CURRICULUM MANAGEMENT:

MISSION-DRIVEN AND OUTCOME-BASED

CURRICULUM

BM. PURWANTO
 DISTINCTIVENESS OF THE SCHOOL
• MISSION, VISION, VALUES,
• GRADUATE PROFILES,
• LEARNING OUTCOMES,
• PEDAGIGICAL APPROACH
• PEER SCHOOLS VS. ASPIRANT SCHOOLS
• POINT OF PARITY VS. POINT OF DIFFERENCE
• SCHOOL OF MANAGEMENT VS. BUSINESS
SCHOOL
• INPUT  PROCESS  OUTPUT  OUTCOME 
IMPACT
 STRUCTURE OF DISCUSSION

1. THE ROLE MISSION IN CURRICULUM DEVELOPMENT

2. OUTCOME-BASED EDUCATION

3. THE ROLE OF BUSINESS SCHOOL

4. GENERAL SKILL AREAS AND LEARNING OUTCOMES

5. CURRICULUM MAP

6. STUDY PROGRAM LEVELS

7. ASSURANCE OF LEARNING SYSTEM

 MISSION AND VISION
FACULTY OF ECONOMICS AND BUSINESS

• MISSION
– Enriched by our vibrant international network but
rooted in local wisdom, we develop leaders with the
integrity and knowledge needed to serve society. Our
contribution to the advancement of knowledge is
through quality research and teaching.

• VISION
– To be the leading faculty of economics and business in
Indonesia by rising to international challenges.
 VALUES
• INTEGRITY
– Upholding the principles of honesty, consistency of words
and deeds, commitment to promises, moral courage in
defending truth, the interests of the organization over the
interests of groups and individuals, and being trustworthy
and responsible.

• PROFESSIONALISM
– Playing its role by referring to the quality and performance
standards, conformity with the expertise, expertise and
competence, the spirit of self-development in a
sustainable, client-oriented and accountable manner.
 VALUES

• OBJECTIVITY AND FAIRNESS

– Giving respect to all citizens, regardless of function,
status and position, and by not discriminating based
on religion, race, ethnicity and gender, and
appreciating and evaluating performance objectively
and fairly.

• ACADEMIC FREEDOM
– Recognizing the concept and practice of academic
freedom as a central behavior that is to be upheld in
learning, teaching, research, and scholarship.
 VALUES

• SOCIAL CONCERN
– Have a commitment and seriousness to
participate and actively involved in handling and
solving various economic, business and social
problems faced by the community.
THE ROLE OF MISSION IN CURRICULUM
DEVELOPMENT AND LEARNING
PROCESS
MISSION
VISION
VALUES
GRADUATE
PROFILE

LEARNING
OUTCOMES

IMPACT
Outcomes Based Education
stages in the backward design process

1
LEARNING
OUTCOMES -
DESIRED RESULTS

2
ASSESSMENT –
ACCEPTABLE
EVIDENCE

3
LEARNING
EXPERIENCES
AND
INSTRUCTION
 MISI  EVALUASI

• X DAPAT DIEVALUASI JIKA X DAPAT DIUKUR

• X DIUKUR KARENA X DIYAKINI PENTING

• X DIYAKINI PENTING KARENA PENCAPAIAN X

MENENTUKAN EKSISTENSI SUATU ENTITAS

• EKSISTENSI SUATU ENTITAS DINYATAKAN DALAM MISI DAN

VISI.
 KESELARASAN MISI
MISI SEBAGAI LANDASAN

• APAKAH MISI FAKULTAS?

• APAKAH MISI FAKULTAS SUDAH MENJADI LANDASAN DAN

PENDORONG BERBAGAI KEGIATAN FAKULTAS?

• APAKAH MISI FAKULTAS SUDAH DITURUNKAN KE DALAM

BERBAGAI CAPAIAN/TUJUAN/SASARAN YANG TERUKUR?

• APAKAH FAKULTAS SUDAH MELAKUKAN PENGUKURAN

TERSEBUT?

12
 KESELARASAN MISI
MISI SEBAGAI LANDASAN

• APAKAH BERBAGAI KEGIATAN FAKULTAS SUDAH MEMBERI

DAMPAK YANG SESUAI DENGAN MISI FAKULTAS?

• APAKAH BERBAGAI KEGIATAN SUDAH SELARAS DENGAN

MISI FAKULTAS?

• APAKAH UPAYA PERBAIKAN, PERENCANAAN, DAN

STRATEGI PENGEMBANGAN DIDASARKAN PADA HASIL
PENGUKURAN TERSEBUT?

13
 ASSURANCE OF LEARNING
MISSION  LEARNING OUTCOMES

• APA YANG AKAN DIPELAJARI MAHASISWA DI PROGRAM

STUDI  LEARNING OUTCOMES

• APAKAH EKSPEKTASI PROGRAM STUDI  STANDARDS

• BAGAIMANA MAHASISWA MEMPELAJARINYA?  METHODS

• BAGAIMANA PROGRAM DAPAT MEYAKINI BAHWA

MAHASISWA TELAH BELAJAR?  MEASUREMENTS

• APAKAH YANG PERLU DILAKUKAN PROGRAM JIKA

MAHASISWA TIDAK BELAJAR DAN STANDAR TIDAK
TERPENUHI?  INTERVENTION/CLOSING THE LOOP
OUTCOME-BASED EDUCATION
 OUTCOME-BASED EDUCATION
• OBE is an educational process that focuses on what students can do or
the qualities they should develop after they are taught.

• OBE involves the restructuring of curriculum, assessment and reporting

practices in education to reflect the achievement of high order learning
and mastery rather than accumulation of course credits.

• Both structures and curricula are designed to achieve those capabilities or

qualities.

• Discourages traditional education approaches based on direct instruction

of facts and standard methods.

• It requires that the students demonstrate that they have learnt the
required skills and content.
 DEFICIENCIES OF TRADITIONAL EDUCATION
 Provides students with a learning environment with little
attention to whether or not students ever learn the material.

 Students are given grades and rankings compared to each

other – students become exam oriented or CGPA driven.

 Graduates are not completely prepared for the workforce.

 Lack of emphasis on soft skills needed in jobs e.g.

communication skills, interpersonal skills, analytical skills,
working attitude etc.
 FOCUS OF OBE

• What do we want the students to have or be

able to do?
• How can we best help students achieve it?
• How will we know whether they students
have achieved it?
• How do we close the loop for further
improvement?
 BENEFIT OF OBE

• More directed and coherent curriculum.

• Graduates will be more relevant to industry

and other stakeholders (more well rounded
graduates

• Continuous Quality Improvement is in place.

 OUTCOMES BASED EDUCATION AT THE
PROGRAMME LEVEL

• The graduate outcomes for a degree are clearly

written statements about the knowledge, skills
and attitudes of its graduates.

• Graduate outcomes are developed from a number

of sources including professional accreditation
bodies, employer groups, the university
educational principles and the professional
experience of staff teaching in the discipline.
 OUTCOMES BASED EDUCATION AT THE
PROGRAMME LEVEL

• Graduate outcomes represent the subject

matter, techniques, skills and attitudes of
central importance to the chosen
discipline(s).

• From these outcomes the curriculum of the

course is constructed, the subdivision of
structure into units is made, and the
outcomes specific to each of the units are
derived.
THE ROLE OF BUSINESS SCHOOL
 Business Schools Should
(Carolyn Woo, AACSB ICAM 2015)

 Focus on people and humanity

 Facilitate students to ‘see the big
picture’ and ‘think about the future’
 Develop professionalism
 Cause driven
 Skills to serve
 Self-discipline
 Business Schools Should

 Innovate
 Engage
 Deliver Impact

 Innovation x Engagement x Impact

should be POSITIVE
GENERAL SKILL AREAS AND LEARNING
OUTCOMES
 Learning Outcomes: General Skill Areas
(AACSB Standards 2013)

1. Able to communicate effectively orally and in

writing
2. Able to identify ethical issues and address the
issues in a socially responsible manner
3. 􏰀 Able to analyze and frame problems
4. Able to use current technologies in business and
management context
 Learning Outcomes: General Skill Areas
(AACSB Standards 2013)

5. Able to work effectively with others and in team

environments
6. Able to work effectively in diverse environments
7. Able to understand oneself in the context of
society
8. Able to translate knowledge of business and
management into practice
 AUN EXPECTED LEARNING OUTCOMES

• The curriculum is developed to promote

learning,
– learning how to learn and
– to instill in students a commitment of lifelong
learning
• commitment to critical inquiry,
• development of study and information-processing
skills,
• a willingness to experiment with new ideas and
practices.
 AUN EXPECTED LEARNING OUTCOMES

• The curriculum offers to graduates

– the ability to do advanced studies,
– to develop their own personality,
– to have an academic attitude and
– to be competent in their field of study.

• The graduates should also have

– transferable skills,
– leadership skills, and
– should be oriented to the job market and
– be able to develop their careers.
 AUN EXPECTED LEARNING OUTCOMES

• The curriculum
– has clearly formulated learning outcomes,
– Is reflecting the relevant demands and needs of all
stakeholders.
DIAGNOSTIC QUESTIONS TO LEARNING OUTCOMES

1. Why are we educating?

2. What is the educational philosophy behind

the program?

3. What are the expected learning outcomes?

DIAGNOSTIC QUESTIONS TO LEARNING OUTCOMES

4. How are the programme learning

outcomes formulated?

5. Do the learning outcomes reflect the

department’s goals?

6. Does the labor market set any specific

requirements for graduates to meet?
DIAGNOSTIC QUESTIONS TO LEARNING OUTCOMES

7. To what extent and how do we try to tune

the programme to the labor market?

8. Is there a well-defined job profile?

9. How are the learning outcomes made

known to staff and students?
DIAGNOSTIC QUESTIONS TO LEARNING OUTCOMES

10.To what extent do we think that the

learning outcomes have been achieved?

11.Do we review the learning outcomes?

12.How are the learning outcomes translated

into the concrete requirements of the
graduate (i.e. knowledge, skills and
attitudes; and professional ethics)?
CHECKLIST FOR WRITING LEARNING OUTCOMES

• DOES THE OUTCOME

– assess what is important;
– clearly describe what the student is asked to do,
using action verbs;
– ask the students to apply what they have learned
by producing something;
– include a timeframe;
– is specific and measurable?
 AIMS, OBJECTIVES, AND OUTCOMES

• Aims: broad goals

• Objectives:
– Measurable intentions
– Specific steps that take us towards those goals
– Teacher-focused
• Outcomes:
– Measurable achievements
– Result from a learning process
– Stated as achievements of the student
 COVERT VS. OVERT OUTCOMES

• KNOW • UNDERSTAND
– SUMMARIZE – APPLY
• REFLECT • APPRECIATE
– SHARE REFLECTIONS – DISCUSS
• THINK CRITICALLY
– INTERPRET
– ANALYZE
– EVALUATE
– CONSTRUCT ARGUMENTS
 CATEGORY OF OUTCOMES

• Subject specific outcomes – relate to subject

discipline and knowledge/skills particular to it

• Generic/transferable skills/competencies –
relate to any/all disciplines
– teamwork
– problem-solving
– communication skills
– ethical reasoning
 LEVELS OF LEARNING: REVISED
BLOOM’S TAXONOMY –
ACTIONS AND VERBS CREATING Build, change,
create, adapt,
improve, modify

EVALUATING agree, appraise, assess,

criticize, evaluate, judge,
justify, recommend

ANALYZING analyze, categorize, classify,

examine, conclude, infer, simplify

apply, develop, compute, utilize,

APPLYING construct, plan, utilize, solve

UNDERSTANDING Classify, explain, discuss, compare,

contrast, summarize, illustrate, relate,
extend
REMEMBERING Choose, define, find, recall, select, show, what, where, when, how,
why, which, who, relate
 GOALS
• Goals are usually considered to be broad statements
about what a university, college, program, or instructor
would like students to achieve, typically over a
lengthier span of time. These are often found in
strategic plans or in course descriptions within
university catalogs, handbooks, or websites.

• Examples:
– Strategic Plan. Give students the knowledge and skills that
are increasingly important in today’s interconnected world,
including interpersonal, professional, and visual
communications skills; collaboration and teamwork,
especially with diverse others; empathy and concern for
the welfare of others; and organizational and leadership
skills.
 PROGRAM OUTCOMES
• Program outcomes are statements of what
faculty expect graduates should be able to do
after completing their programs of study.
These statements should be written in
specific, demonstrable (measurable), and
student-centered terms.
 EXAMPLES OF PROGRAM OUTCOMES
• Graduates of the program should be able to:
– Identify, explain, and use economic concepts, theories,
models, and data-analytic techniques.
– Use knowledge and skills of economics, mathematics,
statistics, and computing flexibly in a variety of contexts.
– Apply economic tools to formulate positions on a wide
range of social and economic problems and engage
effectively in policy debates.
– Use investigate skills necessary for conducting original
economic research and participating effectively in project
team.
– Deliver effective presentations in which they combine
visual communication design with oral arguments and/or
written word.
LEARNING OUTCOMES  LEARNING GOALS 
LEARNING OBJECTIVES

BROAD LEARNING
GOAL: LEADERSHIP

LEARNING GOAL:
LEARNING GOAL: LEARNING GOAL:
UNDERSTANDING THE
PROBLEM SOLVING EFFECTIVE
IMPORTANCE OF
SKILLS COMMUNICATOR
ETHICAL BEHAVIOR

LEARNING OBJECTIVE

LEARNING OBJECTIVE
 LEARNING GOALS  LEARNING OBJECTIVES

 LEARNING GOAL:
 OUR GRADUATES WILL UNDERSTAND THE IMPORTANCE OF BEHAVING
ETHICALLY IN THEIR PROFESSIONAL LIVES (I.E., HAVE AN ETHICAL
PERSPECTIVE).

 CORRESPONDING OBJECTIVES:
 OUR STUDENTS WILL KNOW THE PROFESSIONAL CODE OF CONDUCT WITHIN
THEIR DISCIPLINE.
 OUR STUDENTS WILL IDENTIFY THE ACTIVITIES/ISSUES IN THEIR CHOSEN
PROFESSION THAT MAY PRESENT ETHICAL CHALLENGES, AND WILL
ARTICULATE THE CONSEQUENCES ASSOCIATED WITH UNETHICAL BEHAVIOR.
 OUR STUDENTS WILL IDENTIFY AN ETHICAL DILEMMA IN A SCENARIO CASE
AND APPLY AN ETHICS MODEL OR FRAMEWORK TO PROPOSE AND DEFEND A
RESOLUTION.
 LEARNING GOALS  LEARNING OBJECTIVES

 LEARNING GOAL:
 OUR GRADUATES WILL DEMONSTRATE PROBLEM SOLVING
SKILLS, SUPPORTED BY APPROPRIATE ANALYTICAL AND
QUANTITATIVE TECHNIQUES.

 CORRESPONDING OBJECTIVE:
 IN A CASE SETTING, STUDENTS WILL USE APPROPRIATE
ANALYTICAL TECHNIQUES TO IDENTIFY A BUSINESS PROBLEM,
GENERATE AND COMPARE ALTERNATIVES, AND DEVELOP A
SOLUTION.
 IN A CASE SETTING, STUDENTS WILL RECOGNIZE AND ANALYZE
ETHICAL PROBLEMS, CHOOSE, AND DEFEND A SOLUTION.
 LEARNING GOALS  LEARNING OBJECTIVES

 LEARNING GOAL:
 OUR GRADUATES WILL BE EFFECTIVE COMMUNICATORS.

 CORRESPONDING OBJECTIVES:
 OUR STUDENTS WILL PRODUCE PROFESSIONAL QUALITY
BUSINESS DOCUMENTS.
 OUR STUDENTS WILL DELIVER A PROFESSIONAL QUALITY
PRESENTATION ACCOMPANIED BY APPROPRIATE TECHNOLOGY.
 OUR STUDENTS WILL DEMONSTRATE EFFECTIVE
INTERPERSONAL COMMUNICATION SKILLS IN A TEAM SETTING.
 LEARNING OUTCOME STATEMENTS
• Learning outcomes statements are typically
characterised by the use of active verbs expressing
knowledge, comprehension, application, analysis,
synthesis, evaluation, creation etc.

• Statements of what a student is expected to know,

understand and/or be able to demonstrate after
completion of a process of learning

• They have implications for qualifications, curriculum

design, teaching, learning and assessment, as well as
quality assurance.
THE ABCD MODEL FOR WRITING OBJECTIVES

• Objectives will include 4 distinct components:

– Audience: Who the learners are
– Behavior: What they do
– Condition: What they use to do it
– Degree: How well thet do it

• Objectives must be both observable and

measurable to be effective.
THE ABCD MODEL FOR WRITING OBJECTIVES

• Learning Outcome Statements can be written

using the ABCD (audience, behavior,
condition, and degree) method.

• While the method is often directed at learning

objectives, it can also be used to write
learning outcomes.
how a business discipline (marketing) maps expected learning outcomes within degree threshold standards
in terms of what students are expected to know, understand and/or be able to demonstrate on completion
of their studies. The standards cater to the specific needs of marketing professionals, marketing
researchers and marketingBEHAVIOR
AUDIENCE educators.
Table 9.1: Marketing Discipline Learning Outcomes
Learning Level of Degree
Outcome
Graduates of a Bachelor Degree in Graduates of an Entry-level Graduates of an
marketing will be able to: Master Degree in marketing Advanced Master Degree
will be able to: in marketing will be able
to:
Social Evaluate relevant ethical and legal Evaluate relevant ethical and Evaluate relevant ethical
Responsibility considerations in an impartial way legal considerations in an and legal considerations
for routine marketing tasks impartial way for evolving in an impartial way for
marketing tasks specialised marketing
tasks
Analysis Obtain, analyse and interpret data Obtain, analyse and interpret Obtain, analyse and
relevant to making evidence- data relevant to making interpret data relevant to
based decisions for routine evidence-based decisions making evidence-based
marketing tasks in straightforward for evolving marketing tasks decisions in emerging or
contexts in diverse contexts
CONDITION DEGREE

9.0 Curricula Content P a g e | 70

 new marketing tasks in
complex contexts
Knowledge Critically apply a broad Critically apply a broad and Critically apply a broad,
and coherent knowledge of coherent knowledge of coherent and in-depth
foundational marketing theories, foundational and knowledge of foundational
concepts, practical principles and contemporary marketing and contemporary
processes theories, concepts, practical marketing theories,
principles, and processes concepts, practical
principles, and processes
Judgement Exercise judgement to Exercise judgement to Exercise judgement to
recommend appropriate solutions recommend appropriate recommend appropriate
for routine marketing tasks in solutions for evolving solutions for emerging or
straightforward contexts marketing tasks in diverse new marketing tasks in
contexts complex contexts
Communication Effectively communicate Effectively communicate Effectively communicate
straightforward marketing ideas in diverse marketing ideas in a complex marketing ideas
selected personal and group broad set of personal and in a broad set of personal
contexts group contexts and group contexts
Source: ABDC Academic Standards for Marketing in the Australian Higher Education Context, 2012 p.11.

Curtin: Graduate Attributes

CURRICULUM MAP
 PETA KURIKULUM:
MATA KULIAH/KEGIATAN PEMBELAJARAN DAN
CAPAIAN PEMBELAJARAN

LO1 LO2 LO3 LO4 LO5

MK1 V V

MK2 VV V

MK3 VVV V V

MK4 V VV VV V V

MK5
MK6
MK7
MK8
MK9
 PETA KURIKULUM:
MATA KULIAH/KEGIATAN PEMBELAJARAN DAN
LEVEL PEMBELAJARAN

REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING CREATING

MK1
MK2
MK3
MK4
MK5
MK6
MK7
MK8
MK9
STUDY PROGRAM LEVELS
 Tujuan Umum dan Esensi Pendidikan

S1 MM MSi S3
Broad education Problem solvers Teaching and Knowledge
research development
Operational problems
Problem oriented Knowledge developers

Problem solvers utk Problem oriented

masalah yang tidak
biasa ditemukan
What? What? What? What?
How to do? How it works? How it Works? How it works?
Sedikit Why? How can it work Why is it like that? Why is the working?
better? What about other The principles of the
Why? Why not? things? working?
Any new other things
that may take place?
 Tujuan Umum dan Esensi Pendidikan

S1 MM Msi S3
Foundation subjects Understanding and Mastering Customized
applying knowledge knowledge
Basic (management) Flexible
knowledge Developing managerial Testing
wisdom knowledge Originality
Interpersonal skills
More specialized Teaching Finding new
Basic abilities capabilities principles
Decision making and
Techniques of doing problem solving Research Research methods in
methods detail on different
Generalis dg Techniques of doing issues and conditions
spesialisasi terbatas Generalis dg
Generalis dg spesialisasi spesialisasi Spesialisasi
terbatas, generalis terbatas
 Tujuan Umum dan Esensi Pendidikan

S1 MM MSi S3
Acquiring basic Understanding and Mastering knowledge Developing knowledge
knowledge and applying knowledge
managerial skills Developing research Enhancing research
Developing skills and teaching competencies
Developing managerial wisdom capabilities
interpersonal skills (judgments) and
and basic abilities skills Problem solvers utk
masalah yang tidak
Developing attitude Acquiring more biasa ditemukan
specialized skills

Developing decision
making and problem
solving skills
 Metode Pembelajaran

Dimensi S1 MM MSi S3
Riset – Praktik Sedikit riset Praktik Riset Riset
Sedikit Sedikit riset
praktik
Konsep
dasar
Art – Science Art: 30% Art: 40% Art: 5% Art: 5%
Science: Science: 60% Science: 95% Science: 95%
70%

Independensi Indep: 20% Indep: 40% Indep: 4% Indep: 80%

- Dependesi Dep: 80% Dep: 60% Dep: 60% Dep: 20%
 Penjenjangan Riset
S1 MM MSi S3
Tujuan Mahasiswa mendapat Mahasiswa memberi Mahasiswa Mahasiswa memberi
Pembelajaran pengalaman riset kontribusi intelektual memberi kontribusi kontribusi intelektual
Riset sederhana dengan pada dunia praktik intelektual pada pada sains melalui
benar melalui pengambilan sains melalui telaah temuan orisinal dari
keputusan dan kritis literatur dan penelitiannya
pemecahan masalah penelitian terdahulu
berdasar hasil melalui kegiatan
penelitiannya penelitiannya
Pendekatan Terutama deduktif Deduktif Deduktif Deduktif
Riset Single-Method Induktif Induktif Induktif
Terutama Single- Terutama Single- Disarankan Mixed-
Method Method Method
Prosedur Kontrol rendah Kontrol sedang Kontrol tinggi Kontrol sangat tinggi
Riset Validitas internal atau Validitas internal atau Validitas internal Validitas internal
eksternal riset rendah eksternal riset sedang atau eksternal riset atau eksternal riset
tinggi sangat tinggi
Tuntutan Tidak ada Dikembangkan Publikasi di jurnal Publikasi di jurnal
Publikasi menjadi kasus bisnis ilmiah ilmiah terindeks

Publikasi di jurnal
profesional
ASSURANCE OF LEARNING SYSTEM
Learning Goal 7: Interpersonal Behaviour and Team Building
This LG is measured through end term assessment in Organizational Behaviour & ITOD
Objectives Excellent Good Fair Unsatisfactory
Able to demonstrate their Demonstrates excellent understanding of Partially demonstrates an Has limited understanding of Lacks clarity of the team goals
ability to work collaboratively team goals, smoothly interfaces with the understanding of the team goals , the team goals, interfaces with ,does not provide support in the
as a team to accomplish team creating synergy , and proactively interfaces with the team creating the team but provides limited achievement of team goals, and
desired goals enables achievement of team goals synergy , and provides support in support to the team in works as a passive member
achievement of team goals achievement of team goals
Able to manage conflict and Demonstrates ability to fully identify and Demonstrates ability to identify and Demonstrates limited ability to Demonstrates limited ability to
differences in the team to address conflict and team differences, and partially address conflict and team identify and address conflict identify conflict and team
complete task within desired constructively engages to resolve these, re- differences, and engages to resolve and team differences, and differences but does not engage
timelines directing focus towards achieving the task these, re-directing focus towards engages in a limited manner to to address these
within desired timelines. achieving the task within desired resolve these
timelines

LG 7 Interpersonal Behaviour and Team Learning Object Levels Process Methods of Data5 Course E G F U
Goal ives collecting 2016-17
Building, evidence
ITOD LG 7 LG 7.1 Excellent Each Student 4 level Term-II Organizatio 1% 58% 40% 1%
, Good, evaluated rubrics (N=169) nal
Fair, through Behaviour
Unsatisfa
LG 7.2 compulsory Term-II 1% 58% 40% 1%
ctory
60 question in (N=169)
50 end term
exam of OB
40 LG 7 LG 7.1 Excellent Each Student 4 level Term III Internationa 23% 50% 16% 11%
30 , Good, evaluated rubrics (N=115) l Trade
Fair, through Operations
20 Unsatisfa &
individual
ctory Documenta
10 Project in tion
0 LG 7.2 Excellent ITOD 4 level Term III 23% 50% 16% 11%
E G F U , Good, rubrics (N=115)
Fair,
Unsatisfa
LG 7.1 LG 7.2
ctory

5 Variation in number of students evaluated as AOL evaluation in OB is completed only in Delhi campus, whereas AOL evaluation in ITOD is completed only in Kolkata campus
 Step 8:
Revise the Assessment Plan
and Continue the Loop

Step 7: Step 1:
Close the Loop Identify Program
(Use the Results) Goals

Cycle Step 2:
Step 6: of Assessment Specify Intended
Report Findings Learning Outcomes
And Conclusions (Objectives)

Step 3:
Step 5:
Select Assessment
Analyze and Interpret
Methods
the Data:
(Make Sense of It All)

Step 4:
Implement:
Data Collection
 Masukan
AoL dari AoL dan
Data
UJM
UJM
Prodi Tim
AACSB Analisis hasil
Penugasan Pengukuran

Fakultas Siklus
Asesmen KK Review dan
Pertimbangan dan
rekomendasi
Pengesahan

Senat Prodi
Laporan
Usulan
perubahan

Fakultas
Persetujuan PROSES DIKOORDINASI OLEH FAKULTAS
DAN DEPARTEMEN
TERIMA KASIH
THANK YOU