1. CONSTRUCTIVE ALIGNMENT & EDUCATIONAL ASSESSMENT
ADIBAH BINTI ABDUL LATIF
QRiM UTM

2. 1 Staff 1 Question

3. CONSTRUCTIVE
ALIGNMENT

4. 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

5. 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]

6. 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

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

8. UTM GRADUATE ATTRIBUTE
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

9. PLO Kluster Kejuruteraan

10. PLO kluster sains sosial dan Sains Teknologi(UG)

11. 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

12. OPERATIONAL DEFINITION PLO (UG)

13. CS (COMMUNICATING SKILLS)

14. CS (COMMUNICATING SKILLS)

15. TH (THINKING SKILLS)

16. TH (THINKING SKILLS)

17. SC (SCHOLARSHIP)

18. SC (SCHOLARSHIP)

19. TW (TEAM WORKING)

20. TW (TEAM WORKING)

21. AD (ADAPTABILITY)

22. AD (ADAPTABILITY)

23. GC (GLOBAL CITIZEN)

24. GC (GLOBAL CITIZEN)

25. ES (ENTERPRISING SKILLS)

26. ES (ENTERPRISING SKILLS)

27. OPERATIONAL DEFINITION PLO (PG)

28. ADVANCED KNOWLEDGE

29. RESEARCH SKILLS

30. CRITICAL THINKING

31. ETHICS, VALUES, PROFESSIONALISME

32. COMMUNICATION

33. LIFE LONG LEARNING

34. SOCIAL SKILLS

35. TEAMWORKING

36. LEADERSHIP

37. INFORMATION MANAGEMENT

38. MANAGERIAL AND ENTREPRENEURIAL

40. MQF 2.0
MQF 2.0 Membuat 2 penambahan PLO baharu iaitu Numeracy skills and Digital Skills

43. Constructive Assessment  Constructive Teaching and Learning Method  Constructive Verb in CLO’s

44. Define the meaning of validity
Verb
C1 in Bloom Taxonomy

45. Define the meaning of validity by comparing the literature given
Verb
Condition
C4 in Bloom Taxonomy

46. Compare 10 referred articles on validity in a group
Verb
standard
Condition
C4 in Bloom Taxonomy

47. Explain the meaning of validity using students own word.
Verb
C2 in Bloom Taxonomy

48. Explain the meaning of validity by evaluating the theories of CTT and IRT
Verb
Condition
C5 in Bloom Taxonomy

49. Evaluate at least three advantages and limitations of CTT and IRT theory
Verb
standard
C5 in Bloom Taxonomy

50. DEVELOP COURSE LEARNING OUTCOMES

51. DEVELOP COURSE LEARNING OUTCOMES

52. DEVELOP COURSE LEARNING OUTCOMES

53. DEVELOP COURSE LEARNING OUTCOMES

54. 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

55. DEVELOP COURSE LEARNING OUTCOMES
VERB C
CONDITION S
STANDARD

56. DEVELOP COURSE LEARNING OUTCOMES

57. DEVELOP COURSE LEARNING OUTCOMES

58. Boleh dimasukkan kemahiran generik yang dikaji

59. 1.Buag iCGPA dan ubah kepada
PLO Code sahaja
2. CLO 1 weight dan assessment
Method tidak sama nilainya
3. Masukkan juga PLO yang
Keberapa
4.To understand tidak boleh
Diukur
5. Mengapa CLO 1 ada P?
6. Bagaimana TS diukur melalui
Exam?

60. Perlu ada di kotak constructive alignment sebelum ini

61. O bukanlah observation, tetapi others
Bagaimana nilainya telah cukup 120 sedangkan exam belum lagi dimasukkan?
CLO1 CLO3 dan CLO 8?
Jumlah pemberat markah dan SLT tidak selari

62. Brerlebihan bila campur yang di atas

63. Tidak semua memerlukan ACP
Verb dan aras kelihatan tidak selari

64. Face to face melebihi 42 jam?

65. Ada 2 verb dalam satu CLO. Adakah mengukur domain yang berbeza?
Ambil C/P/A yang tertinggi sahaja untuk satu CLO

66. Tunjukkan di mana PBL itu berlaku dalam Jadual Constructive alignment
Aktiviti yang ada dalam Jadual CA perlu juga diletakkan dalam Jadual di bawah

67. 1. Estimatekan masa yang diperuntukkan khusus untuk buat tugasan tersebut

68. Wajib ada

69. 1. Final exam bukan continuous assessment
2. Estimatekan masa yang diperuntukkan khusus untuk buat tugasan tersebut

70. 1. Bukan bahan sedia ada

71. Perlu ada rujukan yang terkini

72. 1. Terlalu banyak verb dalam satu CLO
2. Pilih verb tertinggi sahaja
3. Tidak perlu ada semua C A P

73. Pecahkan kepada Assignment 1,2,3 dan anggarkan masa untuk melaksanakan

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

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

76. 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

77. COURSE INFORMATION UTM 2018
PLO 1
PLO 5
PLO 2
PLO 6

78. COURSE INFORMATION UTM 2018

79. 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: Jika thinking skills bukan penyelesaian masalah dalam masalah matematik di dalam ujian. Tetapi thinking skills semasa melaksanakan kajian / projek / masalah di luar silibus pembelajaran.

80. 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.

81. 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)

82. 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

83. ASSURING QUALITY OF ASSESSMENT

84. “Assessment is at the heart of student experience”
Brown and Knight (1994)
“If you want to change student learning then change the method of assessment”
Brown, Bull & Pendlebury (1997)

85. Give full measure and weight with justice

86. Give just measure and weight

87. PRINCIPLE OF ASSESSMENT
Well-aligned with educational learning outcomes.
Assessment should be valid and reliable
Formative assessments needs to scaffold students in the summative assessment
Student should receive feedback on their work in timely manner.
Assessment should be inclusive and equitable for all students
Assessment is not used to threaten and intimidate students.
Assessment should help student mastery learning.

88. TYPES of ASSESSMENT Assessment Of Learning (AoL)
Assessment For Learning (AfL)
Assessment As Learning (AaL)

90. TESTING
A tool to determine student’s ability to complete specific tasks or demonstrate mastery of a skill or knowledge of content
The most critical basis in ensuring the validity of students interpretation score
Examples: Q&A session in class, assignment, performance task, test, quiz and final exam

91. MEASUREMENT
A systematic process of assigning numerals (quantitative) to the test administered.
It can be in raw scores, percentile, standard score, etc.
Examples: Assignment marks, total sore in a final exam, mean of PLO, KPI score, mean of elppt, ranking score.

92. SPP2032::Educational Measurement and Evaluation
Ability
Score
19 November 2019
SPP2032::Educational Measurement and Evaluation
~ZNDMD~

93. EVALUATION
The process of describing, obtaining, and providing useful information for judging decision alternatives. This process allows one to make a judgment about the desirability or value of something.
Examples: ABCD, Pass and Fail, HL,TM,MM, Description from the value (Baik, Cemerlang, Sederhana), Description of P1 to P5 in e-LPPT.

94. ASSESSMENT
The process of gathering information to monitor and reflect the progress in learning and teaching and to make educational decisions if necessary.
Examples: Dr A found out that her students are excellent in formative assessment, but they cannot perform well in their final exam. What to do?
Dr B realises that there are two groups of ability/level of skills in his class. How can he do to make sure the learning environment can help students’ learning?

95. Assessment
Evaluation
Measurement
Testing
SCOPE AND FUNCTION

96. Which come first? Assessment or Evaluation?

97. Takes up where the formative leaves off
TYPES OF TEST
At the end of the course
On going during the process of learning.
Befor the class
Takes up where the formative leaves off
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PLACEMENT
FORMATIVE
DIAGNOSTIC
SUMMATIVE

98. Norm Referenced Test and Criterion Referenced Test

99. ASSESSMENT
METHOD
ASSIGNMENT
SURVEY
TOOLS
RUBRIC
RATING SCALE

100. ASSESSMENT
ALTERNATIVE
CONVENTIONAL
PERFORMANCE BASED
AUTHENTIC

101. Examples of authentic assessment
Research Project
Debate
Writing Speech / summary
Studio
Work
Portfolio
Article Review
Writing Journal / proposal
Case Study

102. AUTHENTIC ASSESSMENT New Academia Learning Innovation
Not only performance based, but happen in the real setting.
Emphasizing more on process rather than product
Soft skills development
Holistic assessment
Rubric

103. CAPSTONE PROJECT

104. TEACHING PRACTICES

105. SERVICE LEARNING

106. 2U2I PROGRAMME

107. WORK BASED LEARNING

108. JOB CREATION

109. SCORING AUTHENTIC ASSESSMENT
METHOD
CHECKLIST
RATING SCALE
RUBRIC
HOLISTIC
ANALYTIC

110. OBJECTIVITY
VALIDITY
INTERPRETABILITY
RELIABILITY
ADMINISTRABILITY
USABILITY

111. CONTENT VALIDITY

112. TABLE OF SPECIFICATION SPPP 2032

113. Table of Spesification

114. FORMULA
Formula A Relative weight for the importance of content = ( The number of the class period for one topic ÷ total class period ) ×100% (3/10)*100 = 30

115. Relative weight of the subject
TLO / Hours spent
Content
%30 3
Topic 1
%10 1
Topic 2
Topic 3
%20 2
Topic 4
Topic 5
Topic 6
100% 10
Total TLO / class periods for teaching the unit

116. FORMULA
Formula B Relative weight for the item = (% of weight in each Bloom level x total item of the test) (0.3*20)= 6

117. Application and Analysis 50% Evaluation and Synthesize
Objectives
Totals 100%
Topics
Knowledge and
Comprehension
30 %
Application and Analysis
50%
Evaluation and Synthesize
20%
Topic 1 (30 %)
Topic 2 (10 %)
Topic 3 (10 %)
Topic 4 (20 %)
Topic 5 (10 %)
Topic 6 (20 %)
Weight for item 6 10 4 20

118. FORMULA
Formula C Identify the number of questions in each topic for each level of objectives = (The total number of test x relative weight of the topics x relative weight of Bloom level) (20*0.3*0.3)= 1.8

119. 30 % 50% 20% Totals 100% Number of questions 10 20
Objectives
(Totals 100%)
Topics
Knowledge and
Comprehension
30 %
Application and Analysis
50%
Evaluation and Synthesize
20%
Totals 100%
Topic 1 (30 %)
1.8 (2)
3 (3)
1.2 (1) 6
Topic 2 (10 %)
0.6 (1)
1 (1)
0.4 (0) 2
Topic 3 (10 %)
Topic 4 (20 %)
2(2)
0.8 (1) 4
Topic 5 (10 %)
0.6 (0)
0.4 (1)
Topic 6 (20 %)
Number of questions 10 20

120. CONSTRUCT VALIDITY

121. CONSTRUCT VALIDITY Rubrik ini dapat menguji 51.6% kemahiran komunikasi
pelajar

122. CONSTRUCT VALIDITY Rubrik ini dapat menguji 24.6% kemahiran komunikasi
pelajar

123. Validity and Reliability

124. Validity and Reliability

125. Validity and Reliability

126. PROFIL SECARA INDIVIDU

127. Distribution of Marks

128. Distribution of Marks

129. Kajian Kes
Tidak sejajar di antara CLO dan aras taksonomi

130. CADANGAN
Kuiz, test, dan peperiksaan akhir dirangkum dalam satu CLO sahaja.
CLO lain memfokuskan pentaksiran secara praktikal dan kemahiran generik

131. Kajian kes Bagaimanakah sebenarnya bilangan item ditetapkan?
Berasarkan jam kuliah? Pemberat CLO? Ini kerana jumlah
Item yang sama sahaja bagi jumlah jam kuliah yang berbeza

132. CADANGAN Aplikasikan formula yang dicadangkan
Masukkan hanya topik yang paling signifikan terutama bagi soalan berbentuk subjektif

133. Kajian Kes Tidak salah sebenarnya bagi peringkat sijil / diploma
untuk mempunyai CLO /
aras item yang melebihi
aras Aplikasi

134. CADANGAN Gunakan satu sahaja CLO bagi mengukur PLO1 (Pengetahuan)
Aplikasikan konsep penjajaran konstruktif.

135. Kajian Kes Soalan MCQ bukanlah dibina untuk aras mudah sahaja.
Malah bagi ujian berbentuk sumatif
seharusnya memenuhi konsep
normal distribution

136. CADANGAN Kemahiran dalam pembinaan item peperiksaan
Memenuhi prinsip pembinaan item

137. Kajian kes
Antara contoh CLO yang tidak sesuai diukur dengan ujian bertulis

138. CADANGAN Tidak semua CLO perlu diukur dengan peperiksaan
Bina satu CLO khas untuk pengetahuan (PLO1)

139. Kajian Kes
Item ini bukanlah item berbentuk struktur

140. CADANGAN
Pensyarah perlu dapat membezakan apa yang dimaksudkan dengan item jawapan pendek, respon terhad, respon terbuka dan soalan berstruktur.

141. Kajian Kes
Bagaimana penetapan dan pemilihan topik bagi ujian berbentuk esei?
Adakah perlu melibatkan semua topik?
Bagaimana dari segi aras kesukaran?

142. Kajian Kes Instead of letakkan bilangan item, letakkan nombor soalan,
Contohnya soalan 1 (a), 1(b), 2(a),

143. Kajian Kes
Tiada jajaran dengan CLO
Tiada pecahan aras kesukaran item

144. Practical skills should not be assessed by examination

145. As conclusion…

146. Need to learn about
Learning Taxonomies

147. Need to learn about
Generic Skills

148. Need to learn about
Teaching and Learning Methods

149. Need to learn about
Assessment and Evaluation

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

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

152. Look at the measure not the score…
Look at the measure not the score….. Emphasize on the outcome not the output….