IMPROVING AN ELT PROGRAM THROUGH SELF-ASSESSMENT: A CASE STUDY

1. IMPROVING AN ELT PROGRAM THROUGH SELF-ASSESSMENT: A CASE STUDY Prof. Shaker Rizk Ittihad University, Ras Al Khaimah, UAE Shaker115@hotmail.com HEIC, 2010 Beirut, Lebanon

2. Abstract • Over the past decade, Ittihad University(IU) has adopted Self-assessment (SA) as one of the basic tools for improving the English Language Teaching Program (ELTP). • The purpose of utilizing this particular tool has been to inform faculty and other decision-makers of the effectiveness of the program, to prove what the program achieves, and to give support to those involved in the ELTP.

3. Major steps to carry out SA • identifying measurable student learning objectives and outcomes, • listing the appropriate methods or approaches to assess how well students are meeting the articulated objectives, • listing appropriate measures that can be administered, analyzed, and interpreted for evidence of student learning outcomes, • evaluating and sharing results , and • making necessary changes to the program

4. Phases of SA at IU • Phase one focused on mapping measurable objectives and outcomes in all ELTP courses, • Phase two focused on program effectiveness and improvement with particular emphasis on feedback surveys, and • Phase three is catering for the alignment of course outcomes with its objectives and the outcomes of the ELTP.

5. Tools & Models • the objective/outcome-based model (comparing the Commission for Academic Accreditation (CAA) standards with existing procedures), • the decision-making model (focusing on accountability to reallocate resources or decide the continuation of the program), and • the responsive model (focusing on learner-based and market-based concerns).

6. What is self- assessment? • gathering of information to improve institutional practices. • the systematic collection and analysis of information to improve student learning. • Successful self-assessment strategies allow HEIs to fairly and accurately evaluate the real learning of all their students.

7. Steps of Assessment strategies • identify performance objectives, • instruct according to these objectives, • assess these performance objectives. • plan intervention activities to re-teach objectives if objectives are not attained. • actively involve students by teaching self-assessment practices.

8. Steps of Assessment strategiescont’d • Do not allow your attitudes towards assessment and standardized testing affect your students. • involve parents & employers in the assessment process • Make scoring rubrics and assessment tools clear for students and other assessors • Provide models of excellence

9. Steps to carry out SA at IU • Institutional Research (IR) Office conducts an orientation meeting with those involved (deans, program directors, faculty, and administrative staff) • Deans and Program Directors conduct faculty meetings and self-study assignments • Faculty discuss progress of self-study, analyze data, draft self-study, finalize self-study, write report, and send it to IR Office for discussion • Send final report to outside reviewers (CAA) for suggestions and recommendations.

10. Steps to carry out SA at IUcont’d • Respond to recommendations of outside reviewers • Develop an action plan to implement CAA recommendations • Discuss and finalize action plan with Program Directors, Deans and Chancellor • Implement action plans after review • Follow-up on progress on action plans and Implement revised action plans

11. QA IE Mission Internal Instruction External Alumni Faculty Employers PA Courses Goals & Objectives Outcomes curriculum Ministry /CAA Ed. & Admin. Support Service Students International Training Instruments Peer Review System ELTP Assessment Model

12. SA Phases and Tools Program Curriculum – Objectives – Outcomes – Teaching and Learning Tools Analysis of Outcomes Program Outcomes are measured and analyzed by a review team/committee of faculty members that is formed by the College Council. The aim of this team is to analyze the collected data through using those assessment tools mentioned in this plan. Such tools are as Course Evaluation by Faculty, Employers' Survey, Alumni Survey, Exit Survey, Training Program Repots, direct observation reports by academic advisors, holistic review report, etc. The results of this analysis are reported to the College Council with a set of recommendations regarding the Business Administration curriculum. These recommendations are to be taken into account in the following academic year. • Phase I (Before Graduation): • First (Fall) Semester: • This phase of the program is assessed by using different instruments as listed below. • Assessment Instruments Semester Course Midterm exam. Semester activities (Assignments/Projects/Class participation, etc.) Semester Course Final Exam. Semester Course & Teaching Evaluation by students. Semester Course Evaluation (Course File) by Faculty. Graduation Project Report if relevant Exit Survey Overall GPA • Phase III (After Graduation): • Graduates are followed up to find out job placement rate, postgraduate studies, professional achievements at work, professional test (if any), employers points of view, and feedback from external sources regarding the Business Administration graduates' performance in the market. This phase is assessed by using the instruments below. • Assessment Instruments • Employers' Survey • Alumni Survey • College Council inputs / feedback • External feedback • Holistic Review • Internal & external Report. • Phase II (Before Graduation): • Second (Spring) Semester: • This phase of the Program is assessed by using the instruments below. • Assessment Instruments Semester course Midterm Exam. Semester activities (Assignments/Projects/Class Participation, etc.) Semester Course Final Exam. Semester Course & Teaching Evaluation by students. Semester Course Evaluation (Course File) by faculty. Training Program Reports. Graduation Project Report if relevant Exit Survey. Annual Education support Services Evaluation by Students Overall GPA Graduation Career BACK

13. SA Phases of the ELTP

14. Students, Alumni, Business Community (Employers) University & College Requirements Courses College Council Program Faculty Members (Curriculum committee) Common Courses with other programs (Faculty Members) University-wide Curriculum Committee Curriculum, Outcomes, Objectives, Accreditation Standards Curriculum Assessment Flowcharts Curriculum Assessment Flowcharts

15. Assessment Instruments Evaluating Program Outcomes

16. Assessment Tools used for Educational & Administrative Units/Services

17. Conclusion • Self assessment is seen as an ongoing process that allows IU leadership to examine the quality, value and importance of its educational delivery and outcomes, and to establish how it is meeting the needs of learners and other stakeholders. • SA is a mechanism through which HEIs can evaluate their own performance, identify strengths and opportunities for improvement, • SA has helped the ELTP to decide what (outcomes) it is trying to achieve, and how to know if it has achieved these or not. • SA has led to a genuine commitment to organizational change and some conspicuous improvements.

18. Conclusion cont’d • SA has resulted in improving the ELTP and won it the initial accreditation in 2004, full accreditation in 2007 and hopefully reaccreditation in 2012. • It has been successful in assuring the quality of the ELTP, and showing accountability and sustainability. • The cyclical approach adopted over the past decade has shown that the modifications, methods and techniques, and tools have been compatible with the needs of each phase. • The changes and restructuring of program missions, learning outcomes, and assessment tools have met the very recent requirements for institutional effectiveness, quality assurance, and accountability.

19. IMPROVING AN ELT PROGRAM THROUGH SELF-ASSESSMENT: A CASE STUDY THANK YOU Prof. Shaker Rizk April,2010