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    Manual For The Evaluation of PQF Level 5 Diploma Program-2023

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    Republic of the Philippines ote Ng TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY TOV ai SUD 1SO 9001: 2015 Certi Manual for the Evaluation of PQF Pia meh. Programs Prepared by: Curriculum and Training Aids Development Division National institute for Technical Education and skills Development July , 2019, TESDA, Taguig City, Philippines List of Tables Table 1. Checklist of PQF Level 5 (Diploma) Program Required Documents........... 5 Table 2. Compliance Checklist for POF Level § Program Framework... 7 Table 3. Summary of Items Marked as “not compliant” for Perspective 1 and the Recommended Strategies for "Aligning to POF Level 5 (Diploma) Program eats een Table 4. Compliance Checklist for Perspective 2 .. 9 Table 5. Summary of Items Marked as “not compliant” for Perspective 2 and the Strategies in Complying with the Requirements... ee are tl Table 6. Compliance to the Pre-conditions for Development of Diploma Brograrie.22.820..c..0cs.e tne oti n tite toasts 16 Table 7. Summary of Items marked not compliant to the preconditions...... ee) Table 8. List of Course Outcomes for Revision .............. 19 Table 9. Curriculum Map men vidlousandia aden 20 Table 10. Summary of Results: Percentage of Pls Satisfied ... 2 Table 11. Overall Summary of Results: Percentage of PLOs satisfied ..........0.00.21 Table 12. Percentage of Satisfaction of Pls that Introduce PLO Table 13. Percentage of Satisfaction of Pls that Enhance PLO . Table 14. Percentage of Satisfaction of Pls that Demonstrate PLO .........0:.:00. 23 Table 15. Strategies for Aligning the Diploma Program through the Pls ............ 25 Table 16. Comparison of Diploma Program Units and the destination HE Program ... Table At Table A2. Table A3, Table A4, Table AS. Table A6. Table A7. Table As. List of Annex Tables Qualifications with Training Regulations. General Education and other non-technical courses* Professional Courses Technical Courses ......... Elective Courses Course Specifications Program Curriculum Map ... Program Schedule 39 39 40 40 40 . 44 42 49 Manual for the Development of POF Level V (Diploma Programs) ‘edllyncagub CTADO-NITESD List of Figures Figure 1. Flowchart on the Evaluation of Diploma Programs.. Figure 2. Sample Program Framework for Diploma in Hotel and Restaurant Technology leading to BS Hotel Management (BS HM) ...-nnnnennnnnmnnen a Figure 3. Sample Program Framework Showing the TRs included in the Program.. Figure 4. Evaluation Mechanism. Figure 5. Sample Representation of the Diploma Program Manual for the Evaluation of POF Level 5 (Diploma) Program 1. Background TESDA Circular No. 38, s. 2017 Implementing Guidelines for the Program under PQF Level 5 (Diploma) Pilot steered the development of Diploma programs. To date, there are about 335 PQF Level 5 programs recognized by TESDA and are offered by both public and private program providers. In the TESDA Circular, the Regional Diploma Technical Working Group (RDTWG) are tasked to evaluate POF Level 5 (Diploma) Programs for recognition. Aside from the two workshops conducted in 2018, a manual detailing the procedures of evaluation may be required to guide the RDTWG and diploma focal persons, hence this Procedures Manual in the Evaluation of POF Level 5 (Diploma) Programs. This manual contains easy to follow procedures for the evaluation and alignment of diploma programs to PF Level 5. It contains tables that serve as guides in checking the compliance of the programs to the POF Level 5 Program Framework and the Implementing Guidelines for the Diploma program. Templates are also prepared to help organize and consolidate the results. The analysis tools included in this manual would also serve as guide in recommending the strategies in filing the gaps for the purpose of aligning the diploma program to POF Level 5 Program Framework, resulting to enhanced quality of implementation. ‘The evaluation process measures the alignment of the program to POF Level 5 based on the satisfaction of PLOs and Pls through the course outcomes; compliance to the Program Framework; compliance to the preconditions for development of Diploma Programs; compliance to the requirements of TESDA Circular #38 s. 2019 and its implication to the articulation and credit transfer. In the evaluation process, gaps and corresponding strategies for aligning the programs will, ikewise, be identified and recommended. Information derived from this evaluation process will guide developers and implementers in enhancing their Diploma Programs; and the Regional Diploma Technical Working Group (RDTWG) in their decision to approve or disapprove Diploma Programs submitted for recognition. ‘Manual for the Evaluation of POF Level 5 (Diploma) Programs ‘ecg CADD-NTESD Il. Purposes and Objectives of this Manual This PQF Level 5 (Diploma) Program Manual is designed to guide developers and Regional Diploma Technical Working Group (RDTWG) members to evaluate PQF Level 5 (Diploma) Program documents for purposes of enhancement and recognition. Particularly to a. Establish standard evaluation procedures essential for ensuring alignment of Diploma Programs to POF Level 5 descriptors and framework; b. Provide mechanisms in identifying gaps in the diploma program documents and recommending strategies in filling or bridging the gaps; and c. Guide the RDTWG in preparing evaluation results and recommendations for the approval or disapproval of applications for recognition of POF Level 5 (Diploma) Programs. ‘Manual for the Evaluation of POF Level 5 (Diploma) Programs ‘eacapud ADO MITES Ill, Procedures in Evaluating the PQF Level 5 (Diploma) Program The evaluation process shall be analyzing the curriculum’s alignment to POF Level 5 based on four (4) perspectives: 4. PQF Level 5 (Diploma) Program Framework; 2. Requirements per Implementing Guidelines for PQF Level 5(Diploma) Programs; 3. Satisfaction of PLOs and Pls through the Course Outcomes; and 4. Implications to Articulation and Credit Transfer. The flowchart below describes the whole process of evaluation. Manual for the Evaluation of POF Level 5 (Diploma) Programs reivecogus CTADO MITES Ask provider to complete documents CE) Curriculum Outtin ec luesca I PSG for the destinat eee No. Prepare Summary of Items Marked as “not compliant” and the Recommended Strategies of Aligning to POF Level 5 (Diploma) Program Framework (Table 3) Prepare Su Marked as. for Perspe Strategie with the | r Figuré 1. Flowchart on the Evaluation of Diploma Programs + mmary of Items Prepare the Summary Pls Prepare not “compliant” and PLOs not Satisfied and Recommendations for ctive 2 and the the Strategies in Aligning Articulation and Credit in Complying the Course Outcomes with Transfer Requirements the Pls and the PLOs. able 5) (Table 10-15) ae eer Elecite and recommendations The Evaluation Process The evaluation process checks the alignment of the program to POF Level 5 through the documents submitted for registration. Prior evaluation proper, check for completeness of documents to make sure all needed information are at hand. Check for Completeness of Program Documents Using Table 1 (Checklist of Documents), check whether the required documents and its needed sections are present. If present, put a check in the provided column, otherwise, put an X. Some program documents may have different formats and terminologies used. The evaluator for completeness of documents should refer to Annex A of this manual when doing completeness check to be able to discemn equivalent sections in the submitted documents. Table 1. Checklist of POF Level 5 (Dij ram Required Documents Program Title | Brief Description of the Program Provider | Program Description Job Titles Program Leaming Outcomes [Program Duration _[ Program Frat [ Curriculum Outline Course Specification [Program Curriculum Map [Program Schedule [General Summary of Credits institutional Assessment Tools ‘Memorandum of Agreement [Proof of industry Consultation Policies, Standards and Guidelines for the destination HE Program | Program Registration Requirements (TESDA-SOP- | TsD0-01-F01) < 2 3 4 5 6 Te 8 9 ‘Manual for the Evaluation of POF Level 5 (Diploma) Programs revncagusCTADD MITESD Perspective 1. PQF Level § Program Framework The Program Framework is a representation of the components of the POF Level 5 (Diploma) Program. For purposes of mutti-skilling, POF Level 5 (Diploma) programs should be built upon several qualifications preferably up to the highest-evel of available TRs, backed-up by learning outcomes from courses/subjects that should build-up to satisfy/attain the 17 Program Learning Outcomes (PLOs). The POF Level 5 (Diploma) programs are anchored on 17 Program Learning Outcomes (PLOs) that are adherent to the POF Level 5 descriptors, complemented with the identified 21st Century Skills, and aligned to the graduate attributes of Technologist based on the ‘Sydney Accord, while at the same time conscious of the presidential call for nationalism and world citizenship. Figure 2 presents an illustration of the program framework. The diagram is composed of blue blocks representing the TR-based qualifications related to the discipline/sector and the yellow-colored learning outcomes representing learning outcomes for technologists of the discipline/sector aligned with a specific destination Higher Education (HE) program based on the Policies, Standards and Guidelines (PSG) of the Commission on Higher Education (CHED). ‘3 Ss im ir fa) , pri"! Ceticiiads Cee ESE hati ae Figure 2. Sample Program Framework for ma in Hotel and Restouront Technolog} BS Hotel Management (BS Ht) In this program framework, there are 12 Qualifications in different levels included. The blue blocks represent the said qualifications, while the yellow learning outcomes are courses from BS Hotel Management, its destination program. Food and Beverage Services has existing TRs for NC levels Il, Ill and IV, FBS NC IV being the highest level of existing TR, while there is no existing NC Level | TR for FBS. Same is true with Housekeeping and Cookery/Commercial Cooking. Front Office Services, Bar Tending and Bread and Pastry Production have only NC Level Il TRs. ‘Manual for the Evaluation of POF Level 5 (Diploma) Programs ‘enc CADDNTESD Procedures in Analyzing the Diploma Programs Against the POF Level 5 (Diploma) Program Framework Step 1. Prepare Program Documents Program documents needed for the evaluation of the program framework will include: Program Description, Course Specifications, Program Schedule, Curriculum Map, CHED PSG of the destination Higher Education (HE) Program. Step 2. Identify the sector and all TRs included in the Diploma Program List down all qualifications with TRs included in the whole Diploma Program. Identify the main sector to which majority of these TRs belong, Step 3. Identify the destination Higher Education (PQF Level 6) Program From the Program Description, look for the destination HE Program and secure /download its corresponding PSG from the CHED website. You will need this document throughout the evaluation process. If none is submitted nor identified in the Program Description, you may need to ask the provider to ‘submit to you this information. Step 4, Illustrate the Program Framework based on the sample Program Framework From the list of the TRs included, draw a Program Framework similar to Figure 3 (Sample Program Framework Showing the TRs included in the Program). To represent TRs included in the program, fill the cells with blue color; for NC Levels without TR, leave the cell without fill colors; and for NC levels with TR but not included in the program, represent it with red bordered boxes. RANGES; BREADTH Figure 3. Sample Program Framework Showing the TAs included inthe Program riya ADO NITESD 8 ‘Step 5. Compare the NC Levels of existing TRs with those included in the Diploma Program In this step, you are to check whether the program include TRs up to the highest level available in TESDA’s inventory of promulgated TRs. If not, this, is a gap; inclusion of which should be recommended. Step 6. Check Compliance to Framework Requirements Using Table 2, check for compliance to the requirements for POF Level 5 (Diploma) Program Framework. If your answer to the question is Yes, put a check (v) on compliant column, if No, put an X, if not applicable, put a check on Not applicable columns and the compliant column. List down the TRs included Sector: Subsector 1: 14.NCI 2.NCI 3. NC II 4.NCIV Subsector 2: 14.NCI 2.NCIL 3. NC Ill 4. NCIV Subsector 3: 4. NCI 2 NCI 3. NCIIL 4. NCIV ‘Subsector 4: 4.NCI 2.NCII 3.NC IIL 4.NCIV ‘Subsector 5: 1.NCI 2.NCII 3. NC III 4.NCIV Table 2. Compliance Checklist for PQF Level 5 Program Framework * Course specification » Program Schedule * Curriculum Map + Summary of Credits rediyecogu CADOITESO Table 2. Compliance Checklist for PQF Level 5 Program Framework TRs from other Sectors a: 2. 3. Number of TRs How many TRs included in the program? Does the program comply with the 12 TR- requirement for the whole program? ‘Qualification Levels Does the program include qualifications up to the highest qualification level of available TRs?_ * Course specification * Course Schedule | * Curriculum Map Does the program include qualifications from | » Course specification at least 3 subsectors in different levels? * Course Schedule = Curriculum Map Does the program include courses based on | » Course specification a specific PSG/program identified to be its | » Course Schedule destination HE Program? * Curriculum Map = PSG Does the program adopt the 17 PLOs? ‘* Program Learning Outcomes * Curriculum Map Is each of the PLOs adopted? PLO 1. Apply knowledge of mathematics, science, technology fundamentals, and a technology specialization to defined and applied technology procedures, processes, systems, or methodologies. In aid of systems design addressing identified technology problems, conduct the following: identify problems, conduct researches, investigations and experiments, and come up with conclusions and solutions; PLO 2. Select and apply appropriate techniques, resources, ‘and modern technology and IF tools, including, but ‘not limited to, prediction and modelling, to broadly- defined technology-related activities, with an i understanding of the limitations; PLO 3. Communicate effectively on broadly-defined technology-related activities with the technology affliated community and with the society at large, by being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions; ‘retyncag AOD MTESD 10 PLO 4. Demonstrate understanding of the societal, health, safety legal, and cultural issues and the consequent esponsiblties relevant to technology practice; PLO. Understand the impact of technology solutions in@ societal and environmental context, and demonstrate knowledge of and need for sustainable development; PLO 6. Apply professional ethics and responsibilities and. norms of technology practice; PLO 7. Function effectively as an individual and as a member of diverse technical teams PLO 8. Demonstrate knowledge and understanding of technology principles and apply these to one's own work, asa member and leader in a team and to manage projects in multiaseiplinary enviconments Recognize the need for, and have the ability to ‘engage in independent and lifelong learning in specialized technologies PLO 10. Lead and present Ideas and practical suggestions to ‘appropriate people on how improvernents could be made PLO ii. Evaluate the application of critical Thinking (Higher ‘Order Thinking Skils) and adjust Problem Solving Techniques: Table 2. Compliance Checklist for PQF Level 5 Program Framework ‘* Program Learning ‘Outcomes Curriculum Map PLO 12. Manage and evaluate workplace polices and procedures relevant to the workplace PLO 43. Develop systems in managing and maintaining information PLO 14. Shape and sustain strategic thinking and attitudes ‘towards the common good PLO 15. Establish, manage, and sustain OHS programs relevant to the workplace PLO 16. Develop high-performing entrepreneurs PLO 17. Demonstrate the sense of patriotism both in the national and global milieu ‘* Program Learning Outcomes * Curriculum Map Step 7. Recommend strategies for aligning the program to Program Framework For each question/item marked as x, write a recommendation to comply with the item and ensure its alignment to the PQF Level 5 (Diploma) Program Framework. recycogu CADONITESD 11 Table 3. Summary of Items Marked as “not compliant’ and the Recommended Strategies for Aligning to POF Level 5 (Diploma) Program Framework Sample Filled-up Table Table 3. Summary of Items Marked as “not compliant” to POF Level 5 (Diploma) Program per Perspective 2 and the Recommended Strategies of Alignit Does it include Itwould help if EIM NC Ill and IV Depth and qualifications up to the | _ will be included in the program Breadth highest qualification level of available TRs? ‘Adoption of the 17 PLOs eciyacogu ADO NITES 12 Perspective 2. TESDA Circular # 38 s. 2017 oe Check the Compliance of the Program to the following items by putting a check (7) on the “Compliant” column if your answer to the question is YES and X if your answer is. NO. If the item is not applicable, put a check (v) on the “not applicable” column. For items with multiple questions, all questions should be answered "YES" for the item to be ‘compliant’. If one of the questions is answered “NO’, itis considered not compliant. Table 4. Compliance Checklist for Perspective 2 ‘A. Guidelines for the Development of POF Level § (Diploma) Curriculum Does the curriculum bourse 1. A Diploma Curricular Program | Soeuments stale | Specicatin's ensures the integration ofthe tree | SOME. sfetve and ours description, domains "of eaming. sich a8 outcomes? course outcomes and compere aciee oe Teaching and eras Leeming States and Mabodcloges 2. UNESCO's Pillar of Leaming on | Does it include courses Learning to Lea — from general | that which intends to to specific — is the principle | develop technologists ‘governing the development of the | and executives with | Course specifications Diploma Curriculum, which intends | multitevel of multi | Program Schedules to develop technologists and | skit executives with multi-level of ‘multi-skills. ‘Are the TVET 3. The cognitive and affective domaine | ualifcaions that fous focus onthe theoretical foundation | Ot Psyenomotar domain and values in the application of the im Baychomator domains that are anchored on the __ industry ampotency standards defined i the Training Regulatons. Course Specifications ‘Are the courses Program Schedule ‘compliant with both PSG andor TR as applicable? Do the documents show 4. The courses are aligned with the | alignment with the. Policies Standards and Guidelines | PSG? (PSG) of the Higher Education on | Are credit units the specific program/discipline to | allocated per course censure transfer of credits through | comparable to that of articulation. the destination course? Course Specifications The description of the courses identified ‘specifies the scope of | specifications detail the what the feamer will be learning in | scope of what the relation to the __ technology | leamer will learn based (psychomoter) contents found in | on competency the competency standards, standards? Course Specifications ‘Manual for the Evaluation of POF Level 5 (Dioloma) Programs ‘eslncaau CTADD NTESD 13 Table 4. Compliance Checklist for Perspective 2 6. Teaching and leaming strategies | Are the teaching and assessment criteria are aligned | strategies for TR related with both the program and course | courses competency- leaming outcomes to ensure | based? Is Course specifications constructive alignment. ‘demonstration or | Program Schedule hhands-on performance | Program Description included in its Course specifications strategies? Program Schedule 7 The course outcomes are | Are the assessment statements of what 2 leamer | methods competency- expected to know, understand, and | based? be able to do at the end of a period | Does it include of learning. It shits the focus from | demonstration, inputs (what has to be taught, what | observation, portfolio or has tobe learned, and what has to | project-based be done) to outcomes (what has | assessment? been learned and what has been made or carried out). The leaming | Are knowledge-based outcomes-based programs wil | contents integrated and make it possible for leamers to | assessed accordingly cary forward the leamings | through the listed achieved from ancther_ program | teaching and earning | Course Specifeations {through credit) “and. allow ‘non. | strategies and Assessment Tools formal and informal earings tobe | assessment methods? carried into. formal Qualifications (Source: AGRF Concept Note No, | Are ail outcomes-based 2, Learning Outcomes and | COs attainable whether Gualifcation Frameworks) through formal or informal education? —_| ‘re all COs canbe) performed by the | individual andthe | performance of which can be a evaluated as a basis for assessment and certification? The laboraiory portion of the | Do technology contents modules with the technology | result to the attainment | Contents utlizes the competency | of National Certificates | standards inthe Training | of Promulgated TRs? | Course specifications Regulations as reference to ensure Program Schedule thatthe leamer acquires. the National Certificate on. specific qualification. 9: The semestrl course arrangements | How many of the programs ensure thet the | qualffcations per leamer eams at least three (3) | semester can be Saeed National Certificates in three (3) | attained by leamers? | Cpurse specitcatons different qualifications at different ee levels up to (preferentially the highest reyneap CTADONTESD 14 Table 4. Compliance Checklist for Perspective 2 possible level) in order to develop flexible graduates. | In total, how many | qualcations can be attained by the learner throughout the duration of the program? Ts the highest level of the qualification attainable through the courses offered? 70. In order to ensure that the learners have developed the necessary ‘competencies (knowledge, skis and attitude) needed by the industry, competency assessments are conducted every after the module that has — technology ‘components. Te thre an indication ‘that competency assessments will be ‘conducted every after module? Course specifications. Program Schedule Ti. The programs are delivered by block to ensure that the learner who wishes to exit afler the module or semester possess. the competencies he/she can use in the workplace; and will not make the leamer a drop-out since he/she already possesses credits. competencies ofa TR cannot possibly fitin tone course, are the other courses where the remaining ‘competencies are included offered within the semester or within the school year? Course Specifications Program Schedule Curriculum Map 12, The semestral on-the-job trainings ‘are mainly focused on the application of the competencies in the workplace while the terminal on-the-job training is managerial since the diploma program intends to develop technologists and executives. ‘Are details of OT Included in the Program Document Is the OJT in the last semester managerial in nature? Course Specifications ‘Are the OJT during the first 2 years application of the competenci attained during the ear? Program Schedule 13. On-the-Job Trainings are ‘governed by Leaming Outcomes, which are specified in the Curriculum Map. ‘Are OlTs directly related to PLOs per (Curriculum Map? | | Course Specifications | "Program Schedule | 14. Consortium of the insitutions, which is govemed by a ‘Memorandum of Agreement or Contract, is allowed for the purpose ‘of complementation, e.g. technology and faculty on courses with technology, where an institution doesn't have an NC holder to deliver the laboratory ‘component of the cours Isa MOA on the implementation of the ‘courses such as ‘complementation on teachersfrainers in ‘cases the requirements of courses/qualifications ‘cannot be delivered by the provider presented? | Moa/MoU 15. Supplementary reading materials ‘are provided the leamers to develop the value for reading, thus value for leaming, to strengthen the ‘mechanism of lifelong leaming. Ta there an indication that supplementary reading materials will be Provided for leaner use during the program? Course Specifications | 1 ‘reatcogub CTADD-NTESO 15 16. Institufional assessment tools, both formative and summative, are prepared by the institutions during the pilot stage of the program implementation in order to monitor ‘the progress of the leamers and ensure that the same possesses the necessary knowedge and attitudesivalues. Table 4. Compliance Checklist for Perspective 2 ‘Are there any institutional assessment tools, surnmative or formative, submitted for Institutional Assessment Tools 77, The Diploma Programs are developed for the purpose of ensuring that the learners possess the employabilty —skils, which comprise the four (4) characteristics such as: 1) entry to work, ‘Boas the Diploma ‘program provide for ‘opportunities to attain employability skills and National Certificates essential in landing on jobs? Curriculum Map Course Specifications Program Schedules 2) flexibility at work, ‘Does it provide for the attainment multiple job Curriculum Map 18, The Diploma Programs are designed to develop worker - leaders and not merely worker — followers, ‘entrepreneurial and research skils? leadership skils (leading a team) and higher order thinking skills (plan, ‘monitor and evaluate ‘programs/activities)? Course Specticatons competencies (qualifications) that fa seve heures wor Nexbty? ‘Does the program Bee 3) opportunity for permanency and rovide for multi-skilling, curriculum Map nr care Figher level | Course Specifications 4) ascent in the Necarchy of the | quatiatons, Program Schedules indus. manager, Course Specifications ‘Curriculum Map 19. The Diploma programs are tegration of Technical Education and Skills Development and are designed to facitate credit transfer from TVET to Higher Education through alignment of Program and Course Outcomes of both levels of ‘education. ‘Are TR-based ualifications integrated into the Diploma program? ‘Are the TVET ‘qualifications aligned with the PSG courses {for purposes of credit transfer? Course Specifications Program Schedule 20, Packaged in such a way that it will take only an addition of one (1) year to finish a related four-year degree ‘course or two (2) years for a related five-year degree course in the ‘same institution Ts the diploma program ‘duration equal to 3 years? Program Schedule reayrcogub CTAGO-MTESD 16 ‘Write all items that are not compliant, then recommend strategies for their alignment. [Table 5. Summary of Items Marked as not “compliant” for Perspective 2 and the Strategies in Complying with the Requirements reaypcagu CADO-ITESD a7: , Perspective 3. Evaluation of the Satisfaction of the PLOs and Pls through the Course Outcomes COs List down the Evaluate Map each Ps Analyze Pls thetiars whether course with COs that results ay outcomes are satisfy them based on and the learner- and tag them thes Ad ctstegiecta centered and correspondingly Evaluation eer Ge ‘SMART Principles requirements Curriculum, ‘Summary of Mapping fn Gaps and Matrix les Strategies Figure 4. Evaluation Mechanism This Mechanism evaluates the alignment of a PQF Level 5 (Diploma) Programs by analyzing the attainment/satisfaction of the 17 PLOs and their corresponding Pls through the COs of courses offered in the program. The 17 PLOs were granularized into Performance Indicators (Pls) to make the PLO more defined, observable, measurable, and sufficient. Four (4) to 6 Pls comprise each PLO which results to a total of 82 Pls. Each PI has corresponding function for the attainment of the PLO. A PI Introduces (1) the PLO if it is input-focused or covers knowledge-based contents that are contributory to the attainment of the PLO. A PI Enhances (E) the attainment of the PLO ifit is meant to apply knowledge contents in the study/practice of the technologies within the discipline (ex. Chemistry concepts are used to explain how metals are welded together using SMAW) and; a PI Demonstrates (D) the PLO if it involves performance of skills in the technology of the identified discipline. Each PLO has at least one PI that functions to introduce, enhance and demonstrate the PLO. The Evaluation Mechanism is guided by the following Principles: & The Diploma (PQF Level 5) adopts all the 17 PLOs and their Performance Indicators (Pls). P Course outcomes of a POF Level 5 (Diploma) Programs are leamer-centered and SMART statements. © Each of the 17 PLOs are Introduced, Enhanced and Demonstrated through the courses (subjects) offered. All Pls of each PLO are correspondingly satisfied/ attained by course outcomes. rediyncogu CADONITESD 18 Procedures in Evaluating the Satisfaction of PLOs and Pls through the COs. Table 6. Compliance to the Pre-conditions for Development of Diploma Programs Does a MOAIMOU exist between the TVI provider and HEVS partners on the evelopment, implementation and articulation! credit 1, Parinership Agreement between | transfer of Diploma andior among TVis and HEIs to | Program leading to come up with diploma program | PQF Level 6? MOA/MOU leading to POF Level 6 program ifthe provider is @ dual sector HEI, does it offer the POF Level 6 Program to which the Diploma Program leads to? Te the industry | ‘consulted on: t.ovatabanyoticte | yanine tte nim : Sarees ore | Mesa wt Industry | |2. The Program on POF Level 5 is a} Diploma Program | product of Industry Consultation. graduates? Filled-up Validation +2. Contents/ ‘Survey Instruments cope tobe | ‘ccueain | rower? 3._The destination Higher Education | Are courses ofered a Program for the POF Level 5 _| the program based on Program has reference to an the list specified in an Course Description | existing CHED existing CHED Course Specifications | ‘approvediaccredited program or | approvediaccredited | PSG program or PSG? I Table 7. Summary of Items marked not compliant to the preconditions ] Example: ‘The Program on POF Level 5 is a product of Industry | Minutes of the meeting with industry, Filled-up Consultation. validation survey forms or _programicurriculum documents with comments of the industry ealncogub CTAOD-NTESD 19 This procedure uses the Curriculum Map as the source document. Please check that the following elements are present in the Curriculum Map before proceeding with the evaluation: 1. In the top row, all 17 PLOs are listed 2. Below each PLO, all Pls are listed and immediately below it, the function of each PI should be specified. The top rows should look like this from PLO1 through PLO 17: Program Learming Outcomes] PLOT This will serve as your guide throughout the evaluation process. ° Additionally, all courses should be written in column 1. 4. In column 2, course outcomes of each course should be written. There should be only one CO per row. . Ideally, Pls should have been mapped by the developers with COs that are meant to attain them as a part of the Program Document prior its Program Recognition. If not, please let the provider map the Pls with the COs first. A procedure on how to map Pls with COs is provided in Annex A. a Step 1. Examine whether each CO is stated leamer-centered and Specific, Measurable, Attainable, Realistic and Time bound (SMART). Mark the COs that are not learner-centered and SMART COs by coloring the fonts red The Guide in Writing Learner-Centered and SMART PQF Level 5 COs is provided below as your bases for this step. recyocogus CTADONITESD 20 Guidelines for in Writing Learner-Centered and SMART PGF Level § COs 1. Use a single, clear action verb for each course outcome. (refer to revised Bloom's Taxonomy) Ex. Identity and describe current domestic and intemational business trends should be re-stated as: Describe current domestic and intemational business trends ‘Revised Bloom's Taxonomy * Thestudent can put lent together to form afunctioral whl, ate a B perro end pei peel ees le iy Aout, earoge, revit, aie, devin “The student can make judgments ad justly decisons: appraise, argue, ae aay ‘+ Thestdent can distinguish between parts, how they elt to eachother and tothe ove trctre and purpose: compare, si, distinguish experiment + The student can use inomation na new way demonstrat, rama, interpe, oe us, isa, convert, dcove, discus, prepare "The Stent an conc eating fom oa wien ad goohic messaging, cep dah amar, compa, _ en, pope dos * Thestdent can ecogineand real ‘eleart rowed fom ong term memory: define, duplicate, list, memoria, repeat, reproduce | ‘eayrcogub CTADD-NTESO 21 Course outcomes levels should be predominantly within Applying, Analyzing, Evaluating and Creating for a POF Level 5 Program. However, course outcomes that are meant to introduce the course or the PLO may be on the Remembering and Understanding level. Dainotlsa vague ire sic incl ok, be famiiac it, understand be aware Siieaic grees tstees ops dart Accourse outcome is much clearer as short sentences rather than one, long, complex sentence. ‘Course outcomes should relate to program outcomes. Focus the course outcomes on student performance not teacher performance. Limit the course outcomes to 3-7 statements for each course. . Focus on overarching knowledge andior skills rather than small or trivial details. Focus on knowledge and skills that are central to the course. 10. Focus on the outcomes that results from the course rather than describing activities or lessons that are in the course. 11. Consider the assessment of the outcome when writing it. Very broad outcomes can be difficult to assess effectively as itis not clear what is being assessed. Very narrow outcomes can leave you with very little flexibility in the assessment. Checklist for Evaluating POF Level 5 Course Outcome Evaluate each CO by asking the following questions. if any of the questions is not complied with, the CO needs revision. 1, Did course outcome focus on student performance’ 2.Did each course outcome contain a single, clear action verb? 3. Were vague terms such as ‘know about, be familiar with, understand, be aware of used? ‘4.Were course outcomes levels predominantly within Applying, Analyzing, Evaluating and Creating for a POF Level 5 Program or Were course outcomes meant to introduce the course or the PLO on the Remembering and Understanding level? 5.Were sentences short? _ 6.Did course outcomes relate to program outcomes? 7.Was there focus on knowledge and skills that are central to the course? '8.Was there focus on overarching knowledge and/or skills? 9.Was there focus on the outcomes that result from the course rather than describing activities or lessons ‘that are in the course? 10.Was assessment taken into consideration in the course outcome? 11. Are course outcomes measurable? Are course outcomes limited to 3-7 statements for each course? ‘Manual for the Evaluation of POF Level 5 (Diploma) Programs reine CIADO NITES 22 ‘Step 2. Using table 5, list down all COs that are marked as “NOT Jearner-centered and SMART” POF Level 5 COs Table 8. List of Course Outcomes for Revision Identify and describe the tools needed in | Restate — use a single verb repairing a CPU Understand the importance of using yeast _| Restate — not measurable in baking The following are some of the strategies in revising COs. 4, For COs with 2 verbs, choose the verbs to which the CO should focus on. Sometimes the other verb is already covered by the other verb. Recommend to adopt one of the verbs. Choose the verb that is more encompassing if you need to include the other verb. Examp| : Identify and describe the tools needed in repairing a CPU Recommend to restate as: Describe all tools needed in repairing a CPU ‘Take note that there are verbs that really come together such as compare and contrast, these are exceptions to the rule 2. COs using verbs such as understand, know, to be aware of may be deleted or revised by changing the verbs. Example: Understand the importance of using yeast in baking recommend to delete if already covered by other COs or restate as: Explain the role of yeast in baking 3. If COs are meant for the teacher's performance, recommend to create COs that are performable by learners Example: Inculcate the value of team work in the workplace 4, IF COs are not directly related to the course recommend to delete the CO. 5. If the CO is too broad to be assessed, recommend it to be restated in a more specific way. 6. If the CO is too narrow, recommend to delete it. It may be subsumed in the other COs. 7. If the COs are predominantly remembering or understanding, the courses do not comply to POF Level 5 descriptors. Recommend to add COs that are to level of Applying, Analyzing, Evaluating and Creating level of the Revised Bloom's Taxonomy. recypcagu CTADD MITESD 23 Step 3. Analyze the Mapping of Pls with COs. For each Pl, check that all COs tagged are: 1. contributory to the satisfaction of the Pl; and 2. properly tagged as |, E or D based on its relevance to the PLO and guided by the Revised Blooms Taxonomy. Use the following group of verbs from the Revised Blooms Taxonomy as a guide: Levels Action Verbs ‘arrange, define, find, erty, Taba Remembering list, match, name, memorize, recall, recite, repeat, state, tall, write clas, covet, conclude, Introduce demonstrate, describe, discuss understanding explain, identi, lustrate, locate, paraphrase, predic, recognize, report, select, summarize, transite GDH, Coase, TaMONSTaTE, dramatize, employ, tustrate, Applying interpret, modify, operate, produce, sect, schedule, sketch, show, anolyze, appraise, categorize, Enhance classify, compare, contrast, crtiz, Atferentite, discriminate,

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