Student Learning Time (SLT)

& Assessment

Bengkel Kerja Penambahbaikan Kurikulum Standard Kolej Vokasional

(KSKV) Berdasarkan Keperluan MQA
di Quality Hotel City Centre
pada 21 April 2015
OUTLIN
E
1. OBE Secara Am

2. Beban Jam Pembelajaran Pelajar

(SLT)

3. Penaksiran Kursus
RUJUKAN
UT AMA
Kerangka Kelayakan Malaysia (KKM/ MQF) 
Kod Amalan Akreditasi (COPPA) MQA 
Standard & standard program MQA yang berkaitan
 Garis Panduan Penulisan Program Akademik
KPM  Garis PanduanAmalan Baik MQA
Prosedur ISO Rekabentuk dan Pembangunan
ProgramAkademik Baharu
COPPA
Seksyen3:
PermohonanuntukAkreditasiSementara(PA)dan
AkreditasiPenuh(FA)

MQA-02
VERSIMQA-01YANGDIKEMASKINI TAMBAHAN

9Bidang
Penilaian
Bahagian C - Standard Program:
Area 1 - Misi, Visi, Matlamat Pendidikan dan
Hasil Pembelajaran Area 2 - Rekabentuk Kurikulum dan
Penyampaian
Area 3 - Penilaian Pelajar
Area 4 - Pemilihan Pelajar dan
Perkhidmatan Sokongan Area 5 - Staf Akademik
Area 6 - Sumber-Sumber Pendidikan
Area 7 - Pemantauan dan Semakan
Program
Area 8 - Kepimpinan, Governans
Suggested dominant Bloom taxonomy levels for various
qualifications:
Qualifications Cognitive Psychomotor Affective
Diploma C3 P3 A2
Bachelor C4 P4 A3
Master/PhD C5 P5 A4
OBE Secara
Am
Objektif Pendidikan Program Atribut yang pelajar perolehi
Programme Educational Objectives selepas 3 - 5 tahun
(PEO) bergraduan

Hasil Pembelajaran Program Atribut yang pelajar

Programme Learning Outcomes perolehi sebaik tamat
(PLO) program

Hasil Pembelajaran Kursus Atribut yang pelajar

Course Learning Outcomes perolehi sebaik tamat
(CLO) kursus
 RELATIONSHIPS BETWEEN CLO, PLO, PEO and COMPLIANCE TO
THE STAKEHOLDERS

Regulatory IHL
STAKEHOLDERS

KPT/ Industries
/ MQA requiremen
Professional
Bodie ts
s Students…

…..
etc
EDUCATION
PROGRAMME
PRORGRAME
AL

PEO-1 PEO-2 PEO-3 PEO-4 PEO-5 …..

etc
OUTCOM
LEARNING

PLO-1 PLO-2 PLO-3 PLO-4

PLO-5 ….. etc
OUTCOM
LEARNING

Cour Cours Cour Cours Cours

COURSE

se e se e e
CLO-1 CLO-2 CLO-3 CLO-4 CLO-5

Management support and

 OBE: Closing the
Loop
Assessment
Assessme
Stake-
nt
holders Assessme
nt

Analysis
Analysis
Analysis
PE PL CL
O O O

CQI
CQI

CQI
PEO,PLO a n d C L O D e v e l o p m e n t

Our PEOs are to produce graduates who

are:

1. VCS (Knowledge & Practical Skill)

2. VCS (Soft Skill)
3. VCS (Soft Skill)
4. VCS (Soft Skill)
n. VCS
PEO,PLO a n d C L O D e v e l o p m e n t

PROGRAMME LEARNING OUTCOME (PLO)

Upon graduation, the students will be able
to:
1. VCS (Knowledge)
2. VCS (Practical Skill)
3. VCS (Soft Skill - CS)
4. VCS (Soft Skill - CTPS)
5. VCS (Soft Skill - TS)
6. VCS (Soft Skill - LLL & IM)
7. VCS (Soft Skill - ES)
8. VCS (Soft Skill - M&PE)
9. VCS (Soft Skill - LS)
n. VCS
 LEARNING OUTCOMES:EXAMPLE

a) b) c)
verb condition standard

• calculate the beam deflection at the

centre to within one decimal point. (C3)
CognitiveDomain (Thinking,Knowledge)
PsychomotorDomain (Doing,Skils)
A f f e c t i v e D o m a i n (Fe l i n g , A t i t u d e s )
DEFINITION OF
CREDIT
Based on MQF (2011), one credit is equivalent to 40 hours of notional
student learning time.

Notional learning hours is the time required for an 'average learner' to

achieve the learning outcomes through all learning activities including
attending formal teaching sessions, laboratories work, group work
involvement, self reflection on prior knowledge and experience,
preparation prior to formal learning sessions, personal programme
planning, private study and revision, and assessment of learning, among
others.
STUDENT LEARNING TIME (SLT) (EAC,
2012)
STUDENT LEARNING TIME
(SLT)
Credit hour Types of delivery Meeting hours/
1 Lecture week 1
1 Tutorial 2
1 Practical 2
1 Practical (skill-based, co-curricular)

3
= Jam = Jumlah jam
syarahan penaksiran formal
STUDENT LEARNING TIME
(SLT)
CONSTRUCTIVE
ALIGNMENT
CONSTRUCTIVE
ALIGNMENT

Learning and Intended Assessment

teaching activities methods (designed
(Designed to meet Learning to assess learning
learning Outcom outcomes)
outcomes) es
(adapted from Biggs 1999)

All learning outcomes are:

Specific, Measurable, Achievable, Realistic, Time Frame and
Observable (S M AR T O)
"Programme must demonstrate that the graduates have achieved the
required outcomes. Adopting Continual Quality Improvement (CQI)
within the programme to ensure outcomes attainment."
 CONTINUAL QUALITY IMPROVEMENT
(CQI) Data collection (evidence) of student
learning is used to identify student
strengths and weaknesses for the
purpose of making decisions on
how to improve the program/
Assessment teaching/ learning processes.

Planning
QUALIT
Monitoring Y

Continu
Implementation
al
Improveme
CONTINUAL QUALITY IMPROVEMENT
(CQI)
Assessment and evaluation processes provide critical information to
faculty (lecturers) and administrators on the effectiveness of the
design, delivery, and direction of an educational program, thus
leading to CQI.

Improvements based on feedback from evaluations will close

the system loop and the process will continue year after year.

*CQI marks obtained for the CLOMUSTNOT be included in the

overall grade.
CLO INDICATOR/ ASSESSMENT
METHODS
CLOs Indicators/ Assessment Methods CLO CLO CLO
1 2 3
(C) (P) (A)
1 Assignment   
2 Laboratory/ field work  
3 Laboratory/ field report 
4 Quiz 
5 Test 
6 Project (e.g. SCL)   
7 Final Examination 
 CourseTableofSpecifications(TOS/JSU/JPU)
Method of Cognitive Affective
P6
Psychomotor Assessment C1 C2 C3 C4 C5 C6 A1 A2 A3 A4 A5 P1 P2 P7

Quizzes  P3 P4
 P5
and Tests
Final   
Examinatio
n
Project         
/
Produc
t
Assignments        
Presentation     
Total Dominant
2 3 Depth
4 3 & 1Breath 2 3 2 1 2 3 1 1 1

60 60 60
% % %

C3 P3 A2
C1 – P1 – A1 –
TABLE OF SPECIFICATIONS
(TOS)
Example: A course with Cognitive Learning Outcome of
C3 Tota
Assessment
Method of C1 C2 C3 Cognitive
C4 (%)C5 C6 l (%)

Quiz 1 (5%) 1 2 2 5
Quiz 2 (5%) 1 1 3 5
Test 1 (10%) 2 3 4 1 10
Test 2 (10%) 1 2 4 2 1 10
Final Exam(50%) 3 5 27 7 6 2 50
Total (80%) 8 13 40 10 7 2 80
Total (100%) 10 16.25 50
Distribution of Cogniti
12.5
ve
8.75 2.5 100
Assessme nt

60 Shows breadth and depth

Distribution of Marks (%)

50
50 (cognitive) of the
40
course !!
30
16.2
20 10 12.5
5 8.7
10 5 2.
0 5
C C C3 C C
1 2 C4 5 5
Cognitive Level
TABLE OF SPECIFICATIONS
(TOS)
Example of a TOS of final examination (intended outcome - cognitive domain
C4)
TABLE OF SPECIFICATIONS
(TOS)
Example of a TOS of final examination (intended outcome - cognitive domain
C4) 60
52
50 CLO Cognitive:
Normal C4
Marks distribution
40
Distributio
n 30
20
20
10 9
10 5 4

0
O C1 C2 C3 C4 C5 C6
Cognitive level
R
60
52
CLO Cognitive:
50
Truncated C4
Marks distribution

40
Distributi
30
29
As long as the dominant
on
20
20 assessment (i.e. SLT) is
14
10 9 at the intended level
10 5 4

0
C1 C2 C3 C4 C5 C6
Cognitive level
CLOsKeyPerformanceIndicator(KPI)
CLOsPerformanceAnalysis

Example KPI: Grade C (50 marks) and

above

% students with CLOs Achievement

marks 50 and
above
100

80

60

40

20

0
CLO 1 CLO 2 CLO 3
CLOsMarksDistribution

Example: Bachelor of Civil Engineering with Honours

Cognitive 85.0 %
Psychomotor 7.5%
Affective 7.5%
 CLOsMarksDistribution
Example: Bachelor of Civil Engineering Technology with Honours
Jam/minggu Taburan Markah Penaksiran Catatan
Kuliah Tutorial Amali C P A
3 0 0 65% 20% 15%
2 0 0
atau
2 2 0
1 2 0 60% 25% 15%
1 0 3
2 0 3
1 0 6
1 0 2 50% 35% 15%
1 0 4
0 0 9 PSM 1
0 0 15 PSM 2
0 0 3 Lab/Skill/
35% 50% 15%
0 0 6
CLOsMarksDistribution

Faculty of Civil and Environmental

Engineering
Coursework
CLO /Domain % Laborator Projec
& Final
Marks y t
Exam - 5%
Assignment
Quiz - 5% Lab 1 - 35%
Cognitive 85 2 Tests - 20% Lab 2 - 35% Project - 85%
Project - 5% Open Ended - 15%
Final Exam - 50%
Lab 1/
Psychomotor 7. Project - Lab 2/ Open Project - 7.5%
5 7.5% Ended - 7.5%
Lab 1/
Affective 7. Project - Lab 2/ Open Project - 7.5%
5 7.5% Ended - 7.5%
 10
0
CLOsAnalysisTemplate

Mapping assessment to CLOs for a course with coursework and final

exam
CQI ACTIVITIES TO IMPROVE
CLOs
Tutorials/Extra lectures
Assignments
Discussion/Open discussion
Survey

Programmes are expected to make sure that continual

quality improvement (CQI) is evident (EAC, 2012).
Quality Assurance Records (EAC, 2012): Provide minutes and
records of action and improvement of meetings of the programme
teaching team, Industry Advisory Committee, and staff-student
consultation forums.
PLO INDICATOR/ ASSESSMENT
METHODS
PLOs Indicators/ Assessment Methods PL PL PL PL PL PL PL PL PL
O O O O O O O O O
1 2 3 4 5 6 7 8 9
1 Entrance survey (e.g. My3S)    
2 Entrance exam 
3 Exit exam 
4 Exit interview    
5 Exit survey    
6 Course-embedded assessment (CLO)         
7 Capstone course/ project      
8 Final oral presentation   
9 Portfolio   
10 Peer & self evaluations   
11 External examiner assessment 
OUTCOME-BASED ASSESSMENT
TOOLS
Example: Tools and KPI for PLOs
assessment
Programme: Bachelor of Civil Engineering of Honours

For BEng Electrical

(Hons)
Exit survey & Industrial
training survey KPI: PLO
Achievement  60%

CLO-PLO assessment KPI:

50% of the cohort
obtained
 55%
CQI ACTIVITIES/
SYSTEMS
1. Review learning design to reduce classroom instruction and include more innovative teaching
approaches such as PBL and cooperative learning.
2. Modifying existing laboratory implementation from several experiments to one large-scale
experiment in certain courses to achieve a predetermined goal where the students are required to
design and conduct their own experiments.
PEO INDICATOR/ ASSESSMENT
METHODS
PEOs Indicators/ Assessment Methods PEO1 PEO2 PEO3 PEO4
1 Employer survey   
2 Alumni survey   
3 Alumni interviews 
4 Stakeholder survey 
5 Industrial advisor committee (IAC) assessment    
6 Job offers 
7 Starting salaries 
8 Admission to graduate programme 
9 Admission to professional qualification 
CQI ACTIVITIES/
SYSTEMS
• Organising faculty workshop and awareness seminar on OBE
• Establishing OBE-curriculum review committees at faculty and
departmental levels
• Faculty meeting to present and discuss the principles and implementation
of OBE
• Getting feedback and views from employers, alumni, parents,
faculty members, and students on proposed/ achievement of
PEO and PO
•
Review existing curricula and courses to take into account of PEO, PO
and CO and feedback from the various constituencies
•
Implementing suitable assessment and evaluation tools to measure
the achievement of the PEO, PO and CO.
•
Facilitating workshop on OBE Awareness & Sharing of Experience
organised by professional bodies/ MQA for member of Faculty
CONCLUSIO
N
BEST OF
LUCK!!
Please ensure evidences (on everything!) are readily available
during accreditation exercise.