INTRODUCTION TO LEARNING OUTCOMES

VERSION 1.0

UPDATED : 15 JANUARY 2015

MALAYSIAN QUALITY ASSURANCE TRAINING CENTER (MQATC)

Outcome-Based Education (OBE) Module:

Introduction to Learning Outcomes

Mohamed Nadzri Mohd Yusoff

FOREWORD

“Outcome-Based Education” or OBE has been advocated by the Malaysian Ministry of

Education as the basis for higher education in Malaysia. The module will attempt to

introduce the readers to the philosophy and principles of OBE, and how it should be

implemented in higher education in line with the existing government’s policies and

regulations.

This module is design to facilitate the readers’ understanding and comprehension on

OBE processes and to highlight references and guidelines that can be used in the

process of curriculum design and planning. It consists of seven chapters on OBE vis-à-

vis compliance to the Malaysian Qualification Framework. It also appends ‘A Quick

Guide to Prepare Academic Programme Documentation’ that consists of selected key

contents of the seven chapters and serves a quick reference for readers.

This module is not meant to be a definitive guide to OBE and MQF-compliance. Readers

are welcome to make reference to other relevance sources that suit to the field of

studies of their programs.

Table of Content

CHAPTER PAGE

Chapter 1: OBE Overview - the BIG Picture 1-14

Chapter 2: Learning Outcomes and Learning Domains 15-37

Chapter 3: Writing Learning Outcomes 38-53

Chapter 4: Mapping Outcomes 54-69

Chapter 5: Assessment 70-82

Chapter 6: Student Learning Time 83-90

Chapter 7: Table of Test Specification 91-101

Appendix: A Quick Guide to Prepare Academic Programme

Documentation 102-114

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Chapter 1: OBE Overview - the BIG Picture

At the end of the topic, the readers will be able to:

Explain the philosophy, principles and processes of Outcome-Based Education

(OBE)

Explain why the Ministry of Education (MOE) Malaysia advocates OBE as the

basis for higher education in Malaysia

Explain the relevancy of OBE in the Malaysian higher education and its relation

to the Malaysian Qualifications Framework and the National Higher Education

Strategic Plan.

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Why Outcome-Based Education in Malaysia?

Introduction

Quality in education is the epicentre of advancement in the era of knowledge-based

economy. Good education and training has become one of the key factors in achieving

individual success. It is too time-consuming for learners to attend academic institutions,

get qualifications and then still have to undergo in-service training to acquire the

required competencies to perform job. Therefore, good education and training should

not only be of an academic in nature, but it should also prepare learners adequately for

the workplace. The proof of good education and training is in assuring that:

learning has really taken place

learning has equipped learners with the skills and knowledge that will enable

them to solve authentic problems in a workplace situation.

New Straits Times reported in August 20,

2002, that about 44,000 graduates are

without jobs as they have nothing

outstanding to offer to the job markets

although they possess degrees and

diplomas. The paper also quoted

Professor Emeritus Datuk Dr Khoo Kay

Kim of Universiti Malaya as saying that

this was one problem which must be

looked into. He also said this had been

mainly caused by students memorising

facts without knowing how to apply them

in a particular situation, and as a result,

most of them cannot even do simple

things or solve simple problems.

(NST, 2002)

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A year later, the same newspaper published an article titled “Jobless graduates lack

critical skills”, which quoted the then Minister of Human Resources, Datuk Dr. Fong Chan

Onn, who said that an increasing number of unemployed graduates are unable to use

computers and lack team spirits. On top of that, many of these graduates lack

communication skills, and feedbacks from employers indicated that most of them were

from public universities.

In a survey carried out by the National

Association of Colleges and Employers

(NACE) called Job Outlook in 2005, the

top three qualities deemed most

important by the employers are

communication (verbal or written),

honesty and integrity, and interpersonal

skills. The Cumulative Grade Point

Average of 3.0 or better, ended 17th in a

20-item list of skills/qualities. NACE have

carried out this survey every year since

1999, and since then, “communication

skills” have topped the list of the qualities

and skills employers deem important in

job candidates, along with

honesty/integrity, interpersonal skills,

strong work ethics, and teamwork skills.

NACE Research: Job Outlook 2005

(National Association of Colleges and Employers

(NACE), 2006)

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Evolution of Quality Assurance (QA) in Malaysian Higher Education

The Government of Malaysia has been advocating high priority on the quality of human

resources to back up various national initiatives for advancements. This lead to the

establishment of Lembaga Akreditasi Negara (LAN) in 1997 with responsibility to

quality assures private higher education institutions. The Quality Assurance Division

was established under the Ministry of Education in 2002 tasked with the quality

assurance of public universities.

A framework of education quality assurance called the Malaysian Qualification

Framework (MQF) was first drafted and approved by the National Higher Education

Council in 2005. Its implementation eventually gained a legal basis when the Parliament

passed the Malaysian Qualifications Agency Bill on the 16th July, 2007. The Act declares

that MQF is meant to be the basis of quality assuring higher education in Malaysia.

(Zita Fahmi, 2007)

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Outcome Based Education and National Higher Education Strategic Plan

The Ministry of Higher Education launched the National Higher Education Strategic Plan

(NHESP) on the 27th August 2007. The Strategic Plan put colossal emphasis in

producing human-capital with first-class mentality for the nation. One of the thrusts in

this Strategic Plan was in teaching-and-learning, and it was asserted in paragraph 4.03

of the plan that “outcome-based education” will help to achieve the objective. This was

one of the first instances in a white-paper which specifically mention the term

“outcome-based education”.

NHESP, 2007

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Outcome Based Education and Malaysian Qualifications Agency Act 2007

The other white-paper that specifically

mention “learning outcome” is the

Malaysian Qualifications Agency Act

2007 (Act 679). The Act defined

“learning outcomes” in Part 1, Clause

2(1) as “the standard to be achieved

from an educational or skill training

programme or qualification as

determined by the Framework”.

(Act 679, 2007)

Outcome Based Education and Malaysian Qualifications Framework

The National Higher Education Strategic Plan (NHESP) recognizes MQF as the reference

for quality of higher education in Malaysia, and it emphasises on “education based on

learning outcomes”. The Strategic Plan further implied that the implementation of

MQF is critical in achieving international recognition of educational programmes; hence

graduates produced will be accepted not only locally but also internationally.

A qualifications framework with OBE-orientation has long been implemented in many

countries in the world, such as the European Qualifications Framework, the

Qualifications and Credit Transfer Framework - for England, Wales and Ireland; the

Scottish Credit and Qualifications Framework, the Hong Kong Qualifications Framework

and the Australian Qualifications Framework.

MQF is benchmarked against these main qualifications frameworks which some have

direct link to the UNESCO Convention on Recognition of Qualifications concerning

Higher Education in the European Region, 1997 (Lisbon Convention). Therefore, MQF’s

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compatible features with other frameworks facilitate international recognition,

transferability and mobility of Malaysian students, graduates and academicians.

(MQF, 2007)

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What is Outcome Based Education?

Definition of Outcome Based Education

Outcome Based Education (OBE) is education based on producing particular

educational outcomes that focuses on what students can actually do after they are

taught and expect all learners/students to successfully achieve particular (sometimes

minimum) level of knowledge and abilities. In a nutshell, OBE can also be thought as

“It’s not what we want to teach, BUT more importantly, it’s what the students should

learn”. Tower (1996) professed that OBE is a “results oriented system founded on the

belief that all individuals can learn”.

OBE basic foundation lies on the idea that:

• All students can learn and succeed, but not all in the same time or in the same

way.

• Successful learning promotes even more successful learning.

• Schools (and teachers) control the conditions that determine whether or not

students are successful at school learning.

Practitioners of OBE should answer the following key questions:

a) What do you want the students to learn?

b) Why do you want them to learn it?

c) How can you best help students learn it?

d) How will you know what they have learnt?

Philosophy of Outcome Based Education

OBE is an approach to education in which decisions about the curriculum are driven

by the learning outcomes that students should display at the end of the course. Robert E.

Gerber (1996) underlines OBE philosophy as follows:

1. Defined by learning outcomes

2. Focussed on learning outcomes

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3. Organised around learning outcomes

4. Directed by learning outcomes

(Shahrin Mohamad, 2007)

OBE requires the desired outcomes to be selected first and all curriculum and teaching

decisions, instructional materials and assessments are created to support and facilitate

the intended outcomes (Spady, 1994). However, Spady further warned that practising

OBE does not mean curriculum are based on outcomes sprinkled on top, but rather, it is

a transformational way of “doing things” in education.

Principles of Outcome Based Education

Four key points necessary to make OBE works, as listed by Towers (1996) are:

What the student is to learn must be clearly identified.

The student’s progress is based on demonstrated achievement.

Multiple instructional and assessment strategies need to be available to meet the

needs of each student.

Adequate time and assistance need to be provided so that each student can reach the

maximum potential.

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The FOUR basic principles of OBE are:

a) Clarity of focus about outcomes

– Always have the outcomes as the focus.

– Let the students know what they are aiming for.

b) Designing backwards

– Design curriculum backward by using the major outcomes as the focus and linking

all planning, teaching and assessment decisions directly to these outcomes.

c) Consistent, high expectations of success

– Set the expectation that OBE is for ALL learners.

– Expect students to succeed by providing them encouragement to engage deeply with

the issues they are learning and to achieve the high challenging standard set (Spady,

1994).

d) Expanded opportunity

– Develop curriculum to give scope to every learner to learn in his/her own pace.

– Cater for individual needs and differences, for example, expansion of available time

and resources so that all students succeed in reaching the exit outcomes.

Outcome Based Education vs. Traditional Education

The following table compares OBE with Traditional Education (Content-Based

Learning):

(Shahrin Mohamed, 2007)

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In order for OBE to be successful, there should be a paradigm shift in the philosophy of

education and training, as follows:

(Zainai Mohamed, 2006)

Outcome Based Education and Assessments

Since in OBE, knowing whether learning outcomes have been achieved is paramount, it

is to be expected that OBE emphasises assessment of outcomes and is assessment-

driven. Assessment is used to determine whether or not a qualification/ condition/

criterion/ skill has been achieved. To determine whether learners are successful, (i.e.

whether students know they have learnt well) the learners must be assessed using the

assessment criteria of the outcomes.

Benefits of OBE

OBE is just an educational process, which focuses at achieving certain specified

outcomes in terms of individual student learning. As such, educational structures and

curriculum are designed to achieve those outcomes. Nevertheless, both educational

structures and curriculum should be regarded as means not ends, such that if they do

not do the job they should be rethought. This is what is meant by Continuous

Quality Improvement (CQI).

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Therefore, real benefits of OBE are:

• More directed and coherent curriculum, which is internationally recognised

• Graduates will be more “relevant” to industry & other stakeholders (more well-

rounded graduates), and have greater mobility

• Continuous Quality Improvement (CQI) is an inevitable consequence

Core Process of Outcome-Based Education

The process-nature of OBE is consisting of the following 4 (four) cyclical stages:

• Planning and designing (Writing of outcomes)

• Developing (Curriculum and course outcomes)

• Implementing/ Delivery + Assessment

• Evaluating

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CDIO Syllabus: An example of Outcome-Based Education

“Conceive, Design, Implement, and Operate (CDIO) Syllabus is an initiative to reform

engineering education aiming at producing engineers who can engineer.” It aims at

achieving this through developing a learning experience that mirrors the lifecycle of a

product. Throughout the world, collaborators of CDIO Syllabus have adopted this

approach as the main framework of their curricular planning and outcome-based

assessment.

The CDIO Syllabus is divided into four categories:

1. Technical Knowledge and Reasoning:

Defines the mathematical, scientific and technical knowledge that an engineering

graduate should have developed

2. Personal and Professional Skills and Attributes:

Deals with individual skills, including challenge resolving, ability to think

creatively, critically, and systemically, and professional ethics

3. Interpersonal Skills, Teamwork and Communication:

Skills that are needed in order to be able to work in groups and communicate

effectively

4. Conceiving, Designing, Implementing and Operating Systems in the Enterprise,

Societal and Environmental Context:

About what engineers do, that is, conceive-design-implement-operate products,

processes and systems within an enterprise, societal, and environmental context

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Reference:

1. Cruez, A. F. (2002). Jobless graduates lack critical skill. The New Straits Times, 20

August.

2. Gerber, R. (2008). Outcome-based education: An introduction. PE Technikon.

Available at: < http://www.petech.ac.za/robert/obe/robert_obe_.pdf>

[Accessed 28 May 2008]

3. Malaysian Qualification Agency Act. (2007). (c.2(1)), Kuala Lumpur : Percetakan

Nasional Malaysia Berhad

4. Malaysian Qualification Agency.(2007). Malaysian Qualification Framework.

Kuala Lumpur: Malaysian Qualification Agency. Available at:

<http://www.mqa.gov.my/portal2012/dokumen/MALAYSIAN%20QUALIFICAT

IONS%20FRAMEFRAM_2011.pdf> [Accessed 27 November 2012]

5. Pelan Strategik Pengajian Tinggi Negara: Perletakan Asas Melangkaui 2020,

(2007). Kementerian Pengajian Tinggi. Kuala Lumpur: MOHE

6. Shahrin Mohamed.(2007). Developing an effective course outcomes. Presentation:

Universiti Teknologi Malaysia, 24th April 2007

7. Spady, W. (1994). Choosing Outcomes of Significance. Educational Leadership.

Vol. 51, No. 6, pp. 18–22.

8. Towers, J.M. (1996). An Elementary School Principal’s Experience with

Implementing an Outcome-based Curriculum. Catalyst for Change. Vol. 25, pp. 19–

23.

9. Zainai Mohamed. (2006). MQF Credit System - Interpretation and Application.

Presentation: MQA, 4 December, 2006

10. Zita Fahmi. (2007). The Malaysian Qualification Agency Act 2007 - Key Features

and Implications to Higher Education. Presentation: MQA, 21 Sept.2007

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Chapter 2: Learning Outcomes and Learning Domains

At the end of the topic, the readers will be able to:

• Explain what is the Malaysian Qualifications Agency (MQA)

• Explain what is the Malaysian Qualifications Framework (MQF)

• State Nine Domains of Learning Outcomes of the Ministry of Education (MOE)

Malaysia

• Differentiate between learning outcomes and learning domains

• Explain what are learning outcomes in OBE

• Explain different levels of outcomes in MQF

• Explain learning domains as describe by Bloom’s Taxonomy of Learning

Domains

• Describe the link between learning outcomes and learning domains

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What is MQA?

Introduction

The quality assurance of Malaysian higher education, which is under the responsibility

of the Malaysian Qualifications Agency (MQA), constitutes a subset yet subsumes an

integral part of the larger Malaysian higher education regulatory and quality

framework. The establishment of MQA, in 2007, is to form a single and harmonized

quality assurance system albeit the various types of higher education providers and

programs including those with foreign origins and involvements. The MQA quality

assurance outcomes shall serve as part of regulatory fulfilments required under

respective laws by which providers are established and operated.

Malaysian Qualifications Agency Act 2007

The Malaysian Qualifications Agency Act, 2007 (Act 679) was enacted to establish the

Malaysian Qualifications Agency (MQA) “as the national body to implement the

Malaysian Qualifications Framework, to accredit higher educational programmes and

qualifications, to supervise and regulate the quality and standard of higher education

providers, to establish and maintain the Malaysian Qualifications Register and to

provide for related matters.”(Act 679, 2007).

(Act 679, 2007)

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Functions of Malaysian Qualifications Agency

The main functions of MQA are:

to implement the Malaysian Qualifications Framework (MQF) as a reference point

for Malaysian qualifications;

to develop, with the cooperation of stakeholders, standards and criteria and

instruments as a national reference for the conferment of awards;

to quality assure higher education providers and programmes;

to accredit programmes that fulfil a set of criteria and standards;

to facilitate the recognition and articulation of qualifications;

to establish and maintain the Malaysian Qualifications Register (MQR)

Quality Standards

The MQA has published several documents as a guide for qualifications compliance and

quality assurance exercise. These publications were prepared with inputs from experts

and stakeholders via a series of focus group discussions and exchanges. They have also

been benchmarked against international good practices.

Codes of Practices

1. Code of Practice for Programme Accreditation (COPPA)

2. Code of Practice for Institutional Audit (COPIA)

3. Code of Practice for Open and Distance Learning (COPODL)

Standards

1. Standards for Executive Diploma

2. Standards for Master’s and Doctoral Degree

4. Standards for Graduate Certificate and Graduate Diploma

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Programme Standards

1. Accounting

2. Art and Design

3. Biotechnology

4. Building Surveying

5. Computing

6. Creative Multimedia

7. Engineering and Engineering Technology

8. Hospitality and Tourism

9. Information Sciences

10. Islamic Studies

11. Law And Syariah

12. Medical and Health Sciences

13. Muamalat And Islamic Finance

14. Performing Arts

15. Psychology

16. Traditional and Complementary Medicine

17. Information Science

Guidelines to Good Practices

1. Accreditation of Prior Experiential Learning

2. Assessment of Students

3. Curriculum Design and Delivery

Quality Assurance System

The MQA quality assurance processes have been devised to cover various critical stages

of an institution’s educational progression. In general, the MQA quality assures

programs or institutions through three distinct processes:

a. Provisional Accreditation; this is a candidacy evaluation for a newly developed

program. This evaluation verifies the adequacy and appropriateness of

programmatic arrangements before it is being offered to the learners.

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b. Accreditation; this is an evaluation of a program that takes place when the first

of cohort of students are about to graduate. It verifies the quality states of a

program arrangement and delivery for the purpose of granting the MQA ‘full’

accreditation.

c. Audits – A quality verification exercise that may be conducted in various themes

and forms at the program, faculty or institutional level, including for the purpose

of accreditation maintenance and awarding self-accrediting status

The accreditation evaluation and audit processes incorporate self-evaluations and

document submissions by the providers as well as document verifications, interviews

and site visits by trained peer assessors.

All processes above collectively constitute an externally continuous monitoring system

to ensure the programs offered by providers are always internally improved and quality

assured. The MQA is armed with powers to suspend or revoke the accreditation

credentials of those that failed to do so.

MQA provides qualifications and quality assurance referencing for public to benefit.

MQA maintain an online form of the Malaysian Qualifications Register which enlisted all

qualifications complied with MQF and accredited by MQA. MQA provides equivalency

assessment for local and foreign qualifications based on MQF.

Quality Assurance Areas

The MQA quality assurance system requires providers to continuously maintain and

enhance the quality of their input, process and output of educational provisions. These

requirements can be reduced to nine generic quality assurance areas as follows:

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These generic quality assurance areas have been translated into codes of practices,

discipline standards, guides to good practices and other quality assurance documents.

These quality documents address institutional or programmatic provisions of the

providers with some focus on the specific nature of educational orientations, for

examples; open and distance learning, executive education and accreditation of prior

experiential learning.

What is Malaysian Qualifications Framework?

Malaysian Qualifications Framework and Malaysian Qualifications Agency Act 679

“MQF is an instrument that develops and classifies qualifications based on a set of

criteria that is approved nationally and at par with international practices, and which

clarifies the earned academic levels, learning outcomes of study areas and credit system

based on student academic load”(MQF, 2007). Act 679 was specifically enacted to give

provisions and regulate the implementation of MQF in Malaysia. MQF install

enhancement features to the existing system of education by providing clear guidelines

for programme design, naming qualifications systematically and eliminating confusion

as to the meaning of each qualification. Its strong relationship with the employment

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market promotes the development of relevant educational programmes.

The MQF also supports open access to education for individuals and social groups who

have missed higher education opportunities to progress and enter knowledge arena

easily through education pathways and enjoy the diverse fields of education and

training for life, within and outside Malaysia.

Compliance to MQF and Accreditation

Under the Act, Part VI, Para.37 (1), it is stated that “No programme or qualification shall

be accredited unless it complies with the Framework”, and subsequently in Para

37(2),”All higher education providers conducting an accredited programme or

awarding an accredited qualification shall comply with the Framework.”

Benefits of Accreditation

Accreditation is a status or achievement as a result of quality assessment by MQA. It is a

commitment by MQA to all stakeholders in higher education i.e. students, parents,

employers that the programmes accredited by MQA are quality-assured. Hence, the

benefits of accreditation are:

1. Public Service Department will use this accreditation status to recognise the

qualification for employment in the public service. In many cases, even private

sector employers, consider accredited programmes in their selection of

graduates for employment.

2. Professional bodies such as the Board of Engineers Malaysia will use the

accreditation to recognise graduates for registration as a professional

practitioners

3. Students in accredited programmes are eligible to apply for loan from funding

agencies such as National Higher Education Fund.

4. Graduates are eligible to continue their studies in higher education institutions

and obtain credit transfer. However, the final decision lies with the institution

concerned.

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5. Institutions can franchise their accredited programmes to other institutions,

subject to certain conditions.

Key Features of Malaysian Qualifications Framework

MQF is based on 3 (three) main features:

1. Levels of Qualification

2. Learning outcomes

3. Credit system (based on student academic workload)

Key Features #1: Levels of Qualification

MQF defines qualifications as “certificates, diplomas or degrees that are awarded by any

competent authority, having affirmed that one has been successful in completing the

study at the determined standard, and has satisfied the determined level of achievement

and is able to take on a role, duty or work.” Qualifications indicate positive achievement

of learning outcomes conferred in the skills, vocational and technical, academic and

professional sectors; not as compensation as a result of failure or coincidence.

MQF has eight levels of qualifications. These levels indicate their level of capabilities,

and each level is described with generic features indicating the expected capabilities

from students in terms of:

the depth, complexity and comprehension of knowledge;

the application of knowledge and skills;

the degree of autonomy and creativity in decision making;

the communication skills; and

the breadth and sophistication of practices.

The following table shows, an examples on, how MQF differentiates between different

levels of academic qualifications for the learning outcome of “knowledge”.

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MQF

LEVEL

DESCRIPTION LO 1 (KNOWLEDGE) STATEMENT - “At the end of the

programme, the students will be able to......”

1-3 CERTIFICATE use technical information;

FOUNDATION show knowledge and comprehension in the field of study

that is continued from secondary school as indicated in

adv. text books;

4 DIPLOMA use knowledge, comprehension and practical skills at

work;

5 ADVANCE

DIPLOMA

use knowledge, comprehension and practical skills at

work;

6 BACHELORS demonstrate knowledge and comprehension on

fundamental principles of a field study, acquired from

advanced textbooks;

7 MASTERS demonstrate continuing and additional knowledge and

comprehension above that of the bachelor’s degree and

have capabilities to develop or use ideas, usually in the

context of research;

8 DOCTORAL show a systematic comprehension and in depth

understanding of a discipline and mastery of skills and

research methods related to the field of study;

Key Features #2: Learning Outcomes

MQF defines learning outcomes as “statements that explain what students should know,

understand and can do upon the completion of a period of study”. As such, learning

outcomes are regarded as references for:

1. standard and quality

2. development of curriculum in terms of teaching and learning

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3. determination of credits via Student Learning Time (SLT)

4. assessment of students

According to MQF, learning outcomes of a qualifications in asserted in three categories:

1. levels of qualifications

2. fields of study

3. programme

There are 8 (eight) domains of learning outcomes in MQF, which are significant for

Malaysia, namely:

1) knowledge;

2) practical skills;

3) social skills and responsibilities;

4) values, attitudes and professionalism;

5) communication, leadership and team skills;

6) problem solving and scientific skills;

7) information management and lifelong learning skills; and

8) managerial and entrepreneurial skills.

Domains of Learning Outcomes of Ministry of Education

Even though MQF has 8 domains of learning outcomes, the Ministry of Education (MOE)

has listed 9 (nine) domains of learning outcomes, namely:

1) knowledge;

2) practical skills;

3) problem solving and scientific skills;

4) communication skills;

5) social skills, team skills and responsibilities;

6) values, attitudes and professionalism;

7) information management and lifelong learning skills;

8) managerial and entrepreneurial skills;

9) leadership

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Both are essentially the same, with MOE having “leadership skills” as a dedicated

domain which is similarly addressed by Domain 5 of MQF.

Learning outcomes are essential because they:

define the type and depth of learning, that the students are expected to achieve

provide an objective benchmark for formative, summative, and prior learning

assessment

clearly communicate expectations to learners

clearly communicate graduates’ skills to the stakeholders

define coherent units of learning that can be further subdivided or modularised for

classroom or for other delivery modes.

guide and organise the instructor and the learner.

Programme Educational Objectives, Programme Learning Outcomes and Course

Learning Outcomes

There are 3 (three) types of learning outcomes in MQF:

1. Programme Educational Objectives (PEO)

- Statements of what the graduates have become after 4-5 years (in line

with programme standards or professional bodies)

- Statements should encompasses MOE’s 9 learning outcomes domains

- Statements should address the needs of the stakeholders

- Methods of measurement: Employer survey, Alumni survey, etc.

- Example: The Faculty’s engineering programme shall produce Civil Engineers

who are knowledgeable and technically competent in civil engineering

discipline in-line with the industry requirement.

2. Programme Learning Outcomes (PLO) or Programme Outcomes (PO)

- Statements on what skills the students will have upon graduation (in line

with programme standards or professional bodies)

- Statements are based on MOE’s 9 learning outcomes domains, and aligned

with PEO

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- Statements should address the needs of the field of study and level of

qualifications

- Methods of measurement: Programme survey, Exit survey, etc.

- Example: At the end of this programme, the students will be able to

communicate effectively both in written and spoken form with engineers, other

professionals and community.

3. Course Learning Outcomes (CLO) or Course Outcomes (CO)

- Statements of what the students can do upon course completion

- Statements must be aligned with PLO, and must reflect achievements in

terms of cognitive, psychomotor, and affective domain of learning

- Statements generally numbers between 3(three) to 5(five) per course.

- Each learning outcome statement should have its 3 components namely, i)

action verb, ii) condition, and iii) standards

- Methods of measurement : Summative, Formative and Continuous

assessments

- Example: By the end of the course, students will be able to list all of the

elements in the Periodic Table.

(Shahrin Mohamed, 2007)

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The differences between “Objectives” and “Outcomes”

OBJECTIVES OUTCOMES

Objectives describe what a teacher needs

to do to teach, and what needs to be

planned to teach.

Outcomes describe what students should

know, understand and can do upon the

completion of a study period.

Objectives require the use of basic

thinking skills such as knowledge,

comprehension, and application.

Outcomes require the use of higher

thinking skills such as analysis, synthesis,

and evaluation (as described in Bloom’s

Taxonomy)

Objectives do not necessarily result in a

product. Often, they are synthesized or

combined to produce something that

measures an outcome.

Outcomes result in a product that can be

measured and assessed.

e.g. (1.) -Economics students will

understand the nature and functioning of

the market system

Economics students will be able to

identify the role of supply and demand in

a market economy and the necessary

conditions to function well

e.g. (2.) - Management students will

understand and use a variety of

quantitative analysis techniques

appropriate for business

Management students will demonstrate a

basic knowledge of calculus, statistics,

and other

quantitative tools necessary to solve

real-world problems

(Roziah Janor, 2010)

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Learning Domains and Bloom’s Taxonomy of Learning

Bloom's Taxonomy is a classification of learning objectives within education. It refers to

a classification of the different objectives that educators set for students (learning

objectives). Bloom's Taxonomy divides educational objectives into three "domains”:

1. Cognitive : mental skill (Knowledge)

2. Affective : growth i feelings or emotional areas (Attitude)

3. Psychomotor: manual or physical skills (Skills)

One of the goals of Bloom's Taxonomy is to motivate educators to focus on all three

domains, creating a more holistic form of education.

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(Shahrin Mohamed, 2007)

Each learning domain can be thought as having categories or taxonomy, and these

categories or taxonomy can be thought of as having different degrees of difficulties or

level of competencies. The first one must be mastered before the next one can take

place. In other words, within the taxonomy, learning at the higher levels is dependent

on having attained prerequisite knowledge and skills at lower levels.

Cognitive Domain

involves knowledge and the development of intellectual skills

includes the recall or recognition of specific facts, procedural patterns, and concepts

that serve in the development of intellectual abilities and skills.

6 (six) levels of taxonomy or level of competencies in cognitive domain are:

1. Knowledge

involves the recall of specifics and universals, the recall of methods and

processes, or the recall of a pattern, structure, or setting.

for measurement purposes, the recall situation involves little more than

bringing to mind the appropriate material may be required, this is relatively

minor part of the task.

emphasis most the psychological processes of remembering.

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2. Comprehension

comprehension of the information that has been recalled or located --

information is not useful unless it understood.

bits of information clutter up a student's unless that information is

understood well enough to be used to build more complete concepts and

generalisations.

one way to check whether students comprehend the information they

possess is to have them state that information in their own words rather

than recalling what they have read or heard.

an additional way to check students' comprehension is to have them give an

example of the concept or generalization being learned.

when a student comprehends information, rather than merely recalling it,

that information becomes useful in future problem solving or decision

making and makes creativity more probable.

3. Application

Information and skills become useful when they can be applied to a new, not

previously encountered situation.

Generalisations can be used to solve new problems.

Previous experience can be used to predict outcomes, estimate answers,

extrapolate from data, and/or avoid errors.

It is important that students have experience applying whatever they learn to

new problems and situations.

At the application level, most of the time we are looking for convergent

thinking.

Comprehension shows that the student can use it correctly.

Application shows he/she will use it correctly.

4. Analysis

Creative thinking and problem solving begin with analytic thinking: mentally

taking something apart to understand better the relationship of the parts to

each other and to the whole.

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To analyze, one must be able to think categorically: i.e. to organize and

reorganise information into categories.

Once students can "take information apart" to better understand

interrelationships, they are ready to reorganize that information in new

patterns and create with it.

5. Evaluation

the making of judgments when there is no one answer which is right for

everyone.

Judgments about the value of material and methods for given purposes.

Quantitative and qualitative judgments about the extent to which material

and methods satisfy criteria or established standards.

6. Synthesis

The putting together of elements and parts so as to form a whole.

This involves the process of working with pieces, parts, elements, etc. and

arranging and combining them in such a way as to constitute a pattern or

structure not clearly there before.

Difference between application and synthesis :

o Application results in convergent of thinking

o Synthesis results from divergent thinking: something new and

different.

Note, however, that a student can create only after s/he has skill and

information which then are applied divergently to a new situation.

Creativity does not spring from a vacuum but emerges from rigour and

structure.

Affective Domain

includes the manner in which we deal with things emotionally, such as feelings,

values, appreciation, enthusiasms, motivations, and attitudes.

5 (five) levels of taxonomy or level of competencies in affective domain are:

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Level Explanation of level Examples of achievement of level

Receiving Phenomena

Awareness, willingness to hear, selected attention.

Listen to others with respect. Listen for and remember the name of newly introduced people.

Responding to Phenomena

Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasise compliance in responding, willingness to respond, or satisfaction in responding (motivation)

Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.

Valuing The worth or value a person attaches to a particular object, phenomenon, or behaviour. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalisation of a set of specified values, while clues to these values are expressed in the learner’s overt behaviour and are often identifiable.

Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about.

Organising Values

Organises values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesising values.

Recognises the need for balance between freedom and responsible behaviour. Accepts responsibility for one’s behaviour. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritises time effectively to meet the needs of the organisation, family, and self.

Internalising Values

A5) Has a value system that controls their behaviour. The behaviour is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).

Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behaviour in light of new evidence. Values people for what they are, not how they look

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Psychomotor Domain

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

7 (seven) levels of taxonomy or level of competencies in psychomotor domain

are:

Level Explanation of level Examples of achievement of level

Perception The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.

Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.

Set Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person’s response to different situations (sometimes called mindsets).

Knows and acts upon a sequence of steps in a manufacturing process. Recognise one’s abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the "Responding to phenomena" subdivision of the Affective domain.

Guided Response

The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.

Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift

Mechanism This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.

Use a personal computer. Repair a leaking faucet. Drive a car.

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Level Explanation of level Examples of achievement of level

Complex Overt Response

The skilful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce.

Manoeuvres a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano.

Adaption Skills are well developed and the individual can modify movement patterns to fit special requirements.

Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task).

Origination Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasise creativity based upon highly developed skills.

Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine.

MQF Key Features #3: Credit System

MQF defines ‘credit’ as “the quantitative measure that represents the volume of learning

or academic load to attain the set learning outcomes.” While ‘academic/learning load’ is

defined as “quantitative measure of all learning activities required to achieve a defined

set of learning outcomes. These activities include lecture, tutorial, seminar, practical,

self-study, retrieval of information, research, fieldwork, as well as preparing for and

sitting of an examination.”

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Thus, the formula for calculating credit for a course is:

CREDIT = Total Student Learning Time (SLT) for course

notional hour

Student Learning Time

Student learning Time or SLT is defined as “the academic/learning load” which is the

learning effort or volume of learning an “average student” must undertake to achieve a

defined group of learning outcomes. It represents all forms of learning in hours,

whether lecture-based, tutorial, work-based, research, experiential, practical activities,

private study, preparation for assessment or whatever that is required of an average

student to achieve a specified set of learning outcomes.

(Zainai Mohamed, 2006)

Notional Hour

Notional hour is described as a nominal effort of an average achiever in a semester of

14 weeks (delivery) duration. In Malaysia, notional hour has a value of 40, which means

that 40 hours of SLT is valued as 1 (one) credit.

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OBE, MQF, Accreditation, MQA - How does it all link up?

The relationship between these items can be summed up as follows:

(Zita Fahmi, 2007)

OBE

Outcome statements

Teaching & Learning Methods

Assessments

Methods

Student Learning Time (SLT)

Credit for a course

Total Credit for a programme

Level of Qualification of the programme

Application for accreditation

MQF Key Features #2

MQF Key Features #3

MQF Key Features #1

Compliance to MQF

MQA

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References

1. Code of Practice for Institutional Audit. (2008). Kuala Lumpur: MQA

2. Code of Practice for Programme Accreditation. (2008). Kuala Lumpur: MQA

3. Malaysian Qualification Agency Act. (2007). (c.2(1)), Kuala Lumpur : Percetakan

Nasional Malaysia Berhad

4. Malaysian Qualification Agency. (2007). Malaysian Qualification Framework. Kuala

Lumpur: Malaysian Qualification Agency. Available at:

<http://www.mqa.gov.my/portal2012/dokumen/MALAYSIAN%20QUALIFICATION

S%20FRAMEFRAM_2011.pdf> [Accessed 27 November 2012]

5. Roziah, M. J., Zainab, M. N. and Salliza, S. (Eds.). (2010). OBE-SCL Training

Modules for Lecturers: UiTM, OBE-SCL Implementation. Academic Quality Assurance

Unit, The Academic Affairs Division, UniversitiTeknologi MARA: Malaysia.

6. Shahrin Mohamed. (2007). Developing an effective course outcomes. Presentation:

Universiti Teknologi Malaysia, 24th April 2007.

7. Zainai Mohamed. (2006). MQF Credit System - Interpretation and Application.

Presentation: MQA, 4 December, 2006

8. Zita Fahmi. (2007). The Malaysian Qualification Agency Act 2007 - Key Features and

Implications to Higher Education. Presentation: MQA, 21 Sept.2007

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Chapter 3: Writing Learning Outcomes

At the end of the topic, the readers will be able to:

• Explain the components in an outcome statement

• Write effective learning outcomes for different taxonomy level of the cognitive,

psychomotor and affective domains based on 3 components

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Introduction

MQF defines learning outcomes as “statements that explain what students should know,

understand and can do upon the completion of a period of study”. As such, learning

outcomes are regarded as references for standard and quality, the development of

curriculum in terms of teaching and learning, the determination of credits, and the

assessment of students.

Writing Programme Educational Objectives (PEO)

The implementation of OBE requires every academic programme to have several

Programme Educational Objectives (PEO) statements. These statements should be

made in line with the industry/profession’s needs, and should encompass the MOE’s

nine (9) domains of learning outcome, namely:

1) knowledge;

2) practical skills;

3) problem solving and scientific skills;

4) communication skills;

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5) social skills, team skills and responsibilities;

6) values, attitudes and professionalism;

7) information management and lifelong learning skills;

8) managerial and entrepreneurial skills.

9) leadership

Analysis of PEO achievements depends on the Key Performance Indicators (KPI) set

during the development of the programme, and is usually measured 4 to 5 years after

the students have graduated.

(Garispanduan Penulisan Akademik, JPT, 2011)

Example of Programme Educational Objectives (PEO)

The Faculty’s engineering programme shall produce Civil Engineers who are:

1) Knowledgeable and technically competent in civil engineering discipline in-line

with the industry requirement.

2) Effective in communication and demonstrate good leadership quality in an

organisation.

3) Capable to solve civil engineering problems innovatively, creatively and ethically

through sustainable approach.

4) Able to demonstrate entrepreneurship skills and recognize the need of life-long

learning for successful career advancement.

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The QUALIFICATION

What the graduates can become in 4-5 years (THE JOB(S)) with the qualification

What skills they have as (THE JOB(S))

Which MOE 9 Learning Outcomes they have mastered?

Bachelor of Civil Engineering

Civil Engineers

PEO1 Knowledgeable and technically competent in civil engineering discipline in-line with the industry requirement.

Knowledge (LO1) Practical skill (LO2)

PEO2 Effective in communication and demonstrate good leadership quality in an organisation.

Communication (LO4) Leadership (LO9) Teamwork (LO5)

PEO3 Capable to solve civil engineering problems innovatively, creatively and ethically through sustainable approach.

Critical Thinking (LO3) Ethics (LO6)

PEO4 Able to demonstrate entrepreneurship skills and recognize the need of life-long learning for successful career advancement.

Entrepreneurship (LO8) Life-long Learning (LO7)

Writing Programme Learning Outcomes (PLO)

Once PEO has been developed, Programme Learning Outcomes (PLO) should be derived

in-line with the PEO statements, as well as programme standards or the needs of the

professional bodies. PLO must be stated explicitly to encompass knowledge, skills and

attitude that must be acquired by the graduates. Generally, every programme should

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have nine PLO statements (for degree programmes and above). PLO attainment is

measured immediately upon graduation.

Example of Programme Learning Outcomes (PLO)

At the end of the Bachelor of Civil Engineering programme, students will be able to:

1. Acquire and apply knowledge of sciences and engineering fundamentals to civil

engineering field.

2. Demonstrate comprehensive technical expertise in civil engineering.

3. Communicate effectively both in written and spoken form with engineers, other

professionals and community.

4. Identify, formulate and provide creative, innovative and effective solution to civil

engineering problems.

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

6. Recognise the need for and to engage in, life-long learning and professional

development.

7. Self-motivate and enhance entrepreneurship skills for career development.

8. Understand and commit professionally, ethically and with humane responsibility, in

line with the engineer’s code of conduct.

9. Realise and demonstrate effective leadership responsibility.

(Garispanduan Penulisan Akademik, JPT, 2011)

The QUALIFICATION

PLO’s What skills they have as (THE JOB(S))

Bachelor of Civil Engineering

PLO1 Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field. (LO1)

PLO2 Demonstrate comprehensive technical expertise in civil engineering. (LO2)

PLO3 Communicate effectively both in written and spoken form with engineers, other professionals and community.(LO3)

PLO4 Identify, formulate and provide creative, innovative and effective solution to civil engineering problems.(LO4)

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The QUALIFICATION

PLO’s What skills they have as (THE JOB(S))

PLO5 Function individually or in teams, effectively, with a capability to be a leader.(LO5)

PLO6 Recognise the need for and to engage in, life-long learning and professional development.(LO6)

PLO7 Self-motivate and enhance entrepreneurship skills for career development.(LO7)

PLO8 Understand and commit professionally, ethically and with humane responsibility, in line with the engineer’s code of conduct.(LO8)

PLO9 Realise and demonstrate effective leadership responsibility.(LO9)

Writing Course Learning Outcomes (CLO)

Characteristics of Good Course Learning Outcomes (CLO) are:

Must state the major skills, knowledge, attitude or ability that students

will acquire, and identify important learning requirements

Each course will usually have between 3 and 5 major outcomes.

Expressed in terms of measurable and/or observable behaviours

Must have elements of SMARTO (Specific, Measurable, Achievable,

Realistic, Time-frame, Observable)

Should be written in clear language and in the future tense

Should be mapped to the learning domain in Bloom’s Taxonomy or other

Taxonomy.

Avoid using the words: understand, appreciate, know, learn, aware and

familiar

3 components of a course outcome

There are 3 (three) components of a course outcome, namely:

1. Action verb - describes what the learner will be doing, or the behaviour

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2. Condition - under what conditions will the learning take place or context under

which the behaviour occurs.

3. Standard - how the learning will be evaluated (e.g. criteria or standard in terms

of accuracy, quantity or time-constraints) or the criteria of acceptable level of

performance

Example 1: (V-action verb, C-condition, S-standard)

• describe the principles of radiation protection.(V)

• orally describe the principles of radiation protection. (V&C)

• orally describe the principles of radiation protection as defined by ICRP.

(V&C&S)

Example 2: (V-action verb, C-condition, S-standard)

• design a darkroom. (V)

• design a darkroom using Microsoft Excel design template . (V&C)

• design a darkroom using Microsoft Excel design template based on

MS838:2007. (V&C&S)

Example 3: (V-action verb, C-condition, S-standard)

• Using the Lamor equation (C), calculate(V) the resonance frequency (C) to

within one decimal point. (S)

• Write (V) an effective course outcomes (C) that include lower and higher

order cognitive skills (C) for a one-semester course (S).

* Note:

o It is NOT compulsory for every CLO to have all 3 components (i.e. V+C+S)

o But must have at least V+C or V+S

o Can have more than 1 action verb, BUT must measure them.

o If a statement has 2 “verbs” in the same domain (e.g. state and explain the basic

principles.....), use the highest level of taxonomy only (i.e. explain the basic

principles....)

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o A statement can have 2 “verbs” in different domains (e.g. explain and perform the

standard procedure........), BUT must measure both (i.e. there must be assessments

for both outcomes)

o CLO can have sub outcomes (e.g. Topic Outcomes, Lesson Outcomes) which might

be more detail and can have ALL 3 components to ensure the attainment of the

CLO.

Common weaknesses in writing CLO

1. Non-observable/Non-measurable CLO.

Example:

At the end of the course, the students will be able to understand the theory of

X.

At the end of the course, the students will be able to know how to write an

effective learning outcome.

At the end of the course, the students will be able to appreciate the

importance of keeping the environment clean.

2. Vague CLO or CLO that is too broad or general .

Example:

By the end of the course, students should be able to use the computer.

By the end of the course, students should be able to make presentations.

By the end of the course, students should be able to comment on designs.

By the end of the course, students should be able to design research.

Checklist for writing CLO

Focus on outcomes, not processes

Start each outcome with an action verb.

It is good to use only one action verb per learning outcome

Avoid vague verbs such as know and understand.

Check that the verbs used reflect the level of learning required.

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Ensure that outcomes are observable and measurable.

Write the outcomes in terms of what the learner does, not what the lecturer/

instructor does.

Check that the outcomes reflect knowledge, skills, or attitudes required in

the workplace/ real -world

Include outcomes that are woven into the entire course (such as work

effectively in teams).

Check that there are the appropriate number of outcomes (3 - 5 per course

but not more than 8)

List the sub-outcomes for each outcome

Check that the outcomes fit within program and course goals

(Shahrin Mohamed, 2007)

Examples of Course Learning Outcomes (CLO)

COGNITIVE DOMAIN

Outcome example Action verb

Condition Standard Level

By the end of the chemistry course, students will be able to list all of the elements in the Periodic Table.

List all of the elements

in the Periodic Table.

Cognitive 1 (C1) Knowledge

By the end of the special education course, students will be able to diagnose learning disabilities in elementary school level settings

Diagnose learning disabilities

in elementary school level settings

C4 Analysis

By the end of the French course, students will be able to translate a paragraph of text from English to French.

Translate a paragraph of text

from English to French.

C2 Comprehension

By the end of the BIS course, students will be able to apply basic Web development skills to an actual Web page on the internet

Apply basic Web development skills

actual Web page on the internet

C3 Application

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Outcome example Action verb

Condition Standard Level

By the end of the music education course, students will be able to judge student performances based on musical interpretation.

Judge student performances

based on musical interpretation.

C6 Evaluation

By the end of the art course, students will be able to create at least 12 original works in oil painting

Create at least 12 original works

in oil painting C5 Synthesis P7 Origination

Examples of Course Learning Outcomes (CLO)

AFFECTIVE DOMAIN

Outcome example Action verb

Condition Standard Level

By the end of the women's studies course, students will describe alternative views on selected issues.

Describe alternative views

selected issues.

Receiving (A1)

By the end of the environmental studies course, students will be able to organise the conservation efforts of urban, suburban and rural communities.

Organise conservation efforts

urban, suburban and rural communities.

Organisation (A4)

By the end of the elementary education course, students will able to comply with assessment protocols according to Barthel Index

Comply assessment protocols

Barthel Index Responding (A2)

By the end of the counselling course, students will be able to objectively interpret evidence presented by clients during a therapy session.

Interpret

objectively, evidence presented by clients

a therapy session.

Internalising values (A5)

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Outcome example Action verb

Condition Standard Level

By the end of the political science course, students will be able to debate numerous sides to an argument.

Debate numerous sides to an argument.

Valuing (A3)

Examples of Course Learning Outcomes (CLO)

PSYCHOMOTOR DOMAIN

Outcome example Action verb

Condition Standard Level

By the end of the music theatre course, students will be able to relate types of music to particular dance steps.

Relate types of music particular dance steps

Psychomotor 1 (P1) Perception C5,A4,P1

By the end of the industrial education course, students will be able to demonstrate proper use of woodworking tools to vocational school students.

Demonstrate

proper use of woodworking tools

to vocational school students.

P5 Complex Overt Response C3,A3,P5

By the end of the physical education course, students will be able to demonstrate/show the proper stance for batting a ball

Demonstrate/ Show

proper stance for batting a ball.

P2 Set C3

By the end of the dance course, students will be able to create a dance step.

Create dance step P7 Origination C5,P7

By the end of the physical education course, students will be able to display/perform a golf swing as demonstrated by the instructor.

Display/ Perform

golf swing as demonstrated by the instructor.

P3 Guided Response P2,P3,P4,P5, A5

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Outcome example Action verb

Condition Standard Level

By the end of the industrial education course, students will be able to adapt their lessons on woodworking skills for disabled people.

Adapt lessons on woodworking skills

for disabled people.

P6 Adaptation

By the end of the biology course, students will be able to assemble laboratory equipment, appropriate for experiments.

Assemble

laboratory equipment

appropriate for experiments.

P4 Mechanism C5,P3,P4,P5

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References

1. Centre for the Advancement of Teaching and Learning. (2004). Writing Learning

Outcomes. Perth: The Universty of Western Australia.

2. Jabatan Pengajian Tinggi. (2011). Garis Panduan Penulisan Akademik. Jabatan

Pengajian Tinggi: Kementerian Pendidikan Malaysia. Available

at:<http://jpt.mohe.gov.my/RUJUKAN/GARIS%20PANDUAN%20PENULISAN%20P

ROGRAM%20AKADEMIK.zip> [Accessed 20 March 2011}

3. Malaysian Qualification Agency.(2007). Malaysian Qualification Framework. Kuala

Lumpur: Malaysian Qualification Agency. Available at:

<http://www.mqa.gov.my/portal2012/dokumen/MALAYSIAN%20QUALIFICATION

S%20FRAMEFRAM_2011.pdf> [Accessed 27 November 2012]

4. Shahrin Mohamed. (2007). Developing an effective course outcomes. Presentation:

UniversitiTeknologi Malaysia, 24th April 2007

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Exercise

Complete the following tables (with the suggested answers in red texts)

COGNITIVE

Outcome example Action verb

Condition Standard Level

By the end of the chemistry program, students will be able to list all of the elements in the Periodic Table.

List all of the elements

in the Periodic Table.

Cognitive 1 (C1) Knowledge

By the end of the special education program, students will be able to diagnose learning disabilities in elementary school level settings

Diagnose learning disabilities

in elementary school level settings

C4 Analysis

By the end of the French program, students will be able to translate a paragraph of text from English to French.

Translate a paragraph of text

from English to French.

C2 Comprehension

By the end of the BIS program, students will be able to apply basic Web development skills to an actual Web page on the internet

Apply basic Web development skills

actual Web page on the internet

C3 Application

By the end of the music education program, students will be able to judge student performances based on musical interpretation.

Judge student performances

based on musical interpretation.

C6 Evaluation

By the end of the art program, students will be able to create at least 12 original works in oil painting

Create at least 12 original works

in oil painting C5 Synthesis P7 Origination

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AFFECTIVE

Outcome example Action verb

Condition Standard Level

By the end of the women's studies program, students will describe alternative views on selected issues.

Describe alternative views

selected issues.

Receiving (A1)

By the end of the environmental studies program, students will be able to organise the conservation efforts of urban, suburban and rural communities.

Organise conservation efforts

urban, suburban and rural communities.

Organisation (A4)

By the end of the elementary education program, students will able to comply with assessment protocols according to Barthel Index

Comply assessment protocols

Barthel Index Responding (A2)

By the end of the counselling program, students will be able to objectively interpret evidence presented by clients during a therapy session.

Interpret

objectively, evidence presented by clients

a therapy session.

Internalising values (A5)

By the end of the political science program, students will be able to debate numerous sides to an argument.

Debate numerous sides to an argument.

Valuing (A3)

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PSYCHOMOTOR

Outcome example Action verb Condition Standard Level By the end of the music theatre program, students will be able to relate types of music to particular dance steps.

Relate types of music

particular dance steps

Psychomotor 1 (P1) Perception C5,A4,P1

By the end of the industrial education program, students will be able to demonstrate proper use of woodworking tools to vocational school students.

Demonstrate proper use of woodworking tools

to vocational school students.

P5 Complex Overt Response C3,A3,P5

By the end of the physical education program, students will be able to demonstrate/show the proper stance for batting a ball.

Demonstrate/ Show

proper stance

for batting a ball.

P2 Set C3

By the end of the dance program, students will be able to create a dance step.

Create dance step P7 Origination C5,P7

By the end of the physical education program, students will be able to display/perform a golf swing as demonstrated by the instructor.

Display/ Perform

golf swing as demonstrated by the instructor.

P3 Guided Response P2,P3,P4,P5, A5

By the end of the industrial education program, students will be able to adapt their lessons on woodworking skills for disabled people.

Adapt lessons on woodworking skills

for disabled people.

P6 Adaptation

By the end of the biology program, students will be able to assemble laboratory equipment, appropriate for experiments.

Assemble laboratory equipment

appropriate for experiments.

P4 Mechanism C5,P3,P4,P5

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Chapter 4: Mapping Outcomes

At the end of the topic, the readers will be able to:

• Map various level of outcomes to each other

• Evaluate the relationship between various level of outcomes

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Introduction

Mapping outcomes is done to ensure that the curriculum has been designed to achieve

the intended learning outcomes specified. The idea is to have an overview of what

courses are addressing which programme learning outcomes, and how the courses are

going to be delivered and assessed.

Different Level of Learning Outcomes

As mentioned in Topic 2, there are basically 3(three) types of learning outcomes in

MQF:

1. Programme Educational Objectives (PEO)

These are statements of what the graduates will be in 4-5 years’ time. There are usually

developed with the involvement of stakeholders, in order to address their needs and

requirements. PEOs are also developed in line with the institutional vision and mission.

2. Programme Learning Outcomes (PLO)

These are statements of what the students will be able to do immediately upon

graduation, with respect to the9 (nine) learning outcomes domains outlined by Ministry

of Education (MOE). These PLOs in turn, have to be aligned to the PEOs.

3. Course Learning Outcomes (CLO)

These are statements of what the students will be able to do after completion of a

course. These statements should indicate their learning domains (i.e. cognitive,

affective, and psychomotor) and must indicate which PLOs they are addressing. The

CLOs must also be indicated with their teaching delivery methods and learning

activities, and their assessment methods accordingly.

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Mapping Outcomes

Mapping PLO to PEO

Refer to the table below. In PLO1 statement “Acquire and apply knowledge of sciences

and engineering fundamentals to civil engineering field”, the keyword is “knowledge”

because MOE’s first learning outcome is “Knowledge”. With this in mind, look at the

statements of PEOs at the bottom of the table. Which PEO statements have the keyword

of “knowledge”? Answer: PEO1. Thus, PLO1 is mapped to PEO1. (See red circles)

Look at PLO2 statement “Demonstrate comprehensive technical expertise in civil

engineering”. The keyword in this statement is “technical”, which relates to MOE’s

second learning outcome, “Practical skills”. With this in mind, look at the statements of

PEOs at the bottom of the table. Which PEO statements have the keyword of “technical”?

Answer: PEO2. Thus, PLO2 is mapped to PEO2. (See red boxes)

Look at PLO3 statement “Identify, formulate and provide creative, innovative and

effective solution to civil engineering problems”. The keyword in this statement is

“solution to … problem”, which relates to MOE’s third learning outcome, “Critical

thinking and problem solving skills”. With this in mind, look at the statements of PEOs at

the bottom of the table. Which PEO statements have the keyword of “solution to …

problem”? Answer: PEO3 (Capable to solve civil engineering problems innovatively,

creatively and ethically through sustainable approach). Thus, PLO3 is mapped to PEO3.

The process is repeated for the rest of the PLOs and you will eventually have the

mapping as in the table below. The general rule of thumb - one PLO is mapped to one

PEO. Therefore, the development of PEOs and PLOs are critical to achieve the

appropriate alignment.

57 | P a g e

Table 1: PLO vs PEO matrix

Achievement of PEO

Programme Outcomes (PO) PEO1

PEO2

PEO3

PEO4

PO 1 Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field. √

PO 2 Demonstrate comprehensive technical expertise in civil engineering. √

PO 3 Identify, formulate and provide creative, innovative and effective solution to civil engineering problems.

√

PO 4 Communicate effectively both in written and spoken form with engineers, other professionals and community.

√

PO 5 Function individually or in teams, effectively, with a capability to be a leader.

√

PO 6 Understand and commit professionally, ethically and with humane responsibility, in line with the engineer's code of conduct.

√

PO 7 Recognize the need for and to engage in life-long learning and professional development.

√

PO 8 Self-motivate and enhance entrepreneurship skills for career development.

√

PO 9 Realize and demonstrate effective leadership responsibility. √

Programme Educational Objectives (PEO) :-

1. Knowledgeable and technically competent in civil engineering discipline in-line with the industry

requirement.

2. Effective in communication and demonstrate good leadership quality in an organization.

3. Capable to solve civil engineering problems innovatively, creatively and ethically through

sustainable approach.

4. Able to demonstrate entrepreneurship skills and recognize the need of lifelong learning for

successful career advancement.

Mapping PLO to MOE LO KI

The nine MOE learning outcomes domains (MOE LO) are:

1) knowledge;

2) practical skills;

3) problem solving and scientific skills;

4) communication skills;

5) social skills, team skills and responsibilities;

6) values, attitudes and professionalism;

58 | P a g e

7) information management and lifelong learning skills;

8) managerial and entrepreneurial skills.

9) Leadership

The “Kemahiran Insaniah” (KI) or soft-skills (SS) are MOE LO number 3 to 9, namely:

1) problem solving and scientific skills;

2) communication skills;

3) social skills, team skills and responsibilities;

4) values, attitudes and professionalism;

5) information management and lifelong learning skills;

6) managerial and entrepreneurial skills.

7) leadership

PLO statements must address the nine MOE LO, hence automatically addressing the 7 KI

or SS. The best way to do it is by arranging the PLOs according to the sequence of MOE

LO, i.e. PLO1 is “knowledge” statement which will address MOE LO1 which is

“knowledge”, and so on and so forth (see red circles).

Table 2: PLO vs MOE LO KI

PO vs. LO KI

KN

OW

LE

DG

E

PR

AC

TIC

AL

SK

ILL

S

TH

ING

KIN

G A

ND

SC

IEN

TIF

IC S

KIL

LS

CO

MM

UN

ICA

TIO

N S

KIL

LS

SOC

IAL

SK

ILL

S, T

EA

MW

OR

K A

ND

R

ESP

ON

SIB

ILIT

Y

VA

LU

ES,

ET

HIC

S, M

OR

AL

AN

D

PR

OF

ESS

ION

AL

ISM

INF

OR

MA

TIO

N M

AN

AG

EM

EN

T A

ND

L

IFE

LO

NG

LE

AR

NIN

G

MA

NA

GE

RIA

L A

ND

EN

TR

EP

RE

NE

UR

IAL

SK

ILL

S

LE

AD

ER

SHIP

SK

ILL

S

TH

ING

KIN

G A

ND

SC

IEN

TIF

IC S

KIL

LS

CO

MM

UN

ICA

TIO

N S

KIL

LS

SOC

IAL

SK

ILL

S, T

EA

MW

OR

K A

ND

R

ESP

ON

SIB

ILIT

Y

VA

LU

ES,

ET

HIC

S, M

OR

AL

AN

D

PR

OF

ESS

ION

AL

ISM

INF

OR

MA

TIO

N M

AN

AG

EM

EN

T A

ND

L

IFE

LO

NG

LE

AR

NIN

G

MA

NA

GE

RIA

L A

ND

EN

TR

EP

RE

NE

UR

IAL

SK

ILL

S

LE

AD

ER

SHIP

SK

ILL

S

PROGRAMME LEARNING OUTCOMES (PLO)

LO1

LO2

LO3

LO4

LO5

LO6

LO7

LO8

LO9

KI1

KI2

KI3

KI4

KI5

KI6

KI7

PLO 1

Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field.

√

59 | P a g e

PLO 2

Demonstrate comprehensive technical expertise in civil engineering.

√

PLO 3

Identify, formulate and provide creative, innovative and effective solution to civil engineering problems.

√

√

PLO 4

Communicate effectively both in written and spoken form with engineers, other professionals and community.

√

√

PLO 5

Function individually or in teams, effectively, with a capability to be a leader.

√

√

PLO 6

Understand and commit professionally, ethically and with humane responsibility, in line with the engineer's code of conduct.

√

√

PLO 7

Recognize the need for and to engage in life-long learning and professional development.

√

√

PLO 8

Self-motivate and enhance entrepreneurship skills for career development.

√

√

PLO 9

Realize and demonstrate effective leadership responsibility.

√

√

Mapping CLO

There are 4 (four) mappings for CLO:

1) Mapping CLO to learning domain (i.e. cognitive, affective, and psychomotor)

using Bloom’s Taxonomy or other taxonomy

2) Mapping CLO to PLO (hence to MOE LO)

3) Mapping CLO to Teaching Methods

4) Mapping CLO to Assessment Methods

60 | P a g e

Mapping CLO to Bloom’s Taxonomy

For each Course Learning Outcomes (CLO), mapping to Bloom’s Taxonomy (or other

taxonomy) must be made. By doing this, we will be able to identify what learning

domain, teaching method and assessment methods appropriate for the course. How to

do this?

Consider this CLO statement:

” By the end of the course, students will be able to describe asepsis technique used in

nursing to prevent infection.”

Step 1: Identify action verb from CLO statement

From the statement, the action verb is “describe”, and according to Bloom’s Taxonomy,

the verb “describe” denotes C1, C2, C6, A1, and P1

Step 2: Determine the domains and their levels, obtain from Bloom’s Taxonomy for the

particular CLO statements

From the statement, the domains involved in the CLO are Cognitive and Psychomotor.

Affective domain is not involved because the students are NOT expected to acquire it.

The level of Cognitive is 2 (Comprehension) because the CLO expected is NOT to

evaluate but to be “able to explain in their own words”. The level for Psychomotor is 1

as prescribe by Bloom’s Taxonomy. So, we end up with C2 and P1.

Step 3: Determine which PLOs the CLO statement is addressing

Since it has been determine that the CLO involves Cognitive (Knowledge) and

Psychomotor (Practical Skills), the PLOs involve are PLO1 (Knowledge) and PLO2

(Practical Skills).

61 | P a g e

Step 4: Determine Teaching Methods

It has been determined that the CLO has C2 and P1. According to Bloom’s, C2 can be

taught using Lectures or Tutorial or Discussions; while P1 can be taught using

Demonstrations or Skills Lab or Simulations or Practical. It is up to the lecturer to utilise

which method suits the students best.

Step 5: Determine Assessment Methods

According to Bloom’s, C2 can be assessed using short answers or essays or MCQs; and

P1 can be assessed using practical test or simulation test or procedure assessments.

The above steps can be concluded in table form, for example:

CLO

P

L

O

1

P

L

O

2

P

L

O

3

P

L

O

4

P

L

O

5

P

L

O

6

P

L

O

7

P

L

O

8

P

L

O

9

Teaching

methods

Type of

assessment

By the end of

the course,

students will be

able to

describe

asepsis

technique used

in nursing to

prevent

infection.(C2,P

1,PLO1,PLO2)

√ √

C -

Lecture/

Tutorial/

Group

Discussion

P -

Demonstration

/ Practical /

Skills Lab

c2 -

Test (MCQ

or short

answer)/

Assignments

p1 –

Practical

tests

Constructive Alignment (CA)

Constructive Alignment is aligning the CLOs to the Teaching Methods and Assessment

Methods. By doing constructive alignment, we are ensuring that each course will be able

to achieve the intended learning outcomes utilising the appropriate teaching and

learning activities and making sure that the learning outcomes are measured using the

62 | P a g e

appropriate assessment methods. Alignment is about getting students to take

responsibility for their own learning, and establishing trust between student and

teacher.

We must have a clear idea of what we want students to be able to do at the end of a unit

of study, and communicate these intended learning outcomes to students so they can at

least share in the responsibility of achieving them.

Example of Mapping CLOs

Programme Name: Bachelor of Sciences (Hons) Civil Engineering

COURSE NAME: MANUFACTURING AND OPERATION ANALYSIS

Course Outcomes (CO) or Course Learning Outcomes (CLO):

At the end of this course, the students will be able to:

1. Propose solution to manufacturing and operation problems using related theory

and analytical methods (C5,A5, PO 3)

2. Organise in groups to study and present the application of advanced

manufacturing and operation analysis methods based on a given topics (C5, A4,

P5, PO4, PO5)

3. Explain the main concepts and methods obtained from literatures to

professionally analyse the manufacturing and operation system (C6, A4,

PO1, PO3, PO7)

63 | P a g e

Course vs. PEO matrix

PEO1 PEO2 PEO3 PEO4

X X X X

Course vs. PO matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9

X X X X X

64 | P a g e

Exercise

Complete the following table: (with the suggested answers in red marks)

PO vs. PEO matrix Achievement of PEO

At the end of the programme, the graduates will be able to:

PEO1 PEO2 PEO3 PEO4

PO 1 acquire and apply knowledge of science and medical imaging fundamentals to diagnostic radiography field

X

PO 2 -demonstrate comprehensive technical competencies in the Medical Imaging field

X

PO 3

Utilise critical thinking and clinical reasoning skills to identify, analyse, evaluate and solve problems related to Medical Imaging and conduct research to enhance knowledge.

X

PO 4 communicate effectively both in written and spoken form with the healthcare team and community.

X

PO 5

understand social culture, global and environmental responsibilities and ethics of Medical Imaging profession in order to function in a multi-disciplinary team related to the healthcare industry

X

PO 6

understand and commit professionally, ethically and with humane responsibility, in line with the Medical Imaging field and the healthcare industry.

X

PO 7

recognise the need for and to engage in life-long learning and management of information in the Medical Imaging and the healthcare industry.

X

PO 8 be self-motivated, with entrepreneurship and managerial capabilities for career development.

X

PO 9 realise and demonstrate effective leadership responsibility as an individual, and in a group.

X

65 | P a g e

Programme Educational Objectives (PEO) :-

The Bachelor of Medical Imaging (Honours) programme shall produce medical imaging practitioners who are:

PEO1 - knowledgeable and technically competent in medical imaging discipline in-line with the industry requirement.

PEO2 - capable to solve medical imaging problems innovatively, creatively and ethically through sustainable approach.

PEO3 - effective in communication and demonstrate good leadership quality in an organization.

PEO4 - able to demonstrate entrepreneurship skills and recognise the need of lifelong learning for successful career advancement.

66 | P a g e

Complete the following table: (with the suggested answers in red marks)

PO vs. LO matrix

KN

OW

LE

DG

E

PR

AC

TIC

AL

SK

ILL

S

TH

ING

KIN

G A

ND

SC

IEN

TIF

IC S

KIL

LS

CO

MM

UN

ICA

TIO

N

SKIL

LS

SOC

IAL

SK

ILL

S,

TE

AM

WO

RK

AN

D

RE

SPO

NSI

BIL

ITY

VA

LU

ES,

ET

HIC

S,

MO

RA

L A

ND

P

RO

FE

SSIO

NA

LIS

M

INF

OR

MA

TIO

N

MA

NA

GE

ME

NT

AN

D

LIF

EL

ON

G L

EA

RN

ING

M

AN

AG

ER

IAL

AN

D

EN

TR

EP

RE

NE

UR

IAL

SK

ILL

S

LE

AD

ER

SHIP

SK

ILL

S

PROGRAMME OUTCOMES (PO):

At the end of the programme, the graduates will be able to:

LO1

LO2

LO3

LO4

LO5 LO6

LO7

LO8

LO9

PO 1

acquire and apply knowledge of science and medical imaging fundamentals to diagnostic radiography field

X

PO 2

demonstrate comprehensive technical competencies in the Medical Imaging field

X

PO 3

utilise critical thinking and clinical reasoning skills to identify, analyse, evaluate and solve problems related to Medical Imaging and conduct research to enhance knowledge.

X

PO 4

communicate effectively both in written and spoken form with the healthcare team and community.

X

PO 5

understand social culture, global and environmental responsibilities and ethics of Medical Imaging profession in order to function in a multi-disciplinary team related to the healthcare industry

X

67 | P a g e

PO vs. LO matrix

KN

OW

LE

DG

E

PR

AC

TIC

AL

SK

ILL

S

TH

ING

KIN

G A

ND

SC

IEN

TIF

IC S

KIL

LS

CO

MM

UN

ICA

TIO

N

SKIL

LS

SOC

IAL

SK

ILL

S,

TE

AM

WO

RK

AN

D

RE

SPO

NSI

BIL

ITY

VA

LU

ES,

ET

HIC

S,

MO

RA

L A

ND

P

RO

FE

SSIO

NA

LIS

M

INF

OR

MA

TIO

N

MA

NA

GE

ME

NT

AN

D

LIF

EL

ON

G L

EA

RN

ING

M

AN

AG

ER

IAL

AN

D

EN

TR

EP

RE

NE

UR

IAL

SK

ILL

S

LE

AD

ER

SHIP

SK

ILL

S

PROGRAMME OUTCOMES (PO):

At the end of the programme, the graduates will be able to:

LO1

LO2

LO3

LO4

LO5 LO6

LO7

LO8

LO9

PO 6

understand and commit professionally, ethically and with humane responsibility, in line with the Medical Imaging field and the healthcare industry.

X

PO 7

recognise the need for and to engage in life-long learning and management of information in the Medical Imaging and the healthcare industry.

X

PO 8

be self-motivated, with entrepreneurship and managerial capabilities for career development.

X

PO 9

realise and demonstrate effective leadership responsibility as an individual, and in a group.

X

68 | P a g e

(COURSE CODE: MRD570 - EVIDENCE-BASED PRACTICE IN MEDICAL IMAGING)

Course Learning Outcomes Topics TLA Assessments

Explain the goals of diagnostic imaging. (...................................)

1. Disease Detection and Medical Imaging : Definition of Diseases, Lesion, Disease Classification, Imaging Goals

Lectures (4hrs)

Tutorials (2hrs)

Test 1 (60 minutes)

Quiz 1 (10 minutes)

FEX (180 minutes)

Explain the terms: diagnostic accuracy, gold standard; specificity, sensitivity and predictive values; used in medical imaging field. (.................................)

2. Decision Making and Making the Diagnosis:

Efficacy of Diagnostic Tests, Diagnostic Accuracy, Bayes’ Theorem, Gold Standard, Sensitivity, Specificity, Predictive Value

Lectures (4hrs)

Tutorials (2hrs)

Test 1 (60 minutes)

Quiz 2 (10 minutes)

FEX (180 minutes)

Explain the principles of diagnostic strategies and imaging guidelines and their clinical impact.

(..................................................)

3. Diagnostic Strategy:

Diagnostic Strategy and Imaging Guidelines

Lectures (2hrs)

Test 2 (60 minutes)

Quiz 3 (10 minutes)

FEX (180 minutes)

4. Multimodality Imaging:

Multimodality rationale, Basis of Multimodality Imaging , Image Registration

Lectures (2hrs)

Test 2 (60 minutes)

Quiz 4 (10 minutes)

FEX (180 minutes)

Evaluate the roles of various imaging modalities in common pathologies and identify image-based features of them. (..................................................)

5. Common Diseases:

Pattern Recognition and Image-Based Features in Imaging Modalities

Lectures (10hrs), Tutorials (10hrs)

Assignment (2000 words)

Test 2 (60 minutes)

Quiz 5 (10 minutes)

FEX (180 minutes)

69 | P a g e

Q1. Identify each CLO’s Bloom’s level

Q2. Identify each CLO’s mapping to MOE LO

Q3. Map this course to the MOE LO

Q4. Map this course to Bloom’s Taxonomy

70 | P a g e

Chapter 5: Assessment

At the end of the topic, the readers will be able to:

• Explain types of assessments

• Explain various methods of assessments suitable for different learning outcomes

and different learning domains

71 | P a g e

Introduction

OBE is assessment driven; because to determine whether learners are successful, the

learners must be assessed using the assessment criteria of the outcome. In other word,

assessment is used to determine whether or not a qualification/ condition/ criterion/

skill has been achieved.

Assessment and Evaluation: Terminologies, Definitions and Relationships

Assessment – collection of evidence

Evaluation – process to determine, obtain and provide useful information so as

to make objective consideration for follow-up actions

Measurement – process or system to determine QUANTITATIVE VALUE of a

test. A quantitative process expressed in a fixed unit of number.

Testing – systematic way to measure changes. A test is a measuring instrument

to obtain information

Assessment Practice

Good assessment practice is based on a number of assumptions:

Assess what is most important;

Anything that can be taught or learned can be assessed;

Assessment should be applied at course, program, and institutional levels;

72 | P a g e

Every program and every course should be organised around clearly articulated

learning goals and objectives, explicit assessment methods, and measurable

outcomes;

An assessment process should be logistically feasible and practically manageable

to ensure that it is regular and ongoing.

(RoziahM.Janor, 2010)

Relationship between Assessment and Learning

1. Assessment for learning

To gauge the progress of students in their learning (i.e. to see whether the

students are learning)

To indicate the next step to be taken to advance the student’s learning

To assess student’s progress and learning needs in relation to the curricular

outcomes

Example: Formative assessment

2. Assessment of Learning

Involves assessing students’ achievement by grading and certification

Used for institutional accountability and quality assurance purposes

Example: Summative assessment

3. Assessment as Learning

Requires students to play an active role of becoming independent in their

own learning and assessment

Focuses on students’ capacity over time to be their own best assessors to

assess themselves.

Assesses student’s thinking about his or her learning

Example: Self-evaluation and metacognition

73 | P a g e

Types of assessments

Formative assessment

• This type of evaluation is carried out during a programme of instruction.

• It provides the learners with feedback on how they are doing in class so far.

• It provides the teachers with information on the suitability of learning activities

and materials.

• Used to improve student attainment

• DOES NOT usually form part of a summative grade or mark.

Continuous assessment

• Takes place during the course of learning

• Usually involves a series of tasks, individually assessed

• Used when there are several distinct module learning outcomes that need to be

achieved at various stages of a module

• Used to lessen the burden of summative assessment

Summative assessment

This type of evaluation is carried out at the end of a programme of instruction.

Used to demonstrate competence

Used to evaluate or make judgment of the merit or value of the programme.

Usually contributes to final grade in a course, module, or level

What and How to assess?

Learning Outcomes vs. Teaching Delivery vs. Assessment Methods

From Guidelines to Good Practices: Assessment of Students (MQA, 2012):

“Selection of assessment tasks is made based on common practices in one’s

respective fields and experience. Choice of instruments must be determined based on

the assessment criteria, in terms of the qualities and abilities that the academic staffs

74 | P a g e

seek in the learner which are explicitly stated in the LOs statements. For example, in

getting students to portray creativity and innovation, the assessor may require a

studio project, development of product, performance or case studies which can

appropriately measure the abilities of students in producing an output through

experimentation, expression and exploration. Likewise, to assess cognitive domain and

critical thinking skill, various selections of methods can be used including critique,

review, report or tests. “

“Case studies and group project are able to determine students’ abilities to apply theory

into practice, apart from communication, managerial, critical thinking and problem

solving skill. Case studies and group project may also be used to measure the

affective domain in terms of values, attitude, professionalism and ethics. Measures

of affective domain, such as personal values, can be assessed based on elements of

style, personal identity and quality of inventiveness through presentation and final

project. In assessing performance or demonstration techniques, one can adopt any or a

combination of the following methods; demonstration, role play, poster, laboratory

report, illustrated manual or simulation. “

“Multiple assessment methods should be adopted in measuring attainment of LOs,

which include diverse elements to be measured.”

The following are some examples:

Learning Outcomes

Min. level to achieve

Description of min. level to achieve

Teaching Delivery Methods SCL Case

study Module Project Lecture Tut. Lab

Critical thinking and problem solving

CTPS 2 The ability to find ideas and alternative solutions

√ √ √ √ √ √

Communication Skills

CS 3 The ability to present clearly and confidently; and appropriate

√ √ √ √ √

75 | P a g e

Learning Outcomes

Min. level to achieve

Description of min. level to achieve

Teaching Delivery Methods SCL Case

study Module Project Lecture Tut. Lab

with the level of audience

Teamwork Skills

TS 3 The ability to identify and respect the attitude, behaviour and beliefs of others

√ √ √ √ √

Ethics, values and professionalism

ET 2 The ability to understand the effect of economy, environment, and socio-culture; to professional practice

√ √ √ √

Lifelong Learning

LL 2 The ability to accept new ideas and be able to carry out autonomous or independent learning

√ √ √ √ √

Entrepreneurial skills

ES 1 The ability to identify business opportunities

√ √

Leadership skills

LS 2 The ability to lead a project

√ √

√

√

76 | P a g e

Learning Outcomes

Min. level to achieve

Description of min. level to achieve

Learning Activities

Dis

cuss

.

Gro

up

W

ork

Pre

sen

tati

on

Ro

le

pla

y an

d

sim

ula

tio

n

Ass

ign

t./

P

roje

ct

Lit

. Sea

rch

Fie

ld W

ork

Inte

rnsh

ip

(Pra

ctic

um

/In

du

stri

al

Tra

inin

g)

Critical thinking and problem solving

CTPS 2 The ability to find ideas and alternative solutions

√ √ √ √

Communi-cation Skills

CS 3 The ability to present clearly and confidently; and appropriate with the level of audience

√ √ √ √

Team- work Skills

TS 3 The ability to identify and respect the attitude, behaviour and beliefs of others

√ √ √ √

Ethics, values and professio -nalism

ET 2 The ability to understand the effect of economy, environment, and socio-culture; to professional practice

√ √ √ √

Lifelong Learning

LL 2 The ability to accept new ideas and be able to carry out autonomous or independent learning

√ √ √ √ √

77 | P a g e

Learning Outcomes

Min. level to achieve

Description of min. level to achieve

Learning Activities

Dis

cuss

.

Gro

up

W

ork

Pre

sen

tati

on

Ro

le

pla

y an

d

sim

ula

tio

n

Ass

ign

t./

P

roje

ct

Lit

. Sea

rch

Fie

ld W

ork

Inte

rnsh

ip

(Pra

ctic

um

/In

du

stri

al

Tra

inin

g)

Entrepre-neurial skills

ES 1 The ability to identify business opportunities

√ √ √ √

Leader-ship skills

LS 2 The ability to lead a project

√ √

√

Learning Outcomes

Min. level to achieve

Description of min. level to achieve

Assessment Methods

Wri

tten

T

est

Ver

bal

T

est

Ess

ay/

Rep

ort

Pro

ject

Pre

sen

tat

ion

P

ort

foli

o/ W

ebfo

lio

D

iser

tati

on

In

tern

ship

(P

ract

icu

m/I

nd

ust

rial

T

rain

ing

)

Critical thinking and problem solving

CTPS 2 The ability to find ideas and alternative solutions

√ √ √ √

Communi-cation Skills

CS 3 The ability to present clearly and confidently; and appropriate with the level of audience

√ √ √

Teamwork Skills

TS 3 The ability to identify and respect the attitude, behaviour and beliefs of others

√ √ √

Ethics, values and professiona-lism

ET 2 The ability to understand the effect of economy, environment, and socioculture; to professional practice

√ √ √ √ √ √

78 | P a g e

Learning Outcomes

Min. level to achieve

Description of min. level to achieve

Assessment Methods

Wri

tten

T

est

Ver

bal

T

est

Ess

ay/

Rep

ort

Pro

ject

Pre

sen

tat

ion

P

ort

foli

o/ W

ebfo

lio

D

iser

tati

on

In

tern

ship

(P

ract

icu

m/I

nd

ust

rial

T

rain

ing

)

Lifelong Learning

LL 2 The ability to accept new ideas and be able to carry out autonomous or independent learning

√ √ √ √

Entrepre- neurial skills

ES 1 The ability to identify business opportunities

√ √

Leadership skills

LS 2 The ability to lead a project

√ √ √ √

(R. U. R. Sohardi, 2008)

(Guidelines to Good Practice: Student Assessments, 2012)

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What achievement to achieve in the Learning Outcomes?

For each learning outcome, there are levels of achievement that must be must be

achieved by the students, as follows:

1. CRITICAL THINKING PROBLEM SOLVING (CTPS)

2. COMMUNICATION SKILLS (CS)

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3. TEAMWORK SKILLS (TS)

4. ETHIC, MORAL VALUES AND PROFESSIONALISM (EM)

5. LIFELONG LEARNING AND INFORMATION MANAGEMENT (LL)

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6. ENTREPRENEURSHIP SKILLS (KK)

7. LEADERSHIP SKILLS (LS)

* Note: KIM - Skills that the student MUST achieved.

(Radin Umar Radin Sohadi, 2008)

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References

1. Malaysian Qualifications Agency. (2012). Guidelines to Good Practices: Assessment of

Students. Kuala Lumpur: Malaysian Qualification Agency.

2. Radin Umar Radin Sohadi.(2008). Modul Pembangunan Kemahiran Insaniah (Soft

Skills) untuk IPT Malaysia..Presentation: Universiti Putra Malaysia. Available at:

<http://cade.upm.edu.my/v3/images/modul_1_prof_radin_ki.pdf> [Accessed 26 July

2011]

3. Roziah, M. J., Zainab, M. N. and Salliza, S. (Eds.). (2010). OBE-SCL Training

Modules for Lecturers: UiTM, OBE-SCL Implementation. Academic Quality Assurance

Unit, The Academic Affairs Division, Universiti Teknologi MARA: Malaysia.

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Chapter 6: Student Learning Time

At the end of the topic, the readers will be able to:

• Explain what is Student Learning Time (SLT)

• Explain what is notional hour credit

• Calculate course credit using SLT and notional hour credit

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Introduction

To be accredited, a programme must comply with the Malaysian Qualification

Framework (MQF). The key features of MQF are: i) level of qualifications, ii) learning

outcomes, and iii) credit system based on student academic/learning workload. One of

the important considerations when calculating student academic/learning workload is

finding out how much time is available for an average person to be benefited from or for

self-improvement.

Effective and Quality Time

To understand the nominal available time in a human life, one must look at 2 (two)

major components of time in a human life:

1. Time for routine or nature activities, i.e. sleeping, physical exercise, travelling, to

maintain a healthy lifestyle, etc.

2. Time left to be benefited from or for self-improvement, i.e. for work or study

These two components can be evaluated in terms of daily, weekly, monthly or yearly

basis. According to Zainai Mohamed (2006), a normal or an average person has

approximately 50 ± 5 hours per week of quality time available for self-improvement.

(Shahrin Mohamed, 2007)

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MQF Credit System

In order to promote ethics and discipline in student’s effort towards learning, enhancing

the skills of “life-long learning”, and as an effective control of prescribed study duration;

a paradigm shift of the credit system must be made with respect to the philosophy of

OBE. From the traditional calculation of credit based on teacher-centered, measured by

staff contact time; to the MQF credit system based on student-centered, output-oriented

approached, measured by learning volume of the student.

Student-Centered Learning means empowering the students to be responsible for their

learning. Learning is not just attending the scheduled contact time (face-to-face) but

putting an additional effort (the independent learning) is also a must. It is hope that by

utilizing student-centered learning, it will effectively inculcate the skill on “learn how to

learn”; and eventually students will value their own capability, thus plan and manage

their academic load. Student and lecturer/teacher must be informed the importance of

student learning time (SLT); hence promotes work ethics, discipline and good conducts

(integrity) in daily life.

(Zainai Mohamed, 2006)

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The MQF defines student academic workload as the learning effort or volume of

learning that an “average student” must undertake to achieve a defined group of

learning outcomes. This learning effort or learning volume represents ALL forms of

learning in hours, whether lecture-based, tutorial, work-based, research, experiential,

practical activities, private study, preparation for assessment or whatever that is

required of an average student to achieve a specified set of learning outcomes.

Definition of Student Learning Time Student Learning Time

Student Learning Time (SLT) is define as effective learning time or student effort in

learning or the learning volume (a quantitative measurement of ALL learning

activities), in order to achieve the specified learning outcomes;including lecture,

tutorial, seminar, practical, self-study, retrieval of information, research, fieldwork, as

well as preparing for and sitting of an examination.

Why Student Learning Time?

SLT is a management instrument for both the guided and independent learning; and

promotes ethics and discipline in student’s effort towards learning. Consequently, SLT is

used:

to enhance the student’s skills of “Life-Long-Learning”;

as an indicator of effort in learning & study smart;

to educate students on how the “learning by doing” in respect to effort in

learning, i.e. student-centered output-oriented approach;

as an effective control of prescribed study duration.

Definition of Credit and Notional Hour

MQF defines ‘credit’ as “the quantitative measure that represents the volume of learning

or academic load to attain the set learning outcomes.” Notional hour is described as a

nominal effort of an average achiever in a semester of 14 weeks (delivery) duration.

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In Malaysia, notional hour has a value of 40, which means that 40 hours of SLT is valued

as 1 (one) credit.

Why notional 40 hours Student Learning Time for a credit?

If a course have only 1 hour lecture per week per 14 weeks (and no other teaching and

learning activities (TLA) and no assessments); a student is expected to spend about 2

hours additional for every 1 hour lecture. This is a nominal effort of an average achiever

in a semester of 14 weeks (delivery) duration. Thus, a total of 42 hours SLT [(1+2) X14]

for a credit in a semester (round-down = 40).

Guidelines to estimating Student Learning Time (examples)

Teaching and Learning Activities

Implementation Time

Additional Time Preparation Time/ Time for Self Study

Note

LECTURE 1 hr. 1-2 hr.

Complex courses might need 3 hours or more preparation time for one hour lecture.

TUTORIAL 1-2 hr. 1-2 hr

MAKMAL 3 hr. + report - none -

For particular disciplines, 3 hours of lab might need additional 2-3 hours to prepare the report.

FINAL YEAR PROJECT

240 - 400 hr. - none -

SMALL GROUP DISCUSSION

1-2 hr. 1 hr.

PROBLEM-BASED LEARNING (PBL)

2 hrs. 2-3 hrs + 2 hrs for discussion

eLEARNING - none- 3 hr. No Face-to-face

PRESENTATION 1 hr. 2-3 hr.

CREATIVE WRITING

100-150 pages novel 50-70 pages of script

8-10 hrs/day throughout the whole semester

8 hrs. X 5 days X 14 weeks = 560 hrs.

CASE ANALYSIS/STUDY

3 hrs per case - none -

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Teaching and Learning Activities

Implementation Time

Additional Time Preparation Time/ Time for Self Study

Note

ASSIGNMENT (2000 words)

- none - 10-12 hr.

SUMMATIVE ASSESSMENT

3 hrs 3hrs. preparation

Complex courses might need more preparation time for one hour of assessment.

(Jabatan Pengajian Tinggi, 2011)

Examples of SLT Calculation

COURSE : BBB222 (Introduction to XYZ)

Teaching and Learning Activities (TLA)

Assessment

CLO1 10 Lect, 4 Tut, 2 Lab

Test 1 (30 mins), Assignment 1 (500 words), Final Exam (2 hrs)

CLO2 4 Lect, 2 Tut

Test 2 (30 mins), Final Exam (2 hrs)

CLO3 12 Lect, 6 Tut, 3 Lab

Test 3 (60 mins), Assignment 2 (1000 words), Final Exam (2 hrs)

The information above will be translated as follows:

TLA F ace-to-Face

Std PrepTime

Assessment F ace-to-Face

Std Prep Time

CLO1 10 Lect, 4 Tut, 2 Lab

1042

10x2 = 204x1=40

Test 1 (30 mins), Assignment 1 (500 words), Final Exam (2 hrs)

0.5

2

0.5 x 3=1.5(500/2000)x12=32 x 3= 6

16 24 2.5 10.5

CLO2 4 Lect, 2 Tut

42

4x2 = 82x1=2

Test 2 (30 mins), Final Exam (2 hrs) *

0.5 0.5 x 3=1.5

6 10 0.5 1.5

CLO3 12 Lect, 6 Tut, 3 Lab

1263

12x2 = 246x1=60

Test 3 (60 mins),Assignment 2 (1000 words), Final Exam (2 hrs)*

1 1 x 3= 3(1000/2000)x12=6

21 30 1 9

TOTAL 43 64 4 21

TOTAL SLT 43+64+4+21 =107 + 25 = 132

CREDIT 132/40 = 3.3 = 3 CREDIT (round-down)**

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References

1. Jabatan Pengajian Tinggi. (2011) .Garis Panduan Penulisan Akademik .Jabatan

Pengajian Tinggi: Kementerian Pendidikan Malaysia. Available

at:<http://jpt.mohe.gov.my/RUJUKAN/GARIS%20PANDUAN%20PENULISAN%20P

ROGRAM%20AKADEMIK.zip> [Accessed 20 March 2011}

2. Malaysian Qualification Agency.(2007). Malaysian Qualification Framework. Kuala

Lumpur: Malaysian Qualification Agency. Available at:

<http://www.mqa.gov.my/portal2012/dokumen/MALAYSIAN%20QUALIFICATION

S%20FRAMEFRAM_2011.pdf> [Accessed 27 November 2012]

3. Zainai Mohamed.(2006). MQF Credit System - Interpretation and Application.

Presentation: MQA, 4 December, 2006

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Exercise

(COURSE CODE: MRD570 - EVIDENCE-BASED PRACTICE IN MEDICAL IMAGING)

Course Learning Outcomes

Topics TLA Assessments

Explain the goals of diagnostic imaging. (...................................)

1. Disease Detection and Medical Imaging : Definition of Diseases, Lesion, Disease Classification, Imaging Goals

Lectures (4hrs)

Tutorials (2hrs)

Test 1 (60 minutes)

Quiz 1 (10 mins)

FEX (180 minutes)

Explain the terms : diagnostic accuracy, gold standard; specificity, sensitivity and predictive values; used in medical imaging field. (.................................)

2. Decision Making and Making the Diagnosis:

Efficacy of Diagnostic Tests, Diagnostic Accuracy, Bayes’ Theorem, Gold Standard, Sensitivity, Specificity, Predictive Value

Lectures (4hrs)

Tutorials (2hrs)

Test 1 (60 minutes)

Quiz 2 (10 mins)

FEX (180 minutes)

Explain the principles of diagnostic strategies and imaging guidelines and their clinical impact.

(..................................................)

3. Diagnostic Strategy:

Diagnostic Strategy and Imaging Guidelines

Lectures (2hrs)

Test 2 (60 minutes)

Quiz 3 (10 mins)

FEX (180 minutes)

4. Multimodality Imaging:

Multimodality rationale, Basis of Multimodality Imaging , Image Registration

Lectures (2hrs)

Test 2 (60 minutes)

Quiz 4 (10 mins)

FEX (180 minutes)

Evaluate the roles of various imaging modalities in common pathologies and identify image-based features of them. (..................................................)

5. Common Diseases:

Pattern Recognition and Image-Based Features in Imaging Modalities

Lectures (10hrs), Tutorials (10hrs)

Assignment (2000 words)

Test 2 (60 minutes)

Quiz 5 (10 mins)

FEX (180 minutes)

Q1. Calculate SLT for this course.

Q2. Calculate credit for this course

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Chapter 7: Table of Test Specification

At the end of the topic, the readers will be able to:

• Explain what is Table of Test Specification

• Explain the importance of Table of Test Specification

• Produce a simple Table of Test Specification

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Table of Test Specification

Introduction

“Assessment may require direct examination or observation of students’ displayed

knowledge or skills, which can be assessed based on measurable LOs. Attainment of

outcomes in the cognitive and psychomotor domains can be directly assessed,

whilst those of the affective domain, soft skills and values may be more difficult to

assess, resulting in a more subjective assessment. Direct assessments involve examining

actual samples of student’s work and these include exams, quizzes, reports, portfolios

and presentations. On the other hand, indirect assessments refer to “analysis of

reported perceptions about student mastery of learning outcome” (Allen, 2004). It may

be in the form of employer surveys; exit interviews of graduates and self-reports by

students or by others such as the supervisor during industrial attachment.”

(Guidelines to Good Practices: Assessment of Students,2012)

Management of assessment

In the assessment process proposed by Guidelines to Good Practices: Assessment of

Students, higher education provider (HEP) must have:

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a system to ensure security and standards / academic quality of exam papers /

moderation of assessment for its FINAL EXAMINATIONS; and

a system to ensure academic quality, validity / currency of tasks, for its

continuous assessments.

a system for establishing common criteria for marking (e.g. rubrics)

It is possible to assess more than one learning outcome at once as long as all assessment

tasks are appropriate to, and in harmony with, the learning outcomes they are meant to

assess. As such it is advisable to:

Ensure the assessment method tests the stated learning outcomes

Ensure the assessment method does not test any significant learning outcomes

that are not explicitly stated as such. Assessment should never go beyond the

learning outcomes. For example, if the learning outcome states that the student

should be able to “select an appropriate method”, then the assessment task

should not go beyond this limit by asking to “analyze the method”.

Ensure all major course or module outcomes are assessed, because if students

are not going to be assessed on something, it’s unlikely that they will put time

and effort into it. BUT, if you assess every minor learning outcome of every

module, then you will run the risk of over-assessing students.

Assessment criteria

When designing and carrying out assessment it is important that both students and

staffs are clear on what students are expected to do, the circumstances in which they

are asked to do it and how the marks are going to be awarded. In fact, students don’t

always know the assessment criteria or how assessors interpret them, because it is

often considered the property of examiners. However, there is no reason for this

secrecy. Be upfront with your criteria – it will help your students enormously to know

what they are aiming for, or to see where they fell short, and consequently lead to much

deeper learning.

A criterion for assessment explains the relationship between how well a student

answers the questions set or performs the task set, and the mark and grade which they

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are given. While learning outcomes say what a student is expected to do; assessment

criteria say how well they should be able to do it in order to obtain a particular grade.

One way is construct model answers or marking schemes or rubrics which show how

marks and grades will be awarded, though often the use of model answers and marking

schemes is more appropriate in scientific or technical disciplines.

An assessment criteria, on the other hand describes as clearly as possible, the

characteristics of what is acceptable, good, excellent etc. Of course, it is impossible to be

always precise in describing what makes a piece of work ‘very good’, or ‘excellent’, but

we should go as far as possible to try to write them, either individually or with other

lecturers for a programme, as they make life a lot easier for both the student and the

assessors.

Definition of Table of Test Specification

Table of Test Specification (TTS) or Jadual Spesifikasi Ujian (JSU) or test blueprint; is

detailed, written plan for a test that normally includes:

descriptions of the test's purpose and target audience;

the content or performance areas it will cover;

the types of items and number to be written for each content or performance

area, their scoring, and other characteristics;

the test administration method; and

desired psychometric characteristics of the items and the test.

In other words, TTS is the construction plan for a test containing details about the

content included in the test; developed so the test has content validity and ensures that

test contains a representative sample of the course outcomes. It is also called test plans,

test blueprint or test matrix; and can functions as a study guide for the students.

Aims of Table of Test Specification

The aim of the Test Specification Table (TST or JSU) is for the assessment to:

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• be consistent and equivalent (from year to year, semester to semester and from

one lecturer to another) and,

• address the course outcomes as specified in the syllabus.

Description of Table of Test Specification

TTS is a two-way table designed to include all learning topics and the levels of Bloom’s

Taxonomy to construct a test and serves as a test blueprint. TTS is developed AFTER the

completion of syllabus development, and BEFORE a prototype/ draft of question paper

is constructed. Even though, TTS is developed after the completion of syllabus

development, review of TST can be done from time to time, in line with curriculum

review and Continuous Quality Improvement (CQI) process.

How to do Table of Test Specification

There are two TTS developed for a course:

1. TTS developed after the completion of syllabus development. This TTS should be

kept with the syllabus at all time, and will be used as the blueprint for construction of

exam paper. Example:

TOPIC HRS Spent on Topic

% HRS

Marks Allocated

CLO C1 C2 C3 C4 C5 C6

Total Marks Developed 10-

20% 40-70%

20-30%

Topic 1

5 10 10 CLO1 C3

Topic 2

5 10 10 CLO1 C3

Topic 3

10 20 20 CLO2 C4

Topic 4

20 40 40 CLO3 C6

Topic 5

10 20 20 CLO4 C3

TOTAL 50 100 100

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3. TTS developed for the course’s examination paper for a particular semester. The

TTS is based on TTS kept with the syllabus (i.e. TTS above). This TTS will be

submitted with the exam paper constructed and kept in the exam vault. Example:

TOPIC HRS Spent on Topic

% HRS

Marks Allocated

CLO C1 C2 C3 C4 C5

C6

Total Marks Developed

10-20% 40-70% 20-30%

Topic 1 5 10 10 CLO1 C3

Q A1 5 m

Q A2 5 m

10

Topic 2 5 10 10 CLO1 C3

Q A3 10 m

10

Topic 3 10 20 20 CLO2 C4

Q A4 10 m

Q A5 10 m

20

Topic 4 20 40 40 CLO3 C6

Q B1a 10 m

Q B1b 10 m

Q B2 20 m

40

Topic 5 10 20 20 CLO4 C3

Q B3a 10 m

Q B3b 10 m

20

TOTAL 50 100 100

15 45 20

20 100

From the above example, the final exam paper developed contains:

Part A - 3 questions, Total Marks =40

Part B - 3 questions, Total Marks = 60

15 marks at C1 and C2, 65 marks at C3 and C4, 20 marks at C5 and C6 level

marks distributed with respect to hours spent on topics.

marks distributed in line with stipulated Bloom’s level

all course learning outcomes (CLO) that are assessed according to their Bloom’s

level

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Test blueprints for assessment of affective and psychomotor domain

While TTS is usually developed to ensure test validity for the assessment of cognitive

domain, TTS can also be developed to ensure test validity for the assessment of

psychomotor and affective domain.

Examples of outcomes and their appropriate assessment tasks, are as follows:

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(Guidelines to Good Practices: Assessment of Students,2012)

Examples of TTS for assessing psychomotor and affective domain:

CLO A1 A2 A3 A4 A5

Assessment Method

Propose solution to manufacturing and operation problems using related theory and analytical methods (C5,A5, PO 3)

√

Case Study Report Uses an objective approach in Problem solving. Rubrics for objective approach in Problem solving.

Organise in groups to study and present the application of advanced manufacturing and operation analysis methods based on a given

√

Group Discussion Prioritizes time effectively to meet the needs of the group, and self. Rubrics for teamwork and

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CLO A1 A2 A3 A4 A5

Assessment Method

topics (C5, A4, P5, PO4, PO5)

discussion

Explain the main concepts and methods obtained from literatures to professionally analyse the manufacturing and operation system (C6, A4, PO1, PO3, PO7)

√

Case Study Report Explains the role of systematic Planning in solving problems. Rubrics/Marking Scheme for explaining the main concepts and methods.

CLO P1 P2 P3 P4 P5 P6 P7

Assessment Method

Propose solution to manufacturing and operation problems using related theory and analytical methods (C5,A5, PO 3)

Organise in groups to study and present the application of advanced manufacturing and operation analysis methods based on a given topics (C5, A4, P5, PO4, PO5)

√

Presentation Performing without hesitation, able to response to spontaneous Q&A. Rubrics for presentation which include response to Q&A

Explain the main concepts and methods obtained from literatures to professionally analyse the manufacturing and operation system (C6, A4, PO1, PO3, PO7)

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References

1. Malaysian Qualification Agency. (2012). Guidelines to Good Practice: Assessment of

Students. Kuala Lumpur: Malaysian Qualification Agency.

2. O’Farrell, C. (2008). Enhancing Student Learning through Assessment: A toolkit

approach, Dublin Institute of Technology, Ireland.

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Exercise

(COURSE CODE: MRD570 - EVIDENCE-BASED PRACTICE IN MEDICAL IMAGING)

Course Learning Outcomes

Topics TLA Assessments

Explain the goals of diagnostic imaging. (...................................)

1. Disease Detection and Medical Imaging : Definition of Diseases, Lesion, Disease Classification, Imaging Goals

Lectures (4hrs)

Tutorials (2hrs)

Test 1 (60 minutes)

Quiz 1 (10 mins)

FEX (180 minutes)

Explain the terms: diagnostic accuracy, gold standard; specificity, sensitivity and predictive values; used in medical imaging field. (.................................)

2. Decision Making and Making the Diagnosis:

Efficacy of Diagnostic Tests, Diagnostic Accuracy, Bayes’ Theorem, Gold Standard, Sensitivity, Specificity, Predictive Value

Lectures (4hrs)

Tutorials (2hrs)

Test 1 (60 minutes)

Quiz 2 (10 mins)

FEX (180 minutes)

Explain the principles of diagnostic strategies and imaging guidelines and their clinical impact.

(..................................................)

3. Diagnostic Strategy:

Diagnostic Strategy and Imaging Guidelines

Lectures (2hrs)

Test 2 (60 minutes)

Quiz 3 (10 mins)

FEX (180 minutes)

4. Multimodality Imaging:

Multimodality rationale, Basis of Multimodality Imaging , Image Registration

Lectures (2hrs)

Test 2 (60 minutes)

Quiz 4 (10 mins)

FEX (180 minutes)

Evaluate the roles of various imaging modalities in common pathologies and identify image-based features of them. (..................................................)

5. Common Diseases:

Pattern Recognition and Image-Based Features in Imaging Modalities

Lectures (10hrs), Tutorials (10hrs)

Assignment (2000 words)

Test 2 (60 minutes)

Quiz 5 (10 mins)

FEX (180 minutes)

Q1 Create a Table of Test Specification for this course (based on TLA)

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APPENDIX

A QUICK GUIDE TO PREPARE ACADEMIC PROGRAMME DOCUMENTATION

(WITH 13 HOW TO…)

1. HOW TO COMPLY WITH THE MALAYSIAN QUALIFICATION FRAMEWORK (MQF)

(Malaysian Qualification Framework, 2011)

To put it simply, MQF is based on 3(three) main features: 1. Levels of Qualification 2. Learning outcomes 3. Credit system (based on student academic workload) Hence, complying with MQF simply means, complying with the 3 main features of MQF. MQF Key Features #1: Levels of Qualification

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MQF Key Features #2: Learning Outcomes MQF defines learning outcomes as “statements that explain what students should know, understand and can do upon the completion of a period of study”. As such, learning outcomes are regarded as references for: 1. standard and quality 2. the development of curriculum in terms of teaching and learning 3. the determination of credits via Student Learning Time (SLT) 4. the assessment of students Ministry of Education (MOE) Domains of Learning Outcomes The Malaysian Ministry of Education (MOE) has listed 9(nine) domains of learning outcomes, namely: 1) knowledge; 2) practical skills; 3) problem solving and scientific skills; 4) communication skills; 5) social skills, team skills and responsibilities; 6) values, attitudes and professionalism; 7) information management and lifelong learning skills; 8) managerial and entrepreneurial skills. 9) leadership Basically, there are 3 (three) types of learning outcomes in MQF: 1. Programme Educational Objectives (PEO) 2. Programme Learning Outcomes (PLO) or Programme Outcomes (PO) 3. Course Learning Outcomes (CLO) or Course Outcomes (CO) MQF Key Features #3: Credit System MQF defines ‘credit’ as “the quantitative measure that represents the volume of learning or academic load to attain the set learning outcomes.” While ‘academic load’ is defined as “quantitative measure of all learning activities required to achieve a defined set of learning outcomes. These activities include lecture, tutorial, seminar, practical, self-study, retrieval of information, research, fieldwork, as well as preparing for and sitting of an examination.” Thus, the formula for calculating credit for a course is:

CREDIT = Total Student Learning Time (SLT) for course notional hour

2. HOW TO WRITE PROGRAMME EDUCATIONAL OBJECTIVES (PEO) A.K.A PROGRAMME AIMS

(Garispanduan Penulisan Akademik, JPT, KPM, 2011)

• 4-5 statements on what the graduates are in 4-5 years’ time • Must include all 9 MOE learning outcomes in the statements (for degree programmes and above)

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• Knowledge • Practical Skills • Thinking and scientific skills • Communication skills • Social skills, teamwork and responsibility • Values, ethics, moral and professionalism • Information management and lifelong learning skills • Managerial and entrepreneurial skills • Leadership skills

• Usually in-line with the industry/profession’s needs • Can include non-measurable verbs such as understand, know, acquire, etc.

The QUALIFICATION What the graduates can become in 4-5 years (THE JOB(S)) with the qualification

What skills they have as (THE JOB(S))

Which MOE 9 Learning Outcomes they have mastered?

The programme of Bachelor of Civil Engineering will produce

Civil Engineers who are

PEO1 Knowledgeable and technically competent in civil engineering discipline in-line with the industry requirement.

Knowledge (LO1) Practical skill (LO2)

PEO2 Effective in communication and demonstrate good leadership quality in an organisation.

Communication (LO4) Leadership (LO9) Teamwork (LO5)

PEO3 Capable to solve civil engineering problems innovatively, creatively and ethically through sustainable approach.

Critical Thinking (LO3) Ethics (LO6)

PEO4 Able to demonstrate entrepreneurship skills and recognize the need of life-long learning for successful career advancement.

Entrepreneurship (LO8) Life-long Learning (LO7)

3. HOW TO WRITE PROGRAMME LEARNING OUTCOMES (PLO)

(Garispanduan Penulisan Akademik, JPT, KPM, 2011)

• Statements on what skills the students will have upon graduation (in line with programme standards or professional bodies)

• Must include all 9 MOE learning outcomes in the statements (for degree programmes and above) i.e. at least 9 PLOs

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• Usually a one-to-one mapping to the 9 MOE learning outcome (i.e. PLO1 map to MOE LO1, PLO2 map to MOE LO2)

• Can include non-measurable verbs such as understand, know, acquire, etc.

The QUALIFICATION PLO’s What skills they have as (THE JOB(S))

At the end of the Bachelor of Civil Engineering programme, the students will be able to:

PLO1 Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field. (LO1)

PLO2 Demonstrate comprehensive technical expertise in civil engineering. (LO2)

PLO3 Communicate effectively both in written and spoken form with engineers, other professionals and community.(LO3)

PLO4 Identify, formulate and provide creative, innovative and effective solution to civil engineering problems.(LO4)

PLO5 Function individually or in teams, effectively, with a capability to be a leader.(LO5)

PLO6 Recognise the need for and to engage in, life-long learning and professional development.(LO6)

PLO7 Self-motivate and enhance entrepreneurship skills for career development.(LO7)

PLO8 Understand and commit professionally, ethically and with humane responsibility, in line with the engineer’s code of conduct.(LO8)

PLO9 Realise and demonstrate effective leadership responsibility.(LO9)

4. HOW TO WRITE COURSE LEARNING OUTCOMES (CLO)

(Garispanduan Penulisan Akademik, JPT, KPM, 2011)

Each course will usually have between 3 and 5 major outcomes. (Garispanduan Penulisan Akademik , JPT, KPM)

Should be written in clear language and in the future tense

Should be mapped to the learning domain in Blooms or other Taxonomy.

Should be mapped to the Programme Learning Outcomes or MOE LO.

Expressed in terms of measurable and/or observable behaviors (hint: ask yourself how you would test the outcome).

Begin with an action verb (e.g., write, install, solve, and apply).

Avoid using the words: understand, appreciate, know, learn, aware and familiar 3 components of a course outcome There are 3 (three) components of a course outcome, namely: 1. Action verb - describes what the learner will be doing, or the behaviour 2. Condition - under what conditions will the learning take place or context under which the behaviour is

to occur. 3. Standard - how the learning will be evaluated (e.g. criteria or standard in terms of accuracy, quantity

or time-constraints) or the criteria of acceptable level of performance

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Example 1: (V-action verb, C-condition, S-standard) • describe the principles of radiation protection. (V) • orally describe the principles of radiation protection. (V&C) • orally describe the principles of radiation protection as defined by ICRP. (V&C&S)

Example 2: (V-action verb, C-condition, S-standard)

• design a darkroom. (V) • design a darkroom using Microsoft Excel design template . (V&C) • design a darkroom using Microsoft Excel design template based on MS838:2007. (V&C&S)

Example 3: (V-action verb, C-condition, S-standard)

• Using the Lamor equation (C), calculate(V) the resonance frequency (C) to within one decimal point. (S)

• Write (V) an effective course outcomes (C) that include lower and higher order cognitive skills (C) for a one-semester course (S).

* Note:

o It is NOT compulsory for every CLO to have all 3 components (i.e. V+C+S) o But must have at least V+C or V+S o Can have more than 1 action verb, BUT must measure them. o If a statement has 2 “verbs” in the same domain (e.g. state and explain the basic principles.....), use the highest level of

taxonomy only (i.e. explain the basic principles....) o A statement can have 2 “verbs” in different domains (e.g. explain and perform the standard procedure........), BUT must measure

both (i.e. there must be assessments for both outcomes) o CLO can have sub outcomes (e.g. Topic Outcomes, Lesson Outcomes) which might be more detail and can have ALL 3

components to ensure the attainment of the CLO.

Common weaknesses in writing CLO 1. Non-observable/Non-measurable CLO. Example:

At the end of the course, the students will be able to understand the theory of X.

At the end of the course, the students will be able to know how to write an effective learning outcome.

At the end of the course, the students will be able to appreciate the importance of keeping the environment clean.

2. Vague CLO or CLO that is too broad or general . Example:

By the end of the course, students should be able to use the computer.

By the end of the course, students should be able to make presentations.

By the end of the course, students should be able to comment on designs.

By the end of the course, students should be able to design research.

5. HOW TO WRITE CLO TO REFLECT THE 9 MOE LO

MOE LO CLO (.... the students should be able to........)

Knowledge explain the main concepts of .......

Practical Skills demonstrate the standard procedure in ......

Thinking and scientific skills analyse the methods used by the.........

Communication skills present a protocol that can be used to ........

Social skills, teamwork and responsibility discuss in groups the methods used by ........

Values, ethics, moral and professionalism interpret objectively the ideas put forth by.......

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MOE LO CLO (.... the students should be able to........)

Information management and lifelong learning skills propose a solution based on methods obtained from literatures

Managerial and entrepreneurial skills discuss business opportunities available in the field of...

Leadership skills Organise in groups and lead a project to.....

WHAT TO ACHIEVE IN THE LEARNING OUTCOMES

Learning Outcomes Min. level to achieve

Description of min. level to achieve

Critical thinking and problem solving CTPS 2 The ability to find ideas and alternative solutions

Communication Skills CS 3 The ability to present clearly and confidently; and appropriate with the level of audience

Teamwork Skills TS 3 The ability to identify and respect the attitude, behaviour and beliefs of others

Ethics, values and professionalism ET 2 The ability to understand the effect of economy, environment, and socio-culture; to professional practice

Lifelong Learning LL 2 The ability to accept new ideas and be able to carry out autonomous or independent learning

Entrepreneurial skills ES 1 The ability to identify business opportunities

Leadership skills LS 2 The ability to lead a project

Examples of Course Learning Outcomes (CLO) - COGNITIVE DOMAIN

Outcome example Action verb Condition Standard Level

By the end of the chemistry course, students will be able to list all of the elements in the Periodic Table.

List all of the elements in the Periodic Table.

Cognitive 1 (C1) Knowledge

By the end of the special education course, students will be able to diagnose learning disabilities in elementary school level settings

Diagnose learning disabilities in elementary school level settings

C4 Analysis

By the end of the French course, students will be able to translate a paragraph of text from English to French.

Translate a paragraph of text from English to French.

C2 Comprehension

By the end of the BIS course, students will be able to apply basic Web development skills to an actual Web page on the internet

Apply basic Web development skills

actual Web page on the internet

C3 Application

By the end of the music education course, students will be able to judge student performances based on musical interpretation.

Judge student performances

based on musical interpretation.

C6 Evaluation

By the end of the art course, students will be able to create at least 12 original works in oil painting

Create at least 12 original works

in oil painting C5 Synthesis P7 Origination

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Examples of Course Learning Outcomes (CLO) - AFFECTIVE DOMAIN

Outcome example Action verb Condition Standard Level

By the end of the women's studies course, students will describe alternative views on selected issues.

Describe alternative views

selected issues. Receiving (A1)

By the end of the environmental studies course, students will be able to organise the conservation efforts of urban, suburban and rural communities.

Organise conservation efforts urban, suburban and rural communities.

Organisation (A4)

By the end of the elementary education course, students will able to comply with assessment protocols according to Barthel Index

Comply assessment protocols

Barthel Index Responding (A2)

By the end of the counselling course, students will be able to objectively interpret evidence presented by clients during a therapy session.

Interpret

objectively, evidence presented by clients

a therapy session. Internalising values (A5)

By the end of the political science course, students will be able to debate numerous sides to an argument.

Debate numerous sides to an argument.

Valuing (A3)

Examples of Course Learning Outcomes (CLO) - PSYCHOMOTOR DOMAIN Outcome example Action verb Condition Standard Level

By the end of the music theatre course, students will be able to relate types of music to particular dance steps.

Relate types of music particular dance steps

Psychomotor 1 (P1) Perception

By the end of the industrial education course, students will be able to demonstrate proper use of woodworking tools to vocational school students.

Demonstrate proper use of woodworking tools

to vocational school students.

P5 Complex Overt Response

By the end of the physical education course, students will be able to demonstrate/show the proper stance for batting a ball.

Demonstrate/ Show

proper stance for batting a ball. P2 Set

By the end of the dance course, students will be able to create a dance step.

Create dance step P7 Origination

By the end of the physical education course, students will be able to display/perform a golf swing as demonstrated by the instructor.

Display/ Perform

golf swing as demonstrated by the instructor.

P3 Guided Response

By the end of the industrial education course, students will be able to adapt their lessons on woodworking skills for disabled people.

Adapt lessons on woodworking skills

for disabled people. P6 Adaptation

By the end of the biology course, students will be able to assemble laboratory equipment, appropriate for experiments.

Assemble laboratory equipment

appropriate for experiments.

P4 Mechanism

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6. HOW TO MAP PLO TO PEO

Achievement of PEO

Programme Learning Outcomes (PLO) PEO1 PEO2 PEO3 PEO4

PLO 1 Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field. √

PLO 2 Demonstrate comprehensive technical expertise in civil engineering.

√

PLO 3 Identify, formulate and provide creative, innovative and effective solution to civil engineering problems. √

PLO 4 Communicate effectively both in written and spoken form with engineers, other professionals and community. √

PLO 5 Function individually or in teams, with a capability to engage effectively with other people or team members. √

PLO 6 Understand and commit professionally, ethically and with humane responsibility, in line with the engineer's code of conduct. √

PLO 7 Recognize the need for and to engage in life-long learning and professional development. √

PLO8 Self-motivate and enhance entrepreneurship skills for career development.

√

PLO 9 Realize and demonstrate effective leadership responsibility. √

Programme Educational Objectives (PEO) :- 1. Knowledgeable and technically competent in civil engineering discipline in-line with the industry requirement. 2. Effective in communication and demonstrate good leadership quality in an organization. 3. Capable to solve civil engineering problems innovatively, creatively and ethically through sustainable approach. 4. Able to demonstrate entrepreneurship skills and recognize the need of lifelong learning for successful career advancement.

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7. HOW TO MAP PLO TO MOE LO AND KEMAHIRAN INSANIAH (KI A.K.A TRANSFERABLE SKILLS)

PO vs. LO KI

KN

OW

LED

GE

PR

AC

TIC

AL

SKIL

LS

THIN

GK

ING

AN

D S

CIE

NTI

FIC

SK

ILLS

CO

MM

UN

ICA

TIO

N S

KIL

LS

SOC

IAL

SKIL

LS, T

EAM

WO

RK

AN

D

RES

PO

NSI

BIL

ITY

VA

LUES

, ETH

ICS,

MO

RA

L A

ND

PR

OFE

SSIO

NA

LISM

IN

FOR

MA

TIO

N M

AN

AG

EMEN

T A

ND

LI

FELO

NG

LEA

RN

ING

M

AN

AG

ERIA

L A

ND

EN

TREP

REN

EUR

IAL

SKIL

LS

LEA

DER

SHIP

SK

ILLS

THIN

GK

ING

AN

D S

CIE

NTI

FIC

SK

ILLS

CO

MM

UN

ICA

TIO

N S

KIL

LS

SOC

IAL

SKIL

LS, T

EAM

WO

RK

AN

D

RES

PO

NSI

BIL

ITY

VA

LUES

, ETH

ICS,

MO

RA

L A

ND

PR

OFE

SSIO

NA

LISM

IN

FOR

MA

TIO

N M

AN

AG

EMEN

T A

ND

LIFE

LON

G L

EAR

NIN

G

MA

NA

GER

IAL

AN

D E

NTR

EPR

ENEU

RIA

L SK

ILLS

LEA

DER

SHIP

SK

ILLS

PROGRAMME LEARNING OUTCOMES (PLO)

LO1

LO2

LO3

LO4

LO5

LO6

LO7

LO8

LO9

KI1

KI2

KI3

KI4

KI5

KI6

KI7

PLO 1

Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field.

√

PLO 2 Demonstrate comprehensive technical expertise in civil engineering.

√

PLO 3

Identify, formulate and provide creative, innovative and effective solution to civil engineering problems.

√ √

PLO 4

Communicate effectively both in written and spoken form with engineers, other professionals and community.

√ √

PLO 5

Function individually or in teams, with a capability to engage effectively with other people or team members.

√ √

PLO 6

Understand and commit professionally, ethically and with humane responsibility, in line with the engineer's code of conduct.

√ √

PLO 7 Recognize the need for and to engage in life-long learning and professional development.

√ √

PLO 8 Self-motivate and enhance entrepreneurship skills for career development.

√ √

PLO 9 Realize and demonstrate effective leadership responsibility.

√ √

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8. HOW TO MAP CLOs TO BLOOM’S TAXONOMY AND PLOs

Course Outcomes (CO) or Course Learning Outcomes (CLO):

At the end of this course, the students will be able to:

1. Propose solution to manufacturing and operation problems using related theory and analytical

methods (C5,A5, PLO 3)

2. Organise in groups to study and present the application of advanced manufacturing and

operation analysis methods based on a given topics (C5, A4, P5, PLO4, PLO5)

3. Explain the main concepts and methods obtained from literatures to professionally analyse

the manufacturing and operation system (C6, A4, PLO1, PLO3, PLO7)

9. HOW TO STRATEGIES TEACHING LEARNING METHODS AND ASSESSMENT METHODS FROM COURSE LEARNING OUTCOMES A.K.A CONSTRUCTIVE ALIGNMENT

From example in No.7 “How to map CLOs to Bloom’s Taxonomy and PLOs” above:

Programme Learning Outcome (PLOs) Teaching and Learning Methods

Assessment Methods

PLO1 - Knowledge Lectures, Tutorials Written tests

PLO3 - Critical Thinking Problem Solving Group work, Tutorials Presentation, Project/ assignment

PLO4 - Communication Skills Group work, Project Presentation

PLO5 - Teamwork Skills Group work, Project Project

PLO7 - Lifelong Learning Skills Project Project/assignment

COURSE OUTCOMES

PROGRAMME OUTCOMES TEACHING METHODOLOGY

ASSESSMENT

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9

CLO1. Propose solution to manufacturing and operation problems using related theory and analytical methods (C5,A5, PLO 3)

√ Group Work (3 per group), Tutorials

Assignment 1 (2000 words)

112 | P a g e

COURSE OUTCOMES

PROGRAMME OUTCOMES TEACHING METHODOLOGY

ASSESSMENT

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9

CLO2. Organise in groups to study and present the application of advanced manufacturing and operation analysis methods based on a given topics (C5, A4, P5, PLO4, PLO5)

√ √ Group Work (3 per group), Project

Presentation (20 mins/ std) Assignment 2 (1000 words)

CLO3. Explain the main concepts and methods obtained from literatures to professionally analyse the manufacturing and operation system (C6, A4, PLO1, PLO3, PLO7)

√ √ √ Lecture, Tutorials. Project

Test (60 mins) Assignment 2 (1000 words)

OVERALL √ √ √ √ √

10. HOW TO TEACH THE LEARNING OUTCOMES

Learning Outcomes Min. level to achieve

Description of min. level to achieve

Teaching Delivery Methods

SCL

Cas

e st

ud

y

Mo

du

le

Pro

ject

Lect

ure

Tut.

Lab

Critical thinking and problem solving

CTPS 2 The ability to find ideas and alternative solutions

√ √ √ √ √ √

Communication Skills CS 3 The ability to present clearly and confidently; and appropriate with the level of audience

√ √ √ √ √

Teamwork Skills TS 3 The ability to identify and respect the attitude, behaviour and beliefs of others

√ √ √ √ √

Ethics, values and professionalism

ET 2 The ability to understand the effect of economy, environment, and socio-culture; to professional practice

√ √ √ √

Lifelong Learning LL 2 The ability to accept new ideas and be able to carry out autonomous or independent learning

√ √ √ √ √

Entrepreneurial skills ES 1 The ability to identify business opportunities √ √

Leadership skills LS 2 The ability to lead a project √ √ √ √

11. HOW TO HAVE LEARNING ACTIVITIES FOR THE LEARNING OUTCOMES

Learning Outcomes Min. level to achieve

Learning Activities

Dis

cuss

.

Gro

up

W

ork

Pre

sen

tat

ion

Ro

le

pla

y an

d

sim

ula

tio

n

Ass

ign

t./

P

roje

ct

Lit.

Sear

ch

Fiel

d

Wo

rk

Inte

rnsh

ip

(Pra

ctic

um

/In

du

str

ial

Trai

nin

g)

Critical thinking and problem solving CTPS 2 √ √ √ √

Communication Skills CS 3 √ √ √ √

Teamwork Skills TS 3 √ √ √ √

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Learning Outcomes Min. level to achieve

Learning Activities

Dis

cuss

.

Gro

up

W

ork

Pre

sen

tat

ion

Ro

le

pla

y an

d

sim

ula

tio

n

Ass

ign

t./

P

roje

ct

Lit.

Sear

ch

Fiel

d

Wo

rk

Inte

rnsh

ip

(Pra

ctic

um

/In

du

str

ial

Trai

nin

g)

Ethics, values and professionalism ET 2 √ √ √ √

Lifelong Learning LL 2 √ √ √ √ √

Entrepreneurial skills ES 1 √ √ √ √

Leadership skills LS 2 √ √ √

12. HOW TO ASSESS THE LEARNING OUTCOMES

Learning Outcomes Min. level to achieve

Assessment Methods

Wri

tten

Test

Ver

bal

Tes

t

Essa

y/

Rep

ort

Pro

ject

Pre

sen

tati

on

Po

rtfo

lio/

Web

fo

lio

Dis

sert

atio

n

Inte

rnsh

ip

(Pra

ctic

um

/In

du

stri

al

Trai

nin

g)

Critical thinking and problem solving CTPS 2

√

√ √

√

Communication Skills CS 3

√

√ √

Teamwork Skills TS 3

√ √

√

Ethics, values and professionalism ET 2 √

√ √ √ √ √

Lifelong Learning LL 2

√

√ √ √

Entrepreneurial skills ES 1

√

√

Leadership skills LS 2 √ √ √ √

13. HOW TO CALCULATE SLT AND CREDIT FOR A COURSE

Guidelines to estimating SLT (examples)

Teaching and Learning Activities

Implementation Time

Additional Time Preparation Time/ Time for Self Study

Note

LECTURE 1 hr. 1-2 hr. Complex courses might need 3 hours or more preparation time for one hour lecture.

TUTORIAL 1-2 hr. 1-2 hr

MAKMAL 3 hr. + report - none - For particular disciplines, 3 hours of lab might need additional 2-3 hours to prepare the report.

FINAL YEAR PROJECT

240 - 400 hr. - none -

SMALL GROUP DISCUSSION

1-2 hr. 1 hr.

PROBLEM-BASED LEARNING (PBL)

2 hrs. 2-3 hrs + 2 hrs for discussion

eLEARNING - none- 3 hr. No Face-to-face

PRESENTATION 1 hr. 2-3 hr.

ASSIGNMENT (2000 words)

- none - 10-12 hr.

SUMMATIVE ASSESSMENT

3 hrs 3 hrs. preparation Complex courses might need more preparation time for one hour of assessment.

(Jabatan Pengajian Tinggi, 2011)

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Examples of SLT Calculation

COURSE : BBB222 (Introduction to XYZ)

Teaching and Learning Activities (TLA)

Assessment

CLO1 10 Lect, 4 Tut, 2 Lab Test 1 (30 mins), Assignment 1 (500 words), Final Exam (2 hrs)

CLO2 4 Lect, 2 Tut Test 2 (30 mins), Final Exam (2 hrs)

CLO3 12 Lect, 6 Tut, 3 Lab Test 3 (60 mins), Assignment 2 (1000 words), Final Exam (2 hrs)

The information above will be translated as follows:

TLA Face-to-Face

Std Prep Time Assessment Face-to-Face

Std Prep Time

CLO1 10 Lect, 4 Tut, 2 Lab

10 4 2

10x2 = 20 4x1=4 0

Test 1 (30 mins), Assignment 1 (500 words), Final Exam (2 hrs)

0.5 2 2

0.5 x 3=1.5 (500/2000) x12=3 2 x 3= 6

16 24

4.5 10.5

CLO2 4 Lect, 2 Tut

4 2

4x2 = 8 2x1=2

Test 2 (30 mins), Final Exam (2 hrs) *

0.5 0.5 x 3=1.5

6 10

0.5 1.5

CLO3 12 Lect, 6 Tut, 3 Lab

12 6 3

12x2 = 24 6x1=6 0

Test 3 (60 mins), Assignment 2 (1000 words), Final Exam (2 hrs)*

1 1 x 3= 3 (1000/2000) x12=6

21 30

1 9

TOTAL 43 64

6 21

TOTAL SLT 43+64+6+21 =107 + 27 = 134

CREDIT 134/40 = 3.35 = 3 CREDIT (round-down) **