KAP Lecture Notes (ppt-pdf)

Outcome Based Education 01/11/2011

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

Copyright DrJJ, ASERG, FSG, UiTM. 2011 1

email: [email protected], drjjlanita@hotmail .com; [email protected]: http://drjj.uitm.edu.my ; HP#:+60193551621

Koichiro MatsuraPreviousDirector General of UNESCO

Howard Gardner

EdwardDeBono


Sunway-DRJJ-Constructive ALignment-241110

Sunway-Continuous Assessment

Sunway-Course Assessment Guide

Sunway-UK Higher EducAcad-Assessment of LOs

Sunway-Felder-Designing ABET Program

Sunway-Killen-Measuring Stud Learning- (2004)

Outcomes-Based Assessment-Guides Examples (link)

**KAP reading on OBE-Killen**new-17062011

KAP Lecture Notes (ppt-pdf) **new-01112011

Materials to be downloaded from my website . http://drjj.uitm.edu.my ;

**Outcome Indicators Appendix (pdf) **new-03102011



01/11/2011 Copyright DrJJ, ASERG, FSG, UiTM. 2011 3

�� communication skillscommunication skills�� Scientific (problemScientific (problem --solving) skillssolving) skills�� decisiondecision --making skills which enable students to become leade rs making skills which enable students to become leade rs �� well developed analytical skills well developed analytical skills �� teamwork skillsteamwork skills�� wellwell --practiced leadership skills. practiced leadership skills. �� good interpersonal skillsgood interpersonal skills

One purpose of higher education is One purpose of higher education is to graduate students who will to graduate students who will become productive citizensbecome productive citizens . Skills employers consistently seek from . Skills employers consistently seek from university graduates: university graduates:

The objective of Malaysian Higher Education system is to The objective of Malaysian Higher Education system is to produce produce professionals as demanded by the nation for human r esourcesprofessionals as demanded by the nation for human r esources


http://drjj.uitm.edu.my

UiTM’s VISIONTo establish UiTM as a premier university of outstanding scholarship and academic excellence capable of providing leadership to BumiputerasBumiputeras ’’ dynamic involvement in all professional fields of dynamic involvement in all professional fields of worldworld --class standardsclass standards in order to produce globally competitive produce globally competitive graduates of sound ethical standinggraduates of sound ethical standing .

EAC ABET WA

MissionMissionTo enhance the knowledge and expertise of Bumiputeras in all fields of study through professional programmes, research work and community service based on moral values and professional ethicsmoral values and professional ethics .




Howard Gardner


� Born & Raised in the state of Hang JEBATJEBAT …� Early education at St. David’s, Science Malacca & SDAR (Seremban)� B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) – Kansas St. Univ.� Teaching Certificate (1986) – MPTI, Johor Bahru� Served ITM – Jan 1987� PhD Physics Education (1991-1994) - Kansas St. Univ.� Physics & Education expert (Recipient of UiTM’s 2010 T&L Academic Award )

� Practiced OBE & Active Learning on my own since 1997. � OBE, OBTL workshop speaker, facilitator & consultant at national level� Vice-Chair Asian Physics Education Network (ASPEN), UNESCO� Chair for ASPEN, Malaysia. � Nominated for Innovative Teaching & Learning National & International� Active Member, Science Educ. Committee, Academy Science Malaysia since 2005.� Keynote, Plenary and Invited Speaker in Conferences Nationally & Internationally

DrJJ, Zollman, Law, TS Zul











AIM: AIM: This halfThis half --day talk & workshop intends to provide you with an day talk & workshop intends to provide you with an overview on the 21overview on the 21 stst Century OutcomesCentury Outcomes --Based Curriculum Design & Based Curriculum Design & AssessmentAssessment

The The objectives objectives (what (what II plan to do)plan to do) of this halfof this half --day workshop are:day workshop are:

1.1. Describe the Malaysian Qualification Framework as the driving foDescribe the Malaysian Qualification Framework as the driving force for rce for

OutcomesOutcomes--Based Education implementation in Malaysian Higher Education. Based Education implementation in Malaysian Higher Education.

2.2. Describe the characteristics of 21st Century Learning.Describe the characteristics of 21st Century Learning.

3.3. Describe the Designing Backwards curriculum design in OutcomesDescribe the Designing Backwards curriculum design in Outcomes--Based Based

Education.Education.

4.4. Describe the OutcomesDescribe the Outcomes--Based Assessment & Grading in ensuring Constructive Based Assessment & Grading in ensuring Constructive

Alignment (CA) in OutcomesAlignment (CA) in Outcomes--Based Teaching & Learning (OBTL).Based Teaching & Learning (OBTL).


Learning OutcomesLearning Outcomes (what YOU will know and be able to do(what YOU will know and be able to do -- this is your this is your TAKETAKE --AWAY for today)AWAY for today)Upon successful completion of this workshop, you wi ll be able to:1.1. Describe the relevance of 21Describe the relevance of 21stst century learning to your current classroom century learning to your current classroom

practices. (LO1practices. (LO1--C2)C2)

2.2. Explain the impact of Malaysian Qualification Framework on desigExplain the impact of Malaysian Qualification Framework on designing new ning new

curriculum. (LO1curriculum. (LO1--C2)C2)

3.3. Explain the Designing Down or Design Backwards in OutcomesExplain the Designing Down or Design Backwards in Outcomes--Based Education. Based Education.

(LO1(LO1--C2)C2)

4.4. Reflect your present assessment practices as means of collectingReflect your present assessment practices as means of collecting and validating and validating

evidences of outcomes attainment and performance. (LO3evidences of outcomes attainment and performance. (LO3--C5)C5)

AIM: This halfAIM: This half --day talk & workshop intends to provide you with an day talk & workshop intends to provide you with an overview on the 21st Century Outcomesoverview on the 21st Century Outcomes --Based Curriculum Design & Based Curriculum Design & AssessmentAssessment





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To promote confidence to the

public;public;stakeholders (any group which has an interest in, stakeholders (any group which has an interest in, involvement with, dependence on, contribution to, o r involvement with, dependence on, contribution to, o r is affected by, our graduatesis affected by, our graduates ););

that the quality of provision and standards of awards in higher education institutions (HEIs) are being safeguard and enhanced.

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• Point of reference & joint understanding of HE Qualifications in

Malaysia

• An instrument that

• develops and classifies qualifications based on a set of criteria

that are approved nationally and benchmarked against

international best practices,

• and which clarifies the earned academic levels, learning , learning

outcomes of study areas and credit system based on student outcomes of study areas and credit system based on student

academic load (Student Learning Time, SLT).academic load (Student Learning Time, SLT).

• These criteria are accepted and used for all qualifications awarded by

recognised higher education providers. Hence, MQF integrates with

and links all national qualifications.

MQF



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MQF Framework for Foundation/Preparatory:MQF Framework for Foundation/Preparatory:http://drjj.uitm.edu.my

MQF



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MQF Framework for Diploma levelMQF Framework for Diploma level--Outcomes:Outcomes:Median Complexity/ Competency Level Upon Successful Median Complexity/ Competency Level Upon Successful Completion of Program : C3,P4, A3Completion of Program : C3,P4, A3


MQF

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MQF MQF –– Bachelors degree (Bachelors degree (HonsHons.).)Median Complexity/ Competency Level Upon Median Complexity/ Competency Level Upon Successful Completion of Program :Successful Completion of Program : C4, P4, A3C4, P4, A3


MQF



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MQACode ofPractice

MQA Code of PracticeGood Practices:

….the quality assurance process is built on the following attributes:

��encourages a variety of teaching and learning metho dsencourages a variety of teaching and learning metho ds�ensures the choice of credible student assessment

methods appropriate for the teaching and learning methods chosen;

�ensures there are adequate resources to deliver the curriculum;

��is concerned with good outcomes rather than detaile d is concerned with good outcomes rather than detaile d specifications of contentspecifications of content


MQACode ofPractice









Developing 3 Domains of Education-LearnCognitive

Knowing, the HeadHeadThe KNOWLEDGE (F,C,P)

Intellectual Skills (FC)

(3+1)H?


AffectiveFeeling, The HeartHeartThe CARE, Emotions

PsychomotorDoing, The HandHand, Body

The SKILLS

PsychomotorDoing, The HandHand, Body

The SKILLS


Learning isLearning is�� what students know what students know (factual, conceptual, procedural & (factual, conceptual, procedural &

metacognitivemetacognitive knowledge).knowledge).�� what they can do with what they know what they can do with what they know (functional knowledge)(functional knowledge)�� Knowledge, Knowledge, skills, and attitudesskills, and attitudes . .


““ Learning should be relevant to the variety of gradu ates Learning should be relevant to the variety of gradu ates ‘‘ roles included in their working, civic and personal life.roles included in their working, civic and personal life. ””

“ It is an emphasis on what students It is an emphasis on what students can do with knowledge, can do with knowledge, rather than what units of knowledge they haverather than what units of knowledge they have , that best , that best describes the essence of 21st century skillsdescribes the essence of 21st century skills .”

The 21The 21stst Century Century MUST HAVEMUST HAVE skills:skills:

Elena Silva in the Education Sector Report 2008




One of the most important goals of a university is to develop develop individuals who have advanced literacy skills in individuals who have advanced literacy skills in their disciplinetheir discipline : people who can participate effectively participate effectively by critiquing information and ideasby critiquing information and ideas and by contributing with rigourrigour and creativity to new insights and knowledgeand creativity to new insights and knowledge , who are selfself --aware as learnersaware as learners , and who are rhetorically rhetorically versatile, confident communicators versatile, confident communicators able to adaptable to adapt and and contributecontribute to the demands of employment and life to the demands of employment and life in a in a changing society and wider worldchanging society and wider world .


“A university is an institution that provides experiences for intense interaction between students & teachers” – Syed Naquib quoted by Deputy Minister of HE at the opening of EDUCATE conference, Nikko Hotel, Oct 7th, 2010


•• StudentsStudents ’’ ability and inclination to solve problems ability and inclination to solve problems effectively depend on their having certain effectively depend on their having certain knowledge, skills, and attitudesknowledge, skills, and attitudes .

• Quantitative, communication, manual, and critical-r esponse skills are essential for problem solving.

Studies of the related literature on problem solvin g and extensive discussion about Project 2061 (AAAS1993,p.282) conclude that:

Science education have long aim at developing and e nhancing problem solving

abilities of students. Problem solving ability is generally Problem solving ability is generally viewed as the ability to think critically, to reaso n viewed as the ability to think critically, to reaso n analytically, and to create productivelyanalytically, and to create productively , which all involve quantitative, communication, manual, and critical-r esponse skills (American Association for the Advancement of Science 1993).





Source: Oxford Advanced Learner’s Dictionary, 6 th Edition (2000)

Critical Critical means?? means??


Analytical Analytical means ?? means ??

ProblemProblem --solving is an solving is an act of finding ways in dealing with problemsact of finding ways in dealing with problems

Problem Problem �� a situation which concerns someone, or a situation which would a situation which concerns someone, or a situation which would

concern someone if they knew about it.concern someone if they knew about it.�� is a gap between an actual and desired situationis a gap between an actual and desired situation�� an obstacle which hinders the achievement of a part icular goal, an obstacle which hinders the achievement of a part icular goal,

objective or purposeobjective or purpose

making fair, careful judgments about the good & bad qualities of....

�Use logical methods to understand�Using scientific methods in answering questions


Tucker, M.S. & Codding, J.B. (2002/1998)

Marc Tucker and Judy Codding urges adoption of thinking curriculumthinking curriculum

that provides a deep understandingdeep understanding of the subjectof the subject and the ability toability to apply that understandingapply that understanding to the to the complex, realcomplex, real --world problemsworld problems that the student will that the student will face as an adultface as an adult




01/11/2011 Copyright DrJJ, ASERG, FSG, UiTM. 2011 31Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.

Can explainCan explain : provide thorough, supported, and justifiable accounts of phenomena, facts, and data.

Can interpretCan interpret : tell meaningful stories; offer apt translations; provide a revealing historical or personal dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.

Can applyCan apply : effectively use and adapt what we know in diverse contexts.

Have perspectiveHave perspective : see and hear points of view through critical eyes and ears; see the big picture.



Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs:Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing.

Sternberg suggests Curriculum must develop the other 3 R’s.

•• ReasoningReasoning• which include analytical, critical thinking, and problem solving skills

•• ResilienceResilience• which encompasses life skills such as flexibility, adaptability, and

self-reliance•• ResponsibilityResponsibility

• wisdom, which he defines as “the application of intelligence, creativity, and knowledge for a common good.”






Is Providing Instruction the END of educational experi enceProviding Instruction the END of educational experi ence or

Is it a MEAN to an endMEAN to an end ?

Art of Teaching-See for example Walter Lewin’s or Kh an Academy

Art & Science of Teaching & Learning Art & Science of Teaching & Learning -- MEAN to an endMEAN to an end





If you are, you breath.If you breath, you talk.


If you understand, you know.If you understand, you know.If you know, you want to know moreIf you know, you want to know more ……And if you want to know more, And if you want to know more, you are aliveyou are alive ..

If you talk, you ask.If you talk, you ask.If you ask,If you ask, you think.you think.If you think, you search.If you think, you search.If you search, you experience.If you search, you experience.If you experience, you learn.If you experience, you learn.

If you find, you doubt.If you find, you doubt.If you doubt, you question.If you doubt, you question.If you question, you understand.If you question, you understand.

If you learn, you grow.If you grow, you wish.If you wish, you find.

Video courtesy of National Geographic Channel



01/11/2011








OutcomesOutcomes --Based EducationBased Education (OBE) is a philosophyphilosophy , an approachapproach to educationeducation based on products of learning experiences

Integrates Constructively Aligned Constructively Aligned TLAsTLAs , Assessment & Grading to the , Assessment & Grading to the Finished Product, the Finished Product, the Learning Learning OutcomesOutcomes

InvolvedInvolved Every Every stakeholders of stakeholders of higher educationhigher education

Prepares Prepares graduates as graduates as knowledgeable knowledgeable & responsible & responsible citizenscitizens


�All engineers have in common the work they do: applyingapplyingscientific knowledge to solvesolve technical problems and developdevelopproducts and services that benefit society.

�For example, electrical and electronics engineers conductconductresearch, and design, develop, test, and overseedesign, develop, test, and oversee the development of electronic systems and the manufacture of electrical and electronic equipment and devices. From the global positioning system that can continuously provide the location of a vehicle to giant electric power generators, electrical and electronics engineers are responsible for a wide range of technologies.

�The core curriculum builds on a foundation of basic courses in calculus, physics, chemistrycalculus, physics, chemistry , and the humanities.

GE ABET






�� OutcomesOutcomes --BasedBased�� InterdisciplinaryInterdisciplinary�� ProjectProject --basedbased�� ResearchResearch --drivendriven�� Thematic & NOT textbookThematic & NOT textbook --driven driven

(textbook as a resource(textbook as a resource ))�� Connected to communityConnected to community�� IncorporatesIncorporates

�� BloomBloom ’’s HOTSs HOTS�� Multiple IntelligencesMultiple Intelligences�� Learning PreferencesLearning Preferences�� Technology & multimediaTechnology & multimedia�� Multiple Multiple literaciesliteracies�� Authentic Assessment (tasks)Authentic Assessment (tasks)

�� Students work independently & Students work independently & interdependentlyinterdependently


�� Knowledge is Knowledge is �� constructedconstructed through research through research

and application, and and application, and connected connected to previous knowledge, personal to previous knowledge, personal experienceexperience , interests, talents , interests, talents and passions and passions

�� is NOT memorization of factsis NOT memorization of facts�� Assessment isAssessment is

�� demonstration of understanding demonstration of understanding through application in a variety through application in a variety of contextsof contexts

�� NOT REGURGITATIONNOT REGURGITATION�� By self, peer & facilitatorsBy self, peer & facilitators�� By By multiplemultiple ATsATs to show to show

achievement of CLOsachievement of CLOs�� By using By using holistic rubricsholistic rubrics





"Learning outcomes represent

culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and

achievementachievementachievementachievementachievementachievementachievementachievement.

They are not simply a listing of discrete skills, nor broad statements of knowledge and comprehension.

They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate They describe performances that demonstrate

that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and

achieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the program."


The OutcomesThe Outcomes --Based approach to course design is intended to Based approach to course design is intended to

make the expectations of the designer/educator make the expectations of the designer/educator more transparent to both the student and any more transparent to both the student and any regulatory or accrediting bodyregulatory or accrediting body (KPT, MQA, EAC)(KPT, MQA, EAC) . .


Unlike the traditional model of course design in hi gher Unlike the traditional model of course design in hi gher education (focus on coverage), where the lecturer w ould decide education (focus on coverage), where the lecturer w ould decide what to include on a syllabus, based on his or her own what to include on a syllabus, based on his or her own judgement of what was important for students to kno w; or on judgement of what was important for students to kno w; or on personal research or other interests; personal research or other interests;

the outcomesthe outcomes --based approach starts with a specification of what based approach starts with a specification of what the student will be expected to achieve by the end of the the student will be expected to achieve by the end of the program/course/unitprogram/course/unit /lesson/lesson




1. Clarity of focus about outcomes��Always have the significant, culminating exit outco mes as the Always have the significant, culminating exit outco mes as the

focusfocus .�Let the students know what they are aiming for.

2. Designing backwards

��Design curriculum backward by using the major outco mes as Design curriculum backward by using the major outco mes as the focusthe focus and linking all planning, teaching and assessment decisions directly to these outcomes

CMAP-S CMAP-ACMAP-EDU CMAP-M


3. Consistent, high expectations of success

�Set the expectation that OBE is for ALL learnersOBE is for ALL learners .�Expect students to succeed by providing them encouragement to

engage deeply with the issues they are learning and to achieve the high challenging standard set (Spady, 1994b).

4. Expanded opportunity

��Develop curriculum to give scope to every learner t o learn in Develop curriculum to give scope to every learner t o learn in his/her own pace.his/her own pace.

��Cater for individual needs and differencesCater for individual needs and differences , for example, expansion of available time and resources so that all students succeed in reaching the exit outcomes.



Traditional/Transitional OBETraditional/Transitional OBE emphasisesemphasises student mastery of student mastery of traditional subjecttraditional subject--related academic outcomes (usually with a strong related academic outcomes (usually with a strong focus on subjectfocus on subject--specific content) and some crossspecific content) and some cross--discipline discipline outcomes (such as the ability to solve problems or to work cooutcomes (such as the ability to solve problems or to work co--operatively). operatively).

Transformational OBETransformational OBE emphasisesemphasises longlong--term, crossterm, cross--curricular curricular outcomes that are related directly to studentsoutcomes that are related directly to students’’ future life roles (such future life roles (such as being a productive worker or a responsible citizen or a parenas being a productive worker or a responsible citizen or a parent). t). SpadySpady (1994)(1994)

Source: Killen, Roy (2005). Programming and assessm ent for quality teaching and learning. Chapter 2. Thomson Social Science Press






MOHE

Institutional Attributes

Program level (Still general)

Course Level (Specific but not directly measurable)

Lesson Level (Very specific & MUST be measurable)Lesson Level (Very specific & MUST be measurable)

General (not directly measurable)

Very general (not measurable)

General (not directly measurable)



1. Knowledge (K)2. Practical Skills (S)3. Thinking and scientific skills (K)4.4. Communication skillsCommunication skills (A/S)5. Social skills, teamworkteamwork and responsibility

(A/S)6. Values, ethics, moral and professionalism (A) 7. Information management and lifelong learning

skills (S/A)8. Managerial and entrepreneurial skills (S)9.9. LeadershipLeadership skills (S/A)

MQF LOs DomainsMQF LOs Domains MOHE LOs, 2009MOHE LOs, 2009

i. Knowledgeii. Practical skillsiii. Social skills and responsibilitiesiv. Ethics, professionalism and

humanitiesv.v. CommunicationCommunication , leadershipleadership and

team skillsteam skillsvi. Scientific methods, critical thinking

and problem solving skillsvii. Lifelong learning and information

managementviii. Entrepreneurship and managerial

skills






UiTM’s VISIONTo establish UiTM as a premier university of outstanding scholarship and academic excellence capable of providing leadership to Bumiputeras’ dynamic involvement in all professional fields of world-class standards in order to produce globally competitive graduates of sound ethical standing.

Programme Educational Objectives are specific goals consistent with the consistent with the mission and vision of the IHLmission and vision of the IHL , contains the 9 MOHE/MQF attributescontains the 9 MOHE/MQF attributes , responsive responsive to the expressed interest of programme stakeholders andto the expressed interest of programme stakeholders and describing the describing the expected achievements or milestone of graduates in their career expected achievements or milestone of graduates in their career and and professional life few years after graduationprofessional life few years after graduation . PEOs are employability attributes and selling points of your program. The sentences b egin with: Three to five years upon successful completion the program, our g raduates will be….

EAC ABET WA

MissionMissionTo enhance the knowledge and expertise of Bumiputeras in all fields of study through professional programmes, research work and community service based on moral values and professional ethics.







�� What What shouldshould studentsstudents be learningbe learning and in what ways what ways shouldshould they be growingthey be growing ? AIMS, PEOs & PLOs, CLOs

�� What What areare studentsstudents actually learningactually learning and in what ways what ways areare they actually they actually growinggrowing ? Evidence of CLOs/PLOs attainment & PEOs achievemen t

�� What should youWhat should you be doingbe doing to facilitate student learning and growth? Engaging students with the LO verbsEngaging students with the LO verbs


Defined in this manner, assessment asks you to thin k about the following questions:




“…“… The most important principles of outcomes-based education (OBE) is that planning, teaching and assessment should focus on h elping planning, teaching and assessment should focus on h elping learners to achieve significant outcomes to high st andardslearners to achieve significant outcomes to high st andards . This This cannot be achieved without having suitable ways to describe cannot be achieved without having suitable ways to describe desired learning outcomes and the quality of studen ts' desired learning outcomes and the quality of studen ts' demonstrations of learningdemonstrations of learning …”…”

Killen R., & Hattingh. S.A. (2004. “A theoretical f ramework for measuring the quality of student learn ing in outcomes-based education”.' SAJHE, Vol18 No. 1. Uni za Press.


Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in outcomes-based education”.' SAJHE, Vol18 No. 1. Uniza Press.

From this quality perspective,�� understandingunderstanding (rather than memorisation),�� creativitycreativity (rather than reproduction),�� diversitydiversity (rather than conformity),�� initiativeinitiative (rather than compliance) and�� challengechallenge (rather than blind acceptance) become the yardsticks by become the yardsticks by

which we try to measure, describe and report studen t learningwhich we try to measure, describe and report studen t learning ' (Killen 2003:10).

An important consequence of directing our attention towards the assessment

of complex outcomes is that it changes the focus of it changes the focus of assessment from quantity assessment from quantity to qualityto quality




Killen R., & Hattingh. S.A. (2004. “A theoretical f ramework for measuring the quality of student learn ing in outcomes-based education”.' SAJHE, Vol18 No. 1. Uni za Press.

An important consequence of directing our attention towards the assessment of complex outcomes is that it changes the focus of assessment from it changes the focus of assessment from quantity to qualityquantity to quality .

�� It changes our focus from asking `How many objectiv e questions cIt changes our focus from asking `How many objectiv e questions c an an the learner answer?' or How many marks are awarded for a questiothe learner answer?' or How many marks are awarded for a questio n n and test or `Which particular skills can the learne r demonstrateand test or `Which particular skills can the learne r demonstrate ?'?' to to asking `How well does the learner understand impor tant conceptsasking `How well does the learner understand impor tant concepts , , theories and principles?' and `How expertly can the learner intetheories and principles?' and `How expertly can the learner inte grate a grate a range of skills into a complex performance?range of skills into a complex performance? ‘‘

�� judge the quality of students' learning in words ra ther than numjudge the quality of students' learning in words ra ther than num bersbers to describe the difference between high-quality and low-quality achievement of complex outcomes (Killen 2003:10).







� provide information about the knowledge and skills students have

as they enter a course… ( prior knowledgeprior knowledge --diagnosticdiagnostic )

� provide reliable data on student learningreliable data on student learning …� make available richer data about the effects of the curriculum effects of the curriculum

(program level) or teaching methods (course level)(program level) or teaching methods (course level) …

�� yield more reliable data about instructionyield more reliable data about instruction …� provide evidence that faculty make a difference in student

learning…� offer a larger view of student needs and accomplish ments…

*Adapted from the University of Nebraska, Lincoln T eaching and Learning Center, Teaching at UNL, Vol. 21, No. 2 (Oct, 1999).


To manyTo many, the word “assessmentassessment” simply means the process by process by

which we which we ““ measuremeasure”” learning & assign students gradeslearning & assign students grades.

However, assessment is much more than this:

Assessment is a mechanism for providing faculty staff with Assessment is a mechanism for providing faculty staff with

datadata for improving their teaching methodsfor improving their teaching methods andand for for

guiding guiding and and motivating students to be motivating students to be actively involvedactively involved

in their own learningin their own learning. .

As such, As such, assessment provides important feedback assessment provides important feedback

to both instructors and studentsto both instructors and students.SOURCE: Excerpted from National Institute for Science Education (2001b)




Assessment gives us essential information about what our Assessment gives us essential information about what our

studentsstudents are learningare learning and about theand about the extent to which extent to which

we are meeting our teaching goalswe are meeting our teaching goals.

But the true power of assessment comes in also using it to give using it to give

feedback to our studentsfeedback to our students. Improving the quality of Improving the quality of

learninglearning in our courses involves not just determining to what extent students have mastered course contentmastered course content at the endat the end of of

the coursethe course; improving the quality of learningimproving the quality of learning also involves

determining to what extent students are determining to what extent students are mastering mastering

contentcontent throughoutthroughout the coursethe course.

SOURCE: Excerpted from National Institute for Science Education (2001b)


Turn to Your Partner & say HELLOOOOO PartnerHELLOOOOO Partner . Introduce Yourself…

Take 7 minutes to discuss & agree on the group’s vi ew on the focus question “What is Assessment”






20th century classroom assessment20th century classroom assessment�� mechanism for providing an index of learningmechanism for providing an index of learning� followed a predictable pattern: teachers taught, tested the studentsteachers taught, tested the students ’’

knowledge of the material, made judgments about stu dentsknowledge of the material, made judgments about stu dents ’’ achievement achievement based on the testingbased on the testing

�� moved on to the next unit of workmoved on to the next unit of work . �� compares students with more successful peers as a m eans to motivcompares students with more successful peers as a m eans to motiv ate ate

students to learnstudents to learn

Learning was long thought to be an accumulation of atomized bits ofknowledge that are sequenced, hierarchical, and nee d to be explicitly “ taught (lecture TO the students)taught (lecture TO the students) ” and reinforced. Teachers Teachers ““ taughttaught ”” the the content, students listened to the content, students listened to the ““ teachingteaching ”” and scrambling to keep pace and scrambling to keep pace with the notewith the note --taking (scribbling, drawing artwork...)taking (scribbling, drawing artwork...) .




TESTS

EXAMS

Products of 20 th

Century Learning

Products of Products of Authentic LearningAuthentic Learning





Source: F

elder.,R.M

., Brent, R

ebeca(2003).

Designing and T

eaching Courses to S

atisfythe A

BE

T E

ngineering Criteria.

Journal of E

ngineering Education

, 92 (1), 7-25

Students Students CONSTRUCT CONSTRUCT MEANING from MEANING from what they learn what they learn

Curriculum is designed so that the learning learning activities and activities and assessment assessment tasks are aligned tasks are aligned with the learning with the learning outcomes that outcomes that are intended in are intended in the coursethe course .








Contextualized Contextualized (authentic)(authentic)

Decontextualized(unauthentic)

Standards ModelStandards ModelMeasurement Model

CriterionCriterion --referencedreferencedNorm-referenced

FormativeFormativeSummative

OBAOBATraditionalTraditional




1. In OBE-OBTL, assessment is about making a judgmentjudgment and providing a providing a gradegrade to how well (how well ( performance standardsperformance standards ) the PLOs/CLOs have been ) the PLOs/CLOs have been achievedachieved by programme/students – OutcomesOutcomes --basedbased ..

2. Designed to align with the PLOs/CLOs to be assessed –– Constructive Constructive AlignmentAlignment ..

3.3. Assessment tasksAssessment tasks are selected to provide the means for students to present means for students to present evidence of their learning and achievement of the P LOs/CLOsevidence of their learning and achievement of the P LOs/CLOs ..

4.4. Student performance is judged on evidence of achiev ement of the Student performance is judged on evidence of achiev ement of the PLOs/CLOs PLOs/CLOs (assessment criteria(assessment criteria ) presented in the ) presented in the assessment task assessment task --criterioncriterion --referencedreferenced . . The difference between OBA and traditional CRA is i nThe difference between OBA and traditional CRA is i n

how studentshow students ’’ grades are determinedgrades are determined .





Questions to be asked in selecting assessment methods:Questions to be asked in selecting assessment methods:

1.1. What CLOs are to be assessed?What CLOs are to be assessed?2.2. Are the assessment methods concerned Are the assessment methods concerned able to address those CLOsable to address those CLOs ??3.3. Will the assessment methods Will the assessment methods encourage students to relate to realencourage students to relate to real --life life

contextscontexts ? ? Are they authenticAre they authentic ? ? 4.4. Are the assessment methods Are the assessment methods practicable with respect to time practicable with respect to time

allowance and available resourcesallowance and available resources ??5.5. Taking the course as a whole, Taking the course as a whole, will the different assessment methods will the different assessment methods

offer a balanced assessment of all the course CLOsoffer a balanced assessment of all the course CLOs ??6.6. Is the assessment Is the assessment workload realistic for teachers and studentsworkload realistic for teachers and students ? ?

Different methods of assessment assess different learning outcomDifferent methods of assessment assess different learning outcomes. es. A range of different methods of assessment may be required to adA range of different methods of assessment may be required to address the dress the range of CLOs of a courserange of CLOs of a course


Course Grades� Entrance Diagnostic Exams

� Standardized Tests

� Faculty-made tests

� Collegiate Learning Assessment� Faculty/Program developed Exit Exam

Quantitative

Indirect Indirect EvidenceEvidence

self-perceptions of their learning and

their perspectives on program structure

and curricular content

Direct EvidenceDirect Evidencecompelling case for the extent to which

students have achieved expected learning outcomes gathered through

faculty’s systematic analysis of student projects, exams, or sets of specified

course assignments.




� Surveys (Exit, Alumni)

� Exit Interviews

� Focus Group

Capstone coursesPortfolio-faculty created “program portfolios”- samples of students’ work for each learning outcomes. (course assignments, exam questions, entire tests, in-class activities, fieldwork , activities, and/or homework assignment) from selected courses,

Qualitative

Indirect EvidenceIndirect Evidenceself-perceptions of their

learning and their perspectives on

program structure and curricular content

Direct EvidenceDirect Evidencecompelling case for the extent to which

students have achieved expected learning outcomes gathered through faculty’s

systematic analysis of student projects, exams, or sets of specified course

assignments.


��ContinuousContinuous��OnOn--going during learning / teachinggoing during learning / teaching . . ��Not about giving many quizzes or tests but to Not about giving many quizzes or tests but to use of a variety of use of a variety of assessment instruments, assessing various component s of assessment instruments, assessing various component s of learning, not only the thinking processes but inclu ding learning, not only the thinking processes but inclu ding behavioursbehaviours , , personality traits and manual dexteritypersonality traits and manual dexterity . . PLOs attainment from PLOs attainment from courses are formative data to the program assessmen tcourses are formative data to the program assessmen t

��DiagnosticDiagnostic��Provides feedback to students and teachersProvides feedback to students and teachers onon

��strengths and areas for improvementstrengths and areas for improvement��DifficultiesDifficulties��MisconceptionsMisconceptions

��RemedialRemedial��Provides opportunities for modification / improveme ntProvides opportunities for modification / improveme nt




�� TerminalTerminal��At the endAt the end of learning / teachingof learning / teaching

��DescriptiveDescriptive��How well materials / knowledge / skills have been learnedHow well materials / knowledge / skills have been learned

�� For ranking and selectionFor ranking and selection�� No provision for modification / improvementNo provision for modification / improvement






Assessing declarativeAssessing declarativeknowledge:knowledge:��Essay examinationsEssay examinations��Multiple choice questionsMultiple choice questions��OpenOpen--book examinationsbook examinations��ClosedClosed--book examinationsbook examinations��Tests and quizzesTests and quizzes��AssignmentsAssignments��Ordered outcome itemsOrdered outcome items��Letter to a friendLetter to a friend��PresentationsPresentations

Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies.

Assessing functioningAssessing functioningknowledge:knowledge:��Projects (individual)Projects (individual)��Projects (group)Projects (group)��PortfoliosPortfolios��PracticumsPracticums��LaboratoriesLaboratories��Reflective journalsReflective journals��Case studiesCase studies��PresentationsPresentations��AssignmentsAssignments

Rapid assessments Rapid assessments methods (for large methods (for large classes):classes):�Concept maps�Venn diagrams�Three-minute essays�Gobbets (artifacts)


As he was talking about MQF, he put up these words that were cirAs he was talking about MQF, he put up these words that were circled and cled and connected these words with other words.. He claimed the linking connected these words with other words.. He claimed the linking between these between these words, a term he coined proposition is a very strong visual reprwords, a term he coined proposition is a very strong visual representation of what is esentation of what is in our mind. He indicated the similarity and difference between in our mind. He indicated the similarity and difference between this so called this so called knowledge representation with the mind map. I wasnknowledge representation with the mind map. I wasn’’tt’’ quite sure what it all meant quite sure what it all meant and then it struck me like a lightning bolt how these very familand then it struck me like a lightning bolt how these very familiar terms I had always iar terms I had always argued with you. Amazingly, they were linked up smoothly in thisargued with you. Amazingly, they were linked up smoothly in this visual visual representation called Concept Maprepresentation called Concept Map…….. Linking 2 terms or concepts together by .. Linking 2 terms or concepts together by using linkwords not only clarify the connection between them butusing linkwords not only clarify the connection between them but also appeared to also appeared to be a scientific claim of some sort..be a scientific claim of some sort..

My dear EF, it has been a while since we last wrote to each otheMy dear EF, it has been a while since we last wrote to each other. So, I decide to r. So, I decide to enlighten you with an interesting character I met today..enlighten you with an interesting character I met today..

He puts on a contagious smile and his outlook is quite dashing IHe puts on a contagious smile and his outlook is quite dashing I must say.. But what must say.. But what I really wanted to share with you today is the new and interestiI really wanted to share with you today is the new and interesting learning ng learning experience I had while with himexperience I had while with him…… Oh, did I mention that he knows CK??... Will write Oh, did I mention that he knows CK??... Will write to you about that in another letter..to you about that in another letter..





An An ““ AA”” studentstudent ’’s responses response : As like a “C” student plus

Newton’s laws of motion best describes how these changes occur. In fact, he asserts that forces cause an object’s position and hence its speed to change. Prolong and constant exertion of the force will cause a constant change of its speed or direction or both. But in the world of atoms and subatomic particles, Newton’s laws begin to breakdown especially at speeds close to the speed of light… In addition to visible forces, invisible forces also exist. …. & more

A A ““ CC”” studentstudent ’’s responses response could be:Forces are agents of change. Physically, a force can be visually observed as changing the position of a sta tionary object. It also changes either the speed or the dir ection or both if the object was initially in motion.

SYLLTestLab

SYLLTestLab







QUIZ: Match the list of concepts below to the appro priate boxes to produce acceptable propositions in answering the focus question “WHAT IS ASSESSEMENT?”

consistency, candidates, values, instrument, valid, skills, relevancy, products, information





QUIZ: Match the list of concepts below to the appro priate boxes to produce acceptable propositions in answering the focus question “WHAT IS ASSESSEMENT?”

consistency, candidates, values, instrument, valid, skills, relevancy, products, information





“Education, we see, is not merely gaining knowledge or skills helpful toward productive work, though certainly that is a part of it. Rather it is a replenishment and an expansion of the natural thirst of the mind and soul. Learning is a gradual process of growth, each step building upon the other. It is a process whereby the learner organizes and integrates not only facts but attitudes and values. The Lord has told us that we must open our minds and our hearts to learn. There is a Chinese proverb: Wisdom is as the moon rises, perceptible not in progress but in result. As our knowledge is converted to wisdom, the door to opportunity is unlocked.” Barbara W. Barbara W. Barbara W. Barbara W. Barbara W. Barbara W. Barbara W. Barbara W.

WinderWinderWinderWinderWinderWinderWinderWinder

““““““““The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but The great aim of education is not knowledge, but

action.action.action.action.action.action.action.action.”””””””” Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer Herbert Spencer

““““““““The one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questions.ions.ions.ions.ions.ions.ions.ions.””””””””

Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm Max Beerbohm

Dr JJ: +60193551621; http://drjj.uitm.edu.my


You can know the name of a bird (or element) in all the languages of the world, but when you're finished, you'll know absolutely nothing wha tever about the bird (or element)... So let's look at the bird to see what it's doing—that' s what counts. I've learned very early the

difference between knowing the name of something an d knowing something.—Richard Feynman


TASK-CA







ABETABET ’’s definition of PEOss definition of PEOs:The program must have publishedpublished Program Educational Objectives that are consistent with the mission of the institution, the needs of theconsistent with the mission of the institution, the needs of theprogramprogram ’’s various constituencies, and these criterias various constituencies, and these criteria .

There must be a documented and effective process, involving program documented and effective process, involving program constituencies, for the periodic review and revisio n of these prconstituencies, for the periodic review and revisio n of these pr ogram ogram educational objectiveseducational objectives .

EAC ABET WA

EACEAC’’ss definitiondefinitionProgramme Objectives are specific goals consistent with the mission specific goals consistent with the mission and vision of the IHL, that are responsive to the e xpressed inteand vision of the IHL, that are responsive to the e xpressed inte rest of rest of programme stakeholders, describing the expected ach ievements of programme stakeholders, describing the expected ach ievements of graduates in their career and professional life few years after graduates in their career and professional life few years after graduationgraduation .





Generic Program Educational Objectives (PEOs are employa bility attributes and selling points of your program) for FSG Diploma Programs . The sentences begin with

Three to five years upon successfully completing th e program, our graduates will be:

1. semiprofessionals in applied sciences who analyze and apply the knowledge, understanding and laboratory experiences to provide quality products and services to the government agencies and science-related industr ies.

2. semiprofessionals in applied sciences who lead an d engage in teams in problem solving tasks across disciplines through effective communicative abilities

3. semiprofessionals in applied sciences who continu e to advance their knowledge and abilities by utilizing ICT to explore business oppo rtunities in the science-related industry

4. semiprofessionals in applied sciences who practic e ethical and professional values in providing services to the recipients and provider o f the science-related industry.

Task

TCM Health EAC ABET WAEng Tech



Generic Program Learning Outcomes (PLOs are what gra duates will know and be able to do to attain PEOs) for FSG Degree Programs . The sentences begin with

Upon successful completion of the program, our bumi putra graduates will be able to:

1. apply and acquire knowledge and understanding of laws, theories and principles of science and mathematics. (LO1)

2. safely prepare samples and operate a range of mac hineries and laboratory equipments. (LO2)

3. conduct experiments, process, interpret and analy ze experimental data. (LO2)4. apply the scientific reasoning in solving authent ic problems. (LO3)5. verbally communicate scientific ideas with expert s and non-experts. (LO4)6. articulate scientific investigations in written f orm. (LO4)7. effectively engage in a multidisciplinary team. ( LO5)8. apply values, ethics, morality and professionalis m in their scientific pursuit. (LO6)9. manage information and engage in life-long learni ng. (LO7)10.apply managerial and entrepreneurial skills. (LO 8)11.demonstrate leadership skills. (LO9)






Generic Program Learning Outcomes (PLOs are what gra duates will know and be able to do to attain PEOs) for FSG Degree Programs . The sentences begin with

Upon successful completion of the program, our bumi putra graduates will be able to:

1. apply and acquire knowledge and understanding of laws, theories and p rinciples of science and mathematics . (LO1)

2. safely prepare samples and operate a range of machineries and laboratory equipments . (LO2)

3. conduct experiments, process , interpret and analyze experimental data. (LO2)4. apply the scientific reasoning in solving authentic problems. (LO3)5. verbally communicate scientific ideas with experts and non-experts. (LO4)6. articulate scientific investigations in written form . (LO4)7. effectively engage in a multidisciplinary team . (LO5)8. apply values, ethics, morality and professionalism in the ir scientific pursuit . (LO6)9. manage information and engage in life-long learning . (LO7)10.apply managerial and entrepreneurial skills . (LO8)11.demonstrate leadership skills . (LO9)







Use this list for Your CLO & LLO


Bloom Cognitive Action Verbs

Bloom



01/11/2011 Copyright DrJJ, ASERG, FSG, UiTM. 2011 97Bloom


LO:What the

students are able to know & do

Teaching :Getting the

students be able to know & do

Assessment :How well hasthe students

know & have done




““ The principle goal of education is to create men wh o are The principle goal of education is to create men wh o are capable of doing new things, not simply of repeatin g what other capable of doing new things, not simply of repeatin g what other generations have done generations have done ---- men who are creative, inventive and men who are creative, inventive and discoverersdiscoverers ”” Jean Piaget Jean Piaget

““ Teachers are powerful people and keepers of the fut ure. Help Teachers are powerful people and keepers of the fut ure. Help your students dream big!your students dream big! ”” Leslie Owen WilsonLeslie Owen Wilson

Documents

KAP Lecture Notes (ppt-pdf)