taklimat obe-scl (pelajar) hea uitm perlis · plo2 display appropriate technical skills and the use...
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TAKLIMAT OBE-SCL
(PELAJAR)
HEA UiTM PERLISDR. AHMAD YUSRI DAK
KOORDINATOR
UJKA , UITM PERLIS
Dikemaskini: 21 Julai 2019Dr Ernieza Suhana Mokhtar
1
Session 1:Overview onOBE (Outcome-Based Education)
and SCL (Student-Centered Learning)
2
VISIMenjadikan UiTM sebuah universiti unggul yang berteraskan
kesarjanaan dan kecemerlangan akademik bagi menerajui
dinamisme bumiputera dalam semua bidang profesional
bertaraf dunia supaya terlahir graduan yang berdaya saing,
global dan beretika.
MISIMempertingkatkan keilmuan dan kepakaran bumiputra dalam
semua bidang menerusi penyampaian program profesional,penyelidikan serta penglibatan khidmat masyarakat yang
berlandaskan kepada nilai-nilai murni dan etika keprofesionalan.
33VISI DAN MISI UiTM
Agensi Kelayakan Malaysia
(MQA)
Ditubuhkan di bawah Jabatan Pengajian
Tinggi(JPT) untuk menyelaraskan semua
program yang ditawarkan oleh IPTA dan IPTS
dengan memberi pengiktirafan kepada
program-program tersebut.
PERANAN: penanda aras jaminan kualiti pada
peringkat antarabangsa
4
MALAYSIAN QUALIFICATIONS
FRAMEWORK (MQF)
MQF is an integral part of the QA practice of MQA.The programme design, objectives and learningoutcomes, teaching, learning and assessmentmethodologies, support resources and systems fordelivery and improvement are embedded in thequality assurance standards.
MQF 2nd Edition
5
The Nine (9) Malaysian QA Areas
Institutional Vision,Mission and
Educational Goals
Student Selection and
Support Services
Programme
Monitoring andReview
Programme Aims,Learning Outcomes,Curriculum Designand Delivery
Academic Staff
Leadership
and
Administration
MQF.Roz.Roadshow
Assessment ofStudents
Educational
Resources
Continual Quality
Improvement
14
6
Outcome-Based Education (OBE)and Student-Centered Learning (SCL)
❖ It is not what we teach, It is what they learn
❖ Students will be equally responsible for their own learning
❖ Engagement of both students and lecturers will be visible
7
Paradigm Shift in the Education& Training Philosophy
• From teacher-centered (TCL)
• Traditional teaching
teacher “owns” the
knowledge and convey
it to the students.
• Teacher brings the
content and the answers
into the classroom/ training
room with him / her.
to a student-centered (SCL)
SCL Based teaching :
students (trainee) to learn
as much as possible.
teacher as a coach who
asks questions and provides
guidelines for the acquisition
of knowledge.
8
Programme Educational Objectives (PEO)
Attributes of graduates 3 to 5 years after graduation
PEO1: "Assistant geomaticians who apply the knowledge and skills of
surveying science and geomatics to support local and global sustainable
developments (PLO1, PLO2)
PEO2: "Assistant geomaticians who integrate values, attitudes, professionalism
and social skills in engaging with society and stakeholders (PLO3, PLO4).
PEO3: Assistant geomaticians who adopt the roles of a leader and a team
member, and communicate effectively in assisting to provide scientific solutions
to geomatic issues and problems (PLO5, PLO6).
PEO4: Assistant geomaticians who proactively acquire knowledge and skills
and innovatively manage resources and information. (PLO7, PLO8).
9
Programme Outcome (PO)
What students will be able to doupon graduationPLO1 Apply basic knowledge of sciences and mathematics
in geomatics practices (C3).
PLO2 Display appropriate technical skills and the use of
relevant application softwares in geomatic practices (P4).
PLO3 Demonstrate social skills and social responsibilities in
society (A3).
PLO4 Integrate professionalism values and attitudes in
engaging with society and stakeholders (A4).
10
Programme Outcome (PO)
PLO5 Demonstrate effective communication and taking
alternate roles as a leader and a member of a team (A3).
PLO6 Analyze issues and problems in assisting to provide
scientific and practical solutions for managing natural resources
and continuously conserving the natural environment (C4).
PLO7 Demonstrate information management and lifelong
learning skills. (A3)
PLO8 Demonstrate good managerial and entrepreneurial skills
(A3).
11
Learning Outcomes (LO)
1) Knowledge
2) Cognitive
3) Practical skills
4) Interpersonal skills
5) Communication
6) Digital Skills
7) Numeracy skills
8) Leadership, autonomy and responsibility
9) Personal skills
10) Entrepreneurial skills
11) Ethics and Professionalism
12
End of Session 1
LET’S TAKE A BREAK!
13
Academic Activity(some examples)
Face 2Face
Student Self-Learning*
Total
1
2
3
4
5
Lecture
Tutorial
Laboratory/Practical
Assignment - 2000 words
Presentation
Total
1
1
3
0
1
6
2
2
2
20
4
30
3
3
5
20
5
36
Session 2: STUDENT LEARNING TIME
(SLT)
Unaccounted for
in the present system
* Using the Proposed student independent learning in relation (Slide 17)
MQF in Programmes.Roz.Roadshow
14
Hours perWeekExamples
Division ofStudent
Time
Student
Time
Per day
24 Hours
RoutineActivities
Sleep
Self-keep
Selfimprovement
Activities
Travel
Work
Diligent - 48
Very Diligent - 55
Least Diligent - 40
Student Categories and Learning Time
Total
Study
Good = diligent; weak = least diligent
MQF in Programmes.Roz.Roadshow
15
Proposed student independent learning time
Item
Lecture
Tutorial
Tutorial (involving case studies)
Laboratory (including report writing)
Undergraduate Final Year Project/
Dissertation
Studio Work
Presentation
Coursework/Assignment
Creative Writing (or a project that last a
whole semester)
Examination
Duration (hours) or
requirements
1
1
1
3
6 - 10 credits
2
1
2000 words
100 – 150 pages
3
Proposed Student Self
Learning Time (hours)
1-2
1-2
3
2-3
200 - 400
2
3-4
10 - 12
8-10
10 – 20*
Division, Ministry of Higher Education (Malaysia).* Proposed Source: Bengkel Kebangsaan Pemantapan Sistem Kredit MQF, 31 Jan. – 2 Feb. 2005by Quality Assurance by MQA, depending on the field of study and the intensity of the examination.
MQF in Programmes.Roz.Roadshow
16
Module Academic Load & Credits
Learning Activities
Lectures
a Attending Lectures
SLT
(in hours)
(54)
24
b
Pre and Post preparation* 30
b
2 Tutorial
a Attending tutorial
Preparation for tutorial*
(18)
9
9
Laboratory (36)
a
b
Practical
Prepreparation and Reportwriting*
24
12
Learning Activities
Assessments
SLT
(in hours)
(23)
1 continuos assessement (1 hour + 3hours preparation*)
4
1 presentation (1 hour + 5 hourspreparation*)
6
1 Final Examination (3 hour + 10 hours
preparation*)
13
Total
Subject Credit (131÷ 40 = 3.27)
131
3
* See Proposed student independent learning in relation (Slide 17)MQF in Programmes.Roz.Roadshow
17
End of Session 2
LET’S TAKE ANOTHER BREAK !
18
SESSION 3: ASSESSMENTS
Who needs to know?
i. Students
ii. Lecturers
iii. Institutions
iv. Community at large
Why?
i. To know they progress and studies performance
ii. Are you achieving at the required standard
iii. How are they progressing in relation to other learners
iv. What are their strengths and weaknesses
v. What they should do if they are not achieving the standards
19
TYPES OF ASSESSMENT
Test
Quiz
Assignment
Project Papers
Case Study
Presentation
Experiments
Seminars
Community Project
Final Exam
Lab report
Physical model
Practical
Project
Laboratory work
Observation
Peer assessment
Coursework
Survey report
Site report
20
WHAT YOU SHOULD KNOW AND
DO THROUGHOUT THE SEMESTER?
Course Information (Lecturer)
Course Learning Outcome (CLO) (Lecturer)
Scheme of Work (Lecturer)
Rubrics Assessment (Lecturer)
Entrance Survey (I-Learn)
Exit Survey (I-Learn)
SUFO (I-Learn)
Question Level Difficulties (Bloom’s Taxanomy)
21
COURSE INFORMATION22
COURSE LEARNING OUTCOME
(CLO)
23
EXAMPLE
SC
HEM
E O
F W
OR
K24
EXAMPLE
RUBRIC ASSESSMENT (MOHE)25
Knowledge Practical Skill
Critical Thinking and
scientific skills
Information
management and
lifelong learning skills Leadership skills
EXAMPLE
RU
BR
IC F
OR
REP
OR
T26
RU
BR
IC F
OR
ASSIG
NM
EN
T27
EN
TRA
NC
E A
ND
EX
IT S
UR
VEY 28
SU
FO
29
QUESTION LEVEL DIFFICULTIES
(TEST AND FINAL EXAMINATION)
The cognitive domain (Bloom, 1956) involves
knowledge and the development of
intellectual skills. This includes the recall or
recognition of specific facts, procedural
patterns, and concepts that serve in the
development of intellectual abilities and
skills.
30
31
32
QUESTION VS COGNITIVE LEVEL
33
C1 = Knowledge
C2 = Comprehension
C3 = Application
C4 = Analysis
SOFTSKILL ASSESSMENT
34
PSYCHOMOTOR DOMAIN: The psychomotor domain (Simpson, 1972)
includes physical movement, coordination, and use of the motor-
skill areas. Development of these skills requires practice and is
measured in terms of speed, precision, distance, procedures, or
techniques in execution.
AFFECTIVE DOMAIN: The affective domain (Krathwohl, Bloom, Masia,
1973) includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasms, motivations,
and attitudes.
This domain will be assessed by other coursework such as report,
assignment, experiment, presentation etc.
35
36
37
38
Thank you39
CO-LO Matrix40
CO-PO Matrix41
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