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

2. 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

3. RELATIONSHIP iCGPA, CA and OBE

4. ACTIVITY 1
WHAT IS EDUCATION?

5. 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

6. 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.

7. 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.

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

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

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

11. 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

12. 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

13. 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

14. CONVENTIONAL APPROACH
Choose Text
Identify chapters covered
Develop Lecture
Create Exam

15. OBE APPROACH Identify outcomes Determine assessment
Learning activities
Curriculum

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

18. 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

19. CONSTRUCTIVE
ALIGNMENT

20. 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

21. 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]

22. 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

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

24. 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

25. PLO kluster sains sosial (UG)

26. 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

27. PLO Kluster Kejuruteraan (UG)

28. 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

29. Tambahan dan Taburan PLO

30. ASSESSMENT AND EVALUATION

31. 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

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

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

34. COURSE INFORMATION UTM 2018

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

36. COURSE INFORMATION UTM 2018

37. 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 kuiz hanya terletak pada CLO1. CLO lain akan memfokuskan tugasan secara praktikal dan kemahiran generik.

38. COURSE INFORMATION UTM 2018

39. 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.

40. DEVELOP COURSE LEARNING OUTCOMES

41. 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.

42. 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)

43. 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)

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

45. COURSE INFORMATION UTM 2018

46. DEVELOP COURSE LEARNING OUTCOMES

47. 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

48. DEVELOP COURSE LEARNING OUTCOMES
VERB C
CONDITION S
STANDARD

49. DEVELOP COURSE LEARNING OUTCOMES

50. DEVELOP COURSE LEARNING OUTCOMES

51. 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

52. DEVELOP COURSE LEARNING OUTCOMES

53. DEVELOP COURSE LEARNING OUTCOMES

54. 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.

55. 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

56. 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

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

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

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

63. 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

64. COURSE INFORMATION UTM 2018

65. COURSE INFORMATION UTM 2018

66. COURSE INFORMATION UTM 2018

67. COURSE INFORMATION UTM 2018

68. COURSE INFORMATION UTM 2018

69. COURSE INFORMATION UTM 2018

70. 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.

71. CS (COMMUNICATING SKILLS)

72. CS (COMMUNICATING SKILLS)

73. TH (THINKING SKILLS)

74. TH (THINKING SKILLS)

75. SC (SCHOLARSHIP)

76. SC (SCHOLARSHIP)

77. TW (TEAM WORKING)

78. TW (TEAM WORKING)

79. AD (ADAPTABILITY)

80. AD (ADAPTABILITY)

81. GC (GLOBAL CITIZEN)

82. GC (GLOBAL CITIZEN)

83. ES (ENTERPRISING SKILLS)

84. ES (ENTERPRISING SKILLS)

85. OD bagi PLO PG
Sila rujuk dokumen PG

86. Validity and Reliability

87. Validity and Reliability

88. Validity and Reliability

89. VALID TEST
UJIAN
LATENT TRAIT
INSTRUMENT
MANIFEST

90. INVALID TEST
UJIAN
LATENT TRAIT
INSTRUMENT
MANIFEST

91. Give full measure and weight with justice

92. Give just measure and weight

93. 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”

94. 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.

95. 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.

96. 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

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

98. 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

99. Thank You