UPSI constructive alignment management 2014
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+ Change Agent Program UPSI’S EXPERIENCE Constructive Alignment and CQI DIVISION FOR ACADEMIC DEVELOPMENT AND QUALITY
description
UPSI Constructive Alignment
Transcript of UPSI constructive alignment management 2014
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Change Agent ProgramUPSI’S EXPERIENCE
Constructive Alignment and CQI
DIVISION FOR ACADEMIC
DEVELOPMENT AND
QUALITY
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Desa, S.
+Planning the Learning
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OCEAN
Desa, S.
Desa, S.
Desa, S.
Basic Constructive alignment
Desa, S.
Basic constructive alignment is based on the 3
simple steps of:
(Biggs, 2001)
1.Clearly specifying detailed learning objectives for students.
Learning outcomes can address content, skills, and long-term attitudes or values.
ContentBy the end of this course, students will be able to categorize macroeconomic policies according to the economic theories from which they emerge.
By the end of this unit, students will be able to describe the characteristics of the three main types of geologic faults (dip-slip, transform, and oblique) and explain the different types of motion associated with each.
SkillsBy the end of this course, students will be able to ask questions concerning language usage with confidence and seek effective help from reference sources.
By the end of this course, students will be able to analyze qualitative and quantitative data, and explain how evidence gathered supports or refutes an initial hypothesis.
ValuesBy the end of this course, students will be able to work cooperatively in a small group environment.
By the end of this course, students will be able to identify their own position on the political spectrum.
2. Arrange teaching and learning activities that encourage/require students to carry out tasks that provide the student with exposure, practice and feedback on the learning objectives.
3. Design a grading/marking system that requires the student to demonstrate how well they achieve the stated learning objectives
Desa, S.
UPSI Constructive alignment
Formulate outcomes first. Outcomes provide a basis for assessment criteria
Design assessment to help learner meet the learning outcomes.
Develop activities to help learner meet the assessment criteria and outcomes. Activity should be an integrative learning approach
Analyze CLOM index, reflect the whole process and redesign strategy and assessment
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• For every hour of lecture, add 1-2 hours of study time. Complex subjects may require 3 or more hours of independent learning.
• For every tutorial, add 1-2 hours of preparation time.
• For 3 hours laboratory works, add 2-3 hours for preparation and report writing.
• For Final Year Project, students require 240-400 hours of student work and 1-2 hours contact time per week with supervisor.
GUIDELINES
• For Industrial Training, student workload should be calculated based on the number of effective learning hours per day multiplied by the number of days per week and number of weeks allocated for the training.
• For every session of Problem-based Learning, add 2-3 hours of self directed study followed by 2 hours of group discussion.
• For a 1 hour presentation session, add 3-4 hours of preparation time.
• For written assignment (2000 words), add 10-20 hours of preparation time.
• For small group discussion lasting 1-2 hours add 1 hour of preparation time.
+Check these examples.What do you think?
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No. Teaching & Learning Activities
Contact Hours
Freq. Self Study (hrs)
Total Contact Hours
Total Self Study
SLT
1. Lecture 2 14 1 28 14 42
2. Tutorial 1 8 2 8 16 24
3. Laboratory / Practical 3 6 2 18 12 30
4. Assignment 0 2 4 0 8 8
5. Quiz 0.25 4 1 1 4 5
6. Test 1 2 5 2 10 12
7. Final Exam 3 1 10 3 10 13
Total 134
Note: Since study week has been allocated for exam preparation, total SLT is 134 – 13 = 121 hrs.
SLT – 3cr
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No. Teaching & Learning Activities
Contact Hours
Freq. Self Study (hrs)
Total Contact Hours
Total Self Study
SLT
1. Lecture 1 14 1 14 14 28
2. Tutorial 1 14 1 14 14 28
3. Laboratory / Practical 0 0 0 0 0 0
4. Assignment 0 3 4 0 12 12
5. Quiz 0.25 4 1 1 4 5
6. Test 1 2 5 2 10 12
7. Final Exam 2 1 10 2 10 12
Total 97
Note: Since study week has been allocated for exam preparation, total SLT is 97 – 12 = 85 hrs.
SLT – 2cr
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No. Teaching & Learning Activities
Contact Hours
Freq. Self Study (hrs)
Total Contact Hours
Total Self Study
SLT
1. Lecture 1 14 1 14 14 28
2. Tutorial 0 0 0 0 0 0
3. Laboratory / Practical 3 6 2 18 12 30
4. Assignment 0 2 4 0 8 8
5. Quiz 0.25 4 1 1 4 5
6. Test 1 2 5 2 10 12
7. Final Exam 2 1 10 2 10 12
Total 95
Note: Since study week has been allocated for exam preparation, total SLT is 95 – 12 = 83 hrs.
SLT – 2cr
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No. Teaching & Learning Activities
Contact Hours
Freq. Self Study (hrs)
Total Contact Hours
Total Self Study
SLT
1. Lecture 2 14 1 28 14 42
2. Tutorial 1 8 2 8 16 24
3. Laboratory / Practical 3 6 2 18 12 30
4. Presentation 0.25 1 3 0.25 3 3.25
5. Assignment 0 2 4 0 8 8
6. Quiz 0.25 4 1 1 4 5
7. Test 1 2 5 2 10 12
8. Final Exam 3 1 10 3 10 13
Total 137.25
Note: Since study week has been allocated for exam preparation, total SLT is 137.25 – 13 = 124.25 hrs.
SLT -3cr
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No. Teaching & Learning Activities
Contact Hours
Freq. Self Study (hrs)
Total Contact Hours
Total Self Study
SLT
1. Lecture 2 14 0 28 0 28
2. Laboratory / Practical 3 14 0 42 0 42
3. Project 0 1 15 0 15 15
4. Presentation 0.25 1 3 0.25 3 3.25
5. Assignment 0 6 4 0 24 24
6. Quiz 0 0 0 0 0 0
7. Test 1 2 5 2 10 12
8. Final Exam 0 0 0 0 0 0
Total 124.25
SLT – 3cr
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No. Teaching & Learning Activities
Contact Hours
Freq. Self Study (hrs)
Total Contact Hours
Total Self Study
SLT
1. Lecture 2 14 1 28 14 42
2. Tutorial 1 6 1 6 12 18
3. Laboratory / Practical 3 5 2 15 10 25
4. PBL 3 3 4 9 12 21
5. Assignment 0 1 4 0 4 4
6. Quiz 0 0 0 0 0 0
7. Test 1 2 5 2 10 12
8. Final Exam 3 1 10 3 10 13
Total 135
Note: Since study week has been allocated for exam preparation, total SLT is 135 – 13 = 122 hrs.
SLT – 3cr
+Managing the Learning Plan
Desa, S.
Learning outcome(4-5)
L&T strategy Assessment
SLTSLT
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