copyright dr jj, aserg, uitm, shah alam 1drjj.uitm.edu.my/drjj/obe fsg...

Outcome Based Education 11/05/2011

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

Copyright DrJJ, ASERG, FSG, UiTM. March 2010 1

Howard

Gardner

email: [email protected], [email protected]; [email protected]: http://drjj.uitm.edu.my; HP#:+60193551621




11/05/2011 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 3


http://drjj.uitm.edu.my



64


1. Knowledge (K)

2. Practical Skills (S)

3. Thinking and scientific skills (K)

4.4. Communication skillsCommunication skills (A/S)

5. Social skills, teamworkteamwork and responsibility (A/S)

6. Values, ethics, moral and professionalism (A)

7. Information management and lifelong learning skills (A/S)

8. Managerial and entrepreneurial skills (A/S)

9.9. LeadershipLeadership skills (A/S)

MQF LOs DomainsMQF LOs Domains MOHE LOs, 2009MOHE LOs, 2009--KSAKSA

i. Knowledge (K)

ii. Practical skills (S)

iii. Social skills and responsibilities (S)

iv. Ethics, professionalism and

humanities (A)

v.v. CommunicationCommunication, leadershipleadership and

team skills (A)team skills (A)vi. Scientific methods, critical thinking

and problem solving skills (K)

vii. Lifelong learning and information

management (A)

viii. Entrepreneurship and managerial

skills (A)


24




1. Clarity of focus about outcomes

��Always have the significant, culminating exit outcomes as the Always have the significant, culminating exit outcomes as the

focusfocus.�Let the students know what they are aiming for.

2. Designing backwards

��Design curriculum backward by using the major outcomes as Design curriculum backward by using the major outcomes as

the focusthe focus and linking all planning, teaching and assessment

decisions directly to these outcomes

CMAP-S CMAP-ACMAP-EDU CMAP-M


3. Consistent, high expectations of success

�Set the expectation that OBE is for ALL learnersOBE is for ALL learners.

�Expect students to succeed by providing them encouragement to

engage deeply with the issues they are learning and to achieve the

high challenging standard set (Spady, 1994b).

4. Expanded opportunity

��Develop curriculum to give scope to every learner to learn in Develop curriculum to give scope to every learner to learn in

his/her own pace.his/her own pace.

��Cater for individual needs and differencesCater for individual needs and differences, for example,

expansion of available time and resources so that all students

succeed in reaching the exit outcomes.





“The greatest enemy of understanding is coverageThe greatest enemy of understanding is coverage – I can’t repeat

that often enough. If youIf you’’re determined to cover a lot of things, you re determined to cover a lot of things, you

are guaranteeing that most kids will not understandare guaranteeing that most kids will not understand, , because because

they haventhey haven’’t had time enough to go into things in depth, to figure t had time enough to go into things in depth, to figure

out what the requisite understanding is, and be able to perform out what the requisite understanding is, and be able to perform

that understanding in different situationsthat understanding in different situations.”

(Gardner 1993: 24)

Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.






Transformation Framework

Institutional Pillars

Critical Agenda

Source: National Higher Education Action Plan 2007-2010

Human Capital with First-class Mentality

Go

ve

rna

nce

Le

ade

rship

Aca

dem

ia

Teaching and

Learning

Re

se

arc

h a

nd

De

ve

lop

me

nt

Academic

Performance

Audit

ApexUniversities

LifelongLearning

MyBrain15Graduate TrainingScheme


�� Analytical intelligenceAnalytical intelligence, the ability to complete academic, problemproblem--

solving taskssolving tasks, such as those used in traditional intelligence tests. These types of tasks usually present welltasks usually present well--defined problems that have only a defined problems that have only a

single correct answersingle correct answer.

�� Creative or synthetic intelligence, the ability to successfully Creative or synthetic intelligence, the ability to successfully deal with deal with

new and unusual situations by drawing on new and unusual situations by drawing on

existingexisting knowledgeknowledge andand skillsskills. Individuals high in creative intelligence may give 'wrong' answers because they see things from a different perspective.

�� Practical intelligence, the ability to adapt to everyday life byPractical intelligence, the ability to adapt to everyday life by drawing drawing

on existing knowledge and skills. Practical intelligence enableson existing knowledge and skills. Practical intelligence enables an an

individual to understand what needs to be done in a specific setindividual to understand what needs to be done in a specific setting ting

and then do itand then do it

Robert Sternberg, Yale Psychology Professor & President of the American Psychological Association

Triarchic Theory of Intelligence (2003)Triarchic Theory of Intelligence (2003)




"While your IQ, which is sort of language logic, will get you be"While your IQ, which is sort of language logic, will get you behind the hind the

desk, if you dondesk, if you don’’t know how to deal with people, if you don't know how to t know how to deal with people, if you don't know how to

read yourself read yourself (self(self--knowledge)knowledge), you, you’’re going to end up just staying at that re going to end up just staying at that

desk forever or eventually being asked to make room for somebodydesk forever or eventually being asked to make room for somebody who who

does have social or emotional intelligence."does have social or emotional intelligence."

Howard Gardner on his Multiple intelligences Theory

Intelligence is "the capacity to solve problems or to fashion prIntelligence is "the capacity to solve problems or to fashion products oducts

that are valued in one or more cultural setting"that are valued in one or more cultural setting" (Gardner & Hatch, 1989)


Traditional/Transitional OBETraditional/Transitional OBE emphasisesemphasises student mastery of student mastery of

traditional subjecttraditional subject--related academic outcomes (usually with a strong related academic outcomes (usually with a strong

focus on subjectfocus on subject--specific content) and some crossspecific content) and some cross--discipline discipline

outcomes (such as the ability to solve problems or to work cooutcomes (such as the ability to solve problems or to work co--

operatively). operatively).

Transformational OBETransformational OBE emphasisesemphasises longlong--term, crossterm, cross--curricular curricular

outcomes that are related directly to studentsoutcomes that are related directly to students’’ future life roles (such future life roles (such

as being a productive worker or a responsible citizen or a parenas being a productive worker or a responsible citizen or a parent). t).

SpadySpady (1994)(1994)

Source: Killen, Roy (2005). Programming and assessment for quality teaching and learning. Chapter 2. Thomson Social Science Press





Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Level 1Level 1:

Recall or

recognition of

fact,

information or

concept

Level2Level2:

Basic application of skill/concept: Use

info, conceptual

knowledge, follow

procedures

Level 3Level 3:

Strategic thinking/reasoning:

Develop plan to solve probs;

require justification &

decision-making

Level 4Level 4:

Extended Thinking

Solving authentic real-

world problem requiring

time & research,

patience, perseverance..

WebbWebb’’s DOKs DOK

Cognitive DomainCognitive Domain

Set

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Perception

KrathwolKrathwol’’s Affective s Affective

DomainDomain

SimpsonSimpson’’s s

Psychomotor DomainPsychomotor Domain

Internalizing

Organisation

Valuing

Responding

Receiving

Inte

llec

tua

l

Sk

ills



Set

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Perception

SimpsonSimpson’’s Taxonomys Taxonomy--SkillsSkills

Higher

order

Lower

order

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL

MOVEMENT, COORDINATION & USE OF THE

MOTOR SKILL AREAS

LO2, LO2, LO3, LO4,LO7,LO8

KrathwohlKrathwohl’’s Taxonomys Taxonomy--AffectiveAffective

Internalizing

Organisation

Valuing

Responding

Receiving

Higher

order

Lower

order

AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL

WITH THINGS EMOTIONALLY (e.g. FEELINGS,

INTERESTS, ATTITUDES, APPRECIATION,

ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT RESULT

FROM INSTRUCTION): LO4,LO5,LO6,LO7, LO8,LO9LO4,LO5,LO6,LO7, LO8,LO9

6




Bloom Cognitive Action Verbs

Bloom





http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table







84


Source: Biggs &

Tang (2007). “Teaching

for Quality

Learning at

University”.

Third Edition.

McGraw Hill

Companies.






1. Explain in depth why a particular course topic is important to teaching.

TLATLAs: Plenary sessions with pre-readings and notes used for learning information, clarification and elaboration. Application to teaching by partners and small groups

2. Explain how the component course topics interrelate. TLATLAs: As for (1)3. Reflect on your teaching in terms of a working theory you have gained from

the course. TLATLAs: Keep reflective diary; discuss with group/learning partner4. Evaluate a situation that has gone wrong and apply a solution. TLATLAs: Use

workplace resources, group/learning partner comparing perspectives on evaluating and applying.

Intended learning outcomes (CLOs) for Biggs’ The Nature of Teaching and Learning Course and its aligned teaching/learning activities (TLAs)



1.1. Explain (in depth)Explain (in depth) the concepts, laws and theories in electrostatics, electricity and

magnetism using either or a combination of the qualitative, visual and quantitative

approach. (LO1-C2). TLATLAs: Pre-class activity: performing predictions and

simulation tasks from predetermined softwares followed by face-to-face group and

class discussion on outcomes of simulation.

2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in

areas of electrostatics and electricity. (LO2-P3). TLATLAs: Pre-class activity on tasks

involving simulation, laboratory tasks in the lab and discussion of results during

class discussion.

3.3. CollaborateCollaborate with team members in team-related assessment tasks. (LO5-TS3).

TLATLAs: Group discussions and cooperation in labs & in class.

Intended learning outcomes (CLOs) for DrJJ’s Physics PHY407 class and its aligned teaching/learning activities (TLAs)

SYLL

LLOs

LabExam

Rubrics

7







approach. (LO1-C2).

� Outcome Element: Explain.

� Knowledge Dimensions: Factual, Conceptual & Procedural.

� Assessment Methods: Paper & Pencil Tests (2 Tests & A final Exam), Oral

Interviews (Middle & End of Semester Oral Interviews), Assignments (Concept

Maps)

2.2. Observe, predict, conduct and discussObserve, predict, conduct and discuss results of scientific investigations in areas

of electrostatics and electricity. (LO2-P3). TLATLAs: Pre-class activity on tasks involving

simulation, laboratory tasks in the lab and discussion of results during class

discussion.

� Outcome Elements: Observe, predict, conduct & discuss

� Knowledge Dimensions: Procedural

� Assessment Methods: Journal Entries, Laboratories

Intended learning outcomes (CLOs) for DrJJ’s Physics PHY407 class and its aligned outcomes indicators

SYLL

LLOs

LabExam

Rubrics

7


Knowledge of terminologyKnowledge of terminology: technical vocabulary, musical symbols

Knowledge of specific details and elementsKnowledge of specific details and elements: Major natural resources, reliable sources of information

Factual (Declarative) KnowledgeFactual (Declarative) Knowledge: The basic elements students must know to be acquainted with a discipline or solve problems in it.




Knowledge of classifications and categoriesKnowledge of classifications and categories: periods of geologic time, areas of chemistry, types of energy

Knowledge of principles and generalizationsKnowledge of principles and generalizations: Energy Conservation, Pythagorean theorem, law of supply and demand, Newton’ Laws, Beer’s Laws, Faraday’s Law

Knowledge of theories, models and structuresKnowledge of theories, models and structures: theory of evolution, structure of congress, Atomic Models,

Conceptual KnowledgeConceptual Knowledge: The interrelationships among the basic elements within a larger structure that enable them to function together.


Knowledge of subjectKnowledge of subject--specific skills and algorithmsspecific skills and algorithms: painting with watercolors, whole-number division

Knowledge of subjectKnowledge of subject--specific techniques and methodsspecific techniques and methods: interviewing techniques, scientific method

Knowledge of criteria for determining when to use appropriate Knowledge of criteria for determining when to use appropriate

proceduresprocedures: when to apply Newton's second law, when to use a particular method of estimation

Procedural KnowledgeProcedural Knowledge : How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods




Strategic knowledgeStrategic knowledge: outlining as a means of capturing the structure of a unit of subject matter in a textbook

Cognitive tasksCognitive tasks: knowledge of the different types of tests, cognitive demands of different tasks

SelfSelf--knowledgeknowledge: knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge level

Meta-Cognitive Knowledge: Knowledge of cognition in general as well as awareness and knowledge of one's own cognition.


RecognizingRecognizing: Recognize the dates of important events in US history.

RecallingRecalling: Recall the dates of important events in US history

RememberRemember: Retrieve relevant knowledge from long-term memory.

FC: Knowledge of terminologyFC: Knowledge of terminology: technical vocabulary, musical symbols

Knowledge of specific details and elementsKnowledge of specific details and elements: Major natural resources, reliable sources of information

CK: Knowledge of principles and generalizationsCK: Knowledge of principles and generalizations: Pythagorean theorem, law of supply and demand

CK: Knowledge of theories, models and structuresCK: Knowledge of theories, models and structures: theory of evolution, structure of congress




UnderstandUnderstand: Construct meaning from instructional messages, including oral, written,and graphic communication.

InterpretingInterpreting: Paraphrase important speeches and documents

ExemplifyingExemplifying: Give examples of various artistic painting styles

ClassifyingClassifying: Classify observed or described cases of mental disorders

SummarizingSummarizing: Write a short summary of the events portrayed on videotapes

InferringInferring: In learning a foreign language, infer grammatical principles from examples

Comparing: Compare historical events to contemporary situations

ExplainingExplaining: Explain the causes of important eighteenth-century events in France

CK: Knowledge of principles and generalizationsCK: Knowledge of principles and generalizations: Pythagorean theorem,

law of supply and demand

CK: Knowledge of theories, models and structuresCK: Knowledge of theories, models and structures: theory of evolution,

structure of congress


Apply: Carry out or use a procedure in a given situation

Executing: Divide one whole number by another whole number, both with multiple digits.Implementing: Determine in which situations Newton's second law is appropriate.

PK: Knowledge of subjectPK: Knowledge of subject--specific skills and algorithmsspecific skills and algorithms: painting with watercolors, whole-number division

PK: Knowledge of subjectPK: Knowledge of subject--specific techniques and methodsspecific techniques and methods: interviewing techniques, scientific method

PK: Knowledge of criteria for determining when to use appropriatPK: Knowledge of criteria for determining when to use appropriate e

proceduresprocedures: when to apply Newton's second law, when to use a particular method of estimation




AnalyzeAnalyze: Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose.

DifferentiatingDifferentiating: Distinguish between relevant and irrelevant numbers in a mathematical word problem)

OrganizingOrganizing: Structure evidence in a historical description into evidence foror against a particular historical explanation

AttributingAttributing: Determine the point of view of the author of an essay in terms of his or her political perspective






The OutcomesThe Outcomes--Based approach to course design is intended to Based approach to course design is intended to

make the expectations of the designer/educator make the expectations of the designer/educator

more transparent to both the student and any more transparent to both the student and any

regulatory or accrediting bodyregulatory or accrediting body (KPT, MQA, EAC)(KPT, MQA, EAC). .


Unlike the traditional model of course design in higher Unlike the traditional model of course design in higher

education (focus on coverage), where the lecturer would decide education (focus on coverage), where the lecturer would decide

what to include on a syllabus, based on his or her own what to include on a syllabus, based on his or her own

judgement of what was important for students to know; or on judgement of what was important for students to know; or on

personal research or other interests; personal research or other interests;

the outcomesthe outcomes--based approach starts with a specification of what based approach starts with a specification of what

the student will be expected to achieve by the end of the the student will be expected to achieve by the end of the

program/course/unitprogram/course/unit/lesson/lesson



1. Address 3-H (Head-Hand-Heart) as specified in the curriculum mapping.

2. Supports the achievement of PLOs (MOHE LOs) as specified in the Curriculum

Matrix (sheet 6 & sheet 8).

3. Specifies the competency level consistent with the Taxonomy identified in

Curriculum Mapping (sheet 10 in the Excel template)

4. Specifies the competency level for the Generic Student Attributes identified in

Curriculum Mapping (Sheet 9 in the Excel Template).

5. Identifies the learning areas or themes and the competency level attainment for

each theme. Content & standards are developed to ensure attainment of the CLOs.

6. Best to just have 3 CLOs, one each for KSA as specified in the Curr Mapping.

7. Alternatively, you could have 5 CLOs: 3 CLO for each theme in the combined

cognitive domain (LOTS-LO1 and HOTS-LO3) and the other 2 CLOs as specified in

the curriculum mapping. Note that the 3 CLOs for each theme may not necessarily

be addressing the same attainment level but the deepest attainment is as specified

in the Taxonomy of your curriculum mapping (sheet 10).





“The greatest enemy of understanding is coverageThe greatest enemy of understanding is coverage – I can’t repeat

that often enough. If youIf you’’re determined to cover a lot of things, you re determined to cover a lot of things, you

are guaranteeing that most kids will not understandare guaranteeing that most kids will not understand, , because because

they haventhey haven’’t had time enough to go into things in depth, to figure t had time enough to go into things in depth, to figure

out what the requisite understanding is, and be able to perform out what the requisite understanding is, and be able to perform

that understanding in different situationsthat understanding in different situations.”

(Gardner 1993: 24)












class discussion.



Course learning outcomes (CLOs) for DrJJ’s Physics PHY407 class and its aligned teaching/learning activities (TLAs)

SYLL

LLOs

LabExam

Rubrics

7







approach. (LO1-C2).





Maps)




discussion.





SYLL

LLOs

LabExam

Rubrics

7





Work with your learning CommunityWork with your learning Community

�� Select a course that you are currently teaching or you will Select a course that you are currently teaching or you will

be teachingbe teaching

�� Generate the Table of Knowledge Dimension & Knowledge Generate the Table of Knowledge Dimension & Knowledge

ComplexityComplexity

�� Write the proposed CLOs based on the Table aboveWrite the proposed CLOs based on the Table above

�� Propose the Learning Themes/Learning Areas and the Propose the Learning Themes/Learning Areas and the

content that will support attainment of the CLOs. content that will support attainment of the CLOs.

�� Present it to the facilitator.Present it to the facilitator.


Be practical. You only have 14 weeksBe practical. You only have 14 weeks..




Guidelines to write your constructively aligned CLOs Guidelines to write your constructively aligned CLOs (Use EXCEL to (Use EXCEL to

construct this table) construct this table) –– Refer to Refer to Brief Guide to LOKI Brief Guide to LOKI for the depth/complexityfor the depth/complexity

Level or

complexity of understanding / Performance (Outcome verb-Bloom taxonomy)

MOHE LOs or

PLOs (from Curr Map)

Topics/learning

Areas to be learned / Content

Kind of Knowledge

(Declarative [Factual], Conceptual, Procedural or Metacognition)






LO1Explain, C2ElectrostaticsF, C, P

LO1Explain, C2ElectricityF, C

LO2Science Method: Predict, Design,

Experiment, Conclude

ElectricityP

LO1Explain, C2MagnetismF, C

LO1Explain, C2Electro-

magnetism

F, C

Level or complexity of

understanding / Performance (Outcome verb-Bloom taxonomy)

MOHE LOs or

PLOs (from Curr Map)

Learning

Areas/Topics to be learned / Content

Kind of Knowledge

(Declarative [Factual], Conceptual, Procedural or Metacognition)

Guidelines to write your constructively aligned CLOs Guidelines to write your constructively aligned CLOs (Use EXCEL to (Use EXCEL to

construct this table) construct this table) –– Refer to Refer to Brief Guide to LOKI Brief Guide to LOKI for the depth/complexityfor the depth/complexity


Functional Knowledge (what you do with what you know & understand)

Higher order thinking skills (HOTS)

Lower order thinking skills (LOTS)

Complexity increase going from left to right – deeper understandingCourse: PHY407

Meta-

cognition

Procedural

Conceptual

Factual

EvaluateSynthesisAnalyzeApplyUnderstandRememberKnowledge Dimensions





Complexity increase going from left to right Complexity increase going from left to right –– deeper deeper

understandingunderstandingCourse: Course:

PHY407PHY407

MetaMeta--

cognitioncognition

ProceduralProcedural

ExperimentExplainConceptualConceptual

√√√√FactualFactual

EvaluateEvaluateSynthesisSynthesisAnalyzeAnalyzeApplyApplyUnderUnder--

standstandReRe--

membermemberKnowledge Knowledge

DimensionsDimensions







Bloom







1. Note that LLOs are Direct measures of attainment.

2. Courses are offered as evidence towards attainment of PLOs (MOHE LOs) and the

evidence is gathered through attainment of CLOs but are direct measurement is

made by attainment of LLOs.

3. Best to have not more than 5 LLOs (a practical, achievable & measurable numbers

range between 3-5 LLOs, for each 1-hour Face-2-Face Lesson.

4. Have LLOs for all the CLOs to be able to gather direct evidence for the CLO

attainment.

(Don(Don’’ just focus on the cognitive attainment but attainment of just focus on the cognitive attainment but attainment of

ALL the CLOsALL the CLOs……))





�� For each CLO, propose samples of the For each CLO, propose samples of the LLOsLLOs you will be you will be

directly measuring for at least 4 Facedirectly measuring for at least 4 Face--22--Face oneFace one--hour hour

lesson lesson



Be practical. You only have 14 weeksBe practical. You only have 14 weeks..











class discussion.



Intended learning outcomes (CLOs) for DrJJ’s Physics PHY407 class and its aligned teaching/learning activities (TLAs)

SYLL

LLOs

LabExam

Rubrics

7







approach. (LO1-C2).





Maps)




discussion.





SYLL

LLOs

LabExam

Rubrics

7



5




MQF.Roz.Roadshow

How Does MQF Affect TeachingHow Does MQF Affect TeachingHow Does MQF Affect TeachingHow Does MQF Affect Teaching----Learning?Learning?Learning?Learning?

Teacher - centered Student - centered

Contact hours Reflects Credit

value

Student Independent

LearningNot Calculated

Total SLT reflects

Credit value

Student

independent

Learning Time

Calculated

No mapping of learning outcomes

Course Objective is

the Learning

Target

Learning

Outcomes is

the Learning

Target

Mapping of

learning

outcomes

necessary

MQF in Programmes.Roz.Roadshow



MQF.Roz.Roadshow

LecturerLecturerLecturerLecturer----CentredCentredCentredCentred to Studentto Studentto Studentto Student----CentredCentredCentredCentred(incorporating SLT)Academic Activity

(some examples)

Face 2 Face

Student Self-Learning*

Total

1 Lecture 1 2 3

2 Tutorial 1 2 3

3 Laboratory/Practical 3 2 5

4 Assignment - 2000 words 0 20 20

5 Presentation 1 4 5

Total 6 30 36Unaccounted for

in the present system

* Using the Proposed student independent learning in relation (Slide 17)






MQF.Roz.Roadshow

Credit =

Student Learning Time (SLT)

A credit is the agreed-upon value used to measure a student

workload in terms of learning time required to complete

course units, resulting in learning outcomes’ (UNESCO, 2004)

the measurement of students’

academic load

the measurement of students’

academic load

Total SLT 40 Credit

e.g. 4 800 notional SLT = 120 credits

Teaching/Learning + Assessment

Achievement of Learning Outcomes

Teaching Learning

Activities



MQF.Roz.Roadshow

Factors In Calculating CreditFactors In Calculating CreditFactors In Calculating CreditFactors In Calculating Credit

Face to Face / Guided Learning Time

+

Student Self Learning Time

+

Total Assessment Time






MQF.Roz.Roadshow

Student Categories &130 credit BachelorsStudent Categories &130 credit BachelorsStudent Categories &130 credit BachelorsStudent Categories &130 credit Bachelors




MQF.Roz.Roadshow

Proposed student independent learning timeProposed student independent learning timeProposed student independent learning timeProposed student independent learning timeItem Duration (hours) or

requirementsProposed Student Self Learning Time (hours)

Lecture 1 1-2

Tutorial 1 1-2

Tutorial (involving case studies) 1 3

Laboratory (including report writing) 3 2-3

Undergraduate Final Year Project/ Dissertation

6 - 10 credits 200 - 400

Studio Work 2 2

Presentation 1 3-4

Coursework/Assignment 2000 words 10 - 12

Creative Writing (or a project that last a whole semester)

100 – 150 pages 8-10

Examination 3 10 – 20*Source: Bengkel Kebangsaan Pemantapan Sistem Kredit MQF, 31 Jan. – 2 Feb. 2005 by Quality Assurance

Division, Ministry of Higher Education (Malaysia). * Proposed by MQA, depending on the field of study and the intensity of the examination.






MQF.Roz.Roadshow

Learning Outcomes and Student Learning Time Learning Outcomes and Student Learning Time Learning Outcomes and Student Learning Time Learning Outcomes and Student Learning Time (A subject with 6 learning outcomes and 1.5 credit hours)

Learning Outcomes Lecture Tute Self -learning

Total SLT

1 explain the types of contracts; 2 1 3 6

2 distinguish between offer, acceptance and an invitation to treat;

3 2 5 10

3 differentiate the types considerations; 2 1 3 6

4 describe the principles concerning termination and breach of contract;

4 2 4 10

5 Summarise principles of damages; 2 1 3 6

6 Examine, analyse, compile, apply and justify the principles of contract in given scenario.

0 3 6 9

- Assessment (1 coursework and one 3-hour examinations)

0 4 12 16

Total 63




MQF.Roz.Roadshow

Module Academic Load & Credits Module Academic Load & Credits Module Academic Load & Credits Module Academic Load & Credits

Learning Activities SLT

(in hours)

1 Lectures (54)

a Attending Lectures 24

b Pre and Post preparation* 30

2 Tutorial (18)

a Attending tutorial 9

b Preparation for tutorial* 9

3 Laboratory (36)

a Practical 24

b Prepreparation and Report writing*

12

* See Proposed student independent learning in relation (Slide 17)

Learning Activities SLT

(in hours)

4 Assessments (23)

a.

1 continuos assessement (1 hour + 3 hours preparation*)

4

b.

1 presentation (1 hour + 5 hours preparation*)

6

c.

1 Final Examination (3 hour + 10 hours preparation*)

13

Total 131

Subject Credit (131 ÷ 40 = 3.27) 3






MQF.Roz.Roadshow

Credits per semesterCredits per semesterCredits per semesterCredits per semester


PHY407 FSG500








�� Using the course you selected earlier, formulate the Using the course you selected earlier, formulate the SLTsSLTs

for the course.for the course.




ReflectionReflectionReflectionReflection

““““““““The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or

retain readyretain readyretain readyretain readyretain readyretain readyretain readyretain ready--------made truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truths…………………… . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master

the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and

going thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout ways that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in

real activity.real activity.real activity.real activity.real activity.real activity.real activity.real activity.””””””””

(Jean Piaget, Swiss cognitive psychologist, 1896-1980)



Bloom

copyright dr jj, aserg, uitm, shah alam 1drjj.uitm.edu.my/drjj/obe fsg...

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