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OBE Learning Outcome Module PDF
OBE Learning Outcome Module PDF
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FOREWORD
“Outcome-Based Education” or OBE has been advocated by the Malaysian Ministry of Education as
the basis for higher education in Malaysia. The module will attempt to introduce the readers to the
philosophy, principles and processes of OBE, and the why and how OBE should be implemented in
This module is design to facilitate the readers understanding and comprehension of OBE processes,
and will attempt to highlight references and guidelines that can be used in the process of curriculum
Table of Content
CHAPTER PAGE
Chapter 5: Assessment
Chapter 1: OBE Overview the BIG Picture
Explain why Malaysian Ministry of Education (MOE) advocates OBE as the basis for higher
education in Malaysia
Explain the relevancy of OBE in Malaysian higher education and its relation to the Malaysian
Qualification Framework, the Malaysian Qualification Agency Act 2007 (Act 679) and the
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Why outcome-based education (OBE) in Malaysia?
Introduction
Concerns about the quality of education has its root from how it is highly valued by the community
matters today is that, good education and training has become one of the key aspects of the
requirements for being successful in life. It is too time-consuming for learners to attend academic
institutions; get qualifications and then still have to get in-service training to be able to do the job.
Therefore, good education and training should not only be of an academic nature, but it should also
prepare learners adequately for the workplace. The proof of good education and training is in finding
whether:
learning has equipped learners with the skills and knowledge that will enable them to solve
New Straits Times reported in August 20, 2002, that about 44,000 graduates are without jobs as they
have nothing outstanding to offer to the job markets although they possess degrees and diplomas. The
paper also quoted Professor Emeritus Datuk Dr Khoo Kay Kim of Universiti Malaya as saying that
this was one problem which must be looked into. He also said this had been mainly caused by
students memorising facts without knowing how to apply them in a particular situation, and as a
result, most of them cannot even do simple things or solve simple problems.
A year later, the same newspaper published an article titled “Jobless graduates lack critical skills”,
which quoted the then Minister of Human Resources, Datuk Dr. Fong Chan Onn, who said that an
increasing number of unemployed graduates are unable to use computers and lack team spirits. On top
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of that, many of these graduates lack communication skills, and feedbacks from employers indicated
(NST, 2002)
In a survey carried out by the National Association of Colleges and Employers (NACE) called Job
Outlook in 2005, the top three qualities deemed most important by the employers are communication
(verbal or written), honesty and integrity, and interpersonal skills. GPA score of 3.0 or better, ended
17th in a 20-item list of skills/qualities. NACE have carried out this survey every year since 1999, and
since the 1999 Job Outlook report, “communication skills” have topped the list of the qualities and
skills employers deem important in job candidates, along with honesty/integrity, interpersonal skills,
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NACE Research: Job Outlook 2005
The Education Ministry was aware of the issues mentioned, and has started looking into the matter
with the evolution in quality assurance system in higher education in 1997 for private institutions,
with the establishment of Lembaga Akreditasi Negara (LAN). In 2002, the Ministry of Education,
through its Bahagian Jaminan Kualiti (BJK) published the Kod Amalan Jaminan Kualiti (Code of
A framework of education quality assurance called “The Malaysian Qualification Framework” (MQF)
was first drafted and approved through the Majlis Pendidikan Tinggi Negara (MPTN) in 2005. It was
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later tabled and approved on the 16th July, 2007, in Act 679 or also known as the Malaysian
Qualification Agency (MQA) Act 2007. MQF is meant to be the reference for quality in higher
education in Malaysia.
In March 2007, the then Ministry of Higher Education through the “Dokumen Transformasi Pengajian
Tinggi” established the “Pelan Strategik Pengajian Tinggi Negara (PSPTN)” which was published on
the 27th August 2007. The plan’s objective was to produce human-capital with first-class mentality for
the nation. One of the thrusts in this strategic plan was in teaching-and-learning, and it was proposed
in paragraph 4.03 of the plan that “outcome-based education” will help to achieve the objective. This
was one of the first instances in a white-paper which specifically mention the term “outcome-based
education”.
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(PSPTN , 2007)
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OBE and Act 679
The other white-paper that specifically mention “learning outcome” is the Malaysian Qualification
Framework (MQF) defined in Act 679. The Act also defined “learning outcomes” in Part 1, Clause
2(1) (Act 679) as “the standard to be achieved from an educational or skill training programme or
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OBE and MQF
Paragraph 14 (MQF, 2007). In PSPTN, MQF is the reference for quality of higher education
recognition of educational programmes; hence graduates produced will be accepted not only
Qualification framework has long been implemented in other countries in the world, such as
the European Qualification Framework, the Qualifications and Credit Transfer Framework - for
England, Wales and Ireland; the Scottish Credit and Qualifications Framework, the Hong Kong
MQF is benchmarked against these main qualifications frameworks and is accepted by the
United Nations Educational, Scientific and Cultural Organization (UNESCO) at the Lisbon
Convention, which includes signatories from Europe, Canada, the United States, Israel, Australia
and New Zealand. Therefore, MQF facilitate communication with the various frameworks and
higher education systems of major countries worldwide, thus, the implementation of MQF (i.e.
OBE) will enable us to produce academic qualifications and skills trainings that are also
recognised worldwide.
MQF simplifies the process for international recognition and student mobility for
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(MQF, 2007)
8
What is OBE?
Introduction
“Education that is outcome-based, is a learner centred, results oriented system founded on the belief
Definition of OBE
OBE is education based on producing particular educational outcomes that focuses on what students
can actually do after they are taught and expect all learners/students to successfully achieve particular
(sometimes minimum) level of knowledge and abilities. In a nutshell, OBE can also be thought as
“It’s not what we want to teach, BUT more importantly, it’s what the students should learn”.
• All students can learn and succeed, but not all in the same time or in the same way.
• Schools (and teachers) control the conditions that determine whether or not students are
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OBE Philosophy
In OBE, the desired outcomes are selected first and all curriculum and teaching decisions,
instructional materials and assessments are created to support and facilitate the intended outcomes
(Spady, 1994). However, Spady further warned that, outcome-based education does not mean
curriculum based with outcomes sprinkled on top, but rather, it is a transformational way of “doing
things” in education.
OBE is an approach to education in which decisions about the curriculum are driven by the learning
outcomes that students should display at the end of the course. These decisions include curriculum
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OBE Principles
4 key points necessary to make OBE works, as listed by Towers, 1996 are:
Multiple instructional and assessment strategies need to be available to meet the needs of each
student.
Adequate time and assistance need to be provided so that each student can reach the maximum
potential.
b) Designing backwards
– Design curriculum backward by using the major outcomes as the focus and linking all planning,
– Expect students to succeed by providing them encouragement to engage deeply with the issues
they are learning and to achieve the high challenging standard set (Spady, 1994).
d) Expanded opportunity
– Develop curriculum to give scope to every learner to learn in his/her own pace.
– Cater for individual needs and differences, for example, expansion of available time and resources
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OBE vs. Traditional Education (Content-Based Learning)
In order for OBE to be successful, there should be a paradigm shift in the philosophy of education and
training, as follows:
Since in OBE, knowing whether learning outcomes have been achieved is paramount, it is to be
expected that OBE emphasises assessment of outcomes and is assessment-driven. Assessment is used
to determine whether or not a qualification/ condition/ criterion/ skill has been achieved. To determine
whether learners are successful, (i.e. whether students know they have learnt well) the learners must
Benefits of OBE
OBE is just an educational process, which focuses at achieving certain specified outcomes in terms of
individual student learning. As such, educational structures and curriculum are designed to achieve
those outcomes. Nevertheless, both educational structures and curriculum should be regarded as
means not ends, such that if they do not do the job they should be rethought. This is what is meant
• Graduates will be more “relevant” to industry & other stakeholders (more well rounded
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OBE Process
Since OBE is a process, OBE can also be thought as a cycle involving the following 4(four) stages:
• Evaluating
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CDIO Syllabus : An example of OBE
CDIO (Conceive, Design, Implement, Operate) is an initiative to reform engineering education aiming
at producing “engineers who can engineer.” It aims at achieving this through developing a learning
experience that mirrors the lifecycle of a product. Throughout the world, CDIO Initiative
collaborators have adopted CDIO as the framework of their curricular planning and outcome-based
assessment.
Defines the mathematical, scientific and technical knowledge that an engineering graduate should
have developed.
Deals with individual skills, including challenge resolving, ability to think creatively, critically, and
Skills that are needed in order to be able to work in groups and communicate effectively.
4. Conceiving, Designing, Implementing and Operating Systems in the Enterprise, Societal and
Environmental Context:
About what engineers do, that is, conceive-design-implement-operate products, processes and
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Reference:
1. Cruez, A. F. (2002). Jobless graduates lack critical skill. The New Straits Times, 20 August.
3. Malaysian Qualification Agency Act. (2007). (c.2(1)), Kuala Lumpur : Percetakan Nasional
Malaysia Berhad
http://www.mqa.gov.my/portal2012/dokumen/MALAYSIAN%20QUALIFICATIONS%20F
5. Pelan Strategik Pengajian Tinggi Negara : Perletakan Asas Melangkaui 2020, (2007).
7. Spady, W. (1994). Choosing Outcomes of Significance. Educational Leadership. Vol. 51, No.
6, pp. 18–22.
9. Zainai Mohamed. (2006). MQF Credit System - Interpretation and Application. Presentation:
10. Zita Fahmi. (2007). The Malaysian Qualification Agency Act 2007 - Key Features and
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Chapter 2: Learning Outcomes and Learning Domains
attributes
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What is MQA?
Introduction
In Pelan Strategik Pengajian Tinggi Negara (PSPTN), in order to produce higher education of high
quality, the Malaysian Qualification Framework (MQF) was created to be the reference for quality in
higher education. To implement the MQF, MQA or Malaysian Qualification Agency was established
Act 679 was created to establish the Malaysian Qualification Agency (MQA) “as the national body to
implement the Malaysian Qualification Framework, to accredit higher educational programmes and
qualifications, to supervise and regulate the quality and standard of higher education providers, to
establish and maintain the Malaysian Qualifications Register and to provide for related matters.”(Act
679, 2007).
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Functions of MQA
Supervising and regulating quality and standard of higher education providers (HEP)
In order to supervise and regulate quality and standards of HEP, MQA also develops codes of
practices for quality assurance (QA), programme standards and guidelines of good practices (GGP).
As of 2013, there are 3 (three) codes of practices for quality assurance developed by MQA:
2. Standards for Masters and Doctoral Degree by Coursework and Mixed Mode
1. Accounting
3. Biotechnology
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4. Building Surveying
5. Computing
6. Creative Multimedia
9. Information Sciences
15. Psychology
2. Institutional Audit
MQA also provides equivalency assessment for local and foreign qualifications based on MQF, UK’s
National Academic Recognition Information Centre (UK NARIC) and Australia’s Country Education
Profiles (CEP Australia) for entry requirement / equivalency to “O” Level/ A level.
There 9 (nine) quality assurance areas dedicated for quality assurance of programmes to assist HEPs
maintain and enhance standards for obtaining accreditation and continuously improve the quality of
the programme. These 9 QA areas are also used by MQA to determine conformance of accreditation.
3. Assessment of Students
5. Academic Staff
6. Educational Resources
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In each QA area, 2 (two) standards are set:
1. Benchmarked Standards
Standards that must be met and its compliance demonstrated during programme
2. Enhanced Standards
Standards that should be met as the institution strives to improve itself and usually
expressed as a ‘should’.
( COPPA,2008)
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What is MQF?
“MQF is an instrument that develops and classifies qualifications based on a set of criteria that is
approved nationally and at par with international practices, and which clarifies the earned academic
levels, learning outcomes of study areas and credit system based on student academic
load.”(MQF,2007). Act 679 was specifically created to give provisions and regulate the
implementation of MQF in Malaysia. “MQF establishes the existing system of education by providing
clear guidelines for programme design, naming qualifications systematically and eliminating
confusion as to the meaning of each qualification. Its strong relationship with the employment market
Under the Act, Part VI,Para.37 (1), it is stated that “No programme or qualification shall be
accredited unless it complies with the Framework”, and subsequently in Para.37(2),”All higher
shall comply with the Framework.”, and in Para.98. “Any person which has not been granted
accreditation under this Act issues or awards any higher education qualification claimed to be
These imply that even though accreditation is voluntary, compliance to MQF is mandatory.
Benefits of Accreditation
by MQA to all stakeholders in higher education i.e students, parents, employer that the programmes
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1. Public Service Department (PSD) will use this accreditation status to recognise the
2. Professional bodies such as the Board of Engineers Malaysia (BEM) will use the accreditation
3. Students in accredited programmes are eligible to apply for loan from funding agencies such
4. Graduates are eligible to continue their studies in higher education institutions and obtain
credit transfer. However, the final decision lies with the institution concerned.
5. Graduates can be considered for employment in the public sector. In many cases, even private
employment.
6. Institutions can franchise their accredited programmes to other institutions, subject to certain
conditions.
MQF is a point of reference which contains criteria for qualifications awarded by higher education
providers. It is useful for students, parents, employers, the government, education providers, quality
assurance agencies, accrediting agencies and industries, both local and international; to promote
understanding and enhances public confidence in standards and systems of awarding qualifications in
1. Levels of Qualification
2. Learning outcomes
Hence, complying with MQF simply means, complying to the 3 main features of MQF.
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MQF Key Features #1: Levels of Qualification
MQF defines qualifications as “certificates, diplomas or degrees that are awarded by any competent
authority, having affirmed that one has been successful in completing the study at the determined
standard, and has satisfied the determined level of achievement and is able to take on a role, duty or
work.” Qualifications indicate positive achievement of learning outcomes conferred in the skills,
vocational and technical, academic and professional sectors; not as compensation as a result of failure
or coincidence.
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MQF has categorised qualifications into 8(eight) levels as follows:
Level 4 Diploma
Level 6 Bachelors
Level 7 Masters
Level 8 Doctoral
These levels indicate their level of capabilities, and each level is described with generic features
MQF also supports open access to education and social groups for individuals who have missed
higher education opportunities to progress and enter knowledge arena easily through education
pathways and enjoy the diverse fields of education and training for life, within and outside Malaysia.
Thus, MQF provides principles to realise lifelong learning policy, which is important in the
development of a knowledge based society and economy, to face competition and new technology as
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(Zita Fahmi,2007)
The following table shows how MQF differentiates between different levels of academic
FOUNDATION show knowledge and comprehension in the field of study that is continued
from secondary school as indicated in adv. text books;
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MQF Key Features #2: Learning Outcomes
MQF defines learning outcomes as “statements that explain what students should know, understand
and can do upon the completion of a period of study”. As such, learning outcomes are regarded as
references for:
1. levels of qualifications
2. fields of study
3. programme
There are 8 (eight) domains of learning outcomes in MQF, which are significant for Malaysia,
namely:
1) knowledge;
2) practical skills;
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Ministry of Education (MOE) Domains of Learning Outcomes
Even though MQF has 8 domains of learning outcomes, the Ministry of Education (MOE) has listed
1) knowledge;
2) practical skills;
4) communication skills;
9) leadership
Both are essentially the same, with MOE having “leadership skills” as its own learning outcome
domain.
define the type and depth of learning, that the students are expected to achieve
provide an objective benchmark for formative, summative, and prior learning assessment
define coherent units of learning that can be further subdivided or modularised for classroom or
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PEO, PLO and CLO
‐ Statements of what the graduates have become after 4-5 years (in line with programme
‐ Example: The Faculty’s engineering programme shall produce Civil Engineers who are
knowledgeable and technically competent in civil engineering discipline in-line with the
industry requirement.
‐ Statements on what skills the students will have upon graduation (in line with
‐ Statements are based on MOE’s 9 learning outcomes domains, and aligned with PEO
‐ Statements should address the needs of the field of study and level of qualifications
‐ Example: At the end of this programme, the students will be able to communicate
effectively both in written and spoken form with engineers, other professionals and
community.
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‐ Statements must be aligned with PLO, and must reflect achievements in terms of
‐ Each learning outcome statement should have its 3 components namely, i) action verb, ii)
‐ Example: By the end of the course, students will be able to list all of the elements in the
Periodic Table.
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The differences between “Objectives” and “Outcomes”
OBJECTIVES OUTCOMES
Objectives describe what a teacher needs to do Outcomes describe what students should know,
to teach, and what needs to be planned to teach. understand and can do upon the completion of a
study period.
Objectives require the use of basic thinking Outcomes require the use of higher thinking
skills such as knowledge, comprehension, and skills such as analysis, synthesis, and evaluation
application. (as described in Bloom’s Taxonomy)
e.g.(1.) - Economics students will understand Economics students will be able to identify the
the nature and functioning of the market system role of supply and demand in a market
economy and the necessary conditions to
function well
e.g.(2.) - Management students will understand Management students will demonstrate a basic
and use a variety of quantitative analysis knowledge of calculus, statistics, and other
techniques appropriate for business quantitative tools necessary to solve real-world
problems
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Learning Domains and Bloom’s Taxonomy of Learning
classification of the different objectives that educators set for students (learning objectives). Bloom's
One of the goals of Bloom's Taxonomy is to motivate educators to focus on all three domains,
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(Shahrin Mohamed, 2007)
Each learning domain can be thought as having categories or taxonomy, and these categories or
taxonomy can be thought of as having different degrees of difficulties or level of competencies. The
first one must be mastered before the next one can take place. In other words, within the taxonomy,
learning at the higher levels is dependent on having attained prerequisite knowledge and skills at
lower levels.
Cognitive Domain
includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in
1. Knowledge
involves the recall of specifics and universals, the recall of methods and processes, or the
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for measurement purposes, the recall situation involves little more than bringing to mind
the appropriate material may be required, this is relatively minor part of the task.
2. Comprehension
comprehension of the information that has been recalled or located -- information is not
one way to check whether students comprehend the information they possess is to have
them state that information in their own words rather than recalling what they have
read or heard.
when a student comprehends information, rather than merely recalling it, that information
becomes useful in future problem solving or decision making and makes creativity more
probable.
3. Application
Information and skills become useful when they can be applied to a new, not previously
encountered situation.
Previous experience can be used to predict outcomes, estimate answers, extrapolate from
It is important that students have experience applying whatever they learn to new
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At the application level, most of the time we are looking for convergent thinking.
4. Analysis
Creative thinking and problem solving begin with analytic thinking: mentally taking
something apart to understand better the relationship of the parts to each other and to the
whole.
To analyze, one must be able to think categorically: i.e. to organize and reorganise
Once students can "take information apart" to better understand interrelationships, they
are ready to reorganize that information in new patterns and create with it.
5. Evaluation
the making of judgments when there is no one answer which is right for everyone.
Judgments about the value of material and methods for given purposes.
Quantitative and qualitative judgments about the extent to which material and methods
6. Synthesis
This involves the process of working with pieces, parts, elements, etc. and arranging and
combining them in such a way as to constitute a pattern or structure not clearly there
before.
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o Synthesis results from divergent thinking: something new and different.
Note, however, that a student can create only after s/he has skill and information which
Creativity does not spring from a vacuum but emerges from rigour and structure.
Affective Domain
includes the manner in which we deal with things emotionally, such as feelings, values,
Receiving Awareness, willingness to hear, selected Listen to others with respect. Listen for
Phenomena attention. and remember the name of newly
introduced people.
Responding Active participation on the part of the Participates in class discussions. Gives
to learners. Attends and reacts to a a presentation. Questions new ideals,
Phenomena particular phenomenon. Learning concepts, models, etc. in order to fully
outcomes may emphasise compliance in understand them. Know the safety rules
responding, willingness to respond, or and practices them.
satisfaction in responding (motivation)
Valuing The worth or value a person attaches to Demonstrates belief in the democratic
a particular object, phenomenon, or process. Is sensitive towards individual
behaviour. This ranges from simple and cultural differences (value
acceptance to the more complex state of diversity). Shows the ability to solve
commitment. Valuing is based on the problems. Proposes a plan to social
internalisation of a set of specified improvement and follows through with
values, while clues to these values are commitment. Informs management on
expressed in the learner’s overt matters that one feels strongly about.
behaviour and are often identifiable.
Organising Organises values into priorities by Recognises the need for balance
Values contrasting different values, resolving between freedom and responsible
conflicts between them, and creating an behaviour. Accepts responsibility for
unique value system. The emphasis is one’s behaviour. Explains the role of
on comparing, relating, and synthesising systematic planning in solving
values. problems. Accepts professional ethical
standards. Creates a life plan in
harmony with abilities, interests, and
beliefs. Prioritises time effectively to
meet the needs of the organisation,
family, and self.
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Internalising A5) Has a value system that controls Shows self-reliance when working
Values their behaviour. The behaviour is independently. Cooperates in group
pervasive, consistent, predictable, and activities (displays teamwork). Uses an
most importantly, characteristic of the objective approach in problem solving.
learner. Instructional objectives are Displays a professional commitment to
concerned with the student's general ethical practice on a daily basis. Revises
patterns of adjustment (personal, social, judgments and changes behaviour in
emotional). light of new evidence. Values people for
what they are, not how they look.
Psychomotor Domain
Development of these skills requires practice and is measured in terms of speed, precision,
Perception The ability to use sensory cues to guide Detects non-verbal communication
motor activity. This ranges from cues. Estimate where a ball will land
sensory stimulation, through cue after it is thrown and then moving to the
selection, to translation. correct location to catch the ball.
Adjusts heat of stove to correct
temperature by smell and taste of food.
Adjusts the height of the forks on a
forklift by comparing where the forks
are in relation to the pallet.
Set Readiness to act. It includes mental, Knows and acts upon a sequence of
physical, and emotional sets. These steps in a manufacturing process.
three sets are dispositions that Recognise one’s abilities and
predetermine a person’s response to limitations. Shows desire to learn a new
different situations (sometimes called process (motivation). NOTE: This
mindsets). subdivision of Psychomotor is closely
related with the "Responding to
phenomena" subdivision of the Affective
domain.
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Mechanism This is the intermediate stage in learning Use a personal computer. Repair a
a complex skill. Learned responses have leaking faucet. Drive a car.
become habitual and the movements can
be performed with some confidence and
proficiency.
Complex The skilful performance of motor acts Manoeuvres a car into a tight parallel
Overt that involve complex movement parking spot. Operates a computer
Response patterns. Proficiency is indicated by a quickly and accurately. Displays
quick, accurate, and highly coordinated competence while playing the piano.
performance, requiring a minimum of
energy. This category includes
performing without hesitation, and
automatic performance. For example,
players are often utter sounds of
satisfaction or expletives as soon as they
hit a tennis ball or throw a football,
because they can tell by the feel of the
act what the result will produce.
Adaption Skills are well developed and the Responds effectively to unexpected
individual can modify movement experiences. Modifies instruction to
patterns to fit special requirements. meet the needs of the learners. Perform
a task with a machine that it was not
originally intended to do (machine is not
damaged and there is no danger in
performing the new task).
Origination Creating new movement patterns to fit a Constructs a new theory. Develops a
particular situation or specific problem. new and comprehensive training
Learning outcomes emphasise creativity programming. Creates a new gymnastic
based upon highly developed skills. routine.
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MQF Key Features #3: Credit System
MQF defines ‘credit’ as “the quantitative measure that represents the volume of learning or academic
load to attain the set learning outcomes.” While ‘academic load’ is defined as “quantitative measure
of all learning activities required to achieve a defined set of learning outcomes. These activities
include lecture, tutorial, seminar, practical, self-study, retrieval of information, research, fieldwork, as
notional hour
Student learning Time or SLT is defined as “the academic load” which is the learning effort or
volume of learning an “average student” must undertake to achieve a defined group of learning
outcomes. It represents all forms of learning in hours, whether lecture-based, tutorial, work-based,
research, experiential, practical activities, private study, preparation for assessment or whatever that is
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(Zainai Mohamed,2006)
Notional Hour
(delivery) duration. In Malaysia, notional hour has a value of 40, which means that 40 hours of SLT
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OBE, MQF,Accreditation,MQA - How does it all link up?
MQF Key Features #2
Compliance
MQF Key Features #3 to MQF
MQF Key Features #1
MQA
(Zita Fahmi,2007)
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References
3. Malaysian Qualification Agency Act. (2007). (c.2(1)), Kuala Lumpur : Percetakan Nasional
Malaysia Berhad
http://www.mqa.gov.my/portal2012/dokumen/MALAYSIAN%20QUALIFICATIONS%20FRA
5. Roziah, M. J., Zainab, M. N. and Salliza, S. (Eds.). (2010). OBE-SCL Training Modules
for Lecturers: UiTM, OBE-SCL Implementation. Academic Quality Assurance Unit, The
7. Zainai Mohamed. (2006). MQF Credit System - Interpretation and Application. Presentation:
8. Zita Fahmi. (2007). The Malaysian Qualification Agency Act 2007 - Key Features and
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Chapter 3: Writing Learning Outcomes
• Write effective learning outcomes for different taxonomy level of the cognitive, psychomotor
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Introduction
MQF defines learning outcomes as “statements that explain what students should know, understand
and can do upon the completion of a period of study”. As such, learning outcomes are regarded as
references for standard and quality, the development of curriculum in terms of teaching and learning,
The implementation of OBE requires every academic programme to have several Programme
Educational Objectives (PEO) statements. These statements should be made in line with the
industry/professions’s needs, and should encompasses the MOE’s nine (9) domains of learning
outcome, namely:
46
1) knowledge;
2) practical skills;
4) communication skills;
9) leadership
Analysis of PEO achievements depends on the Key Performance Indicators (KPI) set during the
development of the programme, and is usually measured 4 to 5 years after the students have
graduated.
The Faculty’s engineering programme shall produce Civil Engineers who are:
1) Knowledgeable and technically competent in civil engineering discipline in-line with the
industry requirement.
3) Capable to solve civil engineering problems innovatively, creatively and ethically through
sustainable approach.
4) Able to demonstrate entrepreneurship skills and recognize the need of life long learning for
47
The What the What skills they have Which MOE 9
QUALIFICATION graduates can as (THE JOB(S)) Learning Outcomes
become in 4-5 they have mastered?
years (THE
JOB(S)) with
the
qualification
Once PEO has been developed, Programme Learning Outcomes (PLO) should be derived in-line with
the PEO statements, as well as programme standards or the needs of the professional bodies. PLO
must be stated explicitly to encompass knowledge, skills and attitude that must be acquired by the
graduates. Generally, every programme should have nine PLO statements (for degree programmes
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Example of Programme Learning Outcomes (PLO)
At the end of the Bachelor of Civil Engineering programme, students will be able to:
1. Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field.
3. Communicate effectively both in written and spoken form with engineers, other professionals and
community.
4. Identify, formulate and provide creative, innovative and effective solution to civil engineering
problems.
6. Recognise the need for and to engage in, life-long learning and professional development.
8. Understand and commit professionally, ethically and with humane responsibility, in line with the
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The PLO’s What skills they have as (THE JOB(S))
QUALIFICATION
PLO6 Recognise the need for and to engage in, life-long learning and
professional development.(LO6)
Must state the major skills, knowledge, attitude or ability that students will acquire,
Each course will usually have between 3 and 5 major outcomes. (Garispanduan
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Must have elements of SMARTO (Specific, Measurable, Achievable, Realistic, Time-
frame, Observable)
Avoid using the words : understand, appreciate, know, learn, aware. familiar
1. Action verb - describes what the learner will be doing, or the behaviour
2. Condition - under what conditions will the learning take place or context under which the
behaviour is to occur
3. Standard - how the learning will be evaluated (e.g. criteria or standard in terms of accuracy,
• design a darkroom using Microsoft Excel design template based on MS838:2007. (V&C&S)
51
Example 3: (V-action verb, C-condition, S-standard)
• Using the Lamor equation (C), calculate(V) the resonance frequency (C) to within one
• Write (V) an effective course outcomes (C) that include lower and higher order cognitive
* Note:
o It is NOT compulsory for every CLO to have all 3 components (i.e. V+C+S)
o Can have more than 1 action verb, BUT must measure them.
o If a statement has 2 “verbs” in the same domain (e.g. state and explain the basic
principles.....), use the highest level of taxonomy only (i.e. explain the basic principles....)
o A statement can have 2 “verbs” in different domains (e.g. explain and perform the standard
procedure........), BUT must measure both (i.e. there must be assessments for both outcomes)
o CLO can have sub outcomes (e.g. Topic Outcomes, Lesson Outcomes) which might be more
detail and can have ALL 3 components to ensure the attainment of the CLO.
1. Non-observable/Non-measurable CLO.
Example:
At the end of the course, the students will be able to understand the theory of X.
At the end of the course, the students will be able to know how to write an effective
learning outcome.
At the end of the course, the students will be able to appreciate the importance of keeping
52
2. Vague CLO or CLO that are too broad or general .
Example:
By the end of the course, students should be able to use the computer.
Check that the verbs used reflect the level of learning required.
Write the outcomes in terms of what the learner does, not what the lecturer/ instructor
does.
Check that the outcomes reflect knowledge, skills, or attitudes required in the workplace/
real -world
Include outcomes that are woven into the entire course (such as work effectively in
teams).
Check that there are the appropriate number of outcomes (3 - 5 per course but not more
than 8)
Check that the outcomes fit within program and course goals
53
Examples of Course Learning Outcomes (CLO)
COGNITIVE DOMAIN
By the end of the BIS Apply basic Web actual Web page C3
course, students will be able development on the internet Application
to apply basic Web skills
development skills
to an actual Web page on the
internet
54
Examples of Course Learning Outcomes (CLO)
AFFECTIVE DOMAIN
55
Examples of Course Learning Outcomes (CLO)
PSYCHOMOTOR DOMAIN
56
What level of taxonomy should the courses/subjects in a programme offer?
With reference to Bloom’s Taxonomy of Learning, the level of taxonomy for a course/subject for a
• Diploma (C3,P4,A3)
As a general rule of thumb –at least 5% of total no. of courses for the programme must achieve the
E.g.
2 courses must achieve C4; at least 2 courses must achieve P4; and at least 2 courses must
achieve A3.
57
References
1. Centre for the Advancement of Teaching and Learning. (2004). Writing Learning Outcomes.
2. Jabatan Pengajian Tinggi. (2011) . Garis Panduan Penulisan Akademik. Jabatan Pengajian
http://jpt.mohe.gov.my/RUJUKAN/GARIS%20PANDUAN%20PENULISAN%20PROGRAM%
http://www.mqa.gov.my/portal2012/dokumen/MALAYSIAN%20QUALIFICATIONS%20FRA
46
Chapter 4: Mapping Outcomes
47
Introduction
Mapping outcomes is done to ensure that the curriculum has been designed to achieved the intended
learning outcomes specified. The idea is to have an overview of what courses are addressing which
programme learning outcomes, and how the courses are going to be delivered and assessed.
As mentioned in Topic 2, there are basically 3(three) types of learning outcomes in MQF:
These are statements of what the graduates will be in 4-5 years time. There are usually developed with
the involvement of stakeholders, in order to address their needs and requirements. PEOs are also
These are statements of what the students will be able to do immediately upon graduation, with
respect to the 9 (nine) learning outcomes domains outlined by Ministry of Education (MOE). These
These are statements of what the students will be able to do after completion of a course. These
statements should indicate their learning domains (i.e. cognitive, affective, and psychomotor) and
must indicate which PLOs they are addressing. The CLOs must also be indicated with their teaching
delivery methods and learning activities, and their assessment methods accordingly.
55
Mapping Outcomes
Refer to the table below. In PLO1 statement “Acquire and apply knowledge of sciences and
engineering fundamentals to civil engineering field.”, the keyword is “knowledge” because MOE’s
first learning outcome is “Knowledge”. With this in mind, look at the statements of PEOs at the
bottom of the table. Which PEO statements have the keyword of “knowledge”? Answer: PEO1. Thus,
Look at PLO2 statement “Demonstrate comprehensive technical expertise in civil engineering.”. The
keyword in this statement is “technical”, which relates to MOE’s second learning outcome, “Practical
skills”. With this in mind, look at the statements of PEOs at the bottom of the table. Which PEO
statements have the keyword of “technical”? Answer: PEO1. Thus, PLO2 is mapped to PEO1. (See
red boxes)
Look at PLO3 statement “Identify, formulate and provide creative, innovative and effective solution
to civil engineering problems”. The keyword in this statement is “solution to ..... problem”, which
relates to MOE’s third learning outcome, “Critical thinking and problem solving skills”. With this in
mind, look at the statements of PEOs at the bottom of the table. Which PEO statements have the
keyword of “solution to......problem”? Answer: PEO3 (Capable to solve civil engineering problems
innovatively, creatively and ethically through sustainable approach.) . Thus, PLO3 is mapped to
PEO3.
The process is repeated for the rest of the PLOs and you will eventually have the mapping as in the
table below. The general rule of thumb is, one PLO is mapped to one PEO. Therefore, the
development of PEOs and PLOs are critical to achieve the appropriate alignment.
56
Table 1. PLO vs PEO matrix
Achievement of PEO
Programme Outcomes (PO) PE PE PE PE
O1 O2 O3 O4
Acquire and apply knowledge of sciences and engineering
PO 1 fundamentals to civil engineering field. √
Demonstrate comprehensive technical expertise in civil
PO 2 engineering. √
3. Capable to solve civil engineering problems innovatively, creatively and ethically through
sustainable approach.
4. Able to demonstrate entrepreneurship skills and recognize the need of life long learning for
successful career advancement.
57
Mapping PLO to MOE LO KI
1) knowledge;
2) practical skills;
4) communication skills;
9) leadership
The “Kemahiran Insaniah” (KI) or soft-skills (SS) are MOE LO number 3 to 9, namely:
2) communication skills;
7) leadership
PLO statements must address the nine MOE LO, hence automatically addressing the 7 KI or SS. The
best way to do it is by arranging the PLOs according to the sequence of MOE LO, i.e PLO1 is
“knowledge” statement which will address MOE LO1 which is “knowledge”, and so on and so forth
58
Table 2. PLO vs MOE LO KI
COMMUNICATION SKILLS
COMMUNICATION SKILLS
VALUES, ETHICS, MORAL
AND PROFESSIONALISM
LIFELONG LEARNING
LIFELONG LEARNING
LEADERSHIP SKILLS
LEADERSHIP SKILLS
MANAGEMENT AND
MANAGEMENT AND
ENTREPRENEURIAL
ENTREPRENEURIAL
PRACTICAL SKILLS
MANAGERIAL AND
MANAGERIAL AND
SCIENTIFIC SKILLS
SCIENTIFIC SKILLS
TEAMWORK AND
TEAMWORK AND
THINGKING AND
THINGKING AND
RESPONSIBILITY
RESPONSIBILITY
SOCIAL SKILLS,
SOCIAL SKILLS,
INFORMATION
INFORMATION
KNOWLEDGE
SKILLS
SKILLS
PO vs. LO KI
L L L L L L L L L K K K K K K K
PROGRAMME
O O O O O O O O O I I I I I I I
LEARNING
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7
OUTCOMES (PLO)
PLO Acquire and apply
1 knowledge of
sciences and
engineering √
fundamentals to
civil engineering
field.
Demonstrate
PLO comprehensive
2
√
technical expertise
in civil engineering.
Identify, formulate
and provide creative,
PLO innovative and
3
√ √
effective solution to
civil engineering
problems.
Communicate
effectively both in
PLO written and spoken
4
√ √
form with engineers,
other professionals
and community.
Function √ √
individually or in
PLO
5
teams, effectively,
with a capability to
be a leader.
59
Understand and √ √
commit
professionally,
ethically and with
PLO
6
humane
responsibility, in
line with the
engineer's code of
conduct.
Recognize the need √ √
for and to engage in
PLO
7
life-long learning
and professional
development.
Self motivate and √ √
enhance
PLO
8
entrepreneurship
skills for career
development.
Realize and √ √
PLO demonstrate
9 effective leadership
responsibility.
Mapping CLO
1) Mapping CLO to learning domain (i.e. cognitive, affective, and psychomotor) using Bloom’s
For each Course Learning Outcomes (CLO), mapping to Bloom’s Taxonomy (or other taxonomy)
must be made. By doing this, we will be able to identify what learning domain, teaching method and
60
Consider this CLO statement:
” By the end of the course, students will be able to describe asepsis technique used in nursing to
prevent infection.”
From the statement, the action verb is “describe”, and according to Bloom’s Taxonomy, the verb
Step 2: Determine the domains and their levels, obtain from Bloom’s Taxonomy for the particular
CLO statements
From the statement, the domains involved in the CLO are Cognitive and Psychomotor. Affective
domain is not involved because the students are NOT expected to acquire it. The level of Cognitive is
2 (Comprehension) because the CLO expected is NOT to evaluate but to be “able to explain in their
own words”. The level for Psychomotor is 1 as prescribe by Bloom’s Taxonomy. So, we end up with
C2 and P1.
Since it has been determine that the CLO involves Cognitive (Knowledge) and Psychomotor
(Practical Skills), the PLOs involve are PLO1 (Knowledge) and PLO2 (Practical Skills)
It has been determined that the CLO has C2 and P1. According to Bloom’s, C2 can be taught using
Lectures or Tutorial or Discussions; while P1 can be taught using Demonstrations or Skills Lab or
Simulations or Practicals. It is up to the lecturer to utilise which method suits the students best.
61
Step 5: Determine Assessment Methods
According to Bloom’s, C2 can be assessed using short answers or essays or MCQs; and P1 can be
P P P P P P P P P
L L L L L L L L L Teaching Type of
CLO
O O O O O O O O O methods assessment
1 2 3 4 5 6 7 8 9
By the end of C - c2 -
the course, Lecture/ Test (MCQ or
students will be Tutorial/ short answer)/
able to describe Group Assignments
asepsis Discussion
technique used √ √ p1 –
in nursing to Practical tests
prevent P -
infection. Demonstrati
(C2,P1, on/ Practical
PLO1,PLO2) / Skills Lab
Constructive Alignment is aligning the CLOs to the Teaching Methods and Assessment Methods. By
doing constructive alignment, we are ensuring that each course will be able to achieve the intended
learning outcomes utilising the appropriate teaching and learning activities and making sure that the
learning outcomes are measured using the appropriate assessment methods. Alignment is about
getting students to take responsibility for their own learning, and establishing trust between student
and teacher.
We must have a clear idea of what we want students to be able to do at the end of a unit of study, and
communicate these intended learning outcomes to students so they can at least share in the
62
Example of Mapping CLOs
1. Propose solution to manufacturing and operation problems using related theory and analytical
methods (C5,A5, PO 3)
2. Organise in groups to study and present the application of advanced manufacturing and
operation analysis methods based on a given topics (C5, A4, P5, PO4, PO5)
3. Explain the main concepts and methods obtained from literatures to professionally analyse
the manufacturing and operation system (C6, A4, PO1, PO3, PO7)
63
Chapter 5: Assessment
• Explain various methods of assessments suitable for different learning outcomes and different
learning domains
38
Introduction
OBE is assessment driven; because to determine whether learners are successful, the learners must be
assessed using the assessment criteria of the outcome. In other word, assessment is used to determine
information
39
Assessment Practice
Every program and every course should be organised around clearly articulated learning goals
To gauge the progress of students in their learning (i.e. to see whether the students are learning)
Assess student’s progress and learning needs in relation to the curricular outcomes
2. Assessment of Learning
40
3. Assessment as Learning
Requires students to play an active role of becoming independent in their own learning and
assessment
Focuses on students’ capacity over time to be their own best assessors to assess themselves.
Types of assessments
Formative assessment
• It provides the learners with feedback on how they are doing in class so far.
• It provides the teachers with information on the suitability of learning activities and materials.
Continuous assessment
• Used when there are several distinct module learning outcomes that need to be achieved at
Summative assessment
41
What and How to assess?
“Selection of assessment tasks is made based on common practices in one’s respective fields
and experience. Choice of instruments must be determined based on the assessment criteria, in terms
of the qualities and abilities that the academic staffs seek in the learner which are explicitly stated in
the LOs statements. For example, in getting students to portray creativity and innovation, the
assessor may require a studio project, development of product, performance or case studies which can
expression and exploration. Likewise, to assess cognitive domain and critical thinking skill, various
“Case studies and group project are able to determine students’ abilities to apply theory into practice,
apart from communication, managerial, critical thinking and problem solving skill. Case studies
and group project may also be used to measure the affective domain in terms of values,
attitude, professionalism and ethics. Measures of affective domain, such as personal values, can
be assessed based on elements of style, personal identity and quality of inventiveness through
presentation and final project. In assessing performance or demonstration techniques, one can adopt
any or a combination of the following methods; demonstration, role play, poster, laboratory
“Multiple assessment methods should be adopted in measuring attainment of LOs, which include
42
The following are some examples:
43
Learning Activities
Min. Description of
Role play
Presentatio
Learning
(Practicum
Lit. Search
/Industrial
Internship
level to min. level to
Assignt./
Discuss.
Outcomes
i l i
Project
achieve achieve
Group
Work
Work
Field
and
n
Critical CTPS 2 The ability to find
thinking and ideas and
√ √ √ √
problem alternative
solving solutions
Communicat CS 3 The ability to
ion Skills present clearly
and confidently;
√ √ √ √
and appropriate
with the level of
audience
Teamwork TS 3 The ability to
Skills identify and
respect the
√ √ √ √
attitude,
behaviour and
beliefs of others
Ethics, ET 2 The ability to
values and understand the
professionali effect of
sm economy,
√ √ √ √
environment, and
socioculture; to
professional
practice
Lifelong LL 2 The ability to
Learning accept new ideas
and be able to
carry out √ √ √ √ √
autonomous or
independent
learning
Entrepreneur ES 1 The ability to
ial skills identify business √ √ √ √
opportunities
Leadership LS 2 The ability to lead
√ √ √
skills a project
44
Assessment Methods
Min.
Disertation
Presentatio
(Practicum
Learning Description of min. level
/Industrial
Internship
Portfolio/
Training)
Webfolio
level to
Written
Outcomes to achieve
Project
t
Verbal
Essay/
achieve
T t
T t
R
Critical CTPS 2 The ability to find ideas
thinking and and alternative solutions
√ √ √ √
problem
solving
Communicatio CS 3 The ability to present
n Skills clearly and confidently;
and appropriate with the √ √ √
level of audience
Teamwork TS 3 The ability to identify and
Skills respect the attitude,
behaviour and beliefs of √ √ √
others
Ethics, values ET 2 The ability to understand
and the effect of economy,
professionalis environment, and √ √ √ √ √ √
m socioculture; to
professional practice
Lifelong LL 2 The ability to accept new
Learning ideas and be able to carry
out autonomous or √ √ √ √
independent learning
45
(Guidelines to Good Practice: Student Assessments, 2012)
46
What achievement to achieve in the Learning Outcomes?
For each learning outcome, there are levels of achievement that must be must be achieved by the
students, as follows:
47
3. TEAMWORK SKILLS (TS)
48
5. LIFELONG LEARNING AND INFORMATION MANAGEMENT (LL)
49
7. LEADERSHIP SKILLS (LS)
50
References
2. Radin Umar Radin Radin Sohadi. (2008). Modul Pembanguna Kemahiran Insaniah (Soft Skills)
untuk IPT Malaysia.. Presentation: Universiti Putra Malaysia. Available at: <
3. Roziah, M. J., Zainab, M. N. and Salliza, S. (Eds.). (2010). OBE-SCL Training Modules
for Lecturers: UiTM, OBE-SCL Implementation. Academic Quality Assurance Unit, The
51
Chapter 6: Student Learning Time (SLT)
52
Introduction
To be accredited, a programme must comply with the Malaysian Qualification Framework (MQF).
The key features of MQF are: i) level of qualifications, ii) learning outcomes, and iii) credit system
based on student academic workload. One of the important considerations when calculating student
academic workload is finding out how much time is available for an average person to be benefited
To understand the nominal available time in a human life, one must look at 2 (two) major components
1. Time for routine or nature activities, i.e sleeping, physical exercise, travelling, to maintain a
2. Time left to be benefited from or for self improvement, i.e. for work or study
These two components can be evaluated in terms of daily, weekly, monthly or yearly basis. According
to Zainai Mohamed (2006), a normal or an average person has approximately 50 ± 5 hours per week
68
(Shahrin Mohamed, 2007)
In order to promote ethics and discipline in student’s effort towards learning, enhancing the skills of
“life-long learning”, and as an effective control of prescribed study duration; a paradigm shift of the
credit system must be made with respect to the philosophy of OBE. From the traditional calculation of
credit based on teacher-centred, measured by staff contact time; to the MQF credit system based on
Student-Centred Learning means empowering the students to be responsible for their learning.
Learning is not just attending the scheduled contact time (face-to-face) but putting an additional effort
(the independent learning) is also a must. It is hope that by utilising student-centred learning, it will
69
effectively inculcate the skill on “learn how to learn”;and eventually students will value their own
capability, thus plan and manage their academic load. Student and lecturer/teacher must be informed
the importance of student learning time (SLT); hence promotes work ethics, discipline and good
The MQF defines student academic workload as the learning effort or volume of learning that an
“average student” must undertake to achieve a defined group of learning outcomes. This learning
effort or learning volume represents ALL forms of learning in hours, whether lecture-based, tutorial,
work-based, research, experiential, practical activities, private study, preparation for assessment or
whatever that is required of an average student to achieve a specified set of learning outcomes.
70
Definition of Student Learning Time (SLT)
Student Learning Time (SLT) is define as effective learning time or student effort in learning or the
learning volume (a quantitative measurement of ALL learning activities), in order to achieve the
Why SLT?
SLT is a management instrument for both the guided and independent learning; and promotes ethics
to educate students on how the “learning by doing” in respect to effort in learning, i.e.
MQF defines ‘credit’ as “the quantitative measure that represents the volume of learning or academic
load to attain the set learning outcomes.” Notional hour is described as a nominal effort of an
average achiever in a semester of 14 weeks (delivery) duration. In Malaysia, notional hour has a
value of 40, which means that 40 hours of SLT is valued as 1 (one) credit.
71
Why notional 40 hours Student Learning Time (SLT) for a credit?
If a course have only 1 hour lecture per week per 14 weeks (and no other teaching and learning
activities (TLA) and no assessments); a student is expected to spend about 2 hours additional for
every 1 hour lecture. This is a nominal effort of an average achiever in a semester of 14 weeks
(delivery) duration. Thus, a total of 42 hours SLT [(1+2)X14] for a credit in a semester (round-down
= 40)
Additional Time
Teaching and Implementation Preparation Time/
Note
Learning Activities Time Time for Self
Study
Complex courses might need 3 hours
LECTURE 1 hr. 1-2 hr. or more preparation time for one hour
lecture.
TUTORIAL 1-2 hr. 1-2 hr
For particular disciplines, 3 hours of
MAKMAL 3 hr. + report - none - lab might need additional 2-3 hours
to prepare the report.
FINAL YEAR
240 - 400 hr. - none -
PROJECT
SMALL GROUP
1-2 hr. 1 hr.
DISCUSSION
PROBLEM-BASED 2-3 hrs + 2 hrs for
2 hrs.
LEARNING (PBL) discussion
eLEARNING - none- 3 hr. No Face-to-face
PRESENTATION 1 hr. 2-3 hr.
100-150 pages 8 hrs. X 5 days X 14 weeks = 560
8-10 hrs/day
CREATIVE novel hrs.
throughout the whole
WRITING 50-70 pages of
semester
script
CASE
3 hrs per case - none -
ANALYSIS/STUDY
ASSIGNMENT (2000
- none - 10-12 hr.
words)
Complex courses might need more
SUMMATIVE
3 hrs 3 hrs. preparation preparation time for one hour of
ASSESSMENT
assessment.
72
Examples of SLT Calculation
21 30 1 9
TOTAL 43 64 4 21
CREDIT 132/40 = 3.3 = 3 CREDIT (round‐down)**
73
References
1. Jabatan Pengajian Tinggi. (2011) . Garis Panduan Penulisan Akademik. Jabatan Pengajian
http://jpt.mohe.gov.my/RUJUKAN/GARIS%20PANDUAN%20PENULISAN%20PROGRAM%
http://www.mqa.gov.my/portal2012/dokumen/MALAYSIAN%20QUALIFICATIONS%20FRA
3. Zainai Mohamed. (2006). MQF Credit System - Interpretation and Application. Presentation:
74
Chapter 7: Table of Test Specification
75
Table of Test Specification (TTS)
Introduction
skills, which can be assessed based on measurable LOs. Attainment of outcomes in the cognitive
and psychomotor domains can be directly assessed, whilst those of the affective domain, soft
skills and values may be more difficult to assess, resulting in a more subjective assessment. Direct
assessments involve examining actual samples of student’s work and these include exams, quizzes,
reports, portfolios and presentations. On the other hand, indirect assessments refer to “analysis of
reported perceptions about student mastery of learning outcome” (Allen, 2004). It may be in the form
of employer surveys; exit interviews of graduates and self-reports by students or by others such
Students,2012)
Management of assessment
74
In the assessment process proposed by Guidelines to Good Practices: Assessment of Students, higher
a system to ensure security and standards / academic quality of exam papers / moderation of
a system to ensure academic quality, validity / currency of tasks, for its continuous
assessments.
It is possible to assess more than one learning outcome at once as long as all assessment tasks are
appropriate to, and in harmony with, the learning outcomes they are meant to assess. As such it is
advisable to:
Ensure the assessment method does not test any significant learning outcomes that are not
explicitly stated as such. Assessment should never go beyond the learning outcomes. For
example, if the learning outcome states that the student should be able to “select an
appropriate method”, then the assessment task should not go beyond this limit by asking to
Ensure all major course or module outcomes are assessed, because if students are not going to
be assessed on something, it’s unlikely that they will put time and effort into it. BUT, if you
assess every minor learning outcome of every module, then you will run the risk of over-
assessing students.
Assessment criteria
When designing and carrying out assessment it is important that both students and staffs are clear on
what students are expected to do, the circumstances in which they are asked to do it and how the
marks are going to be awarded. In fact, students don’t always know the assessment criteria or how
75
assessors interpret them, because it is often considered the property of examiners. However, there is
no reason for this secrecy. Be upfront with your criteria – it will help your students enormously to
know what they are aiming for, or to see where they fell short, and consequently lead to much deeper
learning.
A criterion for assessment explains the relationship between how well a student answers the questions
set or performs the task set, and the mark and grade which they are given. While learning outcomes
say what a student is expected to do; assessment criteria say how well they should be able to do it in
One way is construct model answers or marking schemes or rubrics which show how marks and
grades will be awarded, though often the use of model answers and marking schemes is more
An assessment criteria, on the other hand describes as clearly as possible, the characteristics of what is
acceptable, good, excellent etc. Of course, it is impossible to be always precise in describing what
makes a piece of work ‘very good’, or ‘excellent’, but we should go as far as possible to try to write
them, either individually or with other lecturers for a programme, as they make life a lot easier for
76
Definition of Table of Test Specification (TTS)
Table of Test Specification (TTS) or Jadual Spesifikasi Ujian (JSU) or test blueprint; is detailed,
the types of items and number to be written for each content or performance area, their
In other words, TTS is the construction plan for a test containing details about the content included in
the test; developed so the test has content validity and ensures that test contains a representative
sample of the course outcomes. It is also called test plans, test blueprint or test matrix; and can
Aims of TTS
The aim of the Test Specification Table (TST or JSU) is for the assessment to:
• be consistent and equivalent (from year to year, semester to semester and from one lecturer to
another) and,
77
Description of TTS
TTS is a two-way table designed to include all learning topics and the levels of Bloom’s Taxonomy to
construct a test and serves as a test blueprint. TTS is developed AFTER the completion of syllabus
development, and BEFORE a prototype/ draft of question paper is constructed. Even though, TTS is
developed after the completion of syllabus development, review of TST can be done from time to
time, in line with curriculum review and Continuous Quality Improvement (CQI) process.
How to do TTS
1. TTS developed after the completion of syllabus development. This TTS should be kept with
the syllabus at all time, and will be used as the blueprint for construction of exam paper. Example:
78
2. TTS developed for the course’s examination paper for a particular semester. The TTS is
based on TTS kept with the syllabus (i.e. TTS above). This TTS will be submitted with the exam
From the above example, the final exam paper developed contains:
all course learning outcomes (CLO) that are assessed according to their Bloom’s level
79
Test blueprints for assessment of affective and psychomotor domain
While TTS is usually developed to ensure test validity for the assessment of cognitive domain, TTS
can also be developed to ensure test validity for the assessment of psychomotor and affective domain.
80
(Guidelines to Good Practices: Assessment of Students,2012)
81
Examples of TTS for assessing psychomotor and affective domain:
Propose solution to
manufacturing and operation
problems using related theory and
analytical methods (C5,A5, PO 3)
82
References
83