implementing obe

IMPLEMENTING

OUTCOME BASED EDUCATION (OBE)

-ASSESSING LEARNING OUTCOMES-

BY

MOHAMAD SATTAR BIN RASUL

Faculty of Education

Universiti Kebangsaan Malaysia(UKM) / National University of Malaysia

3.0 INTRODUCTION Outcome- based Assessment moves around the idea that educators want to teach

some ideas, skills or concepts explicitly. The educators: i. will check from time to time to ensure these concepts are indeed being grasped

by students.

ii. when checking, will look for evidence of the assimilation of knowledge in a

variety of ways.

iii. will look for evidence of skill development.

iv. will test using styles that reflect the students access information in a variety of

ways

v. will allow students to be able to display and be able to talk about this knowledge

acquisition in a variety of forms

Outcome- based Assessment formalizes the idea that the students will always know

what to expect and they will be ‘clued up’ to where they are within this system (Murphy.

J, 2007).

3.1 LEARNING OUTCOMES

At the end of this session, lectures should be able to;

i. describe what is OBA (C2, A2)

ii. relate between PAI, PLO, CLO and GSA / LD (C2, A2)

iii. plan an assessment for PAI, PLO and CLO (C2, A2)

iv. set KPI for PAI, PLO and CLO (C3, P3)

v. assess PAI, PLO and CLO (C3, A2)

vi. analyze PAI, PLO and CLO achievement (C4, P3)

vii. determine CQI activities required (C3, A2)

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3.2 WHAT IS OUR VISION AND MISSION?

3.3 PROGRAMME AIMS (PAI)

Programme Aims which is also referred as Programme Educational Objective (PEO), is

an expression of a long-term purpose, that describes the career and professional

accomplishments that the program is preparing graduates to achieve (refer to Figure

3.1).

The Department of Electrical Engineering shall produce graduates who are able to:

PAI 1 Have knowledge, skills and attitude that will allow them to make tangible

contributions and meet new technical challenges.

PAI 2 Possess entrepreneurial skills and practice good work ethics and be able to

promote good morality and behavior.

PAI 3 Continuously enhance their knowledge and skills.

PAI 4 Communicate and interact responsibly and be able to contribute effectively as

a team member.

PAI 5 Adaptable to new changes at the work place.

Figure 3.1: Programme Aims

Department of Polytechnic Education

VISION - To be Malaysia`s number one provider of innovative human capital through transformational education and training for the global workforce by 2015

MISSION - Breaking boundaries for the

3.4 PROGRAMME LEARNING OUTCOMES (PLO) Statement that describes what students are expected to know and able to perform or

attain by the time of graduation in terms of skills, knowledge and behaviour/ attitude that

the students have acquired after following the programme (refer to Figure 3.2).

At the end of the programme, student should be able to:

PLO 1 Apply knowledge of mathematics, science and engineering fundamentals to well

defined electrical and electronic engineering procedures and practices.

PLO 2 Demonstrate practical skills which includes the ability to troubleshoot, repair and do

maintenance work for electrical and electronics equipment.

PLO 3

Demonstrate awareness and consideration for societal, health, safety, legal and

cultural issues and the consequent responsibilities, taking into account the need for

sustainable development.

PLO 4 Communicate effectively with the engineering community and the society at large.

PLO 5 Function individually or in teams, effectively, with a capacity to be a leader.

PLO 6 Demonstrate an understanding of professional ethics, responsibilities and norms of

electrical and electronic engineering practices.

PLO 7 Apply creative and critical thinking in solving problem related to assigned tasks.

PLO 8 Recognise the need for entrepreneurship.

PLO 9 Recognise the need for professional development and engage in independent

acquisition of new knowledge and skill.

Figure 3.2: Programme Learning Outcomes

3.5 RELATIONSHIP BETWEEN PAI, PLO, CLO AND GENERIC SKILLS ATRIBUTE / LEARNING DOMAIN PLOs are related to PAI to describe what students are expected to know and able to

perform or attain a few years after graduation (3 to 5 years). The students should

achieve in terms of skills, knowledge and behavior/attitude after following the

programme. ( refer to Figure 3.3).

Figure 3.3: Matrix of PLO vs PAI, GSA and Learning Domain

PLOs are distributed across the courses in the programme. Students are expected to

be able to perform or attain the programme learning outcomes in terms of skills,

knowledge and behaviour/ attitude at the end of the programme (refer to Figure 3.4).

Figure 3.4: Matrix of courses vs PLO, GSA and Learning Domain

At course level, the CLO’s are related to certain PLO’s to describe the learning

outcomes that the students should attain and achieve. Students are expected to be able

to perform or attain the course learning outcomes in terms of skills, knowledge and

behaviour/ attitude after following the course (refer to Figure 3.5).

Figure 3.5: Matrix of Learning Outcomes vs PLO, GSA and Learning Domain

3.6 ASSESSMENT PLAN FOR PAI, PLO AND CLO

The purpose of formative and/or summative assessment is to asses the student’s

competency in demonstrating a specific outcome. It is a process to identify, collect, use

and prepare data that can be used to evaluate achievement. An assessment plan for

PAI, PLO and CLO should be carried out as a guide for continuous quality

improvement. The focus of the plan is based on the following criteria:

i. Programme Aims (PAIs)/Programmed Educational Objectives (PEO)

ii. Programme Learning Outcomes (PLOs)

iii. Course Learning Outcomes (CLOs)

Key Performance Indicator (KPI) should be set for each criterion so that its progress

achievement can be monitored. The KPIs should refer to and reflect the statement of

each PAI, PLO or CLO of the programme. KPIs need to be specific, measurable,

achievable, realistic and timely. Figure 3.6 shows an example of KPI set and the target

for Electrical Technology CLOs. The PLO and CLO achievement will be compared to

the KPI target and will be the indicator for CQI.

PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING PROGRAMME CODE: DETCOURSE NAME: ELECTRICAL TECHNOLOGY COURSE CODE: ET101

CLO 1

CLO 2

CLO 3

CLO 4

CLO 5

Rubric

COURSE LEARNING OUTCOME - KEY PERFORMANCE INDICATOR (KPI)

ASSESSMENT METHOD/TOOL

Quiz, Test

Quiz, Test

Test, Final Exam

Essay Question

Practical Work & Practical Test

COURSE LEARNING OUTCOME (CLO)

<30% difference between continous assessment (CE) and final exam (FE)

85 100

Conduct confidently experiments in a team and produce report within a stipulated time frame.

Explain correctly the units associated with basic electrical quantities, concepts of electric circuit, cells as the unit source of DC energy and the general features of batteries.

Demonstrate an understanding of DC network analysis techniques on resistive networks.

Describe the fundamentals of capacitive and inductive in DC network correctly

100% student achieve 80% - attendance

Achieving grade C and above (Knowledge + Technical Skills)

Lab report are clear, correct and well presented. Lab Report 65% and above.

Assignment are clear, correct and well presented and marks achieve 65% and above. 100 % submit assignment.

Report are clear, correct and well presented. Report marks >65 % Explain properly the principles of the magnetic circuit, electromagnetism and electromagnetic induction.

>50 % - Attainment in Generic Skills

>50% - Attainment for CLO's & PLO's

TARGET (%)

85

85

Report are clear, correct and well presented. Report marks >65 %

KEY PERFORMANCE INDICATOR (KPI)

PLO 1, PLO 2, PLO 5

PLO 1, PLO 2, PLO 5

PLO 1, PLO 2, PLO 5

PLO 1, PLO 2, PLO 5

PLO 2, PLO 5

PROGRAMME LEARNING

OUTCOME (PLO)

100

100

100

100

100

100 Figure 3.6: Key Performance Indicator for Course Learning Outcome (CLO)

The PAIs can be assessed through indirect assessment and 3-5 years after graduation.

Meanwhile assessment for PLO and CLO can be implemented with a balance of both

direct and indirect assessment.

Examples of direct assessment tools are as follows:

i. Continuous assessment (Quiz, Test, End of Chapter and etc.)

ii. Final Examination

iii. Final Year Project

iv. Laboratory Experiment

Examples of indirect assessment tools are as follows:

i. Industrial Training

ii. Industrial Advisors

iii. External Examiner

iv. Student Exit Survey

v. Mid-Course Survey

vi. Alumni Survey

vii. Employer Survey

viii. Parents Survey

ix. Academic Staff Perception Survey

The basic model of assessment for PAI, PLO and CLO can be viewed as requiring

different major feedback systems, as shown in Figure 3.7 and Figure 3.8.

Figure 3.7: Model of Educational Objectives and Learning Outcomes Assessment (source: OBE Implementation Guidebook-1st Draft, FKEE, UTHM, 2010)

Program Outcomes

Program Aims

Missions

Visions

Stakeholders

Course Outcomes

Advisory committee

Outcome-Based Education(Closing the Loops)

Alumni Assessment

Assessment

Assessment

CQI

CQI

CQI

Analysis

Analysis

Analysis

Figure 3.8: Model of Educational Objectives and Learning Outcomes Assessment

(source: OBE Implementation Guidebook-1st

Draft, FKEE, UTHM, 2010)

3.7 ASSESSMENT FOR PAI The goal is to keep the current PAIs by having a process which identifies the needs of

the programmes’ various constituencies, critically assess the attainment of graduates,

and reassesses and updates of the objectives. This is a cyclical process. Although

elements of this process are continuous in nature and will vary among programmes,

each institution has the responsibility to ensure a documented cycle of activity such that

PAIs, as well as their linkage to PLOs, are re-evaluated at least every three years.

Recognizing that different constituents may have competing needs and expectations,

each program will have a process in place to resolve potential conflicts while fulfilling as

many of the needs as practically as possible. The PAIs can be assessed by using the

following assessment tools:

i. Reports and minutes of meeting with Industrial Advisors Panel (IAP)

ii. Reports and minutes of meeting with External Examiner

iii. Alumni survey

iv. Employer survey

v. Parents survey

vi. Academic Staff Perception Survey

Data gathered through these surveys will be accumulated and used as a key input to

the PAIs as well as the PLOs. The PAIs assessment process and methods can be

viewed in Figure 3.9.

Figure 3.9: Programme Aims (PAIs) Assessment Methods

(sumber: OBE Implementation Guidebook-1st


3.8 ASSESSMENT FOR PLO Establishing and monitoring progress towards PLOs is a process taking place at two

primary levels: Curriculum and Course. Although the success of students in

accomplishing the PAIs is an indicator of success in achieving the PLOs, progress

towards PLOs can be most directly evaluated during, at or near the time of completion

of the formal instructional/ learning process. The PLOs can be assessed by using the

following assessment tools:

a. Direct assessment

i. Quizzes

ii. Tests

iii. Final Examination

iv. Assignments

v. Projects

vi. Final Year Project

vii. Lab Experiments

viii. PBL/ POPBL

b. Indirect assessment

i. Reports and minutes of meeting with Industrial Advisors

ii. Reports and minutes of meeting with External Examiner

iii. Alumni survey

iv. Employer survey

v. Parents survey

vi. Academic Staff Perception Survey

Results may imply that changes are needed in contents, the curriculum or the PLOs.

Figure 3.10 shows the suggestions for the appropriate inputs.

Figure 5.8: Programme Learning Outcomes (PLOs) Assessment Methods

(sumber: OBE Implementation Guidebook-1st Draft, FKEE, UTHM, 2010)

3.9 ASSESSMENT FOR CLO On-going CLO assessment, with a balance of direct and indirect assessment

techniques will be the responsibility of the lecturers and programmes coordinators. It is

the responsibility of the lecturers for each course to maintain a detailed course syllabus

which describes both the content and PLOs of the course. The syllabus should also

contain course objectives, taxonomy levels, instructional techniques and evaluation

methods. The CLO assessment is continuous starting from the first week until the last

week of lecture. Lecturers must evaluate and analyse students’ achievement for CLO

and PLO. The CLOs can be assessed by using the following assessment tools:

a. Direct assessment

i. Quizzes

ii. Tests

iii. Final Examination

iv. Assignments

v. Projects

vi. Final Year Project

vii. Lab Experiments

viii. PBL/ POPBL

b. Indirect assessment

i. Mid-Course Survey

ii. Lecturer Evaluation

iii. Rubric Matrix (Psychomotor and Affective)

iv. Peer-assessment

Figure 3.11 shows some suggestions for the appropriate inputs. Meanwhile

Appendix A shows how marks of these inputs should be documented.

Figure 3.11: Course Learning Outcomes (CLOs) Assessment Methods (sumber: OBE Implementation Guidebook-1st


For direct assessment, mapping of the contexts (General Outcomes), assessment tasks

and CLO’s to be assessed is referred to the Assessment Specification Table (AST)

(refer to Figure 3.12)

Table 3.12: Assessment Specification Table (ET102-Electrical Wiring)

Context to be assessed which is stated in the AST is then to be constructed as an item

for assessment. Lecturers should develop an Item Specification Table (IST) to map the

item assessed, CLO’s and Taxanomy Domain involved. (refer to Figure 3.13). It is

important to have IST for every assessment task (Quiz, Test, Final Exam, etc.) in order

to determine the taxanomy and CLO’s achievement.

Item Specifications Table (AST) – Final Exam Course : Et 101 – Electrical Technology

TYPES OF ITEM

TAXONOMY DOMAIN (C1-C6)

CLO CONSTRUCT TOPIC/SUB TOPIC

NO. OF

ITEM

ITEM DIFFICULTY

LEVEL

Subjective

C3 CLO1

Determine the current,

voltage and resistance in a

circuit.

INTRODUCTION TO

ELECTRICAL

CIRCUIT/

Ohm’s Law

1 M

Subjective

C 4 CLO3 Explain the process of

charging and discharging

based on the voltage and

current curves

CAPACITOR AND

CAPACITANCE /

Process of charging

and discharging based

on the voltage and

current curves

1 H

Subjective

C2 CLO4 Determine the difference

between electrical and

magnetic quantities.

MAGNETIC CIRCUIT,

ELECTROMAGNETIC

SM AND

ELECTROMAGNETIC

INDUCTION /

Electrical and magnetic

quantities.

1 H

Figure 3.13: Item Specification Table

Lastly, marks for the items assessed as referred to AST and IST should be marked according

to the related CLO and PLO (refer to Figure 3.14 and Figure 3.15).

PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING PROGRAMME CODE: DETCOURSE NAME: ELECTRICAL TECHNOLOGY ET101

Taxanomy BloomCourse Learning Outcome (CLO) 2 2 2 2 2 3 3 3 3 3 3 3 1 1 1 1 1 2 2 5 5 5 5 2 4

Weightage 10% 100%Assessment Tasks

Item S1a S1b S2 S1a S1b S2 S1-i S1-ii S1-iii S1 S2 S3 Total S1 S2 S3-i S3-ii S3-iii S1 S2 Total REPORT 1 REPORT 2 REPORT 3 EOC ESSAY TOTALName Score Allocation 2 6 2 2 5 3 2 3 5 4 6 10 50 10 10 4 3 3 10 10 50 40 85 10 15 25 25 100%

1 B050810019 ADIYANA BINTI SUKOR 1 2 0 1 5 0 1 3 4 2 2 7 28 8 6 4 1 2 8 8 37 34 53 8 12 25 22 632 B050810202 ARSYADUL EBAAD BIN MUSTAPAR 1 4 2 2 5 3 0.5 2.5 2 3 6 8 39 6 4 4 1 2 8 8 33 36 63 8 12 24 21 633 B050710178 CHAN KIEN HOW 1 6 2 2 4 3 2 1.5 2 2 4 8 37.5 5 7 4 2 2 6 8 34 35 77 8 15 19 18 724 B050710073 CH'NG CHOO WAEY 2 3 1 2 5 3 1 3 5 2 4 8 39 8 8 4 2 3 8 9 42 37 77 9 14 22 19 775 B050710017 GOH MERYIN 1 5 2 1 5 3 1 3 5 3 4 6 39 8 7 4 2 2 8 9 40 37 77 9 15 23 22 736 B050810330 HAMDAN BIN YAHAYUDIN 1 2 0 1 2 0 1 0 5 2 0 4 18 4 6 0 0 0 8 8 26 32 59 8 12 25 23 597 B050810327 IZZATI BT IZMAN 1 5 1 1 5 3 1 3 5 1 2 8 36 7 5 4 2 2 8 8 36 36 59 8 12 21 16 698 B050710208 LOH SAI CHUN 1 6 2 2 2 2 2 2 3 3 6 6 37 8 8 4 2 2 8 8 40 36 77 8 15 25 17 719 B050810260 MUHAMMAD ATIQ IZZAT BIN MUKHTAR 1 2 2 1 1 0 1 0 1 1 1 0 11 3 4 4 1 2 5 7 26 32 53 7 12 19 15 6310 B050710151 MUHAMMAD FUAD BIN HJ MOHAMED ZAN 1 2 2 2 5 3 1 3 5 2 3 4 33 5 5 4 2 2 8 8 34 35 64 8 12 18 16 6611 B050810066 MUHAMMAD NABIL FIKRI BIN AHMAD JAWAHIR 2 3 0 2 2 0 2 3 4 3 3 8 32 4 8 4 2 2 8 6 34 35 53 6 12 17 20 5812 B050810077 NOOR ADAWIAH BINTI AB RAZAK 2 2 0 2 5 3 1 1 5 1 0 8 30 7 4 4 2 2 8 8 35 34 63 8 12 18 18 7613 B050810325 NOR SUHADA BINTI ABDULLAH 1 2 2 1 5 3 1 3 5 1 4 6 34 6 7 4 2 1 7 8 35 34 64 8 12 19 14 6914 B050810008 NORAFIZA BT JAMA 1 4 1 1 1 1 2 3 5 2 1 7 29 6 8 4 1 2 7 8 36 34 59 8 12 17 15 7515 B050810320 NURIS SHAM BT RAMLI 1 6 1 2 5 3 1 3 0 2 1 8 33 7 6 4 2 2 9 8 38 35 64 8 12 20 18 7316 B050810340 NURJANAH BINTI BAHARI 1 3 2 1 5 3 1 3 0 2 1 6 28 5 6 3 2 0 7 7 30 34 64 7 12 23 15 6417 B050810169 SARIPUDDING SALING 1 4 2 1 2 1 1 3 5 1 2 7 30 6 5 4 2 2 5 8 32 34 53 8 12 20 17 6718 B050710035 TAN CHIN NAM 1 6 2 2 5 3 1 3 5 3 4 7 42 8 9 4 2 2 8 9 42 37 77 9 15 16 19 7719 B050810028 WAN NORIDAYU BINTI WAN MANSOR 1 3 2 2 3 1 1 3 5 2 4 8 35 7 7 4 2 2 8 7 37 35 59 7 12 18 13 6020 B050810257 ZHARIF ANWAR BIN SULAIMAN 1 2 1 0 5 3 1 1.5 0.5 3 6 6 30 7 1 4 2 2 8 7 31 34 53 7 12 25 16 5821 B050810032 AZIMI B AB RASHID 1 2 1 2 5 0 1 1 5 1 4 6 29 5 5 4 2 2 5 6 29 34 60 6 11 25 16 6622 B050810098 CHEE CHEW YEN 1 5 2 2 5 3 2 3 5 2 4 8 42 7 7 4 2 2 8 8 38 36 71 8 12 25 20 5823 B050810179 DEVAKKUMARAN A/L RAJAMOHAN 2 4 0 1 5 3 0 0 2 3 1 6 27 7 7 4 2 2 7 8 37 34 71 8 12 25 18 7624 B050810155 HAZI HAZNIDA BINTI USOLLUDIN 2 4 0 0.5 4.5 3 1 1.5 5 1 1 8 31.5 7 7 4 2 2 7 7 36 35 63 7 12 25 14 6925 B050810151 KENG WEI PIN 1 1 1 1 1 3 1 1 2 1 6 7 26 8 6 4 2 2 8 8 38 34 77 8 14 25 15 7526 B050710054 LIM YEN SAN 1 4 1 1 5 3 1 2.5 5 2 4 7 36.5 8 8 4 2 3 8 9 42 36 71 9 12 25 18 7327 B050810023 MOHAMAD SUIB MOHAMAD ZAWAWI 1 5 1 0.5 5 3 2 1.5 2 2 4 7 34 3 4 4 2 2 8 8 31 34 63 8 12 25 15 6428 B050810010 MOHAMMAD FAIZ BIN SHAMSUDDIN 1 3 1 1 5 3 0 1 5 2 1 6 29 6 7 4 2 2 8 8 37 34 51 8 9 25 17 6729 B050810164 MOHD AIZAT BIN MOHD IBRAHIM MERICAN 0 2 2 2 5 0 1 3 5 2 0 6 28 6 6 4 2 2 7 2 29 34 60 2 11 25 19 7730 B050810245 MOHD EZHAR BIN AMIR RAZLAN SHAPAWI 1 2 0 2 0 2 1 1 5 0 1 6 21 6 3 2 2 0 6 8 27 34 51 8 9 25 13 6031 B050710144 MOHD GADDAFI BIN JOHAN CARDOZA 1 3 2 1 5 3 1 1 4 2 3 8 34 6 7 4 2 2 8 7 36 36 60 7 11 25 16 5832 B050810210 MUHAMAD FAISAL BIN OMAR 2 3 1 1 5 0 1 3 3 2 2 7 30 7 8 4 2 2 7 8 38 34 60 8 11 25 16 6633 B050810258 MUHAMMAD NUR HAKAM BIN BISIRI 1 2 0 0 1 0 1 3 4 2 1 8 23 8 6 4 2 2 8 8 38 34 60 8 11 25 20 5834 B050710174 NG JING YEE 2 4 1 1 5 3 2 3 4 2 3 8 38 8 8 4 2 2 8 9 41 36 77 9 14 25 18 7635 B050810265 NUR ATIQAH BINTI MD. SADAN 2 5 2 2 4 3 1 2 4 3 2 8 38 8 8 4 2 2 7 8 39 36 51 8 9 25 14 6936 B050710024 ROZIANA BINTI ABU NASIR 1 4 0 0 5 3 2 3 1 4 0 6 29 7 0 3 1 0 8 8 27 20 45 8 8 25 15 7537 B050810096 SALINI A/P KASEE 2 6 2 2 5 3 2 1.5 5 3 5 8 44.5 8 8 4 3 3 8 9 43 37 71 9 12 25 18 7338 B050810339 SITI NORSALEHAH BINTI OTHMAN 1 6 2 1 5 1 1 0 5 2 2 4 30 5 6 4 2 2 8 8 35 34 64 8 12 25 15 6439 B050710042 SUZIE HASLINDA BT MUSA 1 4 1 1 4 1 1 2 0 2 2 6 25 5 6 4 2 2 6 7 32 34 51 7 9 25 17 6740 B050710002 TAN KAH EE 1 6 2 2 5 3 1 2 5 3 4 8 42 8 7 4 2 2 8 7 38 36 77 7 14 25 19 7741 B050710189 TEOH YONG SIANG 2 4 2 2 5 3 2 3 5 3 6 8 45 8 8 4 2 2 8 9 41 37 77 9 14 25 13 60

Average of Marks 1.2 3.7 1.2 1.3 4.1 2.1 1.2 2.1 3.7 2.1 2.8 6.7 32.3 6.5 6.2 3.8 1.9 1.9 7.5 7.7 35.4 34.5 63.4 7.7 12.0 22.9 17.1 67.8Total Student Attained >50%Total Student Attained <50%

10%QUIZ 1 QUIZ 2 QUIZ 3 QUIZ 4

20%TEST 1 TEST 2

10%

COURSE CODE:ET101 - ELECTRICAL TECHNOLOGY

No Matrix No.

CONTINUOUS ASSESSMENT (CA)

PRAC' TEST

50%PRAC' WORK

SESSION: DIS 2010

Figure 3.14: Relationship between assessment task, itemize marks and CLO for

continuous assessment

ET101 - ELECTRICAL TECHNOLOGY

Taxanomy BloomCourse Learning Outcome (CLO) 1 1 1 1 3 3 3 3 2 2 2 2 3 3 3 5 5 5 5 5 5 5 2 3 2 2 2 2 2 4 4 4 4 4

Item 1-a 1-b 1-c 1-d 2-a 2-b 2-ci 2-cii 2-di 2-dii 3-ai 3-aii 3-b 3-c 3-d 4-ai 4-aii 4-aiii 4-aiv 4-av 4-avi 4-avii 4-b 4-c 5-a 5-b 5-ci 5-cii 5-ciii 6-a 6-bi 6-bii 6-biii 6-c TotalNo. Name Score Allocation 4 7 2 7 3 2 2 5 3 5 2 2 6 4 6 1 1 1 1 1 1 1 3 10 3 8 3 3 3 8 2 2 2 6 1001 B050810019 ADIYANA BINTI SUKOR2 B050810202 ARSYADUL EBAAD BIN MUSTAPAR 2 4 2 4 3 2 2 3 2 4 1 1 1 1 1 1 1 2 6 1 2 0 0 0 8 0 2 0 0 563 B050710178 CHAN KIEN HOW 4 4 2 4 3 0 1 0 3 3 2 2 3 4 4 1 3 2 2 2 8 1 0 0 4 624 B050710073 CH'NG CHOO WAEY 3 1 0 0 0 0 2 2 5 0 0 1 1 1 1 1 1 1 2 7 1 0 0 0 1 5 1 0 0 0 375 B050710017 GOH MERYIN 4 6 2 6 3 2 2 3 3 3 2 2 5 2 4 2 3 3 3 3 8 2 2 2 5 826 B050810330 HAMDAN BIN YAHAYUDIN 4 4 0 2 3 2 2 4 2 4 2 2 5 4 1 2 6 3 2 0 7 1 0 0 4 667 B050810327 IZZATI BT IZMAN 2 4 2 4 3 1 2 3 2 4 2 2 4 3 4 1 4 0 0 0 8 0 2 1 2 608 B050710208 LOH SAI CHUN 4 5 2 5 3 2 2 5 2 4 2 2 4 4 4 2 6 2 2 1 8 2 2 2 4 819 B050810260 MUHAMMAD ATIQ IZZAT BIN 4 0 2 5 3 2 1 3 2 4 2 2 5 4 4 1 0 2 2 1 5 2 0 0 4 6010 B050710151 MUHAMMAD FUAD BIN HJ MOHAMED 2 0 1 2 2 2 2 3 2 4 2 2 5 3 5 0 1 0 1 1 8 1 0 0 1 5011 B050810066 MUHAMMAD NABIL FIKRI BIN AHMAD 3 4 0 4 3 2 2 4 3 3 2 2 2 3 3 2 4 0 0 0 8 2 2 2 5 6512 B050810077 NOOR ADAWIAH BINTI AB RAZAK 4 6 1 6 3 2 2 4 3 4 2 2 5 2 5 2 4 1 1 1 8 2 2 2 4 7813 B050810325 NOR SUHADA BINTI ABDULLAH 3 4 2 5 3 2 2 3 2 3 2 2 3 3 4 2 4 2 1 1 8 2 2 2 3 7014 B050810008 NORAFIZA BT JAMA 4 6 2 5 3 2 2 4 2 3 2 2 5 4 4 2 4 1 1 1 8 2 2 2 5 7815 B050810320 NURIS SHAM BT RAMLI 2 5 2 3 3 2 2 4 3 4 2 2 5 3 2 2 0 0 0 0 8 2 1 1 4 6216 B050810340 NURJANAH BINTI BAHARI 4 6 2 5 3 2 2 4 2 3 2 2 4 4 0 2 4 2 2 2 8 2 2 1 5 7517 B050810169 SARIPUDDING SALING 2 4 0 4 2 2 2 4 1 3 2 2 4 1 3 2 2 1 1 1 8 2 2 1 4 6018 B050710035 TAN CHIN NAM 4 4 1 4 3 1 1 2 2 1 1 1 1 1 1 0 0 1 6 2 4 1 1 0 8 2 2 2 4 6119 B050810028 WAN NORIDAYU BINTI WAN MANSOR 4 4 2 4 3 2 2 4 3 4 2 2 5 4 5 1 4 2 2 1 8 2 0 0 4 7420 B050810257 ZHARIF ANWAR BIN SULAIMAN 4 4 2 6 3 2 2 4 3 4 2 2 5 4 4 2 4 1 1 1 8 2 2 2 4 7821 B050810032 AZIMI B AB RASHID 4 3 1 3 2 1 1 3 3 3 1 1 0 0 1 1 1 2 8 1 2 1 2 1 8 2 2 1 0 5922 B050810098 CHEE CHEW YEN 4 5 2 5 3 2 2 2 3 4 2 2 4 3 4 1 4 2 2 2 8 1 2 1 4 7423 B050810179 DEVAKKUMARAN A/L RAJAMOHAN 4 5 2 6 3 2 2 4 2 3 2 2 5 4 4 2 4 2 2 2 8 2 2 2 5 8124 B050810155 HAZI HAZNIDA BINTI USOLLUDIN 2 4 2 5 3 2 2 3 3 3 2 2 4 4 5 1 6 1 1 1 2 1 0 0 3 6225 B050810151 KENG WEI PIN 4 4 1 4 3 2 2 3 3 4 2 2 4 4 4 2 6 2 2 2 8 2 2 1 5 7826 B050710054 LIM YEN SAN 4 5 2 5 3 2 2 4 3 4 2 2 5 3 6 2 2 2 2 2 7 0 0 0 4 7327 B050810023 MOHAMAD SUIB MOHAMAD ZAWAWI 4 4 0 6 2 2 4 4 5 1 1 0 0 1 1 1 3 8 2 6 2 2 2 8 2 2 1 5 7928 B050810010 MOHAMMAD FAIZ BIN SHAMSUDDIN 4 0 2 6 3 1 2 4 3 4 2 2 5 4 4 2 6 2 3 3 8 2 2 1 5 8029 B050810164 MOHD AIZAT BIN MOHD IBRAHIM 3 2 1 6 3 2 2 3 2 4 2 2 4 2 4 2 3 2 2 2 8 2 2 1 4 7030 B050810245 MOHD EZHAR BIN AMIR RAZLAN 4 3 1 3 2 1 1 3 3 3 1 1 0 0 1 1 1 2 8 1 2 1 2 1 8 2 2 1 0 5931 B050710144 MOHD GADDAFI BIN JOHAN 2 4 2 5 2 2 2 4 3 3 2 2 4 1 4 1 2 0 0 0 8 1 0 0 4 5832 B050810210 MUHAMAD FAISAL BIN OMAR 4 6 0 5 3 2 2 4 3 4 2 2 5 4 5 2 5 2 1 2 8 2 2 2 5 8233 B050810258 MUHAMMAD NUR HAKAM BIN BISIRI 4 3 0 5 3 2 2 3 3 4 2 2 4 4 4 1 4 1 1 1 5 1 0 0 4 6334 B050710174 NG JING YEE 2 4 2 4 3 0 0 3 3 4 1 1 1 1 1 1 1 2 7 5 1 2 2 3 8 1 2 1 4 7035 B050810265 NUR ATIQAH BINTI MD. SADAN 4 7 2 6 3 2 2 4 3 4 2 2 5 3 6 3 4 3 3 3 8 2 2 2 5 9036 B050710024 ROZIANA BINTI ABU NASIR 3 5 1 6 3 2 2 4 3 4 2 2 3 4 5 2 4 2 2 2 8 2 2 2 5 8037 B050810096 SALINI A/P KASEE 2 2 2 0 2 1 2 2 4 4 4 1 1 1 1 1 0 0 0 4 2 1 0 1 1 6 2 2 1 2 5238 B050810339 SITI NORSALEHAH BINTI OTHMAN 4 5 1 5 2 2 2 4 3 4 2 2 4 4 4 2 6 2 2 2 8 2 2 1 4 7939 B050710042 SUZIE HASLINDA BT MUSA 2 5 0 4 3 2 1 3 2 3 2 2 0 4 5 3 4 2 2 2 8 2 2 1 4 6840 B050710002 TAN KAH EE 4 5 2 5 3 2 2 4 3 3 2 2 4 3 5 0 2 2 2 2 6 0 0 0 3 6641 B050710189 TEOH YONG SIANG 4 6 2 6 3 2 2 4 3 3 2 2 4 2 5 3 0 3 3 3 8 2 2 2 4 80

Average of Marks 3.2 3.9 1.3 4.3 2.7 1.7 1.8 3.2 2.5 3.2 1.7 1.7 3.5 2.7 3.3 0.2 0.2 0.1 0.1 0.2 0.1 0.1 0.3 1.3 1.7 3.2 1.4 1.5 1.4 7.3 1.5 1.4 1.0 3.5 67.3Total Student Attained >50%Total Student Attained <50%

FINAL EXAM (ET102 - ELECTRICAL TECHNOLOGY)

Table 3.15: Relationship between assessment task, itemize marks and CLO for final

exam

On-going CLO’s assessment, generic skills should also be assessed. Generic skills that

are to be assessed in courses are referred to the Matrix of Learning Outcomes VS PLO,

GSA & LD (Figure 3.5). The Generic skill assessment is integrated in the course by

using rubrics (refer Appendix A). The score for each generic skill assessed is then

contributed to the CLO and PLO related. Lastly, the overall scores should be presented

in detailed in order to determine the achievement of CLO, PLO and the generic skills

(refer to Figure 3.16)

PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING PROGRAMME CODE: DET

COURSE NAME: ELECTRICAL TECHNOLOGY COURSE CODE: ET101

CLO 1,2,3,4,

5

CLO 2,4,5

CLO 4,5

CLO 4 CLO 5 PLO 1 PLO 2 PLO 5

1 B050810019 65.0 78.0 71.2 73.7 71.5 49.0 90.0 61.02 B050810202 65.0 77.0 73.8 76.7 71.0 48.0 91.0 45.03 B050710178 65.0 78.0 72.8 77.3 71.5 50.0 92.0 46.04 B050710073 65.0 59.0 72.0 71.3 62.0 49.0 93.0 47.05 B050710017 65.0 88.0 77.8 81.3 76.5 64.0 94.0 48.06 B050810330 65.0 80.0 76.0 79.0 72.5 50.0 95.0 49.07 B050810327 65.0 54.0 72.0 70.7 59.5 38.0 96.0 50.08 B050710208 65.0 95.0 81.2 84.7 80.0 44.0 82.0 51.09 B050810260 71.2 65.0 73.4 77.1 68.1 43.0 98.0 52.010 B050710151 65.0 69.0 76.4 76.7 67.0 39.0 99.0 53.0

65.6 74.3 74.7 76.8 70.0 47.4 93.0 50.2100.0 100.0 100.0 100.0 100.0 30.0

0.0 0.0 0.0 0.0 0.0 70.0

PERFORMANCE ACHIEVEMENT:1 100% Achieved Grade C and above (Knowledge & Technical Skills)2 100% Submit Assignment3 <50% average of group attainment for Social Skills (47.4%)4 >50 % group attainment for every CLO except for CLO 3 (48.3%)5 100 % of student achieved 80% and above attendance6 40.2% difference of CA and FE7 100% Total PLO attainment >50% 8 0% Total PLO attainment <50% 7 >50 % group attainment for every PLO

1 Student/Group need extra attention or programme to achieve the minimum level of the Social Skills

2 Will improve the teaching and learning strategies and the method of assessment in order to improve the student understanding for CLO 3 and to reduce the CA and FE gap.

SESSION: DIS 2010

Average Attainment

Total Attainment >50%

Total Attainment <50%100.0

0.0

ADIYANA BINTI SUKORARSYADUL EBAAD BIN MUSTAPARCHAN KIEN HOWCH'NG CHOO WAEY

IZZATI BT IZMAN

LEARNING OUTCOME ANALYSIS

95.096.097.0

89.0

LOH SAI CHUN

MUHAMMAD FUAD BIN HJ MOHAMED ZANMUHAMMAD ATIQ IZZAT BIN MUKHTAR

HAMDAN BIN YAHAYUDIN

100.0

0.0

GOH MERYIN92.093.0

95.096.0

92.093.094.0

94.0

CONTINUOUS QUALITY IMPROVEMENT (CQI):

48.394.5

98.099.0

90.650.0

50.0

NO.MATRIX

NO. CLO 1

COURSE LEARNING OUTCOME (CLO), PROGRAMME LEARNING OUTCOME (PLO) and GENERIC SKILLS ANALYSIS

90.091.0

STUDENT NAME

COURSE LEARNING OUTCOME (CLO)

CLO 3

45.0

55.038.0

40.253.0

CLO 2

78.088.0

GEN

ERIC

SK

ILLS

A

TTA

INM

ENT

(%)

48.040.0

90.091.0

52.0

PROGRAMME LEARNING OUTCOME

(PLO)

53.051.048.0 46.0

46.031.046.046.0

REPORTC

A FE CA-FE

GR

ED

2.946.046.046.046.0

Figure 3.16: CLO, PLO and generic skills analysis

3.10 CONTINUOUS QUALITY IMPROVEMENT (CQI)

CQI focuses on closing the loop of an assessment process. CQI provides suitable

actions in improving the quality of CLOs, PLOs, and PAIs according to targeted KPI.

Assessment and evaluation processes provide critical information to the institutions,

lecturers and administrators on the effectiveness of the design, delivery, assessment

and direction of an educational programme. Improvement based on feedback from the

assessment will close the system loop and the process will continue year after year.

The attainment of all outcomes (PAI, PLO and CLO) must be measured and utilised as

a gauge for its effectiveness. The measurement methods vary from self-survey of the

students, external survey and formal assessments. Following the checking stage, the

results are analyzed. Any shortcomings on the level of attainment for the outcomes can

be addressed and further improvements can be devised in the ‘re-Planning’ stage. The

P-D-C-A (Plan-Do-Check-Act) cycle then continues until a sufficient level of attainment

is met for all outcomes. The overall P-D-C-A activities can be summarized in the

context of the CLO and PLO attainment, as shown in Figure 3.17. The figure shows the

various activities that are being carried out in using the OBE approach as the basis for

CQI for the programme.

Figure 5.15: Overview of CQI process (sumber: Proceedings of the 2nd

International Conference of Teaching and Learning (ICTL) 2009) INTI niversity

College, Malaysia)

Figure 5.15: Overview of CQI process (Source: Proceedings of the 2nd

International Conference of Teaching and Learning (ICTL) 2009 INTI

University College, Malaysia)

Activities 1. Set and describe Key Performance Indicator (KPI) for PAI, PLO and CLO.

2. Map CLO with the assessment task and item assessed (refer to AST and ASI).

3. Itemize marks and map with CLO

4. Analyze CLO and PLO achievement in a direct assessment.

5. Determine a necessary CQI activity.

Approach Group Discussion and Presentation

APPENDIX A

RUBRICS FOR GENERIC SKILLS

Lampiran A

Generic Student Attributes (GSA) Learning Domain (LD)

LD 3/GSA 4 Professionalism & Ethics/ Moral & Professional EthicsLD 4/GSA 3 Social Skills/Teamwork SkillsLD 5/GSA 1 Communication SkillsLD 6/GSA 2 Critical Thinking/ Problem Solving SkillsLD 7/GSA 6 Life Long Learning/ Information Management Skills and Continuous LearningLD 8/GSA 7 Entrepreneurial SkillsLD 9/GSA 8 Leadership Skills

Excellent Very Good Good Fair Unsatisfactory

5 4 3 2 1

B. Integrity/Honesty: Trustworthy; display high standard of ethical conduct and understand the impact of violating integrity in oneself, others and an organization.

Fully demonstrate a pattern of professional behavior such as promptness, task completion and academic integrity.

Demonstrate a partial pattern of professional behavior such as promptness, task completion and academic integrity.

Demonstrate a pattern of unprofessional behavior such as absence, tardiness, failure to complete tasks, inappropriately dressed or inappropriate personal behavior, violation of confidentiality, violation of academic integrity (e.g. plagiarism, cheating and etc).

C. Social responsibility: An obligation to act for the benefit of society at large.

Fully aware of the relation between individuals and society; demonstrate concern and active involvement in society.

Show some awareness of the relation between individuals and society.

Lack awareness of an individual's relation to society.

D. Self Discipline: Willing to obey all orders, respect authorities, involve in teamwork; self-reliance.

Display excellent effort and commitment in performing tasks, such as attendance, punctuality, enthusiasm, vitality, and optimism in performing and completing tasks.

Display effort and commitment in performing tasks, such as attendance, punctuality, enthusiasm, vitality, and optimism in performing and completing tasks.

Display minimal effort and commitment in performing tasks, such as attendance, punctuality, enthusiasm, vitality, and optimism in performing and completing tasks.

E. Safety, Health and Environment: Awareness of personal/group safety, health and conducive environmental practices.

Show excellent awareness of safety, health and conducive environmental practices. Able to follow instructions strictly.

Show awareness of safety, health and conducive environmental practices. Able to follow instructions.

Lack awareness of safety, health and conducive environmental practices. Unable to follow instructions.


5 4 3 2 1

A. Participate as a Team Member: Work cooperatively with others and contribute ideas and suggestions to the team.

Always participate actively and able to cooperate with others. Consistently provide information, contribute suggestions and ideas to the team.

Sometimes participate in a team , usually cooperate with others and provide information, contribute suggestions and ideas to the team.

Rarely participate in a team, rarely cooperate with others and seldom provide information, contribute suggestions and ideas to the team.

B. Guiding/Coaching Team Members: Help others in learning necessary knowledge and skills.

Extensive sharing of knowledge and skills with team members. Always respect and encourage each other.

Sharing knowledge and skills with team members. Usually respect and encourage each other.

Minimum sharing of knowledge and skills with team members. Minimum respect and encourage each other.

C. Discussion: Group discussion that involves exchanging specific resources or resolving divergent interest.

Group discussion is frequent and focused.

Group discussion is occasional and relevant. Group discussion is seldom and irrelevant.

D. Work with Cultural Diversity: Work well with multi-ethnic, different social or educational backgrounds.

Work together effectively and harmoniously with multi-ethnic, different social or educational backgrounds.

Work together with multi-ethnic, different social or educational backgrounds.

Reluctant to work together with multi- ethnic, different social or educational backgrounds.


5 4 3 2 1

A. Reading: Understand and interpret written information such as manuals, graphs, and schedules to perform tasks; learn from text by identifying main ideas.

Understand and interpret written information such as manuals, graphs, and schedules to perform tasks and identify main ideas effectively.

Understand and interpret written information such as manuals, graphs, and schedules to perform tasks and identify main ideas moderately.

Have difficulty in interpreting written information such as manuals, graphs, and schedules to perform tasks and unable to identify any main ideas.

B. Writing: Communicate ideas, and information in writing and create documents such as letters, instructions, manuals, reports, graphs and flow charts.

Communicate ideas and information in writing and create documents such as letters, instructions, manuals, reports, graphs and flow charts effectively.

Communicate ideas and information in writing, and create documents such as letters, instructions, manuals, reports, graphs and flow charts moderately.

Have difficulty in communicating ideas and information in writing; unable to create documents such as letters, instructions, manuals, reports, graphs and flow charts.

C. Listening: Ask relevant questions and give responses.

Ask challenging questions and give precise responses.

Ask relevant questions and give appropriate responses.

Have difficulty in asking questions and giving responses.

D. Speaking: Organize ideas and communicate appropriately to listeners and in different situations; participate in conversations, discussions and group presentations.

Organize ideas and communicate appropriately to listeners and in different situations; participate actively in conversations, discussions and group presentations.

Organize ideas and communicate appropriately to listeners and in different situations; participate moderately in conversations, discussions and group presentations with no significant errors.

Have difficulty in organising ideas and communicating appropriately to listeners and in different situations; have difficulty in participating in conversations, discussions and group presentations.

E. Presentation Tools: Able to use technology in presentation.

Use effective and creative visuals and media to enhance presentations.

Use appropriate visuals and media to enhance presentations.

Use limited visuals and media in presentations.


5 4 3 2 1

A. Creative/Innovative Thinking: Generate new ideas, use imagination freely, combine ideas or information in creative ways; make connections between seemingly unrelated ideas and reshapes goals.

Generate new ideas, use imagination freely, combine ideas or information in creative ways; make connections between seemingly unrelated ideas and reshape goals accurately.

Identify new ideas, use imagination freely, combine ideas or information generally; make connections between existing ideas and reshape goals .

Have difficulty in identifying new ideas, using imagination freely and making connections between unrelated ideas or reshape goals.

B. Problem Solving: Able to identify and analyze problems.

Recognize problems, plan and develop alternative ideas accurately.

Recognize problems, plan and develop alternative ideas with assistance.

Have difficulty in recognizing problems , planning and developing alternative ideas.

C. Seeing Things In The Mind's Eye: Able to visualize and interprete process symbols, pictures, graphs, objects, flowcharts and other information.

Demonstrate ability to organize and interprete process symbols, pictures, graphs, objects and other information accurately .

Demonstrate ability to organize and interprete process symbols, pictures, graphs, objects and other information with assistance.

Have difficulty in demonstrating ability to organize and interprete process symbols, pictures, graphs, objects and other information.

D. Evaluate alternative ideas: Evaluate alternative ideas and recommend solutions.

Evaluate alternative ideas thoroughly and recommend solutions.

Evaluate alternative ideas generally with assistance. Have difficulty in evaluating alternative ideas.


5 4 3 2 1

A. Acquire Information: Able to acquire relevant information from various sources.

Retrieve relevant information from various sources.

Retrieve relevant information from several sources.

Retrieve relevant information from only one source.

B. Manage Information: Able to manage acquired information.

Always analyze and integrate acquired information with own ideas.

Sometimes analyze and integrate acquired information with own ideas.

Hardly analyze and integrate acquired information with own ideas.

C. Share Ideas: Ready /willing to share new ideas. Frequently share ideas and resources. Sometimes share ideas and resources. Hardly share ideas and resources.

D. Learn Independently: Able to learn independently.

Demonstrate the ability to learn independently with minimum supervision.

Demonstrate the ability to learn independently with some supervision.

Hardly able to learn independently and need consistent supervision.


5 4 3 2 1

A. Business Opportunity: Able to identify business opportunity.

Contribute one or more potential, detailed business ideas for discussion.

Contribute one potential business ideas for discussion.

Contribute weak business ideas for discussion.

B. Business Plan: Able to propose business plan. Contribute a comprehensive business plan. Contribute a complete business plan. Contribute an incomplete business plan.

C. Work Independently: Able to work independently.

Work independently with minimum supervision.

Work independently with some supervision.

Hardly able to work independently and need consistent supervision.

D. Managing Resources: Able to manage resources.

Manage resources such as time, money, materials, facilities, human resources effectively.

Manage resources such as time, money, materials, facilities, human resources satisfactorily.

Hardly able to manage resources such as time, money, materials, facilities, human resources.


5 4 3 2 1

A. Organization: Able to lead team members. Assume leadership role efficiently in assigning tasks.

Assume leadership role moderately in assigning tasks.

Hardly able to assume leadership role in assigning tasks.

B. Motivation: Able to motivate team members. Strongly influence, motivate and inspire an individual or a team.

Influence, motivate and inspire an individual or a team.

Hardly able to influence, motivate and inspire an individual or a team.

C. Resolve Conflict: Able to resolve conflict.Offer ample constructive solutions to resolve conflicts based on objective criteria.

Offer a few constructive solutions to resolve conflicts.

Hardly able to offer constructive solutions to resolve conflicts.

D. Communication: Able to communicate among team members.

Communicate effectively to team members.

Communicate moderately to team members .

Hardly able to communicate to team members.

Generic Student Attributes (GSA) / Learning Domain

(LD)

Skills / Aspects

LD 3 / GSA 4 Professionalism &

Ethics/ Moral & Professional Ethics

A. Accountability: Able to adapt and implement the concept of accountability in carrying out the task towards achieving related goals.

Unable to focus on tasks that need to be completed on time and unable to produce work according to proper procedures.


(LD)

Skills / Aspects

LD 4 / GSA 3 Social Skills/Teamwork

Skills

Able to focus on tasks that need to be completed before the deadlines. Able to produce high quality work according to proper procedures.

Able to focus on tasks that need to be completed on time and be able to produce work according to proper procedures.


(LD)

Skills / Aspects

LD 5 / GSA 1 Communication

Skills


(LD)

Skills / Aspects

LD 6 / GSA 2 Critical Thinking/ Problem Solving

Skills


(LD)

Skills / Aspects

LD 7 / GSA 6 Life Long Learning/

Information Management Skills

and Continuous Learning

GSA 5 Leadership Skills


(LD)

Skills / Aspects

LD 8/ GSA 7 Entrepreneurial

Skills


(LD)

Skills / Aspects

implementing obe

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