iCGPA Workshop @ SieQA 2017 - A1a - Universiti Tunku … · 2017-09-28 · 3 Concepts and...

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TrackA1a:Re-designingCurriculumfor

iCGPA Compatibility

Prof.Ir.Dr.ShahrirAbdullahDirector,CentreforQualityAssurance

UniversitiKebangsaanMalaysia

(MEB-HEShift1-A2(iCGPA)SteeringCommitteeChair&iCGPA TechnicalCommitteeMember,MoHE)

[email protected]

WorkshopTrackA1ainconjunctionwithSieQA IIVon21-22September2017

KEMENTERIAN PENDIDIKAN TINGGI

Resource Materials

• InyourInternetbrowser,getyourworkshopmaterialsfromthislink:

goo.gl/cc7hsq

• MoHE’s officiallinkfortheiCGPA initiative:

www.mohe.gov.my/ms/muat-turun/awam/penerbitan-dan-jurnal/icgpa

• OtherrelevantdocumentsatMQA’swebsites:

www.mqa.gov.my

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Session Learning Outcomes

• At the end of this session, participant will be able to:

1. Explain elements that should be considered when reviewing and re-designing programme and course learning outcomes;

2. Explain teaching-learning and assessment strategies that will put in place constructive alignment in curriculum design.

Outlines

• Concepts and Motivation

• iCGPA Methodology

• Redesigning Learning Objectives and Outcomes

• Developing Course Assessment Plan

• Your Tasks…

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Concepts andMotivation

Role of Higher Education• Shavelson,R.J.2007.Change,39(1):26-33:

“AssessingStudentLearningResponsibly:FromHistorytoanAudaciousProposal”

• Lifepresentsusandthegraduatesas:

illdefined,complex,unreliable,andcontradictorywithdifficultpracticalproblemsandmoral,social,andpersonalchoices.

• Graduatesneedthecapacityto:

identifyanddefineproblems,recognize reliablefromunreliableinformation,analyze thisinformation,andintegrateitfromdiverse,oftenconflictingsources,

makinglogical,conciseargumentsfororagainstspecificpositions...”

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Role of Higher Education• Hence,highereducationnurtureswisdominmakingdecision,establishingmeaningandsensemaking.• Knowledgeemergesonlythrough:• Invention (learn,unlearn,

construct,understandconceptsanditsapplication),andre-invention (re-learn,re-configure,innovate,create)

• throughtherestless,impatient,continuing,hopefulinquiryhumanbeingspursueintheworld,withtheworld,andwitheachother.

Freire,P.(1993):PedagogyoftheOppressed.

Outcome-Based Education – 2 models• Traditional/TransitionalOBEemphasises studentmasteryof

traditionalsubject-relatedacademicoutcomes(usuallywithastrongfocusonsubject-specificcontent)andsomecross-disciplineoutcomes(suchastheabilitytosolveproblemsortoworkco- operatively).• TransformationalOBEemphasises long-term,cross-curricular

outcomesthatarerelateddirectlytostudents’futureliferoles(suchasbeingaproductiveworkeroraresponsiblecitizenoraparent).

“Outcomesarehighquality,culminatingdemonstrationsofsignificantlearningincontext”

• Spady (1994):“Outcomesreflectthecomplexitiesofreallifeandgiveprominencetothelife-rolesthatlearnerswillfaceaftertheyhavefinishedtheirformal

education”

Source:Killen(2005)

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Transformational OBE

• TransformingtheCurriculum• FromContent-basedtoTransformationalOutcome-based

• TransformingTeaching&LearningPractices• FromInstructiontoLearning

• TransformingAssessment&Evaluation• FromExamination-basedAssessment(ofLearning)toAssessmentofOutcomes(forLearning)

Challenges in Higher Education

IndustrialRevolution4.0:

21st CenturyCurricula:

10

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Malaysia Education Blueprint 2015-2025 (Higher Education)

u The 10 Shifts This Shift aims to develop holistic, entrepreneurial, and balanced graduates in line with the National Education Philosophy. Such graduates would have relevant disciplinary knowledge and skills (ilmu), ethics and morality (akhlak), along with the appropriate mindsets, behaviors, cultural and civilisational literacy (adab) to advance them to a high level of personal well-being, and enable them to contribute to the harmony and betterment of the family, society, nation, and global community.

These qualities are reflected by six primary attributes: ethics and spirituality, leadership skills, national identity, language proficiency, thinking skills, and knowledge. The development of students’ and graduates’ attributes within the six domains is a continuum of their educational process starting from their basic education.

E-11

The 10 Shifts

To achieve these system and student aspirations, the MEB (HE) outlines 10 Shifts that will spur continued excellence in the higher education system. All 10 Shifts address key performance issues in the system, particularly with regard to quality and efficiency, as well as global trends that are disrupting the higher education landscape.

The first four Shifts focus on outcomes for key stakeholders in the higher education system, including students in academic and TVET pathways, the academic community, as well as all Malaysians participating in lifelong learning. The other six Shifts focus on enablers for the higher education ecosystem, covering critical components such as funding, governance, innovation, internationalisation, online learning, and delivery.

Talent Excellence

Nation of Lifelong Learners

Quality TVET Graduates

Financial Sustainability

Empowered Governance

Innovation Ecosystem

Global Prominence

Globalised Online Learning

Transformed HE Delivery Holistic, Entrepreneurial and

Balanced Graduates

E

nabl

ers

Outcom

es

12

3

456

7

8

910

Learned Values-Driven

Talent

iCGPA: Integrated Assessment and Reporting Mechanism on Student’s Performance

The reporting illustrates attainment of attributes outlined in the sixstudent aspirations stipulated in the MEB (HE) and the eight domains oflearning outcomes in the Malaysian Qualifications Framework (MQF).

Malaysia Education Blueprint 2015 - 2025 (Higher Education)Shift 1 Holistic, Entrepreneurial and Balanced Graduates

1-4

EXHIBIT 1-2

Higher Education

Student and graduate attributes

Preschool To Post-Secondary Education

Ethically and morally upright,

spiritually grounded, compassionate and caring; appreciates

sustainable development and a

healthy lifestyle.

Possesses solid moral foundation and courage to make right

decisions.

Is an effective communicator,

emotionally intelligent and able to work

across cultures; is socially responsible, competitive, resilient,

and confident.

Has strong communication skills,

is entrepreneurial, resilient, can lead and

work in teams.

Has pride in Malaysia and an understanding of Malaysia in relation

to the world.

Proudly identifies as Malaysian and

embraces diversity.

Proficient in Bahasa Melayu and English, and encouraged to learn one additional

global language.

Operationally proficient in at least Bahasa Melayu and

English.

Appreciates diverse views, is able to

think critically and be innovative, has problem solving initiative, and an entrepreneurial

mindset.

Is inquisitive and innovative, can apply and create knowledge

and connect to provide solutions.

Has mastery of own disciplines, is able

to harness, connect and apply knowledge

learnt, and has an appreciation of culture, arts and

Science, Technology, Engineering and

Mathematics (STEM).

Has mastery of core subjects and general knowledge about the

world.

Ethics & Spirituality

AKHLAK (Ethics and Morality) ILMU (Knowledge and Skills)

Leadership Skills

National Identity

Language Proficiency

Thinking Skills

Knowledge

ObjectivesThis Shift aims to develop holistic, entrepreneurial, and balanced graduates in line with the National Education Philosophy. Such graduates would have relevant disciplinary knowledge and skills (ilmu), ethics and morality (akhlak), along with the appropriate mindsets, behaviors, cultural and civilisational literacy (beradab) to advance them to a high level of personal well-being, and enable them to contribute to the harmony and betterment of the family, society, nation, and global community. These qualities are reflected by six primary attributes–ethics and spirituality, leadership skills, national identity, language proficiency, thinking skills, and knowledge. The development of students’ and graduates’ attributes within the six domains is a continuum from basic education to higher education.

BALANCE

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iCGPA: Integrated Assessment and Reporting Mechanism on Student’s Performance

Malaysian Qualifications FrameworkLearning Outcome Domains

Cognitive & Practical Skills

(1)Knowledge

(2)Psychomotor

Skills

(6)Problem Solving & Scientific Skills

Soft/Generic Skills

(3)Social Skills &

Responsibilities

(4)Values, Attitudes

& Professionalism

(7)Information

Management & Lifelong Learning

Skills

(5)Communication,

Leadership & Team Skills

(8)Managerial &

Entrepreneurial Skills


1-4

EXHIBIT 1-2

Higher Education






healthy lifestyle.


decisions.




and confident.



work in teams.


to the world.


embraces diversity.


global language.


English.



mindset.







Mathematics (STEM).


world.



Leadership Skills

National Identity


Thinking Skills

Knowledge


BALANCE


1-4

EXHIBIT 1-2

Higher Education






healthy lifestyle.


decisions.




and confident.



work in teams.


to the world.


embraces diversity.


global language.


English.



mindset.







Mathematics (STEM).


world.



Leadership Skills

National Identity


Thinking Skills

Knowledge


BALANCE

iCGPAMethodology

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Trac

k B2

bTr

ack

A1a

6 Steps for Generating an iCGPA Spider-web

Outcome Based Curriculum•Curriculum comprising PLO and courses/CLOs mapped in a curriculum plan/matrix.

Course Assessment Plan•Development of a course assessment plan that conforms to constructive alignment.

Appropriate Assessment Methods•Measurement of attainment of course learning outcomes using appropriate assessment attributes and rubrics.

Grades for CLOs•Grades are derived from the calculation of assessment marks, assessment weightage and the course credit unit.

Grade Point Average for PLOs•Accumulation of grade points for CLOs based on dimensions of PLOs or MQF domains.

Spider-web for Grade Point Averages of PLOs•Generation of spider web for a semester based on grade point average and its cumulative values of PLOs or MQF domain.

Outcome Based Curriculum

Programme Assessment Plan(Mapping of PLO-Courses)

Credits Status Programme Learning Outcomes (PLO)

1 2 3 4 5 6 7 8YEAR 1 – SEMESTER 1

Foundation English 2 General Elect. n

Generic Skills 1 1 University n n

Generic Skills 2 1 University n n n

Concepts of Critical Thinking 3 General Elect. n n n

Computer Programming 4 Programme n n n

Discreet Mathematics 3 Programme n n n

Statistics and Probability 3 General Elect. n n n

TOTAL CREDITS 17YEAR 1 – SEMESTER 2

Academic Communication 2 General Elect. n

Basics of Entreprenuership and Innovation 2 University n n þ



Data Structure 3 Programme n n n

Databases 4 Programme n n n

Computer Network Technology 3 Programme n n n

Computer Organisation & Operation System 3 Programme n n n


Hubungan Etnik 3 Universiti þ þ þ

1

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Ethnic Relation 3 University þ þ þ

Workplace Communication 2 General Elect. 0.7 0.3Generic Skills 5 1 University n n 0.2Generic Skills 6 1 University 0.5 0.5Managemet of Emotion 3 General Elect. 0.4 0.3 0.3Object Oriented Programming 3 Programme n 0.3 0.3Advanced Databases 3 Programme 0.6 0.2 0.2Human-System Interaction 3 Programme 0.3 0.3 0.4

TOTAL CREDITS 19YEAR – SEMESTER 2

Tamadun Islam dan Tamadun Asia 3 Universiti 0.5 0.3 0.2Ko-kurikulum 2 Universiti n n 0.5Pengenalan Kecerdasan Buatan 3 Program n n n

Metodologi Kejuruteraan Perisian 3 Program n n n

Komputeran Klien Pelayan 3 Program þ þ n

Komunikasi Data dan Telekomunikasi 3 Pengkhususan

þ n þ

JUMLAH 17TAHUN 3 – SEMESTER 1

Falsafah Berfikir 3 Universiti þ þ n

Pembinaan Pengkompil 3 Program þ þ þ

Persekitaran Gaya Hidup dan Teknologi Maklumat

3 Pilihan umum n þ þ

Pensuisan LAN dan WIRELESS 3 Pengkhususan

þ þ þ

Pengaturcaraan Rangkaian 3 Pengkhususan

þ þ þ

No. Course Learning Outcomes (CLO)At the end of this clurse, student will be able:

Programme Learning Outcomes (PLO)

1 2 3 4 5 6 7 81 Explain the impact of ICT to changes in individuals

and community.n

2 Analyse the impact of changes in ICT trends tonational and global changes on individual and community behaviours.

n

3 Report verbally and in writing the impact of changes in ICT trends to national and global changes on individual and community behaviours.

n

Example: Human-System InteractionMapping of PLO-CLO:

1

Course Assessment Plan

Course Assessment Plan: Human-System Interaction

No. Course LearningOutcomes (CLO)Diakhir kursus ini, pelajar patutboleh:

PLO Delivery Methods

Assessment Tasks/Components TOTALOpen Bpok

TestCase Study

ReportCase

Presentation

1 Explain the impact of ICT tochanges in individuals and community.

PLO1 Collaborative Learning;

Case Study

20% 10% 30%

2 Analyse the impact of changes in ICT trends to national and global changes on individual and community behaviours.

PLO6 Case Study(report and

presentatiion)

20% 20% 40%

3 Report verbally and in writingthe impact of changes in ICT trends to national and global changes on individual and community behaviours.

PLO5 Case Study(report and

presentatiion)

15% 15% 30%

TOTAL 20% 45% 35% 100%

2

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Development of Assessment Tool

CLO/Attri-bute

Attri-buteRef.

Attribute/Sub-attribute

Weight(%)

Attainment Sclae Student Attainment

1Very weak

2Weak

3Satsifactory

4Good

5Excellent

Level Marks

CLO

Marks

CLO2

(Critu

calT

hinkin

gal) 6.1.1 Concept

Formation10% 4 8

34/50

= 68

%

6.1.2 Analysis 10% 3 66.1.3 Application 10% 5 106.1.4 Synthesis 10% 3 66.1.5 Result 10% 2 4

CLO3

(Ora

l Com

munic

ation

) 5.1.1 Clarity of Idea 10% 4 8

29/50

= 58

%5.1.2 Confidence 10% 3 65.1.3 Effectiveness 10% 3 65.1.4 Ability to answer

questions15% 2 6

5.1.5 Appropriate with Audience

5% 3 3

TOTAL 100% 63%

Refer to Guidelines on iCGPA Rubrics(Domain 6 MQF:

Problem Solving and Scientific Skills)

Refer to Guidelines on iCGPA Rubrics(Domain 5 MQF:

Communication, Leadership and Team Skills)

3

Determination of CLO Grades

4

CLO PLO Weight ×Credit

Assessment Tasks/Components CLO Marks Total

CLO Grade

Grade PointOpen Book

TestCase Study

ReportCase

PresentationCLO1 PLO1 0.3 × 3

= 0.965%

= 13.0/2074%

= 7.4/1020.4/30 = 68%

B 3.00

CLO2 PLO6 0.4 × 3 = 1.2

72% = 14.4/20

68% = 13.6/20

28.0/40 = 70%

B+ 3.33

CLO3 PLO5 0.3 × 3 = 0.9

63% = 9.5/15

58% = 8.7/15

18.2/30 = 61%

B− 2.67

TOTAL 3.0 WEIGHTED AVERAGE 67% B 3.00

GRADE SCALE

A: 80-100 B+: 70-74 C+: 55-59 D+:44-46

A- : 75-79 B: 65-69 C: 50-54 D: 40-43

B-: 60-64 C-: 47-49 E: 0-39

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Computation of PLO Grade Point Average

5

Course Credit CLO Grade Points × Weight-Credit (in bracket)

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

PLO 7

PLO8

YEAR2 – SEMESTER 1Ethnic Relation 3 3.00 (1.5) 2.67 (0.9) 2.67 (0.6)

Workplace Communication 2 2.33 (1.4) 3.33 (0.6)

Generic Skills 5 1 2.00 (0.3) 2.67 (0.5) 2.67 (0.2)

Generic Skills 6 1 2.33 (0.5) 3.00 (0.5)

Managemet of Emotion 3 2.67 (1.2) 2.67 (0.9) 3.33 (0.9)

Object Oriented Programming 3 3.00 (1.2) 2.67 (0.9) 2.67 (0.9)

Advanced Databases 3 3.33 (1.8) 3.67 (0.6) 3.67 (0.6)

Human-System Interaction 3 3.00 (0.9) 2.67 (0.9) 3.33 (1.2)

TOTAL/WEIGHTED AVERAGE 19 3.15 (3.9) 3.07 (1.5) 2.77 (3.0) 2.61 (2.8) 2.58 (3.6) 3.21 (3.3) 3.33 (0.9) - (-)

Generation of Spider-web

0

1

2

3

4

PLO1 (MQF Domain: Knowledge)

PLO2 (MQF Domain: Practical skills)

PLO3 (MQF Domain: Social skills and responsibilities)

PLO4 (MQF Domain: Values, attitudes and

professionalism)

PLO5 (MQF Domain: Communication, leadership

and team skills)

PLO6 (MQF Domain: Problem solving and

scientific skills)

PLO7 (MQF Domain: Information management and lifelong learning skills)

PLO8 (MQF Domain: Managerial and

entrepreneurial skills)

CGPA

GPA

6

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Redesigning Learning Objectives and Outcomes

General Framework

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National Education PhilosophyEducation in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large.

Source: www.moe.gov.my

Definitions• EducationalGoals(COPIA/COPPA)• Crucialcharacteristicsoftheoutcomesofhighereducationthat

areinkeepingwithnationalaspirationsandglobalimportance.

• Programme Aims(COPIA/COPPA)• Anoverarchingstatementonthepurpose,philosophyand

rationaleinofferingtheprogramme.

• Programme Objectives• Specificstatementsonwhatalearnerisexpectedtolearnto

achievetheprogramme aims.(COPIA/COPPA)

• Broadgoalsoncareerperformance(atwork)orexpectedachievementsofgraduatesintheircareerandprofessionallifewithinafew(3-5)yearsupongraduation. (EAC)

• AlsoknownasProgrammeEducationalObjectives(PEO).

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Definitions• ProgrammeLearningOutcomes (PLO)• Statementsonwhatalearnershouldknow,understand andcando

uponthecompletionofaperiodofstudy.

• CourseMap/Matrix• Alistofcoursesofferedbytheprogrammeandhoweachcourse

(proportionofgradeawardedandstudentlearningtime)willsupportachievementofPLOs/MQFLODs.

• CourseLearningOutcomes (CLO)• Coursecompetencystatementsthatwillsupportdevelopmentofthe

promisedPLOs,whichistobeachieveduponcompletionofacourse.

• Syllabus• Listoftopicsandactivitiesundertakentosupportdevelopmentof

CLOsattainment.

• Definition:• Statementsofwhatalearnerisexpectedtoknow,understand and/ordemonstrate aftercompletionofalearningprocess.

• Astatementofalearningobjectivecontains:• averb (anaction)• Referstoactionsassociatedwiththeintendedcognitiveprocess

• anobject(usuallyanounor phrase)• Referstothedescriptionontheknowledgethatstudentsare

expectedtoacquireorconstruct.

Learning Outcomes

Studentwillbeabletoexplain the impactofthe1998economiccrisistoglobaleconomy.

Action verb

Object

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• Programme LearningOutcomes (PLO)• Tobeachievedatthepointofgraduation;

• CourseLearningOutcomes (CLO)• Tobeachieveduponcompletingacourse;

(inclusiveofitsassessmentandfinalexamination)

• Programme Objectives(alsoknownasPEO– Programme EducationalObjectives)• Tobeachievedafterseveralyearsfromgraduation.

(typically3-5years)– genericattributeofalumniintheirearlyworkinglife.

Types of Learning Outcomes

Construct of Learning Outcomes• SMART-O Checklist• Specific – accordingtothePEO/PLO,taxonomydomainsand

levels,contextandcriterionaswellaslevelofcompetencethatthestudentmustdemonstrate;

• Measureable– withappropriatesummativeassessment(assessmentmethod/plan);

• Achievable– abletobeattainedbyaveragedstudentinthesamecohort;

• Relevant– relatedtoPLO’s,PEO’s/programme aims/objectives(curriculummap);

• Timely– abletoachievedwithinthespecifiedlearningperiod/credits.

• Observable– canbemonitored,suchasthroughformativeassessment.

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Learning Outcomes• Possibleformats:• To(actionverb)(object/context)(criterion)• Example:Towrite aresearchpaperintheappropriatescientificstylewith

meaningfulconclusionsandrecommendations.• (target)(actionverb)(object/context)(criterion)• Example: Attheendoftheirfieldresearch,studentswillbeabletowrite

aresearchpaperintheappropriatescientificstylewithmeaningfulconclusionsandrecommendations.

• Avoidvague,broadand“bundled”statements,suchas• Studentswillbeabletodoresearch.• Theverb“do”isnotanactionverb,toovagueandopentomany

interpretations;• Studentswillbeabletowritearesearchpaper.• Thestatementistoobroadanddoesnothavespecificcontext.

• Studentwillbeabletowritearesearchpaper anddemonstratenecessaryskillsinusingstatisticaltools.• Thestatementcombinescognitiveandpsychomotordomainsandmay

complicatetheassessmentprocess.

Realigning the Programme Aim

BEFORE AFTER

TheBusinessComputingprogramaimstoproduceBusinessProcessAnalystthatareabletothinkanalyticallyandproposecreativebusinesscomputingsolutionsforindustryandsociety(purpose)throughthetransferofknowledgeandassimilationofmoralvalues(philosophy)whowillupliftinformationtechnologypracticeinfulfillingnationaldigitaltransformation(rationale).

TheInformationTechnology(BusinessComputing)programbelievesthateveryindividualcanbeexcellent(philosophy)andtheprogramaimstonurtureresponsible,innovativeandsensibleBusinessProcessAnalyst(purpose)infulfillingthenationaldigitaltransformationagenda(rationale).

Source: Dr. JJ’s padlet

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Realigning Programme ObjectivesBEFORE AFTER

PEO1

BusinessProcessAnalystwhoabletoapplyanalyticalknowledgeandpracticalskillstoproposecreativebusinesscomputingsolutionsforindustryandsociety(PLO1,PLO2)

BusinessProcessAnalystswhoapplytheirknowledge(PLO1,MQF1)andtechnicalskills(PLO2,MQF2)inperformingbusinesscomputingrelatedservices.

PEO2

BusinessProcessAnalystwhoincorporateethicalandprofessionalvalueswithsocialskillsandresponsibilitiesindevelopingbusinesscomputingsolutionstosupportdecisionmakinginorganizations.(PL03,PL04)

BusinessProcessAnalystswhoaccommodate/integrateethicalvalues(PLO4,MQF5)withsocialskillsandresponsibilitiesinprovidingservicesforsocietyandindustries(PLO3,MQF6).

PEO3

BusinessProcessAnalystwhoeffectivelycommunicate,leadandengageinteamsandprovidebusinesscomputingsolutionstoaddresstheissuesandchallengesinorganization.(PLO5,PLO6)

BusinessProcessAnalystswhoeffectivelycommunicate,leadandengageinteams(PLO5,MQF3)inprovidingscientificsolutions(PLO6,MQF4)toaddresstheInformationSystemmanagementissuesandchallenges.

PEO4

BusinessProcessAnalystwhoproactivelyimprovethefunctionalknow-howlife-longlearningskillsanddemonstrateinformationmanagement,managerialandentrepreneurialcapabilitiesforsuccessfulcareeradvancement.(PLO7,PLO8)

BusinessProcessAnalystswhoproactivelyimprovetheirfunctionalknow-how(LO7,MQF7)andinnovativelymanageinformationandresources(PLO8,MQF8).

Realigning Programme Learning Outcomes

BEFORE AFTERPLO1 Abilitytoapplyknowledgeofbusiness

computingconceptsandsubjectrelatedmatters (MQF1)(PEO1)

applyknowledgeandunderstandingofbusinesscomputingandbusinessprocessestoorganizationaldecisionmaking.(MQF1)(PEO1)

PLO2 Abilitytobuildbusinessrelatedsystemsusingsuitableskillsandvarioustoolsusedinindustries(MQF2)(PEO1)

buildbusinessrelatedinformationsystems.(MQF2)(PEO1)

PLO3 Abilitytoperformsocialskillsandresponsibilitiesthatwouldbebeneficialtotheindustries(MQF3)(PEO2)

demonstratesocialskillsandresponsibilitiesforthewell-beingofthesociety(LOD3)(PEO2)

PLO4 Abilitytointegrateethicalvaluesandprofessionalisminconductingtheirworks(MQF4)(PEO2)

balancevalues,ethics,andaccountability(MQF4)(PEO2)

PLO5 Abilitytodemonstrateeffectivecommunication,leadershipandteamworkskills(MQF5)(PEO3)

leadandcollaboratewithdiverseteammembersanddemonstrateeffectivecommunication(MQF5)(PEO3)

PLO6 Abilitytoanalyse businessprocessusingscientificmethodstosolveproblemsinrelevantareas(LOD6)(PE03)

providepracticalsolutionstoInformationSystemmanagementissuesandproblemsusingscientificmethods(MQF6)(PE03)

PLO7 Abilitytomanageinformationanddemonstratelifelonglearningskills(MQF7)(PEO4)

manageinformationandseekingnewknowledgeandskills (MQF7)(PEO4)

PLO8 Abilitytopracticeentrepreneurialandexhibitgoodmanagerialskills(MQF8)(PEO4)

practiceentrepreneurialandexhibitgoodmanagerialskills(MQF8)(PEO4)

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Graduate Attributes* Derived from MQF Domains

Cognitive

1.Knowledge Basic/Fundamental/Specialised/AdvancedKnowledgeinDisciplineMajor

6.ProblemSolvingandScientificSkills

CriticalThinkingandScientificReasoning

ProblemSolving,particularlyinDisciplineMajor

Psychomotor 2.PracticalSkills TypesofPractice/UsageofToolsforDisciplineMajor

Affective

3.SocialSkillsandResponsibilitiesSocialSkills

SocialResponsibility

4.Values,AttitudesandProfessionalism

ValuesandAttitudes

EthicsandProfessionalism

5.Communication,LeadershipandTeamSkills

CommunicationSkills

LeadershipSkills

TeamSkills

7.InformationManagementandLifelongLearningSkills

InformationManagement

LifelongLearningSkills

8.ManagementandEntrepreneurialSkills

ManagementSkills

EntrepreneurialSkills

©Shahrir&JJ,2017*taxonomymappedtoeachattributeisrelatedtoexpectedattributestobeattainedatthepointofgraduation.

MQF Domains* Mapping with EAC Programme Outcomes**

Cognitive

1.Knowledge EACPO1:EngineeringKnowledge(WA1)

6.ProblemSolvingandScientificSkills

EACPO2:ProblemAnalysis(WA2)

EACPO3:Design/DevelopmentofSolutions(WA3)

EACPO4:Investigation(WA4)

Psychomotor 2.PracticalSkills EACPO5:ModernToolUsage(WA5)

Affective

3.SocialSkillsandResponsibilitiesEACPO6:TheEngineerandSociety(WA6)

EACPO7:EnvironmentandSustainability(WA7)

4.Values,AttitudesandProfessionalism EACPO8:Ethics(WA8)

5.Communication,LeadershipandTeamSkills

EACPO9:Communication(WA10)

EACPO10:IndividualandTeamWork(WA9)7.InformationManagementand

LifelongLearningSkills EACPO11:LifelongLearning(WA12)

8.ManagementandEntrepreneurialSkills

EACPO12:ProjectManagementandFinance(WA11)

©Shahrir&WanHamidon,2017

*taxonomymappedtoeachattributeisrelatedtoexpectedattributestobeattainedatthepointofgraduation.**tobereadtogetherwithWashingtonAccordGraduateAttributeProfiles(WA1-WA12)andKnowledgeProfiles(WK1-WK8).

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Developing Course Assessment Plan

iCGPA is…• FOR learning

• To strengthen Constructive Alignment practices

• To align formal academic learning experiences in the curriculum with the non-academic campus activities

• To promote authentic learning

• To drive learning experiences leading to holistic and balanced culminating functional abilities

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• Biggs’ Model:• Constructive

alignment refers to coherencebetween assessment, teaching strategies and intended learning outcomes in an educational programme.

Constructive Alignment

(McMahon & Thakore, 2006)

Constructive Alignment from PLO to CLOs

Student Assessment

Assessment Component

Course Learning Outcomes (CLO)

Courses

Programme Learning Outcomes (PLO)

PLO 4(MQF 4)

Ethnic Relation

(MPU)

CLO 1 (Volunteerism)

Community Service Project

Student Reflection

Report

Industrial Training(Major)

CLO2 (Ethics and

Professionalism)

Employer’s Evaluation

Report

Observation on student’s

attitude and professionalism

ProductDesign(Major)

CLO4 (Professional

Conduct)

Group Discussion and

Interaction

Meeting minute/peer evaluation

Constructive Alignm

ent

Com

puta

tion

of C

LO G

rade

s an

d P

LO G

rade

Poi

nts

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Assessment Plan for a Course

• Biggs’ Model – Assessment Plan (course level):OutcomesOncompletionofthiscourse,youshouldbeableto:

PLO AssessmentMethods

Teaching/LearningActivities

LearningHours

Toidentify themainsignsandsymptomsofmultiplesclerosis.

1 MultipleChoiceQuestions

Lectureonvarioussigns/symptoms,Inclassexercises/quizzesonterminology.

Face toface:14Self-learning:34Assessment: 2

Toformulate endproductsusingselectedingredients.

6 • PosterDisplay:15%

• Presentationofendproduct:85%

Lecturepresentingcasestudiesofthedesignhistoryofsomemarketleaders:• Studentsplanownprojectand

presentasposter.• Studentprojectsonfood

formulation.

Face toface:7Self-learning:14Assignment: 14

Todevelop andidentifyanareaforresearchinthediscipline.

7 1,000wordresearchproposal

Presentationofexamplesofresearchquestions:• Studentdiscussiongroupson

researchareas.


Todemonstrate effectivepresentationalskills.

5 In-classgradedpresentation

Practicessessionsintheclass:• Peer-assessment,usingset

criteria,ofothersinclass.


TotalLearningHours 120(3credits)

Example of a Course Assessment PlanCourse Assessment Plan: Human-System Interaction

No.

Course LearningOutcomes (CLO)Attheendofthecourse,studentsare ableto:

PLO DeliveryMethods

AssessmentTasks/Components TOTAL StudentLearningTime,SLT(hr)

OpenBookTest

CaseStudyReport

CasePresentation

1 ExplaintheimpactofICTto changesinindividualsandcommunity.

PLO1 CollaborativeLearning;CaseStudy

20% 10% 30% 35

2 AnalysetheimpactofchangesinICTtrendstonationalandglobalchangesonindividualandcommunitybehaviours.

PLO6 CaseStudy(reportandpresentation)

20% 20% 40% 50

3 Reportverballyandinwriting theimpactofchangesinICTtrendstonationalandglobalchangesonindividualandcommunitybehaviours.

PLO5 CaseStudy(reportandpresentation)

15% 15% 30% 35

TOTAL 20% 45% 35% 100% 120

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Your Tasks…

Your Tasks…

• Withtheexpectedstudentcompetencestobeattainedattheendofthecourse:

• DeveloptheCourseAssessmentPlan

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Thank You

WorkshopTrackA1ainconjunctionwithSieQA IIVon21-22September2017

iCGPA Workshop @ SieQA 2017 - A1a - Universiti Tunku … · 2017-09-28 · 3 Concepts and...

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Transcript of iCGPA Workshop @ SieQA 2017 - A1a - Universiti Tunku … · 2017-09-28 · 3 Concepts and...