taklimat obe jke
Transcript of taklimat obe jke
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TAKLIMATTAKLIMATOUTCOME BASEDOUTCOME BASEDEDUCATIONEDUCATION (OBE)(OBE)
3 MAC 20113 MAC 2011
OLEH:OLEH:PUAN DALMATAKSIAH BINTIPUAN DALMATAKSIAH BINTIMOHD ZAINMOHD ZAIN
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OBJEKTIF
1. Meningkatkan pengetahuanpensyarah JKE mengenai kandungandokumen kurikulum programkejuruteraan elektrik dan elektronik
2. Menaikkan tahap keyakinanpensyarah JKE dalam melaksanakanOBE di jabatan masing-masing
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1. Menyatakan maksud OBE dengan perkataansendiri.
2. Menyenaraikan PLO program di JKE
3. Menyenaraikan 8 Learning Domain MQAdengan betul
4. Menyenaraikan 9 Areas of Quality Assurance
MQA.5. Menerangkan kandungan JSP
6. Menjelaskan kaitan CQI dan ConstructiveAlignment
Diakhir bengkel ini pensyarah JKE akan dapat;
OUTCOME
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OBE(Education)
OBC(Curriculum)
What theWhat thestudent shouldstudent should
achieved?achieved?
OBLT(Learning &
Teaching)
OBA(Assessment)
How to makethe studentachieve the
outcome?
How to measurewhat the studenthas achieved?
The ProcessThe Process
FlowFlow
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Self reflection 1
1. Apa yang kita tahu mengenai kurikulum program JKE?
2. Apa yang kita tahu/faham mengenai OBE?
3. Berapa kali taklimat/bengkel/mesyuarat yang kita hadiriyang menyebut tentang OBE?
4. Berapa banyak artikel yang kita dah download danbaca?
5. Adakah kita bersedia untuk menghadapi audit oleh MQAuntuk FA pada tahun 2012?
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OBE
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OBE
a model of education
a comprehensive approach to organizing andoperating an education system that is focused in anddefined by the successful demonstrations of learning
sought from each student (Spady, 1994) an education approach that focuses on the graduate
attributes or outcomes after completing an academicprogramme (Barr et al., 2006; Mansor et al., 2008)
a student-centered learning philosophy
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OBE
an education philosophy that focuses on the graduateattributes or outcomes after completing an academicprogramme
focuses on empirically measuring student performance
emphasis in an OBE education system is on measuredoutcomes
does not specify or require anyparticular style ofteaching or learning
requires that students demonstrate that they havelearned the required skills and content
http://en.wikipedia.org/wiki/Empiricalhttp://en.wikipedia.org/wiki/Outcomeshttp://en.wikipedia.org/wiki/Outcomeshttp://en.wikipedia.org/wiki/Empirical -
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ogram Educational Objectives(PAIs)
Programme Learning Outcomes (PLO)
Course Learning Outcomes (CLO)
Upongraduation
Uponsubjectcompletion
Few years afterGraduation 4 to 5 ye
OUTCOME BASED EDUCATIONOUTCOME BASED EDUCATION
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OBE Model Hierarchy
1. Programme educational objectives(PAIs) are developed from a number ofsources including professionalaccreditation bodies, employer groups,the polytechnic educational principlesand the professional experience of staffteaching in the discipline.
2. The programme outcomes(PLO) for adiploma and advanced diploma areclearly written statements about theknowledge, skills and attitudes of itsgraduates. It should link to the PAIs.
3. From these POs (CLO) the curriculumof the course is constructed, thesubdivision of structure into units is
made, and the outcomes specific toeach of the units are derived.
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5-stage implementation of OBEcurriculum
Stage 1: Understand the big picture.
Main aim is to achieve CQI
Stage 2:
Setting Objectives and Outcomes.
Identifying Domains & Taxonomies
Stage 3:
Map Pai-PLO
Map Courses-PLO
Map CLO-PLO
i l i f
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5-stage implementation of OBEcurriculum
Stage 4: Delivery of OBE Courses.
Assessment of OBE courses
Stage 5:
Closing the Loops
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OUTCOME BASEDEDUCATION
Starting with a clearpicture of what isimportant for students to be
able to do
Then organizing the
curriculum, instruction andassessment to make surelearning happens
constructivealignment
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Constructive Alignment (CA)
CQ
C t ti Ali t d,,
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Constructive Alignment andCQI
Ou
,,
Source: Mount Royal College, C
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Learning Outcome
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OBE
OBE addresses the following questions:
What do you want the students to learn?
Why do you want them to learn?
How can you best make students learn it? How will you know what they have learnt?
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k to Basic - Prinsip OBE
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4 prinsip
OBE1. Clarity of focus fokus kepada apa yangpelajar boleh buat dengan jayanya. (Adakah pelajar tahudengan jelas sebelum mereka memulakan pembelajaran apa yang mereka sepatutnya tahu danboleh buat apabila selesai pembelajaran?)
2. Design down rekabentuk kurikulum bermuladari definisi yang jelas mengenai apa yangpelajar akan capai di akhir pendidikan formalmereka. (Adakah kurikulum telah digubal bermula dari hasil pembelajarandengan cara yang sistematik supaya laluan untuk mencapainya jelas?)
3. High expectation pensyarah meletakkanstandard prestasi yang tinggi kepada pelajar.(Adakah harapan dan cabaran untuk berjaya diberikan kepada semua pelajar
secara saksama tiada bell curve?
4. Extended opportunities Pensyarah mestimenyediakan peluang yang secukupnya untukberjaya. (Adakah pelajar diberi lebih dari satu peluang untuk mencapai standard yangditetapkan?)
Back to Basic
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OBC-OUTCOME BASED
CURRICULUM
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Contents of OBC documentContents of OBC document
Vision dan Mission Programme Educational Objectives
(PEO)s / Programme Aims (PAIs)
Programme Learning Outcomes(PLOs)
Course Learning Outcomes (CLOs) Syllabus / JSP / SLT / TOLD / Matrix forall courses in a programme.
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Programme Educational Objectives(PEOs)
2. Programme Learning Outcomes(PLOs)
3. Course Learning Outcomes(CLOs)
Upongraduation
Uponcoursecompletion
Few years afterGraduation (4 to 5 year
3. PAI, PLO and CLO3. PAI, PLO and CLO
RELATIONSHIPS BETWEEN CLOS PLOS PEOS
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STAK
EHO
LDERS
PRORG
RAME
EDUCA
TIONAL
OBJEC
TIVES
Management support and commitment
PEO-
1
Regulatory/Profession
al Bodies
RELATIONSHIPS BETWEEN CLOS, PLOS, PEOSand COMPLIANCE TO THE STAKEHOLDERS
KPT/MQ
A
IHLrequireme
nts
Industri
resstudent
s.. etc
PEO-
2
PEO-
3
PEO-
4
PEO-
5
.. etc
PLO-1
PLO-2
PLO-3
PLO-4
PLO-5
.. etc
PROGRAMME
LEARNIN
G
OUTCOMES
SubjectCLO-
1
COURSE
L
EARNING
O
UTCOM
ES
SubjectCLO-
3
Subject
CLO-4
SubjectCLO-
5
SubjectCLO-
2
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MATRIX OF PLO & PAI RELATIONSHIPMATRIX OF PLO & PAI RELATIONSHIP
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MATRIX OF PLO & PAI RELATIONSHIP (MATRIX OF PLO & PAI RELATIONSHIP (contdcontd))
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Matrix of CLOs vs PLOs & LDsMatrix of CLOs vs PLOs & LDs
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Generic Student Attributes (GSA) &Learning Domains (LD)
Generic Student AttributesGSA)
GSA 1 Communications Skills GSA 2 Critical Thinking and
Problem Solving Skills GSA 3 Teamwork Skills GSA 4 Moral & Professional
Ethics
GSA 5 Leadership Skills
GSA 6 InformationManagement Skills andContinuous Learning
GSA 7 EntrepreneurshipSkills
Learning Domain (LD)
LD 1 Knowledge LD 2 Technical Skills LD 3 Professionalism &
Ethics LD 4 Social Skills LD 5 Communication
Skills
LD 6 Critical Thinking LD 7 Life Long Learning LD 8 Entrepreneurial
Skills
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4.4. Course Learning Outcome (CLOs)Course Learning Outcome (CLOs)Example # 1
1. explain correctly the units associated with basicelectrical quantities, concepts of electric circuit,cells as the unit source of DC energy and thegeneral features of batteries.
2. demonstrate an understanding of DC networkanalysis techniques on resistive networks.
3. describe the fundamentals of capacitive andinductive in DC network correctly.
4. explain properly the principles of the magnetic
circuit, electromagnetism and electromagneticinduction.
5. demonstrate team working efficiently whiledoing practical work.
knowledgeknowledge
(PLO1)(PLO1)
&&
practicalpractical
skill (PLO2)skill (PLO2)
genericgenericskillsskills
(PLO3-PLO9)(PLO3-PLO9)
ET101 Electrical TechnologyUpon completion of this course, students should be
able to:-
C L i O t (CLO )C L i O t (CLO )
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1. solve various problem systematically using the 6step procedure and specified design tools.
2. select the appropriate data types for a particularsolution.
3. perform data handling in solving a given problemcorrectly.
4. execute the whole process of programming, usinga high level programming language, in solving avariety of engineering and scientific problems.
5. deliver a presentation and answer questions withconfidence on a well-organized assigned groupproject inclusive of a report within a stipulatedtime frame.
EC201 Fundamental ProgrammingUpon completion of this course, students should be
able to:-
knowledgeknowledge
(PLO1)(PLO1)
&&
practicalpractical
skill (PLO2)skill (PLO2)
generic skillsgeneric skills
(PLO3-PLO9)(PLO3-PLO9)
Course Learning Outcome (CLOs) -Course Learning Outcome (CLOs) -contdcontd
Example # 2
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5. Content5. Contentof courseof course
syllabussyllabus
GO - GeneralGO - GeneralOutcomOutcom
eeSO - SpecificSO - Specific
OutcomOutcom
ee
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6. Learning & Teaching Strategies.6. Learning & Teaching Strategies.
Lecture Practical Work Demonstration
Question &Answer Brainstorming Discussion Tutorial
IndustrialVisit Problem
Based
Learning(PBL)
Work BasedLearning
(WBL) Project Based
Learning
etc
L i & T hi St t i fL i & T hi St t i f
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Learning & Teaching Strategies forLearning & Teaching Strategies for
EC201EC201
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7. Assessment Tasks (ATs)7. Assessment Tasks (ATs)
Quiz Test Practical Work
Final Exam Presentation
End of ChapterProblem
Essay
Types ofAssessment
Tasks
Case study Peer to peer
CapstoneProject
ReflectiveJournal
etc Assessment tasks for ET101 ElectricalAssessment tasks for ET101 Electrical
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Assessment tasks for ET101 ElectricalAssessment tasks for ET101 Electrical
TechnoTechno
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8. Assessment Specification Table (AST) / JSP8. Assessment Specification Table (AST) / JSP
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Memahami KandunganJadual SpesifikasiJadual SpesifikasiPentaksiran - JSPPentaksiran - JSP
(Assessment(AssessmentSpecification Table -Specification Table -
AST)AST)
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OBLT OUTCOME BASED
LEARNING ANDTEACHING
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Learning OutcomesLearning Outcomes
Information Transmission/Teacher-Information Transmission/Teacher-
focused (ITTF) teaching approachfocused (ITTF) teaching approach Conceptual Change/Student-focusedConceptual Change/Student-focused
(CCSF) teaching approach(CCSF) teaching approach Surface Learning learning approachSurface Learning learning approach
Deep Learning learning approachDeep Learning learning approach
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The question is.
How can teaching encouragestudents to learn actively and
interactively, and in this way, developthe ability to seek creative and
innovative solutions to future issues,problems and situations?
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Teaching approach 1 (ITTF)
1: It is important to present a lot of facts tostudents so that they know what theyhave to learn for this subject.
2: In this subject my teaching focuses on thegood presentation of information tostudents.
3: I think an important reason for runningteaching sessions in this subject is to givestudents a good set of notes
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Teaching approach 2 (CCSF)
1: In teaching sessions for this subject, Ideliberately provoke debate anddiscussion.
2: I see teaching as helping students developnew ways of thinking in this subject.
3: It is better for students in this subject togenerate their own notes rather than copymine.
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Teachers
approachesto teaching
Students
approachesto learning
Teachersconceptionsof teaching
Teachersperceptionsof context
Outcomes
Model of teaching-learning
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Teachers
approachesto teaching
Students
approachesto learning
Teachersconceptionsof teaching
Teachersperceptionsof context
Outcomes
Model of teaching-learning
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pproaches to learningStudents focus their attention on the overallmeaning or message in a class session, text orsituation. They attempt to relate ideas
together and construct their own meaning,possibly in relation to their own experience.
Students focus their attention on the details andinformation in a class session or text. They aretrying to memorise these individual details in theform they appear in the class or text or to list thefeatures of the situation in order to pass the
examinations.
Surface approach
Deep approach
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APPROACHES TO LEARNINGAPPROACHES TO LEARNING
Surface Approach
Intention toreproduce
- rote memoriseinformation neededfor assessment
- failure to distinguishprinciples fromexamples
- treat tasks asexternal impositions
- focus on discreteelements withoutintegration
Deep Approach
Intention tounderstand
meaningfullymemoriseinformation for lateruse- relate new ideas to
previous knowledge- relate concepts to
everydayexperiences
relate evidence toconclusions
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Degree Class by Deep Approach Scale
3 3.2 3.4 3.6 3.8 4
Class III/Pass
Class II Div 2
Class II Div 1
Class I
Mean of DA (Scale 1-5)
Approaches to learning &outcomes
N = 740 University of Oxford, 2004
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Degree Class by Surface Approach Scale
2 2.5 3 3.5 4
Class III/Pass
Class II Div 2
Class II Div 1
Class I
Mean of SA (Scale 1-5)
N = 740 University of Oxford, 2004
Approaches to learning &outcomes
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Teachers
approachesto teaching
Students
approachesto learning
Teachersconceptionsof teaching
Teachersperceptionsof context
Outcomes
Model of teaching-learning
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Staff focus their attention on what they do(forward planning, good management skills, anarmoury of teaching competencies, use of theliterature, ability to use IT ).
They attempt to transmit the informationabout the curriculum on the assumption thatstudents will learn from that process. Thatinformation is often complex and requires
nformation Transmission/Teacher-focused (ITTF)
Approaches to teaching
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Conceptual Change/Student-focused(CCSF)
Staff focus their attention on the students andmonitor their perceptions, activity and understanding.
Transmission is seen to be not enough.
They assume students construct their ownknowled e, and the task of the teacher is to involve
Approaches to teaching
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A CCSF approachincludes elements
of an ITTFapproach, butnot vice versa
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Characteristics Of T&L Environments SupportingCharacteristics Of T&L Environments Supporting
Quality Student LearningQuality Student Learning
If students think the : teaching and feedback is good goals and standards are clear students get help and advice on how to study subject is well organisedthen they are likely to be adopting deep approaches to
study
If students think the :
assessment is inappropriate testing short termreproduction workload is inappropriate too high to understand it
then they are likely to be adopting surface approachesto their studies.
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Using buzz groups in a lecturetheatre
Do you know what buzz groups are?
What do others think they are?
Turn to the people near you and ask them.
Please finish your conversationswhen I raise my arm.
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A conceptual change student-focused approachBuzz groups are a means by which students can tryout their understanding, and in so doing also give mean awareness of that understanding.
A transmission, teacher-focused approachBuzz groups give me and the students a break.Research shows students lose concentration if there are
no breaks in a one-hour lecture.
Using buzz groups in a lecturetheatre
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ariable Variable
Satisfaction with teaching
Rnform. Transm./Teacher-focus (ITTF)
-.03
onceptual Change/Student-focus (CCSF) .34*
Approaches to teaching &satisfaction
*p < .001; N = 497; Trigwell and Lindblom-Ylnne, 2004
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ITTF
Satisfactio
n
R = - .03
Approaches to teaching &satisfaction
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CCSF
Satisfactio
n
R = .34
Approaches to teaching &satisfaction
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A high CCSF approachis more likely to be
satisfying for teachersthan a high ITTF
approach
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earning Variable Teaching Variable
Inform. Transm. Concept. Change
Teacher-focus Student-focus(ITTF ) (CCSF)
urface Approach (SA) .37**-.46**
Deep Approach (DA) -.14 .34*
Approaches to teaching &learning
N = 55 Trigwell, Ramsden, Prosser, Martin (1998)
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earning Variable Teaching Variable
Inform. Transm. Concept. Change
Teacher-focus Student-focus(ITTF ) (CCSF)
urface Approach (SA) .37**-.46**
Deep Approach (DA) -.14 .34*
Approaches to teaching &learning
N = 55 Trigwell, Ramsden, Prosser, Martin (1998)
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CCSF
Deep approach
R = .34
Approaches to teaching &learning
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A higher CCSF approachis associated with a
deeper approach tolearning and to higher
quality learning outcomes
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Conceptions of teaching
Level 4 Focus: What the studentperceives
Level 1 Focus: What the student is
Level 2 Focus: What the teacherdoes
Level 3 Focus: What the studentdoes
formation transfer/teacher-focused (ITTF)approach
Conceptual change/student-focused (CCSF)approach
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The way teachersthink about teaching
is a key factor in theapproach they adopt
to their teaching
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Teachers
approachesto teaching
Students
approachesto learning
Teachersconceptionsof teaching
Teachersperceptionsof context
Outcomes
Model of teaching-learning
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ariableVariable
ITTF CCSFTransformative leadership -.04 .13
Collaborative management -.13 .05
Approaches to teaching &context
N = 439, Ramsden, Prosser, Trigwell, Martin (2006)
Support for student learning -.22 .20
Class size -.11 .10Student characteristics -.14 .18
Teacher control -.22 .15
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ariableVariable
ITTF CCSFTransformative leadership -.04 .13
Collaborative management -.13 .05
Approaches to teaching &context
N = 439, Ramsden, Prosser, Trigwell, Martin (2006)
Support for student learning -.22 .20
Class size -.11 .10Student characteristics -.14 .18
Teacher control -.22 .15
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University leadershave a key role in
creating an environmentin which teachers feela CCSF approach is
afforded
e oncep : eac ngL i
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Learning
Edgar Dale 1969, The cone of learning
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OBA-OUTCOME BASED
ASSESSMENT
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Continuous AssessmentContinuous Assessmentandand
Item Specification Table (IST)Item Specification Table (IST)
Outcome Based AssessmentOutcome Based Assessment
(OBA)(OBA)
Part 1Part 1
Presented by :Presented by :
Noorfozila binti BahariNoorfozila binti BahariAncassa Port DicksonAncassa Port Dickson
21st 24th February 201121st 24th February 2011
Transformasi Pendidikan Politeknik
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Transformasi Pendidikan PoliteknikMengapa perlu?
1. Prestasi pelajar yang dipersoalkan institusilain.
2. Kelemahan soft skills / employability skills
3. Untuk mendapat Pengiktirafan MalaysiaQualification Agency (MQA)
Mesti laksana Outcome Based Education,Outcome Based Curriculum dan Outcome
Based Assessment
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ISU STRATEGI HASIL
TRANSFORMASITRANSFORMASI
PENTAKSIRANPENTAKSIRAN
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Perkara 3, COPPA
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Dahulu
Output
% pelajarlulus
Sekarang
Outcomepelajar
memperoleh hasil
pembelajaran
Perkara 15, KerangkaKelayakan Malaysia
TRANSFORMASITRANSFORMASI
PENTAKSIRANPENTAKSIRAN
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JADUAL SPESIFIKASIJADUAL SPESIFIKASI
ITEM (JSI) /ITEM (JSI) /
ITEM SPECIFICATIONITEM SPECIFICATION
TABLE (IST)TABLE (IST)
Dokumen yang diperlukan semasaDokumen yang diperlukan semasa
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Dokumen yang diperlukan semasaDokumen yang diperlukan semasa
menghasilkan Jadual Spesifikasi Itemmenghasilkan Jadual Spesifikasi Item
(JSI)(JSI)1. Silibus kursus
2. Jadual Spesifikasi Pentaksiran (JSP)
Soalan-soalan yang dibinaSoalan-soalan yang dibina
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hendaklah mencapai nisbah 5 : 3 :hendaklah mencapai nisbah 5 : 3 :
22
50%50% soalan pada aras kesukaran rendah (low)
30%30% soalan pada aras kesukaran sederhana
(medium)
20%20% soalan pada aras kesukaran tinggi (high)
Soalan mengikut Aras Kesukaran Soalan mengikut Aras Kesukaran
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Soalan mengikut Aras Kesukaran Soalan mengikut Aras Kesukaran
Contoh 1Contoh 1
1. Draw the CMOS static logic gatefor an inverter. (Low)
2. Draw the CMOS static logic gatefor a 4-input AND gate. (Medium)
3. Draw a 4 to 1 multiplexer using
transmission gates. (High)
Soalan mengikut Aras Kesukaran Soalan mengikut Aras Kesukaran
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Soalan mengikut Aras Kesukaran Soalan mengikut Aras Kesukaran
Contoh 3Contoh 3
1. Design an asynchronous 2-bitcounter using T flip-flops. (Low)
2. Design asynchronous modulo-5
counter using JK flip-flops withcontrol gate. (Medium)
3. Design asynchronous multi-mode
counter using JK flip-flops that willcount the given number sequence.(High)
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Outcome-Based Assessment (OBA)Outcome-Based Assessment (OBA)
Part 2Part 2
AssessingAssessing
Generic SkillGeneric SkillOutcomesOutcomes
( LD3 - LD9 )( LD3 - LD9 )
Learning Outcomes of thisLearning
Outcomes of this
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Learning Outcomes of thisLearning Outcomes of this
sessionsession
Generic Skill Assessment
Rubrics
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Learning Outcomes DefinitionLearning Outcomes Definition
Learning Outcomes arestatements on what a learner
shouldknow, understandandcan do upon the completion of aperiod of study.
Generic Skill LearningOutcomes
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Outcomes
Politeknik KPTM telah mengenalpasti GSoutcomes seperti berikut:
Tanggungjawab Kemasyarakatan
Komunikasi
Kerja Berpasukan
Tanggungjawab beretika
Pemikiran Kritikal & Penyelesaian Masalah
Keusahawanan PembelajaranSepanjang Hayat
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GENERIC SKILL OUTCOME ISGENERIC SKILL OUTCOME ISMEASURED USING RUBRICS.MEASURED USING RUBRICS.
Wh t i RUBRICS?Wh t i RUBRICS?
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What is RUBRICS?What is RUBRICS?
A rubric is a scoring tool for subjectiveassessments. It is a set ofcriteria and standardslinked to learning objectives that is used to assessa student's performance on papers, projects,essays, and other assignments.
a scoring tool that lists the criteria for a piece ofwork or 'what counts.
list of things the student must have included toreceive a certain score or rating.
http://en.wikipedia.org/wiki/Criteriahttp://en.wikipedia.org/wiki/Standardizationhttp://en.wikipedia.org/wiki/Essayshttp://en.wikipedia.org/wiki/Essayshttp://en.wikipedia.org/wiki/Standardizationhttp://en.wikipedia.org/wiki/Criteria -
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ProsedurProsedur
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ProsedurProsedur
1. Kenalpasti LEARNINGOUTCOMESgenericskill.
2. Lakukan mapping outcomes terhadapkursus-kursus dalam program.
Mappinglearning outcomes dengan kursus-kursus adalah untuk menunjukkan kursusmana membina learningoutcome tertentu.
3. Seterusnya LEARNING OUTCOME tersebut
dinyatakan di dalam Course LearningOutcome (CLO) kursus tersebut.
Peringatan
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Peringatan:Lebih banyakoutcome di taksir
untuk satu-satu kursus tidakbermakna lebih baik!
4. Pentaksiran outcome generic skillmestilah
berstrategi dan boleh dipertahankan.
Tujuannya ialah untuk mentaksir outcomegeneric skillsekurang-kurangnya sekali dan
sebaiknya tiga hingga lima kalisepanjangkarier akademik pelajar.
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Matrix of Courses vs PLOs & LDsMatrix of Courses vs PLOs & LDsDTK 12
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DTK sem1DTK sem12
Matrix of Courses vs PLOs & LDsMatrix of Courses vs PLOs & LDs
DTK 2DTK 2
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DTK sem2DTK sem2
Link the GS OUTCOME to the CLOLink the GS OUTCOME to the CLO3
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Link the GS OUTCOME to the CLOLink the GS OUTCOME to the CLO
1. solve various problem systematically usingthe 6 step procedure and specified designtools.
2. select the appropriate data types for aparticular solution.
3. perform data handling in solving a givenproblem correctly.
4. execute the whole process ofprogramming, using a high levelprogramming language, in solving avariety of engineering and scientific
problems.5. deliver a presentation and answer
questions with confidence on a well-organized assigned group project inclusiveof a report within a stipulated time frame.
EC201 Fundamental Programming
Upon completion of this course, students should beable to:-
knowledge& practicalskill
genericskills
4 Mentaksir4 Mentaksir Generic SkillGeneric Skill
http://ec201%20fundamental%20programming_full.doc/http://ec201%20fundamental%20programming_full.doc/ -
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4. Mentaksir4. Mentaksir Generic SkillGeneric Skill
Memilih Aktiviti / Instrumen Pentaksiran yang tepatContohnya:
Oral communication presentation
Written communication practical / project report
Team working group project / work
Instrumen pentaksiran mestilah difokuskan padaoutcome atau pada satu daripadakomponenoutcome.
1 soalan dalam ujian atau 1 term paper setebal 10
muka surat (written communication).
4 Mentaksir4 Mentaksir Generic SkillGeneric Skill (contd)(contd)
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4. Mentaksir4. Mentaksir Generic SkillGeneric Skill (cont d)(cont d)
Gred ujian atau gred kursuslazimnya tidak sesuaisebab gred-gred itu mewakili agregat prestasipelbagai bidang kemahiran dan
pengetahuan.
Pentaksiran Generic skilldilakukanmenggunakan RUBRICS.
G iG i
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MATRIKSMATRIKS
OUTCOMESOUTCOMES
RUBRICSRUBRICS
ITEMITEM
CRITERIACRITERIA
GenericGeneric
SkillSkill
AssessmenAssessment Flowt Flow
Continuous QualityContinuous Quality
http://matriks.ppt/http://matriks.ppt/http://rubrik.ppt/http://rubrik.ppt/http://item.ppt/http://item.ppt/http://criteria.ppt/http://criteria.ppt/http://criteria.ppt/http://item.ppt/http://rubrik.ppt/http://matriks.ppt/ -
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OBE
yyImprovement (CQI)Improvement (CQI)
Penambahbaikan Program (CQI)Penambahbaikan Program (CQI)
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Penambahbaikan Program (CQI)Penambahbaikan Program (CQI)
Bagaimana boleh seseorang menanganikekurangan dalam, sebagai contoh, outcomecommunicationkecuali perkara yang khusustentang kelemahannya dikenalpasti?
Kelemahannya mungkin dalam komunikasi lisan,komunikasi secara bertulis yang umum, laporanteknikal, atau bidang lain.
Jadual PentaksiranJadual Pentaksiran LearningLearningOutcomesOutcomes
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OutcomesOutcomes
Pada Amnya :
Bukan semua kriteria prestasi harus diukurpada seseorang pelajar sampel memadai.
TIDAK SEMESTINYA semua learningoutcome atau kriteria prestasi ditaksir setiapsemester.
Outcome-Based Education -Outcome-Based Education -
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ProgramOutcome
s
ProgramAims
Missions
Visions
takeholders
CourseOutcome
s
dvisory committee
EvaluationEvaluation
(Closing the Loops)(Closing the Loops)
AlumniAssessmentAssessment
AssessmentAssessment
AssessmentAssessment
CQICQI
CQICQI
CQICQI
Analysis
Analysis
Analysis
Analysis
Analysis
Analysis
PentingPenting!!
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PentingPenting!!
Pentaksiran (Assessment) BUKAN sesuatuyang one offatau one shot.
Ia sesuatu yang berterusan danmenyokong pembelajaran sepanjang
hayat. Memberikan maklumat yang berguna
untuk penambahbaikan aspekpembelajaran.
Assessment in cycles of improvement. Taking responsibility for quality
enhancement.
Wh tWh t
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OBE(Education)
OBC(Curriculum)
What theWhat thestudentstudentshouldshould
achievedachieved?? OBLT(Learning &
Teaching)
OBA(Assessment)
How to makethe studentachieve the
outcome?How to measureHow to measure
what thewhat thestudent hasstudent has
achieved?achieved?
WhatWhat
have wehave welookedlookedinto tillinto till
now ?now ?
Glossary
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Glossary
OBE
OBC
OBLT
OBA
CA
PEO
PAi
PLO CLO
GO
SO
SLT
TOLD AST
JSP AT
IST
JSI
Aspek
Konstruk
Rubric
LD GSA
Aras
KesukaranSoalan
ANDA MULA RASA RISAU?
AcknowledgementAcknowledgement
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AcknowledgementAcknowledgement
Dr. Khodori Ahmad Naluri Pintar Sdn Bhd
Dr. Wahid Razzaly UTHM
Dr. Ishak Baba UTHM Dr. Sattar, Bahagian Peperiksaan JPP
Prof. Michael Prosser University of Hongkong
Prof Keith Trigwell University of Sydney
Pn.Noorfozila binti Bahari POLISAS (DH48)
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TERIMA KASIH