KAP Lecture Notes (ppt-pdf) - DrJJ - UiTM

Outcome Based Education 01/11/2011 

Koichiro Matsura 

Previous 

Director General 

of UNESCO 

Edward 

DeBono 

email: jjnita@salam.uitm.edu.my, drjjlanita@hotmail.com; fsgobe@gmail.com 

Website: http://drjj.uitm.edu.my; HP#:+60193551621 

Howard 

Gardner 

Copyright DrJJ, ASERG, FSG, UiTM. 2011 1 

Materials to be downloaded from my website. http://drjj.uitm.edu.my; 

KAP Lecture Notes (pptpdf)**new-01112011 

Sunway-Killen-Measuring 

Stud Learning- (2004) 

Sunway-Course 

Assessment Guide 

**KAP reading on OBE- 

Killen**new-17062011 

Sunway-Felder-Designing 

ABET Program 

Sunway-Continuous 

Assessment 

Outcomes-Based 

Assessment-Guides 

Examples (link) 

Sunway-UK Higher Educ 

Acad-Assessment of LOs 

Sunway-DRJJ- 

Constructive ALignment- 

241110 

**Outcome Indicators Appendix (pdf)**new-03102011 


Copyright DR JJ, ASERG, UiTM, Shah Alam 1


The objective of Malaysian Higher Education system is to produce 

professionals as demanded by the nation for human resources 

One purpose of higher education is to graduate students who will 

become productive citizens. . Skills employers consistently seek from 

university graduates: 

 

 

 

 

 

 

 

communication skills 

Scientific (problem-solving) skills 

decision-making skills which enable students to become leaders 

well developed analytical skills 

teamwork skills 

well-practiced leadership skills. 

good interpersonal skills 

01/11/2011 Copyright DrJJ, ASERG, FSG, UiTM. 2011 3 

http://drjj.uitm.edu.my 

EAC ABET WA 

UiTM’s VISION 

To establish UiTM as a premier university of outstanding scholarship 

and academic excellence capable of providing leadership to 

Bumiputeras’ dynamic involvement in all professional fields of 

world-class standards in order to produce globally competitive 

graduates of sound ethical standing. 

Mission 

To enhance the knowledge and expertise of Bumiputeras in all fields of 

study through professional programmes, research work and community 

service based on moral values and professional ethics. 




Howard 

Gardner 


DrJJ, Zollman, Law, TS Zul 


Born & Raised in the state of Hang JEBAT… 

Early education at St. David’s, Science Malacca & SDAR (Seremban) 

B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) – Kansas St. Univ. 

Teaching Certificate (1986) – MPTI, Johor Bahru 

Served ITM – Jan 1987 

PhD Physics Education (1991-1994) - Kansas St. Univ. 

Physics & Education expert (Recipient of UiTM’s 2010 T&L Academic Award) 

Practiced OBE & Active Learning on my own since 1997. 

OBE, OBTL workshop speaker, facilitator & consultant at national level 

Vice-Chair Asian Physics Education Network (ASPEN), UNESCO 

Chair for ASPEN, Malaysia. 

Nominated for Innovative Teaching & Learning National & International 

Active Member, Science Educ. Committee, Academy Science Malaysia since 2005. 

Keynote, Plenary and Invited Speaker in Conferences Nationally & Internationally 










AIM: This half-day talk & workshop intends to provide you with an 

overview on the 21 st Century Outcomes-Based Curriculum Design & 

Assessment 

The objectives (what I plan to do) of this half-day workshop are: 

1. Describe the Malaysian Qualification Framework as the driving force for 

Outcomes-Based Education implementation in Malaysian Higher Education. 

2. Describe the characteristics of 21st Century Learning. 

3. Describe the Designing Backwards curriculum design in Outcomes-Based 

Education. 

4. Describe the Outcomes-Based Assessment & Grading in ensuring Constructive 

Alignment (CA) in Outcomes-Based Teaching & Learning (OBTL). 


AIM: This half-day talk & workshop intends to provide you with an 

overview on the 21st Century Outcomes-Based Curriculum Design & 

Assessment 

Learning Outcomes (what YOU will know and be able to do- this is your 

TAKE-AWAY AWAY for today) 

Upon successful completion of this workshop, you will be able to: 

1. Describe the relevance of 21 st 

century learning to your current classroom 

practices. (LO1-C2) 

2. Explain the impact of Malaysian Qualification Framework on designing new 

curriculum. (LO1-C2) 

3. Explain the Designing Down or Design Backwards in Outcomes-Based Education. 

(LO1-C2) 

4. Reflect your present assessment practices as means of collecting and validating 

evidences of outcomes attainment and performance. (LO3-C5) 





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To promote confidence to the 

public; 

stakeholders (any group which has an interest in, 

involvement with, dependence on, contribution to, or 

is affected by, our graduates); 

that the quality of provision and standards of awards in 

higher education institutions (HEIs) are being safeguard 

and enhanced. 

01/11/201 

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• Point of reference & joint understanding of HE Qualifications in 

Malaysia 

• An instrument that 

• develops and classifies qualifications based on a set of criteria 

that are approved nationally and benchmarked against 

international best practices, 

• and which clarifies the earned academic levels, , learning 

outcomes of study areas and credit system based on student 

academic load (Student Learning Time, SLT). 

• These criteria are accepted and used for all qualifications awarded by 

recognised higher education providers. Hence, MQF integrates with 

and links all national qualifications. 

MQF 

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MQF Framework for Foundation/Preparatory: 


MQF 

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MQF Framework for Diploma level-Outcomes: 

Median Complexity/ Competency Level Upon Successful 

Completion of Program : C3,P4, A3 


MQF 

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MQF – Bachelors degree (Hons( 

Hons.) 

Median Complexity/ Competency Level Upon 

Successful Completion of Program : 

Successful Completion of Program : C4, P4, A3 


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MQF 




MQA Code of Practice 

Good Practices: 

MQA 

Code of 

Practice 

….the quality assurance process is built on the following 

attributes: 

encourages a variety of teaching and learning methods 

ensures the choice of credible student assessment 

methods appropriate for the teaching and learning methods 

chosen; 

ensures there are adequate resources to deliver the 

curriculum; 

is concerned with good outcomes rather than detailed 

specifications of content 

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MQA 

Code of 

Practice 









Developing 3 Domains of Education-Learn 

Affective 

Heart 

Feeling, The Heart 

The CARE, Emotions 

Cognitive 

Head 

Knowing, the Head 

The KNOWLEDGE (F,C,P) 

Intellectual Skills (FC) 


Psychomotor 

Hand, Body 

Doing, The Hand 

The SKILLS 

(3+1)H 

01/11/2011 



Learning is 

what students know (factual, conceptual, procedural & 

metacognitive knowledge). 

what they can do with what they know (functional knowledge) 

Knowledge, skills, and attitudes. 

The 21 st Century MUST HAVE skills: 

“Learning should be relevant to the variety of graduates 

‘roles included in their working, civic and personal life.” 

“It is an emphasis on what students can do with knowledge, 

rather than what units of knowledge they have, , that best 

describes the essence of 21st century skills.” 

Elena Silva in the Education Sector Report 2008 

01/11/2011 





“A university is an institution that provides experiences for intense interaction 

between students & teachers” – Syed Naquib quoted by Deputy Minister of 

HE at the opening of EDUCATE conference, Nikko Hotel, Oct 7 th , 2010 

One of the most important goals of a university is to develop 

individuals who have advanced literacy skills in 

their discipline: people who can participate effectively 

by critiquing information and ideas and by contributing with 

rigour and creativity to new insights and knowledge, 

who are self-aware as learners, and who are rhetorically 

versatile, confident communicators able to adapt and 

contribute to the demands of employment and life in a 

changing society and wider world. 

01/11/2011 



Science education have long aim at developing and enhancing problem solving 

abilities of students. Problem solving ability is generally 

viewed as the ability to think critically, to reason 

analytically, and to create productively, which all involve 

quantitative, communication, manual, and critical-response skills (American 

Association for the Advancement of Science 1993). 

Studies of the related literature on problem solving and extensive discussion 

about Project 2061 (AAAS1993,p.282) conclude that: 

• Students’ ability and inclination to solve problems 

effectively depend on their having certain 

knowledge, skills, and attitudes. 

• Quantitative, communication, manual, and critical-response skills are 

essential for problem solving. 

01/11/2011 





Critical means 

making fair, careful judgments about the good & bad qualities of.... 

Analytical means 

Use logical methods to understand 

Using scientific methods in answering questions 

Problem 

a situation which concerns someone, or a situation which would 

concern someone if they knew about it. 

is a gap between an actual and desired situation 

an obstacle which hinders the achievement of a particular goal, 

objective or purpose 

Problem-solving is an act of finding ways in dealing with problems 

Source: Oxford Advanced Learner’s Dictionary, 6 th Edition (2000) 

01/11/2011 



Marc Tucker and Judy Codding urges adoption of 

thinking curriculum 

that provides a deep understanding of the subject and 

the ability to apply that understanding to the 

complex, real-world problems that the student will 

face as an adult 

Tucker, M.S. & Codding, J.B. (2002/1998) 

01/11/2011 





Can explain: provide thorough, supported, and justifiable accounts 

of phenomena, facts, and data. 

Can interpret: tell meaningful stories; offer apt translations; provide 

a revealing historical or personal dimension to ideas and events; 

make it personal or accessible through images, anecdotes, 

analogies, and models. 

Can apply: effectively use and adapt what we know in diverse 

contexts. 

Have perspective: see and hear points of view through critical eyes 

and ears; see the big picture. 

Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4. 

01/11/2011 



Sternberg suggests Curriculum must develop the other 3 R’s. 

• Reasoning 

• which include analytical, critical thinking, and problem solving skills 

• Resilience 

• which encompasses life skills such as flexibility, adaptability, and 

self-reliance 

• Responsibility 

• wisdom, which he defines as “the application of intelligence, 

creativity, and knowledge for a common good.” 

Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs: 

Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing. 

01/11/2011 





Art of Teaching-See for example Walter Lewin’s or Khan Academy 

Is Providing Instruction the END of educational experience or 

Is it a MEAN to an end 

Art & Science of Teaching & Learning - MEAN to an end 




01/11/2011 



If you are, you breath. 

If you breath, you talk. 

If you talk, you ask. 

If you ask, you think. 

If you think, you search. 

If you search, you experience. 

If you experience, you learn. 

If you learn, you grow. 

If you grow, you wish. 

If you wish, you find. 

If you understand, you know. 

If you know, you want to know more… 

And if you want to know more, 

If you find, you doubt. 

If you doubt, you question. 

If you question, you understand. 

And if you want to know more, you are alive. 

Video courtesy of National Geographic Channel 

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Outcomes-Based Education (OBE) 

is a philosophy, an approach to 

education based on products of 

learning experiences 

Involved Every 

stakeholders of 

higher education 

Integrates Constructively Aligned 

TLAs, , Assessment & Grading to the 

Finished Product, the Learning 

Outcomes 

Prepares 

graduates as 

knowledgeable 

& responsible 

citizens 

01/11/2011 


All engineers have in common the work they do: applying 

scientific knowledge to solve technical problems and develop 

products and services that benefit society. 

For example, electrical and electronics engineers conduct 

research, and design, develop, test, and oversee the 

development of electronic systems and the manufacture of 

electrical and electronic equipment and devices. From the 

global positioning system that can continuously provide the 

location of a vehicle to giant electric power generators, 

electrical and electronics engineers are responsible for a wide 

range of technologies. 

The core curriculum builds on a foundation of basic courses in 

calculus, physics, chemistry, and the humanities. 

GE 

ABET 





01/11/2011 



Outcomes-Based 

Interdisciplinary 

Project-based 

Research-driven 

Thematic & NOT textbook-driven 

(textbook as a resource) 

Connected to community 

Incorporates 

Bloom’s s HOTS 

Multiple Intelligences 

Learning Preferences 

Technology & multimedia 

Multiple literacies 

Authentic Assessment (tasks) 

Students work independently & 

interdependently 

Knowledge is 

constructed through research 

and application, and connected 

to previous knowledge, personal 

experience, , interests, talents 

and passions 

is NOT memorization of facts 

Assessment is 

demonstration of understanding 

through application in a variety 

of contexts 

NOT REGURGITATION 

By self, peer & facilitators 

By multiple ATs to show 

achievement of CLOs 

By using holistic rubrics 

01/11/2011 





"Learning outcomes represent 

culminating demonstrations of learning and 

achievement. 

They are not simply a listing of discrete skills, nor broad 

statements of knowledge and comprehension. 

They describe performances that demonstrate 

that significant learning has been verified and 

achieved by graduates of the program." 

01/11/2011 



The Outcomes-Based approach to course design is intended to 

make the expectations of the designer/educator 

more transparent to both the student and any 

regulatory or accrediting body (KPT, MQA, EAC). 

Unlike the traditional model of course design in higher 

education (focus on coverage), where the lecturer would decide 

what to include on a syllabus, based on his or her own 

judgement of what was important for students to know; or on 

personal research or other interests; 

the outcomes-based approach starts with a specification of what 

the student will be expected to achieve by the end of the 

program/course/unit/lesson 

/lesson 

01/11/2011 




1. Clarity of focus about outcomes 

Always have the significant, culminating exit outcomes as the 

focus. 

Let the students know what they are aiming for. 

2. Designing backwards 

Design curriculum backward by using the major outcomes as 

the focus and linking all planning, teaching and assessment 

decisions directly to these outcomes 

CMAP-S 

CMAP-EDU 

CMAP-A 

CMAP-M 


3. Consistent, high expectations of success 

Set the expectation that OBE is for ALL learners. 

Expect students to succeed by providing them encouragement to 

engage deeply with the issues they are learning and to achieve the 

high challenging standard set (Spady, 1994b). 

4. Expanded opportunity 

Develop curriculum to give scope to every learner to learn in 

his/her own pace. 

Cater for individual needs and differences, for example, 

expansion of available time and resources so that all students 

succeed in reaching the exit outcomes. 




Traditional/Transitional OBE emphasises student mastery of 

traditional subject-related academic outcomes (usually with a strong 

focus on subject-specific specific content) and some cross-discipline 

outcomes (such as the ability to solve problems or to work co- 

operatively). 

Transformational OBE emphasises long-term, cross-curricular 

curricular 

outcomes that are related directly to students’ future life roles (such 

as being a productive worker or a responsible citizen or a parent). 

Spady (1994) 

Source: Killen, Roy (2005). Programming and assessment for quality teaching and 

learning. Chapter 2. Thomson Social Science Press 






General (not 

directly 

measurable) 

MOHE 

Institutional Attributes 

Program level (Still general) 

Very general (not 

measurable) 

General (not 

directly 

measurable) 

Course Level (Specific but not directly measurable) 

Lesson Level (Very specific & MUST be measurable) 

01/11/2011 



MQF LOs Domains MOHE LOs, 2009 

i. Knowledge 

ii. Practical skills 

iii. Social skills and responsibilities 

iv. Ethics, professionalism and 

humanities 

v. Communication, leadership and 

team skills 

vi. Scientific methods, critical thinking 

and problem solving skills 

vii. Lifelong learning and information 

management 

viii. Entrepreneurship and managerial 

skills 

1. Knowledge (K) 

2. Practical Skills (S) 

3. Thinking and scientific skills (K) 

4. Communication skills (A/S) 

5. Social skills, teamwork and responsibility 

(A/S) 

6. Values, ethics, moral and professionalism (A) 

7. Information management and lifelong learning 

skills (S/A) 

8. Managerial and entrepreneurial skills (S) 

9. Leadership skills (S/A) 

01/11/2011 





UiTM’s VISION 

To establish UiTM as a premier university of outstanding scholarship and academic excellence 

capable of providing leadership to Bumiputeras’ dynamic involvement in all professional fields 

of world-class standards in order to produce globally competitive graduates of sound ethical 

standing. 

Mission 

To enhance the knowledge and expertise of Bumiputeras in all fields of study through professional 

programmes, research work and community service based on moral values and professional 

ethics. 

Programme Educational Objectives are specific goals consistent with the 

mission and vision of the IHL, contains the 9 MOHE/MQF attributes, responsive 

to the expressed interest of programme stakeholders and describing the 

expected achievements or milestone of graduates in their career and 

professional life few years after graduation. PEOs are employability attributes 

and selling points of your program. The sentences begin with: Three to five 

years upon successful completion the program, our graduates will be…. 

EAC ABET WA 



01/11/2011 






Defined in this manner, assessment asks you to think about the following 

questions: 

What should students be learning and in what ways should they be growing 

AIMS, PEOs & PLOs, CLOs 

What are students actually learning and in what ways are they actually 

growing Evidence of CLOs/PLOs attainment & PEOs achievement 

What should you be doing to facilitate student learning and growth 

Engaging students with the LO verbs 




“…The most important principles of outcomes-based education (OBE) 

is that planning, teaching and assessment should focus on helping 

learners to achieve significant outcomes to high standards. This 

cannot be achieved without having suitable ways to describe 

desired learning outcomes and the quality of students' 

demonstrations of learning…” 

Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in 

outcomes-based education”.' SAJHE, Vol18 No. 1. Uniza Press. 


An important consequence of directing our attention towards the assessment 

of complex outcomes is that it changes the focus of 

assessment from quantity to quality 

From this quality perspective, 

understanding (rather than memorisation), 

creativity (rather than reproduction), 

diversity (rather than conformity), 

initiative (rather than compliance) and 

challenge (rather than blind acceptance) become the yardsticks by 

which we try to measure, describe and report student learning' 

(Killen 2003:10). 

Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in outcomesbased 

education”.' SAJHE, Vol18 No. 1. Uniza Press. 




An important consequence of directing our attention towards the assessment 

of complex outcomes is that it changes the focus of assessment from 

quantity to quality. 

It changes our focus from asking `How many objective questions can c 

the learner answer' or How many marks are awarded for a question 

and test or `Which particular skills can the learner demonstrate' 

to 

asking `How well does the learner understand important concepts, 

theories and principles' and `How expertly can the learner integrate a 

range of skills into a complex performance‘ 

judge the quality of students' learning in words rather than numbers 

to 

describe the difference between high-quality and low-quality achievement of 

complex outcomes (Killen 2003:10). 

Killen R., & Hattingh. S.A. (2004. “A theoretical framework for measuring the quality of student learning in 

outcomes-based education”.' SAJHE, Vol18 No. 1. Uniza Press. 







provide information about the knowledge and skills students have 

as they enter a course… (prior knowledge-diagnostic 

diagnostic) 

provide reliable data on student learning… 

make available richer data about the effects of the curriculum 

(program level) or teaching methods (course level)… 

yield more reliable data about instruction… 

provide evidence that faculty make a difference in student 

learning… 

offer a larger view of student needs and accomplishments… 

*Adapted from the University of Nebraska, Lincoln Teaching and Learning Center, Teaching at UNL, Vol. 21, No. 

2 (Oct, 1999). 


To many, the word “assessment” simply means the process by 

which we “measure” learning & assign students grades. 

However, assessment is much more than this: 

Assessment is a mechanism for providing faculty staff with 

data 

and for 

data for improving their teaching methods and 

guiding and motivating students to be actively involved 

in their own learning. 

As such, assessment provides important feedback 

to both instructors and students. 

SOURCE: Excerpted from National Institute for Science Education (2001b) 




Assessment gives us essential information about what our 

students are learning and about the 

students 

and about the extent to which 

we are meeting our teaching goals. 

But the true power of assessment comes in also using it to give 

feedback to our students. Improving the quality of 

learning in our courses involves not just determining to what 

extent students have mastered course content at the end of 

the course; improving the quality of learning also involves 

determining to what extent students are mastering 

content throughout the course 

the course. 

SOURCE: Excerpted from National Institute for Science Education (2001b) 


Turn to Your Partner & say HELLOOOOO Partner. Introduce 

Yourself… 

Take 7 minutes to discuss & agree on the group’s view on the 

focus question “What is Assessment” 






Learning was long thought to be an accumulation of atomized bits of 

knowledge that are sequenced, hierarchical, and need to be explicitly 

“taught (lecture TO the students)” and reinforced. Teachers “taught” the 

content, students listened to the “teaching” and scrambling to keep pace 

with the note-taking taking (scribbling, drawing artwork...). 

20th century classroom assessment 

mechanism for providing an index of learning 

followed a predictable pattern: teachers taught, tested the students’ 

knowledge of the material, made judgments about students’ achievement 

based on the testing 

moved on to the next unit of work. 

compares students with more successful peers as a means to motivate 

students to learn 




Products of 20 th 

Century Learning 

TESTS 

EXAMS 

Products of 

Authentic Learning 





Source: Felder.,R.M., Brent, Rebeca (2003). 

Designing and Teaching Courses to Satisfy 

the ABET Engineering Criteria. Journal of 

Engineering Education, 92 (1), 7-25 

Students 

CONSTRUCT 

MEANING from 

what they learn 

Curriculum is 

designed so that 

the learning 

activities and 

assessment 

tasks are aligned 

with the learning 

outcomes that 

are intended in 

the course. 








Traditional 

Summative 

Norm-referenced 

Decontextualized 

(unauthentic) 

Measurement Model 

OBA 

Formative 

Criterion-referenced 

referenced 

Contextualized 

(authentic) 

Standards Model 




1. In OBE-OBTL, assessment is about making a judgment and providing a 

grade to how well (performance( 

standards) ) the PLOs/CLOs have been 

achieved by programme/students – Outcomes-based 

based. 

2. Designed to align with the PLOs/CLOs to be assessed – Constructive 

Alignment. 

3. Assessment tasks are selected to provide the means for students to present 

evidence of their learning and achievement of the PLOs/CLOs. 

4. Student performance is judged on evidence of achievement of the 

PLOs/CLOs (assessment criteria) ) presented in the assessment task - 

criterion-referenced 

referenced. The difference between OBA and traditional CRA is in 

how students’ grades are determined. 

01/11/2011 


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Different methods of assessment assess different learning outcomes. 

A range of different methods of assessment may be required to address dress the 

range of CLOs of a course 

Questions to be asked in selecting assessment methods: 

1. What CLOs are to be assessed 

2. Are the assessment methods concerned able to address those CLOs 

3. Will the assessment methods encourage students to relate to real-life 

life 

contexts Are they authentic 

4. Are the assessment methods practicable with respect to time 

allowance and available resources 

5. Taking the course as a whole, will the different assessment methods 

offer a balanced assessment of all the course CLOs 

6. Is the assessment workload realistic for teachers and students 


Quantitative 

Direct Evidence 


compelling case for the extent to which 

students have achieved expected 

learning outcomes gathered through 

faculty’s systematic analysis of student 

projects, exams, or sets of specified 

course assignments. 

Entrance Diagnostic Exams 

Standardized Tests 

Faculty-made tests 

Collegiate Learning Assessment 

Faculty/Program developed Exit Exam 

Indirect 

Evidence 

self-perceptions of 

their learning and 

their perspectives on 

program structure 

and curricular 

content 

Course Grades 

01/11/2011 




01/11/2011 

Qualitative 


compelling case for the extent to which 

students have achieved expected learning 

outcomes gathered through faculty’s 

systematic analysis of student projects, 

exams, or sets of specified course 

assignments. 

Capstone courses 

Portfolio-faculty created “program portfolios” 

- samples of students’ work for each learning 

outcomes. (course assignments, exam 

questions, entire tests, in-class activities, 

fieldwork , activities, and/or homework 

assignment) from selected courses, 

Indirect Evidence 

self-perceptions of their 

learning and their 

perspectives on 

program structure and 

curricular content 

Surveys (Exit, 

Alumni) 

Exit Interviews 

Focus Group 


Continuous 

On-going during learning / teaching. 

Not about giving many quizzes or tests but to use of a variety of 

assessment instruments, assessing various components of 

learning, not only the thinking processes but including behaviours, 

personality traits and manual dexterity. PLOs attainment from 

courses are formative data to the program assessment 

Diagnostic 

Provides feedback to students and teachers on 

strengths and areas for improvement 

Difficulties 

Misconceptions 

Remedial 

Provides opportunities for modification / improvement 

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Terminal 

At the end of learning / teaching 

Descriptive 

How well materials / knowledge / skills have been learned 

For ranking and selection 

No provision for modification / improvement 

01/11/2011 






Assessing declarative 

knowledge: 

Essay examinations 

Multiple choice questions 

Open-book examinations 

Closed-book examinations 

Tests and quizzes 

Assignments 

Ordered outcome items 

Letter to a friend 

Presentations 

Assessing functioning 

knowledge: 

Projects (individual) 

Projects (group) 

Portfolios 

Practicums 

Laboratories 

Reflective journals 

Case studies 

Presentations 

Assignments 

Rapid assessments 

methods (for large 

classes): 

Concept maps 

Venn diagrams 

Three-minute essays 

Gobbets (artifacts) 

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


My dear EF, it has been a while since we last wrote to each other. So, I decide to 

enlighten you with an interesting character I met today.. 

He puts on a contagious smile and his outlook is quite dashing I must say.. But what 

I really wanted to share with you today is the new and interesting ng learning 

experience I had while with him… Oh, did I mention that he knows CK... Will write 

to you about that in another letter.. 

As he was talking about MQF, he put up these words that were circled cled and 

connected these words with other words.. He claimed the linking between these 

words, a term he coined proposition is a very strong visual representation esentation of what is 

in our mind. He indicated the similarity and difference between this so called 

knowledge representation with the mind map. I wasn’t’ quite sure what it all meant 

and then it struck me like a lightning bolt how these very familiar iar terms I had always 

argued with you. Amazingly, they were linked up smoothly in this visual 

representation called Concept Map….. Linking 2 terms or concepts together by 

using linkwords not only clarify the connection between them but also appeared to 

be a scientific claim of some sort.. 





SYLL 

Test 

Lab 

A “C” student’s s response could be: 

Forces are agents of change. Physically, a force can be 

visually observed as changing the position of a stationary 

object. It also changes either the speed or the direction or 

both if the object was initially in motion. 

An “A” student’s s response: As 

like a “C” student plus 

Newton’s laws of motion best 

describes how these changes 

occur. In fact, he asserts that 

forces cause an object’s 

position and hence its speed to 

change. Prolong and constant 

exertion of the force will cause 

a constant change of its speed 

or direction or both. But in the 

world of atoms and subatomic 

particles, Newton’s laws begin 

to breakdown especially at 

speeds close to the speed of 

light… In addition to visible 

forces, invisible forces also 

exist. …. & more 







QUIZ: Match the list of concepts below to the appropriate boxes 

to produce acceptable propositions in answering the focus 

question “WHAT IS ASSESSEMENT” 

consistency, candidates, values, instrument, valid, skills, 

relevancy, products, information 





QUIZ: Match the list of concepts below to the appropriate boxes 

to produce acceptable propositions in answering the focus 

question “WHAT IS ASSESSEMENT” 

consistency, candidates, values, instrument, valid, skills, 

relevancy, products, information 


01/11/2011 




“Education, we see, is not merely gaining knowledge or skills helpful toward 

productive work, though certainly that is a part of it. Rather it is a 

replenishment and an expansion of the natural thirst of the mind and soul. 

Learning is a gradual process of growth, each step building upon the other. 

It is a process whereby the learner organizes and integrates not only facts 

but attitudes and values. The Lord has told us that we must open our 

minds and our hearts to learn. There is a Chinese proverb: Wisdom is as 

the moon rises, perceptible not in progress but in result. As our knowledge 

is converted to wisdom, the door to opportunity is unlocked.” Barbara W. 

Winder 

“The great aim of education is not knowledge, but 

action.” Herbert Spencer 

“The one real goal of education is to leave a person asking questions. 

ions.” 

Max Beerbohm 

01/11/2011 

Dr JJ: +60193551621; http://drjj.uitm.edu.my 



You can know the name of a bird (or element) in all the languages of the world, but when 

you're finished, you'll know absolutely nothing whatever about the bird (or element)... So 

let's look at the bird to see what it's doing—that's what counts. I've learned very early the 

difference between knowing the name of something and knowing something. 

—Richard Feynman 

TASK-CA 

01/11/2011 





01/11/2011 



ABET’s s definition of PEOs: 

The program must have published Program Educational Objectives that are 

consistent with the mission of the institution, the needs of the 

program’s s various constituencies, and these criteria. 

There must be a documented and effective process, involving program 

constituencies, for the periodic review and revision of these program 

educational objectives. 

EAC’s definition 

Programme Objectives are specific goals consistent with the mission 

and vision of the IHL, that are responsive to the expressed interest of 

programme stakeholders, describing the expected achievements of 

graduates in their career and professional life few years after 

graduation. 

EAC ABET WA 





TCM Health EAC Eng Tech ABET WA 

Generic Program Educational Objectives (PEOs are employability attributes and selling 

points of your program) for FSG Diploma Programs. The sentences begin with 

Three to five years upon successfully completing the program, our graduates will be: 

1. semiprofessionals in applied sciences who analyze and apply the knowledge, 

understanding and laboratory experiences to provide quality products and services to 

the government agencies and science-related industries. 

2. semiprofessionals in applied sciences who lead and engage in teams in problem 

solving tasks across disciplines through effective communicative abilities 

3. semiprofessionals in applied sciences who continue to advance their knowledge and 

abilities by utilizing ICT to explore business opportunities in the science-related 

industry 

4. semiprofessionals in applied sciences who practice ethical and professional values in 

providing services to the recipients and provider of the science-related industry. 

Task 




Generic Program Learning Outcomes (PLOs are what graduates will know and be able to 

do to attain PEOs) for FSG Degree Programs. The sentences begin with 

Upon successful completion of the program, our bumiputra graduates will be able to: 

1. apply and acquire knowledge and understanding of laws, theories and principles of 

science and mathematics. (LO1) 

2. safely prepare samples and operate a range of machineries and laboratory equipments. 

(LO2) 

3. conduct experiments, process, interpret and analyze experimental data. (LO2) 

4. apply the scientific reasoning in solving authentic problems. (LO3) 

5. verbally communicate scientific ideas with experts and non-experts. (LO4) 

6. articulate scientific investigations in written form. (LO4) 

7. effectively engage in a multidisciplinary team. (LO5) 

8. apply values, ethics, morality and professionalism in their scientific pursuit. (LO6) 

9. manage information and engage in life-long learning. (LO7) 

10.apply managerial and entrepreneurial skills. (LO8) 

11.demonstrate leadership skills. (LO9) 






Generic Program Learning Outcomes (PLOs are what graduates will know and be able to 

do to attain PEOs) for FSG Degree Programs. The sentences begin with 

Upon successful completion of the program, our bumiputra graduates will be able to: 

1. apply and acquire knowledge and understanding of laws, theories and principles of 

science and mathematics. (LO1) 

2. safely prepare samples and operate a range of machineries and laboratory equipments. 

(LO2) 

3. conduct experiments, process, interpret and analyze experimental data. (LO2) 

4. apply the scientific reasoning in solving authentic problems. (LO3) 

5. verbally communicate scientific ideas with experts and non-experts. (LO4) 

6. articulate scientific investigations in written form. (LO4) 

7. effectively engage in a multidisciplinary team. (LO5) 

8. apply values, ethics, morality and professionalism in their scientific pursuit. (LO6) 

9. manage information and engage in life-long learning. (LO7) 

10.apply managerial and entrepreneurial skills. (LO8) 

11.demonstrate leadership skills. (LO9) 






Use 

this list 

for 

Your 

CLO & 

LLO 

01/11/2011 


Bloom Cognitive 

Action Verbs 

Bloom 




Bloom 


LO: 

What the 

students are able 

to know & do 

Teaching: 

Getting the 

students be able 

to know & do 

Assessment: 

How well has 

the students 

know & 

have done 

01/11/2011 




“The principle goal of education is to create men who are 

capable of doing new things, not simply of repeating what other 

generations have done -- men who are creative, inventive and 

discoverers” Jean Piaget 

“Teachers are powerful people and keepers of the future. Help 

your students dream big!” Leslie Owen Wilson

KAP Lecture Notes (ppt-pdf) - DrJJ - UiTM

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