SLOT 3 : CRITERIA 2 STUDENT

ASSESSMENT
 Penilai program bertanggungjawab menilai
pematuhan program terhadap Kriteria yang
digariskan dalam Manual.
Seorang penilai program perlu meluangkan
masa dan kepakaran bagi memastikan
pendidikan berkualiti untuk pelajar yang
akan memasuki alam pekerjaan bidang anda.

ABET (2018)
 Peranan penilai bukan sebagai polis yang
mencari “salah”, tetapi sebagai rakan
institusi ke arah penambahbaikan program.

Adalah penting untuk bersedia sepenuhnya

sebelum lawatan penilaian bagi memastikan
keberkesanan dan kejayaan penilaian.

ABET (2018)
3
 2
CRITERIA 1
Programme
Design & Delivery
CRITERIA 2
Student
Student Assessment (m/s 19)
Assessment

CRITERIA 3 2.1 Relationship between assessment & graduate

Students Selection
& Support Service
attributes

2.2 Assessment regulation & policies

CRITERIA 4
MBOT Technology & 2.3 Assessment process
Teaching &
Technical Accreditation Support Staff
2.4 Assessment methods
Criteria
CRITERIA 5
Educational
Resources

CRITERIA 6

CRITERIA 7 Programme
Management
Quality
Management
System
 Assessment
Assessment, in general, serves the purposes to:
I. promote learning;
II. measure performance, by awarding grades which indicate whether
and how well a particular student has attained the stated LOs;
III. determine whether a particular student is sufficiently well prepared in
a subject area to proceed to the next level of instruction;
IV. provide feedback to students which indicates levels of attainment and
diagnoses misunderstandings and learning difficulties; and
V. provide feedback to teaching staff to identify and diagnose ineffective
teaching methods/ techniques.
 Criteria 2. Student Assessment
Various methods or tools utilized in evaluating, measuring, and documenting
the academic readiness, skill acquisition, learning progress, or educational
requirements of the students shall be designed, planned and incorporated
within curriculum for students to develop intended skills and attributes.

**You do not have to be an expert on assessment. The

programme must provide evidence it has a working and
effective system in place.
 Criteria 2. Student Assessment
A quality educational programme should have a proper curriculum
structure, learning processes and proven assessment mechanisms to
ensure all the intended outcomes and technology/ technical services are
met. m/s12 Manual
The assessment may be classified into two types which are Continuous
Assessment and Final Assessment.
The final assessment shall be evaluated individually.
 Assessment Planning Student Score
TE – Assessment
Quiz 10 8
Test 30 25 to give grade, to
Final Exam 40 25 class the students
Laboratory 10 5 (Excellent, Good,
Assignment 10 5 Moderate, Poor,
Percentage 100 68 Fail)
Grade A B

Assessment Planning Student Score Outcome

OBE –
Quiz 10 8 Knowledge
Assessment Test 30 25 Knowledge
guided by Final Exam 40 25 Knowledge
Outcomes and Laboratory 10 5 Practical Skill

to enhance Assignment 10 5 LLL

Percentage 100 68
student’s skills Grade A B
26/08/2022 @DR.MRM
 Planning at Program Level
PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8
Comm,
Professio Entrepre
Knowledge Practical Social Lead, CTPS LLL
nal neur
Team

50 30 20
Course 1 100
Final Exam,
POPBL Assignment
Test, Quiz
60 30 10
Course 2 100
Final Exam,
Assignment Project
Test, Quiz
40 40 20
Course 3 100
Lab Tutorial Project

70 10 20
Course 4 100
Final Exam, Assignme
Lab
Test, Quiz nt
20 40 40
Course 5 Final Exam, Business 100
Project
Test, Quiz Proposal

Course 6
OBE allows
Insignificant course(s) to be removed….
26/08/2022 @DR.MRM
200 100 30 30 30 130 20 60 500
 Criteria 2. Student Assessment
The EP shall clearly define the assessment’s regulation and policies such
as mechanism to provide feedback to the student’s achievement and
performance, handling the final examination processes including but not
limited to vetting, input from External Advisor, strong room regulation,
grading system, appeal mechanism, endorsement of results, and
attainment of learning outcomes, academic regulation handbook, record
handling of students’ assessment, and students’ performance feedback.
 The EP shall clearly describe the process of design, implementation,
evaluation and review of the assessment methods as displayed in Fig.
8.0. The process shall involve respective stakeholders internal and
external of EP. The EP should clearly state the mechanism to review
the assessment methods such as the appointment of respective
committees, data collection, analysis and documentation processes.
The design of assessment methods
should apply constructive alignment in
order to align the EP vision and
mission with learning outcomes,
delivery methods, assessment
methods and learning domains.
 Criteria 2. Student Assessment
The evaluation methods must signify the
1. FORMATIVE
progress as well as the final evaluation. The
blending of multiple evaluation approaches must 2. CONTINUOUS
indicate the accomplishment of the learning 3. SUMMATIVE
outcomes.

For any group activities, the number of students

shall not be more than 4 students per group.
Fairness mechanisms should be in place for any
group activities to encourage individual learning.
 Criteria 2. Student Assessment
The assessment methods shall be evaluated through:
i. Examination
• Written examination such as quizzes, test, mid-term examination and final
examination
• Oral examination
• Practical examination
ii. Coursework (Assignments, Report, Case studies, Laboratory, Mini project)

iii. Project (Individual and/or Group) (Report, Group Activities, Presentation, Final year
project, Capstone project)

iv. Industrial Training

 Sharing Session

Malaysia has adopted

Outcome –based Education

Hj. Mohamed Nadzri Mohd Yusoff

Why OBE? – OBE in Act 679

Hj. Mohamed Nadzri Mohd Yusoff

 Why OBE? - The ‘logic’ of OBE
‘The logic is stunningly obvious:
what you want students to be able to do,
teach them to do it and then
see if they can, in fact, do it.’

[J. Biggs & C. Tang, Teaching for Quality learning at University, 3rd Ed, p.177.
Open University, 2007.]
 What is OBE?
IT’S
NOT
WHAT WE WANT TO TEACH,

IT’S
WHAT THE STUDENTS SHOULD
LEARN
Hj. Mohamed Nadzri Mohd Yusoff
Situation #1
⚫Lesson Outcome
⚫Student should be able to speak simple Arabic

⚫Teaching Approach
⚫ Write Arabic word for Greeting, Number, Days
⚫ Write Arabic word using khat pen

⚫What is your view on this?

© MRM2014 Outcome #1
Situation #2
⚫Lesson Outcome
⚫Student should be able to write a formal letter

⚫Teaching & Evaluation Approach

⚫ Ask student to handwrittenly copy example of
formal letter to train student to write

⚫What is your view on this?

© MRM2014 Outcome #1
 9
Graduate Profile
TEAMWORK AND LEADERSHIP
MBOT
KNOWLEDGE
ETHICS AND PROFESSIONALISM
1
8
PRACTICAL SKILLS /
MODERN TOOLS USAGE
ENTREPRENEURS AND
MANAGEMENT SKILLS 2
7

ANALYTICAL, CRITICAL THINKING

LIFELONG LEARNING AND AND SCIENTIFIC APPROACH
INFORMATION MANAGEMENT
3
6

COMMUNICATION SKILLS
SOCIAL AND RESPONSIBILITY IN SOCIETY 4
AND TECHNOLOGIST COMMUNITY
5
PROGRAMME AAA constructively aligned?
PLO1-
KNOWLEDGE How?
PLO2 –
PRACTICAL SKILLS How?
PLO3 –
THINKING AND How?
SCIENTIFIC SKILLS

PLO4 – How?
COMMUNICATION
SKILLS

PLO5 – How?
SOCIAL SKILLS, TEAMWORK
AND RESPONSIBILITY

PLO6 –
VALUES, ETHICS
How?
AND PROFESIONALISME

PLO7 –
INFORMATION MANAGEMENT
How?
AND LIFELONG LEARNING

PLO8 –
MANAGERIAL AND How?
ENTREPRENEURIAL SKILLS

PLO9 – How?
LEADERSHIP SKILLS Mohamed Nadzri Mohd Yusoff (Hj.)
 Assessment vs Domain
⚫Cognitive outcome normally is assessed through
exam based

⚫Affective outcomes are accessed thru assignment,

project, case study, etc

⚫Psychomotor is accessed thru laboratory. There

are argument psychomotor is accessed thru lab
report, at the end institution knows best what
their student should have become

⚫Cognitive appears in all domain, but look at what

are the dominant outcome to be measured
 Learning Outcome (LO) Teaching and Learning Assessment
Strategies Strategies
LO1 knowledge; Lecture/Tutorial Written Tests/ Quiz
LO2 practical skills; Practical/ Demonstration Practical Tests
LO3 problem solving and Case Study/ Project/ Written Tests/
scientific skills; Tutorial/ Group Work Presentation/ Essay
LO4 communication skills; Case Study/ Project/ Presentation
Tutorial
LO5 social skills, team skills and Case Study/ Project/ Presentation/ Project
responsibilities; Tutorial/ Group Work
LO6 values, attitudes and Case Study/ Project/ Written Test/
professionalism; Tutorial/ Discussion Presentation/ Project
LO7 information management Case Study/ Project/ Project/ Portfolio
and lifelong learning skills; Group Work
LO8 managerial and Case Study/ Project Project/ Industrial
entrepreneurial skills. Attachment
LO9 leadership Case Study/ Project/ Project/ Industrial
Group Work/ Discussion Attachment

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

 LEVEL DESCRIPTION

C1 Knowledge
KNOWLEDGE
C2 Comprehension
1

C3 Application

C4 Analysis

C5 Evaluation

C6 Synthesis

Learning Teaching and Assessment

Outcome (LO) Learning Strategy
Strategy
LO1 knowledge; Lecture, Written Tests,
Tutorial Quiz

Mohamed Nadzri Mohd Yusoff (Hj.) (Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)
 LEVEL DESCRIPTION
P1 Perception
P2 Set
P3 Guided Response
P4 Mechanism
PRACTICAL
SKILLS P5 Complex Overt Response
2
P6 Adaptation
P7 Origination

Learning Teaching and Assessment

Outcome (LO) Learning Strategy
Strategy
LO2 practical skills; Practical, Practical Tests
Demonstration

Mohamed Nadzri Mohd Yusoff (Hj.) (Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)
 Level Category Description
CTPS1 KIM The ability to identify and analyse problems in complex
and vague situations, and make justified evaluations

CTPS2 KIM The ability to expand and improve thinking skills such as
explain, analyse and evaluate discussions

CTPS3 KIM The ability to find ideas and find alternative solutions
CTPS4 The ability to think “out-of-the-box” or “beyond the limits”
CTPS5 The ability to make decisions based on concrete or solid
evidences
CTPS6 The ability to endure(withstand) and give full attention to
given responsibilities
THINKING AND
SCIENTIFIC CTPS7 The ability to understand and adapt to new community
SKILLS culture and work environment
3

Learning Teaching and Assessment

Outcome (LO) Learning Strategy
Strategy
LO3 problem solving and Case Study, Presentation,
scientific skills; Project, Essay
Tutorial, Group
Work

Mohamed Nadzri Mohd Yusoff (Hj.) (Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)
 Level Category Description
CS1 KIM The ability to present ideas clearly, effectively and
confidently, orally (verbally) or through writing

CS2 KIM The ability to practice the skill of active listening and giving
feedbacks.
CS3 KIM The ability to present clearly and confidently, and
appropriate to the level of the listener/ audience

CS4 The ability to use technology in presentation

CS5 The ability to negotiate and arrive at an agreement
CS6 The ability to communicate with communication
participants of different culture
COMMUNICATION CS7 The ability to expand communication skill on their own
SKILLS
CS8 The ability to use non-verbal communication
4

Learning Teaching and Assessment

Outcome (LO) Learning Strategy
Strategy
LO4 communication skills; Case Study, Presentation
Project,
Tutorial,

Mohamed Nadzri Mohd Yusoff (Hj.) (Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)
 Level Category Description
TS1 KIM The ability to build good relationships, interact with other
people, and work effectively with them to accomplish
similar objectives
TS2 KIM The ability to understand and undertake the role of group
leader and group member, alternately
TS3 KIM The ability to identify and respect other people’s attitude,
behaviour and beliefs
TS4 The ability to contribute to the planning and organising of
the group work/ product

SOCIAL SKILLS, TEAMWORK

TS5 Responsible to the group’s decisions
AND RESPONSIBILITY

5
Learning Teaching and Assessment
Outcome (LO) Learning Strategy
Strategy
LO5 social skills, team Case Study, Presentation,
skills and Project, Project
responsibilities; Tutorial, Group
Work

Mohamed Nadzri Mohd Yusoff (Hj.) (Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)
 Level Category Description
EM1 KIM The ability to understand the effect of economy,
environment, and socio-culture in professional practice

EM2 KIM The ability to analyse and make decisions in solving

problems related to ethics

EM3 The ability to practice ethical attitudes (i.e. the approach

for something that is pertaining to morality or right or
wrong in conduct), besides having the feeling of
responsibility towards the public

VALUES, ETHICS
AND PROFESIONALISME

Learning Teaching and Assessment

6
Outcome (LO) Learning Strategy
Strategy
LO6 values, attitudes and Case Study, Written,
professionalism; Project, Presentation,
Tutorial, Project
Discussion

Mohamed Nadzri Mohd Yusoff (Hj.) (Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)
 Level Category Description

LL1 KIM The ability to find and manage relevant information from
various sources
LL2 KIM The ability to accept new idea and carry out autonomous
learning
LL3 The ability to expand the inquisitive mind and the desire
for knowledge

INFORMATION MANAGEMENT
AND LIFELONG LEARNING
Learning Teaching and Assessment
Outcome (LO) Learning Strategy
7 Strategy
LO7 information Case Study, Project, Portfolio
management and Project, Group
lifelong learning skills; Work

Mohamed Nadzri Mohd Yusoff (Hj.) (Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)
 Level Category Description

KK1 KIM The ability to identify business opportunities

KK2 The ability to outline a business plan

KK3 The ability to build, explore and seize business and job
opportunities
KK4 The ability to be self-employed

MANAGERIAL AND
ENTREPRENEURIAL SKILLS

8
Learning Teaching and Assessment
Outcome (LO) Learning Strategy
Strategy
LO8 managerial and Case Study, Project,
entrepreneurial skills. Project, Industrial
Attachment

Mohamed Nadzri Mohd Yusoff (Hj.) (Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)
 Level Category Description
LS1 KIM Knowledge on basic theories of leadership
LS2 KIM The ability to lead a project
LS3 The ability to understand and undertake the role of group
leader and group member, alternately

LS4 The ability to supervise group member

LEADERSHIP SKILLS

9 Learning Teaching and Assessment

Outcome (LO) Learning Strategy
Strategy
LO9 leadership Case Study, Project,
Project, Group Industrial
Work, Attachment
Discussion

Mohamed Nadzri Mohd Yusoff (Hj.) (Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)
 14
How do we measure Leadership?
Week Week 2 weeks Week
1 14
Project
Group 1 Project Presentation
14
Ali assignment
Ahmad
weeks
Ani Week 2-4 Week 6-8 Week 10-13
Project Project Project
Group 2 Week 1 Task 1 Week 5 Task 2 Week 9 Task 3 Week 14
Abu
Ana Project Group 1 Project Group 1 Project
Project Group 1
Azi Task 1 Ali Task 2 Ali Task 3
Assignment Ali
Evaluation Ahmad Evaluation Ahmad Evaluation
Ahmad
Group 3 Forming Ani Ani Ani
Azam a group
Amir Group 2 Group 2 Group 2
Azim Abu Abu Abu
Section
Ana Ana Ana
project
Azi Azi Azi

Group 3 Group 3 Group 3

Azam Azam Azam
Amir Amir Amir
Azim Azim Azim

© MRM 05
 How do we measure Teamwork?
14
Week Week 2 weeks Week
1 14
Project
Group 1 Project Presentation 14
Ali assignment
Ahmad
weeks
Ani Week 2-4 Week 6-8 Week 10-13
Project Project Project
Group 2 Week 1 Task 1 Week 5 Task 2 Week 9 Task 3 Week 14
Abu
Ana Project Group 1 Project Group 1 Project
Project Group 1
Azi Task 1 Ali Task 2 Ali Task 3
Assignment Ali
Evaluation Ahmad Evaluation Ahmad Evaluation
Ahmad
Group 3 Forming Ani Ani Ani
Azam a group
Amir Group 2 Group 2 Group 2
Azim Abu Abu Abu
Section
Ana Ana Ana
project
Azi Azi Azi

Group 3 Group 3 Group 3

Azam Azam Azam
Amir Amir Amir
Azim Azim Azim

© MRM 05
 A rubric is:
• an alternative assessment tool used to measure students' work.
• a scoring guide that seeks to evaluate a student's performance based
on the sum of a full range of criteria rather than a single numerical
score.
• a working guide for students and teachers, usually handed out before
the assignment begins in order to get students to think about the
criteria on which their work will be judged.
 3 General Features of Rubrics:
• objectives (performance, behavior, or quality) to be measured
• a range/scale to rate the objectives
• specific performance characteristics arranged in levels indicating the
degree to which a standard has been met.

Evaluation 1- Weak 2-Developing 3-Good 4-Very Good 5-Exceptional

Categories
ACCESSIBILITY Scope too broad or Scope too broad or Reasonable scope and Good scope & depth Exceptional scope &
How accessible is the too narrow; lacks too narrow OR lacks depth; lapses into without losing the depth; a true
presentation to depth; AND uses too depth OR uses too detail that may not be audience in technical learning experience;
educate viewers much technical much technical accessible to the detail; a good learning exceeds expectations
from a range of language/ jargon language/ jargon audience experience
background
 a working guide for students and teachers, usually handed out
before the assignment begins in order to get students to think about
the criteria on which their work will be judged
 RUBRIC FOR POSTER
Evaluation Categories 1- Weak
PRESENTATIONS
2-Developing 3-Good 4-Very Good 5-Exceptional Score (1-5)
ACCESSIBILITY Scope too broad or too Scope too broad or too Reasonable scope and Good scope & depth Exceptional scope &
How accessible is the narrow; lacks depth; narrow OR lacks depth depth; lapses into detail without losing the depth; a true learning
presentation to AND uses too much OR uses too much that may not be audience in technical experience; exceeds
educate viewers from technical language/ technical language/ accessible to the detail; a good learning expectations
a range of background jargon jargon audience experience
THESIS No clear statement Incomplete or Reasonably clear Clear and concise Clear, concise.
How well was the offered unfocused Engaging, and thought
central issue identified provoking
ORGANISATION No clear information
Evidence of some Ideas presented in Presented in logical Exceptional
How well organized sequence; very difficult
organization but not in logical sequence; &interesting ways; easy organization in light of
was the poster to follow an optimal order; reasonably easy to to follow but not the fact that the topic
difficult to follow follow oversimplified is complex
EVIDENCES No appropriate Some evidence present, Evidence used to Evidence well chosen & Well chosen, detailed,
How well was evidence evidence was presented but is either insufficient support the central detailed; connection rich; highly compelling;
used to support the to support the or not clearly claims are well chosen between argument & opposing evidence
work’s main claims presentations central supportive of the main with some degree of evidence is clear; considered and
claims claims detail opposing evidence refuted
considered

CONCLUSION No apparent Conclusions are Brings closure with Synthesizes the work; Synthesizes; brings
How well did the work conclusions; no restatements of some synthesis but brings closure; closure; conveys real
draw conclusions discussion of previous statements does not address allude(make indirect implications; suggest
implications implications reference) to broader new perspectives
implications
LAYOUT/GRAPHICS Poster is far too Too crowded or too A bit too crowded; not Well laid out; graphics Perfectly laid out;
How well did the crowded or much too sparse; graphics lack all graphics add value; add value; no graphics are
author use the space sparse; no graphics clear value; several minor redundancies redundancies professional quality;
allocated redundancies highly polished work
CLARITY/ MECHANICS Many unclear or Some unclear/ Mostly clear, with few Clear and coherent Exceptionally logical
How clear and error- ungrammatical texts; ungrammatical texts; lapses; one or two texts; error free and well written texts;
free was the text many errors/typos some errors/ typos errors/ typos error free

ENGAGEMENT Not at all Minimally Moderately Consistently Exceptionally

Overall, how well did
the poster engage
viewers
TOTAL SCORE / 40
 Reporting Mechanism of
Outcome Attainment

Lets look at our old CGPA

System….
26/08/2022 @DR.MRM
 CURRENT SCENARIO
PROGRAMME AAA
BSc in XXXXXXXXXX

CGPA
3.32

What does it mean?

Hj. Mohamed Nadzri Mohd Yusoff

 Hj. Mohamed Nadzri Mohd Yusoff
PROGRAMME AAA
BSc in XXXXXXXXXX PLO1-
KNOWLEDGE CGPA
CGPA 3.32
PLO2 –
3.32 PRACTICAL SKILLS CGPA
PLO3 –
3.32
THINKING AND CGPA
SCIENTIFIC SKILLS
3.32
PLO4 –
COMMUNICATION
SKILLS
CGPA
3.32
PLO5 –
SOCIAL SKILLS, TEAMWORK CGPA NOT
AND RESPONSIBILITY
3.32 ACCURATE
PLO6 – !
VALUES, ETHICS CGPA
AND PROFESIONALISME
3.32
PLO7 –
INFORMATION MANAGEMENT CGPA
AND LIFELONG LEARNING
3.32
PLO8 –
MANAGERIAL AND CGPA
ENTREPRENEURIAL SKILLS
3.32
PLO9 –
LEADERSHIP SKILLS CGPA
Sampel Keputusan Pelajar
26/08/2022 @DR.MRM
Checklist (Appendix B)

46