Q1. Do all the Program Learning Outcomes have to be in every Syllabus?
It is not required or recommended to have all program‐level learning outcomes included in the course syllabus. Only course‐level learning outcomes are to be listed with their mapping to the program‐level learning outcomes.
Q2. The Program is refining its Program Learning Outcomes. Is there any formal notification requirement?
Changing the Program Learning Outcomes during a cycle may be allowed. In case of major changes, it is recommended that such changes be implemented at the end of the assessment cycle. However, if a strong rationale exists, the program may consider implementing major changes before the cycle ends. A comprehensive proposal should be submitted to the Academic Planning and Quality Assurance Office for review.
Q3. We are a recently approved program. Do we have to submit an assessment report?
Assessment reports are expected from all programs including recently approved programs. For recently approved programs where senior‐level courses have not yet been offered, the annual assessment report should include program specifications, curriculum map, SLO/OE achievement targets, the assessment plan, and other relevant information.
Q4. The assessment results show a high achievement level. Do we still have to adopt improvement actions?
The assessment results are expected to help programs identify areas of improvement. Weaknesses may relate to:
- The assessment validity and reliability
- The defined level of expectation
- A specific area associated with a dimension of the assessment rubric
Q5. Our academic program is offered in Arabic. Do we have to write the Annual Assessment report in English?
The Academic Planning and Quality Assurance Office provides updated Arabic and English templates of the Annual Assessment report. The academic program can adopt the appropriate language according to Accreditation requirements and college recommendations.
Q6. What is the appropriate length of the assessment plan?
The assessment plan may be defined for two or three academic years. While defining it, the coordinator should ensure:
- The workload is sustainable.
- All learning outcomes are assessed in at least two contexts.
- Different assessors contribute during the cycle.
Q7. Do we have to adopt a specific administrative structure for assessment?
Each college may adopt an appropriate structure to ensure proper implementation of the assessment process, defining clear responsibilities to avoid confusion.
Q8. Our accreditation agency uses specific terminology. Do we have to adopt it?
Qatar University does not recommend specific terminology. Programs should adopt the terminology required by their accreditation agency. The Online Assessment System supports all terminologies, which should be reflected in the annual report.
Q9. Improvement action seems to negatively impact students’ performance. What should we do?
Each program should analyze the impact of adopted improvement actions. If a negative impact is observed, corrective action should be implemented.
Q10. The program identified validity issues in assessment results. What is the recommendation?
If validity issues exist, results from that activity should be excluded. The assessment plan may need updating with appropriate substitutes.
Q11. The number of enrolled students in our program is very low. How to address this?
The assessment plan should be updated based on student numbers to ensure reliable performance results, possibly including more contexts per learning outcome.
Q12. Courses include students from different majors. Can they be in the sample?
Only students from the same program should be included. Identified courses must be required for the assessed program.
Q13. Faculty offer courses for another program. Can we use these courses for our assessment?
Programs can only use required courses from their own curriculum for assessment. Courses offered to other programs cannot be used.
Q14. Our program includes male and female students. Can we assess one gender only?
The student sample must reflect program demography. If both genders are enrolled, the sample should include both.