1. Mapping Outcomes and Assessment Mohamed Nadzri Mohd Yusoff (Hj.)

2. Presentation Outcomes At the end of the presentation, the participants will be able to: Map various level of outcomes to each other Evaluate the relationship between various level of outcomes Explain types of assessments suitable for different levels of taxonomy

3. RECAP 3 – Learning Outcomes Programme Educational Objectives (PEO) Programme Learning Outcomes (PLO) Programme Learning Outcomes (PLO) Course Learning Outcomes (CLO) Course Learning Outcomes (CLO) Weekly/Topic Outcomes Upon graduation - Nine (9) MOE Learning Outcomes Upon course completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) Few years after Graduation – 4 to 5 years..will be able to demonstrate critical thinking skills to solve.. will be able to explain the physical principles of …… Competent engineers who are leaders in ….... will be able to explain Archimedes principle of …… Employer Survey, Alumni Survey My3S, Exit Survey, Prog.Survey Sum/Form/Cont. Assessments Upon topic completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) Sum/Form/Cont. Assessments

4. Stakeholders P rograme E ducational O bjectives PEO-1 Regulatory / Professional Bodies Quality Assurance JPT IHL requirements Industries students … ….. etc PEO-2 PEO-3 PEO-4 PEO-5 PLO-1 PLO-2 PLO-3 PLO-4 PLO-5 ….. etc P rogramme L earning O utcomes CLO-1 C ourse L earning O utcomes CLO-3 CLO-4 CLO-5CLO-2 CONSTRUCTIVE ALIGNMENT

5. 1. Mapping PLO to PEO

6. 2. Mapping PLO to MOE LO SS

7. 3. Mapping CLO There are 4 (four) mappings for CLO: Mapping CLO to learning domain (i.e. cognitive, affective, and psychomotor) using Bloom’s Taxonomy or other taxonomy Mapping CLO to PLO (hence to MOE LO) Mapping CLO to Teaching Methods Mapping CLO to Assessment Methods

8. 3a. Mapping CLO to Bloom’s and to PLO

9. 3b. Mapping CLO to teaching methods and to assessment methods

10. Constructive Alignment (CA) CLOTeaching methodsType of assessment By the end of the course, students will be able to describe asepsis technique used in nursing to prevent infection. (C2,P1,PLO1,PLO2) C - Lecture/ Tutorial / Group Discussion P - Demonstration/ Practical / Skills Lab c2 - Test (MCQ or short answer)/ Assignments p1 – Practical tests Aligning the CLOs to the Teaching Methods and Assessment Methods = Constructive Alignment !!!!

11. The Challenge Inability of lecturer to establish the logic between the CO and PO, between PO and LO and between PO and PEO hence graduate attributes Inability of students to engage themselves actively in the learning process

12. Alignment Between Course Outcomes and Institutional Outcomes Intended Learning Outcomes of the Lesson Intended Learning Outcomes of the Unit Intended Learning Outcomes of the Course Intended Learning Outcomes of the Academic Program Intended Learning Outcomes of the Institution Deliver Forward Design Backward

13. ASSESSMENT AND EVALUATION

14. Relationships Assessment Evaluation Measurement Testing

15. Relationship between Assessment and Learning 1.Assessment for learning To gauge the progress of students in their learning (i.e. to see whether the students are learning) To indicate the next step to be taken to advance the student’s learning Assess student’s progress and learning needs in relation to the curricular outcomes Example: Formative assessment

16. Relationship between Assessment and Learning 2.Assessment of Learning Involves assessing students’ achievement by grading and certification Used for institutional accountability and quality assurance purposes Example: Summative assessment

17. Relationship between Assessment and Learning 3.Assessment as Learning Requires students to play an active role of becoming independent in their own learning and assessment Focuses on students’ capacity over time to be their own best assessors to assess themselves. Assess student’s thinking about his or her learning Example: Self-evaluation and metacognition

18. TYPES OF ASSESSMENTS 1.FORMATIVE 2.CONTINUOUS 3.SUMMATIVE

19. 1. Formative Assessment This type of evaluation is carried out during a programme of instruction. It provides the learners with feedback on how they are doing in class so far. It provides the teachers with information on the suitability of learning activities and materials. Used to improve student attainment DOES NOT usually form part of a summative grade or mark.

20. 2. Continuous Assessment Takes place during the course of learning Usually involves a series of tasks, individually assessed Used when there are several distinct module learning outcomes that need to be achieved at various stages of a module Used to lessen the burden of summative assessment

21. 3. Summative Assessment  This type of evaluation is carried out at the end of a programme of instruction.  Used to demonstrate competence  Used to evaluate or make judgment of the merit or value of the programmme.  Usually contributes to final grade in a course, module, or level

22. Examinations (final)Continuous assessment (assignments, tests/examinations) Alignment with Learning Outcomes HEP must have system to ensure security and standards / academic quality of exam papers / moderation of assessment Security during exams: Invigilation and identification of students’, etc. Procedure for storing of completed exam papers Grading / marking: System for establishing common criteria for marking (e.g. rubric) Moderation of grades to ensure consistency Notification to students of final grades System for confidentiality and integrity of records Student appeal process in place System for periodic review of assessment, programme and course System to ensure academic quality, validity / currency of tasks Assessment tasks scheduled across semester Results returned to students in a timely manner before the submission of the next assessment task Students can act on assessment feedback before submission of next task System to ensure academic integrity, students submitting own work and not plagiarising System for collection of assignments, marking of assignments, feedback to students ASSESSMENT PROCESS (GGP Student Assessment, MQA)

23. What and How to assess From Guidelines to Good Practices: Assessment of Students (MQA, 2012): ”Choice of instruments must be determined based on the assessment criteria, in terms of the qualities and abilities that the academic staffs seek in the learner which are explicitly stated in the LOs statements. For example, in getting students to portray creativity and innovation, the assessor may require a studio project, development of product, performance or case studies which can appropriately measure the abilities of students in producing an output through experimentation, expression and exploration. Likewise, to assess cognitive domain and critical thinking skill, various selections of methods can be used including critique, review, report or tests. “

24. What to assess? Allahyarham Prof. Datuk Dr.Ir Radin Umar Radin Suhadi

25. What to assess? Learrning Outcome (LO)Teaching and Learning Strategy Assessment Strategy LO1 knowledge; Lecture, TutorialWritten Tests, Quiz LO2 practical skills; Practical, DemonstrationPractical Tests LO3 problem solving and scientific skills; Case Study, Project, Tutorial, Group Work Presentation, Essay LO4 communication skills; Case Study, Project, Tutorial, Presentation LO5 social skills, team skills and responsibilities; Case Study, Project, Tutorial, Group Work Presentation, Project LO6 values, attitudes and professionalism; Case Study, Project, Tutorial, Discussion Witten, Presentation, Project LO7 information management and lifelong learning skills; Case Study, Project, Group Work Project, Portfolio LO8 managerial and entrepreneurial skills. Case Study, Project,Project, Industrial Attachment LO9 leadership Case Study, Project, Group Work, Discussion Project, Industrial Attachment

26. Learning Outcomes Min. level to achieve Description of min. level to achieve Teaching Delivery Methods SCLCase study ModuleProjectLectureTutorialLab Critical thinking and problem solving CTPS 2The ability to find ideas and alternative solutions √√√√ √√ Communication Skills CS 3The ability to present clearly and confidently; and appropriate with the level of audience √√ √ √√ Teamwork SkillsTS 3The ability to identify and respect the attitude, behaviour and beliefs of others √√ √ √√ Ethics, values and professionalism ET 2The ability to understand the effect of economy, environment, and socioculture; to professional practice √√ √ √ Lifelong LearningLL 2The ability to accept new ideas and be able to carry out autonomous or independent learning √√√√√ Entrepreneurial skills ES 1The ability to identify business opportunities √ √ Leadership skillsLS 2The ability to lead a project √√ √ √

27. Learning Outcomes Min. level to achieve Description of min. level to achieve Learning Activities Discuss. Group Work Presentation Role play and simulation Assignt./ Project Lit. Search Field Work Internship (Practicum/Indust rial Training) Critical thinking and problem solving CTPS 2The ability to find ideas and alternative solutions √√ √ √ Communication Skills CS 3The ability to present clearly and confidently; and appropriate with the level of audience √ √√ √ Teamwork SkillsTS 3The ability to identify and respect the attitude, behaviour and beliefs of others √√ √ √ Ethics, values and professionalism ET 2The ability to understand the effect of economy, environment, and socioculture; to professional practice √ √√ √ Lifelong LearningLL 2The ability to accept new ideas and be able to carry out autonomous or independent learning √ √√√√ Entrepreneurial skills ES 1The ability to identify business opportunities √√√√ Leadership skillsLS 2The ability to lead a project √√ √

28. Learning Outcomes Min. level to achieve Description of min. level to achieve Assessment Methods Written Test Verbal Test Essay/ Report Project Presentation Portfolio/ Webfolio Disertation Internship (Practicum/I ndustrial Training) Critical thinking and problem solving CTPS 2The ability to find ideas and alternative solutions √ √√ √ Communication Skills CS 3The ability to present clearly and confidently; and appropriate with the level of audience √ √√ Teamwork SkillsTS 3The ability to identify and respect the attitude, behaviour and beliefs of others √√ √ Ethics, values and professionalism ET 2The ability to understand the effect of economy, environment, and socioculture; to professional practice √ √√√√√ Lifelong LearningLL 2The ability to accept new ideas and be able to carry out autonomous or independent learning √ √√√ Entrepreneurial skills ES 1The ability to identify business opportunities √ √ Leadership skillsLS 2The ability to lead a project √√√√

30. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES? Course Learning Outcomes (CLO) At the end of the course the student should be able to: Learning Outcomes Domain (MOE LO)  propose a solution to management problems using principles of.......  describe a solution to thermodynamic problems using......... critical thinking problem solving (LO3)

31. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES? Course Learning Outcomes (CLO) At the end of the course the student should be able to: Learning Outcomes Domain (MOE LO)  explain and present the principles of...................... LO1 and communication (LO4)

32. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES? Course Learning Outcomes (CLO) At the end of the course the student should be able to: Learning Outcomes Domain (MOE LO)  organise in teams to................  explain........... in groups teamwork (LO5)

33. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES? Course Learning Outcomes (CLO) At the end of the course the student should be able to: Learning Outcomes Domain (MOE LO)  propose a solution to ethical problems related to.......  describe a solution to teenage problems related to morality......... ethics (LO6)

34. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES? Course Learning Outcomes (CLO) At the end of the course the student should be able to: Learning Outcomes Domain (MOE LO)  explain the current issues related to........  evaluate given case study with respect to evidence-based practice.....  explain the.........................................obtained from literatures  independently seek the...............to explain the............. lifelong learning (LO7)

35. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES? Course Learning Outcomes (CLO) At the end of the course the student should be able to: Learning Outcomes Domain (MOE LO)  identify business opportunity related to the................  plan a business venture with regards to......... entrepreneurship (LO8)

36. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES? Course Learning Outcomes (CLO) At the end of the course the student should be able to: Learning Outcomes Domain (MOE LO)  lead a project to solve a........  lead a group to plan a CSR project....... leadership (LO9)

37. Constructive Alignment (CA) Constructive Alignment is aligning the CLOs to the Teaching Methods and Assessment Methods. To ensure that each course will be able to achieve the intended learning outcomes utilising the appropriate teaching and learning activities and making sure that the learning outcomes are measured using the appropriate assessment methods.

38. Constructive Alignment (CA) Alignment is about getting students to take responsibility for their own learning, and establishing trust between student and teacher. We must have a clear idea of what we want students to be able to do at the end of a unit of study, and communicate these intended learning outcomes to students so they can at least share in the responsibility of achieving them.