriculum establishment , review and evaluation • The Programme must only be considered after a needs assessment has indicate d there is a need for them to be conducted • must be considered only after resources to support it identified • Aims and objectives of all programmes must be consistent with the HEP vision and mission • The Curriculumshould encourage multi-disciplinary approaches to enhance personal development of students • Theneeds analysis should involve external sources feedback • Co-curricular activities should be there to enrich student experience • The Programme Content , approach & T-L Methods mustbe appropriate, consistent , and support the achievement of programme learning outcomes • Teaching-learning activities must be consistent with the curriculum • mustbe a variety of T-L methods in order to achieve the eight domains of learning outcomes

  11. Area 2.2: Curriculum Content & Structure

  12. The Programme Content & Delivery must • be regularly reviewed and evaluated and its results utilised to assure quality (must involve external examiners – for MQF level 6 and above ) • The Students must : • be provided with the most current written information of programme aims, out-line, learning outcomes and assessment methods • The Programme must : • have a coordinator and a team of appropriate academic staff • have authority and established procedures for planning & monitoring • be given adequate resources for implementation and evaluation for quality improvement Area 2.3 - Management of the Programme The Students The Programme Team The Programme

  13. Area 2.3 - Management of the Programme - cont

  14. Area 2.4 Linkages with External Stakeholders

  15. AREA 3 – ASSESSMENT OF STUDENTS

  16. Area 3.1- Relationship between Assessment and Learning

  17. Area 3.2- Assessment Methods

  18. Area 3.2- Assessment Methods - cont

  19. Area 3.3 - Management of Student Assessment

  20. Area 3.3 - Management of Student Assessment - cont

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