Track B2b: Measuring Attainment of Programme Learning ... · Measuring Attainment of Programme...

Track B2b:

Measuring Attainment of Programme

Learning Outcome through iCGPA

Prof. Ir. Dr. Shahrir AbdullahDirector, Centre for Quality Assurance

Universiti Kebangsaan Malaysia

(MEB-HE Shift 1-A2 (iCGPA) Steering Committee Chair

& iCGPA Technical Committee Member, MoHE)

[email protected]

Workshop Track B2b

in conjunction with SieQA IIV

on 26-27September 2017

KEMENTERIAN PENDIDIKAN TINGGI

Resource Materials

• In your Internet browser, get your workshop materials from this link:

goo.gl/57bZVK

• MoHE’s official link for the iCGPA initiative:

www.mohe.gov.my/ms/muat-turun/awam/

penerbitan-dan-jurnal/icgpa

• Other relevant documents at MQA’s websites:

www.mqa.gov.my

Session Learning Outcomes

• At the end of this session, participant will be able to:

1. Explain validity and reliability of assessment methods that will ensure constructive alignment in curriculum delivery;

2. Explain direct and explicit measurement of attainment of course and programme learning outcomes for generation of student and graduate iCGPA scorecards.

Outlines

• Criteria for an Assessment System

• Generation of Learner’s Profile

• Measuring and Reporting

• Your Tasks…

Criteria for an Assessment System

Validity and Reliability

• Validity is concerned with getting the right assessment.

• Reliability is concerned with getting the assessment right.

Source: Reece and Walker (2000). Teaching, Training and Learning

Business Education Publishers, Sunderland

An Ideal Assessment Tool/Device

• Validity

• Does it measure what it is supposed to measure (a learning outcome)?

• Reliability

• How representative and consistent is the measurement?

• Practicality

• Is it easy to construct, administer, score and interpret?

Criteria for Measuring Learning Outcomes

• Direct Measurement

• Measurement that is based on evidence (student assessment) related to the learning outcomes top be measured with appropriate taxonomy domains and level;

• Examples: answer scripts, assignments, demonstration, project progress report, student’s portfolio.

• Explicit Measurement

• Process of computing the marks representing attainment of the programme learning outcomes from direct measurement, where each mark is independently mapped with a unique and specific learning outcome.

Example of Indirect and Inexplicit Measurement

Source: C.P. Liew, EAD (personal communication)

Conversion to Direct and Explicit Measurement

Source: C.P. Liew, EAD (personal communication)

CO1CO2

CO3

CO4 CO5

CO6CO7

CO8

CO9

CO10

Constructive Alignment

• Constructive means making meaning or construct

understanding through activities engaged by the learner.

• Alignment means select learning activities to allow

learners to engage the verbs desired in LOs and select

assessment tasks that allow learners to demonstrate how

well they have achieved the learning outcomes.

Constructive AlignmentWhat is my Takeaway?

How do I know I Got it?

How can I attain the Takeaway?

Student

Course Learning Outcomes

(CLOs)

Instruction

Active &

Cooperative

Learning

Problem-based

Learning

Other techniques

Lectures

Instruction

Technology

labs

Assessment

SurveysTests / Exam

Other

measures

Classroom

assessment

techniques

Programme Learning

Outcomes (PLOs)

Taxonomy of

Learning Behaviour

Programme Aims/

Programme Objectives

Generation of Learner’s Profile

Learning Outcomes

• Definition (ISCED 2011, UNESCO):

• The totality of information, knowledge, understanding, attitudes, values, skills, competencies or behaviours an individual is expected to master upon successful completion of an education programme.

• Need ASSESSMENT and VALIDATION:

• Evaluation of an individual’s achievement of learning objectives, using a variety of assessment methods (written, oral and practical tests/examinations, projects and portfolios) during or at the end of an education programme, not presuming participation in the programme.

Reporting the TOTALITY of Learning Outcome Attainment.

A holistic student performance during and upon completion of an educational programme could be holisticallyrepresented by a radar graph, popularly known as SPIDER-WEB.

0

1

2

3

4PLO1 - Knowledge

PLO2 - Practical Skills

PLO3 - Social Skillsand Responsibilities

PLO4 - Values,Attitudes and

Professionalism

PLO5 -Communication,

Leadership and TeamSkills

PLO6 - ProblemSolving and Scientific

Skills

PLO7 - InformationManagement andLifelong Learning

Skills

PLO8 - Managementand Entrepreneurial

Skills

Graduate Attainment of

Programme Learning Outcomes (PLO)

Tra

ck B

2b

Tra

ck A

1a6 Steps for Generating an iCGPA Spider-web

Outcome Based Curriculum

•Curriculum comprising PLO and courses/CLOs mapped in a curriculum plan/matrix.

Course Assessment Plan

•Development of a course assessment plan that conforms to constructive alignment.

Appropriate Assessment Methods

•Measurement of attainment of course learning outcomes using appropriate assessment attributes and rubrics.

Grades for CLOs

•Grades are derived from the calculation of assessment marks, assessment weightage and the course credit unit.

Grade Point Average for PLOs

•Accumulation of grade points for CLOs based on dimensions of PLOs or MQF domains.

Spider-web for Grade Point Averages of PLOs

•Generation of spider web for a semester based on grade point average and its cumulative values of PLOs or MQF domain.

Outcome Based Curriculum

Programme Assessment Plan

(Mapping of PLO-Courses)

Credits Status Programme Learning Outcomes

(PLO)

1 2 3 4 5 6 7 8

YEAR 1 – SEMESTER 1

Foundation English 2 General Elect. ��

Generic Skills 1 1 University ��


Concepts of Critical Thinking 3 General Elect. ��

Computer Programming 4 Programme ��

Discreet Mathematics 3 Programme ��

Statistics and Probability 3 General Elect. ��

TOTAL CREDITS 17


Academic Communication 2 General Elect. ��

Basics of Entreprenuership and Innovation 2 University ��


Generic Skills 4 1 University � � �

Data Structure 3 Programme ��

Databases 4 Programme ��

Computer Network Technology 3 Programme ��

Computer Organisation & Operation System 3 Programme ��

TOTAL CREDITS 19


Hubungan Etnik 3 Universiti � � �

1


Ethnic Relation 3 University � � �

Workplace Communication 2 General Elect. 0.7 0.3

Generic Skills 5 1 University � � 0.2

Generic Skills 6 1 University 0.5 0.5

Managemet of Emotion 3 General Elect. 0.4 0.3 0.3

Object Oriented Programming 3 Programme � 0.3 0.3

Advanced Databases 3 Programme 0.6 0.2 0.2

Human-System Interaction 3 Programme 0.3 0.3 0.4

TOTAL CREDITS 19

YEAR – SEMESTER 2

Tamadun Islam dan Tamadun Asia 3 Universiti 0.5 0.3 0.2

Ko-kurikulum 2 Universiti �� 0.5

Pengenalan Kecerdasan Buatan 3 Program ��

Metodologi Kejuruteraan Perisian 3 Program ��

Komputeran Klien Pelayan 3 Program � � ��

Komunikasi Data dan Telekomunikasi 3 Pengkhususa

n

� ��

JUMLAH 17

TAHUN 3 – SEMESTER 1

Falsafah Berfikir 3 Universiti � � ��

Pembinaan Pengkompil 3 Program � � �

Persekitaran Gaya Hidup dan Teknologi

Maklumat

3 Pilihan umum ��

Pensuisan LAN dan WIRELESS 3 Pengkhususa

n

� � �

Pengaturcaraan Rangkaian 3Pengkhususa

n

� � �

No. Course Learning Outcomes (CLO)

At the end of this clurse, student will be able:

Programme Learning Outcomes

(PLO)

1 2 3 4 5 6 7 8

1 Explain the impact of ICT to changes in individuals

and community.

�

2 Analyse the impact of changes in ICT trends to

national and global changes on individual and

community behaviours.

�

3 Report verbally and in writing the impact of changes

in ICT trends to national and global changes on

individual and community behaviours.

�

Example: Human-System InteractionMapping of PLO-CLO:

1

Course Assessment Plan

Course Assessment Plan: Human-System Interaction

No. Course Learning

Outcomes (CLO)Diakhir kursus ini, pelajar patut

boleh:

PLO Delivery

Methods

Assessment Tasks/Components TOTAL

Open Book

Test

Case Study

Report

Case

Presentation

1 Explain the impact of ICT to

changes in individuals and

community.

PLO1 Collaborative

Learning;

Case Study

20% 10% 30%

2 Analyse the impact of changes

in ICT trends to national and

global changes on individual

and community behaviours.

PLO6 Case Study

(report and

presentatiion)

20% 20% 40%

3 Report verbally and in writing

the impact of changes in ICT

trends to national and global

changes on individual and

community behaviours.

PLO5 Case Study

(report and

presentatiion)

15% 15% 30%

TOTAL 20% 45% 35% 100%

2

Development of Assessment Tool

CLO/Attri-

bute

Attri-

bute

Ref.

Attribute/

Sub-attribute

Weight

(%)

Attainment Sclae Student Attainment

1Very weak

2Weak

3Satsifactory

4Good

5Excellent

Level Marks

CLO

Mar

ks

CLO

2(C

rituc

alT

hink

inga

l)

6.1.1 Concept

Formation

10% 4 8

34/5

0 =

68%

6.1.2 Analysis 10% 3 6

6.1.3 Application 10% 5 10

6.1.4 Synthesis 10% 3 6

6.1.5 Result 10% 2 4

CLO

3(O

ral C

omm

unic

atio

n)

5.1.1 Clarity of Idea 10% 4 8

29/5

0 =

58%

5.1.2 Confidence 10% 3 6

5.1.3 Effectiveness 10% 3 6

5.1.4 Ability to answer

questions15% 2 6

5.1.5 Appropriate with

Audience5% 3 3

TOTAL 100% 63%

Refer to Guidelines on iCGPA Rubrics(Domain 6 MQF:

Problem Solving and Scientific Skills)

Refer to Guidelines on iCGPA Rubrics(Domain 5 MQF:

Communication, Leadership and Team Skills)

3

Determination of CLO Grades

4

CLO PLO Weight ×

Credit

Assessment Tasks/Components CLO Marks

Total

CLO

Grade

Grade

PointOpen Book

Test

Case Study

Report

Case

Presentation

CLO1 PLO1 0.3 × 3

= 0.9

65%

= 13.0/20

74%

= 7.4/10

20.4/30

= 68%

B 3.00

CLO2 PLO6 0.4 × 3

= 1.2

72%

= 14.4/20

68%

= 13.6/20

28.0/40

= 70%

B+ 3.33

CLO3 PLO5 0.3 × 3

= 0.9

63%

= 9.5/15

58%

= 8.7/15

18.2/30

= 61%

B− 2.67

TOTAL 3.0 WEIGHTED AVERAGE 67% B 3.00

GRADE SCALE

A: 80-100 B+: 70-74 C+: 55-59 D+:44-46

A- : 75-79 B: 65-69 C: 50-54 D: 40-43

B-: 60-64 C-: 47-49 E: 0-39

Computation of PLO Grade Point Average

5

Course Credit CLO Grade Points

× Weight-Credit (in bracket)

PLO

1

PLO

2

PLO

3

PLO

4

PLO

5

PLO

6

PLO

7

PLO

8

YEAR2 – SEMESTER 1Ethnic Relation 3 3.00 (1.5) 2.67 (0.9) 2.67 (0.6)

Workplace Communication 2 2.33 (1.4) 3.33 (0.6)

Generic Skills 5 1 2.00 (0.3) 2.67 (0.5) 2.67 (0.2)

Generic Skills 6 1 2.33 (0.5) 3.00 (0.5)

Managemet of Emotion 3 2.67 (1.2) 2.67 (0.9) 3.33 (0.9)

Object Oriented Programming 3 3.00 (1.2) 2.67 (0.9) 2.67 (0.9)

Advanced Databases 3 3.33 (1.8) 3.67 (0.6) 3.67 (0.6)

Human-System Interaction 3 3.00 (0.9) 2.67 (0.9) 3.33 (1.2)

TOTAL/WEIGHTED AVERAGE 19 3.15 (3.9) 3.07 (1.5) 2.77 (3.0) 2.61 (2.8) 2.58 (3.6) 3.21 (3.3) 3.33 (0.9) - (-)

Generation of Spider-web

0

1

2

3

4

PLO1 (MQF Domain:

Knowledge)

PLO2 (MQF Domain:

Practical skills)

PLO3 (MQF Domain: Social

skills and responsibilities)

PLO4 (MQF Domain: Values,

attitudes and

professionalism)

PLO5 (MQF Domain:

Communication, leadership

and team skills)

PLO6 (MQF Domain:

Problem solving and

scientific skills)

PLO7 (MQF Domain:

Information management

and lifelong learning skills)

PLO8 (MQF Domain:

Managerial and

entrepreneurial skills)

CGPA

GPA

6

Measuring and Reporting

From a Course Assessment Plan…

Course Assessment Plan: Human-System Interaction

No

.

Course Learning

Outcomes (CLO)At the end of the course,

students are able to:

PLO Delivery

Methods

Assessment Tasks/Components TOTAL Student

Learning

Time,

SLT (hr)

Open Book

Test

Case Study

Report

Case

Presentation

1 Explain the impact of ICT

to changes in individuals

and community.

PLO1 Collaborative

Learning;

Case Study

20% 10% 30% 35

2 Analyse the impact of

changes in ICT trends to

national and global

changes on individual

and community

behaviours.

PLO6 Case Study

(report and

presentation)

20% 20% 40% 50

3 Report verbally and in

writing the impact of

changes in ICT trends to

national and global

changes on individual

and community

behaviours.

PLO5 Case Study

(report and

presentation)

15% 15% 30% 35

TOTAL 20% 45% 35% 100% 120

Measuring at Course Level - Rubrics

• Fiction Writing Content Rubric (www.fctl.ucf.edu):

27

Performance Criteria/Dimension

Weight (for

summative assessment)

Performance Descriptor/Scale

1 2 3 4

Unsatisfactory Developing Satisfactory Exemplary

PLOT: “What” and “Why”

40% Neither plotparts are fully developed.

Both plot parts are addressed but not fully developed.

One of the plot parts is fully developed and the less developed part is at least addressed.

Both plot parts are fully developed.

SETTING: “When” and “Where”

30% Neither settingparts are developed.

Both settingparts of the story are addressed but not fully developed.

One of the setting parts is fully developed and the less developed part is at least addressed.

Both setting parts are fully developed.

CHARACTERS: “Who” described by behaviour, appearance, personality, and character traits

30% None of the characters are developed or named.

The main characters are identified by name only.

The main charactersare developed with some descriptive detail. The reader has a vague idea of the characters.

The main charactersare fully developed with much descriptive detail. The reader has a vivid image of the characters.

Measuring at Course Level – RubricsPerformance criteria/dimensions

• Cognitive Domain

• Factual

• Conceptual

• Procedural

• Metacognitive

• Psychomotor Domain

• Affective Domains

28

• Basic knowledge of discipline

• Organisation, classification

• Process, technical steps

• Self-regulation, persistence

• Physical, hands-on activities

• Beliefs, emotions

VALUE Rubrics

• Intellectual and

Practical Skills (10)• Inquiry and analysis

• Critical thinking

• Creative thinking

• Written communication

• Oral communication

• Reading

• Quantitative literacy

• Information literacy

• Teamwork

• Problem solving

• Personal and

Social Responsibility (5)

• Civic engagement (local and global)

• Intercultural knowledge and

competence

• Ethical reasoning

• Foundations and skills for lifelong

learning

• Global learning

• Integrative and Applied Learning (1)

• Integrative learning

29

www.aacu.org

Measuring at Course Level – RubricsPerformance descriptors/scale

• By referring to performance at different levels:• e.g. taxonomy levels.

① Lists the effects of …② Describes the effects of …③ Analyses the effects of …

• By using adjectives, adjectival phrases, adverbs and adverbial phrases:• Extra words are used where the aspects of a performance stay the same

across the levels with a qualitative difference to the performance.• Example 1:

① Shows a basic knowledge on …② Shows a sound knowledge on …③ Shows a comprehensive knowledge on …

• Example 2:① Explains with limited accuracy …② Explains with some accuracy …③ Accurately explains …

30

www.assessmentforlearning.edu.au

Measuring at Course Level – RubricsPerformance descriptors/scale

• By using numeric references:• Numbers identify quantitative differences between levels.• Normally used for summative assessment only.• Example 1:

① Provides an example② Provides two examples③ Provides three examples

• Example 2:① uses few or no strategies② uses some strategies③ uses several strategies

• Caution: numeric references on their own can be misleading as they tend ignore quality at the expense of quantity.

• By referring to the degree of assistance needed to complete a task:• It is explicit about the degree of independence shown by the student.

① With teacher guidance, attempts to use …② With occasional peer or teacher assistance, uses …③ Correctly and independently uses …

www.assessmentforlearning.edu.au

31

Measuring at Course Level – Rubrics

Identify Learning Outcome to be

assessed

Identify learning domain/taxonomy

Identify performance

criteria/dimension

Identify performance

indicators/scale

Assign weights for each

criteria/dimension

Share with students/

review the results

• What is the assessment task?

• Cognitive• Factual• Conceptual• Procedural• Meta-cognitive

• Psychomotor• Affective

• Group criteria• Identify key

components

• 3-5 levels• Identify baseline

attainment level

• If numerical scale is required

• Helps prioritise the criteria

• Helps students and teachers during formative assessment

• To be refined and improved after summative assessment

32

Measurement at Programme Level

Student Assessment

Assessment Component

Course Learning Outcomes (CLO)

Course

Programme Learning Outcomes (PLO)

PLO 4(MQF 4)

Ethnic Relation

(MPU)

CLO 1 (Volunteerism)

Community Service Project

Student Reflection

Report

Industrial Training(Major)

CLO2 (Ethics and

Professionalism)

Employer’s Evaluation

Report

Observation on student’s

attitude and professionalism

ProductDesign(Major)

CLO4 (Professional

Conduct)

Group Discussion and

Interaction

Meeting minute/peer evaluation

Co

nstru

ctive

Alig

nm

en

t

Co

mp

uta

tio

n o

f C

LO

Gra

de

s a

nd

PL

O G

rad

e P

oin

ts

Curriculum Matrix – Big PictureExample: Islamic Studies

CoursesProgramme Learning Outcomes

Credit1 2 3 4 5 6 7 8

Maharat al-Qiraah 1 1 1 4

Metodologi Dakwah 1 1 1 4

Pengantar Qiraat dan Hafazan 1 1 1 4

Kajian Budaya Etnik 1 1 1 4

Kursus Universiti 1 1 1 1 4

Manusia dalam Al Quran 1 1 1 4

Gerakan Dakwah 1 1 1 4

Kepimpinan Pengurusan Islam 1 1 1 4

Ilmu Pidato dan Debat 1 1 1 4

Ko-kurikulum 1 1 1 2

Maharat al-Kitabah 1 1 1 4

Fiqh Ibadat dan Munakahat 1 1 1 4

Akhlak dan Tasawuf 1 1 1 4

Sejarah dan Tamadun Islam 1 1 1 4


Kaedah Penyelidikan 1 1 1 4

Akidah Islam 2 2 2 4

Fiqh Muamalat dan Jinayat 2 2 2 4

Kajian Teks Dakwah 1 1 1 4


Latihan Praktikal (12 minggu) 1 1 1 6

Komunikasi Dakwah 2 2 2 4

Penerbitan Dakwah Media Cetak 2 2 2 4

Penerbitan Dakwah Media Elektronik 2 2 2 4

Projek Khidmat Masyarakat 2 2 2 2 6

Projek Ilmiah I 2 2 2 2

Sains,Teknologi dalam Tamadun Islam 2 2 2 4

Etika Komunikasi 2 2 2 4

Keusahawanan dalam Islam 2 2 2 4

Projek Ilmiah 2 2 2 2 2 2 6

Total Credits 120

Legend

No relation

1 Enabling course

2 Determinant course

PLO MQF Domain

1 Knowledge

2 Practical Skills

3 Social Skills and Responsibilities

4 Values, Attitudes and Professionalism

5 Communication, Leadership and Team Skills

6 Problem Solving and Scientific Skills

7 Information Managementand Lifelong Learning Skills

8 Management and Entrepreneurial Skills

Student’s Progression (by Semester)

CoursewProgramme Learning Outcomes Overall

Grade1 2 3 4 5 6 7 8

Maharat al-Qiraah B- C+ B B-

Metodologi Dakwah B A- B- B

Pengantar Qiraat dan Hafazan B+ B- B- B

Kajian Budaya Etnik B+ B- B B

Kursus Universiti 1 B+ C B- B-

Manusia dalam Al Quran B B+ B- B

Gerakan Dakwah B+ B B B+

Kepimpinan Pengurusan Islam B+ A B+ B+

Ilmu Pidato dan Debat A- A B+ A-

Ko-kurikulum B- C+ A- B

Maharat al-Kitabah B B+ B- B

Fiqh Ibadat dan Munakahat A- B+ A A-

Akhlak dan Tasawuf B+ B A B+

Sejarah dan Tamadun Islam A B- A- A-

Kursus Universiti 2 B+ A- B B+

Kaedah Penyelidikan A- B- B B

Akidah Islam B B+ B B

Fiqh Muamalat dan Jinayat A A- A A

Kajian Teks Dakwah B B- B+ B

Kursus Universiti 3 B A B+ A-

Latihan Praktikal (12 minggu) L L L

Komunikasi Dakwah A- B A- A-

Penerbitan Dakwah Media Cetak B B B- B-

Penerbitan Dakwah Media Elektronik B+ B+ A- B+

Projek Khidmat Masyarakat B C+ B- A- A B

Projek Ilmiah I B+ A A- A

Sains,Teknologi dalam Tamadun Islam B+ B A A-

Etika Komunikasi C+ B+ A- B

Keusahawanan dalam Islam B+ B A A-

Projek Ilmiah 2 A- B- B B+ B B

Cumulative credit-weight (culminating courses) 3.52 3.33 3.05 2.58 3.24 3.79 3.13 3.59

CPA | CGPA

3.30 | 3.23

CPA | CGPA

2.87 | 2.87

CPA | CGPA

3.30 | 3.07

CPA | CGPA

3.40 | 3.18

CPA | CGPA

3.32 | 3.22

CPA | CGPA

3.23 | 3.22

0

1

2

3

4

1

2

3

4

5

6

7

8

0

1

2

3

4

1

2

3

4

5

6

7

8

0

1

2

3

4

1

2

3

4

5

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7

8

0

1

2

3

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1

2

3

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8

Radar Graph (Spider-web) of Student’s Achievement for Report on Attainment of Learning Outcomes

STATEMENT OF STUDENT ASSESSMENT RESULTS

Note: 1. The student assessment results are governed by the approval from the Senate.

2. In the event of any amendments made to this statement, the Dean's office has to be noticed within fifteen (15) days after release of the student assessment results.

Name: ARIF DANIAL SHUKRANStudent Number: A123456 Faculty: FACULTY OF INFORMATION TECHNOLOGY

Identity Card Number: 950101-10-3455 Programme: BACHELOR OF COMPUTER SCIENCE (HONS.)Academic Year: 2015/2016 Semester: 1

NO. CODE NAME OF COURSE CREDIT GRADE* GRADE POINTRESULT

S

1 LMA2173 ETHNIC RELATIONS 3 B 3.00 PASS2 LMB1022 WORKPLACE COMMUNICATION 2 B- 2.67 PASS3 LMC1621 CO-CURRICULUM 1 1 C+ 2.33 PASS4 LMC2811 CO-CURRICULUM 2 1 B- 2.67 PASS5 LMD2253 EMOTION MANAGEMENT 3 B 3.00 PASS6 TTU2983 ADVANCED DATABASES 3 B+ 3.33 PASS7 TTK2933 OBJECT-ORIENTED PROGRAMMING 3 A- 3.67 PASS8 TTC2013 HUMAN AND MACHINE RELATIONS 3 B 3.00 PASS

TOTAL GRADE POINT TOTAL CREDIT

CURRENT SEMESTER 58.34 19SEMESTER IN TOTAL 189.70 58

STUDENT ASSESSMENT RESULTS PASS

OVERALL PLO-1 PLO-2 PLO-3 PLO-4 PLO-5 PLO-6 PLO-7 PLO-8

iGPA 3.07 GPA 3.25 3.24 2.77 2.73 2.57 3.14 3.33 -iCGPA 3.11 CGPA 3.57 3.30 2.48 2.31 2.45 3.04 3.13 2.00

PROGRAMME LEARNING OUTCOMES (PLO) MQF LOD* STUDENT’S PLO ATTAINMENT

PLO-1 Apply fundamental knowledge based on facts, concepts, principles and theories related to Computer Science.

MQF1

PLO-2 Demonstrate psychomotor and practical skills in solving Computer Science problems.

MQF2

PLO-3 Demonstrate interpersonal skills and social responsibility in applying principles and theories depending on situations.

MQF3

PLO-4 Demonstrate ethics and professionalism in practice that requires compliance to ethics principle and legal aspects.

MQF4

PLO-5 Demonstrate ability to communicate effective and leadership skill among co-workers, clients, employers and general public.

MQF5

PLO-6 Demonstrate analytical and critical thinking skills and use appropriate techniques in solving Computer Science problems.

MQF6

PLO-7 Possess awareness on the importance of lifelong learning and information management skills for academic and career development.

MQF7

PLO-8 Demonstrate management skills and entrepreneurial characteristics in broad perspectives within real business environment.

MQF8

*Malaysian Qualifications Framework Learning Outcome Domains (MQF, clause 15, page 4)

0.00

1.00

2.00

3.00

4.00PLO-1

PLO-2

PLO-3

PLO-4

PLO-5

PLO-6

PLO-7

PLO-8

CGPA

GPA

Challenges in iCGPA Implementation

Valid and reliable Graduate Spider-web

MPUs and co-/extra-

curricular?

Couses:all or selected?

Computation: Weighted or

average?

Selecting Measures in iCGPA Spider-Web

• Refer to Qualifications and Levels in MQF:

Based on the vertical credit transfer policy, a bachelor degree curriculum comprises:• Up to 30% MQF Level 4

content (Year 1);• Up to 30% MQF Level 5

content (Year 2);• Minimum 40% MQF

Level 6 content (Year 3 and above).

Selecting Measures in iCGPA Spider-Web

Attainment of Programme

Learning Outcomes

All

Co

urs

es

in

Pro

gra

mm

e

Co

urs

es

in

Se

nio

r Ye

ars

Co

urs

es

Dir

ect

ly

Ad

dre

ssin

g P

LOs

• For a bachelor degree (MQF Level 6)

programme:• Option 1: All courses in the programme

• All courses and course learning outcomes

(CLO) are considered for PLO attainment

calculation.

• Option 2: Courses in Senior Years• Courses and CLOs in Year 3 and later are

considered for PLO attainment

measurement.

• Option 3: Courses Directly Addressing

PLOs• Only MQF Level 6 courses and CLOs that

directly address PLOs are considered for

PLO attainment measurement.

Your Tasks…

Your Tasks…

• With the expected student competences to be attained at

the end of the course:

• Develop the corresponding assessment rubrics for the selected

Course Learning Outcomes that are aligned with PLO and MQF

Domains of Learning Outcomes.

Thank You

Workshop Track B2b

in conjunction with SieQA IIV

on 21-22 September 2017

Track B2b: Measuring Attainment of Programme Learning ... · Measuring Attainment of Programme...

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