Page 65 - AUN-QA

3. Quality Assessment

3.1 Introduction to Quality Assessment

Assessment can be defined as a general term that embraces all methods used to
judge the performance of an individual, group or organisation. Self-assessment is the
process of critically reviewing the quality of one’s own performance at institutional,
system or programme level.

Quality assessment in higher education, therefore, can be defined as a diagnostic
review and evaluation of teaching, learning, and outcomes based on a detailed
examination of curricula, structure, resources and effectiveness of the institution,
system or programme. It aims to determine if the institution, system or programme
meets generally accepted quality standards.

3.2 Function and Principles of Quality Assessment

Self-assessment is introduced in higher education together with external
assessment, accreditation or quality audits. In many cases, self-assessment serves
as preparation for a site visit by external experts and the self-assessment report
(SAR) provides the external experts with the basic information about the institution,
programme and quality assurance system. It also provides an opportunity for the
institution and its staff to discover the quality of its quality assurance system.

An effective self-assessment is time-consuming as it requires effort and time from
staff. However, the gains from a good self-assessment are valuable. It gives
information and facts about the quality assurance system and provides a platform for
stakeholders to discuss issues on the quality of education.

The fundamental principles describe in the ISO 19011 standard are relevant to self-
assessment and AUN-QA assessment: Three of the principles that relate to the
conduct of the assessors are:

 Ethical conduct – the foundation of professionalism;
 Fair presentation – the obligation to report truthfully and accurately; and
 Due professional care – the application of diligence and judgment to assessment.

Two other principles that relate to the assessment process are:

 Independence – the basis for the impartiality and objectivity of the assessment
conclusions; and
 Evidence – the rational basis for reaching reliable and reproducible assessment
conclusions in a systematic assessment process. Evidences are based on
records and statements of fact or information which are relevant to the
assessment criteria and are verifiable.

Adherence to these fundamental principles is a prerequisite for providing a reliable
and relevant assessment process and outcome.

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