Creativity imagination, connecting ideas, tackling and solving problems, curiosity; Self-efficacy self belief, self assurance, self awareness, feelings of empowerment, social confidence; Energy drive, enthusiasm, motivation, hard work, persistence and commitment; Risk-propensity a combination of risk tolerance and the ability to take calculated risks Leadership vision and the ability to mobilise commitment
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“EDUCATION IS THE MOST POWERFUL WEAPON YOU CAN USE TO CHANGE THE WORLD.” Nelson Mandela
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iCGPA: STRENGTHENING OUTCOMES-BASED EDUCATION APPROACH - CURRICULUM DESIGN Jaafar Jantan aka Dr JJ Koïchiro Matsuura Former Director General of UNESCO 1999-2009
http://drjj.uitm.edu.my
Former Director, Academic Development Management Division, Higher Education Department, Ministry of Education, MALAYSIA Fellow, Institute of Leadership & Development (ILD), UiTM
A 1-day Engagement Seminar for Universiti Malaysia Sabah (UMS) 26th Sept 2016
“The most important principles of outcomes-based education (OBE) is that planning, teaching and assessment should focus on helping learners to achieve significant outcomes to high standards...” Killen
Edward DeBono
“You have to learn the rules of the game, and then you have to play better than anyone else.” - Einstein “Not everything that counts can be counted, and not everything that can be counted counts” - Einstein
Howard Gardner
“If we always do what we've always done, we will get what we've always got.” Adam Urbanski
Dr JJ was conferred the coveted & prestigious (HE) 2010 HE Teaching Award (Pure Sciences), National Academic Award Award, Oct 10th, 2011
email:
[email protected],;
[email protected];
[email protected], Website: http://drjj.uitm.edu.my; Whatsapp-TelegramViber-Line-Voice#:+60193551621.. Padlet wall: padlet.com/DrJJ2014 Copyright DrJJ, BPPA JPT KPT. 2016
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“Life presents us & the graduates as ill defined, complex, unreliable, and contradictory with difficult practical problems and moral, social, and personal choices. Graduates need the capacity to identify and define problems, recognize reliable
from unreliable information, analyze this information, and integrate it from diverse, often conflicting sources, making logical, concise arguments for or against specific positions...” Richard J. Shavelson (2007). Assessing Student Learning Responsibly: From History to a Bodacious Proposal1. Stanford University. CHANGE magazine. http://www.changemag.org/Archives/Back%20Issues/January-February%202007/abstract-assessing-responsibly.html. Accessed July 3rd, 2007. Copyright DrJJ, BPPA JPT KPT. 2016
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GOAL (long term): Inspire & nurture higher education teachers to embrace, practice & coach the teaching community on Outcomes-based Curriculum Design, Effective Teaching, Meaningful Student-Centered Learning, Assessment & Grading (reporting true achievement) approach in nurturing balanced & holistic individuals This engagement intends to provide participants with an overview of iCGPA and the appropriate transformation required to implement iCGPA
Objectives: Provide the skills of
Describe iCGPA, the philosophy and approach of outcomes-based education curriculum design. Explain the LOKI curriculum mapping process (curriculum and depth matrix). Explain the formulation of Course Learning Outcomes (CLOs). Explain the formulation of constructively aligned course assessment plan Copyright DrJJ, BPPA JPT KPT. 2016
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LEARNING OUTCOMES: Upon completion of this engagement, you will be able to: (YOUR TAKE AWAY) 1. Analyze the appropriateness of existing program aims, program educational objectives (PEOs) and program learning outcomes (PLOs) as stipulated in COPPA and conforming to the Malaysian Qualification Framework (MQF). 2. Analyze the appropriateness of existing curriculum mapping/matrix: a. PLOs to PEOs, PLOs to MQF Learning Outcome Domains (LODs) b. Courses-PLOs/MQF LODs mapping. 3. Reframe existing course learning outcomes (CLOs). 4. Propose a constructively aligned course assessment plan (assessment tasks and learning activities for each CLO).
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Identify & Sequence Courses relevant to & Practised by other HEIs Choose topics from Well-known /familiar books as practiced by other HEIs
Choose topics from Well-known /familiar books as practiced by other HEIs
Choose topics from Well-known /familiar books as practiced by other HEIs
Sequence the topics According to weeks Of study
Sequence the topics According to weeks Of study
Sequence the topics According to weeks Of study
Prepare final exam questions blueprint according to time spent per topic Assign tasks or answer back of chapter questions for each topic Give many written quizzes/tests & one final exam at end of course
Add % marks from all the tasks and assign grade to represent amount of knowing Copyright DrJJ, BPPA JPT KPT. 2016
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TARGETED STATE: WHERE WE ARE GOING?
NEP: EDUCATION IN MALAYSIA IS A CONTINUOUS EFFORT “…Learn, Unlearn & Relearn….” Alvin Toffler
Purpose: develop individual’s potential (existing potential??)
Target: Balanced & hamonious Human Capital. Intellect, emotion, spiritual, physical.
Guiding Principle: Belief & devotion to GOD.
Ultimate target: Malaysian citizens who are knowledgeable, of noble/distinguished characters/morals, responsible, able to self-prosper and contribute to the harmony & prosperity of the family, society and country. Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; Triggering Higher Education Transformation AUGUST 27, 2007
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Kementerian Pendidikan Tinggi
We aspire to foster learned & valuesdriven individuals
by design Copyright DrJJ, BPPA JPT KPT. 2016
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SHIFT 1: HOLISTIC, ENTREPRENEURAL AND BALANCED GRADUATES
Strategy A: Developing holistic and integrated curriculum
• HLIs are to develop constructively aligned, holistic and integrated curriculum that embeds HIEP, which encompasses cognitive and conceptual clarity, entrepreneurial skills, experiential learning, and innovation. The curriculum will be both student-centered and outcomes-based. This means that the curriculum, learning experiences, and learning interventions must target: (a) The advanced mastery of the discipline; (b) The development of personal, interpersonal and social skills; and (c) The habits and virtues of the mind and heart (adab).
Integrated Assessment Methodology 14
Reasoning (analyze, criticize, solve, propose, develop) • which include analytical, critical thinking, and problem solving skills
Resilience (persistence) • which encompasses life skills such as flexibility, adaptability, and selfreliance
Responsibility • wisdom, i.e. “the application of intelligence, creativity, and knowledge for a common good.”
Sternberg suggests that Curriculum must develop the other 3 R’s.
Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs: Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing. Copyright DrJJ, BPPA JPT KPT. 2016
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Communication –clear articulation (listenread-write-explain-empathize-negotiate) Diverse, inter & cross cultural – global citizen
Critical thinking (HOTS – analyze,-judgedecide-solve) Adapting to change in addressing local/global problems at work, society at large, family and individual
Framework of 21st Century Skills Collaboration (flexibility-shared responsibility-respectful-compromise)
Creativity (new ideas) & Innovation
Negotiating constant change & reinvent self
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Cognitive
Knowing, the Head The KNOWLEDGE from declarative to functioning Intellectual Skills (FC) Reasoning Skills-Evidences
Affective/impact
Feeling, The Heart The CARE, Emotions The way to
Psychomotor/precision Psychomotor
Doing, The Hand, Body The The SKILLS SKILLS
RESPOND
MetaCognition
(3+1)H? Copyright DrJJ, BPPA JPT KPT. 2016
The KNOWLEDGE of self, the way We learn & think
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Knowledge emerges only through
“
invention (learn, unlearn, construct, understand concepts and its application), and re-invention (re-learn, re-configure, innovate, create) through the restless, impatient, continuing, hopeful inquiry human beings pursue
in the world, with the world, and with each other.” Paulo Freire (1993): Chapter 2, PEDAGOGY OF THE OPPRESSED. New York: Continuum Books, 1993.. http://www2.webster.edu/~corbetre/philosophy/education/freire/freire-2.html . Accessed Oct 28th, 2013. 9/29/2016
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If you are, you breath. If you breath, you talk.
If you talk, you ask. If you ask,you think. If you think, you search. If you search, you experience. If you experience, you learn.
If you learn, you grow. If you grow, you wish. If you wish, you find.
WISDOM
If you find, you doubt. If you doubt, you question. If you question, you understand.
If you understand, you know. If you know, you want to know more… And if you want to know more, you are alive.
Copyright DrJJ, BPPA JPT KPT. 2016
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Individual Task - Visit the padlet: https://padlet.com/DrJJ2014/UMS260916Forum1 Educators believe that .."learning is a process of developing understanding by integrating new knowledge into the learner's world of sense and meaning..." "....it changes the focus of assessment from quantity to quality. It changes our focus from asking 'How many objective questions can the learner answer?' to asking 'How well does the learner understand important concepts, theories and principles?' and 'How expertly can the learner integrate a range of skills into a complex performance?'
Evaluate the proposed claim. Your evaluation must provide your position and your argument 9/29/2016
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PRESENTED by JAAFAR JANTAN (PhD) @DrJJ Former Director, Academic Development Management Division, Higher Education Department, Ministry of Higher Education, MALAYSIA Fellow of UiTM;s Institute of Leadership & Development
BONJOUR
Managerial and Entrepreneurial Skills
Knowledge 4 3
Psychomotor / Practical / Technical Skills
2 1
Information Management Skills and Lifelong Learning
iCGPA
0 Social Skills and Responsibilities
Problem Solving and Scientific Skills
WHY? WHAT? WHEN? WHO? & HOW?
Values, Attitude and Profesionalism Communication, Leadership and Teamworking Skills
A DIALOG SESSION WITH DEANS OF POSTGRADUATE PROGS 06/09/2016 | MEETING OF THE POSTGRAD DEANS, UNIV MALAYA MEDICAL FACULTY Google Search: drjj padlet
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WHY INTEGRATED CUMMULATIVE GRADE POINT AVERAGE (iCGPA)? iCGPA serves to: Drive development and alignment in curriculum design, delivery and assessment at the course level and the programme level focusing on student learning experiences that develop holistic and balanced Human Being Recognize room for improvement and continually engage in appropriate performance enhancement programs Promote future-ready graduates (job seekers & job creators) 22
WHAT IS INTEGRATED CUMMULATIVE GRADE POINT AVERAGE (iCGPA)?
Assessment & Performance Reporting System/Mechanism of Learners’ Development iCGPA is a SYSTEM or mechanism for assessing and reporting of students’ development and learning gains of their ADAB (ethics & values), their Declarative and functional knowledge and their disciplinary skills & abilities. - Complements Existing Reporting 23
CAMPUS LIFE 1
2
Integration to academic profiles
Information Management and Lifelong Learning Skills
Internship
study Problem Solving and Scientific Skills
hostel hostel
hostel
Infra & infostructure @ campus
Learning spaces
Community centre 4
Industries
library
Industries
Sport centre
Communication, Leadership and Teamwork Skills
Industries
Learning network
Intranet & internet
Social Skills and Responsibilities
Group discussion
Values, Attitudes and Professionalism
NGO NGO
NGO
Local agencies
Community & industries
Global & international community
Student profiles embed in constructive alignment practices
lecture session
Neighbourhoo d & socienty
Producing student profiles
Practical Skills
Capstone & projects
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Student mall
s t u d i o
Managerial and Entrepreneurial Skills
experiment in the lab
a pa a ap p a r ar r tt t m mme e en n t nt t
Knowledge
Fieldwork
Extra curricula @ student affairs
entertainment culture Motivation & leadership club entrepreneur culture Uniform body sports Academic society Creativity & innovation Outdoor activities
Academic programme @ faculty
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WHO SHALL BENEFIT Continual monitoring on the effectiveness of institutional ecosystem’s contributions towards students’ holistic development. Holistic improvement of institutional ecosystem in developing holistic students and employable graduates.
Educational Institution
Programme Management
Continual monitoring on the effectiveness and impact of curriculum design and delivery. Intervention programme for students to achieve optimal performance.
Lecturer
Continual monitoring on development of students’ knowledge and skills (ilmu) and ethics and morality (akhlak). Continual improvement on instructional approaches.
Student
• Assessment of prospective students’ competencies at entry level. • Evaluation to consider potential credit transfer or exemptions. Educational Institution
Monitoring development of knowledge and skills (ilmu) and ethics and morality (akhlak), throughout the learning journey. Continual improvement through academic and co-curricular activities.
• Monitoring the performance of sponsored students and graduates applying for sponsorship. • Assessment of students’ competencies to match job positions offered.
Study Sponsors
• Holistic screening and assessment for job applications. • Evaluation of graduate quality for further improvement of academic programmes.
• Assessment of prospective student capabilities for postgraduate programmes by research mode. • Matching research topics based on students’ competencies.
Employer and Industry
Potential Supervisor
• Assessment of students and achievement of graduates in meeting the nation’s educational aspirations. • Information for future designing of policies and plans of actions.
Policy Makers 25
ACADEMIC TRANSCRIPT (TRADITIONAL & HOLISTIC ACHIEVEMENT)
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ACADEMIC TRANSCRIPT (TRADITIONAL & HOLISTIC ACHIEVEMENT)
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AN EXAMPLE OF SPIDER WEB FOR A STUDENT’S LEARNING OUTCOMES iCGPA ATTAINMENT
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Tasks- Content, Substance & Knowhow
Doing the right things Attitudes - Doing it right Why & how to do Professionalsm Personal attributes
By the right person
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MQF LOs Domains
i. ii. iii. iv. v.
Knowledge (of the discipline) Practical skills (of the discipline) Social skills and responsibilities Values, attitudes and professionalism Communication, teamwork and leadership skills vi. Problem solving and scientific reasoning skills vii. Lifelong learning and information management viii. Managerial and entrepreneurial skills
MOHE LOs, 2009-KSA
1. 2. 3. 4. 5. 6. 7. 8. 9.
Knowledge & understanding of the discipline Practical Skills of the discipline 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
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Outcomes-Based Education (OBE) is a philosophy, an approach to education based on intended products/results of learning experiences-ends in mind
Utilizes Constructively Aligned TLAs, Aligned Assessment Tasks & Integrated Grading, i.e. How Well the intended result, the Learning Outcomes, are achieved
Nurtures holistic & balanced talent
Involved Every stakeholders of higher education
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Traditional/Transitional OBE emphasises student mastery of traditional subject-related academic outcomes (usually with a strong focus on subject-specific content) and some cross-discipline outcomes (such as the ability to solve problems or to work co-operatively).
Transformational OBE emphasises long-term, cross-curricular outcomes that are related directly to students’ future life roles (such as being a productive worker or a responsible citizen or a parent). “Outcomes are high quality, culminating demonstrations of significant learning in context” “Outcomes reflect the complexities of real life and give prominence to the life-roles that learners will face after they have finished their formal education” Spady (1994). Source: Killen, Roy (2005). Programming and assessment for quality teaching and learning. Chapter 2. Thomson Social Science Press Copyright DrJJ, BPPA JPT KPT. 2016
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PHILOSOPHY & APPROACH TO HIGHER EDUCATION CHRONOLOGY Traditional (before 2003) – Topical 1. Decide topics 2. Teach content according to topics
3. Regurgitate content of topics in, Quiz, Test, Final Exam (Exam blueprint @JSU), Assignments, Lab reports 4. Add the marks or weightage 5. Assign grade based on the Gaussian (normal) “curve” with provision to normalize raw score
Transitional (2003-2015) MQF LO Domains – LIP SYNC
Transformational (2015 & beyond) – MQF LO Domains – ATTAIN BY DESIGN
1. Write course learning outcomes mostly on knowledge, maybe application of knowledge, & some soft skills
1. Design - Craft course learning outcomes that support development of 2/3 LO domains on the MQF LO Domains
2. Teach content according to topics
3. Design - Assign aligned assessment tasks that can show evidence of outcomes attainment and its weightage
3. Regurgitate content of topics in, Quiz, Test, Final Exam (Exam blueprint @JSU), Assignments, Lab reports (fragmented evidence, if any, to desired outcomes)
4. Deliver - Provide the constructively aligned learning activities that engage students with content & with each other to develop proficiency of desired learning outcomes
4. Add the marks or weightage 5. Assign grade based on the curve/criterion (???)
2. Design - Identify the (weightage) of grade & learning activities (SLTs) for each outcome
5. Assess - Allow them to demonstrate how well they have achieved the outcomes by completing a variety of aligned assessment tasks 6. Score – Score performance using appropriate scoring/assessment rubrics 7. Add the marks/weightage for each task/outcomes or determine performance level of outcomes 8. Report - Assign grade for each outcome and for the course
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“You can know the name of a bird (or element) in all the languages of the world, but when
you're finished, you'll know absolutely nothing whatever about the bird (or element)... So let's look at the bird to see what it's doing—that's what counts. I've learned very early the difference between knowing the name of something and knowing something.” —Richard Feynman
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A programme’s stated aims, objectives and learning outcomes reflect what it wants the learner to achieve. It is crucial for these aims, objectives and learning outcomes to be expressed explicitly and be made known to learners and other stakeholders alike.
Programme Aims Programme aim/s is an overarching statement on the purpose (what you want to do or achieve), philosophy (beliefs) and rationale (justification ie reason why you are doing it) in offering the programme. Benchmarked Standard (pp 25) • The programme (educational) objectives must reflect the key elements of the outcomes of higher education that are in line with national and global developments. • The programme aims, objectives and learning outcomes must be developed in consultation with principal stakeholders which should include the academic staff. • The programme aims, objectives and learning outcomes must be consistent with, and supportive of, the HEP’s vision and mission. COPPA
EAC
ABET
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Vision: UMS strives to be an innovative university of global standing Mission Statement: UMS strives to achieve academic excellence and international recognition through its attention to
learning and teaching, research and publications, social services and balance in knowledge specialisation. Prioritises personal growth of its students, resulting in greater innovation and productivity for the benefit of society and the nation as a whole Note: The bullets were extracted by Dr JJ from UMS official mission statement Source: http://www.ums.edu.my/v5/index.php/en/our-goal-logo-the-mace/vision-mission-objectives-our-logo-the-mace Copyright DrJJ, BPPA JPT KPT. 2016
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Vision: Become an Eminent Management University Mission Statement: Consistently be a pre-eminent centre of academic excellence in teaching and learning in the field of management Consistently be a pre-eminent centre of academic excellence in research, consultancy, and publication in the field of management, Consistently bring forth highly competent human capital that is commited to serving in the development of the nation and all humanity. Note: The bullets were extracted by Dr JJ from UUM official mission statement Source: http://www.uum.org.my/en/vision-and-mission Copyright DrJJ, BPPA JPT KPT. 2016
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The IT Baccalaureate program aims to support Malaysia’s aspirations of becoming an industrialized nation by producing globally recognized IT graduates with unwavering commitment and professionalism while critically and creatively provide solutions that are relevant to societal and Malaysia’s economic growth (rationale).
COPPA
EAC
ABET
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Universiti Teknologi MARA’s Diploma/ Baccalaureate Music program aims to support Malaysia’s aspirations of becoming an industrialized nation by nurturing world-class bumiputra music professionals with unwavering integrity and commitment in critically and creatively providing ethical and responsible solutions that are relevant to 1Malaysia’s societal and economic growth.
COPPA
EAC
ABET
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SARJANA MUDA TEKNOLOGI MAKLUMAT (INFORMATIK MEDIA) The Information Technology Baccalaureate program aims to foster talented, resilient and responsible creative technocrats who will promote universal responsibility through creative industries in supporting the national and global aspirations of the Digital Economy. COPPA
EAC
ABET
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BACHELOR OF HUMAN SCIENCES IN COMMUNICATION To nurture dynamic Communication professionals and scholars who uphold Islamic values in serving the nation and the Ummah
COPPA
EAC
ABET
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BACHELOR OF SOCIOLOGY AND ANTHROPOLOGY To nurture responsive and critical sociologists and anthropologists who support national transformation for the benefits of the ummah in a dynamic socio-cultural environment based on the Islamic worldview
COPPA
EAC
ABET
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Taxonomies of Learning
LOKI Guide Bloom
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ABET’s definition of PEOs: The program must have published Program Educational Objectives that are consistent with the mission of the institution, the needs of the program’s various constituencies, and these criteria. There must be a documented and effective process, involving program constituencies, for the periodic review and revision of these program educational objectives.
EAC’s definition Programme Objectives are specific goals consistent with the mission and vision of the IHL, that are responsive to the expressed interest of programme stakeholders, describing the expected achievements of graduates in their career and professional life few years after graduation. COPPA
EAC
ABET
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specific goals consistent with & supportive of the mission and vision of the IHL reflect the key elements of higher education (knowledge, skills & responses) in line with the national & global developments (contains the 9 MOHE LO domains or 8 MQF LO domains) responsive to the expressed interest of programme stakeholders and describing the expected achievements or milestone of graduates in their career and professional life few years after graduation employability attributes and selling points of your program. The sentences begin with: (Within) Within a few years upon successful completion the program, our graduates (are) will be….
COPPA
EAC
ABET
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TCM
Health
EAC
Eng Tech
ABET
WA
MQA-Std-Business
Program Educational Objectives (PEOs are employability attributes and selling points of your program) for the currently revised IIUM (BACHELOR OF HUMAN SCIENCES IN COMMUNICATION) Degree Programs. The sentences begin with Within few years upon successfully completing the program, our graduates (are) will be:
1. Communication practitioners who apply their knowledge and act responsibly in addressing contemporary issues (LO1, LOD3) 2. Communication practitioners who practise ethical and creative leadership in a team using effective communication (LOD4, LOD5) 3. Communication practitioners who continuously seek knowledge, innovate solutions via creative thinking in organizations (LOD6, LO7) 4. Communication practitioners who integrate communication knowledge with managerial and entrepreneurial skills (LOD2, LOD8) Task Copyright DrJJ, BPPA JPT KPT. 2016
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TCM
Health
EAC
Eng Tech
ABET
WA
MQA-Std-Business
Program Educational Objectives (PEOs are employability attributes and selling points of your program) for the currently revised IIUM (SOCIOLOGY AND ANTHROPOLOGY) Degree Program. The sentences begin with Within few years upon successfully completing the program, our graduates (are)/will be sociology and anthropology related practitioners who :
1. use knowledge, understanding and practical skills to deal with contemporary issues of the society, nation and the ummah. (MQF 1,2) 2. realize the role as servant (‘abd) and vicegerent (khalifah) of Allah in society responsibly, ethically and professionally. (MQF 3, 4) 3. lead and work collectively to address various social issues and problems critically and scientifically. (MQF 5, 6) 4. utilize and manage the knowledge and skills continuously as self-reliant and resilient global citizens. (MQF 7, 8) Task Copyright DrJJ, BPPA JPT KPT. 2016
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TCM
Health
EAC
Eng Tech
ABET
WA
MQA-Std-Business
Generic Program Educational Objectives (PEOs are employability attributes and selling points of your program) for FSG Degree Programs. The sentences begin with Within few years upon successfully completing the program, our graduates (are) will be: 1. Bumiputra scientists or science practitioners who synthesize, apply and organize the knowledge, understanding and laboratory experiences to provide quality products and services to the government agencies and science-related industries locally and globally. 2. Bumiputra scientists or science practitioners who lead and engage in teams in problem solving tasks across disciplines through effective communicative abilities. 3. Bumiputra scientists or science practitioners who utilize ICT to advance their knowledge and skills and to explore business opportunities in the science-related industry locally and globally. 4. Bumiputra scientists or science practitioners who integrate ethical and professional values in providing services to the recipients and provider of the science-related industry locally and globally. Task Copyright DrJJ, BPPA JPT KPT. 2016
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1. 2. 3. 4. 5.
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Revisit the existing Aim & PEOs for your program. Reframe the AIM Reframe the PEOs Agree to Agree Copy & paste to the padlet https://padlet.com/DrJJ2014/ UMS260916Forum2
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What should graduating students know & be able to do upon successful completion of the program? Will these be enough to support attainment of the Program Educational Objectives?
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MQF 57 Copyright DrJJ, BPPA JPT KPT. 2016
MQF Framework for Diploma level-Outcomes: Median C3,P4, A3
MQF 58 Copyright DrJJ, BPPA JPT KPT. 2016
MQF – Bachelors degree (Hons.) – Median C4, P4, A3
MQF 59 Copyright DrJJ, BPPA JPT KPT. 2016
TCM
Health
EAC
Eng Tech
ABET
WA
MQA-Std-Business
PLOs are what graduates will know and be able to do (upon successfully completing the program) to support attainment of PEOs. It is the minimum, practical & attainable competency level. The sentences begin with Upon successfully completing the program, our bumiputra graduates will be able: 1. Demonstrate knowledge and understanding of music (for example: music performance, historical studies, cultural studies, musicianship and music theories) and ……. 2. Apply knowledge and understanding of ….. (music performance, historical studies, cultural studies, musicianship and music theories). 3. Display music competency skills including the use of music notation in reading, performing, composing, analyzing, and hearing music.; 4. Critically analyze musical performance, musical composition and formulate solutions to music-related well-defined (vaguely-defined; broadly-defined) problems; Example of the first 3/4 Music LOs. Standards will follow the MQF certification level (refer to the MQF generic LOs for diploma or degree). The rest can be adopted from other sources (generic attributes) or from MQF. Copyright DrJJ, BPPA JPT KPT. 2016
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TCM
Health
EAC
Eng Tech
ABET
WA
MQA-Std-Business
Generic Program Learning Outcomes (PLOs are what graduates will know and be able to do to attain PEOs) for FSG Pre-Diploma Programs. The sentences begin with Upon successfully completing the program, our bumiputra graduates will be able to: 1.Acquire introductory and intermediate knowledge of science and mathematics. 2.Plan and safely conduct simple scientific investigations, organize and transform raw data into tables and graphs and propose appropriate mathematical models from the evidence of the investigations. 3.Identify, classify and make clear the outcomes and procedures to solve ill-defined problems found in an introductory undergraduate science-related textbook. 4.Communicate their ideas and arguments proficiently both verbally and in writing. 5.Demonstrate collaboration with team members across gender and ethnic background while performing and completing academic tasks. 6.Practice honesty and integrity in performing and completing their academic tasks. 7.Demonstrate abilities to be independent in completing their academic tasks. 8.Explore new and efficient strategies to become deep-learners. 9.Demonstrate leadership abilities in completing a team-related academic tasks MQF LOs Degree Copyright DrJJ, BPPA JPT KPT. 2016
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TCM
Health
EAC
Eng Tech
ABET
WA
MQA-Std-Business
Generic Program Learning Outcomes (PLOs are what graduates will know and be able to do to attain PEOs) for FSG Diploma Programs. The sentences begin with Upon successful completion of the program, our bumiputra graduates will be able to:
1. Apply knowledge and understanding of science and mathematics (& engineering). 2. Safely prepare samples and operate a range of machineries and laboratory equipments. 3. Plan, conduct and conclude scientific investigations in their field of study. 4. Apply the scientific reasoning in proposing solutions for authentic problems in their field of study. 5. Verbally communicate scientific ideas with semiprofessionals and non-experts. 6. Articulate scientific investigations in written form with semiprofessionals and non-experts. 7. Effectively engage in a multidisciplinary team. 8. Demonstrate values, ethics, morality and professionalism in their semiprofessional pursuit. 9. Manage information and engage in life-long learning. 10. Apply managerial and entrepreneurial skills. 11. Demonstrate leadership skills. MQF LOs Diploma Copyright DrJJ, BPPA JPT KPT. 2016
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TCM
Health
EAC
Eng Tech
ABET
WA
MQA-Std-Business
Generic Program Learning Outcomes (PLOs are what graduates will know and be able to do to attain PEOs) for FSG Degree Programs. The sentences begin with Upon successful completion of the program, our bumiputra graduates will be able to: 1. Acquire knowledge and understanding of laws, theories and principles of science and mathematics. 2. Safely prepare samples and operate a range of advanced machineries and laboratory instruments. 3. Identify problems, propose research questions and hypothesis, design science investigations and defend the conclusion of investigations. 4. Apply the scientific reasoning and critical thinking in providing solutions to authentic problems in their field of study. 5. Verbally argue and communicate scientific ideas with the learning communities and the public. 6. Articulate scientific ideas and investigations in written form with the learning communities and the public. 7. Effectively engage in a multidisciplinarity team locally. 8. Practice empathy, responsibilities, integrity and professionalism in their scientific pursuit. 9. Manage information and engage in life-long learning. 10. Apply managerial and entrepreneurial skills. 11. Demonstrate leadership skills. MQF LOs Diploma Copyright DrJJ, BPPA JPT KPT. 2016
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1. Revisit the existing PLOs for your program. 2. Reframe the PLOs (Refer to MQAs Programs Standards, if available) 3. Agree to Agree 4. Copy & paste to the padlet https://padlet.com/DrJJ2014/ UIAMKIRKHS220816Forum2B 5. Critically review the reframed PLOs
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3 MOHE LOs addressed by each course Copyright DrJJ, BPPA JPT KPT. 2016
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3 MOHE LOs addressed by each course Copyright DrJJ, BPPA JPT KPT. 2016
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2
iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 70
PLO6
PLO7
PLO8
PLO3
PLO5
Type
PLO2
PLO4
Credit
Computer Organisation & Operation System
2 1 1 3 3 3
University University University Elective Elective Programme
x x x
x
x x x -
x -
x x x -
x x -
x x
-
Computer Programing
4
Programme
x
x
-
Discrete Mathematics
3
Programme
x
-
-
-
-
x
-
-
-
x
x
-
Academic Communication
2 2
Elective Elective
x
-
-
-
-
x x
-
-
x
Lifestyle Environment and Information Technology
1 1 3
University University Elective
x
-
x x -
x x -
x
x -
-
-
Computer Network Technology
3
Programme
Databases
4
Programme
x
x
-
-
-
x
-
-
x
x
-
-
-
x
-
Data Structure
3
-
Programme
x
x
-
-
-
x
-
Ethnic Relation Workplace Communication Co-curriculum Co-curriculum Emotion Management
-
Advanced Databases
3 2 1 1 3 3
University Elective University University Elective Programme
x
x
x x x -
x x x x -
x x x x -
x x
x -
-
Object-oriented Programming
3
Programme
x
x
-
-
-
x
-
-
Introduction to Artificial Intelligence
3
Programme
x
x
-
-
x
-
-
-
Islam Civilisations and Asia Civilisations Co-curriculum Software Engineering Methodology
3 2 3
University University Programme
x
-
x x -
x x -
x x
x x
-
-
Human Computer Interaction
3
Programme
x
-
-
-
x
-
-
x
Client Server Computing
3
Programme
x
x
-
-
-
-
-
-
Data Communication & Telecommunication LAN & Wireless Switching Thinking Philosophy
Compiler Construction
3 3 3 3
Elective Elective University Programme
x x x
x -
-
x x -
-
x x x x
x x
-
Project Proposal
2
Programme
-
-
x
-
x
x
-
-
Network Programming Routing Concept and Protocol Computer & Network Security Computer, Ethics and Social Project
3 3 3 3 6
Elective Elective Elective Elective Programme
x x x x -
x x x
x x -
x -
x x
x x x x
x
-
Algorithm Design & Analysis
3
Programme
x
-
-
-
x
-
-
-
WAN Technology
3
Elective
x
x
-
-
-
-
x
-
Industrial Training
6
Programme
-
-
x
x
x
-
x
-
Industrial Project
6
Programme
-
x
-
-
x
x
-
x
122
No. of courses
25
15
14
13
21
23
8
3
SEMESTER
YEAR 1
Semester 1
YEAR
PLO1
Table 2.5: An Example of a Curriculum Matrix Course Foundation English Co-curriculum Co-curriculum System Thinking and Concept Statistics and Probability
Semester 2
YEAR 3
Semester 1
Semester 2
YEAR 2
Semester 1
Semester 2
Basic of Entrepreneurship and Innovation
YEAR 4
TOTAL CREDITS
Co-curriculum Co-curriculum
AN EXAMPLE OF EXISTING CURRICULUM MAPPING & THE NECESSARY CHANGES FOR iCGPA IMPLEMENTATION Sample of existing course-PLO mapping
Program Assessment Plan (Course-Learning Outcomes Domain Mapping)
Foundation English Co-curiculum Co-curiculum Concepts and Systems Thinking Computer Programming Discreet Math Statistis and Probability TOTAL Academic Communication Intro to Entrepreneurship & Innovation Co-curiculum Co-curiculum Data stucture Database Computer Networking Technology Computer Organisation & System Operation TOTAL
Credit
Status
MQF LO Domains) 1
YEAR1 – Smester1 2 Gen. elective 1 University 1 University 3 Gen. elective 4 Program 3 Program 3 Gen. elective 17 YEAR1 – SEMESTER 2 2 Gen. elective 2 University 1 University 1 University 3 Program 4 Program 3 Program 3 Program 19
2
3
4
5
6
7
8
71
Code
Course
Matrix of Course supporting PLO development 1
2
1
1
3
4
1
1
PPPY1114
Maharat al-Qiraah
PPPY1224
Metodologi Dakwah
PPPY1254
Pengantar Qiraat dan Hafazan
1
PPPM1054
Kajian Budaya Etnik
1
ZZZT1114
Kursus Universiti 1
PPPM1024
Manusia dalam Al Quran
1
PPPM1044
Gerakan Misionari Kristian
1
PPPM1234
Kepimpinan Pengurusan Islam
PPPM2014
Ilmu Pidato dan Debat
ZZYY1212
Ko-kurikulum
PPPY2134
Maharat al-Kitabah
1
PPPY2164
Fiqh Ibadat dan Munakahat
1
PPPY2194
Akhlak dan Tasawuf
1
1
PPPY2264
Sejarah dan Tamadun Islam
1
1
ZZZT 2113
Kursus Universiti 2
PPPY2284
Kaedah Penyelidikan
1
PPPY2184
Akidah Islam
2
2
PPPM2024
Fiqh Muamalat dan Jinayat
2
2
PPPM3024
Kajian Teks Dakwah
1
ZZYY2213
Kursus Universiti 3
PPPM2316
Latihan Praktikal (12 minggu)
PPPM2084
Komunikasi Dakwah
PPPM2054
Penerbitan Dakwah Media Cetak
1
5
6
1 1
4
1
4
1
4 1
1
1
1
1
1
1
1
1
PPPM3136
Projek Khidmat Masyarakat
PPPM3102
Projek Ilmiah I
2
PPPJ3624
Sains,Teknologi dalam Tamadun Islam
2
PPPM3344
Etika Komunikasi
PPPM3264
Keusahawanan dalam Islam
PPPM3106
Projek Ilmiah 2
Values, Attitudes & Professionalism
5
Communication, Leadership &Teamwork Skills
6
Problem Solving & Scientific Skills
7
Information Management & Lifelong Learning SKills
8
Managerial & Entrepreneurial Skills
4 1
3 4 4 4
1
4 1
1
3 6
2
2
4
2 2
2
4
1
2
2
2
2
2 2
Social Skills & Responsibilities
4
1
2
3
4
4
2 2
4
1
2
Penerbitan Dakwah Media Elektronik
Practical Skills
1
2
2
2
4
2
2
4
1
1 1
Knowledge
4
1
1
1
2
1
1
PPPM3324
1
1 1
PLOS/MQF LO Domains
4
1
1
2
1
1
1
Back to Mapping
Credit
4
1
2
8
1
1
1
7
2
Total Credits
4
2
4
2
6
2
2 4 4
2 2
2
2
2
4 6 120
Back to iCGPA CLOs 72
1. 2. 3. 4. 5. 6.
7. 8. 9. 9/29/2016
Download the free DrJJ’s curriculum design EXCEL template from the padlet. Save it to your device with the appropriate program name and date created. Fill up Sheet 3. (Copy and paste special: Values/text the PEOs and PLOs. Revisit the existing PLOs-PEOs matrix/mapping for your program by filling up sheet 4. Fill up sheet 5 MOHELO & 5B MQFLO Agree to Agree Fill up sheet 6. (Copy and paste special: Values/text the course code, course name, semester offered & course credit for each of the relevant sections. Note that the sections are color coded). Fill up the tick-marks on sheet 6 (ONLY for program core courses beginning from row 104 (peach color section) and elective courses (beginning row 149 the purple color section). Best to limit your tick-marks to only 2 for a 1-credit hour course, 3 for 2,3,4 credit hour courses and 4 to experiential and student project courses. Fill up the tick-marks on sheet 8 (ONLY for the first three sections colored yellow, ie university required courses, Faculty servicing courses and Faculty required courses). Agree to Agree Critically review the reframed mapping Copyright DrJJ, BPPA JPT KPT. 2016
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Visit http://padlet.com/DrJJ2014/UIAMJul2016Forum2 Upload your own CLOs-TLAs-Assessment Tasks Let others provide critical feedback on the Alignment
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PEO1
PEO2
LO1
LO2
LO3
CLO1
CLO2
CLO3
Course1
LO4
CLO1
CLO2
PEO3 LO5
CLO3
LO6
PEO4 LO7
CLO1
CLO2
CLO3
LO8
CLO1
LO9
CLO2
CLO3
Course3
Design multiple and varied tasks to allow learners to demonstrate competency specified in the CLO. Create rubric to assess performance level. Continuous. Plan and execute SCL. Engage learners with the outcomes & competences specified Provide feedback to help learners improve demonstration of CLOs attainment. Summative assessment task at end. Assign grade Copyright DrJJ, BPPA JPT KPT. 2016
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MQF
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MAPPING OF THE CONSTRUCTIVE ALIGNMENT FOR MAN AND MACHINE RELATIONS COURSE (3 CREDITS)
2 No.
1
2
3
Course Learning Outcome (CLO) At the end of this course, student should be able to:
PLO
Explain the impact of ICT to changes in individuals and community. Analyse the impact of national and global changes to attitudinal changes in individuals and community.
PLO1
Report through verbal and in writing on the impact of national and global changes to attitudinal changes in individuals and community.
PLO5
TOTAL
PLO6
Delivery Methods
Collaborative Learning; Case Study Case Study (report writing and presentation)
Assessment Component/Method Written Exam
Writing of Case Study
10%
20%
Case Study (report writing and presentation)
10%
Total
Presentation of Case Study 30%
20%
20%
40%
15%
15%
30%
55%
35%
100%
MAPPING OF THE CONSTRUCTIVE ALIGNMENT FOR MAN AND MACHINE RELATIONS COURSE (3 CREDITS)
2
No.
Course Learning Outcomes
(CLOs)
1
Explain the impact of ICT on individual and societal change.
2
Analyse the impact of national and global ICT changes has on individual and societal attitude changes.
3
Report verbally and in writting the impact of national and global ICT changes towards individual and societal attitude.
Assessment Method / Component
MQF LOD
Delivery Method
MQF LOD1
Collaborative Learning; Case Study
MQF LOD 6
TOTAL
MQF LOD 5
Written Examination
10%
Case Study (report and presentation)
Case Study (report and presentation)
10%
Case Study Report
Presentation
Specific Task and the Related MQF LOD Attribute
Student Learning Time (SLT)
20%
Examination and case study report related to the impact of ICT on individual and society require student to gain knowledge to emphasize the attribute of ‘knowledge’ in MQF 1 LOD.
36 hours
20%
20%
Case study report and presentation to emphasize analysis of the impact of national and global ICT changes towards individual and society attitude changes related to the attribute ‘scientific skills’ in MQF 6 LOD.
48 hours
15%
15%
Case study report and presentation on the impact of changes in national and global ICT towards individual and society related to ‘oral communication’ and ‘writing communication’ in MQF 5 LOD.
36 hours
55%
35%
100%
120 hours
• Higher Learning Institutions are free to set types of task in achieving CLOs. • Standard deviation of weight for component/assessment methods for every CLO is ± 5%, except for examination.
79
MAPPING OF THE CONSTRUCTIVE ALIGNMENT FOR ELEC & MAGNETISM COURSE (3 CREDITS)
2 No.
1
2
3
Course Learning Outcome (CLO) At the end of this course, student should be able to:
PLO
Construct a working scientific model of electrically charged particles under the influence of gravitational, electrical and magnetic field. Plan, conduct and analyze outcomes of scientific investigations in areas of electrostatics and electricity
PLO1
Interactive Lecture & Workshop
PLO2
Workshop & Lab Investigation
10%
Collaborate with team members in performing scientific investigations
PLO5
Lab investigation collaboration
10%
5%
30%
5%
TOTAL
Delivery Methods
Assessment Component/Method Exam
Direct Observations
Peer Observation
Total Lab Reports
Video Recording of Lab Test
50%
50%
50%
10%
15%
10%
30%
5%
20%
100%
2
iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 81
Table 2.1: Mapping of the Constructive Alignment for Ethnic Relations Course (2 Credits) Course Learning Outcomes (CLOs)
No.
1
Assess the importance of national identify and valunteerism towards building responsible citizens.
2
Discuss issues and challenges in the context of ethnic relations in Malaysia.
3
MQF LOD Delivery Method
MQF 4 LOD
MQF 6 LOD
Build relationship and social MQF 3 interaction among LOD various ethnic groups. TOTAL • •
Assessment Method / Component Reflection/ Presentation Written Quiz Examination
Group field work
Interactive lectures, elearning and group activities
20%
Report
20%
30%
Interactive lectures, elearning and group activities 30%
15%
15%
15%
35%
20%
Specific Task and the Related MQF LOD Attribute
Student Learning Time (SLT)
Presentation and written report of field work related to the assessment on identity and volunteerism to emphasize the attribute of ‘values and attitudes’ in MQF 4 LOD.
32 hours
Written examination questions which require students to analyze ethnic relations issues and challenges in Malaysia which are relevant to the ‘critical thinking” attributes in MQF6 LOD.
24 hours
Presentation and reflection related to ethnic relation to emphasize the attribute ‘respect’ and ‘social responsibility’ in MQF 3 LOD. 100%
Higher Learning Institutions are free to set types of task in achieving CLOs. Standard deviation of weight for component/assessment methods for every CLO is ± 5%, except for examination.
24 hours
80 hours
2
iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 82
Table 2.2: Mapping of the Constructive Alignment for Ethnic Relations Course (3 Credits)
No.
1
2
3
Course Learning Outcomes (CLOs)
Assess and debate the importance of national identity and volunteerism towards building responsible citizens.
MQF LOD
MQF 4 LOD
Analyze issues and challenges in the context of ethnic relations in Malaysia.
Build relationship and social interaction among various ethnic groups. TOTAL
Delivery Method
Assessment Method / Component Reflection / Written Presentation Written Quiz Examination Report
20%
Group field work
MQF 6 LOD
Interactive lecture, elearning and group activities.
MQF 3 LOD
Interactive lecture, elearning and group activities
20%
30%
30%
15%
15%
15%
35%
20%
Specific Task and the Related MQF LOD Attribute
Student Learning Time (SLT)
Presentation and written report of field work related to the assessment on identity and volunteerism to emphasize the attribute of ‘values and attitudes’ in MQF 4 LOD.
48 hours
Written examination questions which require students to analyze ethnic relations issues and challenges in Malaysia which are relevant to the ‘decision making” attributes in MQF6 LOD.
36 hours
Presentation and reflection related to ethnic relation to emphasize the attribute of ‘respect and social responsibility’ in MQF 3 LOD.
36 hours
100%
120 hours
Cognitive complexity refers to the various levels of learning that can be tested. A good test allows learners to demonstrate the targeted competency level specified in the outcome. If the instructor targets students memorizing facts, the test should ask for simple recall of material. If the outcome is to develop analytic skills, a test that asks for recall is inappropriate and will cause students to conclude that memorization is the outcome Difficulty level is a measure of how many can correctly respond to an item. If nobody can provide a correct response then the item is very difficult and vice-versa… 9/29/2016
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http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table
85
Use this list for Your CLO & LLO
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Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies. Copyright DrJJ, BPPA JPT KPT. 2016
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Revised Bloom’s Taxonomy Create Evaluate Analyze Apply Understand Remember Source for the revised Bloom Taxonomy: A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, 2001.
Simpson’s Taxonomy Origination Adaptation Complete Overt Response Mechanism Guided Response
Krathwol’s Taxonomy Internalizing Organisation
Valuing Responding Receiving
Set Perception
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1. Revisit the existing CLOs for your course involving cognition (LOTS) and cognitive (intellectual) skills (HOTS). 2. Reframe the CLOs . Use Bloom’s Revised taxonomy ie the 2x6 matrix to reframe your CLOs. 3. Agree to Agree 4. Copy & paste to the padlet https://padlet.com/DrJJ2014/ UIAMKIRKHS220816Forum3 5. Critically review the reframed CLOs
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& Understanding
LO1 LOTS
LO3 HOTS
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Assessment Is More Than Grades Performance LO2 LO4
LO3
LO5,6,7, 8,9 Copyright DrJJ, BPPA JPT KPT. 2016
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Assessing declarative knowledge: Essay examinations Multiple choice questions Open-book examinations Closed-book examinations Tests and quizzes Assignments Ordered outcome items Letter to a friend Presentations
Assessing functioning knowledge: Projects (individual) Projects (group) Portfolios Practicums Laboratories Reflective journals Case studies Presentations Assignments
Rapid assessments methods (for large classes): Concept maps Venn diagrams Three-minute essays Gobbets
Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies. Copyright DrJJ, BPPA JPT KPT. 2016
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1. Revisit the existing assessment tasks for the cognitive CLOs. 2. Revise the assessment tasks (Ats). Select an aligned & appropriate assessment task for the cognition and cognitive CLOs 3. Agree to Agree 4. Copy & paste to the padlet https://padlet.com/DrJJ2014/ UIAMKIRKHS220816Forum3 5. Critically review the reframed ATs
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Different methods of assessment assess different learning outcomes. A range of different methods of assessment may be required to address the range of CLOs of a course Questions to be asked in selecting assessment methods: 1. What CLOs are to be assessed? 2. Are the assessment methods concerned able to address those CLOs? 3. Will the assessment methods encourage students to relate to real-life contexts? Are they authentic? 4. Are the assessment methods practicable with respect to time allowance and available resources? 5. Taking the course as a whole, will the different assessment methods offer a balanced assessment of all the course CLOs? 6. Is the assessment workload realistic for teachers and students? Copyright DrJJ, BPPA JPT KPT. 2016
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Assessing declarative knowledge: Essay examinations Multiple choice questions Open-book examinations Closed-book examinations Tests and quizzes Assignments Ordered outcome items Letter to a friend Presentations
Assessing functioning knowledge: Projects (individual) Projects (group) Portfolios Practicums Laboratories Reflective journals Case studies Presentations Assignments
Rapid assessments methods (for large classes): Concept maps Venn diagrams Three-minute essays Gobbets
Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies. Copyright DrJJ, BPPA JPT KPT. 2016
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: © This Document is Copyright by
Saskatchewan Education Instructional Approaches: A Framework for Professional Practice. 1991 Regina, SK: Saskatchewan Education. http://www.sasked.gov.sk.ca/docs/policy /approach/copyright.html. Accessed June 2009 Can be downloaded in pdf form at http://education.gov.sk.ca/instructionalapproaches
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Examples of Active Learning Instructional Method
Think-Pair-Share Collaborative learning groups Student-led review sessions Games Analysis or reactions to videos Student debates Student generated exam questions
Mini-research proposals or projects; a class research symposium Analyze case studies Keeping journals or logs Write and produce a newsletter Concept mapping
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Examples of research-based Instructional Strategies that works
Learning cycle Overview Case Physics Problem Based Learning Contextual learning Inquiry-discovery Outcome based Mastery learning
Microcomputer Based Laboratory Workshop Physics Real-time Physics Interactive Lecture Demonstrations Tutorials Tools for Scientific Thinking Just In Time Physics Peer Instruction Activity Based Physics Physics 2000 Physics Educational Technology Copyright DrJJ, BPPA JPT KPT. 2016
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1. Grading should be outcomes based (OBG). Grades are awarded to reflect the level of understanding /performance achieved in relation to the ILOs to be assessed. 2. It is important to remember that it is the students' achievement of the CLOs that is to be assessed and graded not their performance on the assessment tasks themselves. 3. Feedback should be specific to the LLOs (CLOs) to enhance learning.
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results on particular assessment tasks are not combined to form a grade. Grading criteria are based on the ILOs, not the assessment tasks. In OBTL, the
Conversion to final grade from performance on the ILOs can be analytic or holistic
If analytic, draw up a proforma, with a set of rubrics, telling you (and the student) why you graded the ILO as you did on the evidence.
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Bigg’s Curriculum and Instruction Course
Final grades will depend on how well you can demonstrate that you have met all the ILOs: A
(70+): awarded if you have clearly met all the ILOs, displaying deep knowledge of the base content, original and creative thinking, perhaps going beyond established practice. B (60-69): awarded when all ILOs have been met very well and effectively. C (50-59): awarded when the ILOs have been addressed satisfactorily, or where the evidence is strong in some ILOs, weaker but acceptable in others. F Less than C, work plagiarised, not submitted.
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Grading for Biggs’ The Nature of Teaching and Learning Course Each letter grade represents a qualitatively different level of thinking, as follows:
A Able to reflect, self-evaluate realistically, able to formulate and apply theory to problematic classroom situations, clear mastery of course contents. B Can apply theory to practice, a holistic understanding of course and components, barely failed A. C Can explain the more important theories, can describe other topics acceptably, barely failed B. D Can only explain some theories, barely failed C. F Less than D; plagiarism. Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies. Copyright DrJJ, BPPA JPT KPT. 2016
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Traditional
OBA
Summative
Formative
Norm-referenced
Criterion-referenced
Decontextualized (unauthentic)
Contextualized (authentic)
Measurement Model
Standards Model
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Continuous On-going during learning / teaching. Not about giving many quizzes or tests but to use of a variety of assessment instruments, assessing various components of learning, not only the thinking processes but including behaviours, personality traits and manual dexterity. PLOs attainment from courses are formative data to the program assessment Diagnostic Provides feedback to students and teachers on strengths and areas for improvement Difficulties Misconceptions
Remedial Provides opportunities for modification / improvement
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Terminal At the end of learning / teaching Descriptive How well materials / knowledge / skills have been learned For ranking and selection No provision for modification / improvement
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“Student-Centred Learning represents both a mindset and a culture within a given higher education institution and is a learning approach which is broadly related to, and supported by, constructivist theories of learning. It is characterised by innovative methods of teaching which aim to promote learning in
communication with teachers and other learners and which take students seriously as active participants in their own learning, fostering transferable skills such as problem-solving, critical thinking and reflective thinking. Source: Student-Centred Learning: Toolkit for students, staff and higher education institutions European International & The European Students Union. Brussels 2010. Accessed Jan 5th, 2012. http://www.esuonline.org/resources/6068/Student-Centred-Learning-Toolkit/ Copyright DrJJ, BPPA 119
outcomes
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outcomes
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