IMPLEMENTING OUTCOME BASED EDUCATION (OBE)

-ASSESSING LEARNING OUTCOMES-

BY MOHAMAD SATTAR BIN RASUL Faculty of Education Universiti Kebangsaan Malaysia(UKM) / National University of Malaysia

3.0

INTRODUCTION Outcome- based Assessment moves around the idea that educators want to teach some ideas, skills or concepts explicitly. The educators: i. will check from time to time to ensure these concepts are indeed being grasped by students. ii. when checking, will look for evidence of the assimilation of knowledge in a variety of ways. iii. iv. will look for evidence of skill development. will test using styles that reflect the students access information in a variety of ways v. will allow students to be able to display and be able to talk about this knowledge acquisition in a variety of forms Outcome- based Assessment formalizes the idea that the students will always know what to expect and they will be clued up to where they are within this system (Murphy. J, 2007).

3.1

LEARNING OUTCOMES At the end of this session, lectures should be able to; i. ii. iii. iv. v. vi. vii. describe what is OBA (C2, A2) relate between PAI, PLO, CLO and GSA / LD (C2, A2) plan an assessment for PAI, PLO and CLO (C2, A2) set KPI for PAI, PLO and CLO (C3, P3) assess PAI, PLO and CLO (C3, A2) analyze PAI, PLO and CLO achievement (C4, P3) determine CQI activities required (C3, A2)

3.2

WHAT IS OUR VISION AND MISSION? VISION - To be Malaysia`s number one provider of innovative human capital through transformational education and training for the global workforce by 2015 MISSION - Breaking boundaries for the

Department of Polytechnic Education

3.3

PROGRAMME AIMS (PAI) Programme Aims which is also referred as Programme Educational Objective (PEO), is an expression of a long-term purpose, that describes the career and professional accomplishments that the program is preparing graduates to achieve (refer to Figure 3.1).

The Department of Electrical Engineering shall produce graduates who are able to: PAI 1 Have knowledge, skills and attitude that will allow them to make tangible contributions and meet new technical challenges. PAI 2 Possess entrepreneurial skills and practice good work ethics and be able to promote good morality and behavior. PAI 3 PAI 4 Continuously enhance their knowledge and skills. Communicate and interact responsibly and be able to contribute effectively as a team member. PAI 5 Adaptable to new changes at the work place.

Figure 3.1: Programme Aims

3.4

PROGRAMME LEARNING OUTCOMES (PLO) Statement that describes what students are expected to know and able to perform or attain by the time of graduation in terms of skills, knowledge and behaviour/ attitude that the students have acquired after following the programme (refer to Figure 3.2).

At the end of the programme, student should be able to: PLO 1 Apply knowledge of mathematics, science and engineering fundamentals to well defined electrical and electronic engineering procedures and practices. Demonstrate practical skills which includes the ability to troubleshoot, repair and do maintenance work for electrical and electronics equipment. Demonstrate awareness and consideration for societal, health, safety, legal and PLO 3 cultural issues and the consequent responsibilities, taking into account the need for sustainable development. PLO 4 PLO 5 PLO 6 PLO 7 PLO 8 PLO 9 Communicate effectively with the engineering community and the society at large. Function individually or in teams, effectively, with a capacity to be a leader. Demonstrate an understanding of professional ethics, responsibilities and norms of electrical and electronic engineering practices. Apply creative and critical thinking in solving problem related to assigned tasks. Recognise the need for entrepreneurship. Recognise the need for professional development and engage in independent acquisition of new knowledge and skill. Figure 3.2: Programme Learning Outcomes

PLO 2

3.5

RELATIONSHIP BETWEEN PAI, PLO, CLO AND GENERIC SKILLS ATRIBUTE / LEARNING DOMAIN

PLOs are related to PAI to describe what students are expected to know and able to perform or attain a few years after graduation (3 to 5 years). The students should

achieve in terms of skills, knowledge and behavior/attitude after following the programme. ( refer to Figure 3.3).

Figure 3.3: Matrix of PLO vs PAI, GSA and Learning Domain

PLOs are distributed across the courses in the programme. Students are expected to be able to perform or attain the programme learning outcomes in terms of skills, knowledge and behaviour/ attitude at the end of the programme (refer to Figure 3.4).

Figure 3.4: Matrix of courses vs PLO, GSA and Learning Domain

At course level, the CLOs are related to certain PLOs to describe the learning outcomes that the students should attain and achieve. Students are expected to be able to perform or attain the course learning outcomes in terms of skills, knowledge and behaviour/ attitude after following the course (refer to Figure 3.5).

Figure 3.5: Matrix of Learning Outcomes vs PLO, GSA and Learning Domain

3.6

ASSESSMENT PLAN FOR PAI, PLO AND CLO The purpose of formative and/or summative assessment is to asses the students competency in demonstrating a specific outcome. It is a process to identify, collect, use and prepare data that can be used to evaluate achievement. An assessment plan for

PAI, PLO and CLO should be carried out as a guide for

continuous quality

improvement. The focus of the plan is based on the following criteria: i. Programme Aims (PAIs)/Programmed Educational Objectives (PEO) Programme Learning Outcomes (PLOs)

ii. iii.

Course Learning Outcomes (CLOs)

Key Performance Indicator (KPI) should be set for each criterion so that its progress achievement can be monitored. The KPIs should refer to and reflect the statement of each PAI, PLO or CLO of the programme. KPIs need to be specific, measurable, achievable, realistic and timely. Figure 3.6 shows an example of KPI set and the target for Electrical Technology CLOs. The PLO and CLO achievement will be compared to the KPI target and will be the indicator for CQI.

COURSE LEARNING OUTCOME - KEY PERFORMANCE INDICATOR (KPI)

PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING COURSE NAME: ELECTRICAL TECHNOLOGY
PROGRAMME LEARNING OUTCOME (PLO) PLO 1, PLO 2, PLO 5 PLO 1, PLO 2, PLO 5 PLO 1, PLO 2, PLO 5 PLO 1, PLO 2, PLO 5

PROGRAMME CODE: DET COURSE CODE: ET101

COURSE LEARNING OUTCOME (CLO)

KEY PERFORMANCE INDICATOR (KPI)

TARGET (%)
ASSESSMENT METHOD/TOOL

Explain correctly the units associated with basic electrical quantities, concepts CLO 1 of electric circuit, cells as the unit source of DC energy and the general features of batteries. CLO 2 Demonstrate an understanding of DC network analysis techniques on resistive networks. Describe the fundamentals of capacitive and inductive in DC network correctly

Achieving grade C and above (Knowledge + Technical Skills)

85

Quiz, Test

Lab report are clear, correct and well presented. Lab Report 65% and above.

85

Quiz, Test

CLO 3

Assignment are clear, correct and well presented and marks achieve 65% and above. 100 % submit assignment.

85 100

Test, Final Exam

Explain properly the principles of the magnetic circuit, electromagnetism and CLO 4 electromagnetic induction. Conduct confidently experiments in a team and produce report within a CLO 5 stipulated time frame.

Report are clear, correct and well presented. Report marks >65 %

100

Essay Question

PLO 2, PLO 5

Report are clear, correct and well presented. Report marks >65 % >50 % - Attainment in Generic Skills >50% - Attainment for CLO's & PLO's 100% student achieve 80% - attendance <30% difference between continous assessment (CE) and final exam (FE)

100 100 100 100 100

Practical Work & Practical Test

Rubric

Figure 3.6: Key Performance Indicator for Course Learning Outcome (CLO)

The PAIs can be assessed through indirect assessment and 3-5 years after graduation. Meanwhile assessment for PLO and CLO can be implemented with a balance of both direct and indirect assessment. Examples of direct assessment tools are as follows: i. ii. iii. Continuous assessment (Quiz, Test, End of Chapter and etc.) Final Examination Final Year Project

iv.

Laboratory Experiment

Examples of indirect assessment tools are as follows: i. ii. iii. iv. v. vi. vii. viii. ix. Industrial Training Industrial Advisors External Examiner Student Exit Survey Mid-Course Survey Alumni Survey Employer Survey Parents Survey Academic Staff Perception Survey

The basic model of assessment for PAI, PLO and CLO can be viewed as requiring different major feedback systems, as shown in Figure 3.7 and Figure 3.8.

Figure 3.7: Model of Educational Objectives and Learning Outcomes Assessment

(source: OBE Implementation Guidebook-1 Draft, FKEE, UTHM, 2010)
st

Outcome-Based Education (Closing the Loops)

Assessment Assessment Alumni Missions Visions Stakeholders Advisory committee CQI CQI CQI
Program Aims Program Outcomes Course Outcomes

Assessment
Analysis Analysis Analysis

Figure 3.8: Model of Educational Objectives and Learning Outcomes Assessment

(source: OBE Implementation Guidebook-1 Draft, FKEE, UTHM, 2010)
st

3.7

ASSESSMENT FOR PAI The goal is to keep the current PAIs by having a process which identifies the needs of the programmes various constituencies, critically assess the attainment of graduates, and reassesses and updates of the objectives. This is a cyclical process. Although elements of this process are continuous in nature and will vary among programmes, each institution has the responsibility to ensure a documented cycle of activity such that PAIs, as well as their linkage to PLOs, are re-evaluated at least every three years. Recognizing that different constituents may have competing needs and expectations, each program will have a process in place to resolve potential conflicts while fulfilling as many of the needs as practically as possible. The PAIs can be assessed by using the following assessment tools: i. Reports and minutes of meeting with Industrial Advisors Panel (IAP)

ii. iii. iv. v. vi.

Reports and minutes of meeting with External Examiner Alumni survey Employer survey Parents survey

Academic Staff Perception Survey

Data gathered through these surveys will be accumulated and used as a key input to the PAIs as well as the PLOs. The PAIs assessment process and methods can be viewed in Figure 3.9.

Figure 3.9: Programme Aims (PAIs) Assessment Methods

(sumber: OBE Implementation Guidebook-1 Draft, FKEE, UTHM, 2010)
st

3.8

ASSESSMENT FOR PLO Establishing and monitoring progress towards PLOs is a process taking place at two primary levels: Curriculum and Course. Although the success of students in accomplishing the PAIs is an indicator of success in achieving the PLOs, progress towards PLOs can be most directly evaluated during, at or near the time of completion of the formal instructional/ learning process. The PLOs can be assessed by using the following assessment tools: a. i. Direct assessment Quizzes

ii. iii. iv. v. vi. vii. viii.

Tests Final Examination Assignments Projects Final Year Project Lab Experiments PBL/ POPBL

b. i. ii. iii. iv. v. vi.

Indirect assessment Reports and minutes of meeting with Industrial Advisors Reports and minutes of meeting with External Examiner Alumni survey Employer survey Parents survey Academic Staff Perception Survey

Results may imply that changes are needed in contents, the curriculum or the PLOs. Figure 3.10 shows the suggestions for the appropriate inputs.

Figure 5.8: Programme Learning Outcomes (PLOs) Assessment Methods

(sumber: OBE Implementation Guidebook-1 Draft, FKEE, UTHM, 2010)
st

3.9

ASSESSMENT FOR CLO On-going CLO assessment, with a balance of direct and indirect assessment techniques will be the responsibility of the lecturers and programmes coordinators. It is the responsibility of the lecturers for each course to maintain a detailed course syllabus which describes both the content and PLOs of the course. The syllabus should also contain course objectives, taxonomy levels, instructional techniques and evaluation methods. The CLO assessment is continuous starting from the first week until the last week of lecture. Lecturers must evaluate and analyse students achievement for CLO and PLO. The CLOs can be assessed by using the following assessment tools:

a.

Direct assessment

i. ii. iii. iv. v. vi. vii. viii.

Quizzes Tests Final Examination Assignments Projects Final Year Project Lab Experiments PBL/ POPBL

b.

Indirect assessment

i. ii. iii. iv.

Mid-Course Survey Lecturer Evaluation Rubric Matrix (Psychomotor and Affective) Peer-assessment

Figure 3.11 shows some suggestions for the appropriate inputs. Meanwhile Appendix A shows how marks of these inputs should be documented.

Figure 3.11: Course Learning Outcomes (CLOs) Assessment Methods

(sumber: OBE Implementation Guidebook-1 Draft, FKEE, UTHM, 2010)
st

For direct assessment, mapping of the contexts (General Outcomes), assessment tasks and CLOs to be assessed is referred to the Assessment Specification Table (AST) (refer to Figure 3.12)

Table 3.12: Assessment Specification Table (ET102-Electrical Wiring)

Context to be assessed which is stated in the AST is then to be constructed as an item for assessment. Lecturers should develop an Item Specification Table (IST) to map the item assessed, CLOs and Taxanomy Domain involved. (refer to Figure 3.13). It is important to have IST for every assessment task (Quiz, Test, Final Exam, etc.) in order to determine the taxanomy and CLOs achievement.

Item Specifications Table (AST) Final Exam Course : Et 101 Electrical Technology
TYPES OF ITEM TAXONOMY DOMAIN (C1-C6) C3 CLO1 Determine the current, voltage and resistance in a Subjective circuit. INTRODUCTION TO ELECTRICAL CIRCUIT/ Ohms Law C4 CLO3 Explain the process of charging and discharging Subjective based on the voltage and current curves CAPACITOR AND CAPACITANCE / Process of charging and discharging based on the voltage and current curves Subjective C2 CLO4 Determine the difference between electrical and magnetic quantities. MAGNETIC CIRCUIT, ELECTROMAGNETIC SM AND ELECTROMAGNETIC INDUCTION / Electrical and magnetic quantities. 1 H 1 H CLO CONSTRUCT TOPIC/SUB TOPIC NO. OF ITEM 1 ITEM DIFFICULTY LEVEL M

Figure 3.13: Item Specification Table

Lastly, marks for the items assessed as referred to AST and IST should be marked according to the related CLO and PLO (refer to Figure 3.14 and Figure 3.15).

PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING COURSE NAME: ELECTRICAL TECHNOLOGY ET101 - ELECTRICAL TECHNOLOGY

PROGRAMME CODE: COURSE CODE:

DET ET101
CONTINUOUS ASSESSMENT (CA)
1 1 1 TEST 1 1 1 20% 2 2

SESSION: DIS 2010

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41

Matrix No. B050810019 B050810202 B050710178 B050710073 B050710017 B050810330 B050810327 B050710208 B050810260 B050710151 B050810066 B050810077 B050810325 B050810008 B050810320 B050810340 B050810169 B050710035 B050810028 B050810257 B050810032 B050810098 B050810179 B050810155 B050810151 B050710054 B050810023 B050810010 B050810164 B050810245 B050710144 B050810210 B050810258 B050710174 B050810265 B050710024 B050810096 B050810339 B050710042 B050710002 B050710189

Name ADIYANA BINTI SUKOR 1 ARSYADUL EBAAD BIN MUSTAPAR 1 CHAN KIEN HOW 1 CH'NG CHOO WAEY 2 GOH MERYIN 1 HAMDAN BIN YAHAYUDIN 1 IZZATI BT IZMAN 1 LOH SAI CHUN 1 MUHAMMAD ATIQ IZZAT BIN MUKHTAR 1 MUHAMMAD FUAD BIN HJ MOHAMED ZAN 1 MUHAMMAD NABIL FIKRI BIN AHMAD JAWAHIR 2 NOOR ADAWIAH BINTI AB RAZAK 2 NOR SUHADA BINTI ABDULLAH 1 NORAFIZA BT JAMA 1 NURIS SHAM BT RAMLI 1 NURJANAH BINTI BAHARI 1 SARIPUDDING SALING 1 TAN CHIN NAM 1 WAN NORIDAYU BINTI WAN MANSOR 1 ZHARIF ANWAR BIN SULAIMAN 1 AZIMI B AB RASHID 1 CHEE CHEW YEN 1 DEVAKKUMARAN A/L RAJAMOHAN 2 HAZI HAZNIDA BINTI USOLLUDIN 2 KENG WEI PIN 1 LIM YEN SAN 1 MOHAMAD SUIB MOHAMAD ZAWAWI 1 MOHAMMAD FAIZ BIN SHAMSUDDIN 1 MOHD AIZAT BIN MOHD IBRAHIM MERICAN 0 MOHD EZHAR BIN AMIR RAZLAN SHAPAWI 1 MOHD GADDAFI BIN JOHAN CARDOZA 1 MUHAMAD FAISAL BIN OMAR 2 MUHAMMAD NUR HAKAM BIN BISIRI 1 NG JING YEE 2 NUR ATIQAH BINTI MD. SADAN 2 ROZIANA BINTI ABU NASIR 1 SALINI A/P KASEE 2 SITI NORSALEHAH BINTI OTHMAN 1 SUZIE HASLINDA BT MUSA 1 TAN KAH EE 1 TEOH YONG SIANG 2 Average of Marks 1.2 Total Student Attained >50% Total Student Attained <50%

Taxanomy Bloom Course Learning Outcome (CLO) 2 2 2 2 2 3 3 3 3 3 3 3 Weightage 10% Assessment Tasks QUIZ 1 QUIZ 2 QUIZ 3 QUIZ 4 Item S1a S1b S2 S1a S1b S2 S1-i S1-ii S1-iii S1 S2 S3 Score Allocation 2 6 2 2 5 3 2 3 5 4 6 10 2 0 1 5 0 1 3 4 2 2 5 3 0.5 2.5 6 2 2 4 3 2 1.5 3 1 2 5 3 1 3 5 2 1 5 3 1 3 2 0 1 2 0 1 0 5 1 1 5 3 1 3 6 2 2 2 2 2 2 2 2 1 1 0 1 0 2 2 2 5 3 1 3 3 0 2 2 0 2 3 2 0 2 5 3 1 1 2 2 1 5 3 1 3 4 1 1 1 1 2 3 6 1 2 5 3 1 3 3 2 1 5 3 1 3 4 2 1 2 1 1 3 6 2 2 5 3 1 3 3 2 2 3 1 1 3 2 1 0 5 3 1 1.5 2 1 2 5 0 1 1 5 2 2 5 3 2 3 4 0 1 5 3 0 0 4 0 0.5 4.5 3 1 1.5 1 1 1 1 3 1 1 4 1 1 5 3 1 2.5 5 1 0.5 5 3 2 1.5 3 1 1 5 3 0 1 2 2 2 5 0 1 3 2 0 2 0 2 1 1 3 2 1 5 3 1 1 3 1 1 5 0 1 3 2 0 0 1 0 1 3 4 1 1 5 3 2 3 5 2 2 4 3 1 2 4 0 0 5 3 2 3 6 2 2 5 3 2 1.5 6 2 1 5 1 1 0 4 1 1 4 1 1 2 6 2 2 5 3 1 2 4 2 2 5 3 2 3 3.7 1.2 1.3 4.1 2.1 1.2 2.1 4 2 2 5 5 5 5 3 1 5 4 5 5 5 0 0 5 5 5 0.5 5 5 2 5 2 5 2 5 5 5 4 3 4 4 4 1 5 5 0 5 5 3.7 2 2 3 6 2 4 2 4 3 4 2 0 1 2 3 6 1 1 2 3 3 3 1 0 1 4 2 1 2 1 2 1 1 2 3 4 2 4 3 6 1 4 2 4 3 1 1 1 1 6 2 4 2 4 2 1 2 0 0 1 2 3 2 2 2 1 2 3 3 2 4 0 3 5 2 2 2 2 3 4 3 6 2.1 2.8 7 8 8 8 6 4 8 6 0 4 8 8 6 7 8 6 7 7 8 6 6 8 6 8 7 7 7 6 6 6 8 7 8 8 8 6 8 4 6 8 8 6.7

5 10%

TEST 2

5 50% PRAC' WORK

REPORT 2

2 10%

4 100%

Total 50 28 39 37.5 39 39 18 36 37 11 33 32 30 34 29 33 28 30 42 35 30 29 42 27 31.5 26 36.5 34 29 28 21 34 30 23 38 38 29 44.5 30 25 42 45 32.3

S1 10

S2 S3-i S3-ii S3-iii S1 10 4 3 3 10 2 2 2 3 2 0 2 2 2 2 2 2 1 2 2 0 2 2 2 2 2 2 2 2 2 3 2 2 2 0 2 2 2 2 2 0 3 2 2 2 2 1.9

S2 10

Total 50 37 33 34 42 40 26 36 40 26 34 34 35 35 36 38 30 32 42 37 31 29 38 37 36 38 42 31 37 29 27 36 38 38 41 39 27 43 35 32 38 41 35.4

PRAC' TEST

REPORT 1

REPORT 3

EOC

ESSAY

40 34 36 35 37 37 32 36 36 32 35 35 34 34 34 35 34 34 37 35 34 34 36 34 35 34 36 34 34 34 34 36 34 34 36 36 20 37 34 34 36 37 34.5

85

10 8 8 8 9 9 8 8 8 7 8 6 8 8 8 8 7 8 9 7 7 6 8 8 7 8 9 8 8 2 8 7 8 8 9 8 8 9 8 7 7 9 7.7

15

25

25

TOTAL 100% 63 63 72 77 73 59 69 71 63 66 58 76 69 75 73 64 67 77 60 58 66 58 76 69 75 73 64 67 77 60 58 66 58 76 69 75 73 64 67 77 60 67.8

8 6 4 1 6 4 4 1 5 7 4 2 8 8 4 2 8 7 4 2 4 6 0 0 7 5 4 2 8 8 4 2 3 4 4 1 5 5 4 2 4 8 4 2 7 4 4 2 6 7 4 2 6 8 4 1 7 6 4 2 5 6 3 2 6 5 4 2 8 9 4 2 7 7 4 2 7 1 4 2 5 5 4 2 7 7 4 2 7 7 4 2 7 7 4 2 8 6 4 2 8 8 4 2 3 4 4 2 6 7 4 2 6 6 4 2 6 3 2 2 6 7 4 2 7 8 4 2 8 6 4 2 8 8 4 2 8 8 4 2 7 0 3 1 8 8 4 3 5 6 4 2 5 6 4 2 8 7 4 2 8 8 4 2 6.5 6.2 3.8 1.9

8 8 8 8 6 8 8 9 8 9 8 8 8 8 8 8 5 7 8 8 8 6 8 8 7 8 7 8 9 8 7 7 5 8 8 9 8 7 8 7 5 6 8 8 7 8 7 7 8 8 8 9 8 8 8 8 7 2 6 8 8 7 7 8 8 8 8 9 7 8 8 8 8 9 8 8 6 7 8 7 8 9 7.5 7.7

53 63 77 77 77 59 59 77 53 64 53 63 64 59 64 64 53 77 59 53 60 71 71 63 77 71 63 51 60 51 60 60 60 77 51 45 71 64 51 77 77 63.4

12 12 15 14 15 12 12 15 12 12 12 12 12 12 12 12 12 15 12 12 11 12 12 12 14 12 12 9 11 9 11 11 11 14 9 8 12 12 9 14 14 12.0

25 24 19 22 23 25 21 25 19 18 17 18 19 17 20 23 20 16 18 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 22.9

22 21 18 19 22 23 16 17 15 16 20 18 14 15 18 15 17 19 13 16 16 20 18 14 15 18 15 17 19 13 16 16 20 18 14 15 18 15 17 19 13 17.1

Figure 3.14: Relationship between assessment task, itemize marks and CLO for continuous assessment

ET101 - ELECTRICAL TECHNOLOGY

Taxanomy Bloom Course Learning Outcome (CLO) Item Score Allocation ADIYANA BINTI SUKOR ARSYADUL EBAAD BIN MUSTAPAR CHAN KIEN HOW CH'NG CHOO WAEY GOH MERYIN HAMDAN BIN YAHAYUDIN IZZATI BT IZMAN LOH SAI CHUN MUHAMMAD ATIQ IZZAT BIN MUHAMMAD FUAD BIN HJ MOHAMED MUHAMMAD NABIL FIKRI BIN AHMAD NOOR ADAWIAH BINTI AB RAZAK NOR SUHADA BINTI ABDULLAH NORAFIZA BT JAMA NURIS SHAM BT RAMLI NURJANAH BINTI BAHARI SARIPUDDING SALING TAN CHIN NAM WAN NORIDAYU BINTI WAN MANSOR ZHARIF ANWAR BIN SULAIMAN AZIMI B AB RASHID CHEE CHEW YEN DEVAKKUMARAN A/L RAJAMOHAN HAZI HAZNIDA BINTI USOLLUDIN KENG WEI PIN LIM YEN SAN MOHAMAD SUIB MOHAMAD ZAWAWI MOHAMMAD FAIZ BIN SHAMSUDDIN MOHD AIZAT BIN MOHD IBRAHIM MOHD EZHAR BIN AMIR RAZLAN MOHD GADDAFI BIN JOHAN MUHAMAD FAISAL BIN OMAR MUHAMMAD NUR HAKAM BIN BISIRI NG JING YEE NUR ATIQAH BINTI MD. SADAN ROZIANA BINTI ABU NASIR SALINI A/P KASEE SITI NORSALEHAH BINTI OTHMAN SUZIE HASLINDA BT MUSA TAN KAH EE TEOH YONG SIANG Average of Marks Total Student Attained >50% Total Student Attained <50%

FINAL EXAM (ET102 - ELECTRICAL TECHNOLOGY)

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41

Name B050810019 B050810202 B050710178 B050710073 B050710017 B050810330 B050810327 B050710208 B050810260 B050710151 B050810066 B050810077 B050810325 B050810008 B050810320 B050810340 B050810169 B050710035 B050810028 B050810257 B050810032 B050810098 B050810179 B050810155 B050810151 B050710054 B050810023 B050810010 B050810164 B050810245 B050710144 B050810210 B050810258 B050710174 B050810265 B050710024 B050810096 B050810339 B050710042 B050710002 B050710189

1-a 1-b 1-c 1-d 2-a 2-b 2-ci 2-cii 2-di 2-dii 3-ai 3-aii 3-b 3-c 3-d 4-ai 4-aii 4-aiii 4-aiv 4-av 4-avi 4-avii 4-b 4-c 5-a 5-b 5-ci 5-cii 5-ciii 6-a 6-bi 6-bii 6-biii 6-c Total 4 7 2 7 3 2 2 5 3 5 2 2 6 4 6 1 1 1 1 1 1 1 3 10 3 8 3 3 3 8 2 2 2 6 100 2 4 4 4 2 4 4 2 3 4 3 4 2 4 2 4 4 4 4 4 4 2 4 4 4 4 3 4 2 4 4 2 4 3 4 2 4 4 3.2 4 4 6 4 4 5 0 0 4 6 4 6 5 6 4 4 4 4 3 5 5 4 4 5 4 0 2 3 4 6 3 4 7 5 5 5 5 6 3.9 2 2 2 0 2 2 2 1 0 1 2 2 2 2 0 1 2 2 1 2 2 2 1 2 0 2 1 1 2 0 0 2 2 1 1 0 2 2 1.3 4 4 6 2 4 5 5 2 4 6 5 5 3 5 4 4 4 6 3 5 6 5 4 5 6 6 6 3 5 5 5 4 6 6 5 4 5 6 4.3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3 3 3 2 3 3 3 3 3 2 3 3 2 2 3 3 3 3 3 2 2 3 3 3 2.7 2 0 1 2 2 1 2 2 2 2 2 2 2 2 2 2 1 2 2 1 2 2 2 2 2 2 1 2 1 2 2 2 0 2 2 2 2 2 2 2 1.7 2 1 0 2 2 2 2 1 2 2 2 2 2 2 2 2 1 2 2 1 2 2 2 2 2 4 2 2 1 2 2 2 0 2 2 2 2 1 2 2 1.8 3 0 0 3 4 3 5 3 3 4 4 3 4 4 4 4 2 4 4 3 2 4 3 3 4 4 4 3 3 4 4 3 3 4 4 0 4 3 4 4 3.2 2 3 0 3 2 2 2 2 2 3 3 2 2 3 2 1 2 3 3 3 3 2 3 3 3 5 3 2 3 3 3 3 3 3 3 2 3 2 3 3 2.5 4 3 0 3 4 4 4 4 4 3 4 3 3 4 3 3 1 4 4 3 4 3 3 4 4 4 4 3 3 4 4 4 4 4 1 4 3 3 3 3.2 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1.7 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1.7 3 5 5 5 4 4 5 5 2 5 3 5 5 4 4 5 5 4 5 4 4 5 5 4 4 5 4 5 3 4 4 0 4 4 3.5 4 0 2 4 3 4 4 3 3 2 3 4 3 4 1 4 4 3 4 4 4 3 4 2 1 4 4 3 4 4 4 4 3 2 2.7 4 0 4 1 4 4 4 5 3 5 4 4 2 0 3 5 4 1 4 4 5 4 6 1 4 4 1 4 5 4 1 1 1 1 1 1 1 2 7 6 5 4 1 1 1 1 1 0 0 0 4 4 5 5 5 3.3 0.2 0.2 0.1 0.1 0.2 0.1 0.1 0.3 1.3 1 0 0 1 1 1 2 8 1 0 0 1 1 1 3 8 1 0 0 1 1 1 2 8 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 6 7 1 1 1 2 2 1 2 1 0 2 2 2 2 2 2 2 2 1 2 1 1 2 1 2 2 2 2 2 1 1 2 1 5 3 2 2 2 3 0 3 1.7 2 3 0 3 6 4 6 0 1 4 4 4 4 0 4 2 4 4 4 2 4 4 6 6 2 6 6 3 2 2 5 4 1 4 4 1 6 4 2 0 3.2 0 2 0 3 3 0 2 2 0 0 1 2 1 0 2 1 1 2 1 1 2 2 1 2 2 2 2 2 1 0 2 1 2 3 2 0 2 2 2 3 1.4 0 2 0 3 2 0 2 2 1 0 1 1 1 0 2 1 1 2 1 2 2 2 1 2 2 2 3 2 2 0 1 1 2 3 2 1 2 2 2 3 1.5 0 2 1 3 0 0 1 1 1 0 1 1 1 0 2 1 0 1 1 1 2 2 1 2 2 2 3 2 1 0 2 1 3 3 2 1 2 2 2 3 1.4 8 8 5 8 7 8 8 5 8 8 8 8 8 8 8 8 8 8 8 8 8 8 2 8 7 8 8 8 8 8 8 5 8 8 8 6 8 8 6 8 7.3 0 1 1 2 1 0 2 2 1 2 2 2 2 2 2 2 2 2 2 2 1 2 1 2 0 2 2 2 2 1 2 1 1 2 2 2 2 2 0 2 1.5 2 0 0 2 0 2 2 0 0 2 2 2 2 1 2 2 2 0 2 2 2 2 0 2 0 2 2 2 2 0 2 0 2 2 2 2 2 2 0 2 1.4 0 0 0 2 0 1 2 0 0 2 2 2 2 1 1 1 2 0 2 1 1 2 0 1 0 1 1 1 1 0 2 0 1 2 2 1 1 1 0 2 1.0 0 4 0 5 4 2 4 4 1 5 4 3 5 4 5 4 4 4 4 0 4 5 3 5 4 5 5 4 0 4 5 4 4 5 5 2 4 4 3 4 3.5 56 62 37 82 66 60 81 60 50 65 78 70 78 62 75 60 61 74 78 59 74 81 62 78 73 79 80 70 59 58 82 63 70 90 80 52 79 68 66 80 67.3

Table 3.15: Relationship between assessment task, itemize marks and CLO for final exam

On-going CLOs assessment, generic skills should also be assessed. Generic skills that are to be assessed in courses are referred to the Matrix of Learning Outcomes VS PLO, GSA & LD (Figure 3.5). The Generic skill assessment is integrated in the course by using rubrics (refer Appendix A). The score for each generic skill assessed is then contributed to the CLO and PLO related. Lastly, the overall scores should be presented in detailed in order to determine the achievement of CLO, PLO and the generic skills (refer to Figure 3.16)

COURSE LEARNING OUTCOME (CLO), PROGRAMME LEARNING OUTCOME (PLO) and GENERIC SKILLS ANALYSIS
PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING PROGRAMME CODE: COURSE CODE: DET ET101
LEARNING OUTCOME ANALYSIS

SESSION: DIS 2010

COURSE NAME: ELECTRICAL TECHNOLOGY

CLO 1,2,3,4, 5 NO. 1 2 3 4 5 6 7 8 9 10 MATRIX NO. B050810019 B050810202 B050710178 B050710073 B050710017 B050810330 B050810327 B050710208 B050810260 B050710151 STUDENT NAME ADIYANA BINTI SUKOR ARSYADUL EBAAD BIN MUSTAPAR CHAN KIEN HOW CH'NG CHOO WAEY GOH MERYIN HAMDAN BIN YAHAYUDIN IZZATI BT IZMAN LOH SAI CHUN MUHAMMAD ATIQ IZZAT BIN MUKHTAR MUHAMMAD FUAD BIN HJ MOHAMED ZAN Average Attainment Total Attainment >50% Total Attainment <50% CLO 1 90.0 91.0 92.0 93.0 94.0 95.0 96.0 97.0 98.0 99.0 CLO 2 78.0 88.0 89.0 90.0 91.0 92.0 93.0 94.0 95.0 96.0 CLO 3 45.0 48.0 40.0 53.0 51.0 48.0 52.0 55.0 38.0 53.0 CLO 4 65.0 65.0 65.0 65.0 65.0 65.0 65.0 65.0 71.2 65.0 CLO 5 78.0 77.0 78.0 59.0 88.0 80.0 54.0 95.0 65.0 69.0 PLO 1 71.2 73.8 72.8 72.0 77.8 76.0 72.0 81.2 73.4 76.4

CLO 2,4,5

CLO 4,5

CA-FE

PLO 2 PLO 5 73.7 76.7 77.3 71.3 81.3 79.0 70.7 84.7 77.1 76.7 71.5 71.0 71.5 62.0 76.5 72.5 59.5 80.0 68.1 67.0

49.0 48.0 50.0 49.0 64.0 50.0 38.0 44.0 43.0 39.0

90.0 91.0 92.0 93.0 94.0 95.0 96.0 82.0 98.0 99.0

61.0 45.0 46.0 47.0 48.0 49.0 50.0 51.0 52.0 53.0

2.9 46.0 46.0 46.0 46.0 46.0 46.0 31.0 46.0 46.0

94.5
100.0 0.0

90.6
100.0 0.0

48.3
50.0 50.0

65.6
100.0 0.0

74.3
100.0 0.0

74.7
100.0 0.0

76.8
100.0 0.0

70.0
100.0 0.0

47.4
30.0 70.0

93.0

50.2

40.2

REPORT PERFORMANCE ACHIEVEMENT: 1 100% Achieved Grade C and above (Knowledge & Technical Skills) 2 100% Submit Assignment <50% average of group attainment for Social Skills (47.4%) 3 4 >50 % group attainment for every CLO except for CLO 3 (48.3%) 5 100 % of student achieved 80% and above attendance 40.2% difference of CA and FE 6 7 100% Total PLO attainment >50% 8 0% Total PLO attainment <50% 7 >50 % group attainment for every PLO CONTINUOUS QUALITY IMPROVEMENT (CQI):
1

Student/Group need extra attention or programme to achieve the minimum level of the Social Skills Will improve the teaching and learning strategies and the method of assessment in order to improve the student understanding for CLO 3 and to reduce the CA and FE gap.

Figure 3.16: CLO, PLO and generic skills analysis

3.10

CONTINUOUS QUALITY IMPROVEMENT (CQI)

GRED

CA

COURSE LEARNING OUTCOME (CLO)

GENERIC SKILLS ATTAINMENT (%)

PROGRAMME LEARNING OUTCOME (PLO)

FE

CQI focuses on closing the loop of an assessment process. CQI provides suitable actions in improving the quality of CLOs, PLOs, and PAIs according to targeted KPI. Assessment and evaluation processes provide critical information to the institutions, lecturers and administrators on the effectiveness of the design, delivery, assessment and direction of an educational programme. Improvement based on feedback from the assessment will close the system loop and the process will continue year after year.

The attainment of all outcomes (PAI, PLO and CLO) must be measured and utilised as a gauge for its effectiveness. The measurement methods vary from self-survey of the students, external survey and formal assessments. Following the checking stage, the results are analyzed. Any shortcomings on the level of attainment for the outcomes can be addressed and further improvements can be devised in the re-Planning stage. The P-D-C-A (Plan-Do-Check-Act) cycle then continues until a sufficient level of attainment is met for all outcomes. The overall P-D-C-A activities can be summarized in the context of the CLO and PLO attainment, as shown in Figure 3.17. The figure shows the various activities that are being carried out in using the OBE approach as the basis for CQI for the programme.

Figure 5.15: Overview of CQI process

(sumber: Proceedings of the 2
nd

International Conference of Teaching and Learning (ICTL) 2009) INTI niversity College, Malaysia)

Figure 5.15: Overview of CQI process

(Source: Proceedings of the 2
nd

International Conference of Teaching and Learning (ICTL) 2009 INTI

University College, Malaysia)

Activities

1. Set and describe Key Performance Indicator (KPI) for PAI, PLO and CLO. 2. Map CLO with the assessment task and item assessed (refer to AST and ASI). 3. Itemize marks and map with CLO 4. Analyze CLO and PLO achievement in a direct assessment. 5. Determine a necessary CQI activity. Approach Group Discussion and Presentation

APPENDIX A

RUBRICS FOR GENERIC SKILLS

Lampiran A Generic Student Attributes (GSA) Learning Domain (LD) LD LD LD LD LD LD LD 3/GSA 4/GSA 5/GSA 6/GSA 7/GSA 8/GSA 9/GSA 4 3 1 2 6 7 8 Professionalism & Ethics/ Moral & Professional Ethics Social Skills/Teamwork Skills Communication Skills Critical Thinking/ Problem Solving Skills Life Long Learning/ Information Management Skills and Continuous Learning Entrepreneurial Skills Leadership Skills Excellent Skills / Aspects 5 A. Accountability: Able to adapt and implement the concept of accountability in carrying out the task towards achieving related goals. Able to focus on tasks that need to be completed before the deadlines. Able to produce high quality work according to proper procedures. Fully demonstrate a pattern of professional behavior such as promptness, task completion and academic integrity. Very Good 4 Good 3 Able to focus on tasks that need to be completed on time and be able to produce work according to proper procedures. Demonstrate a partial pattern of professional behavior such as promptness, task completion and academic integrity. Fair 2 Unsatisfactory 1 Unable to focus on tasks that need to be completed on time and unable to produce work according to proper procedures. Demonstrate a pattern of unprofessional behavior such as absence, tardiness, failure to complete tasks, inappropriately dressed or inappropriate personal behavior, violation of confidentiality, violation of academic integrity (e.g. plagiarism, cheating and etc).

Generic Student Attributes (GSA) / Learning Domain (LD)

B. Integrity/Honesty: Trustworthy; display high standard of ethical conduct and understand the impact of violating integrity in oneself, others and an organization. LD 3 / GSA 4 Professionalism & C. Social responsibility: An obligation to act for Ethics/ Moral & the benefit of society at large. Professional Ethics

Fully aware of the relation between individuals and society; demonstrate concern and active involvement in society. Display excellent effort and commitment in performing tasks, such as attendance, punctuality, enthusiasm, vitality, and optimism in performing and completing tasks. Show excellent awareness of safety, health and conducive environmental practices. Able to follow instructions strictly. Excellent Very Good 4

Show some awareness of the relation between individuals and society.

Lack awareness of an individual's relation to society.

D. Self Discipline: Willing to obey all orders, respect authorities, involve in teamwork; selfreliance.

Display effort and commitment in performing tasks, such as attendance, punctuality, enthusiasm, vitality, and optimism in performing and completing tasks. Show awareness of safety, health and conducive environmental practices. Able to follow instructions. Good 3 Sometimes participate in a team , usually cooperate with others and provide information, contribute suggestions and ideas to the team. Sharing knowledge and skills with team members. Usually respect and encourage each other. Fair 2

Display minimal effort and commitment in performing tasks, such as attendance, punctuality, enthusiasm, vitality, and optimism in performing and completing tasks.

E. Safety, Health and Environment: Awareness of personal/group safety, health and conducive environmental practices. Generic Student Attributes (GSA) / Learning Domain (LD)

Lack awareness of safety, health and conducive environmental practices. Unable to follow instructions. Unsatisfactory 1 Rarely participate in a team, rarely cooperate with others and seldom provide information, contribute suggestions and ideas to the team. Minimum sharing of knowledge and skills with team members. Minimum respect and encourage each other.

Skills / Aspects 5 A. Participate as a Team Member: Work cooperatively with others and contribute ideas and suggestions to the team. Always participate actively and able to cooperate with others. Consistently provide information, contribute suggestions and ideas to the team. Extensive sharing of knowledge and skills with team members. Always respect and encourage each other.

B. Guiding/Coaching Team Members: Help others in learning necessary knowledge and LD 4 / GSA 3 Social skills. Skills/Teamwork Skills C. Discussion: Group discussion that involves exchanging specific resources or resolving divergent interest. D. Work with Cultural Diversity: Work well with multi-ethnic, different social or educational backgrounds. Generic Student Attributes (GSA) / Learning Domain (LD)

Group discussion is frequent and focused. Work together effectively and harmoniously with multi-ethnic, different social or educational backgrounds. Excellent Very Good 4

Group discussion is occasional and relevant.

Group discussion is seldom and irrelevant.

Work together with multi-ethnic, different social or educational backgrounds. Good 3 Understand and interpret written information such as manuals, graphs, and schedules to perform tasks and identify main ideas moderately. Fair 2

Reluctant to work together with multi- ethnic, different social or educational backgrounds. Unsatisfactory 1 Have difficulty in interpreting written information such as manuals, graphs, and schedules to perform tasks and unable to identify any main ideas.

Skills / Aspects 5 A. Reading: Understand and interpret written information such as manuals, graphs, and schedules to perform tasks; learn from text by identifying main ideas. Understand and interpret written information such as manuals, graphs, and schedules to perform tasks and identify main ideas effectively.

B. Writing: Communicate ideas, and information in writing and create documents such as letters, instructions, manuals, reports, graphs and flow charts. LD 5 / GSA 1 Communication Skills C. Listening: Ask relevant questions and give responses.

Communicate ideas and information in writing and create documents such as letters, instructions, manuals, reports, graphs and flow charts effectively. Ask challenging questions and give precise responses.

Communicate ideas and information in writing, and create documents such as letters, instructions, manuals, reports, graphs and flow charts moderately. Ask relevant questions and give appropriate responses.

Have difficulty in communicating ideas and information in writing; unable to create documents such as letters, instructions, manuals, reports, graphs and flow charts. Have difficulty in asking questions and giving responses.

D. Speaking: Organize ideas and communicate appropriately to listeners and in different situations; participate in conversations, discussions and group presentations.

Organize ideas and communicate appropriately to listeners and in different situations; participate actively in conversations, discussions and group presentations.

Organize ideas and communicate appropriately to listeners and in different situations; participate moderately in conversations, discussions and group presentations with no significant errors.

Have difficulty in organising ideas and communicating appropriately to listeners and in different situations; have difficulty in participating in conversations, discussions and group presentations.

E. Presentation Tools: Able to use technology in presentation. Generic Student Attributes (GSA) / Learning Domain (LD)

Use effective and creative visuals and media to enhance presentations. Excellent Very Good 4

Use appropriate visuals and media to enhance presentations. Good 3 Fair 2

Use limited visuals and media in presentations. Unsatisfactory 1

Skills / Aspects 5 A. Creative/Innovative Thinking: Generate new ideas, use imagination freely, combine ideas or information in creative ways; make connections between seemingly unrelated ideas and reshapes goals. Generate new ideas, use imagination freely, combine ideas or information in creative ways; make connections between seemingly unrelated ideas and reshape goals accurately. Recognize problems, plan and develop alternative ideas accurately.

Identify new ideas, use imagination freely, combine ideas or information generally; make connections between existing ideas and reshape goals .

Have difficulty in identifying new ideas, using imagination freely and making connections between unrelated ideas or reshape goals.

LD 6 / GSA 2 Critical Thinking/ Problem Solving Skills

B. Problem Solving: Able to identify and analyze problems.

Recognize problems, plan and develop alternative ideas with assistance. Demonstrate ability to organize and interprete process symbols, pictures, graphs, objects and other information with assistance. Evaluate alternative ideas generally with assistance. Very Good 4 Good 3 Retrieve relevant information from several sources. Sometimes analyze and integrate acquired information with own ideas. Sometimes share ideas and resources. Demonstrate the ability to learn independently with some supervision. Very Good 4 Good 3 Contribute one potential business ideas for discussion. Contribute a complete business plan. Work independently with some supervision. Manage resources such as time, money, materials, facilities, human resources satisfactorily. Very Good 4 Good 3 Assume leadership role moderately in assigning tasks. Influence, motivate and inspire an individual or a team. Offer a few constructive solutions to resolve conflicts. Communicate moderately to team members . Fair 2 Fair 2 Fair 2

Have difficulty in recognizing problems , planning and developing alternative ideas. Have difficulty in demonstrating ability to organize and interprete process symbols, pictures, graphs, objects and other information.

Demonstrate ability to organize and C. Seeing Things In The Mind's Eye: Able to interprete process symbols, pictures, visualize and interprete process symbols, pictures, graphs, objects and other information graphs, objects, flowcharts and other information. accurately . D. Evaluate alternative ideas: Evaluate alternative ideas and recommend solutions. Evaluate alternative ideas thoroughly and recommend solutions. Excellent Skills / Aspects 5 A. Acquire Information: Able to acquire relevant information from various sources. Retrieve relevant information from various sources.

Have difficulty in evaluating alternative ideas.

Generic Student Attributes (GSA) / Learning Domain (LD)

Unsatisfactory 1 Retrieve relevant information from only one source. Hardly analyze and integrate acquired information with own ideas. Hardly share ideas and resources. Hardly able to learn independently and need consistent supervision. Unsatisfactory 1 Contribute weak business ideas for discussion. Contribute an incomplete business plan. Hardly able to work independently and need consistent supervision. Hardly able to manage resources such as time, money, materials, facilities, human resources. Unsatisfactory 1 Hardly able to assume leadership role in assigning tasks. Hardly able to influence, motivate and inspire an individual or a team. Hardly able to offer constructive solutions to resolve conflicts. Hardly able to communicate to team members.

LD 7 / GSA 6 Life Long Learning/ Information Management Skills and Continuous Learning

B. Manage Information: Able to manage acquired Always analyze and integrate acquired information with own ideas. information. C. Share Ideas: Ready /willing to share new ideas. D. Learn Independently: Able to learn independently. Frequently share ideas and resources. Demonstrate the ability to learn independently with minimum supervision. Excellent Skills / Aspects 5 A. Business Opportunity: Able to identify business opportunity. B. Business Plan: Able to propose business plan. C. Work Independently: Able to work independently. D. Managing Resources: Able to manage resources. Contribute one or more potential, detailed business ideas for discussion. Contribute a comprehensive business plan. Work independently with minimum supervision. Manage resources such as time, money, materials, facilities, human resources effectively. Excellent Skills / Aspects 5 A. Organization: Able to lead team members. B. Motivation: Able to motivate team members. Assume leadership role efficiently in assigning tasks. Strongly influence, motivate and inspire an individual or a team. Offer ample constructive solutions to resolve conflicts based on objective criteria. Communicate effectively to team members.

Generic Student Attributes (GSA) / Learning Domain (LD)

LD 8/ GSA 7 Entrepreneurial Skills

Generic Student Attributes (GSA) / Learning Domain (LD)

GSA 5 Leadership Skills

C. Resolve Conflict: Able to resolve conflict. D. Communication: Able to communicate among team members.