Pakeeza Bukhari

Self assessment is an exercise conducted by the institution itself to assess

whether its programs meet their educational objectives and outcomes
with the purpose to improve quality of programs and enhance students
learning
Self assessment in Pakistani Universities is being conducted under HEC
guidelines (Self Assessment Manual)
Self Assessment Report (SAR) makes the basis of all assessments &
reviews of academic programs

2
Self Assessment Overview
QEC forms a Program Team (PT) in consultation with HoD
The PT prepares a Self Assessment Report (SAR) under guidelines by QEC
QEC reviews SAR
After finalization of SAR, VC forms an Assessment Team (AT)
AT conducts visit & assessment
AT presents its finding to Dean, QEC, HoD & faculty
Department prepares an Implementation Plan (IP)
QEC follows up the IP
3
Self Assessment Overview
To attend the SAR meetings as and when required
To ensure that Self Assessment Mechanism is being implemented as per the
given guidelines.
To prepare drafts of the SAR on the given dead line and send them to QEC
for timely feedback.
To keep the record of all the supporting documents addressing various
standards of the SAR.
To circulate all the applicable feedback forms in coordination with DQACs
to the target stakeholders and include the analysis of the same in the SAR.
To communicate with the management on the effectiveness and suitability
of the SA mechanism

4
Responsibilities of Program Team
Criteria
No
Description Standards
1 Program mission, objectives and outcomes 4
2 Curriculum design and organization 7
3 Laboratories and computing facilities 3
4 Student support and guidance 3
5 Process control 5
6 Faculty 3
7 Institutional facilities 3
8 Institutional support 3
5
Criteria and Standards


Criterion 1: Program Mission, Objectives
and Outcomes


Each program must have a

mission

quantifiable measurable objectives and

expected outcomes for graduates.



Criterion 1: Standards


Standard 1-1: The program must have documented measurable objectives that
support departmental and institutional mission statements

The Mission Statement should
be in line with ISTs Mission statement
express your department/programs purpose in a way that inspires support and
ongoing commitment
motivate the stakeholders
be convincing and easy to grasp
be short enough so that anyone related to the faculty/department/programs can
repeat it


Meeting Standard 1-1

Document institution, departmental and program mission statements.

State program objectives.

Describe how each objective is aligned with program, departmental and
institution mission statements.

Outline the main elements of the strategic plan to achieve the program
mission and objectives.

Provide for each objective how it was measured, when it was measured and
improvements identified and made (table 4.1)
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Mission Statement of IST
The institute aims at providing outstanding quality education to diverse
groups of national and international students.
Academic programs focus on rigorous scientific and theoretical foundations
to create professionals with thorough understanding of the fundamental and a
capability of applying this knowledge for research, analysis and design

Mission Statement of Department (Sample)
The Department is committed to providing highest quality education,
conducting high quality basic and applied research addressing the evolving
needs of industry and society, and supporting the development of more
competitive and new industry in the country.

Mission Statement of Program (Sample)
To build concrete concepts of the subject through high quality class teaching,
laboratory work and small-scale research work, to help individuals become
change agents on the canvas of technology advancement and innovation

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Program Educational Objectives are expressed in broad statements, intentions
for teaching/learning
They are teacher oriented.
They define what we are going to achieve.
It is a broad statement and covers various areas.
Objectives are SMART (specific, measurable ,achievable, realistic and
time bound)
The program would
provide..
give students ability to .
Prepare them to .
Become familiar with/ Will appreciate the

Program Educational Objectives
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Program Objectives (Sample)

To enable the graduate to apply knowledge gained in the degree
program effectively and efficiently.
To successfully bring innovation in related technology with cost-
effectiveness.
To step into Research and Development (R&D) effectively.
To pursue higher studies in any national/international University of
high repute.
To break away from maintenance-based job and step into designing
and manufacturing.

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Objective How measured When measured
Improveme
nt identified
Improvem
ent made
Enable students to be
productive members of
interdisciplinary engineering
teams.
Through
collaboration
quality in group
projects and
assignments,
Participation in
extra-curricular
activities,
Graduating
students, alumni
and employer
surveys
Time to time, at
graduation time, after
graduation

Nil

Nil
Produce Engineers / Scientists
with high moral and ethical
values.
No of Discipline
committee case &
no of fine tickets,
Plagiarism cases,
Employer Survey
Once in tw0 years N/A N/A

To inculcate confidence in
students to pursue doctoral
degree in their specialized
area of interest.
Ratio of students
pursuing PhD
After 2 years of pass out
of first batch
N/A N/A
Table: 4.1

Criterion 1: Standards




Standard 1-2: The program must have documented outcomes
for graduating students. It must be demonstrated that the
outcomes support the program objectives and that graduating
students are capable of performing these outcomes.



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Program Outcomes

They identify what the learner will know and be able to do by the end of a
program
Result from a learning process
Stated as achievements of the student
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Example
After the completion of BS Mechanical Engineering program:
Students will be able to apply knowledge of mathematics science and
fundamental engineering to mechanical engineering problems.
Students will be able to design components, processes and systems to meet
desired needs.
Students will be able to conduct engineering experiments to study different
engineering systems, including various modes of operation, performance
evaluation, properties of materials and manufacturing techniques, as well as
to use laboratory instruments and computers to analyze and interpret data.
Students will be able to use modern tools, techniques, and skills necessary for
practicing mechanical engineering including computational tools, statistical
techniques, and instrumentation..
Students will be able to work in a professional engineering environment,
and to understand the associated economical considerations.
Students will be able to work effectively in teams including
multidisciplinary teams to solve engineering problems relevant to their field.
Students will be able to communicate effectively in written, oral, and
graphical forms, including the use of professional quality visual aids
Describe how the Program Outcomes support the Program Objectives in
Table 4.2
Program
Objectives
Program Outcomes
1 2 3 4 5 6 7 8 9 10 11
1
_ _ _ _ * * _
2
_ _ _ _ * * _ *
3
_ _ _ * _ * _
4
_ * * * * * *



Meeting Standard 1-2

Describe the means for assessing the extent to which graduates are
performing the stated to program outcomes/learning objectives

1. Conducting a survey of graduating students every Semester
2. Conduct a survey of alumni
3. Conduct a survey of employers
4. Carefully designed questions asked during projects presentations.
5. Outcome of Assessment & Examinations



Criterion 1 Standards

Standard 1-3
The results of programs assessment and the extent to which they used to
improve the program must be documented.
Meeting Standard 1-3


Describe the actions taken based on the results of periodic assessments.
Describe major future program improvements plans based on recent
assessments.
List strengths and weaknesses of the Program
List significant future development plans for the program

Criterion 1 Standards

Standard 1-4: The department must assess its overall performance
periodically using quantifiable measures.

Meeting Standard 1-2
Present students enrolment (undergraduate & graduate) during the last three
years indicating percentages of honor students, student faculty ratio, average
graduating grade point average per semester, average time for completing
the undergraduate program and attrition rate.
Indicate percentage of employers that are strongly satisfied with the
performance of the departments graduates. Use employers survey.
Indicate the median/average student evaluation for all courses and the % of
faculty awarded excellence in teaching award
Meeting Standard 1-2


Present performance measures for research activities. These include journal
publications, funded projects, and conference publications per faculty per
year and indicate the % of faculty awarded excellence in research award.
Present performance measures for community services. This may include
number of short courses per year, workshops and seminars organized.
Indicate faculty and students satisfaction regarding the administrative
services offered by the department. Use faculty and students surveys.

Criteria 2: Curriculum Design and Organization
Curriculum Standards are specified in terms of credit hours of study.
Following information should be provided about the program curriculum:

a) Title of degree program
b) Credit hours-definition
c) Degree plan-attach a flow-chart showing the prerequisites, core, and
elective courses





e) Course specifications/Lesson Plans

Course title
Course objectives
Course description
Text book(s) and references
Course break up in lectures
Computer usage
Laboratory

Curriculum Course Description
Semester
Course
Number
Category (Credit Hours)
Math and Basic Science Core Courses
Humanities and
Social Sciences
Technical /
Major Electives

Math Basic Science

Semester 1 HUM 110 3(3,0) 3(3,0)
HUM 100 3(3,0) 3(3,0)
EEE 121 4(3,1) 4(3,1)
MTH 104 3(3,0) 3(3,0) 3(3,0)
CSC 103 4(3,1)
17(15,2)
Semester 2 HUM 111 3(3,0) 3(3,0)
EEE 231 4(3,1) 4(3,1)
MTH 105 3(3,0) 3(3,0)
CSC 102 3(3,0) 3(3,0)
HUM 102 3(3,0) 3(3,0)
.
. . . . . .
Total Credit
Hours


Criterion 2: Standards

Meeting Standard 2-1
The curriculum must be consistent and support the
programs documented objectives.
Describe how the program content (courses) meets the program
objectives
Complete the matrix shown in Table 4.4 linking courses to
program outcomes. List the courses and tick against relevant
outcomes.

Courses vs Program Outcomes

Criterion 2 Standards

Standard 2-2
Theoretical background, problems analysis and solution design
must be stressed within the programs core material.


Elements Courses
Theoretical background CSC 102, MTH 242, MTH 262, MTH 231, CSC 291, CSC 322, CSC
392, MTH 375, EEE 240, CSC 312, CSC 441, CSC 336
Problem analysis CSC 103, EEE 231, CSC 112, CSC 271, EEE 241, CSC 241, CSC
291, CSC 253, CSC 336, CSC 392, EEE 440, CSC 339, CSC 312,
CSC 462, CSC 441, CSC 499
Solution design CSC 112, CSC 271, CSC 241, CSC 291, CSC 221, CSC 253, CSC
336, CSC 392, EEE 440, CSC 339, CSC 312, CSC 462, CSC 441,
CSC 499

Criterion 2 Standards

Standard 2-3
The curriculum must satisfy the mathematics and basic sciences
requirements for the program, as specified by the respective
accreditation body.
Standard 2-4
The curriculum must satisfy the major requirements for the
program as specified by the respective accreditation body.



Criterion 2 Standards


Standard 2-5

The curriculum must satisfy humanities, social sciences, arts,
ethical, professional and other discipline requirements for the
program, as specified by the respective accreditation body.

Standard 2-6
Information Technology component of the curriculum must be
integrated throughout the of the program.

Indicate the courses within the program that will satisfy the standard
Describe how hey are applied and integrated throughout the program


Standard 2-7

Oral and written communication skills of the student must be developed and
applied skills of the in the program.

Indicate the courses within the program that will satisfy the standard
Describe how they are applied

Criterion 3: Laboratories and Computing
Facilities


Laboratories and computing facilities must be adequately available and
accessible to faculty members and students to support teaching and
research activities.


Criterion 3: Laboratories and Computing
Facilities
Describe the laboratory /computer facilities that are
Available for use in the program under assessment.
Indicate for each lab the following:
Laboratory
Location & Area
Objectives
Adequacy for Instructions
Courses Taught
Major Apparatus/Equipment
Safety Regulations
Software (if applicable)



Criterion 3 Standards
Standard 3-1: Lab manuals / documentation /instructions for experiments
must be available and readily accessible to faculty and students.

Explain how students and faculty have adequate and timely access to the
manuals/documentation and instructions
Benchmark with similar departments in reputable institutions to identify
shortcomings in laboratory.

Criterion 3 Standards

Standard 3-2: There must be adequate support personnel for instruction and
maintaining the laboratories.

Indicate for each laboratory, support personnel, level of support, nature and
extent of instructional support.


Criterion 3 Standards

Standard 3-3: The University computing infrastructure and facilities must be
adequate to support programs objectives.
Describe how the computing facilities support the computing component of
your program.
Benchmark with similar departments in reputable institutions to identify
shortcomings in computing infrastructure.


Criterion 4: Student Support and Advising
Standard 4-1: Courses must be offered with sufficient frequency and number
for students to complete program in a timely manner.

Standard 4-2: Courses in the major area of study must be structured to ensure
effective interaction between students , faculty and teaching assistants.

Standard 4-3: Guidance on how to complete the program must be available to
all students and access to academic advising must be available to make
course decisions and career Choices.

Criterion 5: Process Control
The processes by which major functions are delivered must be in place,
controlled, periodically reviewed, evaluated and continuously improved. To
meet this criterion a set of standards must be satisfied.

Standard 5-1: The process by which students are admitted to the program
must be based on quantitative and qualitative criteria and clearly
documented This process must be periodically evaluated to ensure that it is
meeting its objectives.

Standard 5-2: The process by which students are registered in the program
and monitoring of students progress to ensure timely completion of the
program must be documented This process must be periodically evaluated
to ensure that it is meeting its objectives.

Standard 5-3: The process of recruiting and retaining highly qualified
faculty members must be in place and clearly documented. Also processes
and procedures for faculty evaluation, promotion must be consistent with
institution mission statement. These processes must be periodically
evaluated to ensure that it is meeting its objectives.

Standard 5-4 : The process and procedures used to ensure that teaching
and delivery of course material to the students emphasizes active learning
and that course learning outcomes are met . The process must be
periodically evaluated to ensure that it is meeting its objectives.

Standard 5-5: The process that ensures that graduates have completed the
requirements of the program must be based on standards, effective
procedures and clearly documented. This process must be periodically
evaluated to ensure that it is meeting its objectives
Criterion 6: Faculty

Faculty members must be current and active in their discipline and have the
necessary technical depth and breadth to support the program. There must
be enough faculty members to provide continuity and stability, to cover the
curriculum adequately and effectively, and to allow for scholarly activities.
To meet this criterion the standards in this section must be satisfied
Standard 6-1 : There must be enough full time faculty who are committed to
the program to provide adequate coverage of the program areas/courses,
continuity and stability.

The interests and qualifications of all faculty members must be sufficient to
teach all courses, plan, modify and update courses and curricula.

All faculty members must have a level of competence that would normally
be obtained through graduate work in the discipline. The majority of the
faculty must hold a Ph.D. in the discipline.


Standard 6-2: All faculty members must remain current in the discipline
and sufficient time must be provided for scholarly activities and
professional development. Also, effective programs for faculty development
must be in place.

Standard 6-3: All faculty members should be motivated and have job
satisfaction to excel in their profession.

Program area of specialization Courses in the area
and average number
of sections per year
Number of
faculty members
in each area
Number of faculty
with Ph.D. degree
Area 1. Signal & Image Processing 8 courses
, 5 sections/year
3 1
Area 2. Wireless Communications 8 courses
, 5 sections/year
8 2
Total 16 courses
, 10 sections/year
11 3
Criterion 7: Institutional Facilities
Institutional facilities, including library, computing facilities, classrooms and
offices must be adequate to support the objective of the program. To satisfy
this criterion a number of standards must be met.

Standard 7-1 : The institution must have the infrastructure to support new
trends in learning such as e-learning.

Standard 7-2: The library must possess an up-to-date technical collection
relevant to the program and must be adequately staffed with professional
personnel.



Standard 7-3: Class-rooms must be adequately equipped and offices must be
adequate to enable faculty to carry out their responsibilities.


Criterion 8: Institutional Support
The institutions support and the financial resources for the program must be
sufficient to provide an environment in which the program can achieve its
objectives and retain its strength.

Standard 8-1: There must be sufficient support and financial resources to
attract and retain high quality faculty and provide the means for them to
maintain competence as teachers and scholars.

Standard 8-2: There must be an adequate number of high quality graduate
students, research assistants and Ph.D. students.



Standard 8-3: Financial resources must be provided to acquire
and maintain Library holdings, laboratories and computing
facilities.

Thank You