adibah binti abdul latif school of education faculty of

CONSTRUCTIVE ALIGNMENT

ADIBAH BINTI ABDUL LATIFSchool of Education

Faculty of Social Sciences and Humanities

ACTIVITY 1

• 1 Staff 1 Question

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14:45

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What first come in your mind when you see this terminology?

14:15

CONSTRUCTIVE ALIGNMENT

• Constructive = Constructivist theory that learners using their own activity to construct their knowledge as interpreted through their own existing schemata.

• Alignment = Principle in curriculum theory that assessment tasks should be aligned to what it is intended to be learned , as in criterion referenced assessment.

What the student does is actually moreimportant in determining what is learnedThan what the teacher does

OUTCOMES

PROGRAMME EDUCATIONAL OBJECTIVES

PROGRAMME LEARNING OUTCOMES

COURSE LEARNING OUTCOME

UNIT LEARNING OUTCOME

PEO

PLO

CLO

ULOLeve

l Of O

utco

mes 3 to 5 years after graduation

Upon graduation

After completing each course

After completing each unit

Wha

t stu

dent

s ab

le to

do

Adlina

Zaquan

Adapted, Biggs [2011]

The good teaching is getting most students touse the level of cognitive processes needed toachieve the intended learning outcomes that

the more academic students use spontaneously

LEVELS OF THINKING ABOUT TEACHING

What the student does?

What the teacher does?

What the student is ?

STEPS ON CONSTRUCTIVE ALIGNMENT

Program Educational Objectives

Program Learning

OutcomesGA / GS

Course Learning

Outcomes

Topic / Unit Learning

Outcomes

PLO for Engineering (UG) before MQF 2.0

PLO for Non Engineering (UG) before MQF2.0

UTM GRADUATE ATTRIBUTE (UG)

GRADUATE ATTRIBUTE

COMMUNICATING SKILLS(Kemahiran Berkomunikasi)

CS

Thinking Skills(Kemahiran Berfikir)

TH

Scholarship(Kesarjanaan)

SC

Team working skills(Kemahiran kerja berpasukan)

TW

Adaptability(Kebolehsuaian)

AD

Global Citizen(Warga Global)

GC

Enterprising Skills(Kemahiran Berdaya Usaha)

ES

PLO For PG Before MQF 2.0

Bil PLO Kod

1 Advanced Knowledge AKW

2 Research Skills RS

3 Critical Thinking and Problem Solving CTPS

4 Ethics, values, professionalism EM

5 Communication CS

6 Lifelong Learning LL

7 Social Skills SS

8 Team working TS

9 Leadership LS

10 Information management IM

11 Managerial and Entrepreneurial ME

core

Optional

HASIL PEMBELAJARAN PROGRAM (PLO) BAGI PROGRAM PRASISWAZAH (KEJURUTERAAN) UTM

EAC/ETAC MQF 2.0

PLO KOD PLO

KEYWORD KOD PLO KEYWORD

PLO 1 KW Engineering Knowledge KW Knowlegde and Understanding

PLO 2 THPA Problem Analysis CG Cognitive Skills

PLO 3 THDS Design/Development Solutions CG Cognitive Skills

PLO 4 THI Investigation CG Cognitive Skills

PLO 5 SCMT Modern Tools Usage PS Practical Skills

PLO 6 AD The Engineer and Society IPS, PRS Interpersonal Skills, Personal Skills

PLO 7 GCS Environment and Sustainability ENT Entrepreneurial Skills

PLO 8 GCE Ethics ENT, ETS Entrepreneurial Skills, Ethics and Professionalism Skills

PLO9 CS Communication CS, IPS Communication Skills, Interpersonal Skills

PLO 10 TW Leadership and Team Working Skills LAR Leadership, Autonomy & Responsibility

PLO 11 SC Life Long Learning DS, NS Digital Skills, Numerical Skills

PLO12 ES Project Management, Finance & Entrepreneurship

PRS Personal Skills

Nota: Pastikan aras MQF ie. Sarjana Muda dan Diploma dirujuk seperti dalam dokumen MQF 2nd Edition Appendix 2 untukpenyelarasan. Pastikan juga pencapaian DS dan NS diukur secara spesifik dalam kursus bersesuaian seperti yang dinyatakan dalamdokumen berkenaan.

PLO AFTER MQF 2.0

HASIL PEMBELAJARAN PROGRAM (PLO) BAGI PROGRAM PASCASISWAZAH & PRASISWAZAH (SELAIN DARI KEJURUTERAAN) UTM

Bil. KOD PLO KEYWORD JENIS KEMAHIRANPLO 1 KW Knowledge and Understanding TeknikalPLO 2 CG Cognitive Skills TeknikalPLO 3 PS Practical Skills TeknikalPLO 4 IPS Interpersonal Skills GenerikPLO 5 CS Communication Skills GenerikPLO 6 DS Digital Skills *Generik/TeknikalPLO 7 NS Numeracy Skills *Generik/TeknikalPLO 8 LAR Leadership, Autonomy & Responsibility GenerikPLO 9 PRS Personal Skills Generik

PLO 10 ENT Entrepreneurial Skills GenerikPLO 11 ETS Ethics and Professionalism Skills Generik

*Mengikut kesesuaian programNota: Pernyataan PLO berbeza bagi setiap aras MQF ie. Doktor Falsafah, Sarjana, Sarjana Muda dan Diploma. Rujuk dokumen MQF 2nd Edition, Appendix 2 untuk perincian.

PLO AFTER MQF 2.0

Program Learning

Graduate Attribute Program Learning Outcome Course Learning Outcome

Scholarship [SC] Pelajar berkebolehanmensintesis pengetahuan dalambidang pengukuran dan penilaiansecara sistematik

[CLO3] Develop 2 sets of classroom test by applying the concept of validity and reliability

Graduate Attribute

Program Learning Outcome

Course Learning Outcome

DEVELOP COURSE LEARNING OUTCOMES

PESIFIC ; to one learning behaviour

EASURABLE ; includes the criteria for success

CTIONABLE; can be demonstrated with evidence / observable

ELEVANT; to future experience or workplace

IMED; to be achieved within certain time constraints

CLO’S M

UST BE S.M

.A.R.T


3 COMPONENTS OF CLO

• At the end of the course, students should be able toevaluate the quality of two examination papers forMultiple Choice Question and Essay question basedon Classical Test Theory analysis.

AUDIENCE

BEHAVIOR / VERB

CONDITION

DEGREE/STANDARD


VERB

CONDITION

STANDARD


ISU PENULISAN CLO

• Mempunyai terlalu banyak CLO dalam satu kursus.Ada sehingga 14 CLO

• Pensyarah kurang kemahiran mensintesiskan silibuske dalam bentuk outcome yang boleh diintegrasikan

• Pensyarah tidak memulakan verb yang diukursekurang-kurangnya dengan application level dalamtaksonomi Bloom

• Pensyarah yang menggunakan MCQ dalam final exammerasa sukar untuk mappingkan item dalam soalanexam dengan CLO.

ISU PENULISAN CLO

• Pensyarah tidak revised CLO, hanya menggunakanCLO sedia ada dan tidak menggunakan konsep OBE

• CLO tidak align dengan Aktiviti dan Pentaksiran• CLO dibina tanpa sebarang data yang meyakinkan

(contoh perbincangan degan panel luar/stakeholderdan tanpa data penyelidikan daripada pencapaianpelajar)

ISU PENULISAN CLO

• Pensyarah menggunakan dua verb bagi satu domainpembelajaran yang sama

• Pensyarah gagal membezakan setiap aras dalamdomain pembelajaran samada kognitif, afektif danpsikomotor

• Pensyarah terlalu terikat dengan “keyword” dalamTaksonomi pendidikan

Kajian Kes

Tidak sejajar di antara CLO dan aras taksonomi

CADANGAN

• Kuiz, test, dan peperiksaan akhirdirangkum dalam satu CLO sahaja.

• CLO lain memfokuskan pentaksiransecara praktikal dan kemahiran generic

• CIDU mencadangkan tidak mengukur PLOteknikal dan generik dalam satu CLO yangsama

Kajian Kes

Tidak salah sebenarnyabagi peringkat sijil / diplomauntuk mempunyai CLO / aras item yang melebihiaras Aplikasi

CADANGAN

• Gunakan satu sahaja CLO bagi mengukurPLO1 (Pengetahuan)

• Aplikasikan konsep penjajarankonstruktif.

Kajian Kes

Soalan MCQ bukanlah dibina untuk aras mudah sahaja.

Malah bagi ujian berbentuk sumatifseharusnya memenuhi konsep normal distribution

CADANGAN

• Kemahiran dalam pembinaan item peperiksaan

• Memenuhi prinsip pembinaan item

Kajian kes

Antara contoh CLO yang tidak sesuai diukur dengan ujian bertulis

CADANGAN

• Tidak semua CLO perlu diukur dengan peperiksaan

• Bina satu CLO khas untuk pengetahuan (PLO1)

Kajian Kes

Item ini bukanlah item berbentuk struktur

CADANGAN

• Pensyarah perlu dapat membezakan apa yangdimaksudkan dengan item jawapan pendek,respon terhad, respon terbuka dan soalanberstruktur.

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

Kajian Kes

Instead of letakkan bilangan item, letakkan nombor soalan,Contohnya soalan 1 (a), 1(b), 2(a),

Kajian Kes

Kajian Kes

Tiada jajaran dengan CLOTiada pecahan aras kesukaran item

Practical skills should not be assessed by examination

15:30

Need to learn about

Learning Taxonomies

Need to learn about

Generic Skills

Need to learn about

Teaching and Learning Methods

Need to learn about

Assessment and Evaluation

Activity 3

• Please evaluate the Course Information from the concept of Outcome based Education and Constructive Alignment

• From Grade Oriented to Outcomes Oriented

• From Content Based to Ability Based

• From Lecturer Centred to Student Centred

TASK (100%)

• Choose any 2 course information documents in youfaculty. Evaluate the course information based on theconcept of outcome based education, constructivealignment and UTM guideline.

THANK YOU

adibah binti abdul latif school of education faculty of

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