14.5. Conceptualización de plan estratégico
1.4.8 Elementos del plan estratégico
1.4.8.3. Formulación estratégica
• Head of OJT Issues memo to the department coordinators to obtain the projection of OJT for the next semester.
• Department OJT Coordinator issues students undertaking forms to the eligible trainees through the academic advisors for the next semester and takes special undertaking from the students who are eligible for higher studies, but opt for training due to personal reasons. • Head of OJT sends the request letter or making visits to the organizations to place the stu-
dents according to their choice, specialization and place of residence.
• Coordinator and Head of OJT organize orientation program for the eligible students on the registration time.
• Students obtain the logbook from the coordinator and start the training in the organizations as per the schedule.
• Coordinator prepares the transportation schedule for the department OJT Assessor visits. • OJT Assessor makes visit to the trainees to help them do the training effectively
• The Assessor evaluates the training of the students at the end of the first and last months. He obtains Logbook and report and from students and assessment books from the organiza- tions.
• The assessor prepares presentation schedule for the students and he evaluates the training and submits the final assessment to the Dept, Coordinator.
• Coordinator receives the final evaluation from the assessor and prepares the certificate to the students. Then he takes steps to send them for EPT.
• Coordinator submits the record of graduates, absentees and other OJT related data to the OJT HOD for necessary actions.
• OJT HOD submits the OJT data to the higher authorities. 7. Dissemination
This policy is disseminated to all stakeholders through the QA Manual as well as the College website.
8. Related Documents
•
Registration Forms•
Log Book•
Communication Chart•
Table (Track Sheet Table) 9. References•
Bylaws of Technology Document History: Version Effective Date ReviewDate Author Approval Amendments
Circulated to 1 2 Nov’ 2007 June’2012
July’2015
QA Unit OJT Assessors College Council College Council 1st Version ReviewedCirculated
to all
stakeholders
through
QAM
Version 6.1
Asst.Deans , HoDs/HoCs2 Students Learning by Coursework
33
Communication Chart: COLLEGE DEAN ASST. DEAN Student Affairs Department HOD HOD-OJT Department HOS Department RegistrarOJT- Coordinator Department Advisor’s
Students Assessors
2 Students Learning by Coursework
34
2.4 Assessment Policy
Policy Name : Assessment Policy
Domain : Students Learning by Coursework Policy Code : SL2.4
Policy effective date : Responsible Executive :
Approval Authority : College Council 1. Purpose
The purpose of this policy is to ensure:
•
appropriate assessment practices for all Academic Departments and Centre.•
the assessment requirements and practices are Clearly communicated to the students.•
that it is inclusive and equitable.•
the assessment Aligned with the learning outcomes and graduate attributes.•
that timely feedback is provided to students.2. Scope
This Policy will apply to:
•
the Assessment practices of the courses offered by the Academic Departments and Cen- tre Students•
Academic staff with responsibility for designing, administering and making decisions re- lating to assessment by or on behalf of the College.3. Definitions
Assessment of student learning is the process of evaluating the extent to which learners have developed their knowledge, under- standing and abilities. This assessment is done in two ways at ICT. That is Formative and Summative.
Formative assessment is evaluation of student learning that aids understanding and development of knowledge, skills and abilities.
It is the coursework undertaken for developmental purpos- es. Progress tests, phase tests, assignments, essays or presentations may be required of students in order for staff to provide them with feedback. This comprises 50% of the final grade awarded to the students at the end of each se- mester.
Summative assessment Summative assessment is the process of evaluating (and grading) the learning of students against the set standard at a point in time. The Level Exit exams(final exams) con- tribute 50% of the final grades awarded at the end of each semester. There is only one final exam at the end of each semester which tests the expected learning outcomes and at least 70% of the units/course material covered during the semester.
Summative assessment is prepared by the Center/ Department and is standardized in terms of learning out- comes and content coverage, marks, duration of the exam
2 Students Learning by Coursework
35
and date of conducting the exam. This means all the stu- dents in a program of study answer the same exam at the same time for same duration, same marks and the same content and learning outcomes.
Assessment Task Assessment tasks are the single components of an assess- ment schedule and should be of different types to address students‟ differing learning styles. Within any one assess- ment task, there may be several aspects of assessment. Lecturers-in-Charge/Tutor/CB teacher Lecturer responsible for maintaining the students‟
continuous assessment results, students‟ work, attendance & also teaching an important section of the course material. Delivery plan A Delivery plan is an official document that represents the formal understanding between the Departments/Center and the students in relation to the skill/courses to be covered in that study period. It is based on the Ministry of Manpower approved learning outcomes and course material and pre- pared by the Level/Course Coordinator.
Marking Marking is the process of assigning an assessment score or grade and/or comments to a piece of work produced, per- formed or submitted by a student according to criteria for that assessment task.
Feedback Before they begin their final examinations, students are entitled to timely and constructive feedback related to achievement of learning outcomes on all assessment tasks completed during the semester, with the exception of items submitted within the last two weeks of semester. Timely feedback is within three weeks of submission or at least 48 hours before a related assessment is due for submission. 4. Policy Statement
ICT will provide appropriate and fair assessment practices and timely feedback for the courses offered.
5. Roles and Responsibilities
Roles Responsibilities
5.1 HoDs/HoC/ HoS
•
Ensure that the assessment for entry and exit at GFP are essentially the same. i. e. designed to determine whether or not the student meets the learning outcome standards(Foundation Program)•
Ensure that all the new intake students are giventhe entry test to determine the learning outcomes standards.(Foundation Program)
•
Set up criteria for the preparation of examina- tions, to ensure that the learning objectives in- cluding outcomes for the development of gradu- ate attributes are met;•
Ensure that the Level exit assessment at all levels determines whether a student has met the2 Students Learning by Coursework
36
Roles Responsibilities
required learning outcomes including outcomes for the development of graduate attributes..
•
Guide the Level/Course Coordinators in the devel-opment of Delivery plans (assessment schedule) for the Academic year.
•
Ensure that a broad range of assessment practic- es are used during the program, in order to pro- vide students with feedback on their progress which will assist their learning.•
Provide training to lecturers in giving constructive feedback on students‟ work in a timely manner that assists them to monitor their progress to- wards the achievement of specified learning out- comes and to improve the quality of their work;•
Ensure that assessment is inclusive and equitablefor all students and is valid and reliable;
•
Ensure that the Departments/Centre adopts ap-propriate internal quality controls for its assess- ment processes. There must be a reliable mark- ing system. These must include, centralised mark- ing of the final examination, double marking of answer scripts, internal moderation by faculty of answer scripts and of marked work prior to the issuance of results, and a transparent appeals process for students.
•
Ensure that students and staff act in accordance with the Bylaws, the Assessment Policy and Pro- cedures; Examination Policy and Procedures.•
Ensure that assessment involves reasonable work-loads for both staff and students in accordance with the credit points allocated to a unit and the nature of the course. The weighting of each indi- vidual Assessment Practice in a unit is also ac- cording to the proportion of marks allocated to that task;
•
Ensure that the staff and students are aware of the pass – fail criteria of the college at Foundation and Post foundation Levels.•
Ensure that assessment processes are conforming to the highest ethical and moral standards; and•
Establish and develop a question(exam)bank;•
Publish the results.•
Monitor the transparent appealing system. 5.2 Examination CommitteeThe Centre‟s/College Examination Committee has a major role to play with assessing the validity of the Assessment Practices
37
Roles Responsibilities
5.3 Head of college/centre Examination Committee