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Student Learning Time (SLT)

& Assessment

Bengkel Kerja Penambahbaikan Kurikulum Standard Kolej Vokasional


(KSKV) Berdasarkan Keperluan MQA
di Quality Hotel City Centre
pada 21 April 2015
OUTLINE

1. OBE Secara Am

2. Beban Jam Pembelajaran Pelajar (SLT)

3. Penaksiran Kursus
RUJUKAN UTAMA
Kerangka Kelayakan Malaysia (KKM/ MQF)
Kod Amalan Akreditasi (COPPA) MQA
Standard & standard program MQA yang berkaitan
Garis Panduan Penulisan Program Akademik KPM
Garis Panduan Amalan Baik MQA
Prosedur ISO Rekabentuk dan Pembangunan Program Akademik Baharu
COPPA
Seksyen 3 :
Permohonan untuk Akreditasi Sementara (PA) dan
Akreditasi Penuh (FA)

MQA-02
VERSI MQA-01 YANG DIKEMASKINI TAMBAHAN

9 Bidang
Penilaian
Bahagian C - Standard Program:
Area 1- Misi, Visi, Matlamat Pendidikan dan Hasil Pembelajaran
Area 2 - Rekabentuk Kurikulum dan Penyampaian
Area 3 - Penilaian Pelajar
Area 4 - Pemilihan Pelajar dan Perkhidmatan Sokongan
Area 5- Staf Akademik
Area 6- Sumber-Sumber Pendidikan
Area 7- Pemantauan dan Semakan Program
Area 8- Kepimpinan, Governans dan Pentadbiran
Area 9- Penambahbaikan Kualiti Berterusan
Suggested dominant Bloom taxonomy levels for various qualifications:

Qualifications Cognitive Psychomotor Affective


Diploma C3 P3 A2
Bachelor C4 P4 A3
Master/PhD C5 P5 A4
OBE Secara Am
Objektif Pendidikan Program Atribut yang pelajar perolehi
Programme Educational Objectives selepas 3 - 5 tahun bergraduan
(PEO)

Hasil Pembelajaran Program Atribut yang pelajar perolehi


Programme Learning Outcomes sebaik tamat program
(PLO)

Hasil Pembelajaran Kursus Atribut yang pelajar perolehi


Course Learning Outcomes sebaik tamat kursus
(CLO)
RELATIONSHIPS BETWEEN CLO, PLO, PEO and COMPLIANCE TO
THE STAKEHOLDERS

Regulatory IHL
STAKEHOLDERS

KPT/ MQA Industries


/Professional requirements
Bodies
Students

.. etc
EDUCATIONAL LEARNING
PRORGRAME PROGRAMME
OBJECTIVES

PEO-1 PEO-2 PEO-3 PEO-4 PEO-5 .. etc


OUTCOMES

PLO-1 PLO-2 PLO-3 PLO-4 PLO-5 .. etc


OUTCOMES
LEARNING

Course Course Course Course Course


COURSE

CLO-1 CLO-2 CLO-3 CLO-4 CLO-5

Management support and commitment


OBE: Closing the Loop

Assessment
Assessment
Stake-
holders Assessment

Analysis
Analysis
Analysis
PEO PLO CLO

CQI
CQI

CQI
PEO, PLO and CLO Development

Our PEOs are to produce graduates who are:

1. VCS (Knowledge & Practical Skill)


2. VCS (Soft Skill)
3. VCS (Soft Skill)
4. VCS (Soft Skill)
n. VCS
PEO, PLO and CLO Development

PROGRAMME LEARNING OUTCOME (PLO)


Upon graduation, the students will be able to:
1. VCS (Knowledge)
2. VCS (Practical Skill)
3. VCS (Soft Skill - CS)
4. VCS (Soft Skill - CTPS)
5. VCS (Soft Skill - TS)
6. VCS (Soft Skill - LLL & IM)
7. VCS (Soft Skill - ES)
8. VCS (Soft Skill - M&PE)
9. VCS (Soft Skill - LS)
n. VCS
LEARNING OUTCOMES: EXAMPLE

a) verb b) condition c) standard

calculate the beam deflection at the centre


to within one decimal point. (C3)
Cognitive Domain (Thinking, Knowledge)
Psychomotor Domain (Doing, Skills)
Affective Domain (Feeling, Attitudes)
DEFINITION OF CREDIT

Based on MQF (2011), one credit is equivalent to 40 hours of notional student


learning time.

Notional learning hours is the time required for an 'average learner' to


achieve the learning outcomes through all learning activities including
attending formal teaching sessions, laboratories work, group work
involvement, self reflection on prior knowledge and experience, preparation
prior to formal learning sessions, personal programme planning, private
study and revision, and assessment of learning, among others.
STUDENT LEARNING TIME (SLT) (EAC, 2012)
STUDENT LEARNING TIME (SLT)
Credit hour Types of delivery Meeting hours/ week
1 Lecture 1
1 Tutorial 2
1 Practical 2
1 Practical (skill-based, co-curricular) 3
= Jam = Jumlah jam
syarahan penaksiran formal
STUDENT LEARNING TIME (SLT)
CONSTRUCTIVE ALIGNMENT
CONSTRUCTIVE ALIGNMENT

Learning and Intended Assessment


teaching activities methods (designed
(Designed to meet Learning to assess learning
learning outcomes) Outcomes outcomes)

(adapted from Biggs 1999)

All learning outcomes are:


Specific, Measurable, Achievable, Realistic, Time Frame and Observable
(S M A R T O)
"Programme must demonstrate that the graduates have achieved the
required outcomes. Adopting Continual Quality Improvement (CQI) within
the programme to ensure outcomes attainment."
CONTINUAL QUALITY IMPROVEMENT (CQI)
Data collection (evidence) of student
learning is used to identify student
strengths and weaknesses for the
purpose of making decisions on how
Assessment to improve the program/ teaching/
learning processes.

Planning
Monitoring QUALITY

Implementation Continual
Improvement
TIME
CONTINUAL QUALITY IMPROVEMENT (CQI)

Assessment and evaluation processes provide critical information to


faculty (lecturers) and administrators on the effectiveness of the
design, delivery, and direction of an educational program, thus leading
to CQI.

Improvements based on feedback from evaluations will close the


system loop and the process will continue year after year.

*CQI marks obtained for the CLO MUST NOT be included in the overall
grade.
CLO INDICATOR/ ASSESSMENT METHODS

CLOs Indicators/ Assessment Methods CLO1 CLO2 CLO3


(C) (P) (A)
1 Assignment
2 Laboratory/ field work
3 Laboratory/ field report
4 Quiz
5 Test
6 Project (e.g. SCL)
7 Final Examination
Course Table of Specifications (TOS/ JSU/ JPU)
Method of Cognitive Affective Psychomotor
Assessment C1 C2 C3 C4 C5 C6 A1 A2 A3 A4 A5 P1 P2 P3 P4 P5 P6 P7

Quizzes and
Tests
Final
Examination
Project/
Product
Assignments
Presentation
Total 2 3 4 3 1 2 3 2 1 2 3 1 1 1
Dominant Depth & Breath

60% 60% 60%

C3 P3 A2
C1 C6 P1 P7 A1 A5
TABLE OF SPECIFICATIONS (TOS)
Example: A course with Cognitive Learning Outcome of C3
Method of Cognitive (%) Total
Assessment (%)
C1 C2 C3 C4 C5 C6

Quiz 1 (5%) 1 2 2 5
Quiz 2 (5%) 1 1 3 5
Test 1 (10%) 2 3 4 1 10
Test 2 (10%) 1 2 4 2 1 10
Final Exam(50%) 3 5 27 7 6 2 50
Total (80%) 8 13 40 10 7 2 80
Total (100%) 10 16.25 50 12.5 8.75 2.5 100
Distribution of Cognitive Assessment

60 Shows breadth and depth


Distribution of Marks (%)

50
50 (cognitive) of the course !!
40
30
16.25
20 10 12.5
8.75
10 2.5
0
C1 C2 C3 C4 C5 C5
Cognitive Level
TABLE OF SPECIFICATIONS (TOS)
Example of a TOS of final examination (intended outcome - cognitive domain C4)
TABLE OF SPECIFICATIONS (TOS)
Example of a TOS of final examination (intended outcome - cognitive domain C4)
60
52
50 CLO Cognitive: C4
Normal
Marks distribution
40
Distribution
30
20
20
10 9
10 5 4

0
OR C1 C2 C3 C4 C5 C6
Cognitive level

60
52
CLO Cognitive: C4
50
Truncated
Marks distribution

40
Distribution
30
29
As long as the dominant
20
20 assessment (i.e. SLT) is at
14
10 9 the intended level
10 5 4

0
C1 C2 C3 C4 C5 C6
Cognitive level
CLOs Key Performance Indicator (KPI)
CLOs Performance Analysis

Example KPI: Grade C (50 marks) and above

% students with CLOs Achievement


marks 50 and
above
100

80

60

40

20

0
CLO 1 CLO 2 CLO 3
CLOs Marks Distribution

Example: Bachelor of Civil Engineering with Honours


Cognitive 85.0 %
Psychomotor 7.5%
Affective 7.5%
CLOs Marks Distribution
Example: Bachelor of Civil Engineering Technology with Honours
Jam/minggu Taburan Markah Penaksiran Catatan
Kuliah Tutorial Amali C P A
3 0 0 65% 20% 15%
2 0 0
atau
2 2 0
1 2 0 60% 25% 15%
1 0 3
2 0 3
1 0 6
1 0 2 50% 35% 15%
1 0 4
0 0 9 PSM 1
0 0 15 PSM 2
0 0 3 Lab/Skill/
35% 50% 15%
0 0 6 Practical
CLOs Marks Distribution

Faculty of Civil and Environmental Engineering

Coursework &
CLO /Domain % Marks Laboratory Project
Final Exam
Assignment - 5%
Quiz - 5% Lab 1 - 35%
Cognitive 85 2 Tests - 20% Lab 2 - 35% Project - 85%
Project - 5% Open Ended - 15%
Final Exam - 50%
Lab 1/
Psychomotor 7.5 Project - 7.5% Lab 2/ Open Project - 7.5%
Ended - 7.5%
Lab 1/
Affective 7.5 Project - 7.5% Lab 2/ Open Project - 7.5%
Ended - 7.5%
100
CLOs Analysis Template

Mapping assessment to CLOs for a course with coursework and final exam
CQI ACTIVITIES TO IMPROVE CLOs

Tutorials/Extra lectures
Assignments
Discussion/Open discussion
Survey

Programmes are expected to make sure that continual quality


improvement (CQI) is evident (EAC, 2012).
Quality Assurance Records (EAC, 2012): Provide minutes and records
of action and improvement of meetings of the programme teaching
team, Industry Advisory Committee, and staff-student consultation
forums.
PLO INDICATOR/ ASSESSMENT METHODS
PLOs Indicators/ Assessment Methods PLO PLO PLO PLO PLO PLO PLO PLO PLO
1 2 3 4 5 6 7 8 9
1 Entrance survey (e.g. My3S)
2 Entrance exam
3 Exit exam
4 Exit interview
5 Exit survey
6 Course-embedded assessment (CLO)
7 Capstone course/ project
8 Final oral presentation
9 Portfolio
10 Peer & self evaluations
11 External examiner assessment
OUTCOME-BASED ASSESSMENT TOOLS
Example: Tools and KPI for PLOs assessment
Programme: Bachelor of Civil Engineering of Honours

For BEng Electrical (Hons)


Exit survey & Industrial
training survey KPI: PLO
Achievement 60%

CLO-PLO assessment KPI:


50% of the cohort obtained
55%
CQI ACTIVITIES/ SYSTEMS
1. Review learning design to reduce classroom instruction and include more innovative teaching
approaches such as PBL and cooperative learning.
2. Modifying existing laboratory implementation from several experiments to one large-scale
experiment in certain courses to achieve a predetermined goal where the students are required to
design and conduct their own experiments.
PEO INDICATOR/ ASSESSMENT METHODS

PEOs Indicators/ Assessment Methods PEO1 PEO2 PEO3 PEO4


1 Employer survey
2 Alumni survey
3 Alumni interviews
4 Stakeholder survey
5 Industrial advisor committee (IAC) assessment
6 Job offers
7 Starting salaries
8 Admission to graduate programme
9 Admission to professional qualification
CQI ACTIVITIES/ SYSTEMS
Organising faculty workshop and awareness seminar on OBE
Establishing OBE-curriculum review committees at faculty and departmental
levels
Faculty meeting to present and discuss the principles and implementation of
OBE
Getting feedback and views from employers, alumni, parents, faculty
members, and students on proposed/ achievement of PEO and PO
Review existing curricula and courses to take into account of PEO, PO and
CO and feedback from the various constituencies
Implementing suitable assessment and evaluation tools to measure the
achievement of the PEO, PO and CO.
Facilitating workshop on OBE Awareness & Sharing of Experience organised
by professional bodies/ MQA for member of Faculty
CONCLUSION

BEST OF LUCK!!

Please ensure evidences (on everything!) are readily available during


accreditation exercise.