track b2b: measuring attainment of programme learning ... · measuring attainment of programme...
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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)
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…
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.
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.
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
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 ���� ����
Generic Skills 2 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
YEAR 1 – SEMESTER 2
Academic Communication 2 General Elect. ����
Basics of Entreprenuership and Innovation 2 University ���� ���� �
Generic Skills 3 1 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
YEAR 2 – SEMESTER 1
Hubungan Etnik 3 Universiti � � �
1
YEAR 2 – SEMESTER 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
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
Kursus Universiti 2 1 1 1 3
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
Kursus Universiti 3 1 1 1 3
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
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
6
7
8
0
1
2
3
4
1
2
3
4
5
6
7
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
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es
Dir
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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…
• 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.