SLOT 3

COPPA, TTAC MANUAL 2019 & CRITERIA 1

Collaboration with
MQA

2
 ACCREDITATION COLLABORATION

• The collaboration proposal for MBOT via Technology & Technical Accreditation Council (TTAC) to be professional
body for Technology Program was finalised and agreed on13th July, 2017
• This concludes that all accreditation of MBOT Technology Fields are passed to MBOT together with the program
standards, procedures and experienced panel

USE OF POLICY, PROGRAMME STANDARDS,

GUIDELINES, CIRCULAR, MEMO

USE
EXISTING
MQA
Code of
FORMAT Practice for
Programme
Accreditation
(until December 2019) (COPPA)
 QUALITY DOCUMENTS
Guidelines Available – Quality Assurance
Documents
 Code of Practice for Programme Accreditation (COPPA)
 Code of Practice for Institutional Audit (COPIA)
 Code of Practice for Open and Distance Learning (COPODL)
 Programme Standards (20)
 Standards (4)
 Guidelines to Good Practice (9)
 Malaysia Qualification Framework (MQF) + Malaysia
Qualification Register (MQR)
POLICY & PROGRAM STANDARD
 The Nine (9) Malaysian QA Areas
Code of Practice for Programme Accreditation (COPPA)

Area 1: Institutional Area 2: Programme Area 3: Assessment of

Vision, Mission and Aims, Learning Students
Educational Goals Outcomes,
Curriculum Design and
Delivery

Area 4 : Student Area 5: Academic Staff Area 6: Educational

Selection and Support Resources
Services
102 Benchmarked Standard
59 Enhanced Standard Area 7 : Programme Area 8 : Programme Area 9 : Continual
Monitoring and Review Leadership and Quality Improvement
Administration
Hj. Mohamed Nadzri Mohd Yusoff
 Code of Practice for Programme Accreditation (COPPA)

 AREA 1: VISION, MISSION, EDUCATIONAL GOALS AND

LEARNING OUTCOMES
• Vision & Mission
• PEO
• PLO
• Mapping
• Compliance to Nomenclature [AND, WITH, ( )]
• Employers Survey

 AREA 2: CURRICULUM DESIGN AND DELIVERY RESOURCES

 Graduate Profile [Course – PLO]
 Compliance to Program Standard [Course Classification]
 Detailed Teaching Plan
 Code of Practice for Programme Accreditation (COPPA)

 AREA 7: PROGRAMME MONITORING

 AREA 3 : ASSESSMENT AND REVIEW
 Constructive Alignment • Curriculum review
• Syllabus review etc
 AREA 4: STUDENT SELECTION AND
SUPPORT SERVICES
 STUDENT MUST COMPLY WITH
GUIDELINES – ENTRY REQUIREMENTS etc  AREA 8: LEADERSHIP, GOVERNANCE
AND ADMINISTRATION
 AREA 5: ACADEMIC STAFF  Admin System must looked carefully eg.
 Letter of appointment and proper CV Filing system etc
must visible

 AREA 6: EDUCATIONAL  AREA 9: CONTINUAL QUALITY

RESOURCES IMPROVEMENT
 Facilities such as library, reference  Action on previous comment has been
book addressed or not
 AREA
1

AREA
2

AREA
3

AREA
4

AREA
COPPA 2.0

5
98 Benchmarked Standard

AREA
6

AREA
7
 KEY WORDS
“EMPOWERING TECHNOLOGY EDUCATION”
IDEAS FOR MANUAL
 I D E A S U N T U K T TA C M A N U A L

FLEKSIBILITI
CROSS
UNSUR DICIPLINE
PROFESIONALISM

POTENTIAL BROAD BASED

COMMERCIALIZATION OF
STUDENT PROJECT OR SPESIFIC

PENGLIBATAN MODULAR +
DENGAN INDUSTRI SLT

TRANSFER
CREDIT KONTEMPORARI

ARTIKULASI
 TTAC Manual 2019

• Flexible and Multi-disciplinary based accreditation

manual
• Developed by myriad of professionals in technology,
technical and TVET arenas comprising of
academicians, government and private agencies,
educational institutions, organizations and industry
• To date, ten (10) Bachelor of Technology programs to
be offered by the MTUN have adopted this manual.
• The use of this TTAC Manual MBOT 2019 will be in full
force in January 2020.
Updated Version : Online-based
TTAC Manual
Philosophy

QUALITY
DOES MATTER
 Term of “Technology”

Programme utilizing the terms of “Discipline-based & Technology’’

in the programme nomenclature under the field of MBOT
provision may apply to TTAC MBOT for accreditation of the
programme subject to compliance with the requirements specified
by MBOT.

The programme which are classified within the pure-discipline-

based programme of that use other term than “Technology” in
the programme nomenclature, can apply to TTAC MBOT to
compliance with the requirements specified by MBOT
MALAYSIA ADOPTED OBE….
Why OBE? – OBE in Act 679

Hj. Mohamed Nadzri Mohd Yusoff

 Different Levels of Learning Outcomes
Few years after
Programme Educational Objectives Graduation – 4 to 5 years Competent engineers who
(PEO) Employer Survey, Alumni Survey are leaders in …..

Upon graduation -
Programme Learning Outcomes Nine (9) MOE
(PLO) Learning Outcomes ..will be able to demonstrate
critical thinking skills to solve
My3S, Exit Survey, Prog.Survey

Upon course completion .. will be able to explain the

Course Learning Outcomes (CLO) Use Bloom’s Taxonomy of physical principles of ……
Learning Domains (C/A/P)
Sum/Form/Cont. Assessments

Upon topic completion .. will be able to explain

Weekly/Topic Outcomes Use Bloom’s Taxonomy of Archimedes principle of ……
Learning Domains (C/A/P)
Sum/Form/Cont. Assessments
Shahrin Mohamed, 2007
 Implementation of OBE
What & When to Measure OBE CONCEPT
DURING DESIGNING THE PROGRAM

University
Course Program Educational
Lesson Program Educational
Outcomes Outcomes Outcomes Objectives
Objectives
(LO) (CO) (PO) (UEO)
What? (PEO)

When?
Day-to-day At The End of Upon 5 Years After University’s
learning Semester Graduation Graduation Strategic
activities i.e. Planning on
Lecture, Lab, Graduate's
Assignment etc Attributes
4
3
2
1
iGPA 0

iCGPA iCGPA
01/09/2022 @DR.MRM
 OBE- Evaluation
(Closing the Loops)
Assessment

Assessment

Assessment
Alumni

Analysis

Analysis

Analysis
Missions
Visions Program Program Course
Educational Outcomes Outcomes
Stakeholders Objectives

Advisory committee CQI

CQI

CQI

01/09/2022
CRITERIA OUTLINED IN TTAC Manual 2019

Updated Version :
Online-based
 C R I T E R I A 1 : P R O G R A M M E D E S I G N & D E L I V E R Y

Education Provider
01 Vision & Mission

CRITERIA 1
CRITERIA 1
Technology / Technical

Services
05
Programme Educational
02 Objectives (PEOs)
Programme Development,

Design & Delivery

06
Programme Relation to EP’s
03 Vision & Mission
Non-Technologist

Bridging Programme
07
Graduate Attributes (GA)
04
Only for special case – bridging program for Non-
07 Technologist to become Technologist!!!
No need to focus on this for normal program
 Food for Thought

Say you have children, What would you do

when you hear?
• Well, that’s pre-school / Kindergarten are very good!!!
• My children 4 years old, and he can read books after went
to that Kindergarten!!!
• I pay RM500 per calendar month to send my children to
that Kindergarten, but it totally worth it!!!
What is this means?

Quality of academic is judged by the outcomes

01/09/2022 @DR.MRM
 Food for thought….
EVERY PARENT WANTS THE
BEST EDUCATION FOR THEIR CHILDREN….
IF YOU ARE AMONG THEM…
WOULD YOU CHOOSE THIS?

OVER THIS?

Stanford University Harvard University

THEN …
IT’S OUR JOB TO DELIVER….
 Malaysian Reality

01/09/2022 28 @DR.MRM
 Jom Belajar Sejarah
Tahun Nota
Era Merdeka Sistem Penjajah perlu diganti
1956 Penyata Razak – Dasar Pendidikan (Pelajaran) Kebangsaan
1957 Ordinan Pelajaran
1960 Laporan Rahman Talib
1961 Akta Pelajaran 1961
1969 Rusuhan Kaum 13 Mei 1969
1970 Dasar Ekonomi Baru, Rukunegara
1974 Laporan JK Kabinet 1974
1979 Laporan JK Kabinet 1979
“ Pendidikan di negara ini adalah untuk mencapai perkembangan murid yang
menyeluruh, iaitu perkembangan yang meliputi aspek kognitif atau intelek, jasmani,
sosial, emosi, sikap dan nilai-nilai etika pada murid-murid dan generasi akan datang. “
1988 Falsafah Pendidikan Negara
1996 Akta Pendidikan
1996
01/09/2022 Falsafah Pendidikan Kebangsaan
@DR.MRM
 OUR TARGET

Balanced
attribute

So, whose’s responsibility?

Academic Program Designer
 Staff vs Student Profile
GI Silent Baby Millennial
Traits Generation Generation Boomers
Generation X
Generation
Generation Z
Years Born before 1936 1937 - 1945 1946 - 1964 1965 - 1976 1977 - 1993 1994 -
WWII Cold War
9/11
Vietnam War
Major WWI Great Depression Civil Right Aids Afghan War
Watergate
Events Great Depression Technology Iraq War
Advent of MTV
Advent to radio, Women's Market Crash
telephones liberation
Formality Mistrust political
Prespect for system
Explore Individualistic Tech - comfotable
Uniformity authority
Always Online
Major Traits Cooperative Loyal
Optimistic Flexible Family-centric
Multi-taskers
Work-centric Skeptical of authority Optimistic
Public interest over Hard work
personal gain Freelancer
An incredible
Education A dream A dream A birthright A birthright A way to get there
expense
put it away put it away Cuatious
Dealing Buy now, pay Parents help to
Earn to spend
with money later spend
pay cash pay cash Save, save, save
Prof. Ir. Dr. Sr. Suhaimi, TNCA UiTM, 2015
 If we teach
Teach your today’s students
children As we taught
according to Yesterday’s
the time… We rob them of
~ Saiyyidina Umar r.a tomorrow
John Dewey
32
 Learning Experience @IHL – an analogy
Manufacturing
process
Definition:
• A curriculum is a planned sequence of learning
experiences
• Learning is a Process of Behaviour Change

University
Let’s give them the best learning
experience!!!

01/09/2022 Good Academic Processes @DR.MRM

 MEB (HE) 2015 - 2025

Malaysia Education Blueprint

(Higher Education) 2015-2025
launched on April 7th, 2015

So what?

Quality
Graduate!!!
01/09/2022 @DR.MRM
 Being Defensive!
• LOW Graduate Employability!!!! • University to give knowledge, not
• Mismatch Skills for Industries to ensure securing Jobs

• If we were to change, what will

happen to our existing staff?

• If we have to change, is there any

support? Budget etc…
..\..\..\..\Desktop\SUED THE SCHOOL SYSTEM !!!.mp4

..\..\..\..\Desktop\6 Problems with our School System.mp4

 MALAYSIAN EDUCATION
needs
Paradigm Shift

01/09/2022 @DR.MRM
Justify

37
 Kategori Negara di Dunia
Kategori Keperluan Perkerjaan berasaskan
Negara Dunia Penyelidikan Pembangunan Pengilangan Perkhidmatan
Produk /Penghasilan
Produk
Negara Maju Amat Tinggi Amat Tinggi Amat Tinggi Amat Tinggi

Negara Membangun Tinggi Tinggi Amat Tinggi Amat Tinggi

(Tinggi)

Negara Membangun Sederhana Sederhana Amat Tinggi Amat Tinggi

(Sederhana)

Negara Membangun Rendah Rendah Amat Tinggi Amat Tinggi

(Rendah)
Programme Development, Design & Delivery

The Programme development

must effectively develop the
following processes (not
limited to):

1. Market Survey and analysis

2. Engagement with stakeholders
3. Programme design & delivery
Education Provider Vision and
Mission Programme Relation to EP’s Vision & Mission

Programmes applying for

Programmes applying for
accreditation through MBOT shall
technology or technical
have a clear statement of EP’s vision
accreditation shall have a
and mission. The purpose of having
statement illustrating their
this clear vision and mission is to
consistency with the EP’s Vision
ensure that the EP has a future
and Mission. The Statement is
direction and how the EP defines its
very important to ensure
strategies and objectives to position
sustainability of the programmes
itself in providing the best education
in line with the strategic move
and training to the market.
of the EP.
Programme Educational Objectives (PEOs) Programme Educational Objectives
(PEO)
• A broad statement of
graduate profiles what to
achieve in few years of
student’s graduation
• Measurement after 3-5 years
after student’s graduate
• A measurement of - are HEP
delivering as they
promised??? - to the
stakeholders

Note to Panel : for Provisional Accreditation, we only evaluate the

statement is measureable or not
 C1 : PEO ATTAINMENT (Example)
Example of PEO for Bachelor of Electrical Technology :
I) Graduates achieve advance standing professionally
based on their technical expertise & accomplishment
related to technology practices and research, or in
other fields they choose to pursue

I) Graduates continue to acquire knowledge in technical

and non-technical areas in pursuit of life-long learning.

I) Graduates demonstrate commitment to the community

and the professions, holding responsible positions that
contributes to the benefits of the society
 C1 : PEO ATTAINMENT (Example)
• Need to set the KPI • How to assess level of attainment???
• Graduates achieve advance standing professionally based on their
technical expertise & accomplishment related to engineering • DIRECT MEASUREMENT
practice and research, or in other fields they choose to pursue
KPI :
• direct engagement with graduate by
• 80 % are working in Specific Area of Expertise call, email etc
• Distribution
5% attains Professional
of BEE Gradutes Status (Ts.)

NF • INDIRECT MEASUREMENT
FS
ET 10%
6% • Survey to Industries, employers
3%
surveys
WF • What if NOT ACHIEVE?
81%
• Revisit the statements
• Revisit the KPI
• But be mindful of lowering the Quality of Graduates…
WF – WORKING WITHIN DESIGNATED FIELD
FS – FURTHER STUDIES TO POSTGRADUATE
ET – ENTERPRENEUR • Close the Programme  (OBE)
NF – WORKING IN NEW FIELD / NOT IN DESIGNATED FIELD
Note to Panel : only applicable for full
accreditation (New Cycle)
• PROGRAM DEVELOPMENT
• MARKET SURVEY
• Broad-based vs. Boutique???
• ILMIA, Dept. of Stats, TelentCorp, JobStreet etc.

• MINISTRY REPORTS
• RMK, NKEA etc

• ALUMNI SURVEYS
• STAKEHOLDERS SURVEYS
• COMPETITOR REPORT
 BACHELOR ADVANCE DIPLOMA CERTIFICATE
DEGREE DIPLOMA (LEVEL 4) (LEVEL 3)
(LEVEL 6) (LEVEL 5)
CURRICULUM STRUCTURE

Minimum Minimum Minimum Minimum

CREDIT HOUR
120 40 90 60

Minimum Minimum Minimum Minimum

STUDIES DURATION
3 years 1 year 2 years 1 ¼ years

THEORY Minimum Minimum Minimum Minimum

COMPONENT 40% 30% 20% 20%

PRACTICAL Minimum Minimum Minimum Minimum

COMPONENT 40% 60% 60% 60%

TECHNOLOGY Minimum Minimum Minimum Minimum

COMPONENT 80 credit 25 credit 60 credit 30 credit

GENERAL Remaining Remaining Remaining Remaining

COMPONENT Credit Credit Credit Credit
 Graduate Profile
MBOT TEAMWORK AND LEADERSHIP

KNOWLEDGE
ETHICS AND PROFESSIONALISM

PRACTICAL SKILLS /
MODERN TOOLS USAGE
ENTREPRENEURS AND
MANAGEMENT SKILLS

ANALYTICAL, CRITICAL THINKING

LIFELONG LEARNING AND AND SCIENTIFIC APPROACH
INFORMATION MANAGEMENT

COMMUNICATION SKILLS
SOCIAL AND RESPONSIBILITY IN SOCIETY
AND TECHNOLOGIST COMMUNITY
 PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO
HEP/ MBOT MBOT MBOT MBOT MBOT MBOT MBOT MBOT MBOT
PLO 1 2 3 4 5 6 7 8 9
MBOT

PLO
HEP 1 X
PLO
HEP 2 X
PLO
HEP 3 X X
PLO
HEP 4 X
PLO
HEP 5 X
PLO
HEP 6 X X
PLO
HEP 7 X
PLO
HEP 8 X

Note to panel : If HEP use different PLO,

ask for mapping and they can revise later
during curriculum review
Most important is the mechanism to
measure PLO
 C1: PO ATTAINMENT
• What IS YOUR GRADUATE PROFILE?
• This is based on Course – PLO Mapping
35 33
30
25 22
20 17
15
10
10
5 5 5
5 3

0
 Planning at Program Level
- Desired Graduate Profile
35 33 Note to panel:
30
25 22
OBE allows Good practice
20
15
17
Same Program Name at
10
10
5
5 5 5 3 different institution might have
0 different graduate’s attributes

30 28

25 23
20
20

15
How come and 10 8
12

5
Why so….??? 5

0
2 2

SECRET RECIPE
01/09/2022 @DR.MRM
 Note to panel:
C1: PO ATTAINMENT Good practice

• What if NOT ACHIEVE?

• Revisit the mapping

• Revisit the Constructive Alignment
• (AREA 3 – ASSESSMENT)
• Intervention Program

01/09/2022 @DR.MRM
 Technology / Technician Services

Section 16 of Technologists and

Technicians Act (Act 768) states that the
Board shall determine the Technology
and Technical services under the Board
shall determine.

Table 8.2 outlines the key Technology /

Technical Services that need to be
covered within each Programme.

It is required for each bachelor degree

Programme which is at level 6 MQF,
denoting the minimum criteria of GT, to
address 5 technology services.
Meanwhile, the programme which are at
level 3, 4 and 5 MQF, signifying the
minimum criteria of QT, should address 3
technical services. The respective
requirement is stipulated in Table 8.2.
01/09/2022 @DR.MRM 51
 Table: Automotive Technology Profiles Note to panel: Good practices
Expected Expected
Technology Technology Technical
Fields Profiles
Technology
Profiles
Technical • HEP needs to
Competency Competency
provide courses that
Development  Concept Generation and compliance to this
AUTOMOTIVE Selection
TECHNOLOGY Technology /
 Sketching
 Drawing
Technical Services
 Modelling NOT APPLICABLE
 Analyze FEA • Note: this is
Manufacturing  Geometry, Dimensioning,
Tolerance guided only, HEP
 Fabricate / Prototype can modify with
Testing  Test selection and planning Testing  Standard Testing
(procedure)  Data Collection recommendatio
 Testing procedure  Standard Diagnostic n certified core
 Diagnosis procedure
Commissioning  Commissioning Planning (Site) Commissioni  Installation
industries in the
 Handover planning / process ng  Reporting technology field
(checklist)
Maintenance  Planned Maintenance schedule Maintenance  Perform Maintenance
 Maintenance process (checklist)  Reporting
 Analysis & Improvement
planning
01/09/2022 @DR.MRM
 Table 1.0 Mapping Course –Technical Services - Example: 12. Electrical & Electronics – Degree

Course
Technology Profiles Expected Technology Competency Courses Topics SLT
Code
Concept Generation and Selection • Topic that
Drawing covered in
Development
Proof of Concept & Prototyping courses can
Technical Documentation
Superposition 8
appear in few
Circuit Analysis I technology
Geometry, Dimensioning, Tolerance BTE2222 Oscilloscope 8
Manufacturing Laboratory
RL Circuits 8 profiles
Fabrication
Test selection and planning (procedure)
The oscilloscope 8
Circuit Analysis I Capacitor Charging 8
Testing Testing BTE2222
Laboratory Inductors &
16
Capacitors
Diagnosis & troubleshoot
Verification
Commissioning Commissioning Planning

Planning of Maintenance schedule

Maintenance Maintenance process (checklist)

Improvement planning for product
01/09/2022 maintenance @DR.MRM
 Non-Technologist Bridging Programme

For non–technologist graduates who wish to obtain a recognition

from MBOT, they can go through a bridging programme through a
technology-based programme recognised by the MBOT as shown
in Table 8.4:

• Note : This is only applicable for

non-technologist program
 Table 8.4 Bridging programme structure for Non-technologist graduate

• Note : This is only

applicable for non-
technologist program
 ADDITIONAL NOTES TO PANEL
(FOR EVALUATING TEACHING PLAN)

Slides adopted from

Mohamed Nadzri Mohd Yusoff (Hj.)
MQA OBE Training
LEARNING DOMAINS
 Graduate Profile
MBOT TEAMWORK AND LEADERSHIP

KNOWLEDGE
ETHICS AND PROFESSIONALISM

PRACTICAL SKILLS /
MODERN TOOLS USAGE
ENTREPRENEURS AND
MANAGEMENT SKILLS

ANALYTICAL, CRITICAL THINKING

LIFELONG LEARNING AND AND SCIENTIFIC APPROACH
INFORMATION MANAGEMENT

COMMUNICATION SKILLS
SOCIAL AND RESPONSIBILITY IN SOCIETY
AND TECHNOLOGIST COMMUNITY
 Learning Outcomes
SOCIAL AND ENTREPRENEURS AND
RESPONSIBILITY MANAGEMENT SKILLS
ETHICS AND IN SOCIETY AND
ANALYTICAL, CRITICAL PROFESSIONALISM TECHNOLOGIST LIFELONG LEARNING AND
THINKING COMMUNITY INFORMATION MANAGEMENT
AND SCIENTIFIC APPROACH COMMUNICATION
TEAMWORK SKILLS
AND
KNOWLEDGE PRACTICAL SKILLS /
LEADERSHIP
MODERN TOOLS USAGE

LEARNING DOMAINS Cognitive Affective Psychomotor / skills

Higher order Creating Internalising Origination
values Adaptation
Evaluation
Complex Overt
Organisation
Analysis Response
Valuing Mechanism
Application
Responding Guided Response
Comprehension
lower order Set
Knowledge Receiving Perception
Bloom,1956 Krathwohl,1964
Simpson,1972
 PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL
MOVEMENT, COORDINATION & USE OF THE
MOTOR SKILL AREAS

lower order

Higher order
61
 AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL
WITH THINGS EMOTIONALLY (e.g. FEELINGS,
INTERESTS, ATTITUDES, APPRECIATION,
ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT
RESULT FROM INSTRUCTION)

lower order

Higher order
62
 MQF Credit System
How to calculate credit for a course?

CREDIT = Total Std Learning Time (SLT) for the course

40 (notional hour)

• SLT must include preparation time and assessment time

Mohamed Nadzri Mohd Yusoff (Hj.)

 STUDENT QUALITY TIME MANAGEMENT AND SLT
Balance
No. of day (hr/day) (hr/day) (hr/week)
Activities Low High Low High Low High
Total Available Time: 24x7(hrs) 168 168
Sunday off 24 24 144 144

Sleep 6 6 7 36 42 108 102

Sport 6 1 1.5 6 9 102 93
Makan 6 1.5 2 9 12 93 81
Travelling 6 1 1.5 6 9 87 72
Prayer 6 1 1.5 6 9 81 63
Mandi / upkeep 6 1 1.5 6 9 75 54
Socialising 6 1 1.5 6 9 69 45
Wastage 6 1 1 6 6 63 39
(Available quality time) 63 39
Learning Time 51
Guided Learning 5 8 8 40 40 23 -1
Self Learning / HW, etc 6 2 2 12 12 11 -13

Total Available Time @14w 882 546

Avg (Student taking 15 Credit) 15 x 40 = 600 ok appropiate
Max (Student taking 22 Credit) 22 x 40 = 880 ok not ok

Mohamed Nadzri Mohd Yusoff (Hj.)

Average Quality Time for self
improvement
 Student Learning Time / Jam Belajar Pelajar

Is a measure of the learning effort or volume of learning a

student must undertake to achieve a defined group of
learning outcomes

All forms of learning in hours includes contact hours, work-

based, research, experiential, practical activities, private
study, preparation for assessment etc

Malaysian Currency = 40 "Notional" hours = 1 Credit

UK Currency = 10 "Notional" hours = 1 Credit

Example: BTA2123
M'sia UK
Learning Activity Week No. of hrs
hrs / sem
/week
Lecture 14 3 42 42
Tutorial 14 1 14 14
Practical / Lab 14 0 0 0
Independent 14 2 28 28
Learning
Others 0
2 PROJECTS
1. Project 30 30
(2 VISITS)
2. Industry Visits 10 10

Total Student Learning Time (SLT)

124 124
divide by
Notional hours 40 10
Zainai Mohamed,2006 Credit 3.1 12.4 66
 SLT PER SEMESTER
LONG SEMESTER = 17 WEEKS

17 WEEKS X 48 HOURS PER WEEK =816 HOURS

816 ÷ 40 = 20.4  20 CREDITS

SHORT SEMESTER = 9 WEEKS

9 WEEKS X 48 HOURS PER WEEK =432 HOURS

432 ÷ 40 = 10.8  10 CREDITS

 Additional Time
Teaching and Learning Implementation
Preparation Time/ Note
Activities Time
Time for Self Study
Complex courses might need 3 hours or
LECTURE 1 hr. 1-2 hr. more preparation time for one hour lecture.

TUTORIAL 1-2 hr. 1-2 hr

For particular disciplines, 3 hours of lab
MAKMAL 3 hr. + report - none - might need additional 2-3 hours to prepare
the report.
FINAL YEAR PROJECT 240 - 400 hr. - none -
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 hrs.
8-10 hrs/day
novel
CREATIVE WRITING throughout the whole
50-70 pages of
semester
script
CASE
3 hrs per case - none -
ANALYSIS/STUDY
ASSIGNMENT (2000
- none - 10-12 hr.
words)
SUMMATIVE Complex courses might need more
3 hrs 3 hrs. preparation preparation time for one hour of assessment.
ASSESSMENT Mohamed Nadzri Mohd Yusoff (Hj.)
(Rujuk: Bengkel Kebangsaan Pemantapan Sistem Kredit MQF, 31 Jan. – 2 Feb. 2005 by Quality Assurance Division, Ministry of Higher Education (Malaysia))
 At the end of the course the students should be able to:

Course Learning Learning LO

Topics TLA F2F NF2F SLT Assessment %
Outcomes Domain Domain
Functional Anatomy. 3 6 9
Indications, contraindications 4 6
2
Explain: and patient care.
Congenital heart 4 6
i) radiographic anatomy 2
abnormalities
and physiology, ii) Approaches, instruments and 4 6
2 Test – 30
pathology, iii) imaging devices 75
techniques and
C2 Knowledge Lecture min(10%)
Electrophysiological studies 2 4 6 Final Exam (60/80)
protocols, and v) Angiographic procedures 2 4 6 (60%)
instrumentation in Interventional procedures 2 4 6
cardiovascular imaging Radionuclide perfusion scan 2 4 6
Cardiac CT 2 4 6
Image Quality and Processing 1 2 3

20 40 60
Explain patient care and
imaging techniques Critical
Thinking Assignment 10
employed for patients C5 Problem Tutorial 4 4 8 (500 words)
with special condition, in (8/80)
Solving
cardiovascular imaging

Differentiate, in a group
work, various image Group Work
Tutorial/ (1 evaluation
acquisition and image 15
post processing
A4 Teamwork Group 6 6 12 during
discussion (12/80)
techniques in Work sessions)
cardiovascular imaging
80

Mohamed Nadzri Mohd Yusoff (Hj.)

Writing Learning Outcomes

Mohamed Nadzri Mohd Yusoff (Hj.)

WRITING COURSE LEARNING OUTCOMES (CLO)

Mohamed Nadzri Mohd Yusoff (Hj.)

 Characteristics of a Good Course Outcome
 should be mapped to the learning domain in Blooms or other
Taxonomy .
 Must state the major skills, knowledge, attitude or ability that
students will acquire.
 expressed in terms of measurable and/or observable behaviors (hint:
ask yourself how you would test the outcome).
 more general than behavioural objectives.

Mohamed Nadzri Mohd Yusoff (Hj.)

 Characteristics of a Good Course Outcome (Cont.)
 Each course is suggested to have between 3 to 5 CLOs. (Garispanduan
Penulisan Akademik , JPT, KPM)
 Each course will address between 3 to 4 PLOs. (Garispanduan
Penulisan Akademik , JPT, KPM)

Mohamed Nadzri Mohd Yusoff (Hj.)

Mohamed Nadzri Mohd Yusoff (Hj.) (Garispanduan Penulisan Program Akademik, KPM)
 Characteristics of a Good Course Outcome (Cont.)
 Each CLO is mapped to one learning domain only

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

CLO1 – explain the basic principles of immunisation (C2,A3,P4, PLO1,PLO3)

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

CLO1 – explain the basic principles of immunisation (C2,PLO1)

Mohamed Nadzri Mohd Yusoff (Hj.)

 Characteristics of a Good Course Outcome (Cont.)
 Should be written in clear language and in the future tense

At the end of the course the students WILL be able to:

CLO1 – explain the basic ………………………………………….

At the end of the course the students SHOULD be able to:

CLO1 – explain the basic ………………………………………….

Mohamed Nadzri Mohd Yusoff (Hj.)

 Characteristics of a Good Course Outcome (Cont.)
 Begin with an action verb (e.g., write, install, solve, and apply).

At the end of the course the students WILL be able to:

CLO1 – explain the basic ………………………………………….

Mohamed Nadzri Mohd Yusoff (Hj.) (Asas Pembelajaran dan Pengajaran Pensyarah Institusi Pengajian Tinggi, KPM)
Mohamed Nadzri Mohd Yusoff (Hj.) (Garispanduan Penulisan Program Akademik, KPM)
 3 components of a course outcome
1) VERB (describes what the learner will be doing, or the behaviour)
By the end of this course/semester, students should be able to:
• describe the principles used in designing X.
• evaluate the strengths and weakness of …
Avoid these words
Well-written verbs must be (SMART) - understand
- Specific
- appreciate
- Measurable
- Achievable - know
- Realistic - learn
- Time frame - aware
- Observable - familiar
Mohamed Nadzri Mohd Yusoff (Hj.)
 3 components of a course outcome
2) CONDITION (context under which the behaviour is to occur)

• describe the principles used in designing X.(V)

• orally describe the principles used in designing X. (V&C)

• design a beam. (V)

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

Mohamed Nadzri Mohd Yusoff (Hj.)

 3 components of a course outcome
3) STANDARD (criteria of acceptable level of performance)

• describe the principles used in designing X.(V)

• orally describe the principles used in designing X. (V&C)
• orally describe the five principles used in designing X. (V&C&S)

• design a concrete beam. (V)

• design a concrete beam using Microsoft Excel worksheet.
(V&C)
• design a concrete beam using Microsoft Excel worksheet based
on MS EN 1992-1-1: 2010 (NATIONAL ANNEX) (V&C&S)
Mohamed Nadzri Mohd Yusoff (Hj.)
 Course Outcomes: An example
Identify the a) verb b) condition c) standard.

• Calculate, from the first principles, the beam deflection at the

centre to within one decimal point.

Identify the a) verb b) condition c) standard.

• write an effective course outcomes that include lower and

higher order cognitive skills for a one-semester course.

Mohamed Nadzri Mohd Yusoff (Hj.)

 Common weaknesses in writing CO
• Non-observable/Non-measurable CO
At the end of the course, the students should be able to:
1. understand the theory of X.
2. know how to write an effective learning outcomes
3. appreciate the importance of keeping the environment
clean.

• Vague CO or CO that are too broad or general

By the end of the course, students should be able to:
1. use the computer.
2. make presentations.
3. comment on designs.
4. design research
Mohamed Nadzri Mohd Yusoff (Hj.)
 Note for writing CLO
• It is NOT compulsory for every CLO to have all 3
learning domains (C,A,P)

Mohamed Nadzri Mohd Yusoff (Hj.) (Asas Pembelajaran dan Pengajaran Pensyarah Institusi Pengajian Tinggi, KPM)
 Note for writing CLO
• It is NOT compulsory for every CLO to have all 3
learning domains (C,A,P)
At the end of the course the students will be able to:

CLO1 – explain the basic principles of immunisation (C2,A3,P4, PLO1,PLO3)

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

CLO1 – explain the basic principles of immunisation (C2,PLO1)

Mohamed Nadzri Mohd Yusoff (Hj.)

 Note for writing CLO
• It is NOT compulsory for every CLO to have all 3
components (i.e. V+C+S)
• But must have at least V+C or V+S

Mohamed Nadzri Mohd Yusoff (Hj.) (Asas Pembelajaran dan Pengajaran Pensyarah Institusi Pengajian Tinggi, KPM)
 Note for writing CLO
• It is NOT compulsory for every CLO to have all 3
components (i.e. V+C+S)
• But must have at least V+C or V+S

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

CLO1 – design a concrete beam using Microsoft Excel worksheet. (V&C)

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

CLO1 – design a concrete beam using Microsoft Excel worksheet based on

MS EN 1992-1-1: 2010 (NATIONAL ANNEX) (V&C&S)

Mohamed Nadzri Mohd Yusoff (Hj.)

 CLO in iCGPA
1. Each course - 3 CLO

Mohamed Nadzri Mohd Yusoff (Hj.)

 CLO in iCGPA
1. Each course - 3 CLO
2. Each CLO must be mapped to 1 dominant PLO/MOE LO only

Mohamed Nadzri Mohd Yusoff (Hj.)

 CLO in iCGPA
1. Each course - 3 CLO
2. Each CLO must be mapped to 1 dominant PLO/MOE LO only
3. Each CLO must be mapped to 1 dominant taxonomy domain
i.e., either Cognitive, Psychomotor or Affective domain.

Mohamed Nadzri Mohd Yusoff (Hj.)

 CLO in iCGPA
1. Each course - 3 CLO
2. Each CLO must be mapped to 1 dominant PLO/MOE LO only
3. Each CLO must be mapped to 1 dominant taxonomy domain
i.e., either Cognitive, Psychomotor or Affective domain.
4. 1 CLO > 1 PLO > 1 type of assessment

Mohamed Nadzri Mohd Yusoff (Hj.)

 OBE CONCEPT
&
STAGES OF IMPLEMENTATION
 Learning Experience @IHL – an analogy
Manufacturing
process
Definition:
• A curriculum is a planned sequence
of learning experiences
• Learning is a Process of Behaviour
Change

University
Let’s give them the best
learning experience!!!

01/09/2022 Good Academic Processes @DR.MRM

OBE CONCEPT :

94
 Why OBE?
Deficiencies of Traditional Education
Approach
• Graduates are not completely prepared for
the workforce.

• Lack of emphasis on soft skills needed in jobs

e.g. communication skills, office skills, human
relationships skills.

Outcome #1
 Employers Rating
of Skills/Qualities – 2002
1. Communication (verbal & written) 4.69
2. Honesty/Integrity 4.59
3. Teamwork skills 4.54
4. Interpersonal skills 4.50
5. Strong work ethics 4.46
6. Motivation & initiative 4.42
7. Flexibility/adaptability 4.41 How can we
8. Analytical skills 4.36 obtain this
9. Computer skills 4.21 thru TE?
10. Organisational skills 4.05
11. Detail oriented 4.00
12. Leadership skills 3.97
13. Self confidence 3.95
14. Friendly/outgoing personality 3.85
15. Well mannered / polite 3.82
16. Tactfulness 3.75
17. GPA (3.0 or better) 3.68
18. Creativity 3.59
19. Sense of humour 3.25
20. Entrepreneurial skills/risk taker 3.23
01/09/2022 96 @DR.MRM
WHY OBE ? The Concept -Teaching & Learning

Edgar Dale 1969, The cone of learning

 WHY OBE? LEARNING STYLE
Two prominent models of Learning Styles

VAK / VARK MODEL

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

[J. Biggs & C. Tang, Teaching for Quality learning at University,

3rd Ed, p.177. Open University, 2007.]
 Birth of OBE
• In 1989, 5 countries signed the Washington Accord. They are:
Australia, New Zealand, the UK, Canada, Ireland & the USA.

• Other full signatories are Hong Kong(1995) South Africa (1999),

Japan (2005), Singapore (2006), Taiwan (2007), Korea (2007),
Malaysia (2010)
 OBE – Paradigm shift

The success of OBE requires the following

paradigm shift;

 From Grade Oriented to Outcomes Oriented

 From Content Based to Ability Based

 From Lecturer Centred to Student Centred

01/09/2022 101 @DR.MRM

 OBE CONCEPT :
An analogy

Targeted Outcome : Students should be able to walk

Level of Efficiency : Walk like mo
del

If industries looking for this GRADUTE’S A

TTRIBUTES, what would be to the others
NOT FALLING INTO THIS CATEGORY?!!!

01/09/2022 102 @DR.MRM

 Manual EAC2012 on Program Outcomes (PO):

“Program Outcomes
are statements that describe
what students are expected to know
and be able to perform or attain
by the time of graduation
These relate to the skills, knowledge, and behaviour that students
acquire through the program”

103
 OBE – Stages
Felder & Brent, JEE, Jan., 2003
Bloom’s
What TL activities do I
Program Taxonomy Instructor’s
adopt to achieve the goals
Outcomes What do I want
intended LO?
1 my students to
Implementation Learning
stage Planning be able to do as
a result of my
Outcomes stage teaching?
2

Instructional Classroom
technology Assessment
Students technique
Lectures Labs

Instruction Assessment

Can my students
do what I want 3
them to be able
Active & Problem- to do? Assessment stage Test Surveys
Cooperative based
learning learning
Other Other
techniques
Constructive Alignment!!! measures
 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/ Group Project/ Portfolio
and lifelong learning skills; Work
LO8 managerial and Case Study/ Project Project/ Industrial
entrepreneurial skills. Attachment
LO9 leadership Case Study/ Project/ Group Project/ Industrial
Work/ Discussion Attachment

(Modul Pembangunan Kemahiran Insaniah Untuk IPT Malaysia, 2006)

 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….
01/09/2022 200 100 30 @DR.MRM
30 30 130 20 60 500 106
 Reporting

01/09/2022 @DR.MRM 107

 BEFORE THIS…

01/09/2022 @DR.MRM 108

 CO ATTAINMENT
 CO – PO Attainment Report : CO Attainment
Poor Outcome attainment Improved Outcome
attainment : CQI

CO
CQI
 LECTURER’S SCREEN

Academic Regulation: 20%

Mark Entry by Week 9

Midterm result1415I

Midterm result Latest

 Course Coordinator’s
Screen

Course Assessment Report

/ CQI Report

01/09/2022 111 @DR.MRM

01/09/2022 @DR.MRM 112
 Example of Reporting Outcome Attainment through iCGPA MOHE
8.
5.
7. Information
3. Social 4. Values, Communica 6. Problem
Managerial Manageme
2. Practical Skills & Attitudes & tion, Solving &
Course Code and Name 1. Knowledge & nt &
Skills Responsibili Professiona Leadership Scientific
Entreprene Lifelong
ties lism & Team Skills
urial Skills Learning
Skills
Skills
UQB1**1 Co-Curriculum I 49 / 50 30 / 30 / / / 18 / 20 / / 100
BCS1023 Programming Techniques 55 / 60 21 / 25 / / / / 12 / 15 / 100
UHL2312 Technical English 56 / 60 / / 18 / 20 / / / 11 / 20 100
UHR1012 TITAS 50 / 65 / / / 22 / 35 / / / 100
UHS1011 Soft Skills 1 58 / 65 / 13 / 15 / / 17 / 20 / / 100
BUM1213 Fundamental Discrete Structure 62 / 65 / / / 12 / 15 / 15 / 20 / 100
BCC1032 Application Dev. Workshop 68 / 70 / / / / / / 9 / 30 100

Semester accumulative optimized marks 398 / 435 51 / 55 13 / 15 18 / 20 34 / 50 35 / 40 27 / 35 20 / 50

% of PO attainment 0.91 0.93 0.87 0.90 0.68 0.88 0.77 0.40 Overall
iGPA / PO 3.66 3.71 3.47 3.60 2.72 3.50 3.09 1.60 iGPA 3.41
iCGPA / PO 3.66 3.71 3.47 3.60 2.72 3.50 3.09 1.60 iCGPA 3.41 Note : This
1. Knowledge CGPA
Semester 1 4
8. Information Management & calculation
3 2. Practical Skills
Lifelong Learning Skills
2
is just
1
simple x
7. Managerial & Entrepreneurial
0 3. Social Skills & Responsibilities 4.00 (not
Skills
according to
6. Problem Solving & Scientific 4. Values, Attitudes &
scaling
Skills Professionalism iGPA = 3.41 grade)
Note: Yet to consider credit 5. Communication, Leadership & iCGPA = 3.41
weightage Team Skills
 8.
5.
7. Information
3. Social 4. Values, Communica 6. Problem
Managerial Manageme
1. 2. Practical Skills & Attitudes & tion, Solving &
Course Code and Name & nt &
Knowledge Skills Responsibili Professiona Leadership Scientific
Entreprene Lifelong
ties lism & Team Skills
urial Skills Learning
Skills
Skills
UQ*2**1 Co-Curriculum II 23 / 50 22 / 30 / / 12 / 20 / / / 100
BCS2143 Object Oriented Programming 33 / 55 / 33 / 45 / / / / / 100
BCI2023 Database Systems 44 / 50 / / 11 / 20 / / 8 / 10 15 / 20 100
BCS2303 Web Scripting 22 / 60 12 / 10 / / / 12 / 30 / / 100
BCS2333 Software Planning & ReqWorkshop 36 / 55 / 18 / 20 / / 20 / 25 / / 100
BCS2283 Introduction to Software Eng 60 / 60 / / / 12 / 20 / 10 / 20 / 100
BUM2223 Discrete Structure & Applications 44 / 60 / / 8 / 25 / / / 7 / 15 100

Semester accumulative optimized marks 262 / 390 34 / 40 51 / 65 19 / 45 24 / 40 32 / 55 18 / 30 22 / 35

% of PO attainment Per Semester 0.67 0.85 0.78 0.42 0.60 0.58 0.60 0.63 Overall
iGPA/PO 2.69 3.40 3.14 1.69 2.40 2.33 2.40 2.51 iGPA 2.64

Yearly accumulative optimized marks 660 / 825 85 / 95 64 / 80 37 / 65 58 / 90 67 / 95 45 / 65 42 / 85

% of PO attainment Per Year 0.80 0.89 0.80 0.57 0.64 0.71 0.69 0.49 Overall
iCGPA / PO 3.20 3.58 3.20 2.28 2.58 2.82 2.77 1.98 iCGPA 3.02

Semester 2 All Semester 1. Knowledge

4
8. Information Management &
3 2. Practical Skills
Lifelong Learning Skills
2
1
7. Managerial & 3. Social Skills &
0
Entrepreneurial Skills Responsibilities
Note : This CGPA
calculation is just
simple x 4.00 (not
6. Problem Solving & Scientific 4. Values, Attitudes &
Skills Professionalism iGPA = 2.64 according to
scaling grade)
iCGPA = 3.02
Note: Yet to consider credit 5. Communication, Leadership
& Team Skills
weightage
 Sampel Keputusan Pelajar
Student Result - Sample
UNIVERSITI MALAYSIA PAHANG

PLO5 PLO7
PLO3 PLO4 PLO6 PLO8
PLO1 PLO2 Communication, Information
Social Skills & Values, Attitudes & Problem Solving & Management &
Knowledge Practical Skills Leadership and Team Management &
Responsibilities Professionalism Scientific Skills Entrepreneurial Skills
Skills Lifelong Learning Skills

ICT COMPETENCY
BCC1012 B- B+ B+
WORKSHOP
COMPUTER ARCHITECTURE
BCN1043 B- A- B
& ORGANIZATION

BCS1133 SYSTEM ANALYSIS & DESIGN B- A- B+

DISCRETE STRUCTURE &

BUM2223 B- B-
APPLICATIONS
ENGLISH FOR ACADEMIC
UHL2412 B
COMMUNICATION
ISLAMIC AND ASIAN
UHR1012 C+ B+
CIVILAISATIONS 1

UQS2121 PAINTBALL B+

iGPA 2.8 3.53 3.28 3.56 3.19 2.8 - -

iCGPA 2.97 2.96 2.24 3.56 3.31 3.02 3.29 -

Sampel Keputusan
Student Pelajar
Result – View – Paparan
for Faculty/ FakultiAdvisor
Academic
 Sampel Keputusan Pelajar
Student Result - Sample
UNIVERSITI MALAYSIA PAHANG

iGPA = 3.15
iCGPA = 3.08
No of Semester = 2
01/09/2022 @DR.MRM
 Contact Us
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Technology And Technical Accreditation
Secretariat (TTAS) www.mbot.org.my
Telephone : 03-8800 6268
Email : info@mbot.org.my (General Query)
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