1. RELATIONSHIP BETWEEN MQF, MQA 01 and OBE Process

2. 9 areas of evaluation
Area 1: Vision, Mission, Educational Goals And Learning Outcomes
Area 2: Curriculum Design And Delivery
Area 3: Assessment Of Students
Area 4: Student Selection And Support Services
Area 5: Academic Staff
Area 6: Educational Resources
Area 7: Programme Monitoring And Review
Area 8: Leadership, Governance And Administration
Area 9: Continual Quality Improvement
(MQA,2008)

3. 3 MAIN FEATURES IN MQF (1) Academic Levels (3) Credit System
MQF (2) Learning Outcomes
(3) Credit System

4. OBE PROCESS Planning (1) Evaluating (4) Developing (2)
Academic Level
Curriculum
PEO
Program Outcomes (PO)
Program
Standards
Area 1
MQF 1
Area 8
Planning (1)
Evaluate / analyse
Closing the Loop (CDL)
CQI Report
Curriculum REVIEW
Area 7
Area 9
Course Outcomes (CO)
SLT
Curriculum
Assessments
TL Activities
Credit Hour
Bloom’s
Taxonomy
Area 2
Area 3
MQF 2
MQF 3
Evaluating (4)
Developing (2)
Summative Assessment
Curriculum
Documenting
Evidences
Lesson Plan
Test Blueprint
Marking Scheme
Student Portfolio
Formative Assessment
Entrance/Exit Surveys
Rubrics
Bloom’s
Taxonomy
Implementing (3)
Area 4
Area 5
Area 6

5. The Main Thrusts of QA After MQF
Toward a system based on learning outcomes not inputs
From Quality Control to Quality Assurance leading to Quality Enhancement
Away from arbitrary ratios toward judgment based on evidence
Greater responsibility for HEPs
Roz. From MQF 2 PS

6. Quality Control to Quality Assurance
Quality Enhancement
Quality Assurance
Quality Control
The mechanisms, processes, techniques and activities necessary to ascertain whether a specified standard or requirement is being achieved. Checking performance indicators, including examination results, number of publications, staff appraisal data.
Review procedures designed to safeguard academic standards and promote learning opportunities for students of acceptable quality.
Taking deliberate steps to bring about continual improvement in the effectiveness of the learning experience of students.

7. Comparison of Quality Control and Quality Enhancement
Instrumental
Transformative (Driven by all staff & student)
Intent
Accountability
Improvement
Philosophy
Transformative(Driven by enhanced student learning experiences)
Locus of Control
External Management/Government Driven
Internal driven By Employees
Motive
Government Directives/Policies
Desire for Organization’s improvement
Social Relations
Competitive, directive
Collegial, negotiated (Collegial and managerial)
Process
Top down / bureaucratic
Bottom up/ facilitative (Multi directional)
Management Style
Authoritarian
Consensual (Focused)
Administrative Structures
Centralised
Devolved
Outcomes
Evidence of past practice
Pathways for improvement
Time
Short -Term
Longer –Term
Audience
External Stakeholder
Internal Stakeholders (All Stakeholders)
Orientation
Past practice
Future possibility
Indicators of Success
Quantitative
Qualitative (Quantitative & Qualitative)
Source: Sachs, J., Dempster, N. & Gapp, R, A case of Competing Interests: Quality in Higher Education, Griffith University, Queensland, Accessed 17th October 2007.
Note: Statements indicated in brackets in the Quality Enhancement Column is reflective of practice adopted by MQA
MQF.Roz.Roadshow

8. Impact of MQF on QA Documents
The Code of Practice for Programme Accreditation (COPPA)
sets out guidelines to HEP and Assessors in relation to programme accreditation
The Code of Practice for Institutional Audit (COPIA)
sets out guidelines to HEP and Assessors in relation to institutional audit
Guidelines to Good Practices (GGPs)
sets out guidelines pertaining to non-curriculum matters, e.g. student intake, library and education resources
Programme Standards
sets out guidelines pertaining to curriculum and programme design
MQF.Roz.Roadshow

9. MQF and other QA Documents
Level of Adherence
MQF Generic statements on Generic issues
CoP Specific statements on Generic issues
GGP Generic statements on Specific areas
PSs Specific statements on Specific areas
MQF = Malaysian Qualifications Framework
CoP = Codes of Practice
GGP = Guidelines on Good Practices
PSs = Programme Standards
Level of Prescriptiveness
MQF.Roz.Roadshow

10. HOW TO READ AND COMPLETE TABLE 3 (MQA 01, PART C, AREA 2)

11. Item No.9 - Course Learning Outcomes (CLO)
Identify Bloom’s Domains and Levels
Identify PLO to address
Map CLO to PLO (No.16), then to PEO (No.15)
From mapping, rationalise inclusion of course (No.4)
From mapping, identify Transferable skills (KI) (No.10)
From CLO and transferable skills, strategise teaching methods and assessment methods (No.11)
From strategy, identify delivery mode (No.13) and Assessment Types (No.14)
From TLA and assessment methods, identify and calculate SLT for content topics and outline (No.17)
From SLT for content topics and outline, calculate Total SLT (No.6)
From Total SLT, calculate credit for course (No.7)

14. PLO
Teaching and learning Strategy
Assessment Strategy
PLO1- Knowledge
Lecture
Test, Quizes
PLO2 – Technical Skills
Practical, Demonstrations, Simulations
Practical Test, OSPE
PLO3 – Critical Thinking Problem Solving
Discussions, Tutorials
Assignments, Case Study
PLO7 – Lifelong Learning
Discussions
Assignment, Case Study

15. TOPICS
Teaching and Learning Activities
Assessment + Student Preparation Time for Assessment
Total SLT
Guided Learning (F2F)
Student Preparation Time (NF2F) for
Continuous Assessment
Summative Assessment L T P O 1. 2. 3.
L = Lecture, T = Tutorial, P= Practical, O= Others, F2F=Face to Face, NF2F=No Face to Face

16. ITEMS FOR IMPLEMENTING OBE CURRICULUM (COURSE FILE)

17. DEVELOPED DURING CURRICULUM DEVELOPMENT
Items
Where to find/kept?
Responsibility
Course Syllabus
Curricullum/ QA Unit
Resource Person/SME
Table of Test Specification
Attached with Course Syllabus
Detailed SLT

18. BEFORE THE START OF SEMESTER
Items
Where to find/kept?
Responsibility
Course Syllabus
Curricullum/ QA Unit
Resource Person/SME
Table of Test Specification
Attached with Course Syllabus
Detailed SLT
Entrance/Exit Survey
Developed from Course Syllabus by Lecturer
Lecturer
Lesson Plan
Lecture Notes/Slides
Developed by Lecturer
Continuous Assessments (with Marking scheme and Rubrics)
Developed by Lecturer based on SLT and Course Syllabus
Summative Assessment(with Marking scheme and Rubrics)
Developed by Lecturer based on SLT and Course Syllabus, and Table of Test Specification

19. AT THE BEGINNING OF SEMESTER
Items
Responsibility
Usage
Entrance/Exit Survey
Developed from Course Syllabus by Lecturer
Lecturer, Student
Detailed SLT
Resource Person/SME
Table of Test Specification (A)
Lecture Notes/Slides
Developed by Lecturer
Continuous Assessments (with Marking scheme and Rubrics)
Developed by Lecturer based on SLT and Course Syllabus
Lecturer
Summative Assessment(with Marking scheme and Rubrics)
Developed by Lecturer based on SLT and Course Syllabus, and Table of Test Specification
Table of Test Specification (B)
Developed by Lecturer who develops Final Exam Sets based on TTS (A)
Lecturer, Exam/Vetting Committee

20. COMPILED DURING SEMESTER DEVELOPED AFTER SEMESTER AND EXAM
Items
Responsibility
Usage
Entrance Survey
Course Lecturer/ Student
CDL
Continuous Assessment
Course Lecturer
Grading
Exit Survey
Summative Assessment
Formative Assessment
Student’s progress
Student Portfolio
Department/ Faculty/ Student/ Lecturer
Student’s Assessments
DEVELOPED AFTER SEMESTER AND EXAM
Items
Responsibility
Usage
CDL
Course Lecturer
For CQI Report
CQI Report
Course Coordinator/Programme Coordinator
Curriculum Review

21. One of the most important keys to Success is having the discipline
to do what you know you should do,
even when you don’t feel like doing it.
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