BENGKEL PENULISAN CLO

DAN SLT SERTA KEMASKINI

SILIBUS
PROGRAM DIPLOMA TEKNOLOGI AUTOMOTIF
BKI 002 2/5/2016
RASMUNDO KTYS

OBJEKTIF
CLO UNTUK TEST DAN EXAM
JSU

KEMASKINI SILIBUS
5 TAHUN SEKALI LAST UPDATE 2008
EAC-SILIBUS TIDAK DIPERIKSA

KANDUNGAN KURSUS
TIDAK BERSESUAIAN
BERTINDIH
BUANG/TAMBAH/GANTI KURSUS?

MENUJU SISTEM PENDIDIKAN BERASASKAN HASIL

KUTYS 2018
ICGPA
KERJASAMA DENGAN UMP

HASIL BENGKEL
MENULIS CLO YANG LENGKAP SEKURANG2NYA 2 DARIPADA 3
KOMPONEN UTAMANYA.
MENGEMASKINI KANDUNGAN SILIBUS SUPAYA BERSESUAIAN DENGAN
TAJUK KURSUS DAN TIDAK BERTINDIH DENGAN KURSUS LAIN
MELENGKAPKAN JADUAL 3 DOKUMEN COPPA SUPAYA LEBIH MENEPATI
GARIS PANDUAN MQA DAN SESUAI DIGUNAKAN OLEH PARA
PENSYARAH

PENGENALAN
MQF 3 MAIN FEATURES
PEO
PLO

What is MQA?
The Malaysian Qualifications Agency (Agensi Kelayakan Malaysia) or
the MQA is a statutory body in Malaysia set up under the Malaysian
Qualifications Act 2007 to:
o Implement MQF
o Accredit HE programmes and qualifications
o Supervise and regulate quality and standard of HEP
o Establish and maintain MQR

(Dato Prof.Dr Rujhan bin Mustafa)

TYPE OF QUALITY ASSURANCE

1. Programme Accreditation
2. Institutional Audit
3. Audit for Self Accrediting Status
(UM,UKM,USM,UPM, UTM, Monash Sunway, Nottingham Uni., Curtin Sarawak,
Swinburne Sarawak)

Equivalency assessment for local and foreign qualifications based on MQF, UKs
National Academic Recognition Information Centre(UK NARIC) and Australias Country
Education Profiles(CEP Australia)

MQF in Act 679 (Akta MQA 2007)

MQF in Act 679 (Akta MQA 2007)

What is the MQF?

MQF* Para 1
MQF is an instrument that develops and classifies
qualifications based on a set of criteria that is approved
nationally and at par with international practices, and
which clarifies the earned academic levels, learning
outcomes of study areas and credit system based on
student academic load.
*

The Malaysian Qualifications Agency (2007), The Malaysian Qualifications Framework, Kuala Lumpur.

MQF.Roz.Roadshow

3 MAIN FEATURES IN
MQF
(1) Level of Qualifications
MQF

(2) Learning Outcomes

(3) Credit System

MQF (1) : LEVEL OF

QUALIFICATIONS

MQF(1) LEVEL OF QUALIFICATIONS

MQF DESCRIPTI
LEVE ON
L
1-3

LO 1 (KNOWLEDGE) STATEMENT

CERTIFICAT use technical information;

E
FOUNDATI
ON

show knowledge and comprehension in the field of

study that is continued from secondary school as
indicated in adv. text books;

DIPLOMA

use knowledge, comprehension and practical skills at

work;

ADV.
DIPLOMA

use knowledge, comprehension and practical skills at

work;

BACHELOR
S

demonstrate knowledge and comprehension on

fundamental principles of a field study, acquired from
advanced textbooks;

MASTERS

demonstrate continuing and add. knowledge and

comprehension above that of the bachelors degree
and have capabilities to develop or use ideas, usually

MQF(2): LEARNING OUTCOMES

(MQF,2011)

Different Levels of Learning Outcomes

Programme Educational Objectives
(PEO)

Programme Learning Outcomes

(PLO)

Few years after

Graduation 4 to 5 years
Employer Survey, Alumni Survey

Upon graduation Nine (9) MOE

Learning Outcomes

Competent engineers who

are leaders in ..

..will be able to demonstrate

critical thinking skills to solve

My3S, Exit Survey, Prog.Survey

Course Learning Outcomes (CLO)

Upon course completion

Use Blooms Taxonomy of
Learning Domains (C/A/P)

.. will be able to explain the

physical principles of

Sum/Form/Cont. Assessments

Weekly/Topic Outcomes

Upon topic completion

Use Blooms Taxonomy of
Learning Domains (C/A/P)
Sum/Form/Cont. Assessments

.. will be able to explain

Archimedes principle of
Shahrin Mohamed, 2007

Programme Educational
Objectives
(PEO)

Attributes of graduates 4 to 5 years after

Example of PEO for Bachelor of Civil Engineering:

I)graduation
A civil engineer who is knowledgeable and
technically competent in civil engineering
discipline in-line with the industry
requirement.
II) A civil engineer who is effective in
communication and demonstrate good
leadership quality in an organization.
III)A civil engineer who is capable to solve civil
engineering problems innovatively,
creatively and ethically through sustainable
approach.

Programme Learning
Outcome
(PLO)
What students will be able to do upon
graduation

Example of Programme Learning Outcomes (PLO) for

Bachelor of Civil Engineering
Acquire and apply knowledge of sciences and engineering
1.
fundamentals to civil engineering field. (LO1)
Demonstrate comprehensive technical expertise in civil
2.
engineering. (LO2)
Identify, formulate and provide creative, innovative and
3.
effective solution to civil engineering problems. (LO3)
Communicate effectively both in written and spoken form
4.
with engineers, other professionals and community.(LO4)
Function individually or in teams, effectively, with a
5.
capability to be a leader.(LO5)

Course Learning Outcome

(CLO)
What students will be able to do
upon the completion of a course
Example of CLO for the course: MANUFACTURING AND
OPERATION ANALYSIS
At the end of the course, the students will be able to: Propose solution to manufacturing and operation problems
using related theory and analytical methods (C5,A5, PO 3)
Organise in groups to study and present the application of
advanced manufacturing and operation analysis methods
based on a given topics (C5, A4, P5, PO4, PO5)
Explain the main concepts and methods obtained from
literatures to professionally analyse the manufacturing and
operation system (C6, A4, PO1, PO3, PO7)

Blooms Taxonomy
Bloom's Taxonomy is a
classification of learning
objectives within education.
It refers to a classification of the
different objectives that
educators set for students
(learning objectives/outcomes).
Bloom's Taxonomy divides
educational objectives into three
"domains" :

Blooms Taxonomy
Within the taxonomy, learning at the
higher levels is dependent on having
attained prerequisite knowledge and
skills at lower levels (Orlich, et al.
2004).

(i.e. If we want the students to attain C3, first, the students need
to attain C1, then, C2, then only we can teach them C3, in order
for them to attain it.)

A goal of Bloom's Taxonomy is to

motivate educators to focus on all
three domains, creating a more
holistic form of education.

The 3 Domains of Educational Goals

Cognitive
The Head

Affective
The Heart

Psychomotor
The Hand

3H

Learning Outcomes
Communication
Skill LO4
Critical Thinking
Problem Solving LO3

LEARNING
DOMAINS
Higher order

Ethics, Values
LO6

Entrepreneurial &
Managerial Skill LO8

Lifelong Learning &

Info.Mgt LO7

Leadership Skill
LO9

Knowledge
LO1

Practical
Skills LO2

Cognitive

Affective

Psychomotor / skills

Evaluation

Internalising
values

Origination

Synthesis
Analysis

lower order

Teamwork
LO5

Application
Comprehension
Knowledge
Bloom,1956

Adaptation

Organisation

Complex Overt
Response

Valuing

Mechanism

Responding

Guided Response
Set

Receiving
Krathwohl,1964

Perception
Simpson,1972

THE DEVELOPMENT OF
INTELLECTUAL SKILLS

lower order

Higher order
24

PSYCHOMOTOR DOMAIN INCLUDES

PHYSICAL MOVEMENT, COORDINATION &
USE OF THE MOTOR SKILL AREAS

lower order

Higher order
25

AFFECTIVE DOMAIN INCLUDES MANNER WE DEAL

WITH THINGS EMOTIONALLY (e.g. FEELINGS,
INTERESTS, ATTITUDES, APPRECIATION,
ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT
RESULT FROM INSTRUCTION)

Higher order

lower order

26

MQF(3): CREDIT SYSTEM

MQF Credit System

How to calculate credit for a course?
CREDIT = Total Std Learning Time (SLT) for the course
40 (notional hour)

SLT must include preparation time and assessment time

NOT based on lecture hours, tutorial hours or practical hours per week
per semester

RECAP 1
What is MQF?
(1) Level of Qualifications
MQF

(2) Learning Outcomes

(3) Credit System

RECAP 2 Level of Qualifications

MQF DESCRIPTI
LEVE ON
L
1-3

LO 1 (KNOWLEDGE) STATEMENT

CERTIFICAT use technical information;

E
FOUNDATI
ON

show knowledge and comprehension in the field of

study that is continued from secondary school as
indicated in adv. text books;

DIPLOMA

use knowledge, comprehension and practical skills at

work;

ADV.
DIPLOMA

use knowledge, comprehension and practical skills at

work;

BACHELOR
S

demonstrate knowledge and comprehension on

fundamental principles of a field study, acquired from
advanced textbooks;

MASTERS

demonstrate continuing and add. knowledge and

comprehension above that of the bachelors degree
and have capabilities to develop or use ideas, usually

RECAP 3 Learning Outcomes

Programme Educational Objectives
(PEO)

Programme Learning Outcomes (

PLO)

Few years after

Graduation 4 to 5 years
Employer Survey, Alumni Survey

Upon graduation Nine (9) MOE

Learning Outcomes

Competent engineers who

are leaders in ..

..will be able to demonstrate

critical thinking skills to solve

My3S, Exit Survey, Prog.Survey

Course Learning Outcomes

(CLO)

Upon course completion

Use Blooms Taxonomy of
Learning Domains (C/A/P)

.. will be able to explain the

physical principles of

Sum/Form/Cont. Assessments

Weekly/Topic Outcomes

Upon topic completion

Use Blooms Taxonomy of
Learning Domains (C/A/P)
Sum/Form/Cont. Assessments

.. will be able to explain

Archimedes principle of

RECAP 4
MOE Learning Outcomes

Learning Domains

1.
2.
3.
4.
5.

1. Cognitive head
2. Affective heart
3. Psychomotor hand

6.
7.
8.
9.

Knowledge
Practical Skills
Thinking and scientific skills
Communication skills
Social skills, teamwork and
responsibility
Values, ethics, moral and
professionalism
Information management and
lifelong learning skills
Managerial and entrepreneurial
skills
Leadership skills

RECAP 5 Credit System

How to calculate credit for a course?
Total Student Learning Time (SLT) for the course
40 (notional hour)

SLT must include preparation time and assessment time

NOT based on lecture hours, tutorial hours or practical hours per week
per semester

CARA MENULIS CLO

3 COMPONENTS VERB, CONDITION & STANDARD

BLOOM TAXONOMY
SAMPLE OF GOOD AND BAD CLO
EXERCISE: MAKE CLO FOR SYLLABUS

Aim
s

The Faculty's engineering programme shall produce Civil Engineers who are:
LO
1

LO
2

PEO1 Knowledgeable and technically competent in civil engineering discipline inline with the industry requirement.
.
LO
4

LO
9

PEO2 Effective in communication and demonstrate good leadership quality in an

LO
organization. 5
LO
3

LO
3

PEO3 Capable to solve civil engineering problems innovatively, creatively and

ethically through sustainable approach.
LO
6

LO
8

LO
7

PEO4 Able to demonstrate entrepreneurship skills and recognize the need of life
long learning for successful career advancement.

At the end of this programme, students will be able to:

LO
1

PLO1: Acquire and apply knowledge of sciences and engineering fundamentals to

LO
civil engineering field.
2

PLO2: Demonstrate comprehensive technical expertise in civil

LO engineering.
3

PLO3: Identify, formulate and provide creative, innovative and effective solution to
civil engineering problems.
LO
4

PLO4: Communicate effectively both in written and spoken form with engineers,
other professionals and community.

LO
PLO5: Function individually5or in teams, effectively, with a capability to be a leader.
LO
6
PLO6: Understand and commit professionally,
ethically and with humane

responsibility, in line with the engineer's code of conduct.

LO

PLO7: Recognize the need for and to engage7in life-long learning and professional
development.
LO
PLO8: Self motivate and enhance 8entrepreneurship skills for career development.
LO
9
PLO9: Realize and demonstrate effective
leadership responsibility.

WRITING COURSE LEARNING

OUTCOMES (CLO)

Characteristics of a Good
Course Outcome

should be mapped to the learning domain in Blooms or

other Taxonomy .
Must state the major skills, knowledge, attitude or
ability that students will acquire.
expressed in terms of measurable and/or observable
behaviors (hint: ask yourself how you would test the
outcome).
more general than behavioural objectives.

Characteristics of a Good
Course Outcome

Outcomes
The student will be able to:orally present a new
patient's case.

Behavioural Objectives
The student will be able to:orally present a new
patient's case in a logical manner, chronologically
developing the present illness, summarising the pertinent
positive and negative findings as well as the differential
diagnosis and plans for further testing and treatment.

Instructional objective focuses on what will be taught and how

it will be taught
Behavioural objective focuses on any visible activity displayed
by a learner or what the learner can demonstrate what has
been learned.

(Garispanduan Penulisan Program Akademik, KPM)

Characteristics of a Good Course

Outcome (Cont.)

Each course will usually have between 3 and 5 major

outcomes. (Garispanduan Penulisan Akademik , JPT,
KPM)
Should be written in clear language and in the future
tense
These outcomes should be the same across courses with
the same code.
Begin with an action verb (e.g., write, install, solve, and
apply).

(Garispanduan Penulisan Program Akademik, KPM)

3 components of a course outcome

1) Action verb (describes what the learner will be doing, or the
behaviour)
By the end of this course/semester, students should be able to:
describe the principles used in designing X.
evaluate the strengths and weakness of
Avoid these words
Well-written verbs must be (SMART)
- understand
- Specific
- appreciate
- Measurable
- know
- Achievable
- learn
- Realistic
- aware
- Time frame
- Observable
- familiar

3 components of a course outcome

2) Condition (context under which the behaviour is to occur)

describe the principles used in designing X.(V)
orally describe the principles used in designing X. (V&C)
design a beam. (V)
design a beam using Microsoft Excel design template . (V&C)

3 components of a course outcome

3) Standard (criteria of acceptable level of performance)
describe the principles used in designing X.(V)
orally describe the principles used in designing X. (V&C)
orally describe the five principles used in designing X. (V&C&S)
design a concrete beam. (V)
design a concrete beam using Microsoft Excel worksheet. (V&C)
design a concrete beam using Microsoft Excel worksheet based
on MS EN 1992-1-1: 2010 (NATIONAL ANNEX) (V&C&S)

Course Outcomes: An example

Identify the a) verb b) condition c) standard.
From the first principles, calculate the beam deflection at the
centre to within one decimal point.
Identify the a) verb b) condition c) standard.
write an effective course outcomes that include lower and
higher order cognitive skills for a one-semester course.

Common weaknesses in writing CO

Non-observable/Non-measurable CO
Vague CO or CO that are too broad or general
At the end of the course, the students should be able to:
1. understand the theory of X.
2. know how to write an effective learning outcomes
3. appreciate the importance of keeping the environment
clean.
By the end of the course, students should be able to:
4.
use the computer.
5.
make presentations.
6.
comment on designs.
7.
design research

Poor CLOs
Poor:
Students will demonstrate knowledge of the history,
literature and function of the theatre, including works
from various periods and cultures.
Better:
Students will be able to explain the theoretical bases of
various dramatic genres and illustrate them with
examples from plays of different eras.

Poor CLOs
Poor:
Students will understand how to use technology
effectively.
Better:
Students will be able to use word processing,
spreadsheets, databases, and presentation graphics in
preparing their final research project and report.

Poor CLOs
Poor:
Students will develop an appreciation of cultural diversity
in the workplace.
Better:
Students will summarize in writing their feelings about
cultural diversity in the workplace.

Poor CLOs
Poor:
Students will be able to understand the economic
environment of business.
Better:
Students will be able to analyze the impacts of the
economic environment on business.

Poor CLOs
Poor:
Students will be able to know the seven steps of the
research process
Better:
Students will be able to describe the seven steps of the
research process when writing a paper.

Poor CLOs
Poor:
Students will be to understand the American criminal
justice system.
Better:
Students will be able to describe the history of the
American criminal justice system.

Poor CLOs
Poor:
Thestudentwillunderstandtheimportanceof
cellgrowthandreproduction
Better:
Thestudentwillbeabletoexplaintheimportanceofcell
growthandreproduction

Poor CLOs
Poor:
Thestudentwillknowabouthydraulicbreaksystems
Better:
Thestudentwillbeabletoservicehydraulicbreak
systems

Poor CLOs
Poor:
Thestudentwillappreciateaworkof20thcentury
Britishsculpture
Better:
Thestudentwillbeabletoanalyzetheformand
contentofaworkof20thcenturyBritishsculpture

Improve on the following learning

outcomes by adding a condition and
standard
Poor
Students should be able to design research.
Better
Students should be able to independently design and carry out
experimental and correlational research.
Best
Students should be able to independently design and carry out
experimental and correlational research that yields valid
results.
Source: Bergen, R. 2000. A Program Guideline for Outcomes Assessment at Geneva College

Writing Course Outcomes for

Psychomotor and Affective Domains
By the end of the course, students should be able to:

1) independently seek and present information on the collapse of the WTC

(Lifelong Learning & Communication Skills)
2) participate actively in class discussion on issues related to ... (Communication
Skills)
3) work collaboratively in groups to complete an assigned project on
(Teamworking)
4) demonstrate positive teamworking attributes by contributing actively in group
projects. (Teamworking)
Shahrin Mohamed, 2007

Writing Course Outcomes for

Psychomotor and Affective Domains
Cont

5) state and critically evaluate the main principles of .... (Problem Solving)
6) analyse data gathered from a target situation analysis and design
instructional materials for a specific group of learners. (Problem Solving)
7) orally present information and answer questions with confidence on an
assigned project. (Comm. Skills and Self-Esteem)
8) apply principles of management in organising an assigned project within
stipulated schedules and with available resources. (Teamworking &
Adaptability)

What level of learning should the subjects offer?

Blooms Taxonomy of Learning
Cognitive, Affective, Psychomotor

Diploma (C3,P4,A3)
Undergraduate (C4, P4, A3)
Masters (C5, P5, A4)
PhD (C6, P6, A5)

General Rule of Thumb at least 5% of total no.of courses for the

programme must achieve proposed Blooms level
E.g.
For Undergraduate programme with total no.of courses = 40
courses/subject
Hence, at least 2 courses must achieve C4, at least 2 courses
must achieve P4, and at least 2 courses must achieve A3.

Note for writing CLO

It is NOT compulsory for every CLO to have all 3 learning
domains (C,A,P)
It is NOT compulsory for every CLO to have all 3
components (i.e. V+C+S)
But must have at least V+C or
V+S
CANNOT have 2 verbs in the same domain (e.g. state
and explain the basic principles.....), use the highest
level of taxonomy only (i.e. explain the basic
principles....)
Can have 2 verbs in different domains (e.g. explain
and display the standard procedure........), BUT must
measure both (i.e. there must be assessments for both
outcomes)
CLO can have sub outcomes (e.g. Topic Outcomes,
Lesson Outcomes) which might be more detail and can

PEMETAAN PEO, PLO DAN CLO

PLO TO PEO
CLO TO MOE LO
CLO TO BLOOM TAXONOMY & PLO

MAPPING PLO to PEO

MAPPING PLO to MOE LO

MAPPING CLO to PLO

CLO1: Propose solution to manufacturing and

PLO3)and
operation problems using related(C6,A5,
theory
analytical methods

VERB

CONDITION

STANDARD

BLOOMS

LEARNING
OUTCOMES

Propose(C6)

solution to
manufacturin
g and
operation
(PLO3)
problems

using related
theory and
analytical
methods

C6
A5

PLO3

PROPOSE

(A5)

C6

Use components concepts to solve problems

A3

Ability to solve problem

A5

Use objective approaches in problem solving

CLO1: Propose solution to manufacturing and

PLO3)and
operation problems using related(C6,A5,
theory
analytical methods
PLO1
CLO1

PLO2

PLO3

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9

CLO2: Organise in groups to study and present

the application of advanced manufacturing and
(C6,A4,P5,
PLO3, PLO4, based
PLO5)
operation analysis
methods
on a given
topics
VERB

CONDITION

Organise(C6)

in groups;

STANDARD

(PLO5) based on a

given topics

to study;
the application of
advanced
manufacturing
and
(A4)
(PLO3)
operation analysis
methods
(P5)(PLO4)

ORGANISE

BLOO
MS
C6
A4
P5

LEARNIN
G
OUTCOM
ES
PLO3
PLO4
PLO5

and present;
Recalling information

C1
C6

Put parts together to form a whole; Use concepts to solve

problem

A4

Explain role of systematic planning in problem solving

P4

Perform with some confidence

P5

Perform without hesitation

CLO1: Propose solution to manufacturing and

PLO3)and
operation problems using related(C6,A5,
theory
analytical methods
CLO2: Organise in groups to study and present
the application of advanced manufacturing and
(C6,A4,P5,
PLO3, PLO4, based
PLO5)
operation analysis
methods
on a given
topics
PLO1

PLO2

PLO3

CLO1

CLO2

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9

CLO3: Explain the main concepts and methods

obtained from literatures to professionally
(C5,A4, PLO1, PLO3, PLO7)
analyse the manufacturing
and operation
system CONDITION
VERB
STANDARD BLOO
LEARNIN
MS
Explain (C5)

the main concepts and

(PLO1)
methods;

obtained from
(PLO7)
literatures;

the
manufacturing
and operation
(A4)
system

C5
A4

G
OUTCOM
ES
PLO1
PLO3
PLO7

(PLO3)

to professionally
analyse;

EXPLAIN

C2

Paraphrase; Use ones own words

C5

Evaluate by comparing to standards; Make judgements about

ideas or materials

C6

Put parts together to form a whole; Use concepts to solve

problem

A3

Ability to solve problem

A4

Explain role of systematic planning in problem solving

CLO1: Propose solution to manufacturing and

PLO3)and
operation problems using related(C6,A5,
theory
analytical methods
CLO2: Organise in groups to study and present
the application of advanced manufacturing and
(C6,A4,P5,
PLO3, PLO4, based
PLO5)
operation analysis
methods
on a given
topics
CLO3: Explain the main concepts and methods
obtained from literatures to professionally
(C5,A4, PLO1, PLO3, PLO7)
analyse the manufacturing
and operation
system
PLO1

PLO2

PLO3

CLO1

CLO2

CLO3

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9

MAPPING CLO to PEO

From :
PLO1

PLO2

PLO3

CLO1

CLO2

CLO3

PLO4

PLO5

CLO1
CLO2
CLO3

PEO2

PLO7

To :

PEO1

PLO6

PEO3

PEO4

PLO8

PLO9

PEO1

PEO2

PEO4

CLO1

CLO2
CLO3

PEO3

PLO1

PLO2

PLO3

CLO1

CLO2

CLO3

PLO4

PLO5

PLO7

PEO1

PEO2

CLO1

PEO3

PEO4

CLO2
CLO3

PLO6

PLO8

PLO9

WHAT TO DO WITH THESE

MAPPINGS?

What and How to assess

From Guidelines to Good Practices: Assessment of Students (MQA, 2012):

Choice of instruments must be determined based on

the assessment criteria, in terms of the qualities and
abilities that the academic staffs seek in the learner
which are explicitly stated in the LOs statements.
For example, in getting students to portray creativity
and innovation, the assessor may require a studio
project, development of product, performance or case
studies which can appropriately measure the abilities of
students in producing an output through
experimentation, expression and exploration.
Likewise, to assess cognitive domain and critical thinking
skill, various selections of methods can be used including
critique, review, report or tests.

What to assess?

Allahyarham Prof. Datuk Dr.Ir Radin Umar Radin Suhadi

What to assess?
Learning Outcome (LO)

Teaching and
Learning
Strategies

Assessment
Strategies

LO1
LO2

knowledge;

Lecture/Tutorial

Written Tests/ Quiz

practical skills;

Practical/
Demonstration

Practical Tests

LO3

problem solving and scientific

skills;

Case Study/ Project/

Tutorial/ Group Work

Presentation/ Essay

LO4

communication skills;

Case Study/ Project/

Tutorial

Presentation

LO5

social skills, team skills and

responsibilities;

Case Study/ Project/

Tutorial/ Group Work

Presentation/ Project

LO6

values, attitudes and

professionalism;

Case Study/ Project/

Tutorial/ Discussion

Written Test/
Presentation/ Project

LO7

information management and

lifelong learning skills;

Case Study/ Project/

Group Work

Project/ Portfolio

LO8

managerial and entrepreneurial

skills.

Case Study/ Project

Project/ Industrial
Attachment

LO9

leadership

Case Study/ Project/

Project/ Industrial
Group Work/
Attachment
(Modul Pembangunan
Kemahiran
Insaniah
Untuk IPT Malaysia, 2006)
Discussion

Teaching Delivery Methods

Learning Outcomes

Min. level Description of min. level

to achieve to achieve

SCL

Case
study

Module

Project

Lecture

Tutorial

Lab

Critical
thinking CTPS 2
and
problem
solving
Communication
CS 3
Skills

The ability to find ideas

and alternative solutions
The ability to present
clearly and confidently;
and appropriate with the
level of audience

Teamwork Skills

The ability to identify and

respect
the
attitude,
behaviour and beliefs of
others

TS 3

Ethics, values and ET 2

professionalism

Lifelong Learning

LL 2

The ability to understand

the effect of economy,
environment,
and
socioculture;
to
professional practice
The ability to accept new
ideas and be able to carry
out
autonomous
or
independent learning

Entrepreneurial
skills

ES 1

The ability to identify

business opportunities

Leadership skills

LS 2

The ability to lead a

project

Learning Activities

Learning
Outcomes

Critical
and
solving

Min. level Description of min. level to

to achieve
achieve

thinking CTPS 2
problem

Communication
Skills

Teamwork Skills

CS 3

TS 3

The ability to find ideas and

alternative solutions

Gro
up
Wor
k

Pr
es
en
tat
io
n

The ability to present clearly

and
confidently;
and
appropriate with the level of
audience
The ability to identify and
respect the attitude, behaviour
and beliefs of others

Ethics, values and ET 2

professionalism

The ability to understand the

effect
of
economy,
environment, and socioculture;
to professional practice

Lifelong Learning

The ability to accept new ideas

and be able to carry out
autonomous or independent
learning

LL 2

Dis
cus
s.

Entrepreneurial
skills

ES 1

The ability to identify business

opportunities

Leadership skills

LS 2

The ability to lead a project

Role
play
and
simulati
on

Assi
gnt./

Lit.
Sea
rch

Proje
ct

Fiel
d
Wor
k

Internship
(Practicum/
Industrial
Training)

Learning Outcomes

Critical
and
solving

Min. level
Description of min. level to achieve
to achieve

thinking CTPS 2
problem

Communication
Skills

CS 3

Teamwork Skills

TS 3

The ability to find

alternative solutions

ideas

Ver
bal
Tes
t

and

Ess
ay/
Re
por
t

The ability to present clearly and

confidently; and appropriate with the
level of audience

The ability to understand the effect of

economy,
environment,
and
socioculture; to professional practice

Lifelong Learning

The ability to accept new ideas and be

able to carry out autonomous or
independent learning

Entrepreneurial
skills

ES 1

The ability to
opportunities

identify

Leadership skills

LS 2

The ability to lead a project

business

Dis
ert
ati
on

The ability to identify and respect the

attitude, behaviour and beliefs of
others

Ethics, values and ET 2

professionalism

LL 2

W
rit
te
n
Te
st

Assessment Methods
Pr
Pre
Por
oj
sen
tfol
ec
tati
io/
t
on
We
bfo
lio

Internship
(Practicu
m/Industri
al
Training)

WHAT TRANSFERABLE SKILLS IS THIS COURSE

EXPECTING STUDENTS TO ACHIEVE?
PLO1

PLO2

PLO3

CLO1

CLO2

CLO3

PLO4

PLO5

TEAMWORK
LIFELONG LEARNING

PLO7

CRITICAL THINKING PROBLEM SOLVING

COMMUNICATION

PLO6

PLO8

PLO9

STRATEGI KAEDAH2 T&L DAN PENILAIAN

DARIPADA CLO
T&L METHODS & ASSESSMENT METHODS FROM CLO

HOW TO TEACH THE SKILLS?

PLO1

PLO2

PLO3

CLO1

CLO2

CLO3

Learning Outcome

PLO4

PLO5

PLO6

PLO7

PLO8

Teaching and Learning Strategies

PLO1- Knowledge

Lecture, Tutorial

PLO3- Critical Thinking Problem Solving

Case Study, Project, Tutorial, Group Work

PLO4- Communication

Case Study, Project, Tutorial

PLO5- Teamwork

Case Study, Project, Tutorial, Group Work

PLO7- Lifelong Learning

Case Study, Project, Group Work

PLO9

Issues?
How do we know what assessments (i.e
continuous, formative and summative
assessments) to have for a course?

HOW TO ASSESS THE SKILLS?

PLO1

PLO2

PLO3

CLO1

CLO2

CLO3

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9

Learning
Outcome
PLO1- Knowledge

Teaching and Learning

Strategies
Lecture, Tutorial

Assessment Strategies

PLO3- CTPS

Case Study, Project, Tutorial, Group Work

Presentation, Essay

PLO4- Communication

Case Study, Project, Tutorial

Presentation

PLO5- Teamwork

Case Study, Project, Tutorial, Group Work

Presentation, Project

PLO7- Lifelong Learning

Case Study, Project, Group Work

Project, Portfolio

Written Tests, Quiz

Constructive Alignment (CA)

Constructive Alignment is aligning the CLOs to the
Teaching Methods and Assessment Methods.
To ensure that each course will be able to achieve the
intended learning outcomes utilising the appropriate
teaching and learning activities and making sure that the
learning outcomes are measured using the appropriate
assessment methods.

Constructive Alignment (CA)

Alignment is about getting students to take responsibility
for their own learning, and establishing trust between
student and teacher.
We must have a clear idea of what we want students to
be able to do at the end of a unit of study, and
communicate these intended learning outcomes to
students so they can at least share in the responsibility of
achieving them.

The Challenge
Inability of lecturer to establish the logic between the CO
and PO, between PO and LO and between PO and PEO
hence graduate attributes
Inability of students to engage themselves actively in the
learning process

MENGHITUNG SLT DAN KREDIT BAGI KURSUS

CALCULATE SLT & CREDIT FOR A COURSE
USE SLT CALCULATOR

Student Learning Time (SLT)

Mohamed Nadzri Mohd Yusoff (Hj.)

Presentation Outcomes
At the end of the presentation, the participants will be able to:
Explain what is Student Learning Time (SLT)
Explain what is notional hour credit
Calculate course credit using SLT and notional hour credit

Effective and Quality

Time

Understanding of nominal available time in

human life 2 major components:
Time for routine/nature activities, i.e. sleeping,
physical exercise, traveling, to maintain a
healthy lifestyle, etc
Time left to be benefited from or for self
improvement, i.e. for work or study
Could be evaluated on daily, weekly, monthly or
yearly basis
Availability of quality time for self improvement :
=> Approximately 50 5 hours per week (for a
normal or an average person!)

Wahid Razally,2006

Zainai Mohamed,2006

Rahmalan Ahamad

Effective and Quality

Time

Effective Learning Time or Student

Academic Load or Learning Volume can be
seen from different angles, such as:
About 8 hours per day; or 40 working
hours per week; or 670 hours study hours
for 14 weeks;
Nominal of 15~16 credits per semester;
Maximum of 22 credits per semester;
1 credit = 40 SLT (per semester);
Appropriate allocation of SLT reflects in the
quality of students achievement;

Credit System.Shift
Traditional:
Based on
teachercentered,
Measured by
staff contact
time.

MQF Credit
System:
Based on
student-centered
output-oriented
approached,
Measured by
learning volume
by the student.

Zainai Mohamed,2006

DEFINITION OF CREDIT:
OLD APPROACH
Teacher-centred approach (traditional):
e.g. weekly contact time based:
1 hour lecture = 1 CREDIT
2 hours tutorial = 1 CREDIT
2~3 hours laboratory = 1 CREDIT

Zainai Mohamed,2006

DEFINITION OF CREDIT & SLT:

MQF APPROACH
Student-centred output-oriented approach
(MQF):
valuing the student effort.
A notional value of 40 hours effort
(learning time) for a credit.
a nominal effort of an average achiever
in a semester of 14 weeks (delivery)
duration.
includes all the learning components or
learning activities (attending the formal
instruction (guided) and independent
study).

Zainai Mohamed,2006

What is Student Learning Time

(SLT) ?
Effective learning time or student effort in
learning or the learning volume (a
quantitative measurement of ALL
learning activities), in order to achieve the
specified learning outcomes;
include lecture, tutorial, seminar,
practical, self-study, retrieval of
information, research, fieldwork, as
well as preparing for and sitting of an
examination.
i.e. Official Contact Time + Guided Learning Time +
(MQF,2011, Zainai Mohamed,2006)
Self Study Time (Independent learning) +

Why notional 40 hours Student Learning

Time (SLT) for a credit?
MQF Credit System (Notional Credit Hour Concept):
The Student academic load is the learning effort or volume of
learning an average student must undertake to achieve a
defined group of learning outcomes.
It represents all forms of learning in hours, whether lecturebased, tutorial, work-based, research, experiential, practical
activities, private study, preparation for assessment or whatever
that is required of an average student to achieve a specified
set of learning outcomes.
It does not simply relate to formal teaching but the knowledge
currency, hence the concept of notional credit hour.

Why notional 40 hours Student Learning

Time (SLT) for a credit?
If a course have only 1 hour lecture per
week per 14 weeks (and no other TLA and
no assessments);
a student is expected to spend about 2
hours additional for every 1 hour lecture -a
nominal effort of an average achiever in a
semester of 14 weeks (delivery) duration.
Thus a total of 42 hours SLT [(1+2)X14] for
a credit in a semester (round-down = 40)

In England, Wales and Northern Ireland as well as in New Zealand, one

credit is equivalent to 10 hours of notional learning time. The European
Qualifications Framework equates one credit with 25-30 hours of notional

Zainai Mohamed,2006

107

WHY SLT?
Management instrument for both the guided and
independent learning;
A component of time management - SLT promotes
ethics and discipline in students effort towards
learning;
Enhancing the skills of Life-Long-Learning;
An indicator of effort in learning & study smart;
Educate on how the learning by doing in respect
to effort in learning, i.e. student-centered outputoriented approach;
Effective control of prescribed study duration.
SLT is an effective time management tool
Zainai Mohamed,2006

SLT Model
Jam Belajar Pelajar (JBP) (SLT)

Waktu Pembelajaran
Dipandu
Tutorial,

Latihan, dan
Praktikal
(Guided Learning
Time)

Waktu Bersemuka - Kuliah

Pembelajaran
Sendirian

(Independent
Learning Time)

1 semester = 14 minggu belajar

Subjek 1

Subjek 2

Subjek X

Minggu
Penilaian

NOTA:
1 Kredit = 40 JBP per semester
ZBM
109

Teaching and Learning

Activities

Implementation
Time

Additional Time
Preparation Time/
Time for Self Study

Note
Complex courses might need 3 hours or
more preparation time for one hour lecture.

LECTURE

1 hr.

1-2 hr.

TUTORIAL

1-2 hr.

1-2 hr

MAKMAL

3 hr. + report

- none -

FINAL YEAR PROJECT 240 - 400 hr.

- none -

SMALL GROUP
DISCUSSION
PROBLEM-BASED
LEARNING (PBL)
eLEARNING

1-2 hr.

1 hr.

- none-

2-3 hrs + 2 hrs for

discussion
3 hr.

PRESENTATION

1 hr.

2-3 hr.

CREATIVE WRITING

100-150 pages
novel
50-70 pages of
script

8-10 hrs/day
throughout the whole
semester

3 hrs per case

- none -

- none -

10-12 hr.

3 hrs

3 hrs. preparation

CASE
ANALYSIS/STUDY
ASSIGNMENT (2000
words)
SUMMATIVE
ASSESSMENT

2 hrs.

For particular disciplines, 3 hours of lab

might need additional 2-3 hours to prepare
the report.

No Face-to-face
8 hrs. X 5 days X 14 weeks = 560 hrs.

Complex courses might need more

preparation time for one hour of assessment.

EXAMPLE
TLA

Assessment

CLO1

10 Lect,
4 Tut,
2 Lab

Test 1 (30 mins),

Assignment 1 (500 words),
Final Exam (2 hrs)

CLO2

4 Lect,
2 Tut

Test 2 (30 mins),

Final Exam (2 hrs)

CLO3

12 Lect,
6 Tut,
3 Lab

Test 3 (60 mins),

Assignment 2 (1000 words),
Final Exam (2 hrs)

EXAMPLE
TLA F2F NF2F Total
CLO 10
10
20
30
1 Lect,
4
4
8
4 Tut,
2
0
2
2 Lab
CLO
4
2 Lect,
2 Tut
CLO 12
3 Lect,
6 Tut,
3 Lab

4
2

8
2

12
4

12
6

24
6

36
12

43

64

107

132

Assessment
Test 1 (30
mins),
Assignment 1
(500 words),
Final Exam (2
hrs)
Test 2 (30
mins),
Final
Exam (2 hrs)
Test 3 (60
mins),
Assignment 2
(1000 words),
Final Exam (2
hrs)

F2F NF2F Total

0.5

1.5

0.5

1.5

21

25

132 40 = 3.3 =

Issues?
Must wehit the exact value of SLT?
i.e. If 3 credit, do we have to have 120 hours of
SLT?
Or, can we exceed the limit? (e.g. 124)
Or, can we NOT achieve the value? (e.g. 110)

Issues?
If we can exceed the limit, how much more
can we exceed?
10% of SLT of the credit
i.e. 40-44, 80-88, 120-132, etc, etc

0 12 hours more than the SLT for the credit

i.e. 40-52, 80-92, 120 132, etc, etc

Issues?
Do we have to include the time for final exam ?

Issues?
How do we know what assessments (i.e
continuous, formative and summative
assessments) to have for a course?

Assessmen Usage
t Types
Formative Used to improve student

attainment
To give feedbacks on
students learning progress
DOES NOT usually form
part of a summative
grade or mark

Examples of
Assessment
Tests, Quizzes,
Homework, True-False
Tests

Continuous

Used when learning

- Depends on which
outcomes need to be
CLO is being assessed,
achieved at various stages of Blooms Level, and
a module/subject/course
PLO to be achieved
Used to lessen the
burden of summative
assessment

Summative

Used to demonstrate
competence
Used to evaluate or make
judgment of the merit or
value of the course
Usually contributes to final

-To assess the overall

achievement of CLOs,
Blooms level, and
PLOs.
- Depends on the CLOs
and the PLOs to be

What to assess?
Learrning Outcome (LO) Teaching and
Learning Strategy

Assessment
Strategy

LO1
LO2

knowledge;

Lecture, Tutorial

Written Tests, Quiz

practical skills;

Practical,
Demonstration

Practical Tests

LO3

problem solving and scientific

skills;

Case Study, Project,

Tutorial, Group Work

Presentation, Essay

LO4

communication skills;

Case Study, Project,

Tutorial,

Presentation

LO5

social skills, team skills and

responsibilities;

Case Study, Project,

Tutorial, Group Work

Presentation, Project

LO6

values, attitudes and

professionalism;

Case Study, Project,

Tutorial, Discussion

Witten, Presentation,
Project

LO7

information management and

lifelong learning skills;

Case Study, Project,

Group Work

Project, Portfolio

LO8

managerial and entrepreneurial

skills.

Case Study, Project,

Project, Industrial
Attachment

LO9

leadership

Case Study, Project,

Group Work,
Discussion

Project, Industrial
Attachment

Outcomes-Based Assessment

In Outcomes-Based Assessment (OBA), the

assessment methods should be constructively
aligned with the achievement of the LOs.
The assessment methods should also support
the learners in their learning progress
(formative assessment) and validate their
achievement of the LOs at the end of the
process (summative assessment).
For example, if the LO is to be able to give an
explanation about energy conservation in
thermodynamic processes, then the assessment
methods and tasks chosen must involve the
students providing explanations
about energy
(GGP Student Assessment, MQA, 2013)
conservation in thermodynamic processes.

Weighting
The weighting of assessment tasks must be proportionate
to the emphasis in the CLOs, the learning activities/tasks
and the importance of the contents to the CLO
attainment.
Assessment comprise of graded continuous assessment tasks
(assignments/ quizzes/tests/midterm assessment , etc.) and may
include final graded assessments.
The weighting must adhere to the stated assessment weighting
for the course as approved by an academic committee.

(GGP Student Assessment, MQA, 2013)

Assignment

10%

Test 1

10%

Test 2

10%

Presentation

10%

Final Exam

60%

GUT FEELING???!!!!

JUSTIFICATION METHOD EXAMPLE

Assignmen 2000 words
t
1 hr
Test 1
2 hr

12 hrs

12

12/ 34

35.3

3 hrs

4/ 34

11.8

6 hrs

8/ 34

23.5

Test 2

1.5 hrs

2/ 34

5.9

6 hrs

8/ 34

23.5

0.5 hr

Presentatio 2 hr
n
Final Exam
Total

34

SO

RECAP MQF Credit System

How to calculate credit for a course?
Total Student Learning Time (SLT) for the course
40 (notional hour)

SLT must include preparation time and assessment time

NOT based on lecture hours, tutorial hours or practical hours per week
per semester

MANUFACTURING AND OPERATION ANALYSIS

ME 455
(COURSE DESIGNER/ RESOURCE PERSON/ SME)+ lecturer(s)
(Refer to learning outcomes to be achieved and reflected in CLO : No.9)
This course will help the students to acquire the knowledge, critical thinking problem solving
skills, communication, teamwork and lifelong learning skills needed in the field of engineering
Semester 1, Year 4

28

O
5

16

28

O
39

124

CLO1 - Propose solution to manufacturing and operation problems using related theory and analytical
methods (C6,A5, PLO 3)
CLO2 - Organise in groups to study and present the application of advanced manufacturing and
operation analysis methods based on a given topics (C6, A4, P5, PLO3,PLO4, PLO5)
CLO3 - Explain the main concepts and methods obtained from literatures to professionally analyse the
manufacturing and operation system (C5, A4, PLO1, PLO3, PLO7)

(Refer to PLOs reflected in CLOs)

Critical thinking problem solving, Communication, Teamwork, Lifelong Learning

Learning Outcomes
Knowledge

Teaching-Learning Strategy
Lecture/ Tutorial

Critical Thinking Problem Solving Case Study, Project, Tutorial,

Group Work
Communication
Case Study, Project, Tutorial,

Assessment Strategy
Test/ Assignment
Presentation, Essay
Presentation

Teamwork

Case Study, Project, Tutorial,

Group Work

Presentation, Project

Lifelong Learning

Case Study, Project, Group Work

Project, Portfolio

(Refer to Teaching-Learning and Assessment Strategy, No.11)

Lecture, Tutorial, Case Study, Group Work, Discussion
(Refer to Teaching-Learning and Assessment Strategy, No.11)

Assignment
Case Study

2000 words

12 hr

12

12/44

25%

2000 words

12 hr

12

25%

Presentation

1 hr

3 hr

12/44
4/44

Test

1 hr

3 hr

4/44

10%

Final Exam

3 hrs

9 hr

12

12/44

30%

PEO 1

ME 455

PLO1
ME455

PLO2

PEO 2

PLO3

PLO4

PEO 3

PLO5

PLO6

PEO 4

PLO7

PLO8

PLO9

10%

SEKIAN. TERIMA KASIH