Bengkel Kerja Penambahbaikan Kurikulum Standard Kolej Vokasional (KSKV) Berdasarkan Keperluan MQA

di Quality Hotel City Centre

pada 21 April 2015

Student Learning Time (SLT) & Assessment

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

Seksyen 3 : Permohonan untuk Akreditasi Sementara (PA) dan Akreditasi Penuh (FA)

VERSI MQA-01 YANG DIKEMASKINI

9 Bidang Penilaian

TAMBAHAN

MQA-02

COPPA

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

Qualifications Cognitive Psychomotor Affective

Diploma C3 P3 A2

Bachelor C4 P4 A3

Master/PhD C5 P5 A4

Suggested dominant Bloom taxonomy levels for various qualifications:

OBE Secara Am

Atribut yang pelajar perolehi selepas 3 - 5 tahun bergraduan

Atribut yang pelajar perolehi sebaik tamat program

Atribut yang pelajar perolehi sebaik tamat kursus

Objektif Pendidikan Program Programme Educational Objectives

(PEO)

Hasil Pembelajaran Program Programme Learning Outcomes

(PLO)

Hasil Pembelajaran Kursus Course Learning Outcomes

(CLO)

STAK

EHO

LDER

SPR

OR

GR

AM

E ED

UC

ATIO

NA

L O

BJEC

TIVES

Management support and commitment

PEO-1

Regulatory /Professional

Bodies

RELATIONSHIPS BETWEEN CLO, PLO, PEO and COMPLIANCE TO THE STAKEHOLDERS

KPT/ MQA IHL requirements Industries

Students…

….. etc

PEO-2 PEO-3 PEO-4 PEO-5 ….. etc

PLO-1 PLO-2 PLO-3 PLO-4 PLO-5 ….. etc

PRO

GR

AM

ME

LEAR

NIN

G

OU

TCO

MES

CourseCLO-1

CO

UR

SE LEA

RN

ING

O

UTC

OM

ES

Course CLO-3

CourseCLO-4

CourseCLO-5

Course CLO-2

CQI

Analysi s

CQI

Analysi s

Analysi s

CQI

Assessment

PEO PLO CLO

Assessment

Assessment

OBE: Closing the Loop

Stake- holders

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

PEO, PLO and CLO Development

LEARNING OUTCOMES: EXAMPLELEARNING 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

1

1

1

Lecture 1

Tutorial 2

Practical 2

Practical (skill-based, co-curricular) 3

= Jumlah jam penaksiran formal

= Jam syarahan

STUDENT LEARNING TIME (SLT)

CONSTRUCTIVE ALIGNMENT

(adapted from Biggs 1999)

Intended Learning

Outcomes

Assessment methods (designed to assess learning

outcomes)

Learning and teaching activities (Designed to meet learning outcomes)

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."

CONSTRUCTIVE ALIGNMENT

CONTINUAL QUALITY IMPROVEMENT (CQI)

QUALITY

TIME

Continual Improvement

Planning

Assessment

Implementation

Monitoring

Data collection (evidence) of student learning is used to identify student strengths and weaknesses for the purpose of making decisions on how to improve the program/ teaching/ learning processes.

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.

CONTINUAL QUALITY IMPROVEMENT (CQI)

CLO INDICATOR/ ASSESSMENT METHODS

CLOs Indicators/ Assessment Methods CLO1 (C)

CLO2 (P)

CLO3 (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 Assessment

Cognitive Affective Psychomotor

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%

C3

60% 60%

P3 A2C1 – C6 P1 – P7 A1 – A5

TABLE OF SPECIFICATIONS (TOS)

Method of Assessment

Cognitive (%) Total (%)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

Example: A course with Cognitive Learning Outcome of C3

Distribution of Cognitive Assessment

1016.25

50

12.58.75

2.5

0

10

20

30

40

50

60

C1 C2 C3 C4 C5 C5Cognitive Level

Dis

trib

utio

n of

Mar

ks (%

)

Distribution of Cognitive Assessment

0

10

20

30

40

50

60

C1 C2 C3 C4 C5 C5Cognitive Level

Dis

trib

utio

n of

Mar

ks (%

) Shows breadth and depth (cognitive) of the course !!

TABLE OF SPECIFICATIONS (TOS)Example of a TOS of final examination (intended outcome - cognitive domain C4)

TABLE OF SPECIFICATIONS (TOS)

510

20

52

94

0

10

20

30

40

50

60

C1 C2 C3 C4 C5 C6

Cognitive level

Ma

rks

dis

trib

uti

on

CLO Cognitive: C4Normal Distribution

Truncated Distribution

510

20

52

94

0

10

20

30

40

50

60

C1 C2 C3 C4 C5 C6

Cognitive level

Ma

rks

dis

trib

uti

on

14

29

CLO Cognitive: C4

Example of a TOS of final examination (intended outcome - cognitive domain C4)

OR

As long as the dominant assessment (i.e. SLT) is at the intended level

CLOs Key Performance Indicator (KPI)

CLOs Performance Analysis

Example KPI: Grade C (50 marks) and above

CLOs Achievement

0

20

40

60

80

100

CLO 1 CLO 2 CLO 3

% students with marks 50 and

above

CLOs Marks Distribution

Example: Bachelor of Civil Engineering with Honours

Cognitive 85.0 %

Psychomotor 7.5%

Affective 7.5%

CLOs Marks DistributionExample: 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 0atau

2 2 0

1 2 0 60% 25% 15%

1 0 3

50% 35% 15%

2 0 3

1 0 6

1 0 2

1 0 4

0 0 9 PSM 1

0 0 15 PSM 2

0 0 335% 50% 15%

Lab/Skill/ Practical0 0 6

CLOs Marks Distribution

Faculty of Civil and Environmental Engineering

CLO /Domain % MarksCoursework &

Final ExamLaboratory Project

Cognitive 85

Assignment - 5%

Quiz - 5%

2 Tests - 20%

Project - 5%

Final Exam - 50%

Lab 1 - 35%

Lab 2 - 35%

Open Ended - 15%

Project - 85%

Psychomotor 7.5 Project - 7.5%Lab 1/

Lab 2/ Open Ended - 7.5%

Project - 7.5%

Affective 7.5 Project - 7.5%Lab 1/

Lab 2/ Open Ended - 7.5%

Project - 7.5%

Σ 100

CLOs Analysis Template

Mapping assessment to CLOs for a course with coursework and final exam

CQI ACTIVITIES TO IMPROVE CLOs

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.

Tutorials/Extra lectures

Assignments

Discussion/Open discussion

Survey

PLO INDICATOR/ ASSESSMENT METHODSPLOs Indicators/ Assessment Methods PLO

1PLO

2PLO

3PLO

4PLO

5PLO

6PLO

7PLO

8PLO

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%

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.

CQI ACTIVITIES/ SYSTEMS

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

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

CONCLUSION

BEST OF LUCK!!