Learning Innovations & Instructional Leadership 10…drjj.uitm.edu.my/DRJJ/OBE FSG Dec07/OBEJan2010/DRJJ-JPP-KPM... · Learning Innovations & Instructional Leadership 10/04/2014

Learning Innovations & Instructional Leadership 10/04/2014

Copyright DRJJ, ASERG, FSG, UiTM. March 2010Copyright DR JJ, ASERG, UiTM, Shah Alam 1

4/10/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 1

Written by Michael Masser and Linda Creed (lyrics) and originally recorded by George Benson for the 1977 Muhammad Ali biopic The Greatest. Popularized by Whitney Houston. The words describe Creed’s feelings about coping with great challenges that one must face in life, being strong during those challenges whether you succeed or fail, and passing that strength on to children to carry with them into their adult lives. She died in 1986.

Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2

How do we How do we rise above challengesrise above challenges , announce “here I am”, announce “here I am”

To To see hopesee hope where others see nonewhere others see none ..To find our own way, to To find our own way, to step into the unknownstep into the unknown ..

To discover new wonders and new horizon. To discover new wonders and new horizon. To To never say i can’tnever say i can’t ..To To be the one that makes a differencebe the one that makes a difference .. The one who dares to dreamThe one who dares to dream

How do we surpass our limitsHow do we surpass our limits . . To find the strength we never knew we hadTo find the strength we never knew we hadTo keep learning and keep growingTo keep learning and keep growing . . With no fear of failureWith no fear of failure

To To reach out to othersreach out to others , , no matter who they areno matter who they areTo To stand tall and stand firm for what we believe instand tall and stand firm for what we believe inTo To keep tryingkeep trying , to , to color the lives of otherscolor the lives of others



Copyright DrJJ, ASERG, FSG, UiTM. March 2012 34/10/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 3

http://drjj.uitm.edu.my

The The ProblemProblem--Posing Approach (The Learning Paradigm)Posing Approach (The Learning Paradigm) ????

Which approach of education have you/we and will yo u/we Which approach of education have you/we and will yo u/we embrace, practice and assess?embrace, practice and assess?

Hope this talk will motivate you to Hope this talk will motivate you to reflect on your reflect on your L&T L&T approaches and methodsapproaches and methods

to its alignment on the targeted taketo its alignment on the targeted take--awayaway

Philosophical Approach to L&T Philosophical Approach to L&T Do We Understand How Students Learn??Do We Understand How Students Learn??Do We Understand Why We Teach the Way We Do?Do We Understand Why We Teach the Way We Do?

Banking Approach (Instruction Paradigm)Banking Approach (Instruction Paradigm) oror

Are We Contented with the Way We Teach??Are We Contented with the Way We Teach??


email: [email protected], [email protected]; [email protected]. Website: email: [email protected], [email protected]; [email protected]. Website: email: [email protected], [email protected]; [email protected]. Website: email: [email protected], [email protected]; [email protected]. Website: http://drjj.uitm.edu.myhttp://drjj.uitm.edu.myhttp://drjj.uitm.edu.myhttp://drjj.uitm.edu.my; ; ; ;

HP#:+60193551621HP#:+60193551621HP#:+60193551621HP#:+60193551621

Dr JJ was conferred the coveted & prestigious (HE) 2010 AAN Science Teaching Award, Oct 10th, 2011

OutcomesOutcomes--Based TeachingBased Teaching--LearningLearning--AssessmentAssessmentExecuting Constructive AlignmentExecuting Constructive AlignmentJaafar JantanJaafar Jantan (Assoc Prof, Dr.)(Assoc Prof, Dr.) aka aka Dr JJDr JJ

Recipient of 2010 Recipient of 2010 HE Teaching HE Teaching AwardAward(Pure Sciences), (Pure Sciences), National Academic AwardNational Academic Award

A 1A 1--day Workshop for the Polytechnic Department , KPMday Workshop for the Polytechnic Department, KPM0909thth Apr Apr 20142014

Howard Gardner

EdwardDeBonoEdwardDeBono

Koïchiro MatsuuraDirector General of UNESCO 1999-2009

“If we always do what we've always done, “If we always do what we've always done, we will we will

get what we've always gotget what we've always got.” Adam Urbanski

“You have to learnlearn the rules of the gamethe rules of the game , andthen you have to play better than anyone then you have to play better than anyone elseelse .” - Einstein





GOAL (long term)GOAL (long term) : Inspire & nurtureInspire & nurture Higher Education teachers to value and practiceto value and practice innovative innovative and holistic and holistic instructional and assessment strategies (constructi vely instructional and assessment strategies (constructi vely aligningaligning curriculum, curriculum, learninglearning--teaching activitiesteaching activities and and assessment assessment approachesapproaches ).



““ Life presents us & the graduates as Life presents us & the graduates as ill definedill defined , complex, , complex, unreliableunreliable , , andand contradictorycontradictory with difficult practical with difficult practical problemsproblems andand moral,moral, socialsocial , , andand personal choicespersonal choices . .

Richard J. Shavelson (2007). Assessing Student Lear ning Responsibly:From History to a Bodacious Proposal1. Stanford Uni versity. CHANGE magazine. http://www.changemag.org/Archives/Back%20Issues/Jan uary-February%202007/abstract-assessing-responsibly.html . Accessed July 3 rd, 2007.

Graduates need Graduates need the the capacity to capacity to identifyidentify and and define define problemsproblems , , recognize reliable from unreliable informationrecognize reliable from unreliable information , ,

analyze this informationanalyze this information , and , and integrate it from diverse, often integrate it from diverse, often conflicting sources,conflicting sources, making logical,making logical, concise argumentsconcise arguments for for

or against specific positions...or against specific positions... ””

Dean Zollman, Supervisor, Millikan Award (1995) & Oersted Award Recipient (2014)



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Paulo Freire (1993): Chapter 2, PEDAGOGY OF THE OPP RESSED. New York: Continuum Books, 1993.. http://www2.webster.edu/~corbetre/philosophy/educat ion/freire/freire-2.html . Accessed Oct 28 th, 2013.

“KnowledgeKnowledge emerges only throughinvention (learn, unlearn, construct, understand invention (learn, unlearn, construct, understand

concepts and its application)concepts and its application) , and

rere--invention (reinvention (re--learn, relearn, re--configure, innovate, create)configure, innovate, create)through the restless, impatient, continuingrestless, impatient, continuing,hopeful inquiry human beings pursuehopeful inquiry human beings pursue

in the world, with the world, andin the world, with the world, andwith each otherwith each other .”.”

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Paulo Freire (1993): Chapter 2, PEDAGOGY OF THE OPP RESSED. New York: Continuum Books, 1993.. http://www2.webster.edu/~corbetre/philosophy/educat ion/freire/freire-2.html . Accessed Oct 28 th, 2013.

The “banking conceptThe “banking concept ,” as termed by Freire, is essentially an act that an act that hinders the intellectualhinders the intellectual growthgrowth of students by turning them into, of students by turning them into, figuratively speaking, comatose “receptors” and “colle ctors” of figuratively speaking, comatose “receptors” and “colle ctors” of information that have no real connection to their l ivesinformation that have no real connection to their l ives .

"Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world a person is merely in the world, not with the world or with others; the individual is a spectator, not reor with others; the individual is a spectator, not re--creatorcreator . …"

Education thus becomes an act of depositingEducation thus becomes an act of depositing , in which the students are in which the students are the depositories and the teacher is the depositorthe depositories and the teacher is the depositor . Instead of communicating, the teacher issues communiques and makes deposits which the students patiently the students patiently receive, memorize, and repeatreceive, memorize, and repeat ..”






11Copyright DrJJ, ASERG, FSG, UiTM. March 2012 11

“...Many of our students are epistemological Dualists: They view the world They view the world in rigid categories of blackwhite, rightin rigid categories of blackwhite, right--wrong, an d goodwrong, and good--bad, and their knowledge is passively received from bad, and their knowledge is passively received from “Authorities.”“Authorities.” These students, and many othersThese students, and many others—— the the MultiplistsMultiplists——don’t understand that don’t understand that knowledge is knowledge is constructed by a very active, personal constructed by a very active, personal making of meaningmaking of meaning . They don’t understand the role played by evidence when they select from among competing hypotheses, opinions, and values.

In other words, they do not understand critical thinking they do not understand critical thinking processesprocesses ...”

Lion F. Gardiner. “Why We Must Change: The Research Evidence”. THE NEA HIGHER EDUCATION JOURNAL.


“...All three of these important dimensions of cognition—using abstract using abstract symbols, symbols, epistemologyepistemology , , and principled, ethical reasoningand principled, ethical reasoning— as well as the ability to work cooperatively in te ams with people as well as the ability to work cooperatively in te ams with people different from oneself, different from oneself, require for their development that require for their development that

students be actively involved in learningstudents be actively involved in learning . It is It is unlikely that lectures aloneunlikely that lectures alone can bring about the profound can bring about the profound cognitive reorganizations required, cognitive reorganizations required, produce the produce the interpersonal skills that must be developedinterpersonal skills that must be developed , and , and foster the foster the substantial changes in disposition toward learning and substantial changes in disposition toward learning and human diversity required for these important change s to human diversity required for these important change s to occuroccur ...”

Lion F. Gardiner. “Why We Must Change: The Research Evidence”. THE NEA HIGHER EDUCATION JOURNAL.







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Activity: Visit http://padlet.com/wall/DrJJ-JPP-ta sk1. Respond to the questions.



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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 involvedin 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 involvesdetermining 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)





� 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).


"Anything not understood in more than one way is not understood at all" "Anything not understood in more than one way is not understood at all"

A wise man is not governed by others, nor does he try to govern them; he A wise man is not governed by others, nor does he try to govern them; he

prefers that reason alone prevailprefers that reason alone prevail~La Bruyère, Characters, 1688










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

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

�� It changes our focus from asking `How many objectiv e questions can It changes our focus from asking `How many objectiv e questions can the learner answer?' or How many marks are awarded for a question the learner answer?' or How many marks are awarded for a question and test or `Which particular skills can the learne r demonstrate?'and test or `Which particular skills can the learne r demonstrate?' to to asking `asking ` How well does the learner understand important How well does the learner understand important concepts, theories and principles?' and `How expert ly can concepts, theories and principles?' and `How expert ly can the learner integrate a range of skills into a comp lex the learner integrate a range of skills into a comp lex performanceperformance ??

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




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






If students are to If students are to learn desired outcomes in a learn desired outcomes in a reasonably effective mannerreasonably effective manner , then the teacher’s , then the teacher’s

fundamental task is tofundamental task is to get students to get students to engageengage in in learning activities that are likely to result in learning activities that are likely to result in their achieving those outcomestheir achieving those outcomes ...It is helpful to

remember that what the student does is actually more important in determining what is learned than what the teacher does.Thomas J. Shuell (1986) cited in Biggs and Tang (2007)



Source: Glickman, C. (1991). Pretending not to know what we know. Educational Leadership, 48(8), 4-10

"" Effective teachingEffective teaching is is not a set of generic practicesnot a set of generic practices , but , but

instead instead is a set of contextis a set of context--driven decisions about driven decisions about teachingteaching . . Effective teachers do not use the same Effective teachers do not use the same set of practices for every lessonset of practices for every lesson (Pedagogical Content (Pedagogical Content Knowledge Knowledge -- the art & craft of teaching). . . the art & craft of teaching). . .

Instead, what Instead, what effective teachers do is effective teachers do is constantly reflect constantly reflect about their workabout their work , , observe whether students are observe whether students are learning or not,learning or not, and, then and, then adjust their practice adjust their practice accordinglyaccordingly ””



Copyright DrJJ, ASERG, FSG, UiTM. March 2012 314/10/2014


“Student-Centred Learning represents both a mindseta mindset and a culturea culturewithin a given educational institution and is a learning approach which a learning approach which is broadly related to, and supported by, constructi vist is broadly related to, and supported by, constructi vist theories of learningtheories of learning . It is characterised by innovative methods characterised by innovative methods of teachingof teaching which aim to promote learning in communication aim to promote learning in communication with teachers and other learners and which take stu dents with teachers and other learners and which take stu dents seriously as active participants in their own learn ingseriously as active participants in their own learn ing , fostering transferable skills such as problemfostering transferable skills such as problem--solv ing, critical solving, critical thinking and reflective thinkingthinking and reflective thinking .

Source: Student-Centred Learning: Toolkit for students, staff and higher education institutionsEuropean International & The European Students Union. Brussels 2010. Accessed Jan 5th, 2012. http://www.esu-online.org/resources/6068/Student-Centred-Learning-Toolkit/



This notion is erroneous just as is the idea thatThis notion is erroneous just as is the idea thatexpertise in a discipline is a general set of probl emexpertise in a discipline is a general set of probl em--solving skills that lack a content knowledge base t o solving skills that lack a content knowledge base t o

support themsupport them

that effective teaching consists of a set of genera l that effective teaching consists of a set of genera l teaching strategies that apply to all content areasteaching strategies that apply to all content areas

A commonly held misconception about teachingA commonly held misconception about teaching :

How People Learn: Brain, Mind, Experience, and Scho ol: Expanded Edition. National Academies Press onli ne. http://www.nap.edu/catalog/9853.html




Science of learningScience of learning – Using science to guide learningUsing science to guide learning, , Research evidences on how students learn:

�� Cognitive ScienceCognitive Science--Memory Memory –– evidences from neuroscience evidences from neuroscience ((fMRIfMRI, Positron , Positron EmisionEmision Tomography Tomography –– PET)PET)

�� ConstructivismConstructivism – “LearnLearn--UnlearnUnlearn--RelearnRelearn ”; Uncover-Discover. The role of existing/prior knowledge in learning role of existing/prior knowledge in learning new knowledgenew knowledge

�� Learner DiversitiesLearner Diversities - Learner preferences & Multiple Learner preferences & Multiple InteligencesInteligences

�� technology are effective agents of changetechnology are effective agents of change



Thinking about Teaching Level 3: SCL-What the stude nt does..

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


� What the student does and how that relates to teaching. Teaching supporting learning. No longer is it possible to say: ‘I taught them, but they didn’t learn.’‘I taught them, but they didn’t learn.’ Expert teaching includes Expert teaching includes mastery over a variety of teaching techniques, but unless learning takes place, they mastery over a variety of teaching techniques, but unless learning takes place, they are irrelevant; are irrelevant; the focus is on what the student does and on how we ll the intended the focus is on what the student does and on how we ll the intended outcomes are achievedoutcomes are achieved .

� This implies a view of teaching that is not just about facts, concepts and principles to be covered and understood, but also to be clear about:1.1. What it means to ‘understand’ content in the wa y that is stipulated in the intended What it means to ‘understand’ content in the way th at is stipulated in the intended

learning outcomeslearning outcomes .2.2. What kind of teaching/learning activities are r equired to achieve those stipulated What kind of teaching/learning activities are requi red to achieve those stipulated

levels of understandinglevels of understanding .� Then follow the key questions:

1.1. How do you define those levels of understanding as outcome statements?How do you define those levels of understanding as outcome statements?2.2. What do students have to do to reach the level specified?What do students have to do to reach the level spec ified?3.3. What do you have to do to find out if the outco mes have been reached at the What do you have to do to find out if the outcomes have been reached at the

appropriate level or not?appropriate level or not?





Level 2 Level 3

Level 1Level 1BlameBlameStudentsStudents

Level 2Level 2Blame TeachersBlame Teachers

Pictures from the Video Pictures from the Video Understand Understanding & Understand Understanding & Teach TeachingTeach Teaching

Level 2




Howard Gardner

JJourneyourney towards

EEnrichmentnrichment andBBalancealance utilizing

AArts and Sciencesrts and Sciences in

TTeaching & Learningeaching & LearningTSWZ, DIB, me


Sebuah lori mengalami kerosakan dan menerima tolakan dari belakang oleh sebuah kereta kecil untuk menghantarnya ke bandar seperti yang digambarkan di bawah.

Sewaktu kereta kecil tersebut menolak lori dan memecut untuk mencapai kelajuan seragam




(A) daya tolakan yang dikenakan oleh kereta terhadap lori adalah sama dengan daya lori menolak kereta.

(B) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebih kecil berbanding dengan daya lori menolak kereta.

(C) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebih besar berbanding dengan daya lori menolak kereta.

(D) oleh kerana enjin kereta hidup, maka ia mengenakan tolakan terhadap lori tetapi lori tidak mengenakan tolakan terhadap kereta kerana enjin lori tidak dihidupkan. Lori tersebut ditolak hanyalah kerana ia mengganggu laluan kereta.

(E) tidak ada daya dikenakan oleh kereta dan oleh lori. Lori tersebut ditolak hanyalah kerana ia mengganggu laluan kereta.


Comparing Pre (N=1354) & Posttest (N=1145) FCI chan ge in scores for question 15 . Answer is A.

0%

10%

20%

30%

40%

50%

60%

70%

80%

Pre A Post A Pre B Post B Pre C Post C Pre D Post D Pre E Post E

Answer Options for P re & P ost Test

Pre APost APre BPost BPre CPost CPre DPost DPre EPost E



Scores from overseas

Scores from Malaysian Public Universities (DrJJ’s unpublished work)

USA27% - 73%

Overall for ALL bumi: 21.3% (N=1792). Overall for non-bumi: 27.4% (N=308).

UKM (N=177) overall: 22.3%Bumi: 20%; Non-bumi: 30%

UPSI (N=414) overall: 20.1% (T-test at the 95% confidence shows no significant difference in scores between bumi & non-bumi)

UK28% - 33% Finland: 45.7 %

USM: 36.6%Bumi: 25%; Non-bumi: 40%

UiTM (N=1343) overall:21.4%UiTM’s American Degree

Foundation Program (N=47) overall: 38%

Russia: 46.5 % UPM: 21%, *23%

Score Frequency Univ

76% 3 UiTM ADP (bumi)

73% 1 UKM (non-bumi)

70% 3 (non-bumi)

67% 3 USM (bumi)

60% 4 USM (non-bumi)

60% 4 UiTM ADP (bumi)

Table of Frequency of Malaysian university students showing competency (score ≥60%) in FCI.

N=2100. Only 1% scored at and above competency



Copyright DrJJ, ASERG, FSG, UiTM. March 2012 43Copyright DrJJ, ASERG, FSG, UiTM. March 2012 43

FCI - Force Concept Inventory, a research vaidated conceptual inventory assessment instrument published in1992 by Hestenes et. al. 30 items, 5 options MCQ. Choices were selected from participants’ responses during F2F interviews. The The average normalized gain for a average normalized gain for a course is <g>course is <g>

<g> = [%<G> / %<G>max

= [%<Sf>-%<Si>] /[100 - %<Si>]

<Sf> = post class avg

<Si> = pre class avg

N=6542

N14T=2084

Source: Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-studentsurvey of mechanics test data for introductory physics courses . Am. J. Phys. 66 ~1!, January 1998

<g>14T=0.23

N48IE=4458

<g>48IE=0.48

Copyright DrJJ, ASERG, FSG,




10/04/2014 DR JJ-AAN 2010-Copyright DrJJ, ASERG, FSG, UiTM. June 2011 45


10/04/2014 46





Bef:61%, Aft:37%

Bef:9%, Aft:10%

Bef:15%, Aft:23%

Bef:9%, Aft:13%

Bef:6%, Aft:17%

CRI=2,3

CRI 0 = have no clue

CRI 5 = very certain


The TWSIA committee defines an innovative course or educational

experience as one that, by design, engages and challenges design, engages and challenges studentsstudents , resulting in greater student interest, a resulting in greater student interest, a deeper level of understanding and/or a lasting chan ge deeper level of understanding and/or a lasting chan ge in the students' perception of an issue or topicin the students' perception of an issue or topic .The innovative method, practice or strategy used ma y not be new in the

world, but its implementation may be out of the ordinary its implementation may be out of the ordinary in your field of practice or new to youin your field of practice or new to you . It is more than simply

using new technologies; rather it is an approach to teaching and it is an approach to teaching and learning that results in a muchlearning that results in a much--enhanced, even tra nsformative, enhanced, even transformative, educational experience for studentseducational experience for students .

Source: SAKAI (vibrant community cretating tech that enhances teaching, learning & research) project. TWSIA (teaching With SAKAI Innovation Award) 2011 Definition of Innovation.https://confluence.sakaiproject.org/display/PED/TWSIA+2011+Definition+of+Innovation. Accessed March 28th, 2012




Awards for Teaching Excellence celebrate teacherscelebrate teachers (individuals

and teams) renowned for teaching excellenceteaching excellence , who have

outstanding presentation skillsoutstanding presentation skills and who have made a

significant contribution to enhancing the quality significant contribution to enhancing the quality of learning and teaching in higher educationof learning and teaching in higher education .

Many Many academic staff go out of their way to deliver exce llent academic staff go out of their way to deliver exce llent teaching to their studentsteaching to their students . We think that this should be rewarded.. We think that this should be rewarded.Awards are to Awards are to recognise such people and to demonstr ate that recognise such people and to demonstrate that students appreciate the value that good teaching ad ds to their learningstudents appreciate the value that good teaching ad ds to their learning

Videos of the 2009-2010 AAN recipients. http://web.usm.my/aan2010/video.htm

Awards for Teaching Excellence - WHY

Awards for Teaching Excellence – WHAT






Source: Tools and Techniques for course improvement: A handbook for course review and assessment of Student learning Compiled, adapted, and edited by Richard Frye Gary R. McKinney Joseph E. Trimble

Domain: Learner-centered

Knowledge:Student participation:Role of professor:Role of Assessment:Emphasis:Assessment methodAcademic culture:

Constructed by studentsActiveFacilitator/learning partnerMany tests—for ongoing feedbackDeveloping deeper understandingMultidimensional productsCollaborative and supportive

Teacher-centered versus Learner-centered (from Huba & Freed (2000).

Teacher-centered

Transmitted by instructor PassiveLeader/authorityFew tests—mainly for gradingLearning correct answersUnidimensional testingIndividualistic and competitive


"If a child can’t learn the way we teach, maybe we should "If a child can’t learn the way we teach, maybe we should

teach the way they learn."teach the way they learn." Ignacio ‘Nacho’ Estrada




� Functions of brain (neopiagetian), neurons, synapses. MRIf

�� Gardner Multiple IntelligencesGardner Multiple Intelligences – beyond literacy, numeracy, analytical-mathematical

�� Learning PreferencesLearning Preferences – what & how learners respond to information

� Epistemology - Theories of learning - Brunner, Vygotsky, Piaget (abstraction & formalformal -concrete reasoningreasoning ),

� Approaches to Learning – Meaningful & DeepMeaningful & Deep - Strategic-Surface

�� ConstructivismConstructivism (prior knowledge knowledge assimilation) – Mental models & Schemata - Conceptual Inventories (CIs)

�� AssessmentAssessment FORFOR & ASAS learninglearning - Feedback, appropriate (valid, reliable, fair, practical), self-reflection (metacognition)

�� PedagogyPedagogy means “ to lead the childto lead the child ” - (science & art of teachingscience & art of teaching )

�� ScienceScience -the research done, knowledge & knowhow collected

�� AArt-knowing where to apply the skills (science) of teaching-crafting





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


If you understand, you If you understand, you knowknow ..If you know, you want to know more…If 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 If you talk, you askask ..If you ask,If you ask, you you thinkthink ..If you think, you If you think, you searchsearch ..If you search, you If you search, you experienceexperience ..If you experience, you If you experience, you learnlearn ..

If you find, you If you find, you doubtdoubt ..If you doubt, you If you doubt, you questionquestion ..If you question, you If you question, you understandunderstand ..

If you learn, you growgrow .If you grow, you wish.If you wish, you findfind .

WISWIS--DOMDOM

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4/10/2014



Linda Suskie, Towson University, Maryland. “What ar e good (appropriate) assessment practices?”

“What is a good (appropriateappropriate ) assessment?

More than anything else, it is an assessment that gives us assessment that gives us truthful informationtruthful information ; it tells us what our students ; it tells us what our students have truly learnedhave truly learned . Students who have truly learned what we want them to will do well on a good assessment; students who truly have not learned what students who truly have not learned what we want them to will not do well on it.we want them to will not do well on it. ”

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Linda Suskie, Towson University, Maryland. “What ar e good assessment practices?”

“Unfortunately, it's not possible to determine with complete confidence exactly what

our students have learned. We can't get inside their heads to find out We can't get inside their heads to find out what they truly know and what they don't. The best we can do what they truly know and what they don't. The best we can do is to look at samples of their behaviour is to look at samples of their behaviour -- what the y write, what they write, produce, say and perform produce, say and perform -- and from those samples t ryand from those samples tryto estimate or infer what they truly knowto estimate or infer what they truly know . Even under the best of circumstances, making an inference from these snapshots of behaviour is bound to be at least somewhat inaccurate because of what psychometricians call 'measurement error' - fluctuations in human performance that we can't completely control.”



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�� Valid:Valid: describes a condition where an assessment method, such as a paper-and-pencil test, assesses what it claims to assess and thus produces results that can produces results that can lead to valid inferences usable in decision makinglead to valid inferences usable in decision making . For example, a classroom test claiming to measure higher-order thinking skill but actually assessing only memorized knowledge lacks validity. Inferences and decisions concerning students' thinking skills cannot justifiably be made from evidence produced by such an assessment.

�� Reliable:Reliable: means that the assessment tool and process will produce consistentconsistentoutcomes when applied by a range of assessors in a range of contexts.� the capacity of an assessment method to perform in a consistent, stable fashion

during successive uses. Reliability is a prerequisite for validityReliability is a prerequisite for validity . An An unreliable indicator cannot produce trustworthy res ultsunreliable indicator cannot produce trustworthy res ults .

�� Fair:Fair: means that the assessment will not disadvantage any person and will take will not disadvantage any person and will take into account the characteristics of the person bein g assessedinto account the characteristics of the person bein g assessed .�� Flexible:Flexible: means that the assessment tool and process allows for assessment tool and process allows for

assessment in a range of assessment contextsassessment in a range of assessment contexts .

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�� FAIR FAIR --COURSE LEVELCOURSE LEVEL� Constructive alignment-designing courses that link assessment, learning

outcomes and teaching methods.� Assessment tasks are described via clear, specific briefs that explain what the

student must do and how it will be judged� students are taught the skills they will need to do those tasks.

� if teachers spend time and effort marking what the students have produced reliably, then students may even read the feedback and see their teachers' judgments as worthy of notice if the feedback is timely, legible, and includes comments linked to the assessment criteria. The literature about assessment, confirm the practices that encourage students to see assessment as a valuable and integral part of their own learning.



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�� FAIR FAIR --COURSE LEVELCOURSE LEVEL� A fair assessment is one in which students are given equitable opportunities to

demonstrate what they know. This does not necessarily mean that all students

should be treated exactly the same. Equitable assessment Equitable assessment means that students are assessed using appropriate means that students are assessed using appropriate methods and procedures, which may vary from one methods and procedures, which may vary from one student to the next depending on the student's prio r student to the next depending on the student's prio r knowledge, cultural experience and learning knowledge, cultural experience and learning preferencespreferences .

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Examples of students with differing learning preference� Anis is not a strong writer but great at visualising concepts. She will better

demonstrate her understanding of a complex concept if she can draw a diagram rather than write an explanation.

� Hassan's culture values collaboration and he learns more from working with others than by studying alone. He will better demonstrate his understanding if he can work with others on a group presentation rather than make a solo presentation.

� Asma is not a good test taker but very creative. She will better demonstrate her nderstanding if she can create a video explaining a complex concept rather than take test.

� Abu has poor test-taking skills. If question 2 stumps him, he'll likely spend the whole testing period on that question and never answer the remaining questions. He will better demonstrate his understanding by writing a term paper than by taking a multiple-choice test.



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�� FAIR FAIR --PROGRAMME LEVELPROGRAMME LEVEL�� increasing the range and variety of assessment meth ods but increasing the range and variety of assessment meth ods but

ensuring that it is not burdeningensuring that it is not burdening .� Good induction programmes inform students of how their programmes will

work, including assessment matters and early diagnostic exercises to identify those needing additional help

�� FAIR FAIR ––INSTITUTIONAL LEVELINSTITUTIONAL LEVEL� requires policies and procedures that explain, police and uphold the rules in

ways that treat students equitably, consistently and transparently.� At this level, good practice relies on rules being clear, on efforts to enforce

the rules, and on procedures that ensure students have had ample opportunity to learn what their responsibilities are.

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What is Assessment?What is Assessment?

Assessment is one or more processes that identify, collect, and prepare data to evaluate the attainment of student outcomes and program educational objectives . Effective Effective assessment uses relevant direct, assessment uses relevant direct, indirect, quantitative and qualitative indirect, quantitative and qualitative measures as appropriate to the measures as appropriate to the objective or outcome being objective or outcome being measuredmeasured . Appropriate sampling Appropriate sampling methods may be used as part of an methods may be used as part of an assessment processassessment process .


What is EvaluationWhat is Evaluation ??

Evaluation is one or more processes for interpreting the interpreting the data and evidence accumulated data and evidence accumulated through assessment processesthrough assessment processes . Evaluation determines the extent determines the extent to which student outcomes and to which student outcomes and program educational objectives program educational objectives are being attainedare being attained . Evaluation results in decisions and actions results in decisions and actions regarding program improvementregarding program improvement



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Good assessments: Good assessments: �� give us useful informationgive us useful information�� give us reasonably accurate, truthful informationgive us reasonably accurate, truthful information�� are fair to all studentsare fair to all students�� are ethical and protect the privacy and dignity of those involvedare ethical and protect the privacy and dignity of those involved�� are systematisedare systematised�� are costare cost--effective, yielding value that justifies the time and expense we put effective, yielding value that justifies the time a nd expense we put

into theminto them




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� Likewise, before writing test questions, create a test 'blueprint'create a test 'blueprint' : a list of the key learning outcomes to be assessed by the test and the number of points or questions to be devoted to each learning goal.

�� Make assignments and test questions crystal clearMake assignments and test questions crystal clear . Write them so that all students will interpret them in the same way and know exactly what you want them to do.

�� Make sure that your assignments and test questions clearly relate to your key Make sure that your assignments and test questions clearly relate to your key learning outcomeslearning outcomes . Each test question, for example, should clearly correspond to the learning outcomes you've identified for it in your test blueprint. A writing assignment intended to assess how well students organise an essay shouldn't be graded primarily on grammar and spelling.

�� Ask colleagues and students to review draftsAsk colleagues and students to review drafts of your assignments, rubrics and (using former students) test questions to make sure they're clear and appear to assess what you want them to.

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�� Try out surveys and similar tools with a small grou p of students Try out surveys and similar tools with a small grou p of students before using them on a larger scalebefore using them on a larger scale . Check students' responses to make sure they are giving answers that make sense. Ask them if they found anything unclear or confusing. Ask some students to 'think out loud' as they nswer a test question; their thought processes should match those you intended.

�� Collect enough evidence to get a representative sam ple of what Collect enough evidence to get a representative sam ple of what your students have learned and can doyour students have learned and can do . Collect a sufficiently large

sample that you will be able to use the results with confidence to you will be able to use the results with confidence to make decisions about a course or programmemake decisions about a course or programme .

�� Score student work fairly and consistentlyScore student work fairly and consistently . Before scoring begins, have a clear understanding of the characteristics of meritorious, satisfactory and inadequate papers. Then use a rubric to help score assignments, papers, projects etc consistently.



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�� Use assessment and quality assurance results approp riately. Use assessment and quality assurance results approp riately. Never base any important decision on only one asses smentNever base any important decision on only one asses sment . (Failure to adhere to this maxim is one of the major Failure to adhere to this maxim is one of the major shortcomings of many highshortcomings of many high--stakes testing programme sstakes testing programmes .) Assessments shouldn't make decisions for us or dictate what we should teach; they should only advise us as we use our professional judgment to make suitable decisions.

�� Evaluate the outcomes of your assessment efforts an d revise Evaluate the outcomes of your assessment efforts an d revise your strategies to address any shortcomingsyour strategies to address any shortcomings .

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71

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.

Indirect Indirect EvidenceEvidence

self-perceptions of their learning and

their perspectives on program structure

and curricular content

Quantitative � Entrance Diagnostic Exams

� Standardized Tests

� Faculty-made tests

� Collegiate Learning Assessment

� Faculty/Program developed Exit Exam

Course Grades


72

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.

Indirect EvidenceIndirect Evidenceself-perceptions of their

learning and their perspectives on

program structure and curricular content

Qualitative Capstone courses

Portfolio-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,

� Surveys (Exit, Alumni)

� Exit Interviews

� Focus Group



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Direct demonstration/observation

Performance of a task, or range of tasks, either in the workplace or in a simulated work environment, witnessed directly by an assessor

Indirect demonstration Use of photographs, videos, etc. showing performance of a task when the assessor cannot be present

Products Models, items, objects that have been made, fixed or repaired by the candidate

Workplace documents Rosters, budgets, reports, standard operating procedures etc. developed by the candidate

Questions - written and oral Asking the candidate about real or hypothetical situations to check understanding, task management and contingency management skills. May be short answer, discussion, multiple choice, etc.

Adapted from Training Package Assessment Materials Kit, 2001. Department of Education, Training & Youth Affairs . Source accessed from http://learnline.cdu.edu.au/t4l/teachinglearning/assessmentvet.html. Sept 29th, 2011

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Assignments Projects, reports, essays, etc. relevant to the LLN requirements of the unit of competency

Third party reports Documented and verified reports from supervisor, colleague, subject expert, trainer or others

Self-assessment A candidate’s personal statement on their performance (not generally sufficient in isolation)

Simulation Simulated activity to accommodate difficult to demonstrate criteria e.g. emergencies, contingencies, difficult behaviours etc.

Portfolios Collections of evidence compiled by the candidate

Adapted from Training Package Assessment Materials Kit, 2001. Department of Education, Training & Youth Affairs . Source accessed from http://learnline.cdu.edu.au/t4l/teachinglearning/assessmentvet.html. Sept 29th, 2011




TraditionalTraditional OBAOBA

Summative FormativeFormative

Norm-referenced CriterionCriterion--referencedreferenced

Decontextualized (unauthentic)

Contextualized Contextualized (authentic)(authentic)

Measurement Model Standards ModelStandards Model


��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 behaviours, learning, not only the thinking processes but inclu ding behaviours, 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

Copyright DrJJ,

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Copyright DrJJ,

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LO1

LOTS

LO3

HOTS

&

Under-standing

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Assessment Is More Than Grades

Perfor-mance

LO2

LO4

LO3

LO5,6,7,8,9



Copyright DrJJ,

81Copyright DrJJ, ASERG, FSG, UiTM. March 2012 81


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


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





An “A” student’s responseAn “A” student’s 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 “C” student’s responseA “C” student’s response could be:Forces are agents of change. Physically, a force ca n be visually observed as changing the position of a sta tionary object or changing either the speed or the directio n or both if the object was initially in motion.

SYLLTestLab

SYLLTestLab

Copyright DrJJ, ASERG, FSG, UiTM. March 2012 844/10/2014


As he was talking about MQF, he put up these words that were circled and As he was talking about MQF, he put up these words that were circled and connected these words with other words.. He claimed the linking between these connected these words with other words.. He claimed the linking between these words, a term he coined proposition is a very strong visual representation of what is words, a term he coined proposition is a very strong visual representation of what is in our mind. He indicated the similarity and difference between this so called in our mind. He indicated the similarity and difference between this so called knowledge representation with the mind map. I wasn’t’ quite sure what it all meant knowledge representation with the mind map. I wasn’t’ quite sure what it all meant and then it struck me like a lightning bolt how these very familiar terms I had always and then it struck me like a lightning bolt how these very familiar terms I had always argued with you. Amazingly, they were linked up smoothly in this visual argued with you. Amazingly, they were linked up smoothly in this visual representation called Concept Map….. Linking 2 terms or concepts together by representation called Concept Map….. Linking 2 terms or concepts together by using linkwords not only clarify the connection between them but also appeared to using linkwords not only clarify the connection between them but 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 other. So, I decide to My dear EF, it has been a while since we last wrote to each other. 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 I must say.. But what He puts on a contagious smile and his outlook is quite dashing I must say.. But what I really wanted to share with you today is the new and interesting learning I really wanted to share with you today is the new and interesting learning experience I had while with him… Oh, did I mention that he knows CK??... Will write experience I had while with him… Oh, did I mention that he knows CK??... Will write to you about that in another letter..to you about that in another letter..




Attributes to be

Assessed

Examples of Outcomes to

be Measured

Examples of Assessment Tasks Suggested Grading

Instruments

Creativity Ability to generate new

creation/ design e.g.

unique, original,

outstanding

• Creative project - product (art

and design, architecture,

engineering)

• Performance (music, theatre)

Rubric

Leadership Ability to lead a group of

students to undertake a

project.

• Group project e.g. organising

an event, conducting mini

research

• Presentation

• Debate

Critical thinking

and problem

solving

Ability to diagnose,

analyse, implement and

suggest solution to

broadly-defined or

vaguely-defined problems

• Lab experimentation

• Projects

• Presentation

• Studio work

Answer scheme

Rubric


Elements to be

Assessed

Examples of Outcomes to

be Measured

Examples of Assessment Tasks Suggested Grading

Instruments

Values Ability to show a

person’s/team’s principles

or standards of behaviour.

• Presentation

• Poster

• Reflection paper

Rubric

Entrepreneurial

skill

Ability to develop a feasible

business plan.

Ability to apply knowledge,

skills and critical

understanding of the

theories, concepts, issues

and challenges in

conducting a business

project.

• Proposal of business plan

• Conducting business project

Rubric

Checklist





http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table



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Level 1Level 1 :Recal l or recognition of fact, information or concept

Level2Level2 :Basic application of skill/concept : Use info, conceptual knowledge, follow procedures

Level 3Level 3 :Strategic thinking/reasoning :Develop plan to solve probs; require justification & decision-making

Level 4Level 4 :Extended ThinkingSolving authentic real-world problem requiring time & research, patience, perseverance..

Webb’s DOKWebb’s DOK

Create

Evaluate

Analyze

Apply

Understand

Remember

Revised Bloom’s TaxonomyRevised Bloom’s Taxonomy

Source for the revised Bloom Taxonomy: A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, 2001.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s TaxonomyBloom’s Taxonomy

Higher order

Lower order

Biggs SOLO TaxonomyBiggs SOLO Taxonomy

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Set

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Perception

Simpson’s TaxonomySimpson’s Taxonomy--SkillsSkills

Higher order

Lower order

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL

MOVEMENT, COORDINATION & USE OF THE

MOTOR SKILL AREAS

LO2, LO4, LO5, LO7,LO8, LO9LO2, LO4, LO5, LO7,LO8, LO9

Krathwohl’s TaxonomyKrathwohl’s Taxonomy--AffectiveAffective

Internalizing

Organisation

Valuing

Responding

Receiving

Higher order

Lower order

AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL

WITH THINGS EMOTIONALLY (e.g. FEELINGS,

INTERESTS, ATTITUDES, APPRECIATION,

ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT

RESULT FROM INSTRUCTION): LO4,LO5,LO6,LO9LO4,LO5,LO6,LO9



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Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Level 1Level 1 :Recal l or recognition of fact, information or concept

Level2Level2 :Basic application of skill/concept : Use info, conceptual knowledge, follow procedures

Level 3Level 3 :Strategic thinking/reasoning :Develop plan to solve probs; require justification & decision-making

Level 4Level 4 :Extended ThinkingSolving authentic real-world problem requiring time & research, patience, perseverance..

Webb’s DOKWebb’s DOK

Bloom’s TaxonomyBloom’s Taxonomy

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Set

Perception

Krathwol’s TaxonomyKrathwol’s TaxonomySimpson’s TaxonomySimpson’s Taxonomy

Internalizing

Organisation

Valuing

Responding

Receiving





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1.1. Knowledge in Fundamentals Knowledge in Fundamentals –– ContentContent2.2. Knowledge in Specific Engineering DisciplineKnowledge in Specific Engineering Discipline3.3. Thinking & Problem SolvingThinking & Problem Solving4.4. Systems ApproachSystems Approach5.5. Principles of Design for Sustainable DevelopmentPrinciples of Design for Sustainable Development6.6. Ethics, Responsibilities & ProfessionalismEthics, Responsibilities & Professionalism7.7. CommunicationCommunication8.8. TeamworkTeamwork9.9. Professional Engineering ResponsibilitiesProfessional Engineering Responsibilities10.10.LifeLife--long Learninglong Learning





Knowledge in Fundamentals Knowledge in Fundamentals –– Content. PLO #1:Content. PLO #1:•• An ability to apply knowledge of mathematics, science, and engineering An ability to apply knowledge of mathematics, science, and engineering

(ABET) (ABET) • ability to acquire and apply knowledge of science a nd engineering

fundamentals (EAC)• An ability to apply science and engineering fundame ntals (FKE)

1.1. combine and explain mathematical and/or physics (science) concepts and combine and explain mathematical and/or physics (science) concepts and principles to formulate models of electrical, computer and power processes principles to formulate models of electrical, computer and power processes and systems relevant to electrical engineering,and systems relevant to electrical engineering,

2.2. apply concepts of integral, differential calculus, complex numbers, differential apply concepts of integral, differential calculus, complex numbers, differential equations and/or statistics to solve electrical engineering problemsequations and/or statistics to solve electrical engineering problems

3.3. apply the governing equations and underlying concepts of (apply the governing equations and underlying concepts of (specify the specify the themes in electrical engineeringthemes in electrical engineering ), and/or process control to electrical ), and/or process control to electrical engineering problems.engineering problems.



Knowledge in Fundamentals Knowledge in Fundamentals –– Content. PLO #1:Content. PLO #1:•• An ability to apply knowledge of mathematics, science, and engineering An ability to apply knowledge of mathematics, science, and engineering

(ABET) (ABET) • ability to acquire and apply knowledge of science a nd engineering

fundamentals (EAC)• An ability to apply science and engineering fundame ntals (FKE)

1. Apply mathematics and physics principles to obtain solutions to well-defined engineering problems.

2. Apply mathematics and chemistry principles to obtain solutions to well-defined engineering problems

3. Uses principles of chemistry, physics and engineering in solving well-defined electrical engineering problems

4. Combines scientific and engineering principles to formulate models of processes and systems.

5. Combines mathematics principles to formulate models of processes and systems

Documents

Learning Innovations & Instructional Leadership 10…drjj.uitm.edu.my/DRJJ/OBE FSG Dec07/OBEJan2010/DRJJ-JPP-KPM... · Learning Innovations & Instructional Leadership 10/04/2014