Self Assessment of

Academic Programs

By
Dr. Muhammad Mansha
Quality Enhancement Cell
University of Education, Lahore
Dated: January 06, 2023
 Assessment?
Assessment is a systematic process of
gathering, reviewing and using important
quantitative and qualitative data and
information from multiple and diverse
sources about educational programs, for
the purpose of improving student learning,
and evaluating whether academic and
learning standards are being met.
 Self Assessment?
Self assessment is an assessment
conducted by the institution to assess
whether programs meet their educational
objectives and outcomes with the purpose
to improve programs’ quality and
enhancing students learning.
 SELF -ASSESSMENT
O Institutions initially provide Judgments
on Academic Standards and the Quality
of the Programs through Self-Assessment

O Programs are Judged according to the

Intended Aims & Learning Outcomes
Objectives of Self Assessment
Improve and maintain academic
standards
Enhance students’ learning
Verify that the existing programs meet
their objectives and institutional goals
Provide feedback for quality assurance
of academic programs
 IMPACT OF SA
Quality


SA + Teamwork
Expected + External Support
Condition

SA + Teamwork

With SA
+ Own Capacity

Present Without SA
condition

Time 
 QUALITY
How to improve Self-
Improvement Implementation is improved
the QUALITY? Assessment
Plan

Data Data Writing the

Collection Data Processing Analysis SAR
Steps to Follow in
Self-Assessment
SELF-ASSESSMENT PROCEDURE

The QEC is responsible for planning,

coordinating and following up on the self-
assessment (SA) activities.

Following procedure is suggested:

Cont’d…
SELF- ASSESSMENT PROCEDURE
QEC initiates SA through the office of
Director/Principal, one semester prior to the assessment

College forms the PTs that will be

responsible for preparing SAR in three
weeks

QEC reviews the Documentation within

two week

SAR Complete
NO
YES

Head of the Institution forms the AT in consultation with

the concerned Director/Principal based on the
recommendation of the QEC 10

Cont’d…
 SELF- ASSESSMENT PROCEDURE

QEC plans and fixes AT visit

AT conducts assessment and presents its findings to

QEC, College Principal, PT and Campus/Division
faculty

The QEC submits an executive summary to the Head of

Institution and Vice Chancellor

PTMs prepares implementation plan on the basis of AT-

Findings

Follow up of the implementation plan by QEC and

submission of Progress Report to Head of Institution and
Vice Chancellor
11
Legend:
SA: Self Assessment SAR: Self Assessment Report
PT: Program Team AT: Assessment Team
 RESPONSIBILITIES of PTM
1. SAR Preparation
2. DATA COLLECTION on all Applicable Proformas. The proformas include:
1. Student Course Evaluation Questionnaire
To be filled by each Student for each course of all running semesters of the
program
2. Faculty Course Review Report
To be filled by each teacher of all previous semesters of the program
3. Survey of Graduating Students
To be filled out by graduating students in senior most semester
4. Research Student Progress Review Form
To be filled out by Master/ M.Phil / Ph.D Research Students
5. Faculty Survey
12
To be filled by each faculty member of the program
 RESPONSIBILITIES of PTM

6. Survey of Departments offering PhD Program

The following information is required for EACH Department in which a Ph.D.
program is offered.
7. Alumni Survey
To be filled by Alumni of the program
8. Employer Survey
To be filled in by Employer of the program
9. Faculty Resume
10. Teacher Evaluation Form
To be filled by each Student of all running semesters of the program

13
 RESPONSIBILITIES of PTM

1. RECTIFICATION of the SAR in the identified corrections made by

QEC (if any).
2. FINAL SUBMISSION of signed SAR to QEC through concerned
Director/Principal.
3. COORDINATION with Assessment Team members (ATMs) on their
AT-Visits to the campus/division for assessment of prepared SAR.
4. Preparation of IMPLEMENTATION PLAN on the basis of AT-Findings.

14
SELF-ASSESSMENT
REPORT
 COMPONENTS OF THE
SELF-ASSESSMENT REPORT
O CRITERIA: 08-CRITERONS FOR SELF-ASSESSMENT.

O PROCEDURE: SPECIFIES THE PROCESS OF INITIATING,

CONDUCTING, AND IMPLEMENTING THE ASSESSMENT.

16
 CRITERION
EACH CRITERION HAS:
AN INTENT: A STATEMENT OF REQUIREMENTS
TO BE MET.

SEVERAL STANDARDS: DESCRIBE HOW THE

INTENTS ARE MINIMALLY MET

17
 CRITERIA & STANDARDS
Sr# Criterion Standards
1 Program, Mission, Objectives & Outcomes 4
2 Curriculum Design & Organization 4
3 Laboratories & Computing Facilities 3
4 Student Support & Guidance 3
5 Process Control 4
6 Faculty 2
7  Institutional Facilities 3
8 Institutional Support 2

18
 CRITERION 1
Program, Mission, Objectives &
Outcomes

19
 CRITERION-I
PROGRAM MISSION, OBJECTIVES AND OUTCOMES

O Standard 1-1:
The program must have documented measurable objectives that support
institution mission statements.
O 1.1.1 - Mission Statement of the University

O 1.1.2 (a) - Mission of the Program

O 1.1.2 (b) -Program Educational Objectives

O 1.1.3 -Describe how objectives of the program are aligned with mission of
the program & institution.
 CRITERION-I
PROGRAM MISSION, OBJECTIVES AND OUTCOMES

O 1.1.4 - Outline main elements of Strategic Plan in line with the mission and
objectives of the program.
(Provide information from a to e):

a. Curriculum Design (Describe the core courses, elective courses and Area of
Specialization being offered by the program)

b. Concept building
c. Small Scale Practical Projects
d. Compulsory Summer Internships
e. Co-curricular activities
 CRITERION-I
PROGRAM MISSION, OBJECTIVES AND OUTCOMES

O 1.1.5 - Provide for each objective how it was measured, when it was
measured and improvements identified and made.

When Improvements Improvements

(Provide informationHow
Objectives inMeasured
following matrix):
Measured Identified Made

Enable the students to contribute Improved

Visited student During teaching Students improved
in education using modern instructional
teaching practices practice lesson planning
instructional approaches approaches

Enable the students to understand Students shared

Students confidence
teacher education in global During the knowledge about
Students’ Survey improved in content
context; coursework education in global
based discussions
perspectives

4Participate actively in socio- Observed students Students increased

High sportsman spirit
economic development of the active participation in During sports cooperation and
and increased social
society through social work in departmental co gala maintained mutual
work interest
education curricular activities respect
 CRITERION-I
PROGRAM MISSION, OBJECTIVES AND OUTCOMES

O 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.

O 1.2.1:
a. Describe in assessment matrix that each program outcome is
aligned with program objective.
 CRITERION-I
PROGRAM MISSION, OBJECTIVES AND OUTCOMES
Standard 1-2
O Assessment Matrix (Program Objective Versus Outcomes):

Program Learning Outcomes

Program
Objective
1 2 3 4 5 6 7

1              
2              
3              
-              
-              

O The number in the column represents learning outcomes of the program.

O The number in the row represents program objectives.
O Put ‘a’ if there is substantial contribution of out come to the program
objective, ‘b’ for moderate contribution and ‘c’ for no contribution
 CRITERION-I
PROGRAM MISSION, OBJECTIVES AND OUTCOMES
Standard 1-2

Sample Assessment Matrix

Program Learning Outcomes
Program
Objective
1 2 3 4 5 6 7

1  a  a    b  b   a    a   a

2  b   a c   a  b     a  c
3   a  b b    a   a  c  c
-              
-              

Here:
O ‘a’ represents substantial contribution.
O ‘b’ represents moderate contribution.
O ‘c’ represents no contribution.
 CRITERION-I
PROGRAM MISSION, OBJECTIVES AND OUTCOMES

O Standard 1-3:
The results of program’s assessment and the extent to which they
are used to improve the program must be documented.

O 1.3.1: Describe major future program improvements plans

based on recent assessments.

O 1.3.2: List Strengths and weaknesses of the Program

O 1.3.3: List significant future development plans for the

program.
 CRITERION-I
PROGRAM MISSION, OBJECTIVES AND OUTCOMES

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

1.4.1: Indicate percentage of employers that are strongly satisfied with the
performance of the department’s graduates. (Employer’s Proforma-8 to be
filled and entry of data by you). The analysis and information will be
incorporated by QEC.

1.4.2: Indicate the average student evaluation for all courses and the % of
faculty awarded excellence in teaching award.
a. Students’ Evaluation (Course Evaluation Proforma-01 to be filled and
entry of data by you). The analysis and information will be incorporated
by QEC.
 CRITERION-I
PROGRAM MISSION, OBJECTIVES AND OUTCOMES
Standard 1-4:

O 1.4.3: Provide performance measures for research activities. These include

journal publications, funded projects, and conference publications per
faculty per year.

Name of Faculty Years Number of total Number of total Number of the

Member Journal conference Publications funded
Publications Projects

  2017-18      
2018-19      

O 1.4.4: Provide performance measures for community services. This may

include number of short courses per year, workshops and seminars organized.
O 1.4.5: Indicate faculty and students satisfaction regarding the administrative
services offered by the department. (Student Proforma-3 & Faculty Proforma-
5 to be filled and entry of data by you). The analysis and information will be
incorporated by QEC.
 CRITERION 2
Curriculum Design & Organization

29
 CRITERION-II
Curriculum Design and Organization
The curriculum must be designed and organized to achieve the
program’s objectives and outcomes. Also course objectives must be
in line with program outcomes. The breakdown of the curriculum
must satisfy the standards specified in this section. Curriculum
standards are specified in terms of credit hours of study. A semester
credit hour equals one class hour or two to three laboratory hours
per week. The semester is approximately fifteen weeks.
Provide the following information about the program’s curriculum:
A. Title of degree program.
B. Definition of credit hour.
C. Degree plan: Attach flow-chart showing the prerequisites, core,
and elective courses.
 CRITERION-II
Curriculum Design and Organization
D. Complete the following table CURRICULUM break down in
terms of Foundation, General, Core and Elective Courses

Category

Semester General Courses

Compulsor Foundation Major Elective
from other
y Courses Courses Courses courses
Disciplines
Semester 1          

Semester 2          
Semester 3          

Semester 4          

Total          
 CRITERION-II
Curriculum Design and Organization
E. For each course in the program that can be counted for credit
(provide 1-2 pages) specifying the following (E1 to E6):

O E1: Course title

O E2: Course objectives and outcomes
O E3: Catalog Description
O E4: Text book(s) and references
O E5: Syllabus breakdown in lectures
O E6: Computer usage
 CRITERION-II
Curriculum Design and Organization
O Standard 2-1: The curriculum must be consistent and
supports the program’s documented objectives.

O 2.1.1 - Describe how the program content meets the program

objectives:

a. List all the courses of Program.

b. List all the outcomes of the Program.

c. Complete Assessment Matrix of Courses versus Outcomes of

the Program.
 CRITERION-II
Curriculum Design and Organization
Standard 2-1
O Assessment Matrix Courses Versus Outcomes:

Program Learning Outcomes

Name of
Course
1 2 3 4 5 6 7

             
             
             
             
             

O The number in the column represents learning outcomes of the program.

O The number in the row represents name of the course.
O Put ‘a’ if there is substantial contribution of out come to the program
objective, ‘b’ for moderate contribution and ‘c’ for no contribution
 CRITERION-II
Curriculum Design and Organization
O Standard 2-2: Theoretical background, problems analysis
and solution design must be stressed within the program’s
core material.

O Indicate which courses contain a significant portion (more

than 30%) of the elements in standard 2-2.

Elements Courses
Theoretical background  

Problem analysis  

Solution design  
 CRITERION-II
Curriculum Design and Organization

Minimum Requirements for Program

Compulsory General Foundation Major Elective

Program
Courses Courses Courses Courses courses

HEC Requirements          

Program
         
Requirements
O Indicate Deviations
O Provide Justification for Deviations
 CRITERION-II
Curriculum Design and Organization
Curriculum of Zoology.
Zoology 2012-13.pdf
 CRITERION-II
Curriculum Design and Organization

O Standard 2-3: Information technology component of the

curriculum must be integrated throughout the program.

a. Indicate the courses within the program that will satisfy the standard.
b. Describe how they are applied and integrated throughout the program.

O Standard 2--4: Oral and written communication skills of the

student must be developed and applied in the program.

a. Indicate the courses within the program that will satisfy the standard.
b. Describe how they are applied.
 CRITERION 3
Laboratories & Computing Facilities

39
 CRITERION-III
Laboratories & Computing Facilities

Laboratories and computing facilities must be adequately available

and accessible to faculty members and students to support teaching
and research activities. To meet this criterion the standards in this
section must be satisfied.
Standard 3-1: Laboratory
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.
 CRITERION-III
Laboratories & Computing Facilities

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

Standard 3-3: The University computing infrastructure and facilities must be

adequate to support program’s objectives.

3.3.1 : Describe how the computing facilities support the computing component of
your program.

3.3.2 : Rate the extent to which computing facilities support the computing
component of the program.
 CRITERION 4
Student Support & Advising

42
 CRITERION-IV
Student Support & Advising
Student must have adequate support to complete the program in a timely
manner and must have ample opportunity to interact with their instructors and
receive timely advice about program requirements and career alternatives. To
meet this criterion the standards in this section must be satisfied.

Standard 4-1: Courses must be offered with sufficient

frequency and number for students to complete the program in
a timely manner.

4.1.1 Provide the department’s strategy for course offerings.

4.1.2  Explain how often required courses are offered.
4.1.3 Explain how often elective courses are offered.
4.1.4 Explain how required courses outside the department are
managed to be offered in sufficient number and frequency.
 CRITERION-IV
Student Support & Advising
Standard 4-2: Courses in the major area of study must be structured to
ensure effective interaction between students, faculty and teaching
assistants.
O Describe how you achieve effective student / faculty interaction in courses taught
by faculty members.

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.
O 4.3.1 Describe how students are informed about program requirements.
O 4.3.2 Describe the advising system and indicate how its effectiveness is
measured.
O 4.3.3. Describe the student counseling system and how students get professional
counseling when needed.
O 4.3.4 Indicate if students have access to professional counseling; when necessary.
CRITERION 5
Process Control

45
 CRITERION-V
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.

O 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.
O 5.1.1 Describe the program admission criteria at the institutional level,
or department if applicable.
O 5.1.2 Describe policy regarding program/credit transfer.
O 5.1.3 Indicate how frequently the admission criteria are evaluated and if
the evaluation results are used to improve the process.
 CRITERION-V
Process Control
O 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.

O 5.2.1 Describe how students are registered in the program.

O 5.2.2 Describe how students’ academic progress is monitored and
how their program of study is verified to adhere to the degree
requirements.
 CRITERION-V
Process Control
O 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 with its objectives.
O 5.3.1 Describe the process used to ensure that highly qualified
faculty is recruited to the program.
O 5.3.2 Indicate methods used to retain excellent faculty members.
O 5.3.3 Indicate how frequently this process in evaluated and if the
evaluation results are used to improve the process.
 CRITERION-V
Process Control
O 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.

O 5.4.1 Describe the process and procedures used to ensure that

teaching and delivery of course material is effective and focus
on students learning.
O 5.4.2 Indicate how frequently this process is evaluated.
CRITERION 6
Faculty

50
 CRITERION-VI
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.

O Standard 6-1: There must be enough full time faculties who are committed to
the program to provide adequate coverage of the program areas/courses with
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.
 CRITERION-VI
Faculty
Standard 6-1

6.1.1: Complete the following table indicating program areas

and number of faculty in each area.
Area of Courses in the area Number of Number of
specialization of and average number faculty faculty with
Program of sections per year members in Ph.D. degree
each area

Area 1.      

Area 2.      

Area 3.      

Area 4.      

Total      
 CRITERION-VI
Faculty

O 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.

O 6.2.1 Describe the means for ensuring that full time faculty members have
sufficient time for scholarly and professional development.

O 6.2.2 Describe existing faculty development programs at the departmental and

university level. Demonstrate their effectiveness in achieving faculty
development.

O 6.2.3 Indicate how frequently faculty programs are evaluated and if the
evaluation results are used for improvement.
 CRITERION 7
Institutional Facilities

54
 CRITERION-VII
Institutional Facilities

Institutional facilities, including library, 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.

O 7.1.1 Describe infrastructure and facilities that support new

trends in learning.  
O 7.1.2 Indicate how adequate the facilities are.
 CRITERION-VII
Institutional Facilities
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.
O 7.2.1 Describe the adequacy of the library’s technical collection.

Sr. Library Management Yes To some No

No extent
1 All Library books and material are completely catalogued. (author      
and title wise)
2 Provision of complete shelf list file.      

3 Provision of binding of selected cumulative serials and titles.      

4 Provision of conservation and presentation of rare archival      

materials.
5 Services of full time qualified librarian are available.      

6 Provision of complete update and accurate record of Indexes.      

7 Provision of complete update and accurate record of periodicals.      

8 Provision of written policies and manuals for internal and      

external operational activities.
 CRITERION-VII
Institutional Facilities
O 7.2.2 Describe the support rendered by the library. (Linkage with other
Institutions/Libraries)
Standard 7-3: Class-rooms must be adequately equipped and
offices must be adequate to enable faculty to carry out their
responsibilities.
O 7.3.1 Describe the adequacy of the classrooms.

1. No of enrolled students  

2. No of Class rooms  

3. Size of the class room  

O 7.3.2 Describe the adequacy of faculty offices .

1. No of teaching staff  

2. No of the offices available to the teaching staff  

CRITERION 8
Institutional Support

58
 CRITERION-VII
Institutional Support

The institution’s 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.
a) Describe how your program meets this standard. If it does
not explain the main causes and plans to rectify the situation.
b) Describe the level of adequacy of secretarial support,
technical staff and office equipment.
 CRITERION-VII
Institutional Support

Standard 8-2: Financial resources must be provided to

acquire and maintain Library holdings, laboratories and
computing facilities.

O 8.2.1 Describe the resources available for the library.

a) Material Resources:
b) Human Resources:
O 8.2.2 Describe the resources available for laboratories.
O 8.2.3 Describe the resources available for computing facilities.
Thank You…

Deadline to submit the SAR:

31st January, 2023