KLMU Workshop July 2011 ppt (pdf) - DrJJ - UiTM

Outcome Based Education 08/07/2011 

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. March 2011 1 

http://drjj.uitm.edu.my 

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 


Copyright DR JJ, ASERG, UiTM, Shah Alam 1




AIM: This 2-days 2 

workshop intend to provide you with the conceptual 

understanding and the procedural knowledge of Outcomes Based 

Curriculum Design by Designing Backwards 

The objectives (what I plan to do) of this 2-days 2 

workshop are: 

1. Describe the characteristics of 21st Century Learners, the role of MQA, the 

philosophy of Outcomes-Based Education & the design of Outcomes-Based 

Curriculum in Malaysian Higher Education. 

2. Describe Program Educational Objectives (PEOs( 

PEOs), the Program Learning 

Outcomes (PLOs) and its matrix. 

3. Describe the LOKI curriculum mapping process (curriculum and taxonomy 

matrix) using Dr JJ’s curriculum mapping template. 

4. Explain the formulation of Course Learning Outcomes (CLOs)-if time permits.. 

5. Verbally criticize your products. 




AIM: This 2-days 2 

workshop intend to provide you with the understanding 

and the procedural knowledge to develop Outcomes-Based Curriculum 

Design 

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. Explain the impact of 21 st Century Learning and role of Malaysian Qualification 

Framework on designing new curriculum. (conceptual knowledge-C2 

C2-LO1) LO1). 

2. Critically review existing Program Educational Objectives (PEOs) and Program 

Learning Outcomes (PLOs). (Functional-C4 

C4-LO3). 

3. Critically review existing a PLO-PEO PEO and PLO-LOKI LOKI matrix. (Functional (Procedural)( 

Knowledge C3-LO3). 

4. Critically review the existing 

Curriculum Matrix (Course-LOKI) 

(Functional 

(Procedural) Knowledge C3-LO3, 

the Curriculum Depth (Competency) Matrix & the 

Soft Skills (KI) Depth Matrix (Functional (Procedural) Knowledge C3-LO3) 

LO3). 

5. Critically review and communicate your Course Learning Outcomes (Functional 

Knowledge C3-LO3 

LO3. 





08/07/201 

1 



08/07/2011 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 8 



“To realise our national aspirations, a concerted effort is needed to increase our 

nation’s competitiveness, productivity and innovativeness. Attributes such as desire 

for knowledge, innovative thinking, creativity and competitiveness must be 

imbued within our people. The inculcation of moral values, progressiveness 

and performance-based cultures must also be instilled if we are to nurture 

successful individuals of the highest quality. This will determine our success as a 

knowledge-based economy…” Prime Minister’s Message 

….“This transformation plan aims squarely on holistic human capital (modal insan) 

development, to produce Malaysians who are intellectually active, , creative and 

innovative, ethically and morally upright, adaptable and capable of critical 

thinking. The model human capital would also need to be well-rounded 

individuals with an appreciation for humanistic pursuits such as the arts, 

culture, sports and volunteerism. This process will create the environment 

necessary for the development of an individual to find and fully achieve his or her 

personal potential….” 

Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010; 

Triggering Higher Education Transformation AUGUST 27, 2007 


“What carries more weight appears to be soft skills rather than brainpower b 

or 

technical skills.” “Hard skills” refer to academic and technical knowledge. “Soft skills” 

are generally categorised into three areas – character, interpersonal skills and 

critical and creative thinking – all of which are required to survive and succeed in the 

workplace. 

These skills enable one to communicate effectively, manage relationships, lead a 

team, solve problems and so on. 

Source: The Star Online: Sunday September 23, 2007. 

http://thestar.com.my/news/story.aspfile=/2007/9/23/focus/18887876&sec=focus 

“The MEF Salary Survey for Executives 2010 revealed that 68% of the companies 

surveyed named communication skills as the top quality required in job applicants, 

followed by working experience (67%), interpersonal skills (56.2%) and passion and 

commitment (55.7%). 

MEF executive director Shamsuddin Bardan said globalisation had changed the nature 

of jobs, making communication skills, specifically in English, a valuable asset for today's 

worker…” Source: THE STAR, April 15 th , 2011 




The objective of Malaysian Higher Education system is to produce 

professionals as demanded by the nation for human resources 

Source:HE Transformation Agenda 2007-2010 

2010 

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 







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 

08/07/2011 




Learning is 

what students know (factual, conceptual, procedural & metacognitive 

knowledge)-growth growth in the knowledge dimensions. 

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

cognitive dimension process. 

Attitudes – making choices. 

Skills-acting on choices with precision. 


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.” Transformational OBE 

“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.” – attaining learning outcomes 

Elena Silva in the Education Sector Report 2008 


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. 



“A 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 





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. 




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

• Reasoning (analyze, criticize, solve, propose, develop) 

• 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. 







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 








Reflect & communicate on the following tasks: 

Rate yourself in terms of factual, conceptual, procedural & functional knowledge of 

OBE-OBTL; 1-Novice, 2-Advanced 2 

beginner, 3-Competent, 3 

4-Proficient, 4 

5-Expert5 

What do you hope to achieve in this workshop. Why are you here-HONESTY Pls.. 

!! Write down your goal and state at least 2 learning outcomes you intend to 

achieve. 

How do you propose to effectively & meaningfully achieve the outcomes 

!! List out your own committment in achieving the outcomes.- 

How can I facilitate your achievement of the intended outcomes 

!! List out 2 specific tasks and actions that you expect me to do in facilitating 

your achievement. 


Guidelines to perform the tasks 

• Individually, spend 2 minutes doing this task. 

• Pick a name for your learning community & a spokesperson.. Spend 3 minutes to 

discuss and conclude the learning group’s decision on each of the task above. 

• Pick a name for your learning group. Verbally communicate with the learning 

community the decision of the group. 












• 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 

08/07/201 

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"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." 

A A description of the Competency for the KSA 

attainment appropriate of university graduates. 




Program Specific Competencies for Science Graduates: 

1. You acquire knowledge and skills to obtain a professional position or pursue 

graduate degree 

2. You understand physical laws and principles and use analytical methods to 

examine, explain and predict the workings of the physical world (for physics) 

3. You gain knowledge of biochemistry, microbiology and immunology 

Generic Competencies for Science Graduates: 

1. You use practical, safe techniques in the laboratory to conduct research in the 

field of study 

2. You instruct co-workers in scientific procedure 

3. You’re able to develop and use scientific software to support research 

4. You use the principles of the scientific method and apply experimental 

techniques to solve specific problems 

5. You’re able to conduct research in the field 





MQF Framework for Diploma level-Outcomes: Median C3,P4, A3 


MQF 

08/07/201 

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MQF – Bachelors degree (Hons( 

Hons.) 

– Median C4, P4, A3 


MQF 

08/07/201 

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To implement MQF as a reference point for Malaysian 

Qualifications 

To develop standards and criteria and all other relevant 

instruments as national references for the conferment of 

awards with the cooperation of stakeholders 

To assure quality of HEIs and programmes 

To accredit courses that fullfill the set criteria and standards 

To facilitate the recognition and articulation of qualifications 

To maintain the Malaysian Qualification Register (MQR) 

08/07/201 

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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 

08/07/201 

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MQA 

Code of 

Practice 







Howard 

Gardner 







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 







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. 


Triarchic Theory of Intelligence (2003) 

Analytical intelligence, the ability to complete academic, problem- 

solving tasks, such as those used in traditional intelligence tests. These 

types of tasks usually present well-defined problems that have only a 

single correct answer. 

Creative or synthetic intelligence, the ability to successfully deal with 

new and unusual situations by drawing on 

existing knowledge and skills. Individuals high in creative intelligence 

may give 'wrong' answers because they see things from a different 

perspective. 

Practical intelligence, the ability to adapt to everyday life by drawing 

on existing knowledge and skills. Practical intelligence enables an 

individual to understand what needs to be done in a specific setting 

ting 

and then do it 

Robert Sternberg, Yale Psychology Professor & President of the American 

Psychological Association 




Howard Gardner on his Multiple intelligences Theory 

"Until a hundred years ago, if you wanted to have higher education, linguistic 

intelligence was important. I teach at Harvard, and 150 years ago, the 

entrance exams were in Latin, Greek and Hebrew. If, for example, you were 

dyslexic, that would be very difficult because it would be hard for you to learn 

those languages, which are basically written languages.“ 

"While your IQ, which is sort of language logic, will get you behind the 

desk, if you don’t t know how to deal with people, if you don't know how to 

read yourself, you’re going to end up just staying at that desk forever or 

eventually being asked to make room for somebody who does have 

social or emotional intelligence." 

Intelligence is "the capacity to solve problems or to fashion products 

that are valued in one or more cultural setting" (Gardner & Hatch, 1989) 


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) 









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 




MQF LOs Domains MOHE LOs, 2009-KSA 

i. Knowledge (K) 

ii. Practical skills (S) 

iii. Social skills and responsibilities (S) 

iv. Ethics, professionalism and 

humanities (A) 

v. Communication, leadership and 

team skills (A) 

vi. Scientific methods, critical thinking 

and problem solving skills (K) 

vii. Lifelong learning and information 

management (A) 

viii. Entrepreneurship and managerial 

skills (A) 

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 (A/S) 

8. Managerial and entrepreneurial skills (A/S) 

9. Leadership skills (A/S) 








KLMU’s VISION 

To be the regions leader in providing relevant, quality and affordable 

education to all 

MISSION 

To make quality education affordable and accessible to as many people as possible. 

To incorporate an equal balance of theoretical knowledge and practical learning in all 

our programmes to best prepare our graduates for employment. 

To produce graduates that are equipped with appropriate technical skills and a strong 

sense of integrity, as well as being highly analytical and capable of working both 

independently and in a team. 

To employ innovative technology that stimulates learning, ensuring that graduates 

learn to their full potential as well as having transferable skills in the latest software and 

hardware in their industry. 

COPPA 

EAC ABET WA 





Programme Aims 

To produce quality graduates to fill various managerial positions in the tourism 

industry. 

To provide relevant, effective training for middle management in all areas of the 

industry. 

To enable graduates to conduct research and development that will benefit their 

future employers. 

To develop transferable skills for entry level positions and career advancement. 

To apply and review industry management principles and technical skills. 

COPPA 

EAC ABET WA 



BSc Hotel & Convention Management Programme Aims 


industry. 


industry. 

To enable graduates to conduct research and development that will benefit their 

future employers. 


To apply and review industry management principles and technical skills. 

COPPA 

EAC ABET WA 





Diploma in Hotel Management Programme Aims 

To equip students with the fundamentals of hotel management as well as specialized 

knowledge in the area of hotel business. 


industry. 


industry. 

To enable graduates to conduct research and development that will enhance their 

value to their future employers. 


To enable graduates to apply and improve industry management principles and 

technical skillsiew industry management principles and technical skills. 

COPPA 

EAC ABET WA 



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. 

COPPA 

EAC ABET WA 





A programme’s stated aims, objectives and learning outcomes reflect what it wants the 

learner to achieve. It is crucial for these aims, objectives and learning outcomes to be 

expressed explicitly and be made known to learners and other stakeholders alike. 

Programme Aims 

Programme aims is an overarching statement on the purpose, philosophy and rationale 

in offering the programme. 

Benchmarked Standard (pp 25) 

• The programme objectives must reflect the key elements of the outcomes of 

• higher education that are in line with national and global developments. 

• The programme aims, objectives and learning outcomes must be developed in 

consultation with principal stakeholders which should include the academic staff. 

• The programme aims, objectives and learning outcomes must be consistent with, 

and supportive of, the HEP’s vision and mission. 

COPPA 

EAC ABET WA 



Programme Educational Objectives are specific goals consistent with & 

supportive of the mission and vision of the IHL, reflect the key elements 

of higher education, in line with the national & global developments 

(contains the 9 MOHE LO domains), 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…. 

1. Graduates are competent, responsible, and practice professionalism in 

global context. 

2. Graduates are knowledgeable and capable to apply the evolving technology 

in mechanical engineering fields. 

COPPA 

EAC 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 demonstrate ethical and professional 

values in providing services to the recipients and provider of the science-related 

industry. 

Task 

TCM Health EAC Eng Tech ABET WA 

MQA-Std-Business 




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

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

1. Scientists or science practitioners who synthesize and apply the knowledge, 


the government agencies and science-related industries locally and globally. 

2. Scientists or science practitioners who lead and engage in teams in problem solving 

tasks across disciplines through effective communicative abilities. 

3. Scientists or science practitioners who use ICT to advance their knowledge and skills 

and to explore business opportunities in the science-related industry locally and 

globally. 

4. Scientists or science practitioners who are integrate ethical and professional values 

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

locally and globally. 

Task 







designing and developing machines - from supersonic fighter jets to 

bicycles to toasters. 

designing a component, a machine, a system or a process. 

analyzing their design using the principles of motion, energy, 

and force to insure the product functions safely, efficiently, reliably, and can 

be manufactured at a competitive cost. influence the design of other products as 

well - shoes, light bulbs and even doors. 

Copyright DrJJ, ASERG, FSG, UiTM. UiTM, March May 2011 2008 59 



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

Three to five years upon successfully completing the program, our bumiputra 

graduates will be: 

1. scientists or science practitioners who synthesize and apply the knowledge, 


the government agencies and science-related industries locally and globally 

2. scientists or science practitioners who lead and engage in teams in problem solving 

tasks across disciplines through effective communicative abilities. 

3. scientists or science practitioners who use ICT to advance their knowledge and skills 

and to explore business opportunities in the science-related industry locally and 

globally. 

4. scientists or science practitioners who practice ethical and professional values in 

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

locally and globally. 

Task 







 

 

specialize in manufacturing, robotics, automotive/transportation, airconditioning, 

automotive, aerospace, chemical, computer, 

communication, paper, power generation industries, manufacturing 

industries, environmental and bio-medical fields. 

work on everything from artificial organs to the expanding field of 

nanotechnology. 

Every product or service in modern life has probably been touched d in 

some way by a mechanical engineer – had, could and will still be your 

graduates.. 

Copyright DrJJ, ASERG, FSG, UiTM. UiTM, March May 2011 2008 61 

TCM Health EAC UMP ABET WA 


Generic Engineering Program Educational Objectives (PEOs are employability attributes 

and selling points of your program) for FKEE Degree Programs. The sentences begin 

with 

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

1. Engineers or engineering practitioners who synthesize and apply the science & 

mathematics & engineering knowledge, understanding and laboratory experiences to 

provide quality products and services to the government agencies and to the scienceengineering-technology 

(SET) industries locally and globally. 

2. Engineers or engineering practitioners who communicate effectively in leading and 

engaging multidisciplinary teams in solving engineering problems locally and 

globally. 

3. Engineers or engineering practitioners who utilize ICT to advance their engineering 

knowledge and skills and to explore business opportunities in the scienceengineering-technology 


4. Engineers or engineering practitioners who integrate ethical and professional values 

in providing services to the recipients and provider of the science-engineeringtechnology 










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

do to attain PEOs) for FSG Diploma 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. 

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

3. Plan, conduct and conclude scientific investigations in their field of study. 

4. Apply the scientific reasoning in proposing solutions for authentic problems in their 

field of study. 

5. Verbally communicate scientific ideas with semiprofessionals and non-experts. 

6. Articulate scientific investigations in written form with semiprofessionals and nonexperts. 

7. Effectively engage in a multidisciplinary team. 

8. Demonstrate values, ethics, morality and professionalism in their semiprofessional 

pursuit. 

9. Manage information and engage in life-long learning. 

10.Apply managerial and entrepreneurial skills. 

11.Demonstrate leadership skills. 







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 successfully completing the program, our bumiputra graduates will be able to: 

1. Analyze problems by applying and acquiring knowledge and understanding of laws, theories and 

principles of science and mathematics. 

2. Safely prepare samples and operate a range of advanced machineries and laboratory instruments. 

3. Identify problems, propose research questions and hypothesis, design science investigations and 

defend the conclusion of investigations. 

4. Apply the scientific reasoning and critical thinking in providing solutions to authentic problems in 

their field of study. 

5. Verbally argue and communicate scientific ideas with the learning communities and the public. 

6. Articulate scientific ideas and investigations in written form with the learning communities and the 

public. 

7. Effectively engage in a multi-disciplinarity team locally. 

8. Practice empathy, responsibilities, integrity and professionalism in their scientific pursuit. 

9. Manage information and engage in life-long learning. 

10. Apply managerial and entrepreneurial skills. 

11. Demonstrate leadership skills. 


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 






Perform engineering duties in planning and designing tools, engines, 

machines, and other mechanically functioning equipment. Oversee 

installation, operation, maintenance, and repair of such equipment as 

centralized heat, gas, water, and steam systems. 

Tasks 

Read and interpret blueprints, technical drawings, schematics, and computergenerated 

reports. 

Confer with engineers and other personnel to implement operating procedures, 

resolve system malfunctions, and provide technical information. 

Research and analyze customer design proposals, specifications, manuals, and 

other data to evaluate the feasibility, cost, and maintenance requirements of 

designs or applications. 

Specify system components or direct modification of products to ensure 

conformance with engineering design and performance specifications. 




PLOs are what graduates will know and be able to do to support attainment of PEOs. 

The sentences begin with 

Upon successfully completing the program, our graduates will have: 


1. ability to acquire and apply knowledge of science and engineering fundamentals; 

2. acquire in-depth technical competence in a specific engineering discipline; 

3. ability to undertake problem identification, formulation and solution; 

4. ability to utilise systems approach to design and evaluate operational performance; 

5. understanding of the principles of design for sustainable development; 

6. understanding of professional and ethical responsibilities and commitment to them; 

7. ability to communicate effectively, not only with engineers but also with the 

community at large; 

8. ability to function effectively as an individual and in a group with the capacity to be a 

leader or manager ; 

9. understanding of the social, cultural, global and environmental responsibilities of a 

professional engineer; and 

10.recognising the need to undertake life‐long learning, and possessing/acquiring the 

capacity to do so. 






PLOs are what graduates will know and be able to do to support attainment of PEOs) 

The sentences begin with 

Upon successfully completing the program, our graduates will have: 

1. an ability to apply knowledge of mathematics, science, and engineering 

2. an ability to design and conduct experiments, as well as to analyze and interpret data 

3. an ability to design a system, component, or process to meet desired needs within realistic 

constraints such as economic, environmental, social, political, ethical, health and safety, 

manufacturability, and sustainability 

4. an ability to function on multi-disciplinary teams 

5. an ability to identify, formulate, and solve engineering problems understanding of 

professional and ethical responsibilities and commitment to them; 

6. an understanding of professional and ethical responsibility 

7. an ability to communicate effectively 

8. the broad education necessary to understand the impact of engineering solutions in a 

global, economic, environmental, and societal context 

9. a recognition of the need for, and an ability to engage in life-long learning 

10. a knowledge of contemporary issues 

11. an ability to use the techniques, skills, and modern engineering tools necessary for 

engineering practice 

12. an ability to acquire entrepreneurship knowledge 



Guideline: 

Limit your PEOs to 4 

Ensure it reflects the vision & mission of the HEPs 

Ensure it contains the EAC/MQF/MOHE attributes 

Use clear yet captivating phrases 

Bloom 

LOKI Guide 

Bloom Cognitive 

Domain 

Simpson Psychomotor 

Domain 





Copyright DrJJ, ASERG, FSG, UiTM. March 2011 MQF-SciStd MQF 

71 





73 



74 



“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 


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



“Life presents us & the graduates as ill defined, complex, unreliable, 

and contradictory with difficult practical problems and moral, social, s 

and personal choices. 

Graduates need the capacity to identify and define problems, recognize 

reliable from unreliable information, analyze this information, and 

integrate it from diverse, often conflicting sources making logical, 

concise arguments for or against specific positions...” 

Richard J. Shavelson (2007). Assessing Student Learning Responsibly: 

From History to a Bodacious Proposal1. Stanford University. CHANGE magazine. 

http://www.changemag.org/Archives/Back%20Issues/January- 

February%202007/abstract-assessing-responsibly.html. Accessed July 3 rd , 2007. 


76 








78 





79 



80 





81 



82 



Depth (according to year of study in BSc program) 

Refers to the levels in the cognitive domain, practical skills & scientific skills. 

Cognitive 

Evaluate 

Analysis 

Year 1 

Application 

Comprehension 

Knowledge 

Year 2 

Year 3 


Domain 


Domain 


Depth (according to year of study in BSc program) 

Refers to the levels in the cognitive domain, practical skills & scientific skills. 

Practical & science skills 

Data 

Experiment 

Year 1 

Report 

Procedures 

Hypothesize 

Observe 

Problem 

Interpret 

Manipulate 

Year 2 

Year 3 

Sample Prep 

Techniques 


Domain 


Domain 

Physical 

Organic 

Inorganic 

General Chem 





MQF LOs Domains MOHE LOs, 2009-KSA 

i. Knowledge (K) 

ii. Practical skills (S) 

iii. Social skills and responsibilities (S) 

iv. Ethics, professionalism and 

humanities (A) 

v. Communication, leadership and 

team skills (A) 

vi. Scientific methods, critical thinking 

and problem solving skills (K) 

vii. Lifelong learning and information 

management (A) 

viii. Entrepreneurship and managerial 

skills (A) 

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 (A/S) 

8. Managerial and entrepreneurial skills (A/S) 

9. Leadership skills (A/S) 



LOKI Guide 


Domain 

Bloom 


Domain 

FKM-TAX 

FKM-KI 


86 



LOKI Guide Bloom 


Domain 

FKM-TAX 

FKM-KI 


Domain 

Guideline: 


Sheet 8:Limit the # of MOHE LOs addressed by each course to only 3 except 

for courses at the final year which can support attainment of 5 MOHE LOs. 

Plot 3: Ensure the % of courses addressing each MOHE LO is at least 5%. Best 

to have 10%-15%. 

Ensure the program design exhibit its strength and uniqueness. 

EMBED KIs (ie LO 3-9) in the Program Core Courses. 

Sheet 10: Target progressing complexity from year 1 to year 3 for the 

cognitive, psychomotor & affective domain on the competency matrix but 

ensure the median to be at C4, P4, A3 for the degree certification level and C3, 

P4 & A3 for the Diploma level. The tickmarks are NOT automatically generated. 

Sheet 9: The KI competency is automatically generated once LOs 3 thru 9 are 

ticked for the course in Sheet 6 & sheet 8. You will need to manually tick the 

higher level KI performance for final year courses. 

Choose electives to represent courses in the humanities. 


87 


Action Verbs 

Use This list for 

Your PLO 

Taxonomy 

Bloom LOKI Guide 




Use 

this list 

for 

Your 

CLO & 

LLO 



http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table 





Taxonomy 

08/07/2011 Bloom LOKI Guide 


“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 





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

KLMU Workshop July 2011 ppt (pdf) - DrJJ - UiTM

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