Accreditation and Data gathering CLOs DR Nesrine Mezhoudi

1. Portfolio
An accreditation portfolio is the accumulated
evidence germane to establishing accredited status.
Dr Nesrine Mezhoudi
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2. Goals of
accreditation
bodies
 Setting a measurable learning objective of academic programs
 Measuring those objectives with appropriate assessments to
measure the effectiveness of the academic programs
 Continuous improvement of program is central
 Ensure that graduating students from any academic institution
possess minimum required skill set necessary for professional
practice.
 Initiatives like Seoul andWashington accord aiming for
comparable standardized academic programs across different
countries
 Accreditation bodies such as EUR-Ace,ABET require evidence that
graduating students attain student outcomes
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3. EUR-ACE
ASIIN

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4. Main
Accreditation
criteria
based on requirements
stipulated in the "EUR-ACE®
Framework Standards and
Guidelines" (Edition, March
2015)
 1. Program aims
 2. Teaching and learning process
 3. Resources
 4. Student admission, transfer, progression and graduation
 5. Internal Quality Assurance
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5. Teaching and
Learning
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6. Portfolio
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7. Content of
course
portfolio
Portfolio Checklist
Course Syllabus (in departmental format)
Course Material (All Lecture Slides/Notes/Handouts/Lab Manual/Unassessed lab Question Sheets
Course slides cover all the material listed in the course syllabus document
Course Assessments
 Final Exam Question Paper
 Final Exam Solution
 3 Samples of Students Answers in Final Exam (Best/Average/Worst) [No Student Names]
 Mid Term Exam Question Paper
 Mid Term Exam Solution
 3 Samples of Students Answers in Mid Term Exam (Best/Average/Worst) [No Student Names]
 Quizzes Question Papers
 Quizzes Solution
 3 Samples of Students Answers in Quizzes (Best/Average/Worst) [No Student Names]
 Assignment Question Sheets (if applicable)
 Assignment Solution (if applicable)
 3 Samples of Students Answers of Assignments (Best/Average/Worst) [No Student Names]
 Lab Assessment Question Sheets (mandatory for courses with lab component)
 Lab Assessment Solution (mandatory for courses with lab component)
 3 Samples of Students Answers (Best/Average/Worst) [No Student Names]
 Project Question Sheet (if applicable)
 3 Samples of Students Projects (Best/Average/Worst) [No Student Names]
Course Evaluation
 Final Exam Blueprint and Verification Form
 Course Evaluation Breakdown and Verification Form
 Distribution of Combined Grade Summary [No Student Names]
 [Each instructor will submit a summary for his/her sections to the coordinator, who in turn will combine all data and attach one summary
in the portfolio.]
 Course Report
 Continuous Syllabus Improvement Form (if applicable)
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8. Course
Syllabus
 A course syllabus is an academic document that
communicates information about a specific course
 It explains the rules, responsibilities and expectations
associated with it.
 outlines connections between learning outcomes and
content,
 as well as pedagogical practice to guide students in their
 For student:
-> A syllabus is your guide to a course and what will be expected of
you over the course of the quarter. Generally it will include course
policies, rules and regulations, required texts, and a schedule of
assignments. A syllabus can tell you nearly everything you need to
know about how a course will be run and what will be expected of
you.
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9. Course Syllabus
Introduction to computing
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10. Course Syllabus
Introduction to computing
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11. Course Syllabus
Introduction to computing
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12. Course Syllabus
Introduction to computing
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13. Course Syllabus
Introduction to computing
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14. Course Syllabus
Introduction to computing
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15. Course Syllabus
Introduction to computing
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16. Course
Syllabus
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17. Course
Syllabus
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18. Course
Syllabus
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19. CLO
Reverse
engeneering…
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20. Writing
Learning
Outcome
Statements
 Learning outcome statements are made up of three elements:
 WHO (in our case, “Students/ program majors/graduates”)
 ACTIONWORD
 LEARNING STATEMENT that specifies the learning to be
demonstrated + + Students will articulate how their values inform their
creative practice
 Sample:
 Students will articulate how their values inform their creative practice.
(WHO) (ACTIONWORD). (LEARNING STATEMENT)
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21. Characteristics
ofGood
Learning
Outcomes
 They are outcomes not activities.
 They are clear, written in simple terms that everyone, including
students, understands.
 They are observable, because if you can’t see it, you can’t assess it.
 They fit the scope of the learning activity. Courses or short co-
curricular learning experiences have more granular or specialized
learning outcomes than an entire program.
 They flow from program /curricular goals.They matter to you and
your department/program and they prepare students for what
comes after the course or program.
 They should align with but not duplicate one or more outcomes at
the next highest level.
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22. Tips for good
Learning
Outcomes
 avoid using words that are vague
• Know, understand, believe, learn the basics of, be aware of
• be familiar with, realise the significance, obtain a working knowledge of
 USE action verb
 state
 record
 identify
 clarify
 Describe
 apply
 compute
 calculate
 demonstrate ….
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23. Course
Learning
Outcomes
 Program/Student outcomes are the knowledge, skills and
attributes we expect our students to demonstrate by the end of
the academic program.
Remember…
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24. Expectations
from Faculty
Members
 Course Syllabus and Portfolios are submitted on time.
(Completeness,Quality)
 CLOs/mapping etc. are inconsistent.
 Question measuring attainment data are not as per required rigor of rubric.
 Appropriateness of assessment question as per rigor of rubrics in
performance indicators.
 Continuous Improvement comments are executed, and
recommendation are provided for next term.
 Accuracy, quality of assessment data and portfolio is responsibility
of whole teaching team, not only coordinator.
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25. Q&A
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