taklimat obe jke

8/4/2019 taklimat obe jke

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TAKLIMATTAKLIMATOUTCOME BASEDOUTCOME BASEDEDUCATIONEDUCATION (OBE)(OBE)

3 MAC 20113 MAC 2011

OLEH:OLEH:PUAN DALMATAKSIAH BINTIPUAN DALMATAKSIAH BINTIMOHD ZAINMOHD ZAIN


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OBJEKTIF

1. Meningkatkan pengetahuanpensyarah JKE mengenai kandungandokumen kurikulum programkejuruteraan elektrik dan elektronik

2. Menaikkan tahap keyakinanpensyarah JKE dalam melaksanakanOBE di jabatan masing-masing


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1. Menyatakan maksud OBE dengan perkataansendiri.

2. Menyenaraikan PLO program di JKE

3. Menyenaraikan 8 Learning Domain MQAdengan betul

4. Menyenaraikan 9 Areas of Quality Assurance

MQA.5. Menerangkan kandungan JSP

6. Menjelaskan kaitan CQI dan ConstructiveAlignment

Diakhir bengkel ini pensyarah JKE akan dapat;

OUTCOME


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OBE(Education)

OBC(Curriculum)

What theWhat thestudent shouldstudent should

achieved?achieved?

OBLT(Learning &

Teaching)

OBA(Assessment)

How to makethe studentachieve the

outcome?

How to measurewhat the studenthas achieved?

The ProcessThe Process

FlowFlow


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Self reflection 1

1. Apa yang kita tahu mengenai kurikulum program JKE?

2. Apa yang kita tahu/faham mengenai OBE?

3. Berapa kali taklimat/bengkel/mesyuarat yang kita hadiriyang menyebut tentang OBE?

4. Berapa banyak artikel yang kita dah download danbaca?

5. Adakah kita bersedia untuk menghadapi audit oleh MQAuntuk FA pada tahun 2012?


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OBE


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OBE

a model of education

a comprehensive approach to organizing andoperating an education system that is focused in anddefined by the successful demonstrations of learning

sought from each student (Spady, 1994) an education approach that focuses on the graduate

attributes or outcomes after completing an academicprogramme (Barr et al., 2006; Mansor et al., 2008)

a student-centered learning philosophy
http://en.wikipedia.org/wiki/Student-centered_learninghttp://en.wikipedia.org/wiki/Student-centered_learning


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OBE

an education philosophy that focuses on the graduateattributes or outcomes after completing an academicprogramme

focuses on empirically measuring student performance

emphasis in an OBE education system is on measuredoutcomes

does not specify or require anyparticular style ofteaching or learning

requires that students demonstrate that they havelearned the required skills and content
http://en.wikipedia.org/wiki/Empiricalhttp://en.wikipedia.org/wiki/Outcomeshttp://en.wikipedia.org/wiki/Outcomeshttp://en.wikipedia.org/wiki/Empirical


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ogram Educational Objectives(PAIs)

Programme Learning Outcomes (PLO)

Course Learning Outcomes (CLO)

Upongraduation

Uponsubjectcompletion

Few years afterGraduation 4 to 5 ye

OUTCOME BASED EDUCATIONOUTCOME BASED EDUCATION


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11

OBE Model Hierarchy

1. Programme educational objectives(PAIs) are developed from a number ofsources including professionalaccreditation bodies, employer groups,the polytechnic educational principlesand the professional experience of staffteaching in the discipline.

2. The programme outcomes(PLO) for adiploma and advanced diploma areclearly written statements about theknowledge, skills and attitudes of itsgraduates. It should link to the PAIs.

3. From these POs (CLO) the curriculumof the course is constructed, thesubdivision of structure into units is

made, and the outcomes specific toeach of the units are derived.


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5-stage implementation of OBEcurriculum

Stage 1: Understand the big picture.

Main aim is to achieve CQI

Stage 2:

Setting Objectives and Outcomes.

Identifying Domains & Taxonomies

Stage 3:

Map Pai-PLO

Map Courses-PLO

Map CLO-PLO

i l i f


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5-stage implementation of OBEcurriculum

Stage 4: Delivery of OBE Courses.

Assessment of OBE courses

Stage 5:

Closing the Loops


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OUTCOME BASEDEDUCATION

Starting with a clearpicture of what isimportant for students to be

able to do

Then organizing the

curriculum, instruction andassessment to make surelearning happens

constructivealignment


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Constructive Alignment (CA)

CQ

C t ti Ali t d,,


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Constructive Alignment andCQI

Ou

,,

Source: Mount Royal College, C


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Learning Outcome


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OBE

OBE addresses the following questions:

What do you want the students to learn?

Why do you want them to learn?

How can you best make students learn it? How will you know what they have learnt?


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k to Basic - Prinsip OBE


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4 prinsip

OBE1. Clarity of focus fokus kepada apa yangpelajar boleh buat dengan jayanya. (Adakah pelajar tahudengan jelas sebelum mereka memulakan pembelajaran apa yang mereka sepatutnya tahu danboleh buat apabila selesai pembelajaran?)

2. Design down rekabentuk kurikulum bermuladari definisi yang jelas mengenai apa yangpelajar akan capai di akhir pendidikan formalmereka. (Adakah kurikulum telah digubal bermula dari hasil pembelajarandengan cara yang sistematik supaya laluan untuk mencapainya jelas?)

3. High expectation pensyarah meletakkanstandard prestasi yang tinggi kepada pelajar.(Adakah harapan dan cabaran untuk berjaya diberikan kepada semua pelajar

secara saksama tiada bell curve?

4. Extended opportunities Pensyarah mestimenyediakan peluang yang secukupnya untukberjaya. (Adakah pelajar diberi lebih dari satu peluang untuk mencapai standard yangditetapkan?)

Back to Basic


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OBC-OUTCOME BASED

CURRICULUM


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Contents of OBC documentContents of OBC document

Vision dan Mission Programme Educational Objectives

(PEO)s / Programme Aims (PAIs)

Programme Learning Outcomes(PLOs)

Course Learning Outcomes (CLOs) Syllabus / JSP / SLT / TOLD / Matrix forall courses in a programme.


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Programme Educational Objectives(PEOs)

2. Programme Learning Outcomes(PLOs)

3. Course Learning Outcomes(CLOs)

Upongraduation

Uponcoursecompletion

Few years afterGraduation (4 to 5 year

3. PAI, PLO and CLO3. PAI, PLO and CLO

RELATIONSHIPS BETWEEN CLOS PLOS PEOS


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STAK

EHO

LDERS

PRORG

RAME

EDUCA

TIONAL

OBJEC

TIVES

Management support and commitment

PEO-

1

Regulatory/Profession

al Bodies

RELATIONSHIPS BETWEEN CLOS, PLOS, PEOSand COMPLIANCE TO THE STAKEHOLDERS

KPT/MQ

A

IHLrequireme

nts

Industri

resstudent

s.. etc

PEO-

2

PEO-

3

PEO-

4

PEO-

5

.. etc

PLO-1

PLO-2

PLO-3

PLO-4

PLO-5

.. etc

PROGRAMME

LEARNIN

G

OUTCOMES

SubjectCLO-

1

COURSE

L

EARNING

O

UTCOM

ES

SubjectCLO-

3

Subject

CLO-4

SubjectCLO-

5

SubjectCLO-

2


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MATRIX OF PLO & PAI RELATIONSHIPMATRIX OF PLO & PAI RELATIONSHIP


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MATRIX OF PLO & PAI RELATIONSHIP (MATRIX OF PLO & PAI RELATIONSHIP (contdcontd))


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Matrix of CLOs vs PLOs & LDsMatrix of CLOs vs PLOs & LDs


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Generic Student Attributes (GSA) &Learning Domains (LD)

Generic Student AttributesGSA)

GSA 1 Communications Skills GSA 2 Critical Thinking and

Problem Solving Skills GSA 3 Teamwork Skills GSA 4 Moral & Professional

Ethics

GSA 5 Leadership Skills

GSA 6 InformationManagement Skills andContinuous Learning

GSA 7 EntrepreneurshipSkills

Learning Domain (LD)

LD 1 Knowledge LD 2 Technical Skills LD 3 Professionalism &

Ethics LD 4 Social Skills LD 5 Communication

Skills

LD 6 Critical Thinking LD 7 Life Long Learning LD 8 Entrepreneurial

Skills


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4.4. Course Learning Outcome (CLOs)Course Learning Outcome (CLOs)Example # 1

1. explain correctly the units associated with basicelectrical quantities, concepts of electric circuit,cells as the unit source of DC energy and thegeneral features of batteries.

2. demonstrate an understanding of DC networkanalysis techniques on resistive networks.

3. describe the fundamentals of capacitive andinductive in DC network correctly.

4. explain properly the principles of the magnetic

circuit, electromagnetism and electromagneticinduction.

5. demonstrate team working efficiently whiledoing practical work.

knowledgeknowledge

(PLO1)(PLO1)

&&

practicalpractical

skill (PLO2)skill (PLO2)

genericgenericskillsskills

(PLO3-PLO9)(PLO3-PLO9)

ET101 Electrical TechnologyUpon completion of this course, students should be

able to:-

C L i O t (CLO )C L i O t (CLO )
http://ec201%20fundamental%20programming_full.doc/http://ec201%20fundamental%20programming_full.doc/


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1. solve various problem systematically using the 6step procedure and specified design tools.

2. select the appropriate data types for a particularsolution.

3. perform data handling in solving a given problemcorrectly.

4. execute the whole process of programming, usinga high level programming language, in solving avariety of engineering and scientific problems.

5. deliver a presentation and answer questions withconfidence on a well-organized assigned groupproject inclusive of a report within a stipulatedtime frame.

EC201 Fundamental ProgrammingUpon completion of this course, students should be

able to:-

knowledgeknowledge

(PLO1)(PLO1)

&&

practicalpractical

skill (PLO2)skill (PLO2)

generic skillsgeneric skills

(PLO3-PLO9)(PLO3-PLO9)

Course Learning Outcome (CLOs) -Course Learning Outcome (CLOs) -contdcontd

Example # 2


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5. Content5. Contentof courseof course

syllabussyllabus

GO - GeneralGO - GeneralOutcomOutcom

eeSO - SpecificSO - Specific

OutcomOutcom

ee


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6. Learning & Teaching Strategies.6. Learning & Teaching Strategies.

Lecture Practical Work Demonstration

Question &Answer Brainstorming Discussion Tutorial

IndustrialVisit Problem

Based

Learning(PBL)

Work BasedLearning

(WBL) Project Based

Learning

etc

L i & T hi St t i fL i & T hi St t i f


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Learning & Teaching Strategies forLearning & Teaching Strategies for

EC201EC201


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7. Assessment Tasks (ATs)7. Assessment Tasks (ATs)

Quiz Test Practical Work

Final Exam Presentation

End of ChapterProblem

Essay

Types ofAssessment

Tasks

Case study Peer to peer

CapstoneProject

ReflectiveJournal

etc Assessment tasks for ET101 ElectricalAssessment tasks for ET101 Electrical


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Assessment tasks for ET101 ElectricalAssessment tasks for ET101 Electrical

TechnoTechno


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8. Assessment Specification Table (AST) / JSP8. Assessment Specification Table (AST) / JSP


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Memahami KandunganJadual SpesifikasiJadual SpesifikasiPentaksiran - JSPPentaksiran - JSP

(Assessment(AssessmentSpecification Table -Specification Table -

AST)AST)


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OBLT OUTCOME BASED

LEARNING ANDTEACHING


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Learning OutcomesLearning Outcomes

Information Transmission/Teacher-Information Transmission/Teacher-

focused (ITTF) teaching approachfocused (ITTF) teaching approach Conceptual Change/Student-focusedConceptual Change/Student-focused

(CCSF) teaching approach(CCSF) teaching approach Surface Learning learning approachSurface Learning learning approach

Deep Learning learning approachDeep Learning learning approach


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40

The question is.

How can teaching encouragestudents to learn actively and

interactively, and in this way, developthe ability to seek creative and

innovative solutions to future issues,problems and situations?


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41

Teaching approach 1 (ITTF)

1: It is important to present a lot of facts tostudents so that they know what theyhave to learn for this subject.

2: In this subject my teaching focuses on thegood presentation of information tostudents.

3: I think an important reason for runningteaching sessions in this subject is to givestudents a good set of notes


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Teaching approach 2 (CCSF)

1: In teaching sessions for this subject, Ideliberately provoke debate anddiscussion.

2: I see teaching as helping students developnew ways of thinking in this subject.

3: It is better for students in this subject togenerate their own notes rather than copymine.


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Teachers

approachesto teaching

Students

approachesto learning

Teachersconceptionsof teaching

Teachersperceptionsof context

Outcomes

Model of teaching-learning


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Teachers


Students




Outcomes



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pproaches to learningStudents focus their attention on the overallmeaning or message in a class session, text orsituation. They attempt to relate ideas

together and construct their own meaning,possibly in relation to their own experience.

Students focus their attention on the details andinformation in a class session or text. They aretrying to memorise these individual details in theform they appear in the class or text or to list thefeatures of the situation in order to pass the

examinations.

Surface approach

Deep approach


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APPROACHES TO LEARNINGAPPROACHES TO LEARNING

Surface Approach

Intention toreproduce

- rote memoriseinformation neededfor assessment

- failure to distinguishprinciples fromexamples

- treat tasks asexternal impositions

- focus on discreteelements withoutintegration

Deep Approach

Intention tounderstand

meaningfullymemoriseinformation for lateruse- relate new ideas to

previous knowledge- relate concepts to

everydayexperiences

relate evidence toconclusions


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Degree Class by Deep Approach Scale

3 3.2 3.4 3.6 3.8 4

Class III/Pass

Class II Div 2

Class II Div 1

Class I

Mean of DA (Scale 1-5)

Approaches to learning &outcomes

N = 740 University of Oxford, 2004


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Degree Class by Surface Approach Scale

2 2.5 3 3.5 4

Class III/Pass

Class II Div 2

Class II Div 1

Class I

Mean of SA (Scale 1-5)

N = 740 University of Oxford, 2004

Approaches to learning &outcomes


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Teachers


Students




Outcomes



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Staff focus their attention on what they do(forward planning, good management skills, anarmoury of teaching competencies, use of theliterature, ability to use IT ).

They attempt to transmit the informationabout the curriculum on the assumption thatstudents will learn from that process. Thatinformation is often complex and requires

nformation Transmission/Teacher-focused (ITTF)

Approaches to teaching


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Conceptual Change/Student-focused(CCSF)

Staff focus their attention on the students andmonitor their perceptions, activity and understanding.

Transmission is seen to be not enough.

They assume students construct their ownknowled e, and the task of the teacher is to involve

Approaches to teaching


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A CCSF approachincludes elements

of an ITTFapproach, butnot vice versa


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Characteristics Of T&L Environments SupportingCharacteristics Of T&L Environments Supporting

Quality Student LearningQuality Student Learning

If students think the : teaching and feedback is good goals and standards are clear students get help and advice on how to study subject is well organisedthen they are likely to be adopting deep approaches to

study

If students think the :

assessment is inappropriate testing short termreproduction workload is inappropriate too high to understand it

then they are likely to be adopting surface approachesto their studies.


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Using buzz groups in a lecturetheatre

Do you know what buzz groups are?

What do others think they are?

Turn to the people near you and ask them.

Please finish your conversationswhen I raise my arm.


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A conceptual change student-focused approachBuzz groups are a means by which students can tryout their understanding, and in so doing also give mean awareness of that understanding.

A transmission, teacher-focused approachBuzz groups give me and the students a break.Research shows students lose concentration if there are

no breaks in a one-hour lecture.

Using buzz groups in a lecturetheatre


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ariable Variable

Satisfaction with teaching

Rnform. Transm./Teacher-focus (ITTF)

-.03

onceptual Change/Student-focus (CCSF) .34*

Approaches to teaching &satisfaction

*p < .001; N = 497; Trigwell and Lindblom-Ylnne, 2004


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ITTF

Satisfactio

n

R = - .03



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CCSF

Satisfactio

n

R = .34



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A high CCSF approachis more likely to be

satisfying for teachersthan a high ITTF

approach


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earning Variable Teaching Variable

Inform. Transm. Concept. Change

Teacher-focus Student-focus(ITTF ) (CCSF)

urface Approach (SA) .37**-.46**

Deep Approach (DA) -.14 .34*

Approaches to teaching &learning

N = 55 Trigwell, Ramsden, Prosser, Martin (1998)


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earning Variable Teaching Variable

Inform. Transm. Concept. Change

Teacher-focus Student-focus(ITTF ) (CCSF)

urface Approach (SA) .37**-.46**

Deep Approach (DA) -.14 .34*


N = 55 Trigwell, Ramsden, Prosser, Martin (1998)


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CCSF

Deep approach

R = .34



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A higher CCSF approachis associated with a

deeper approach tolearning and to higher

quality learning outcomes


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Conceptions of teaching

Level 4 Focus: What the studentperceives

Level 1 Focus: What the student is

Level 2 Focus: What the teacherdoes

Level 3 Focus: What the studentdoes

formation transfer/teacher-focused (ITTF)approach

Conceptual change/student-focused (CCSF)approach


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The way teachersthink about teaching

is a key factor in theapproach they adopt

to their teaching


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Teachers


Students




Outcomes



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ariableVariable

ITTF CCSFTransformative leadership -.04 .13

Collaborative management -.13 .05

Approaches to teaching &context

N = 439, Ramsden, Prosser, Trigwell, Martin (2006)

Support for student learning -.22 .20

Class size -.11 .10Student characteristics -.14 .18

Teacher control -.22 .15


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ariableVariable

ITTF CCSFTransformative leadership -.04 .13

Collaborative management -.13 .05

Approaches to teaching &context

N = 439, Ramsden, Prosser, Trigwell, Martin (2006)

Support for student learning -.22 .20

Class size -.11 .10Student characteristics -.14 .18

Teacher control -.22 .15


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University leadershave a key role in

creating an environmentin which teachers feela CCSF approach is

afforded

e oncep : eac ngL i


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Learning

Edgar Dale 1969, The cone of learning


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OBA-OUTCOME BASED

ASSESSMENT


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Continuous AssessmentContinuous Assessmentandand

Item Specification Table (IST)Item Specification Table (IST)

Outcome Based AssessmentOutcome Based Assessment

(OBA)(OBA)

Part 1Part 1

Presented by :Presented by :

Noorfozila binti BahariNoorfozila binti BahariAncassa Port DicksonAncassa Port Dickson

21st 24th February 201121st 24th February 2011

Transformasi Pendidikan Politeknik


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Transformasi Pendidikan PoliteknikMengapa perlu?

1. Prestasi pelajar yang dipersoalkan institusilain.

2. Kelemahan soft skills / employability skills

3. Untuk mendapat Pengiktirafan MalaysiaQualification Agency (MQA)

Mesti laksana Outcome Based Education,Outcome Based Curriculum dan Outcome

Based Assessment


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ISU STRATEGI HASIL

TRANSFORMASITRANSFORMASI

PENTAKSIRANPENTAKSIRAN


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Perkara 3, COPPA


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Dahulu

Output

% pelajarlulus

Sekarang

Outcomepelajar

memperoleh hasil

pembelajaran

Perkara 15, KerangkaKelayakan Malaysia

TRANSFORMASITRANSFORMASI

PENTAKSIRANPENTAKSIRAN


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JADUAL SPESIFIKASIJADUAL SPESIFIKASI

ITEM (JSI) /ITEM (JSI) /

ITEM SPECIFICATIONITEM SPECIFICATION

TABLE (IST)TABLE (IST)

Dokumen yang diperlukan semasaDokumen yang diperlukan semasa


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Dokumen yang diperlukan semasaDokumen yang diperlukan semasa

menghasilkan Jadual Spesifikasi Itemmenghasilkan Jadual Spesifikasi Item

(JSI)(JSI)1. Silibus kursus

2. Jadual Spesifikasi Pentaksiran (JSP)

Soalan-soalan yang dibinaSoalan-soalan yang dibina


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hendaklah mencapai nisbah 5 : 3 :hendaklah mencapai nisbah 5 : 3 :

22

50%50% soalan pada aras kesukaran rendah (low)

30%30% soalan pada aras kesukaran sederhana

(medium)

20%20% soalan pada aras kesukaran tinggi (high)

Soalan mengikut Aras Kesukaran Soalan mengikut Aras Kesukaran


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Contoh 1Contoh 1

1. Draw the CMOS static logic gatefor an inverter. (Low)

2. Draw the CMOS static logic gatefor a 4-input AND gate. (Medium)

3. Draw a 4 to 1 multiplexer using

transmission gates. (High)



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Contoh 3Contoh 3

1. Design an asynchronous 2-bitcounter using T flip-flops. (Low)

2. Design asynchronous modulo-5

counter using JK flip-flops withcontrol gate. (Medium)

3. Design asynchronous multi-mode

counter using JK flip-flops that willcount the given number sequence.(High)


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Outcome-Based Assessment (OBA)Outcome-Based Assessment (OBA)

Part 2Part 2

AssessingAssessing

Generic SkillGeneric SkillOutcomesOutcomes

( LD3 - LD9 )( LD3 - LD9 )

Learning Outcomes of thisLearning

Outcomes of this


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Learning Outcomes of thisLearning Outcomes of this

sessionsession

Generic Skill Assessment

Rubrics


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Learning Outcomes DefinitionLearning Outcomes Definition

Learning Outcomes arestatements on what a learner

shouldknow, understandandcan do upon the completion of aperiod of study.

Generic Skill LearningOutcomes


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Outcomes

Politeknik KPTM telah mengenalpasti GSoutcomes seperti berikut:

Tanggungjawab Kemasyarakatan

Komunikasi

Kerja Berpasukan

Tanggungjawab beretika

Pemikiran Kritikal & Penyelesaian Masalah

Keusahawanan PembelajaranSepanjang Hayat


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GENERIC SKILL OUTCOME ISGENERIC SKILL OUTCOME ISMEASURED USING RUBRICS.MEASURED USING RUBRICS.

Wh t i RUBRICS?Wh t i RUBRICS?


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What is RUBRICS?What is RUBRICS?

A rubric is a scoring tool for subjectiveassessments. It is a set ofcriteria and standardslinked to learning objectives that is used to assessa student's performance on papers, projects,essays, and other assignments.

a scoring tool that lists the criteria for a piece ofwork or 'what counts.

list of things the student must have included toreceive a certain score or rating.
http://en.wikipedia.org/wiki/Criteriahttp://en.wikipedia.org/wiki/Standardizationhttp://en.wikipedia.org/wiki/Essayshttp://en.wikipedia.org/wiki/Essayshttp://en.wikipedia.org/wiki/Standardizationhttp://en.wikipedia.org/wiki/Criteria


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ProsedurProsedur


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ProsedurProsedur

1. Kenalpasti LEARNINGOUTCOMESgenericskill.

2. Lakukan mapping outcomes terhadapkursus-kursus dalam program.

Mappinglearning outcomes dengan kursus-kursus adalah untuk menunjukkan kursusmana membina learningoutcome tertentu.

3. Seterusnya LEARNING OUTCOME tersebut

dinyatakan di dalam Course LearningOutcome (CLO) kursus tersebut.

Peringatan
http://dtk_plo_all.doc/http://dtk_plo_all.doc/


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Peringatan:Lebih banyakoutcome di taksir

untuk satu-satu kursus tidakbermakna lebih baik!

4. Pentaksiran outcome generic skillmestilah

berstrategi dan boleh dipertahankan.

Tujuannya ialah untuk mentaksir outcomegeneric skillsekurang-kurangnya sekali dan

sebaiknya tiga hingga lima kalisepanjangkarier akademik pelajar.


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Matrix of Courses vs PLOs & LDsMatrix of Courses vs PLOs & LDsDTK 12


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DTK sem1DTK sem12

Matrix of Courses vs PLOs & LDsMatrix of Courses vs PLOs & LDs

DTK 2DTK 2


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DTK sem2DTK sem2

Link the GS OUTCOME to the CLOLink the GS OUTCOME to the CLO3


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Link the GS OUTCOME to the CLOLink the GS OUTCOME to the CLO

1. solve various problem systematically usingthe 6 step procedure and specified designtools.

2. select the appropriate data types for aparticular solution.

3. perform data handling in solving a givenproblem correctly.

4. execute the whole process ofprogramming, using a high levelprogramming language, in solving avariety of engineering and scientific

problems.5. deliver a presentation and answer

questions with confidence on a well-organized assigned group project inclusiveof a report within a stipulated time frame.

EC201 Fundamental Programming

Upon completion of this course, students should beable to:-

knowledge& practicalskill

genericskills

4 Mentaksir4 Mentaksir Generic SkillGeneric Skill


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4. Mentaksir4. Mentaksir Generic SkillGeneric Skill

Memilih Aktiviti / Instrumen Pentaksiran yang tepatContohnya:

Oral communication presentation

Written communication practical / project report

Team working group project / work

Instrumen pentaksiran mestilah difokuskan padaoutcome atau pada satu daripadakomponenoutcome.

1 soalan dalam ujian atau 1 term paper setebal 10

muka surat (written communication).

4 Mentaksir4 Mentaksir Generic SkillGeneric Skill (contd)(contd)


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4. Mentaksir4. Mentaksir Generic SkillGeneric Skill (cont d)(cont d)

Gred ujian atau gred kursuslazimnya tidak sesuaisebab gred-gred itu mewakili agregat prestasipelbagai bidang kemahiran dan

pengetahuan.

Pentaksiran Generic skilldilakukanmenggunakan RUBRICS.

G iG i


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MATRIKSMATRIKS

OUTCOMESOUTCOMES

RUBRICSRUBRICS

ITEMITEM

CRITERIACRITERIA

GenericGeneric

SkillSkill

AssessmenAssessment Flowt Flow

Continuous QualityContinuous Quality
http://matriks.ppt/http://matriks.ppt/http://rubrik.ppt/http://rubrik.ppt/http://item.ppt/http://item.ppt/http://criteria.ppt/http://criteria.ppt/http://criteria.ppt/http://item.ppt/http://rubrik.ppt/http://matriks.ppt/


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OBE

yyImprovement (CQI)Improvement (CQI)

Penambahbaikan Program (CQI)Penambahbaikan Program (CQI)


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Penambahbaikan Program (CQI)Penambahbaikan Program (CQI)

Bagaimana boleh seseorang menanganikekurangan dalam, sebagai contoh, outcomecommunicationkecuali perkara yang khusustentang kelemahannya dikenalpasti?

Kelemahannya mungkin dalam komunikasi lisan,komunikasi secara bertulis yang umum, laporanteknikal, atau bidang lain.

Jadual PentaksiranJadual Pentaksiran LearningLearningOutcomesOutcomes


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OutcomesOutcomes

Pada Amnya :

Bukan semua kriteria prestasi harus diukurpada seseorang pelajar sampel memadai.

TIDAK SEMESTINYA semua learningoutcome atau kriteria prestasi ditaksir setiapsemester.

Outcome-Based Education -Outcome-Based Education -


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ProgramOutcome

s

ProgramAims

Missions

Visions

takeholders

CourseOutcome

s

dvisory committee

EvaluationEvaluation

(Closing the Loops)(Closing the Loops)

AlumniAssessmentAssessment

AssessmentAssessment

AssessmentAssessment

CQICQI

CQICQI

CQICQI

Analysis

Analysis

Analysis

Analysis

Analysis

Analysis

PentingPenting!!


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PentingPenting!!

Pentaksiran (Assessment) BUKAN sesuatuyang one offatau one shot.

Ia sesuatu yang berterusan danmenyokong pembelajaran sepanjang

hayat. Memberikan maklumat yang berguna

untuk penambahbaikan aspekpembelajaran.

Assessment in cycles of improvement. Taking responsibility for quality

enhancement.

Wh tWh t


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OBE(Education)

OBC(Curriculum)

What theWhat thestudentstudentshouldshould

achievedachieved?? OBLT(Learning &

Teaching)

OBA(Assessment)

How to makethe studentachieve the

outcome?How to measureHow to measure

what thewhat thestudent hasstudent has

achieved?achieved?

WhatWhat

have wehave welookedlookedinto tillinto till

now ?now ?

Glossary


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Glossary

OBE

OBC

OBLT

OBA

CA

PEO

PAi

PLO CLO

GO

SO

SLT

TOLD AST

JSP AT

IST

JSI

Aspek

Konstruk

Rubric

LD GSA

Aras

KesukaranSoalan

ANDA MULA RASA RISAU?

AcknowledgementAcknowledgement


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AcknowledgementAcknowledgement

Dr. Khodori Ahmad Naluri Pintar Sdn Bhd

Dr. Wahid Razzaly UTHM

Dr. Ishak Baba UTHM Dr. Sattar, Bahagian Peperiksaan JPP

Prof. Michael Prosser University of Hongkong

Prof Keith Trigwell University of Sydney

Pn.Noorfozila binti Bahari POLISAS (DH48)


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TERIMA KASIH

taklimat obe jke

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