Quality Assurance & Assessment Process Phases

The QAAP is built around the concept of self-assessment of the academic programs by the department themselves. With this focus in perspective, and following QEC guidelines and instructions provided in the Self-Assessment Manual (of HEC), the departments engage in self-assessment of its academic programs, and develop a Self- Assessment Report (SAR) of each program in its jurisdiction with the following criteria and standards as the edifice of quality education.

1. Development of the Criteria and Standards

The departments develop criteria and standards for various programs offered by our campuses in the light of the mission and objectives of the programs. Strict adherence to these standards and periodically self-assessing the level to which these standards have been met, noting the reasons for deviations if any, helps in the development of education system as well as rating of various programs offered by the Institute. The self-assessment is based on several criteria. To meet each criterion, a number of standards must be satisfied. List of criteria and its standards are as follows:

Criteria Criteria Name Standards under Criteria
1 Program Mission, Objectives and Outcomes (4 standards)
2 Curriculum Design and Organization (7 standards)
3 Laboratories and Computing Facilities (3 standards)
4 Student Support and Advising (4 standards)
5 Process Control (5 standards)
6 Faculty (3 standards)
7 Institutional Facilities (3 standards)
8 Institutional Support (3 standards)

2. Assessment by the Departments

The departments are also required to formulate a system of periodically assessing that the mission, objectives, learning outcomes and other criteria and standards are being met. The system of assessment at CUI is thorough and fair, and care is given to the results of the assessment which are being used to make the necessary changes. A fair and efficient system of examinations is also devised to support the efforts of the teachers in the class (which includes assessments of quizzes, assignments, project, and extra reading material).

This assessment allows teachers as well as students a ground for self-evaluation, reflection and opportunity toimprove teaching quality through transparent and honest feedback.

Some of the means for assessing the extent to which graduates are performing the stated program outcomes/learning objectives include the following:

  • Assessment of Teacher & Course every semester
  • Conducting a survey of graduating seniors every semester.
  • Conducting a survey of alumni every two years.
  • Conducting a survey of employers every two years.
  • Carefully designed questions asked during capstone design projects presentations.
  • Outcome assessment examinations – sessionals, terminal, assignments, quizzes, term papers, etc.
  • Assessment by an independent body such as QS Star Rating, etc.

3. Self-Assessment Procedure at Program Level

The self-assessment process at program level comprises the forming of Program Team (PT) for each academic program, Assessment Team (AT) for evaluation and review of Self-Assessment Reports (SARs), and awareness training/workshops for these members including the HODs and Campus Directors respectively, as and when required. The entire procedure of self-assessment organized by QEC is well-structured and is followed in the assessment of all academic programs in each department.

The steps of the procedure for SA are as follows:

  • QEC initiates the SA one semester prior to the end of the assessment cycle in which the program is offered. However, if the program is undergoing the SA for the first time, the department is given one academic year for preparation.
  • Upon receiving the initiation letter, the department forms a Program Team (PT). The PT is responsible for preparing a self-assessment report (SAR) about the program under consideration over a period of one semester. They are the contact group for QEC during the assessment period.
  • The department submits the SAR to the QEC through the concerned Dean. The QEC reviews the SAR within one month to ensure that it is prepared according to the required format.
  • When the report is prepared on the given format, it is ready for the remaining process of assessment.
  • At this stage, the role of PT ends, and assessment at the institutional level is initiated.

4. Self Assessment at Institutional Level

The SA process at the institutional level involves the Assessment Team, QEC and the concerned department whose academic program has to be evaluated and reviewed. This process follows these procedures:

  • The Rector forms a program assessment team (AT) in consultation with recommendations from QEC within one month. The AT comprises of 2-3 faculty members from within or outside the university. The AT must have at least one expert in the area of the assessed program.
  • The QEC plans and schedules the AT visit period in coordination with the department that is offering the program.
  • The AT conducts the assessment, submits a report to QEC, and QEC presents the findings in an exit meeting with the Director of that respective campus, to be attended by theHOD, PT and QEC.
  • The QEC submits an Executive Summary on the AT findings to the Rector.
  • The Department prepares and submits an implementation plan to QEC based on the AT findings. The plan must include AT findings and the corrective actions to be taken, assignment of responsibility and a time frame for such actions.
  • The QEC follows up on the implementation plan to ensure departments are adhering to the implementation plan. The academic department informs QEC each time a corrective action is implemented. QEC reviews the implementation plan once a semester to assess the progress of implementation.

The process is described in the given figure.


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