Student Learning Time (SLT) & Assessment

1. Bengkel Kerja Penambahbaikan Kurikulum Standard Kolej Vokasional
(KSKV) Berdasarkan Keperluan MQA
di Quality Hotel City Centre
pada 21 April 2015
Student Learning Time (SLT)
& Assessment

2. OUTLINE
1. OBE Secara Am
2. Beban Jam Pembelajaran Pelajar (SLT)
3. Penaksiran Kursus

3. RUJUKAN UTAMA
Kerangka Kelayakan Malaysia (KKM/ MQF) 
Kod Amalan Akreditasi (COPPA) MQA 
Standard & standard program MQA yang berkaitan 
Garis Panduan Penulisan Program Akademik KPM 
Garis Panduan Amalan Baik MQA
Prosedur ISO Rekabentuk dan Pembangunan Program Akademik Baharu

6. Seksyen 3 :
Permohonan untuk Akreditasi Sementara (PA) dan
Akreditasi Penuh (FA)
VERSI MQA-01 YANG DIKEMASKINI
9 Bidang
Penilaian
TAMBAHAN
MQA-02
COPPA

8. 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 dan Pentadbiran
Area 9- Penambahbaikan Kualiti Berterusan

12. Qualifications Cognitive Psychomotor Affective
Diploma C3 P3 A2
Bachelor C4 P4 A3
Master/PhD C5 P5 A4
Suggested dominant Bloom taxonomy levels for various qualifications:

14. OBE Secara Am
Atribut yang pelajar perolehi
selepas 3 - 5 tahun bergraduan
Atribut yang pelajar perolehi
sebaik tamat program
Atribut yang pelajar perolehi
sebaik tamat kursus
Objektif Pendidikan Program
Programme Educational Objectives
(PEO)
Hasil Pembelajaran Program
Programme Learning Outcomes
(PLO)
Hasil Pembelajaran Kursus
Course Learning Outcomes
(CLO)

15. STAKEHOLDERSPRORGRAME
EDUCATIONAL
OBJECTIVES
Management support and commitment
PEO-1
Regulatory
/Professional
Bodies
RELATIONSHIPS BETWEEN CLO, PLO, PEO and COMPLIANCE TO
THE STAKEHOLDERS
KPT/ MQA IHL
requirements Industries
Students…
….. etc
PEO-2 PEO-3 PEO-4 PEO-5 ….. etc
PLO-1 PLO-2 PLO-3 PLO-4 PLO-5 ….. etc
PROGRAMME
LEARNING
OUTCOMES
Course
CLO-1
COURSE
LEARNING
OUTCOMES
Course
CLO-3
Course
CLO-4
Course
CLO-5
Course
CLO-2

16. CQI
Analysis
CQI
Analysis
Analysis
CQI
Assessment
PEO PLO CLO
Assessment
Assessment
OBE: Closing the Loop
Stake-
holders

17. 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 and CLO Development

18. 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
PEO, PLO and CLO Development

19. LEARNING OUTCOMES: EXAMPLELEARNING OUTCOMES: EXAMPLE
a) verb b) condition c) standard
• calculate the beam deflection at the centre
to within one decimal point. (C3)

20. Cognitive Domain (Thinking, Knowledge)

21. Psychomotor Domain (Doing, Skills)

22. Affective Domain (Feeling, Attitudes)

23. 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.

24. STUDENT LEARNING TIME (SLT) (EAC, 2012)

25. STUDENT LEARNING TIME (SLT)
Credit hour Types of delivery Meeting hours/ week
1
1
1
1
Lecture 1
Tutorial 2
Practical 2
Practical (skill-based, co-curricular) 3

26. = Jumlah jam
penaksiran formal
= Jam
syarahan

27. STUDENT LEARNING TIME (SLT)

28. CONSTRUCTIVE ALIGNMENT

29. (adapted from Biggs 1999)
Intended
Learning
Outcomes
Assessment
methods (designed
to assess learning
outcomes)
Learning and
teaching activities
(Designed to meet
learning outcomes)
All learning outcomes are:
Specific, Measurable, Achievable, Realistic, Time Frame and Observable
(S M A R 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."
CONSTRUCTIVE ALIGNMENT

30. CONTINUAL QUALITY IMPROVEMENT (CQI)
QUALITY
TIME
Continual
Improvement
Planning
Assessment
Implementation
Monitoring
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/ teaching/
learning processes.

31. 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 CLO MUST NOT be included in the overall
grade.
CONTINUAL QUALITY IMPROVEMENT (CQI)

32. CLO INDICATOR/ ASSESSMENT METHODS
CLOs Indicators/ Assessment Methods CLO1
(C)
CLO2
(P)
CLO3
(A)
1 Assignment   
2 Laboratory/ field work  
3 Laboratory/ field report 
4 Quiz 
5 Test 
6 Project (e.g. SCL)   
7 Final Examination 

33. Course Table of Specifications (TOS/ JSU/ JPU)
Method of
Assessment
Cognitive Affective Psychomotor
C1 C2 C3 C4 C5 C6 A1 A2 A3 A4 A5 P1 P2 P3 P4 P5 P6 P7
Quizzes and
Tests
√ √ √ √
Final
Examination
√ √ √
Project/
Product
√ √ √ √ √ √ √ √ √
Assignments √ √ √ √ √ √ √ √
Presentation √ √ √ √ √
Total 2 3 4 3 1 2 3 2 1 2 3 1 1 1
Dominant Depth & Breath
60%
C3
60% 60%
P3 A2
C1 – C6 P1 – P7 A1 – A5

34. TABLE OF SPECIFICATIONS (TOS)
Method of
Assessment
Cognitive (%) Total
(%)
C1 C2 C3 C4 C5 C6
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 12.5 8.75 2.5 100
Example: A course with Cognitive Learning Outcome of C3
Distribution of Cognitive Assessment
10
16.25
50
12.5
8.75
2.5
0
10
20
30
40
50
60
C1 C2 C3 C4 C5 C5
Cognitive Level
DistributionofMarks(%)
Distribution of Cognitive Assessment
0
10
20
30
40
50
60
C1 C2 C3 C4 C5 C5
Cognitive Level
DistributionofMarks(%)
Shows breadth and depth
(cognitive) of the course !!

35. TABLE OF SPECIFICATIONS (TOS)
Example of a TOS of final examination (intended outcome - cognitive domain C4)

36. TABLE OF SPECIFICATIONS (TOS)
5
10
20
52
9
4
0
10
20
30
40
50
60
C1 C2 C3 C4 C5 C6
Cognitive level
Marksdistribution
CLO Cognitive: C4
Normal
Distribution
Truncated
Distribution
5
10
20
52
9
4
0
10
20
30
40
50
60
C1 C2 C3 C4 C5 C6
Cognitive level
Marksdistribution
14
29
CLO Cognitive: C4
Example of a TOS of final examination (intended outcome - cognitive domain C4)
OR
As long as the dominant
assessment (i.e. SLT) is at
the intended level

37. CLOs Key Performance Indicator (KPI)

38. CLOs Performance Analysis
Example KPI: Grade C (50 marks) and above
CLOs Achievement
0
20
40
60
80
100
CLO 1 CLO 2 CLO 3
% students with
marks 50 and
above

39. CLOs Marks Distribution
Example: Bachelor of Civil Engineering with Honours
Cognitive 85.0 %
Psychomotor 7.5%
Affective 7.5%

40. CLOs Marks Distribution
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
50% 35% 15%
2 0 3
1 0 6
1 0 2
1 0 4
0 0 9 PSM 1
0 0 15 PSM 2
0 0 3
35% 50% 15%
Lab/Skill/
Practical0 0 6

41. CLOs Marks Distribution
Faculty of Civil and Environmental Engineering
CLO /Domain % Marks
Coursework &
Final Exam
Laboratory Project
Cognitive 85
Assignment - 5%
Quiz - 5%
2 Tests - 20%
Project - 5%
Final Exam - 50%
Lab 1 - 35%
Lab 2 - 35%
Open Ended - 15%
Project - 85%
Psychomotor 7.5 Project - 7.5%
Lab 1/
Lab 2/ Open
Ended - 7.5%
Project - 7.5%
Affective 7.5 Project - 7.5%
Lab 1/
Lab 2/ Open
Ended - 7.5%
Project - 7.5%
Σ 100

42. CLOs Analysis Template
Mapping assessment to CLOs for a course with coursework and final exam

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

51. PLO INDICATOR/ ASSESSMENT METHODS
PLOs Indicators/ Assessment Methods PLO
1
PLO
2
PLO
3
PLO
4
PLO
5
PLO
6
PLO
7
PLO
8
PLO
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 

52. 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%

55. 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.
CQI ACTIVITIES/ SYSTEMS

56. 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 

57. 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

58. Please ensure evidences (on everything!) are readily available during
accreditation exercise.
CONCLUSION
BEST OF LUCK!!