Continuous Quality Improvement

Continuous Quality Improvement (CQI) at the Center for Pedagogical Innovations (CPI) of MSU-IIT is a systematic and evidence-based approach to enhancing teaching, learning, and academic support services. Through regular monitoring, evaluation, and stakeholder feedback, CPI ensures that pedagogical practices, faculty development programs, and instructional innovations remain aligned with institutional goals, national standards, and international quality assurance frameworks. CQI reflects CPI’s commitment to excellence, accountability, and continuous enhancement of educational outcomes.

Continuous Quality Improvement (CQI) Cycles

The Continuous Quality Improvement (CQI) process at MSU-IIT follows a structured and progressive cycle applied at both the course and program levels to ensure sustained academic excellence.

First Cycle

The Half Cycle focuses on the initial assessment of teaching and learning outcomes. It involves the collection of performance data, student feedback, and course evaluations to identify gaps and areas for improvement. At this stage, findings are documented and analyzed, but full implementation and impact evaluation may occur in the succeeding cycle.

Second Cycle

The Full Cycle completes the CQI process by moving from assessment to action. Identified issues are addressed through targeted interventions such as content and structure, teaching methodology, or assessment refinements. The effectiveness of these actions is then evaluated using evidence-based results, closing the loop of improvement at the course level.

Continuous Cycle

The Continuous Cycle represents the sustained and systematic application of CQI across multiple course offerings and at the program level. Lessons learned from course-level CQI are consolidated to inform broader program improvements, policy enhancements, and strategic decisions. This ongoing cycle ensures that quality assurance and enhancement are embedded in the academic culture, supporting long-term program effectiveness and alignment with institutional and international standards.

CQI Forms

The Continuous Quality Improvement (CQI) Forms are official documentation tools used by faculty members, program coordinators, and academic units at MSU-IIT to systematically monitor, evaluate, and enhance teaching and learning processes. These forms support evidence-based quality assurance practices aligned with CPI initiatives, institutional goals, and national and international standards. provement (CQI) Forms are official documentation tools used by faculty members, program coordinators, and academic units at MSU-IIT to systematically monitor, evaluate, and enhance teaching and learning processes. These forms support evidence-based quality assurance practices aligned with CPI initiatives, institutional goals, and national and international standards.

Two types of CQI forms:

Course CQI Form – This form is used at the course level to document assessment results, student feedback, identified issues, and corresponding improvement actions implemented within CQI cycle. It serves as the primary mechanism for closing the loop on course-level improvements.
Program CQI Form – This form is used at the program or unit level to synthesize results from multiple CQI Reports. It captures recurring issues, best practices, and impact of interventions to inform broader program improvements, policy enhancements, and strategic academic decisions as part of the Continuous CQI cycle.

Together, these forms ensure that quality improvement efforts are systematic, documented, and continuously aligned with MSU-IIT’s commitment to academic excellence and accountability.

Suggested Course-Level Assessment

The Course-Level Assessment evaluates the extent to which students have achieved the intended Course Learning Outcomes (CLOs). To support a standardized and outcomes-based evaluation process, faculty members may use either of the following survey forms based on the nature of their course and assessment requirements.

1. Specific Course Learning Outcome Survey Form

This survey form is designed for courses that require a customized assessment aligned with their unique Course Learning Outcomes (CLOs). Faculty members are expected to modify the questionnaire by replacing the placeholder items with statements that directly correspond to the learning outcomes of the course.

Example:
If a course has three Course Learning Outcomes, the survey should include items such as:

CLO 1: Demonstrate proficiency in applying fundamental concepts of information technology to solve real-world problems.
CLO 2: Develop functional web applications using appropriate programming tools and techniques.
CLO 3: Evaluate and implement appropriate digital solutions while adhering to ethical and professional standards.

Faculty should enumerate all applicable CLOs and ensure that each survey item accurately measures the attainment of the corresponding learning outcome.

2. Generic Course Learning Outcome Survey Form

The Generic Survey Form provides a standardized set of assessment statements that can be applied across different courses. Faculty members are not required to modify the questionnaire and may administer it directly to students. This form is recommended for courses where a common evaluation instrument is preferred to facilitate consistent data collection and comparative analysis across programs or departments.

Both survey forms aim to gather valuable student feedback that will support continuous quality improvement (CQI), enhance teaching and learning practices, and provide evidence for the assessment of Course Learning Outcome attainment.

Suggested Program-Level Indirect Assessment

The Program-Level Indirect Assessment measures the extent to which an academic program achieves its intended Program Outcomes (POs) and fulfills its educational objectives. Unlike Course-Level Assessment, which focuses on individual courses, Program-Level Assessment examines the overall effectiveness of the curriculum and the collective learning experiences of students throughout their academic journey.

Program Exit Survey Form - The form is designed for faculty to use in conducting program exit evaluations aligned with the Program Outcomes (POs) of a specific academic program. This form allows faculty members to create their own copy and customize it according to their assigned program. Upon copying the template, faculty should edit the form to reflect the correct program information (e.g., Bachelor of Science in Information Systems, Bachelor of Science in Technology and Livelihood Education, etc.) and ensure that all items are appropriately aligned with the program being evaluated.

The assessment serves as an essential component of the University's Continuous Quality Improvement (CQI) framework, providing evidence-based information for curriculum enhancement, academic planning, and quality assurance initiatives.

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