SESI PERKONGSIAN MENGENAI AMALAN TERBAIK PUSAT INOVASI & DAYA SAING AKADEMIK (CAIC), UNIVERSITI MALAYSIA PAHANG
by: Dr Mohd Rusllim Mohamed Director Center for Academic Innovation & Competitiveness (CAIC) Department of Academic Affairs & International (JHEAA)
4 3 2 1 0
for:
iCGPA Breifing 1
My7Ps
Teaching & Learning University
Publications (2011 - 2015)
Excellent Award 2013
Academic (Engineering) 5 Years EPAT - 93.46%
Journals : 21 (7 Q1 Journals) Total Impact Factor : 44.30 Conferences : 18
Management
Director CAIC, 2016 - Ongoing Deputy Director, CAIC 2014-15 Head of Sustainable Energy Group (SEG) Head of Program, ‘05-’07 (BEE - 5 Years accreditation EAC)
Research Award: 5 Cendikia Bitara Awards 1 Quality Award 1 Gold Medal I-PHEX 2 Gold Medal CiTREX’14 1 Silver Medal ITEX’14 1 Patent Application PI 2015704056
Consultation / Professional Services
MOHE iCGPA Tech. Team MQA Accreditation. Panel Training
Research Interest:
OBE/ Constructive Alignment Technical Writing Trainer
Journal Reviewer
RSER IF: 5.901, Q1 : 8/89 APEN IF: 5.613, Q1 : 2/8 Energy IF: 3.651, Q1:14
IEEE Trans. EC IF: 2.427, Q1:33
Community Services
School’s Board of Governors (Teaching & Learning) - Ibnu Abbas Primary School, Kuantan
26/06/2016
Redox Flow Batteries Energy Storage Power Electronics & Drives Systems Electric / Hybrid Vehicles Fuel Cells Technology Alternative Energy / Smart Grid Engineering Education
Supervision: [7] + (2) MEng - 2 Grads (GOT) [2]+ (1) PhD Cumulative Research Grants
(Project Leader):
RM721,167 2
@DR.MRM
TECHNICAL COMMITTEE ICGPA MOHE
3
CENTER FOR ACADEMIC INNOVATION &
COMPETETIVENESS(CAIC
Dr. Mohd Rusllim Bin Mohamed
Wan Nafisah Binti Wan Ibrahim Setiausaha Pejabat (N27)
Pengarah
Ir. Dr. Mohd Fairusham Bin Ghazali Timbalan Pengarah (JAMINAN KUALITI AKADEMIK)
Muhammad Fauzi Bin Ali Penolong Pendaftar (N41)
Husnol Hotimah Binti Serihad Pembantu Tadbir (N17)
Azizul Bin Zainun Pembantu Tadbir (N17)
Dr. Nasratun Binti Masngut Timbalan Pengarah (INOVASI & AMALAN TERBAIK)
Noor Syahidah Binti Sabran Penolong Pendaftar Kanan (N44)
Badaruddin Bin Hamzah Pembantu Tadbir (N17)
Nur Nasyahidah Binti Shaarin Pembantu Tadbir (N17)
CAIC before 2015 6
OBE
• Continuous Staff Training •Consultations OBE / CA OBE Training Construction of Teaching Plan Constructive Alignment Academic Program’s Accreditation Docu IMS Academic ment Preparation Quality of Assessment Question Response on Accreditation Visit & Report
CAIC 2015
UNIT JAMINAN KUALITI AKADEMIK (UJKA)
Inovasi Kurikulum / Pembangun an Pelajar
UNIT INOVASI AMALAN TERBAIK (UIAT)
Inovasi Program
Governan Akademik
Pembangunan Staf Akademik
FORESIGHT
CAIC
SKT CAIC 2016 UNIT JAMINAN KUALITI AKADEMIK (UJKA) NO
JENIS AKTIVITI
UNIT INOVASI & AMALAN TERBAIK (UIAT)
JUMLAH
NO
JENIS AKTIVITI
JUMLAH
1
EXPLORE
6
1 EXPLORE
5
2
DEVELOPMENT
2
2 DEVELOPMENT
1
3
TESTING & CQI
5
3 TESTING & CQI
8
4
DELIVERY
1
4 DELIVERY
0
5
OPERATIONAL
4
5 OPERATIONAL
0
JUMLAH
18
JUMLAH
14 8
6
5 2
EXPLO DEVELOP- TESTI NG MENT RE & CQI
4 1 DELIV OPERATIO ERY NAL
5
1 EXPLO DEVELOP- TESTI NG MENT RE & CQI
0
0
DELIV OPERATIO ERY NAL
Data dikemaskini sehingga 15
CAIC’s Working Culture - War Room
9
CAIC’s Working Principles
• Autonomy of a Faculty / Program Owner • Autonomy of a lecturer CAIC - Helps others 10
Unit Jaminan Kualiti Akademik (UJKA)
The clash
QUAL.I.TY AS.SUR.ANCE
11
RECAP : MALAYSIA PERSPECTIVES
26/06/2016
@DR.MRM
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Food for Thought
Say you have children, What would you do when you hear? Well,
that’s pre-school / Kindergarten are very good!!! My children 4 years old, and he can read books after went to that Kindergarten!!! I pay RM500 per calendar month to send my children to that Kindergarten, but it totally worth it!!!
What is this means? Quality of academic is judged by the outcomes 26/06/2016
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@DR.MRM
Food for Thought
In Malaysia: All
academic programs are governed by MQF (1-8) MQA / EAC etc have standards for each academic program
BUT Why some graduates are sought by Industries & some not? What is this means? Quality of academic deliveries at the IHL is judged by their outcomes 26/06/2016
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@DR.MRM
Malaysian Reality Malaysia Ranking in Report 21
26/06/2016
15
@DR.MRM
Malaysian Reality Massive increment on intake
So, what are the consequences?
Quality graduates matters !!! 26/06/2016
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@DR.MRM
Towards Highest Enrolment in ASEAN Private Institution
26/06/2016
Public University
17
TVET Institutions
Other Ministries
@DR.MRM
IHL & ACADEMICIAN RESPONSIBILITIES 26/06/2016
@DR.MRM
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19
OUR TARGET Malaysia Educational Philosophy
Balanced attribute
So, whose’s responsibility? Academic Program Designer
20
Staff vs Student Profile
Traits Years Major Events
GI Silent Baby Generation Generation Boomers Born before 1936
Major Traits
Cooperative Public interest over personal gain
Generation Z
1965 - 1976
1977 - 1993
1994 -
Vietnam War Watergate Advent of MTV
Aids Technology
9/11 Afghan War Iraq War Market Crash
Explore
Individualistic
Tech - comfotable
Mistrust political system
Optimistic
Flexible
Family-centric
Work-centric
Skeptical of authority
Optimistic
A birthright
A birthright
A way to get there
An incredible expense
Earn to spend
Parents help to spend
1946 - 1964
WWII
Cold War
Prespect for authority
Loyal Hard work
Education
A dream
A dream
Dealing with money
put it away
put it away
pay cash
Millennial Generation
1937 - 1945
WWI Great Depression Great Depression Advent to radio, telephones Formality Uniformity
Generation X
pay cash
Civil Right Women's liberation
Buy now, pay later
Cuatious Save, save, save
Always Online Multi-taskers
Prof. Ir. Dr. Sr. Suhaimi, TNCA UiTM, 2015
Teach your kids according to their time… ~ Saidina Umar R.A
Malaysia Education Blueprint (Higher Education) 2015-2025 launched on April 7th, 2015
MEB (HE) 2015 - 2025
So what?
Quality Graduate!!! 26/06/2016
21
@DR.MRM
Learning Experience @IHL – an analogy
22
Manufacturing process Definition: • A curriculum is a planned sequence of learning experiences
• Learning is a Process of Behaviour Change
University Let’s give them the best learning experience!!!
26/06/2016
Good Academic Processes
@DR.MRM
Unit Jaminan23Kualiti Akademik (UJKA)
OBE CONCEPT :
Revision Why
OBE? Who started this? How is this compare to previous approach? How to do it? Is this hiccup or long run?
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Why OBE? Deficiencies of Traditional Education Approach Graduates
are not completely prepared for the workforce.
Lack
of emphasis on soft skills needed in jobs e.g. communication skills, office skills, human relationships skills.
Outcome #1
Employers Rating of Skills/Qualities – 2002 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
Communication (verbal & written) Honesty/Integrity Teamwork skills Interpersonal skills Strong work ethics Motivation & initiative Flexibility/adaptability Analytical skills Computer skills Organisational skills Detail oriented Leadership skills Self confidence Friendly/outgoing personality Well mannered / polite Tactfulness GPA (3.0 or better) Creativity Sense of humour Entrepreneurial skills/risk taker 26/06/2016
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4.69 4.59 4.54 4.50 4.46 4.42 4.41 4.36 4.21 4.05 4.00 3.97 3.95 3.85 3.82 3.75 3.68 3.59 3.25 3.23
How can we obtain this thru TE?
@DR.MRM
WHY OBE ? The Concept -Teaching & Learning
Edgar Dale 1969, The cone of learning
WHY OBE? LEARNING STYLE Two prominent models of Learning Styles VAK / VARK MODEL
KOLB’s MODEL
Why OBE? - The ‘logic’ of OBE ‘The logic is stunningly obvious: what you want students to be able to do, teach them to do it and then see if they can, in fact, do it.’ [J. Biggs & C. Tang, Teaching for Quality learning at University, 3rd Ed, p.177. Open University, 2007.]
Situation #1 Lesson
Objective Student should be able to speak simple Arabic Teaching
Approach
Write Arabic word for Greeting, Number, Days Write Arabic word using khat pen
What
is your view on this? © MRM2014
Situation #2 Lesson
Objective Student should be able to write a formal letter Teaching
& Evaluation Approach
Ask student to handwrittenly copy example of formal letter to train student to write
What
is your view on this?
© MRM2014
MALAYSIAN EDUCATION needs
Paradigm Shift
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@DR.MRM
Birth of OBE In
1989, 5 countries signed the Washington Accord. They are: Australia, New Zealand, the UK, Canada, Ireland & the USA. Other full signatories are Hong Kong(1995) South Africa (1999), Japan (2005), Singapore (2006), Taiwan (2007), Korea (2007), Malaysia (2010) Provisional members include Germany, India, Russia and Sri Lanka.
The Washington Accord The
Accord recognises the substantial equivalency of accreditation systems of member states, & graduates from member states may work in other member states.
The
Public Service Department (PSD), Board of Engineers Malaysia (BEM), Malaysian Qualifications Agency (MQA) & Institute of Engineers (IEM) together form the Engineering Accreditation Council (EAC).
EAC
signed for Malaysia.
OBE – Paradigm shift
The success of OBE requires the following paradigm shift;
From Grade
From Content
Based to Ability Based
From Lecturer
Centred to Student Centred
26/06/2016
Oriented to Outcomes Oriented
35
@DR.MRM
OBE CONCEPT : An analogy
Targeted Outcome : Students should be able to walk Level of Efficiency : Walk like model
If industries looking for this GRADUTE ’S ATTRIBUTES, what would be to the others NOT FALLING INTO THIS CATE GORY?!!! 26/06/2016
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@DR.MRM
Unit Jaminan Kualiti Akademik (UJKA)
Manual EAC2012 on Program Outcomes (PO):
“Program Outcomes are statements that describe
what students are expected to know and be able to perform or attain
by the time of graduation
These relate to the skills, knowledge, and behaviour that students acquire through the program” 37
OBE CONCEPT & STAGES OF IMPLEMENTATION
OBE – Stages What TL activities do I adopt to achieve the intended LO?
Implementation stage
Program Outcomes
Bloom’s Taxonomy Instructor’s goals
Learning Outcomes
2 Instructional technology Lectures
Labs
Other techniques
Problembased learning
1
Planning stage
Students
Classroom Assessment technique
Assessment
Instruction
Active & Cooperative learning
What do I want my students to be able to do as a result of my teaching?
Can my students do what I want them to be able to do?
3
Assessment stage Test
Felder & Brent, JEE, Jan., 2003
Other measures
Surveys
UMP’s Motivation - Recap 26/06/2016
@DR.MRM
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Unit Jaminan Kualiti Akademik (UJKA)
CRONOLOGICAL IMPLEMENTATION OF OBE CONCEPT @UMP
41
AQMS Report by BATCH
Reasons of Urgency
It’s been two years since you all presented the same AQMS Concept to us, still not complete? – Datin Ir. Prof. Dr. Shah Rizam Mohd Shah Baki
EPU – TVET Evaluation
ACCREDITATION FEEDBACKS
Reasons of Urgency Acreditation Body
Program
MQA
BSB
MQA
MBA
EAC
BEP
EAC
BFM
Panel's Comments Aktiviti penaksiran seharusnya selari dengan CO dan PO, Perancangan Pengajaran dan Penaksiran secara OBE UMP belum mempunyai mekanisma/protokol yang spesifik dan sistematik bagi menentukan setiap hasil pembelajaran diuji dan ditentukan tahap From documented minutes of IHL meetings and discussion with the various staff, the evaluator noted that efforts have been shown by IHL to address this concern through IMS and AQMS for this academic programme. The new established system (AQMS) is now able to assess the cohort and individual student levels. The evaluator has been shown the system by referring to subject namely BBE2123 (Electrical Machines):- The corrective actions have been implemented as compared to previous visit. The evidences have been found through documents, explanation during staff and students interview. The details refer can be referred to the CO attainment, comparison PO attainment between semesters for subject BEE2123. This concern has been fully addressed and hence closed. the OBE implementation system currently practiced
has not holistically continually harmonised the results of assessments of the POs for programme improvement. This concern has not been fully addressed and hence not closed.
GE DEMANDS For forming of AN INTEGRATED TEAM • • • • • • •
JHEAA / CAIC NO MORE JHEPA / Pusat Ko-Q, Pusat Sukan Working in PTMK SILOS!!!! FACULTIES / PBMSK / JI TNC JHEAA TNC JHEPA Joint forces PUSAT KEUSAHAWANAN Hand-in-hand JJIM Student’s Student’s Academic Behavioral Development Individuals ETC Change 45
Academic Results (CPA, GPA)
Student Profiling System
SPS
Faculty & Academic
©UMP
OBE Result & Profile (PO, Soft Skills) Professional Certification
Learning Artefacts Industrial Exposure & Involvement Community Service Experiences
Student Affairs & NonAcademic
Student Activities Achievement based on Teras HEPA Entrepreneurship Exposure & Competency
Health Info, Discipline & Others
inhouse monitoring Intervention Reporting Internal usage
Industry & community Profiling representation and visualisation for specific target & purpose
Strategic Positioning & Branding Promotion Benchmark Collaboration Partnership
UMP MODEL - INTEGRATED CGPA Profil Pelajar bagi Semester X 20xx/20xx Nama Pelajar :
Matric No :
Program :
Click for details
Pencapaian Akademik
Click for details
CGPA : xx.xx
GPA Semester Semasa : xx.xx
GPA Semester Sebelum : xx.xx C – Kompeten
Pencapaian Akademik berasaskan OBE/COPO PO5
NC – Tidak Kompeten
Click for details
PO1
PO2
PO3
PO4
….
…..
P09
Knowledge
Critical Thinking & Problem Solving Skills
Technical Skills
Communicatio n Skills
…..
…..
Entrepreneurs hip Skills
Semester Semasa (No of Course Involved)
C (5)
C (2)
-
NC (3)
C (4)
NC (2)
Keseluruhan (No of Course Involved)
C (15)
C (10)
C (13)
NC (8)
C (14)
C (12)
Pencapaian berasaskan Hal Ehwal Pembangunan Pelajar (Aktiviti Pelajar)
Click for details
Teras 1
Teras 2
Teras 3
Teras 4
Teras 5
Daya Saing
Kepimpinan
Inovasi
Kerja Kumpulan
Komunikasi
Semester Semasa (No of Activities Involved)
(0)
100 (1)
(0)
200 (3)
(0)
(0)
340 (5)
700 (7)
Keseluruhan (No of Activities Involved)
1100 (12)
1500 (15)
800 (7)
1200 (7)
500 (8)
200 (2)
500 (7)
1600 (15)
Kompeten
Cemerlang
Tidak Kompeten
Kompeten
Tidak Kompeten
Tidak Kompeten
Tidak Kompeten
Cemerlang
©UMP
Kompetensi
Teras 6
Teras 7
Teras 8 Keusahawana n
Student Profile System
©UMP
photo
Mohammed Nizam Mohamad Kamal Bachelor of Engineering (Mechanical Engineering)
[email protected]; 0139123212 www.facebook.com/mnizam70; IG: mnizamump
CGPA Professional Certification
3.23
4
Learning Artifacts
45
Industrial Exposure & Involvement
35
OBE Result & Profile (PO, Soft Skills) Communication Leadership Teamwork Life Long Learning
excellent
iCGPA 3.35
Community Service Experiences Student Activities
103
Student Affair Core Competencies Competitiveness Innovation Leadership : : :
Grade System outstanding excellent outstanding competent
Entrepreneurship Exposure & Competency Training Attended
competent
excellent
47
Business Project Involved
12
4
competent
Professional & Ethics
competent
Managerial Skills
excellent
Health Status Discipline
Sample of Student/ Graduate Dashboard
excellent outstanding
PO Attainment i-CGPA
Quality Graduate!
Unit Jaminan Kualiti Akademik (UJKA)
Why this Model: • We believe student development / learning experiences not only happen in classroom, but extra curriculum such as community services, public speaking etc. would somehow contribute in behavioral changes / development of character of a student • A-CGPA - No disruption on Faculty’s T&L Deliveries, CA/OBE has been in place, no problem with accreditation body (Professional Body) • A-CGPA is internationally benchmarked 49
Graduate Profile A-CGPA X-CGPA
Graduate Profile
Job Prospec
2.33
Self-Centered / Book Smart
R&D
2.31
3.8
People Centered / Street Smart
Marketing Officer, Entrepreneur, Teamwork-based
3.7
3
Balanced Graduate
Any Job
3.99
Self-centered
Future centered Balanced People Centered 50
Enrichment Program - iLEAD Year 1 Semester 1
Year 2
Year 3 Semester 1
Year 3
Year 4 Semester 1
Year 4
©UMP
Year 2 Semester 2
Year 3 Semester 2
Year 4 Semester 2
Academic Advisor Monitoring Student Performance twice per semester
Year 2 Semester 1
Academic Advisor Monitoring Student Performance twice per semester
Year 1
Year 1 Semester 2
Enrichment Program Level 1
Enrichment Program Level 2
Enrichment Program For GE
Unit Jaminan52Kualiti Akademik (UJKA) TOWARDS OBE RESULT & PROFILE : PHASE 1
MAKE FULL USE OF OUR SYSTEM : IMS TO GAIN PEOPLE’S TRUST
iCGPA MALAYSIAN MINISTRY OF HIGHER EDUCATION
26/06/2016
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Unit Jaminan Kualiti Akademik INTEGRATED CGPA(UJKA)
54
Credit: Dr Jaafar Jantan, 2015 KEMENTERIAN PENDIDIKAN TINGGI
KRONOLOGI PELAKSANAAN 7 April 2015 Pelancaran PPPM 2015-2025 (PT)
10 Julai 2015 Sesi Pembentangan Cadangan Model iCGPA
9 September 2015 Kertas NJM iCGPA dibentang ke Kabinet
MAC 2015
28 Mac 2015 Bengkel iCGPA
APRIL 2015
MEI 2015
15 Mei 2015 Pembentangan iCGPA dalam Mesyuarat JKTNCR(AA)
OGOS 2015
6 & 14 Ogos 2015 Mesyuarat Penyelarasan iCGPA 19-21 Ogos 2015 Bengkel iCGPA 26-27 Ogos 2015 Bengkel Handholding of iCGPA Implementers
JULAI 2015
SEPT 2015
Credit: Dr Jaafar Jantan, 2015 KEMENTERIAN PENDIDIKAN TINGGI UNIVERSITI KEBANGSAAN MALAYSIA (UKM) SARJANA MUDA SAINS KOMPUTER FAKULTI TEKNOLOGI DAN SAINS MAKLUMAT 100 Orang Pelajar
UNIVERSITI TEKNOLOGI MARA (UiTM) SARJANA MUDA (KEPUJIAN) PENGURUSAN SENI KULINARI FAKULTI PENGURUSAN HOTEL DAN PELANCONGAN 40 Orang Pelajar
Universiti Rintis Program Fakulti
UNIVERSITI MALAYSIA TERENGGANU (UMT) IJAZAH SARJANA MUDA KOMPUTER DENGAN INFORMATIK MARITIM PUSAT PENGAJIAN INFORMATIK DAN MATEMATIK GUNAAN 65 Orang Pelajar
UNIVERSITI MALAYSIA PAHANG (UMP) SARJANA MUDA SAINS KOMPUTER (KEJURUTERAAN PERISIAN) DENGAN KEPUJIAN FAKULTI SISTEM KOMPUTER DAN KEJURUTERAAN PERISIAN 150 Orang Pelajar UNIVERSITI MALAYSIA KELANTAN (UMK) SARJANA MUDA SAINS GUNAAN (SAINS KELESTARIAN) FAKULTI SAINS BUMI 65 Orang Pelajar
Credit: Dr Jaafar Jantan, 2015 KEMENTERIAN PENDIDIKAN TINGGI
LONJAKAN 1 Graduan Holistik, Bercirikan Keusahawanan dan Seimbang
TAKRIFAN iCGPA Suatu nilai yang dilaporkan pada setiap akhir semester atau tempoh pengajian. Nilai ini memperlihatkan pencapaian pelajar dalam menguasai hasil pembelajaran program. Hasil pembelajaran yang dihasratkan melibatkan pengetahuan, kemahiran praktikal, kemahiran dan tanggungjawab sosial, nilai, sikap dan profesionalisme, kemahiran komunikasi, kepimpinan dan kerja berpasukan, kemahiran penyelesaian masalah dan kemahiran saintifik, kemahiran pengurusan maklumat dan pembelajaran sepanjang hayat, dan kemahiran mengurus dan keusahawanan. Selain daripada nilai iCGPA, pencapaian pelajar untuk setiap hasil pembelajaran program diperlihatkan melalui paparan sesawang.
PAPARAN SESAWANG Setiap jalur pada sesawang mewakili satu hasil pembelajaran program menggunakan skala sifar (0) hingga empat (4). Titik pada jalur pula mewakili pencapaian keseluruhan pelajar bagi hasil berkenaan 26/06/2016
iCGPA MOHE
57
TAHUN 4
Semester 2
TAHUN 3
Semester 1
Semester 2
TAHUN 2
Semester 1
Semester 2
TAHUN 1
Semester 1
Contoh Program dan Pemberat Nama Kursus LMCE1002 Foundation English LMCK1331 Ko-kurikulum LMCK1531 Ko-kurikulum TS1013 Konsep dan Pemikiran Sistem TR1713 Statistik dan Kebarangkalian TK2833 Organisasi Komputer & Sistem Operasi TK1114 Pengaturcaraan Komputer TR1333 Matematik Diskret LMCE1012 Academic Communication LMCW1022 Asas Keusahawanan dan Inovasi LMCK1421 Ko-kurikulum LMCK2711 Ko-kurikulum TT3113 Persekitaran Gaya Hidup dan Teknologi Maklumat TK2103 Teknologi Rangkaian Komputer TT1964 Pangkalan Data TK1123 Struktur Data LMCW2173 Hubungan Etnik LMCE1022 Workplace Communication LMCK1621Ko-kurikulum LMCK2811Ko-kurikulum LMCR2253 Pengurusan Emosi TU2983 Pangkalan Data Lanjutan TK2933 Pengaturcaraan Berorientasi Objek TC2013 Pengenalan Kecerdasan Buatan LMCW2163 Tamadun Islam dan Tamadun Asia LMCK2912 Ko-kurikulum TK2013 Metodologi Kejuruteraan Perisian TK2093 Interaksi Manusia Komputer TM2223 Komputeran Klien Pelayan TTTK2133 Komunikasi Data dan Telekomunikasi TTTN3123 Pensuisan LAN dan WIRELESS LMCR2363 Falsafah Berfikir TK3163 Pembinaan Pengkompil TK4072 Usulan Projek TTTN3223 Pengaturcaraan Rangkaian TTTN3113 Protokol dan Konsep Penghalaan TTTN3513 Keselamatan Komputer dan Rangkaian TT3013 Komputer, Etika dan Sosial TK4086 Projek TK3043 Rekabentuk dan Analisis Alkhwarizmi TTTN4123 Teknologi WAN TTTT4056 Latihan Industri TTTT4076 Projek Industri JUMLAH KREDIT
Kredit 2 1 1 3 3 3 4 3 2 2 1 1 3 3 4 3 3 2 1 1 3 3 3 3 3 2 3 3 3 3 3 3 3 2 3 3 3 3 6 3 3 6 6 122
Credit: Dr Jaafar Jantan, 2015
Jenis MQF1 MQF2 MQF3 MQF4 MQF5 MQF6 MQF7 MQF8 CITRA 0.7 0.3 CITRA 0.5 0.5 CITRA 0.5 0.5 CITRA C5 0.6 0.2 0.2 CITRA C3 0.5 0.3 0.2 TERAS 0.7 0.3 TERAS 0.4 0.2 0.4 TERAS 0.7 0.3 CITRA C2 0.5 0.5 CITRA C4 0.5 0.3 0.2 CITRA 0.5 0.5 CITRA 0.5 0.5 CITRA C6 0.3 0.4 0.3 TERAS 0.5 0.2 0.3 TERAS 0.4 0.3 0.3 TERAS 0.6 0.2 0.2 CITRA 0.5 0.5 CITRA C2 0.7 0.3 CITRA 0.5 0.5 CITRA 0.5 0.5 CITRA C1 0.4 0.3 0.3 TERAS 0.5 0.3 0.2 TERAS 0.3 0.4 0.3 TERAS 0.7 0.2 0.1 CITRA 0.5 0.5 CITRA 0.5 0.5 TERAS 0.5 0.2 0.3 TERAS 0.3 0.3 0.4 TERAS 0.4 0.3 0.3 LENGKAP 0.4 0.2 0.4 LENGKAP 0.5 0.2 0.3 CITRA 0.4 0.4 0.2 TERAS 0.4 0.3 0.3 TERAS 0.4 0.2 0.2 0.2 LENGKAP 0.5 0.2 0.3 LENGKAP 0.5 0.2 0.3 LENGKAP 0.5 0.2 0.3 CITRA C1 0.4 0.3 0.3 TERAS 0.2 0.3 0.4 0.1 TERAS 0.4 0.2 0.4 LENGKAP 0.5 0.2 0.3 TERAS 0.3 0.3 0.2 0.2 TERAS 0.3 0.3 0.4 32.7 13.1 13 9.6 16.8 28.2 6.6 2
Domain Hasil Pembelajaran MQF MQF1 Pengetahuan MQF2 Kemahiran psikomotor/amali/teknikal MQF3 Kemahiran dan tanggungjawab sosial MQF4 Nilai, sikap dan profesionalisme MQF5 Kemahiran komunikasi, kepimpinan dan kerja berpasukan MQF6 Kemahiran penyelesaian masalah dan kemahiran saintifik MQF7 Kemahiran pengurusan maklumat dan pembelajaran sepanjang hayat MQF8 Kemahiran mengurus dan keusahawan
Kementerian Pendidikan Tinggi
Credit: Dr Jaafar Jantan, 2015 26/06/2016
iCGPA MOHE
59
Example Calculation iGPA KPT
PO1 A B C Stdn Course Mark Cr * Stdn Credit Mark (CM) Mark Subject1 1 3 33 3 Subject2 2 1 12 2 Subject3 3 50 80 150 Subject4 3 34 36 102 Subject5 3 12 28 36 Subject6 3 20 23 60 353
Formula iGPA =
D Cr * CM 33 24 240 108 84 69 558
𝐶 𝐷
*4
% PO Attain 9% 8% 63% 94% 43% 87% 63%
iGPA PO01 2.53
UMP venture on iCGPA…. SPS Student Profile System
26/06/2016
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UMP • WE NEED TO CHOOSE DIFFERENT PATH… • WE SHOULD OFFER BEYOND MINISTRY REQUIREMENT • TO BETTER PROMOTE OUR STUDENT’S CAPABILITY
62
i-CGPA (UMP MODEL) Student Profile System Student Profile
• CGPA • PO Attainment
All domain of learning (cognitive, psychomotor, affective)
iCGPA
xCGPA
• Merit / Demerit
Student involvement in any extra activities : Sport, Entrepreneurial, Exhibition etc
63
i-CGPA thru Academic (Teaching & Learning) 26/06/2016
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OBE- Evaluation (Closing the Loops)
EAC / MQA Assessment
Assessment
Assessment
Alumni
Stakeholders Advisory committee
Program Educational Objectives
Program Outcomes
Course Outcomes
Analysis
Visions
Analysis
Analysis
Missions
99 % completed
80 % completed 20 % completed
CQI
CQI CQI
26/06/2016
65
OBE- Evaluation (Closing the Loops) PEO + PO ASSESSMENTs
• Direct Measurement • Thru Course Assessment
• Indirect Measurement • Entry Survey, Exit Survey, Survey to LI Industries
66
Unit Jaminan Kualiti Akademik (UJKA) TOWARDS OBE RESULT & PROFILE : PHASE 1
X
BUM2133 BUM2123 BUM2313 BUM2413
Ordinary Differential Equation Applied Calculus Numerical Methods Applied Statistics
X X X X
X X X X
BUF1113 BUK1123
Basic Physics Basic Chemistry
X X
X X
X X X
Project Management and finance LL3
LL2 Life Long Learning
X X X X
LL1
Individual & Teamwork X X X
TS1
X X X X
LS1
E1 Ethics
Communication
ENS1 Environment and Sustainability
X X X X
12
ENT1
Technopreneurship
11
PM1
UGE2002
10
CS4
X X
X X
9
CS3
Co-Curriculum 1 Co-Curriculum 2
X
8
CS2
UQB1**1 UQ*2**1
X
7
CS1
X
6
ES1 Engineer & Society
Investigation C
Fundamentals of English English for Academic Communication English for Technical Communication English for Professional Communication Soft Skills 1 Soft Skills 2 Islamic and Asian Civilizations II Ethnic Relation Foreign Language Level 1 Foreign Language Level 2
5
Modern Tool Usage
Design/Development of Solution C
UHL2400 UHL2412 UHL2422 UHL2432 UHS1021 UHS2021 UHR1012 UHM2022 UHF10*1 UHF2**1
4
PS2
3
PS1
2
Problem Analysis
Program Code Rubric
1
C
PROGRAMME OUTCOMES
Knowledge
Standardized Mapping Course - PO for Support Courses (Languages, Soft Skills, Math, Chemical, Physics etc) for ALL UMP’s ACADEMIC PROGRAMS (Eng./ Eng. Tech/ Non-Eng.)
C
•
X
X
X X X X
X
X X X
X X
X X X X
X
67
Unit Jaminan Kualiti Akademik (UJKA) TOWARDS INTEGRATED CO-PO ASSESSMENT: PHASE 1
o Standardized Rubrics for Psychomotor and Affective Domain (BASED ON LOKI) towards Intervention Plan Psychomotor Domain
Affective Domain
Code TS1 TS2 ES1 ENS1 E1 CS1 CS2 CS3 CS4 LS1 TW1 LL1 LL2 LL3 PM1 ENT1 CTPS1
Program Outcome Keyword Sub-Keyword Technical Skill HandsOn Lab Report Report Engineers & Society EngSoc Environmental & Sustainability EnvSust Ethics Ethics Oral Oral Written Written Group Discussion Discussion Presentation Present Leadership Leader Teamworking Teamwork Information Management InfoMgmt Independent learning SelfLearn Curiosity Curios Project Management ProMgmt Enterpreneurship Entro Critical Thinking Problem SolvingCTPS
Micro level
LOKI 68
GOOD PRACTICES to ensure the Best Student’s Learning Experiences
69
started
from 2013/2014 II
CourseAssignmentPreparationWorkshop-Bil
Lecturer to Plan • Assessments • Visit • Poster Presentation • Seminar • Exhibition • etc
2_2014.pdf
SENARAI NAMA PELAJAR PENGKULIAHAN
71
WHY OBE? LEARNING STYLE Two prominent models of Learning Styles VAK / VARK MODEL
KOLB’s MODEL
VAKS QUESTION Question? https://docs.google.com/forms/d/1whGa6V1I_Bb5qaWfrK-xlelw9UzmwIFBlogLXcAlkyg/viewform
Responses? https://docs.google.com/spreadsheets/d/1pBtN1ROEP26DrVtZh2oNsMuP5OpYeDysF2a0pBaceKE/edit#gid=401636120
73
SAMPLE OF IMPLEMENTATION OF OBE @UMP
CONSTRUCTIVE ALIGNMENT
74
FACULTY MATRIX
Implementation of OBE Concept UMP
Step 1 : Course Mapping at Faculty level
to broadly distribute the course vs. outcome that need to be addressed through-out the program
Encourage each Faculty courses should address 3 domains i.e. Cognitive, Affective, Psychomotor
Involvement of ALL faculty members
Main idea – to have at least TWICE course vs. outcome in order to give chance to the student to improve should they failed first time
Standardise Courses-PO mapping University percentage.xlsx
COURSE MARTIX
Implementation of OBE Concept UMP Step
PO 12
PO 11
PO 10
PO 09
CO 05
PO 08
CO 04
PO 07
X
PO 06
CO 03
Cognitive Psychomotor
X
PO 05
CO 02
PO 04
CO 05:
X
PO 03
CO 04:
CO 01
PO 02
CO 03:
PO 01
CO 02:
At the end of this course student should be able to: Acquire fundamental principles of electromagnetism, transformer and electrical machines (C) Analyze the transformer and machines equivalent circuits and the operating conditions for electrical machines under steady state conditions (C) Provide solution to technical problem on transformers and electrical machines (C) Measure, determine and interpret the parameters of transformer and torquespeed characteristics of rotating machines (P) Recognise the needs for, and possess the capability in life-long learning (A)
CO/PO
Course Outcomes CO 01:
Mapping
2 : Course Mapping at Course level (Eg: BEE2123) Broad distribution course vs. outcome at Faculty level needs to be translated into operational at Course level
Affective / Soft Skill
X
X
Key Indices: X: assessed outcomes
Affective domain must be clearly defined eg: Life long Learning – ability to look for information in Journals and present poster (prepare for Master / PhD)
Before Semester Starts Cognitif
Psycomotor Affective
Assesment
%
Quiz
10
2.50
7.50
Test 1
15
3.00
6.60
5.40
Test 2
15
2.25
6.75
6.00
Final Exam
40
6.00
25.20
8.80
Laboratory
10
Assignment
10
Sub Total
100
13.75
Total CO %
100
80.00
77
CO1 PO1 CO2 PO1 CO3 PO2 CO4 PO5 CO5 PO11
Cognitive
Psychomotor – Hands on
10
10 46.05
20.20
10.00
10.00
10.00
10.00
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Affective – LLL (Info Mgmt)
@DR.MRM
2 METHODS Implementation of OBE Concept UMP Step
3 : Translated into Assessment (2 Methods)
Assessment
%
Quiz Test 1 Test 2 Exam Assignment Laboratory Total
10 15 15 40 10 10 100
CO01 10
CO02
1st Method CO03
CO04
CO05
15 15 40 10 10
Advanced level of Implementation of Assessments according to OBE
30
40
10
Assessment
%
Quiz Test 1 Test 2 Exam Assignment Laboratory Total
10 15 15 40 10 10 100
CO01 2.5 2 2 10
Basic Implementation of Assessments according to OBE (acceptable)
10 10
2nd Method CO02 CO03 7.5 10 3 10 3 20 10
CO04
CO05
10 16.5
47.5
16
10
10 10
COMPARISON Implementation of OBE Concept UMP Step
4 : Comparison with Previous method COPO method
Previous method Assessment
%
Quiz Test 1 Test 2 Exam Assignment Laboratory Total
10 15 15 40 10 10 100
Assessment
%
Quiz Test 1 Test 2 Exam Assignment Laboratory Total
10 15 15 40 10 10 100
CO01 10
CO02
1st Method CO03
CO04
CO05
15 15 40 10 10
30
40
10
6 times mark entry
No extra works are needed on mark entry except We have to align with outcomes
10 10
BASIC LEVEL
Step 4 : Translated into Assessment Eg: Test 1 BEE2123
Highlighting the outcome being assessed
Cognitive level
BASIC LEVEL Implementation of OBE Concept UMP Step
4 : Translated into Assessment (Basic Level) Assesment Quiz Test 1 Test 2 Final Exam Laboratory Assignment Sub Total Total CO %
% 10 15 15 40 10 10 100 100
Cognitif Psycomotor Affective CO1 PO1 CO2 PO1 CO3 PO2 CO4 PO5 CO5 PO11 10.00 15.00 15.00 40.00 10 10 10.00 30.00 40.00 10.00 10.00 80.00 10.00 10.00
Test 1
Question
Markah
CO
PIC
Q1a
Integrtn EM
10
2
NLR
Check
Q1b
-
-
-
Q2a
AutoTrans TX
5
2
MRM
CO 02
Q2b
1Ph TX
15
2
Q3a
Intro IM
2
2
NLR
Jumlah
Q3b
Normal IM
18
2
Jumlah
50
Test 1 10 20 20 50
% 3.00 6.00 6.00 15
ADVANCED LEVEL
Step 4 : Translated into Assessment Eg: Test 1 BEE2123
Intended outcome is not highlighted here
ADVANCE Implementation of OBE Concept UMP Step
4 : Translated into Assessment (Advanced Level)
Assesment Quiz Test 1 Test 2 Final Exam Laboratory Assignment Sub Total Total CO % Test 1 Q1a Q1b Q2a Q2b Q3a Q3b
Question
Markah 10 Integrtn EM AutoTrans TX
1Ph TX Intro IM Normal IM
Jumlah
5 15 2 18 50
% 10 15 15 40 10 10 100 100 CO 1 2 2 2 3
CO1 PO1 2.50 3.00 2.25 6.00
Cognitif CO2 PO1 7.50 6.60 6.75 25.20
P-motor CO3 PO2
Affective
CO4 PO5 CO5 PO11
5.40 6.00 8.80 10
13.75
46.05 80.00
20.20
10.00 10.00
10 10.00 10.00
PIC NLR MRM NLR
Check CO 01 CO 02 CO 03 Jumlah
Test 1 10 22 18 50
% 3.00 6.60 5.40 15
ADVANCED LEVEL
Step 4 : Translated into Assessment Eg: Test 1 BEE2123
Highlighting the outcome being assessed
Cognitive level
Check Planning CO Assessment Analysis
CO Assessment Analysis 25 Allocated Marks
Allocated Marks
30 25 20 15 10 5
20 15 10 5 0
0
1
2 CO
3
1
Test 1
2 CO
3
Test 2
CO Assessment Analysis
Allocated Marks
70 60
Useful graphical information during Vetting Process
50 40 30 20 10 0 1
2 CO
3
Final
86
@DR.MRM
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Reminder • For Final Exam (make sure question based on Bloom’s taxonomy level – JSU) • Final Exam Question must correlate with contact hours of the course (the best if integrated with all assessments) • Lecturers must try to answer themselves. Rule of thumb time ratio at least Lecturer : student = 1:2 or more • Assessments are vetted by subject matter expert (not just checking format and English)
• Prepare answer scheme with proper marks (assume other people will mark our paper) • Autonomy of lecturer is there but not absolute, it’s a guided autonomy
Review of Assessment Plan (Final Exam) Final Q1a Q1b Q2a Q2b Q3a Q3b Q4a Q4b
88
Question Markah Integrtn EM 10 Series DC 15 AutoTrans TX 5 1Ph TX 20 Test IM 4 PFC IM 21 Basic SM 3 SYNC Gen 22 Jumlah 100
CO 1 2 2 2 2 3 1 2
PIC HD MRM MRM WII
Tajuk
Contact Hour
% Contact Hour
% Assessment
Different
EM TX IM DC SYNC SM
3 12 9 6 9 3 42
7.14 28.57 21.43 14.29 21.43 7.14
10.5 23.7 23.7 18.4 22.1 1.6
-3 5 -2 -4 -1 6 0.00
@DR.MRM
(Lebih)/ (Over Ases)/Tak Not Enough Cukup
(1) 2 (1) (2) (0) 2 26/06/2016
Review of Assessment Plan (JSU Final Exam)
Assessment Specification Table (JSU Final Exam)
TEST SPECIFICATION TABLE (JSU) SET 1 Subject Code Semester
: Electrical Machine : BEE2123 : 2015/2016 Semester I
PO PO 1 PO 2
% 79 21
Examination Time
: Final : 2 & 1/2 Hours
PO 3 PO 4
0 0
Date
:
TOTAL
100
Topic 1.0 Electromagnetism (3 hours) Review of Introduction to Electrical Machines Principles of Magnetic Theory Faraday’s Law 2.0 Transformer (12 hours) Review of Transformer Concept Single-Phase Transformer Three-Phase Transformer Auto-Transformer and Instrument Transformer 3.0 Induction Machines (9 hours) Review of Rotating Magnetic Field Construction Principle of Operation Equivalent Circuit of Induction Machines Test on Induction Machines Power Factor Correction on IM 4.0 Direct Current Machines (6 hours) Overview of Direct Current Machines Construction Principle of Operation Types of DC Motor Power Flow Diagram Speed Control 5.0 Synchronous Machines (12 hours) Synchronous Generator Synchronous Motor 6.0 Specialty Motor (3 hours) Types and Applications TOTAL PERCENTAGE
Contact hours
CO1-PO1
3
7.14
12
28.57
3
4
APPLYING (C3)
ANALYZING (C4)
1a
5 SYNTHESIZIN G (C5)
6 CREATING (C6)
10
TOTA % L MARK MARK
10
10
25
25
25
25
15
15
22
22
3
3
100
100
CO2-PO1 CO2-PO1
2b
9
21.43
CO2-PO1 CO3-PO2
3a
CO1-PO1
21
14.29
CO2-PO1
CO2-PO1
4 3b
6
20
5
2a
1b
9
21.43
3
7.14
42
100.00 100.00
0 0.00
MARKS 79 21 100
CO CO1 CO2 CO3
PO PO1 PO2
89
1 2 % REMEMBERIN UNDERSTANDI contact G NG hours (C1) (C2)
CO - PO
15
4b
4a
3
3 3.00 MARK S 13 66 21 100
22
34 34.00
PO-CO CO1-PO1 CO2-PO1 CO3-PO2
MARK S 13 66 21 100
@DR.MRM
63 63.00
0 0.00
0 0.00
100
26/06/2016
90
26/06/2016
OUTCOME - AFFECTIVE
@DR.MRM
AFFECTIVE DOMAIN
Step 4 : Translated into Assessment Eg: Assignment BEE2123 Highlighting the outcome being assessed To assess student’s ability to look for information from journals etc. Assessment is done thru rubrics
To assess student’s ability to do poster presentation (arrangement of information)
AFFECTIVE DOMAIN
Step 4 : Translated into Assessment Eg: Assignment BEE2123
Written Assignment Rubric
Poster Assignment Rubric
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OUTCOME - PSYCHOMOTOR
@DR.MRM
PSYCHOMOTOR DOMAIN
Step 4 : Translated into Assessment Eg: Laboratory BEE2123
Addressing Psychomotor Domain
Assessment is done thru rubrics
96
PSYCHOMOTOR DOMAIN
Step 4 : Translated into Assessment Eg: Laboratory BEE2123 Laboratory Report Rubric
PSYCHOMOTOR DOMAIN
Step 4 : Translated into Assessment Eg: Laboratory BEE2123 Laboratory Rubric LEVEL OF ACHIEVEMENT
CRITERIA
0
Safety
No safety awareness is observed
Theory/ Knowledge
No theoritical knowledge is observed
Efficiency/ Assembly/ Tidiness
Failed to demonstrate the given task
Measurement/ Techniques/ Data Validation
Failed to demonstrate the given task
Troubleshooting
Failed to troubleshoot any problem
1 Inadequate
2 Emerging
3 Developing
4 Good
5 Excellent
Safety Less safety Safety Safety awareness is awareness is awareness is awareness is fully observed observed partly observed fairly observed accordingly Some Some Excellent knowledge or Very little knowledge or Good knowledge is information is knowledge information is knowledge is observed; provided but provided or provided but observed, provides all still information is missing all missing some necessary missing some incorrect major minor points background major points principles points Partly efficient, Not efficiently, Efficiently, but Efficiently and Efficiently, but not effectively and not effectively effectively but effectively and effectively and neatly and neatly not neatly neatly neatly demonstrated demonstrated demonstrated demonstrated demonstrated the given task the given task the given task the given task the given task Good Partly correct Correct Competent measurement Inappropriate measurement measurement measurement techniques are measurement techniques are techniques are techniques are demonstrated, techniques are demonstrated, demonstrated, demonstrated, with valid but demonstrated with partly with partly valid with valid and not accurate valid data data accurate data data Inappropriate Acceptable Excellent Partially Good troubleshootin troubleshootin troubleshootin troubleshooting troubleshooting g techniques g techniques g techniques techniques are techniques are are are are demonstrated demonstrated demonstrated demonstrated demonstrated Poor safety awareness is observed
WEIGHTAGE
SCORE GAINED
MARK
1
5
6
1
5
6
1
5
6
1
5
6
1
5
6
Unit Jaminan Kualiti Akademik (UJKA)
OBE CONCEPT : TRANSLATING INTO IMPLEMENTATION REPORTING & CQI (IMS) 99
OBE CONCEPT : Implementation of OBE - CQI
SCOPE OF WORK (OBE) Lecturer COURSE LEVEL
STUDENT LEVEL
PROGRAM LEVEL
FACULTY LEVEL
Course Coordinator
Academic Advisor
Result by Section Result by All - Sections
CQI at Course Level
Result compare to previous semesters Semester Student Profiling System (SPS)
Student
Head of Program
Dean / Deputy Dean
All Semesters
By Batches
Performance compared to entrance result
Program Batches
UNIVERSITY LEVEL
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Senate / MPU
Faculty Program Outcome 101
@DR.MRM
CO ATTAINMENT CO
– PO Attainment Report : CO Attainment
Poor Outcome attainment
CO CQI
Improved Outcome attainment : CQI
Generate
MANUAL REPORTS
Data for Reporting
BEE2123 - Electrical Machines COURSE OUTCOMES PERFORMANCE (Comparison By Sections) – 96 Students
WHY SO DIFFERENT?
MANUAL REPORTS PROGRAM OUTCOMES PERFORMANCE (Compare to Previous Semesters) WHY DIFFERENT? CQI?
LECTURER’S SCREEN Academic Regulation: 20% Mark Entry by Week 9
Midterm result1415I Midterm result Latest
Presentation Mid-Term, Pre-BOE Mid-term
: interval intervention
*student’s attendance also captured
Course Coordinator’s Screen
Course Assessment Report / CQI Report
26/06/2016
107
@DR.MRM
Presentation Mid-Term, Pre-BOE
Pre-BOE: CQI + Closing The Loop
CQI Report.pdf
26/06/2016
108
@DR.MRM
109
26/06/2016
@DR.MRM
110
26/06/2016
@DR.MRM
FACULTY’s Screen Dean, Deputy Dean, Head of Program
Program Performance
26/06/2016
111
@DR.MRM
SENATE’s Screen VC, TNCAA, Senate Secretariat (BPA)
Program Performance
26/06/2016
112
@DR.MRM
113
26/06/2016
@DR.MRM
114
26/06/2016
@DR.MRM
Faculty’s Screen PO Attainment
PO Attainment (Faculty View) Result Student PO Attainment All Sem (Faculty View)
Academic Advisor’s Screen
Result Student PO Attainment
Student’s Screen
Result Student PO Attainment
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@DR.MRM
REPORTING iCGPA KPT Kod Kursus & Nama Kursus
UQB1**1 Co-Curriculum I BCS1023 Programming Techniques UHL2312 Technical English UHR1012 TITAS UHS1011 Soft Skills 1 BUM1213 Fundamental Discrete Structure BCC1032 Application Dev. Workshop Semester accumulative optimized marks % of PO attainment iGPA / PO iCGPA / PO
7. 5. Pengurusan 8. 3. 4. Nilai 6. Kemahiran maklumat Kemahiran 2. Kemahiran sikap, etika Kemahiran komunikasi, dan pengurusan 1. Knowledge Kemahiran sosial dan dan penyelesaia kepimpinan pembelajar dan praktikal tanggungja profesionali n masalah dan kerja an keusahawa wab sme dan saintifik berpasukan sepanjang nan hayat 49 / 50 30 / 30 / / / 18 / 20 / / 55 / 60 21 / 25 / / / / 12 / 15 / 56 / 60 / / 18 / 20 / / / 11 / 20 50 / 65 / / / 22 / 35 / / / 58 / 65 / 13 / 15 / / 17 / 20 / / 62 / 65 / / / 12 / 15 / 15 / 20 / 68 / 70 / / / / / / 9 / 30
100 100 100 100 100 100 100
398 / 435 51 / 55 13 / 15 18 / 20 34 / 50 35 / 40 27 / 35 20 / 50 0.91 0.93 0.87 0.90 0.68 0.88 0.77 0.40 Overall 3.66 3.71 3.47 3.60 2.72 3.50 3.09 1.60 iGPA 3.41 3.66 3.71 3.47 3.60 2.72 3.50 3.09 1.60 iCGPA 3.41
1. Pengetahuan 4 8. Kemahiran pengurusan dan keusahawanan
3
2. Kemahiran praktikal
2
1 7. Pengurusan maklumat dan pembelajaran sepanjang hayat
3. Kemahiran sosial dan tanggungjawab
0
6. Kemahiran penyelesaian masalah dan saintifik
4. Nilai sikap, etika dan profesionalisme
5. Kemahiran komunikasi, kepimpinan dan kerja berpasukan
iGPA = 3.41 iCGPA = 3.41 Semester 1
Kod Kursus & Nama Kursus
UQ*2**1 Co-Curriculum II BCS2143 Object Oriented Programming BCI2023 Database Systems BCS2303 Web Scripting BCS2333 Software Planning & ReqWorkshop BCS2283 Introduction to Software Eng BUM2223 Discrete Structure & Applications
7. Pengurusan 5. Kemahiran 8. Kemahiran 3. Kemahiran 4. Nilai sikap, 6. Kemahiran maklumat komunikasi, pengurusan 2. Kemahiran sosial dan etika dan penyelesaian dan 1. Knowledge kepimpinan dan praktikal tanggungjawa profesionalis masalah dan pembelajaran dan kerja keusahawana b me saintifik sepanjang berpasukan n hayat
23 33 44 22 36 60 44
/ / / / / / /
50 55 50 60 55 60 60
22 / 30 / / 12 / 10 / / /
/ 33 / 45 / / 18 / 20 / /
/ / 11 / 20 / / / 8 / 25
12 / 20 / / / / 12 / 20 /
/ / / 12 / 30 20 / 25 / /
/ / 8 / 10 / / 10 / 20 /
/ / 15 / 20 / / / 7 / 15
100 100 100 100 100 100 100
Semester accumulative optimized marks 262 / 390 34 / 40 % of PO attainment Per Semester 0.67 0.85 iGPA/PO 2.69 3.40
51 / 65 0.78 3.14
19 / 45 0.42 1.69
24 / 40 0.60 2.40
32 / 55 0.58 2.33
18 / 30 0.60 2.40
22 / 35 0.63 2.51
Overall iGPA 2.64
Yearly accumulative optimized marks 660 / 825 85 / 95 % of PO attainment Per Year 0.80 0.89
64 / 80 0.80
37 / 65 0.57
58 / 90 0.64
67 / 95 0.71
45 / 65 0.69
42 / 85 0.49
Overall
iCGPA / PO
3.20
2.28
2.58
2.82
2.77
1.98
3.20
3.58
8. Kemahiran pengurusan dan keusahawanan
3
2. Kemahiran praktikal
2 3. Kemahiran sosial dan tanggungjawab
0
6. Kemahiran penyelesaian masalah dan saintifik
4. Nilai sikap, etika dan profesionalisme
5. Kemahiran komunikasi, kepimpinan dan kerja…
Semester 2
All Semester
3.02
1. Pengetahuan 4
1
7. Pengurusan maklumat dan pembelajaran sepanjang…
iCGPA
iGPA = 2.64 iCGPA = 3.02
REPORTING iCGPA KPT
BEFORE… REPORTING ON PROGRAM OUTCOMES
121
NOW…
INDIVIDUAL STUDENT’S RESULT FOR BATCH 2013/2014 AND 2014 / 2015
Contoh Keputusan Pelajar yang telah disimulasi
sample Student’s Result for Batch 2013/2014 sample Student’s Result for Batch 2014/2015
122
NOW…
STUDENT’S SCREEN RESULT
REPORTING ON PROGRAM OUTCOMES
123
ACCREDITATION FEEDBACKS
Acreditation Body
Program
MQA
BSB
MQA
MBA
MQA
BSB
MQA
MBA
EAC
BEP
Acreditation Body Program
Panel's Comments Aktiviti penaksiran seharusnya selari dengan CO dan PO, Perancangan Pengajaran dan Penaksiran secara OBE UMP belum mempunyai mekanisma/protokol yang spesifik dan sistematik bagi menentukan setiap hasil Panel's Comments pembelajaran diuji dan ditentukan tahap From documented minutes of IHL meetings and discussion Aktiviti penaksiran seharusnya selari dengan CO dan PO, with the various staff, the evaluator noted that efforts have been shown by IHLdan to address thissecara concern Perancangan Pengajaran Penaksiran OBEthrough IMS and AQMS for this academic programme. The new UMP belum mempunyai mekanisma/protokol yang established system (AQMS) is now able to assess the cohort and levels. The evaluator has spesifik danindividual sistematikstudent bagi menentukan setiap hasil been shown the system by referring to subject namely pembelajaran diuji dan ditentukanThe tahapcorrective actions BBE2123 (Electrical Machines):have documented been implemented to and previous visit. From minutesasof compared IHL meetings discussion The evidences have been found through documents, with the various staff, theand evaluator noted that efforts explanation during staff students interview. The details refer can by beIHL referred to the CO attainment, have been shown to address this concern through comparison PO attainment between semesters for subject IMS and AQMS for this has academic The new BEE2123. This concern been programme. fully addressed and hence closed. established system (AQMS) is now able to assess the the OBE implementation system currently practiced
125
26/06/2016
What’s Next?! @DR.MRM
NOW…
FACULTY’S SCREEN SETUP
SYSTEM READYNESS FOR IMPLEMENTATION ACROSS ALL FACULTIES @UMP 126
THEN… UMP Planning
Development / Planning Stage
iLEAD intro
iLEAD enhancement
iLEAD enhancement for GE
1st Year
2nd Year
3rd Year
4th Year
2016/2017
2017/2018
2018/2019
Sep
Sep
Sep
Student's Tenureship Year Month
UMP PLAN OF ACTION
2015 Sep Oct Nov Dis
2016 Jan
Feb Mar Apr May Jun
Jul Aug
PIC
1st Phase iCGPA Reporting (Format, System Enhancement etc) Development of iLEAD Model (Enrichment Program for iCGPA + SPS)
CAIC / JHEAA iLEAD TEAM JHEAA / iLEAD Team
Paperwork to Senate CQI iCGPA (+SPS – iCGPA UMP) achievement
iLEAD TEAM
FSKKP + Workshop 2 (check Validity)
JHEAA / FSKKP
iLEAD (Final Planning and Execution)
iLEAD TEAM 2nd Phase iLEAD TEAM
iLEAD Post-Morterm Paperwork to Senate (Reporting of iCGPA and iLEAD) Stakeholder Engagement
JHEAA
- iCGPA for All UMP's Program - Industrial Engangement with iCGPA (Career Profiling) - Achievement Check
JHEAA / All Faculties
3rd Phase Indutrial Engangement for career development
JHEAA / FSKKP 4th Phase
Industrial Engangement for employment Ready for GE target
127
JHEAA / FSKKP JHEAA / FSKKP
THEN…
UMP PLAN OF ACTION
CABARAN DAN KEKANGAN Cabaran
1 Kefahaman Pelajar 2 Kefahaman Pensyarah mengukur mengikut Penjajaran Konstructif 3 Pembangunan Sistem
4 Pembangunan Modul 5 Mapping Pelajar Pemindahan Kredit
Kekangan
Pelajar tidak ambil tahu Pemantapan Implementasi Pengukuran mengikut OBE Melengkapkan modul untuk Laporan
Cara Mengatasi
Program Kesedaran Latihan Berterusan
Lantikan Pegawai Teknologi Maklumat yang cekap Keterlibatan Pemegang Sokongan Pengurusan Taruh Tertinggi Mengenalpasti Sampel Simulasi Keberkesanan iCGPA 128
i-CGPA thru Extra-curriculum Activities 26/06/2016
@DR.MRM
129
Student Feedback Positive
note: “Saya dah join banyak dah Sir aktiviti luar, tapi tak de sapa pun peduli”
Negative
Note: “JHEPA ni ikut suka dia je nak tambah merit, tak de guideline ke, Sir”
Formula Extra Curriculum (Non-credited) JHEPA 7 Learning Domain HEPA
Electives (minimum 2)
1. LLL - Lifelong Learning 2. CTPS - Critical Thinking Problem Solving (Thinking Skill)
1. Unity 2. Patriotism (National Identity)
3. PEM - Professional & Ethics (Ethics & Spirituality)
3. Competitiveness
4. EP - Entrepreneurship
5. TW - Teamworking
4. Innovation 5. Social Responsibility (Community engagement)
6. CS - Communication Skill (Language Proficiency)
6. Volunteerism
7. LS - Leadership Skill (Leadership Skills)
7. Integrity
This can always be customized according to the needs
8. Public Speaking
8 Teras HEPA + 2 Electives
HIEPs
131
- High impact educational practices
Formula Extra Curriculum (Non-credited) JHEPA • 3 level of evaluations for Extra Curriculum
–Role-based –Achievement-based –Activity-based
132
Simulated Result CS
CTPS
COMMUNICATIO N SKILL
CRITICAL THINKING & PROBLEM SOLVING
Student 3.91 1
1.5
-
1.5
4
-
-
3
Bookworm
Student 2.31 2
84.5
20
16.5
64
17
6.5
41.5
Playful
Student 3.77 3
94
26
24
84
25
27
76
Balanced
STUDENT CGPA
EP
LL
LS
PEM
ENTREPRENEURSH LIFE LONG PROFESIONAL LEADERSHIP IP LEARNING ETHIC MORAL
TW TEAM WORKING
Student Profile
• Statisticians to Figuring out normal distribution for each Learning Domain (Extra-curriculum Activities) 133
WHAT WOULD BE THE FORMULA FOR I-CGPA?
134
Comparison Achievement A-CGPA, C-CGPA, i-CGPA C-CGPA
A-CGPA 4 3.5 3 2.5 2 1.5 1 0.5 0
VII
I VII
II
VI
III
V
IV A-CGPA
+
4.00 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00
i-CGPA
I II
VI
VII
III
V
IV C-CGPA
4 3.5 3 2.5 2 1.5 1 0.5 0
=
I II
VI
III
V
IV i-CGPA
135
How much the Ratio between A-CGPA + C-CGPA to give i-CGPA ?A-CGPA A-CGPA 100 % 100% 90 % 80% •
+ ?C-CGPA = i-CGPA C-CGPA 10 % 25% 10 % 10%
i-CGPA 110 % 125% 100 % 100%
AS THIS HAS NOT BEEN DONE BY OTHERS, SO AS PILOT WE CAN USE REASONABLE FORMULA THEN CAN ALWAYS MAKE CALIBRATION (NEED TEST, VALIDATE etc) 136
Simulate : 90% A-CGPA + 10%C-CGPA =iCGPA
Simulate : 80% A-CGPA + 20%C-CGPA =iCGPA I
I
4 4 3
VII
II
2
A-CGPA C-CGPA i-CGPA
1 0 VI
3
VII
III
1 0 VI
III
V V
II
2
A-CGPA C-CGPA i-CGPA
IV
IV
Simulate : 100% A-CGPA + 25%C-CGPA =iCGPA I 4.00 3.00
VII
II
2.00 1.00 0.00 VI
III
V
A-CGPA C-CGPA i-CGPA
IV
137
Simulated Result Student Performance (BookWorm) Pencapaian ExtraCurriculum Sem I
TW
4.00 3.00 2.00 1.00 0.00
Pencapaian ExtraCurriculum Sem II
CS TW
CTPS
PEM
EP
4.00 3.00 2.00 1.00 0.00
CS CTPS
TW
PEM
EP
4.00 3.00 2.00 1.00 0.00
CS
LLL
LS
I
LLL
Pencapaian ExtraCurriculum Sem V 4.00 TW 3.00 2.00 1.00 0.00 PEM
EP
LS
LLL
V
4.00 3.00 2.00 1.00 0.00
CS
CTPS
PEM
EP LS
LLL
LLL IV
III
Pencapaian ExtraCurriculum Sem VI
CS CTPS
EP LS
II
TW
CTPS
PEM LS
Pencapaian ExtraCurriculum Sem IV
Pencapaian ExtraCurriculum Sem III
4.00 TW 3.00 2.00 1.00 0.00 PEM
Pencapaian ExtraCurriculum Sem VII
CS CTPS EP
LS
LLL VI
4.00 TW 3.00 2.00 1.00 0.00 PEM LS
CS CTPS EP LLL VII
138
Simulated Result Student Performance (BookWorm) Perubahan Pencapaian Atribut Pelajar / Semester 2.00 1.80 1.60 1.40 I 1.20
II III
1.00
IV V
0.80
VI VII
0.60 0.40 0.20 0.00 CS
CTPS
EP
LLL
LS
PEM
TW
139
Simulated Result Student Performance (BookWorm) C-CGPA
A-CGPA 4 3.5 3 2.5 2 1.5 1 0.5 0
VII
I
I
VI
4.00 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00
VII
II
+
III
V
i-CGPA II
VI
VII
III
IV
V
A-CGPA
4 3.5 3 2.5 2 1.5 1 0.5 0
=
I II
VI
III
V
IV
IV i-CGPA
C-CGPA
Simulate : 80% A-CGPA + 20%C-CGPA =iCGPA I 4 3
VII
II
2 1 0 VI
III
V
IV
A-CGPA C-CGPA i-CGPA 140
Simulated Result Student Performance (Playful) Pencapaian ExtraCurriculum Sem II
Pencapaian ExtraCurriculum Sem I
4.00 TW 3.00 2.00 1.00 0.00 PEM
4.00 TW 3.00 2.00 1.00 0.00 PEM
CS CTPS
EP
LS
Pencapaian ExtraCurriculum Sem III
CS CTPS
4.00 3.00 2.00 1.00 0.00
TW
EP
CS
LS
EP
II
Pencapaian Extra-Curriculum Sem V
TW
4.00 3.00 2.00 1.00 0.00
PEM
EP
LS
LLL V
CTPS
EP
LS
LLL
LLL
III
Pencapaian Extra-Curriculum Sem VI
CS CTPS
CS
LLL LS
I
4.00 TW 3.00 2.00 1.00 0.00 PEM
CTPS
PEM
LLL
Pencapaian ExtraCurriculum Sem IV
TW
4.00 3.00 2.00 1.00 0.00
IV
Pencapaian Extra-Curriculum Sem VII
CS CTPS
PEM
EP
LS
LLL VI
TW
4.00 3.00 2.00 1.00 0.00
CS CTPS
PEM
EP
LS
LLL
VII
141
Simulated Result Student Performance (Playful) Perubahan Pencapaian Atribut Pelajar / Semester 4.50
4.00
3.50
3.00
I II
2.50
III IV
2.00
V VI
1.50
VII
1.00
0.50
0.00 CS
CTPS
EP
LLL
LS
PEM
TW
142
Simulated Result Student Performance (Playful) A-CGPA
C-CGPA
I
I
4 3.5 3 2.5 2 1.5 1 0.5 0
VII
II
VII
III
V
I
4.00 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00
+
VI
i-CGPA
VII
II
=
VI
III
IV
V
4 3.5 3 2.5 2 1.5 1 0.5 0
VI
III
V
IV
Simulate : 80% A-CGPA + 20%C-CGPA =iCGPA A-CGPA
I
II
C-CGPA
IV
i-CGPA
4 3
VII
II
2 1 0 VI
III
V
IV
A-CGPA C-CGPA i-CGPA 143
Simulated Result Student Performance (Balanced) Pencapaian ExtraCurriculum Sem II
Pencapaian ExtraCurriculum Sem I
TW
4.00 3.00 2.00 1.00 0.00
CS TW
CTPS
PEM
CS
TW
CS
PEM
EP LS
LLL V
TW
4.00 3.00 2.00 1.00 0.00
EP
LLL
LS
LLL IV
Pencapaian ExtraCurriculum Sem VII
CS CTPS
PEM
EP LS
LLL VI
CTPS
PEM
Pencapaian ExtraCurriculum Sem VI
CTPS
CS
III
Pencapaian ExtraCurriculum Sem V 4.00 3.00 2.00 1.00 0.00
4.00 3.00 2.00 1.00 0.00
TW
EP
II
I
CTPS
LS
LLL
Pencapaian ExtraCurriculum Sem IV
CS
PEM
EP
LS
LLL
4.00 3.00 2.00 1.00 0.00
TW
CTPS
PEM
EP LS
4.00 3.00 2.00 1.00 0.00
Pencapaian ExtraCurriculum Sem III
TW
4.00 3.00 2.00 1.00 0.00
CS CTPS
PEM
EP LS
LLL VII
Simulated Result Student Performance (Balanced) Perubahan Pencapaian Atribut Pelajar / Semester 4.00
3.50
3.00
I
2.50
II III 2.00
IV V VI
1.50
VII 1.00
0.50
0.00 CS
CTPS
EP
LLL
LS
PEM
TW
145
Simulated Result Student Performance (Balanced) A-CGPA 4 3.5 3 2.5 2 1.5 1 0.5 0
VII
I II
VI
4.00 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00
VII
III
V
i-CGPA
C-CGPA
+
I VII
II
VI
III
IV
V
A-CGPA
4 3.5 3 2.5 2 1.5 1 0.5 0
=
I II
VI
III
V
IV
IV i-CGPA
C-CGPA
Simulate : 80% A-CGPA + 20%C-CGPA =iCGPA I 4 3
VII
II
2 1 0 VI
III
V
IV
A-CGPA C-CGPA i-CGPA 146
UMP MODEL - INTEGRATED CGPA AWARDED GOLD MEDAL I-PHEX2015
Food for thought….
BEST
EVERY PARENT WANTS THE EDUCATION FOR THEIR CHILDREN….
IF YOU ARE AMONG THEM… WOULD YOU CHOOSE THIS? OVER THIS?
Stanford University
Harvard University
THEN … IT’S OUR JOB TO DELIVER…. Let’s give them the best learning experience EVER !!!
That’s all!!! Thank You
