Webiner - Universitas Lambung Mangkurat

Kiat dan Strategi Memperoleh

Akreditasi Internasional
Hadri Latif
KM3RAI IPB - 2020
 Towards Continual
Quality Improvement
Internal Quality External Quality Assurance
Assurance QA systems implemented in an institution or programme
QA systems to meet its IQA and regulatory standards or other
implemented in an voluntary QA standards usually through an independent
institution or external assessment or accreditation.
programme to
fulfill its purpose
2nd Party Assessment 3rd Party Assessment
and to meet the
Assessment by a body Assessment by a body that is
standards that
that has quality interest independent of the
apply to higher
in the institution or organisation that has
education
programme (e.g. implemented the QA
external peer review) standards (e.g. accreditation).
Prinsip Dasar Akreditasi/Rekognisi
Internasional
• Memperluas akses dan menjamin pengembangan
pendidikan tinggi
• Mempromosikan pembaharuan dan reformasi
sistem maupun kelembagaan dengan tujuan
meningkatkan kualitas, relevansi dan efisiensi
• Menjamin sumber daya dan dana yang memadai
untuk menjamin terpenuhinya tujuan pendidikan
tinggi
• Mendukung pengembangan kemitraan dan
kerjasama internasional
Faktor Penentu Keberhasilan
Akreditasi Program Studi
 Dukungan dan Komitmen Top Manajemen
 Kesiapan Program Studi (PS) – Pengelola PS:
a. Telah melampaui SNPT (minimal Predikat A
Akreditasi BAN-PT/LAM-PT Kes)
b. SPMI telah dijalankan konsisten
c. Menerapkan OBE (min. 2 siklus)
 Pemilihan dan Kesesuan lembaga akreditasi
internasional dengan bidang keilmuan PS
 Tim Akreditasi - Dukungan Civitas Akademika
Kriteria Pemilihan Badan Akreditasi

Diakui oleh Pemerintah (Keputusan Mendikbud No. 83/P/2020)

Lembaga Akreditasi yang Diakui
1. EQAR (European Quality 1. Sydney Accord: ABET,
Assurance Register for Higher ECUK ,
Education): 2. Dublin Accord: ABET, ECUK,
FIBAA,A3ES,ACQUIN, ASIIN, .. 3. Seoul Accord: ABEEK,
2. CHEA (Council for Higher ABET ,
Education Accreditation): 4. Canberra Accord: KAAB,
ACEN, ATMAE, ACPE, NAAB , ...
3.USDE (United States 5. APQR (Asia Pacific Quality
Department of Education): Register): NCPA, FHEC, RR ,
ACPE, ACAOM, AOTA , ...
4. Washington Accord : ABET,
JABEE,
5. WFME (World Federation of
Medical Education): LCME,
AMC,
TAHAPAN PROSES AKREDITASI
INTERNASIONAL

• Tahap Persiapan Akreditasi

• Tahap Pelaksanaan
Akreditasi
• Tahap Pasca Akreditasi
Tahap Persiapan Akreditasi

• Adopsi dan Implementasi

OBE
• Implementasi, Evaluasi dan
Pengembangan SPMI
• Evaluasi Awal
• Asesmen Kesiapan
Evaluasi Awal – Asesmen Kesiapan
Aspek yang perlu perhatian “khusus”
1. OBE  Learning Outcomes
 Merefleksikan kebutuhan stakeholders
(rancangan-evaluasi)
 Constructive alignment - Sistem
Pembelajaran
 Life-long learning
3. Supporting facilities  berkebutuhan khusus
4. Sistem dan implementasi K3L
Tahap Pelaksanaan Akreditasi

• Pendaftaran Formal
• Pengajuan - Revisi
Dokumen SAR
• Visitasi
• Penentuan Hasil
Tahap Pasca Akreditasi
• Pelaporan
Tahunan/Berkala
(tergantung Lembaga
akreditasi)
• Pengembangan Mutu
Secara Berkelanjutan
• Menyebarluaskan
Pengetahuan dan
Dampak Akreditasi
  University Rankings
IMPACTS OF  National & International
ACCREDITATION & awards/recognition
 Attractiveness for incoming
CERTIFICATION student
 Research collaboration &
funding

 Publication
 Staff & Student mobility
 Graduate GPA & employability
 IPR (patent, innovation)  Resources &
 International program Infrastructure
 ICT & Governance
 Curriculum & ELO
 Teaching quality
 Outcomes-Based Education

Source: Workshop Applied Approach to Designing and Implementing OBE

14
Framework. AUN-QA. 2018
OBE
 Industry 4.0
Mechanisation Massification Digitalisation Smartisation

Source : Adapted from engineersjournal.ie

15
Education 4.0
 Industry 4.0
Industry 4.0 is about “smartisation” which
relates to the integration of cyber-physical
systems and the internet of things where
people, things and machines are ubiquitously
connected to produce personalised goods and
services. This new ecosystem transforms
traditional homes, schools, factories and
enterprises into smart ones.

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Education 4.0
 Industry 4.0

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Education 4.0
 Outcomes-Based Education (OBE)

Key concepts and Principles of OBE

1. Focus on competences/learning outcomes

2. Backward curriculum design
3. Constructive alignment (assessment – learning
activities – competences/learning outcomes)
4. Create learning opportunities

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OBE
Outcomes-Based Education

Performance

Learning

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OBE
 Competence
What is Competency?
• A competency is a measurable set of attitudes, skills and
knowledge (ASK) that a person needs to perform a task
effectively
• A competency is not an entire job
• In most cases, several competencies are required for a job
• Often used by employers to describe the desired characteristics
of a graduate.

A S K
Source: Singapore Workforce Development Agency – Quality Assurance Division Develop Competency-
Based Assessment Plans Version 1.1 (14 October 2012)

OBE 20
 Learning Outcome
Learning Outcome: A specific statement that describes
what a learner will be able to do in some measurable way.
There may be more than one measurable outcome defined
for a given competency element. Often an educational
taxonomy is used to write a learning outcome.

Educational taxonomy: A classification of attitudes,

knowledge and skills for writing learning outcomes. For
example, Bloom’s Taxonomy has 3 domains: cognitive,
psychomotor and affective.

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OBE
 Constructive Alignment

Source: Writing and Using Learning Outcomes: a Practical

Guide by Declan Kennedy, Áine Hyland, Norma Ryan
22
OBE
 Plan – Stakeholders’ Needs Analysis

23
Stakeholders’ Needs & Engagement
 Learning Outcomes and Revised
Bloom’s Taxonomy

24
Learning Outcomes
 Hierarchy of Learning Outcomes

25
Learning Outcomes
 Hierarchy of Learning Outcomes

26
Learning Outcomes
 Programme Learning Outcomes
Programme learning outcomes describe what the
learner will be able to do at the end of the study
programme.

The programme learning outcomes should be

aligned with the needs of the stakeholders as well
as the vision and mission of the university. They
also contribute to the achievement of the graduate
attributes and programme objectives.

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Learning Outcomes
 Programme Learning Outcomes
Mapping of Programme Learning Outcomes and
Taxonomy’s Domains
Cognitive  Affective Psychomotor
Programme
Learning
Type
Outcomes CL CL CL CL CL AL AL AL AL AL PL PL PL PL PL
(PLO) 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Subject-Specific
PLO1
Course: Code: Undergraduate  Postgraduate 

PLO2 Year: 1  2  3 4  5
Unit: Code:

PLO3

PLO4

PLO5

Generic
PLO6

PLO7

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Learning Outcomes
 Course Learning Outcomes
Course learning outcomes describe clearly
what learners will know and be able to do
at the end of the course.

They are aligned with one or more of the

programme learning outcomes and they
contribute to the achievement of the
programme learning outcomes.

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Learning Outcomes
 Categories of Learning Outcomes

Categories of Learning outcomes:

• Subject specific outcomes that relate to the subject
discipline and the knowledge and/or skills particular
to it;
• Generic (sometimes called transferable skills)
outcomes that relate to any and all disciplines e.g.
written, oral, problem-solving, information
technology, and team working skills, etc.

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Learning Outcomes
 Writing Learning Outcomes
Tips on writing learning outcomes (Form)

• Use an educational taxonomy as a guide in writing learning

outcomes.
• Begin each learning outcome with an action verb, followed
by the object of the verb, followed by a phrase that gives
the context.
• Use only one verb per learning outcome.
• Avoid vague terms like know, understand, learn, be familiar
with, be exposed to, be acquainted with, and be aware of.
• Avoid complicated sentences. If necessary use more than
one sentence to ensure clarity.

Refer to Appendix 3b
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Learning Outcomes
 Writing Learning Outcomes
Tips on writing learning outcomes (Substance)

• Ensure that the learning outcomes of the course relate to

the overall outcomes of the programme.
• Learning outcomes are written in a progressive manner
from low order thinking skills for a lesson to higher order
thinking skills for a programme.
• The learning outcomes must be observable and
measurable.
• Ensure that the learning outcomes can be assessed.
• When writing learning outcomes, bear in mind the
timescale within which the outcomes are to be achieved.

Refer to Appendix 3b
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Learning Outcomes
 Curriculum Design and Mapping

33
Curriculum Design and Mapping
 What is a Curriculum?
Curriculum defines the educational foundations and
contents, their sequencing in relation to the amount
of time available for the learning experiences, the
characteristics of the teaching institutions, the
characteristics of the learning experiences, in
particular from the point of view of methods to be
used, the resources for learning and teaching (e.g.
textbooks and new technologies), evaluation and
teachers’ profiles.

Source: “The Curriculum” by Dr. Cecilia Braslavsky.

http://www.ibe.unesco.org/fileadmin/user_upload/archive/AIDS/doc/cecilia_e.pdf
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Curriculum Design and Mapping
 What is a Curriculum?
Factors to consider in designing a quality curriculum:
• Curriculum is structured and progressive;
• Curriculum is aligned to the achievement of the cognitive, affective and
psychomotor learning outcomes;
• Curriculum is constructively aligned to the student assessment and
teaching and learning;
• Curriculum is integrated and linked between various disciplines;
• Curriculum is aligned to the national and regional qualifications
frameworks;
• Curriculum adapts to local and different contexts;
• Curriculum considers the needs and expectations of different students;
and
• Curriculum is dynamic and is subject to adaption, amendment and
improvement over time.

35
Curriculum Design and Mapping
 What is a Curriculum?
Template for designing a syllabus for a course
Course Title Course Code
Pre-requisites: Credit Units:
Course Description

Course Learning CLOs PLO1 PLO2 PLO3

Outcomes
CLO1

CLO2

LLOs CLO1 CLO2 CLO3

LLO1

LLO2

Week Unit 1:
1 CLO LLOs Topics Assessments Learning Resources
Activities

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Curriculum Design and Mapping
 Integrated Curriculum

37
Curriculum Design and Mapping
 Curriculum Mapping
Curriculum mapping is a planning tool that can be
used at any stage in the curriculum development
cycle.

It provides a curriculum map which is a graphical

description or a synopsis of curriculum
components that can be used to align courses
and lead to the achievement of the programme
learning outcomes.

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Curriculum Design and Mapping
 Student Assessment

39
Student Assessment
 Student Assessment
It is also important that assessment aligns with learning
outcomes. In an outcomes-based learning environment the
focus is on helping a variety of learners achieve learning
outcomes.

By definition, learning outcomes are performance-based.

Learners must go beyond knowing to being able to show
what they know.

In short, well planned assessments allow learners to

demonstrate that they have achieved the learning
outcome(s) or provide feedback that identifies the progress
they are making towards their achievement.

40
Student Assessment
 Student Assessment

41
Student Assessment
 Student Assessment
Principles of Assessment
• Validity
• Reliability
• Flexibility
• Fairness

42
Student Assessment
 Student Assessment
Assessment Methods
• MCQs • Laboratory Test
• Short Answer Test • Thesis
• Essay • Presentation
• Performance Test • Portfolios
• Written Test • Case Studies
• Fieldwork/Practicum • Posters
• Projects • Journals/Blogs

(Refer to Appendix 5)
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Student Assessment
 Student Assessment
Choosing the most appropriate assessment method
• Does the method assess the intended learning outcomes?
• Should the method be time-constrained?
• Is it important that the method you choose includes cooperative
activity?
• Is a visual component important?
• Is it important that students use information technology?
• Do you want to assess innovation or creativity?
• Do you want to encourage students to develop oral skills?
• Do you want to assess the ways in which students interact?
• Is the assessment of learning done away from the institution
important?
• Is your aim to establish what students are able to do already?

44
Student Assessment
 Assessment Plan (Marking Scheme)
Test Item (MCQ)
SECTION 1: TWENTY [20] Multiple-Choice Questions (20 marks).
Answer ALL questions. Write your answers in the answer booklet provided.
Each question carries 1 mark.

1.1. An organisation is a deliberate arrangement of ______________ brought

together to accomplish some specific purpose.
A. people
B. resources
C. systems
D. activities

Chapter: 1 Managers and management

Topic: Who are managers and where they work?
Learning outcome: Tell who managers are and where they work

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Student Assessment
 Assessment Plan (Marking Scheme)
Test Item (Short Essay Question)
SECTION 2: FOUR [4] Short Structured Questions (40 marks).
Answer ALL questions.

Question 2.1

a. Describe TWO [2] types of corrective action.

(4 marks)

1. Immediate corrective action (1 mark) – which corrects problems at once to get

performance back on track (1 mark)

2. Basic corrective action (1 mark) – which looks at how and why performance
deviated before correcting the source of deviation (1 mark)

Chapter: 14 Foundations of control

Topic: What takes place as managers control?
Learning Outcome: Describe the three steps in the control process
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Student Assessment
 Design of Assessment Rubrics

Student Assessment 47
 Assessment Rubrics
Learning outcomes specify the minimum acceptable
standard to enable a student to pass a module. Student
performances above this basic threshold level are
differentiated by applying grading criteria.

A rubric is a grading tool used to describe the criteria

used in grading the performance of students. In general,
each rubric consists of a set of criteria and marks or
grades associated with these criteria.

Thus, rubrics help to define the criteria of the system

of assessment by describing performance at different
points on a rating scale.

48
Student Assessment
 Why use a Rubric?

• Validity - Match with the expected learning

outcomes.
• Reliability – Ensure some level of
agreement among assessors. Ensure
consistency in the interpretation of the
student’s work and assessment.
• Fairness – Make what is assessed
explicitly to students.

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Student Assessment
 Types of Rubrics
Holistic Rubrics
Assess student’s work as a whole.
Advantages:
• Emphasis on what the learner is able
to demonstrate, rather than what
he/she cannot do.
• Saves time by minimising the number
of decisions in grading.
Disadvantages:
• Does not provide specific feedback for
improvement.
• Can be difficult to select the single
best description for varying level of
performance.
• Criteria cannot be weighted.
Student Assessment
Analytic Rubrics
Identify and assess components/
dimensions of a student’s work.
Advantages:
• Provide useful feedback on areas of
strength and weakness.
• Criterion can be weighted to reflect
the relative importance of each
dimension.
Disadvantages:
• Need more time to create and use
during grading.
• Performance for each criterion has to
be well-defined to ensure that
teachers arrive at the same score.
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 Holistic Rubrics

51
Student Assessment
 Analytic Rubrics

52
Student Assessment
 Components of a Rubric
An example of a assessment rubric – criterion-referenced

53
Student Assessment
 Designing a Rubric

54
Student Assessment
Principle of Programme Structure
& Content - Alignment

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 terima kasih
“inspiring innovation with integrit