TAKLIMAT OBE-SCL

(PELAJAR)

HEA UiTM PERLISDR. AHMAD YUSRI DAK

KOORDINATOR

UJKA , UITM PERLIS

Dikemaskini: 21 Julai 2019Dr Ernieza Suhana Mokhtar

1

Session 1:Overview onOBE (Outcome-Based Education)

and SCL (Student-Centered Learning)

2

VISIMenjadikan UiTM sebuah universiti unggul yang berteraskan

kesarjanaan dan kecemerlangan akademik bagi menerajui

dinamisme bumiputera dalam semua bidang profesional

bertaraf dunia supaya terlahir graduan yang berdaya saing,

global dan beretika.

MISIMempertingkatkan keilmuan dan kepakaran bumiputra dalam

semua bidang menerusi penyampaian program profesional,penyelidikan serta penglibatan khidmat masyarakat yang

berlandaskan kepada nilai-nilai murni dan etika keprofesionalan.

33VISI DAN MISI UiTM

Agensi Kelayakan Malaysia

(MQA)

Ditubuhkan di bawah Jabatan Pengajian

Tinggi(JPT) untuk menyelaraskan semua

program yang ditawarkan oleh IPTA dan IPTS

dengan memberi pengiktirafan kepada

program-program tersebut.

PERANAN: penanda aras jaminan kualiti pada

peringkat antarabangsa

4

MALAYSIAN QUALIFICATIONS

FRAMEWORK (MQF)

MQF is an integral part of the QA practice of MQA.The programme design, objectives and learningoutcomes, teaching, learning and assessmentmethodologies, support resources and systems fordelivery and improvement are embedded in thequality assurance standards.

MQF 2nd Edition

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The Nine (9) Malaysian QA Areas

Institutional Vision,Mission and

Educational Goals

Student Selection and

Support Services

Programme

Monitoring andReview

Programme Aims,Learning Outcomes,Curriculum Designand Delivery

Academic Staff

Leadership

and

Administration

MQF.Roz.Roadshow

Assessment ofStudents

Educational

Resources

Continual Quality

Improvement

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6

Outcome-Based Education (OBE)and Student-Centered Learning (SCL)

❖ It is not what we teach, It is what they learn

❖ Students will be equally responsible for their own learning

❖ Engagement of both students and lecturers will be visible

7

Paradigm Shift in the Education& Training Philosophy

• From teacher-centered (TCL)

• Traditional teaching

teacher “owns” the

knowledge and convey

it to the students.

• Teacher brings the

content and the answers

into the classroom/ training

room with him / her.

to a student-centered (SCL)

SCL Based teaching :

students (trainee) to learn

as much as possible.

teacher as a coach who

asks questions and provides

guidelines for the acquisition

of knowledge.

8

Programme Educational Objectives (PEO)

Attributes of graduates 3 to 5 years after graduation

PEO1: "Assistant geomaticians who apply the knowledge and skills of

surveying science and geomatics to support local and global sustainable

developments (PLO1, PLO2)

PEO2: "Assistant geomaticians who integrate values, attitudes, professionalism

and social skills in engaging with society and stakeholders (PLO3, PLO4).

PEO3: Assistant geomaticians who adopt the roles of a leader and a team

member, and communicate effectively in assisting to provide scientific solutions

to geomatic issues and problems (PLO5, PLO6).

PEO4: Assistant geomaticians who proactively acquire knowledge and skills

and innovatively manage resources and information. (PLO7, PLO8).

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Programme Outcome (PO)

What students will be able to doupon graduationPLO1 Apply basic knowledge of sciences and mathematics

in geomatics practices (C3).

PLO2 Display appropriate technical skills and the use of

relevant application softwares in geomatic practices (P4).

PLO3 Demonstrate social skills and social responsibilities in

society (A3).

PLO4 Integrate professionalism values and attitudes in

engaging with society and stakeholders (A4).

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Programme Outcome (PO)

PLO5 Demonstrate effective communication and taking

alternate roles as a leader and a member of a team (A3).

PLO6 Analyze issues and problems in assisting to provide

scientific and practical solutions for managing natural resources

and continuously conserving the natural environment (C4).

PLO7 Demonstrate information management and lifelong

learning skills. (A3)

PLO8 Demonstrate good managerial and entrepreneurial skills

(A3).

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Learning Outcomes (LO)

1) Knowledge

2) Cognitive

3) Practical skills

4) Interpersonal skills

5) Communication

6) Digital Skills

7) Numeracy skills

8) Leadership, autonomy and responsibility

9) Personal skills

10) Entrepreneurial skills

11) Ethics and Professionalism

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End of Session 1

LET’S TAKE A BREAK!

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Academic Activity(some examples)

Face 2Face

Student Self-Learning*

Total

1

2

3

4

5

Lecture

Tutorial

Laboratory/Practical

Assignment - 2000 words

Presentation

Total

1

1

3

0

1

6

2

2

2

20

4

30

3

3

5

20

5

36

Session 2: STUDENT LEARNING TIME

(SLT)

Unaccounted for

in the present system

* Using the Proposed student independent learning in relation (Slide 17)

MQF in Programmes.Roz.Roadshow

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Hours perWeekExamples

Division ofStudent

Time

Student

Time

Per day

24 Hours

RoutineActivities

Sleep

Self-keep

Selfimprovement

Activities

Travel

Work

Diligent - 48

Very Diligent - 55

Least Diligent - 40

Student Categories and Learning Time

Total

Study

Good = diligent; weak = least diligent

MQF in Programmes.Roz.Roadshow

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Proposed student independent learning time

Item

Lecture

Tutorial

Tutorial (involving case studies)

Laboratory (including report writing)

Undergraduate Final Year Project/

Dissertation

Studio Work

Presentation

Coursework/Assignment

Creative Writing (or a project that last a

whole semester)

Examination

Duration (hours) or

requirements

1

1

1

3

6 - 10 credits

2

1

2000 words

100 – 150 pages

3

Proposed Student Self

Learning Time (hours)

1-2

1-2

3

2-3

200 - 400

2

3-4

10 - 12

8-10

10 – 20*

Division, Ministry of Higher Education (Malaysia).* Proposed Source: Bengkel Kebangsaan Pemantapan Sistem Kredit MQF, 31 Jan. – 2 Feb. 2005by Quality Assurance by MQA, depending on the field of study and the intensity of the examination.

MQF in Programmes.Roz.Roadshow

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Module Academic Load & Credits

Learning Activities

Lectures

a Attending Lectures

SLT

(in hours)

(54)

24

b

Pre and Post preparation* 30

b

2 Tutorial

a Attending tutorial

Preparation for tutorial*

(18)

9

9

Laboratory (36)

a

b

Practical

Prepreparation and Reportwriting*

24

12

Learning Activities

Assessments

SLT

(in hours)

(23)

1 continuos assessement (1 hour + 3hours preparation*)

4

1 presentation (1 hour + 5 hourspreparation*)

6

1 Final Examination (3 hour + 10 hours

preparation*)

13

Total

Subject Credit (131÷ 40 = 3.27)

131

3

* See Proposed student independent learning in relation (Slide 17)MQF in Programmes.Roz.Roadshow

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End of Session 2

LET’S TAKE ANOTHER BREAK !

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SESSION 3: ASSESSMENTS

Who needs to know?

i. Students

ii. Lecturers

iii. Institutions

iv. Community at large

Why?

i. To know they progress and studies performance

ii. Are you achieving at the required standard

iii. How are they progressing in relation to other learners

iv. What are their strengths and weaknesses

v. What they should do if they are not achieving the standards

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TYPES OF ASSESSMENT

Test

Quiz

Assignment

Project Papers

Case Study

Presentation

Experiments

Seminars

Community Project

Final Exam

Lab report

Physical model

Practical

Project

Laboratory work

Observation

Peer assessment

Coursework

Survey report

Site report

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WHAT YOU SHOULD KNOW AND

DO THROUGHOUT THE SEMESTER?

Course Information (Lecturer)

Course Learning Outcome (CLO) (Lecturer)

Scheme of Work (Lecturer)

Rubrics Assessment (Lecturer)

Entrance Survey (I-Learn)

Exit Survey (I-Learn)

SUFO (I-Learn)

Question Level Difficulties (Bloom’s Taxanomy)

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COURSE INFORMATION22

COURSE LEARNING OUTCOME

(CLO)

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EXAMPLE

SC

HEM

E O

F W

OR

K24

EXAMPLE

RUBRIC ASSESSMENT (MOHE)25

Knowledge Practical Skill

Critical Thinking and

scientific skills

Information

management and

lifelong learning skills Leadership skills

EXAMPLE

RU

BR

IC F

OR

REP

OR

T26

RU

BR

IC F

OR

ASSIG

NM

EN

T27

EN

TRA

NC

E A

ND

EX

IT S

UR

VEY 28

SU

FO

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QUESTION LEVEL DIFFICULTIES

(TEST AND FINAL EXAMINATION)

The cognitive domain (Bloom, 1956) involves

knowledge and the development of

intellectual skills. This includes the recall or

recognition of specific facts, procedural

patterns, and concepts that serve in the

development of intellectual abilities and

skills.

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QUESTION VS COGNITIVE LEVEL

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C1 = Knowledge

C2 = Comprehension

C3 = Application

C4 = Analysis

SOFTSKILL ASSESSMENT

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PSYCHOMOTOR DOMAIN: The psychomotor domain (Simpson, 1972)

includes physical movement, coordination, and use of the motor-

skill areas. Development of these skills requires practice and is

measured in terms of speed, precision, distance, procedures, or

techniques in execution.

AFFECTIVE DOMAIN: The affective domain (Krathwohl, Bloom, Masia,

1973) includes the manner in which we deal with things emotionally,

such as feelings, values, appreciation, enthusiasms, motivations,

and attitudes.

This domain will be assessed by other coursework such as report,

assignment, experiment, presentation etc.

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36

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Thank you39

CO-LO Matrix40

CO-PO Matrix41