CONSTRUCTIVE ALIGNMENT ADIBAH BINTI ABDUL LATIF ROHAYA BINTI TALIB Faculty of Education

LEARNING OUTCOMES Participants will be able to Develop course information using the principles of constructive alignment and outcome based education Analyze the appropriate teaching and learning activities according to the intended learning outcomes Apply the accurate assessment and evaluation for measuring intended learning outcomes

RELATIONSHIP iCGPA, CA and OBE

ACTIVITY 1 WHAT IS EDUCATION?

DEFINITION OF EDUCATION Plato : Process for forming a virtuous individual Socrates : Give a moral training of good citizenship Aristotle : Ethical and political knowledge that lead to happiness in life

DEFINITION OF John Mc Donald : Specific training to gain knowledge and skill through learning. John Dewey : Individual growth process to increase the existing knowledge to get a better and more secure life.

DEFINITION OF EDUCATION Syed Qutb : Process of establishing a holistic and balanced human being. The main purpose of education is to develop the potential of intellectual, physical, emotional and spiritual level of mankind towards perfectionist [Insan Kamil) Al Ghazali: Include aspects of physical training and intellectual development of a noble character, brave and respect.

COGNITIVE PSYCHOMOTOR AFFECTIVE Rounded, holistic and balanced human GENERIC / SOFT SKILSS

KURIKULUM 4.0 iCGPA PENJAJARAN KONSTRUKTIF PENTAKSIRAN ALTERNATIF NORM REFERENCED iCGPA PENTAKSIRAN PENTAKSIRAN HOLISTIK FORMATIVE PENTAKSIRAN BERASASKAN HASIL PENILAIAN CRITERION REFERENCED SUMMATIVE

OUTCOME based EDUCATION EXPLICIT OUTCOME based EDUCATION COGNITIVE TANGIBLE OBE AFFECTIVE OBSERVABLE PSYCHOMOTOR

OUTCOMES Level Of Outcomes What students able to do PROGRAMME EDUCATIONAL OBJECTIVES PEO Level Of Outcomes 3 to 5 years after graduation PROGRAMME LEARNING OUTCOMES PLO Upon graduation COURSE LEARNING OUTCOME CLO After completing each course UNIT LEARNING OUTCOME ULO After completing each unit

OUTCOME BASED EDUCATION Explicit and visible learning outcomes Aligned assessment with Intended Learning Outcomes (ILO’s) Aligned delivery of teaching and learning with ILO’s Provide necessary infrastructures and support system for the above to happen

OBE Principles Clearly defined learning outcomes Designing down: Aligning teaching and learning activities, assessment and support system and infrastructures to the ILO’s High expectation: Higher standard, deeply engaged with the learning process Expanded opportunity : All students should achieve high standard although at different time scale

CONVENTIONAL APPROACH Choose Text Identify chapters covered Develop Lecture Create Exam

OBE APPROACH Identify outcomes Determine assessment Learning activities Curriculum

OBE APPROACH Defining intended LO Choosing T&L activities Assessing students actual learning Arriving at a final grade

DO what you SAY and SAY Begins with END in mind what you DO OBE is all about Begins with END in mind DO what you SAY and SAY what you DO

CONSTRUCTIVE ALIGNMENT

CONSTRUCTIVE ALIGNMENT Constructive = Constructivist theory that learners using their own activity to construct their knowledge as interpreted through their own existing schemata. Alignment = Principle in curriculum theory that assessment tasks should be aligned to what it is intended to be learned , as in criterion referenced assessment. What the student does is actually more important in determining what is learned Than what the teacher does

The good teaching is getting most students to Adlina The good teaching is getting most students to use the level of cognitive processes needed to achieve the intended learning outcomes that the more academic students use spontaneously Zaquan Adapted, Biggs [2011]

3 2 1 What the student does and how that relates to teaching What the teacher is doing rather than what student has to deal with Differences in learning are attributed to differences between students. What the student does? 3 What the teacher does? 2 What the student is ? 1 LEVELS OF THINKING ABOUT TEACHING

STEPS ON CONSTRUCTIVE ALIGNMENT Graduate Attribute Program Learning Outcome Course Learning Outcome Topic / Unit Learning Outcome

UTM GRADUATE ATTRIBUTE (UG) COMMUNICATING SKILLS (Kemahiran Berkomunikasi) CS Thinking Skills (Kemahiran Berfikir) TH Scholarship (Kesarjanaan) SC Team working skills (Kemahiran kerja berpasukan) TW Adaptability (Kebolehsuaian) AD Global Citizen (Warga Global) GC Enterprising Skills (Kemahiran Berdaya Usaha) ES

PLO kluster sains sosial (UG)

PLO kluster sains Teknologi (UG) BIL PLO KOD 1 Knowledge KW 2 Applications AP 3 Practical Skills PS 4 Communication Skills CS 5 Thinking Skills TH 6 Scholarship SC 7 Leadership and Team working Skills TW 8 Adaptability AD 9 Global Citizen GC 10 Enterprising Skills ES

PLO Kluster Kejuruteraan (UG)

PLO bagi Pasca Siswazah Bil PLO Kod 1 Advanced Knowledge AKW 2 Research Skills RS 3 Critical Thinking and Problem Solving CTPS 4 Ethics, values, professionalism EM 5 Communication CS 6 Lifelong Learning LL 7 Social Skills SS 8 Team working TS 9 Leadership LS 10 Information management IM 11 Managerial and Entrepreneurial ME core Optional

Tambahan dan Taburan PLO

ASSESSMENT AND EVALUATION

Summary of Differences Dimension of Difference Assessment Evaluation Timing Formative Summative Focus of Measurement Process-Oriented Product-Oriented Relationship Between Administrator and Recipient Reflective Prescriptive Findings, Uses Thereof Diagnostic Judgmental Ongoing Modifiability of Criteria, Measures Thereof Flexible Fixed Standards of Measurement Absolute Comparative Relation Between Objects of A/E Coöperative Competitive

COURSE INFORMATION To comply MQA requirement for audit. Effective in semester 2 2017/2018. Endorse by Senate 5 September 2017. Align with Outcome Based Education Model. To ensure the students' workload in line with the assessment weight.

COURSE INFORMATION Course information is a blueprint for our PdPc process to integrate all those elements to produce holistic students

COURSE INFORMATION UTM 2018

COURSE INFORMATION UTM 2018 Dalam penulisan course synopsis dicadangkan supaya merumuskan intipati penting Kursus dan kemahiran generik yang ditaksir dalam kursus.

COURSE INFORMATION UTM 2018

CADANGAN Jangan terlalu kompleks sehingga menyukarkan perlaksanaan. Kebaikan satu CLO mengukur tidak lebih 2 PLO dan tidak melebihi 2 pentaksiran akan membantu memudahkan perlaksanaan PdPc dan SLT yang lebih realistik. 2. CLO pertama merangkumi keseluruhan knowledge based yang diukur melalui ujian / Final. Maka final @ kuiz hanya terletak pada CLO1. CLO lain akan memfokuskan tugasan secara praktikal dan kemahiran generik.

COURSE INFORMATION UTM 2018

CADANGAN 3. Penulisan CLO dimulai dengan aras aplikasi bagi yang berasaskan pencapaian kognitif, dan bagi kemahiran, ia bermula dengan aras mekanisme 4. Penulisan CLO adalah berasasan outcomes dan bukan berasaskan silabus. Silabus akan tercakup semasa outcomes hendak dicapai. Maka penulisan CLO adalah hasil sintesis semua silabus dalam mencapai outcomes. Maka tidak perlu terlalu banyak CLO. 5. Tidak salah untuk mengasingkan satu CLO khas untuk kemahiran generik sahaja.

DEVELOP COURSE LEARNING OUTCOMES

CADANGAN 6. Bagi sains sosial, perbezaan di antara PLO AP dan aras aplikasi dalam taksonomi Bloom adalah berbeza. Aras aplikasi dalam Bloom Taxonomy hanya melibatkan penulisan secara teoritikal (aplikasi dalam penulisan) (KW), sedangkan (AP) melibatkan bagaimana ilmu itu diaplikasikan dalam tindakan secara praktikal, tetapi pensyarah tidak bermaksud menilai kemahiran psikomotor (PS) dalam perlaksanaan itu.

CADANGAN 7. Seterusnya, terdapat cadangan dalam menyeragamkan kefahaman berkaitan dengan PLO KW, AP dan PS, maka dicadangkan supaya, KW adalah berfokuskan kepada kognitif, AP berasaskan Afektif dan PS berasaskan Psikomotor. Maka sekiranya outcomes yang terhasil adalah aplikasi dari segi knowledge maka akan digunakan Taksonomi Bloom dan jika ia melibatkan value/ affective domain, maka dicadangkan menggunakan Taksonomi Krathwol. Maka pensyarah perlu memastikan domain yang diharapkan dalam outcome. (Belum diputuskan)

CONTOH bagi Cadangan 7 Jika kita mahu pelajar dapat menggunakan teori sedia ada dalam penulisan tesis, maka ia lebih kepada domain kognitif (KW) Jika kita mahu pelajar dapat menulis tesis dengan kemahiran merumus, mengorganisasi maklumat dengan kemas dan teratur, maka ia lebih melibatkan kemahiran praktikal (PS) Jika kita mahu pelajar dapat menghormati pandangan penulis lain dan mengkritik secara professional,maka ia melibatkan domain afektif (AP)

Bagi sesi 201720182 ini, adalah dicadangkan menggunakan perkara cadangan ke (6) berbanding ke (7) bagi mempunyai definisi operasional yang sama.

COURSE INFORMATION UTM 2018

DEVELOP COURSE LEARNING OUTCOMES

A B C D 3 COMPONENTS OF CLO DEVELOP COURSE LEARNING OUTCOMES At the end of the course, students should be able to evaluate the quality of two examination papers for Multiple Choice Question and Essay question based on Classical Test Theory analysis. A B C D CONDITION AUDIENCE BEHAVIOR / VERB DEGREE/ STANDARD

DEVELOP COURSE LEARNING OUTCOMES VERB C CONDITION S STANDARD

DEVELOP COURSE LEARNING OUTCOMES

DEVELOP COURSE LEARNING OUTCOMES

CONTOH Berdasarkan satu aktiviti secara berkumpulan, pelajar akan membuat perbincangan dan pembentangan (Psikomotor). Secara tidak langsung pelajar akan belajar menghormati pendapat rakan,menerima perbezaan dan dapat bekerjasama (Afektif). Walaubagaimanapun, Outcome utama adalah supaya pelajar dapat memberi cadangan berkenaan pembelajaran abad ke 21 (kognitif). Maka keadaan ini menunjukkan Psikomotor dan Afektif bertindak sebagai proses dalam kaedah penyampaian dan yang dinilai hanya kognitif. Terpulang kepada pensyarah untuk mengukur psikomotor dan Afektif atau hanya menerapkan sahaja. Dalam perlaksanaan iCGPA, markah direkod berdasarkan PLO dan bukan domain pembelajaran

DEVELOP COURSE LEARNING OUTCOMES

DEVELOP COURSE LEARNING OUTCOMES

ISU PENULISAN CLO Mempunyai terlalu banyak CLO dalam satu kursus. Ada sehingga 14 CLO Pensyarah kurang kemahiran mensintesiskan silibus ke dalam bentuk outcome yang boleh diintegrasikan Pensyarah tidak memulakan verb yang diukur sekurang-kurangnya dengan application level dalam taksonomi Bloom Pensyarah yang menggunakan MCQ dalam final exam merasa sukar untuk mappingkan item dalam soalan exam dengan CLO.

ISU PENULISAN CLO Pensyarah tidak revised CLO, hanya menggunakan CLO sedia ada dan tidak menggunakan konsep OBE CLO tidak align dengan Aktiviti dan Pentaksiran CLO dibina tanpa sebarang data yang meyakinkan (contoh perbincangan degan panel luar/stakeholder dan tanpa data penyelidikan daripada pencapaian pelajar) Pembahagian markah yang terlalu kompleks sehingga menyukarkan perlaksanaan. Cth: 5.2 Markah / 17 markah

ISU PENULISAN CLO Pensyarah menggunakan dua verb bagi satu domain pembelajaran yang sama Pensyarah gagal membezakan setiap aras dalam domain pembelajaran samada kognitif, afektif dan psikomotor Pensyarah terlalu terikat dengan “keyword” dalam Taksonomi pendidikan

COURSE INFORMATION UTM 2018 Perincian daripada aktiviti yang dijalankan. Masukkan elemen NALI

COURSE INFORMATION UTM 2018 Weekly schedule adalah flexible berdasarkan kepada perancangan aktiviti dan sesuai dengan SLT yang ditetapkan

COURSE INFORMATION UTM 2018 Masukkan kemahiran generik yang ditaksir Kemahiran generik lain yang diterapkan walau tidak ditaksir

Student Learning Time 1 kredit bersamaan dengan 40 jam kredit Diagihkan mengikut kesesuaian perlaksanaan proses pengajaran dan pembelajaran Penetapan jam kredit adalah selari dengan weight pentaksiran Contoh:- CLO 2 menggunakan pentaksiran individual presentation dan diberi markah sebanyak 10 markah Maka (10/100)*80 (jam kredit) = 8jam Maka agihkan 8 jam untuk F2F (L/T/P/O), NF2F secara guidance atau non guidance

COURSE INFORMATION UTM 2018

COURSE INFORMATION UTM 2018

COURSE INFORMATION UTM 2018

COURSE INFORMATION UTM 2018

COURSE INFORMATION UTM 2018

COURSE INFORMATION UTM 2018

KEMAHIRAN GENERIK Bukan bersifat ordinal, maka satu CLO boleh lebih daripada 1 operational definition yang ada dalam kemahiran generic tersebut Perlu diingatkan bahawa kemahiran generik bukan bersifat knowledge dan technical skills. Contoh: Bagi thinking skills (TH), ia bukan penyelesaian masalah dalam masalah matematik di dalam ujian. Tetapi thinking skills semasa melaksanakan kajian / projek / masalah di luar silibus pembelajaran.

CS (COMMUNICATING SKILLS)

CS (COMMUNICATING SKILLS)

TH (THINKING SKILLS)

TH (THINKING SKILLS)

SC (SCHOLARSHIP)

SC (SCHOLARSHIP)

TW (TEAM WORKING)

TW (TEAM WORKING)

AD (ADAPTABILITY)

AD (ADAPTABILITY)

GC (GLOBAL CITIZEN)

GC (GLOBAL CITIZEN)

ES (ENTERPRISING SKILLS)

ES (ENTERPRISING SKILLS)

OD bagi PLO PG Sila rujuk dokumen PG

Validity and Reliability

Validity and Reliability

Validity and Reliability

VALID TEST UJIAN LATENT TRAIT INSTRUMENT MANIFEST

INVALID TEST UJIAN LATENT TRAIT INSTRUMENT MANIFEST

Give full measure and weight with justice

Give just measure and weight

RESEARCH INDICATES……. Students report a higher level of test anxiety over teacher made test(64%) than over standardized tests(30%). The top three reason why: Poor test construction Irrelevant or obscure material coverage Unclear direction “Summary data on Teacher Effectiveness, Teacher Quality and Teacher Qualification, 2011”

ASSESSMENT IN HIGHER EDUCATION Emphasizing Assessment for Learning rather than assessment of learning. (Boud,2007) Think differently or deeply about the potential of assessment to contribute meaningfully to students’ learning on their courses and beyond their courses. Assessment has a greater impact on student learning than teaching; It influences how students respond to their study.

SUSTAINABLE ASSESMENT How assessment is preparing students for a lifetime of learning and work Focus not only content but also on the process of learning How students will continue to learn after the point of assessment. Contributes to the formation of a capable person who can engage in professional work and contribute to society as an informed citizen.

SUSTAINABLE ASSESMENT Key function : development of judgement Informing the capacity to evaluate evidence, appraise situation, draw sound conclusions and act accordance with this analysis. Assessment as a process of informing judgements Examples : Self assessment and peer assessment : to judge their own work or others Being able to do this in a realistic and ethical manner is likely to be important for all graduates in their future professions and workplace

From Grade Oriented to Outcomes Oriented From Content Based to Ability Based From Lecturer Centred to Student Centred

Special Thanks to Prof Dr Shahrin bin Mohammad PM Dr Shafry Bin Abd Rahim Tn Hj Yahya bin Samian For all the materials shared in this power point

Thank You