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Constructive Alignment

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Constructive Alignment BIS3013 Introduction to Literature

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Constructive Alignment BIS3013 Introduction to Literature

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Penjajaran BIS3013 Intro to Literature Concorde 25 sept.docx

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BIP3014: Digital Literacy and Technology

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BIP3014: Digital Literacy and Technology

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BIK3033WRITING SKILLSPLO	CLO	1Apply knowledge of linguistics, literature and pedagogical content in the teaching and learning of English as a second language. 	1Produce (verb) different types of essays which are written coherently using cohesive devices (skill)(substance) in the teaching and learning of English as a second language (context)  . (PLO1 – C3 Applying)	2Display language proficiency, pedagogical skills and the use of technological tools in the teaching and learning of English as a second language	2Perform (verb) proof reading and editing (skill) of written essays from various genres (substance) in the teaching and learning of English as a second language (context)   (PLO2-P4)	7Demonstrate life-long learning and information management skills.	3Demonstrate (verb) ability to search and manage (skill) various sources of information (substance) in the teaching and learning of English as a second language (context)   (PLO7)	

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BIK3033WRITING SKILLSPLO	CLO	1Apply knowledge of linguistics, literature and pedagogical content in the teaching and learning of English as a second language. 	1Produce (verb) different types of essays which are written coherently using cohesive devices (skill)(substance) in the teaching and learning of English as a second language (context)  . (PLO1 – C3 Applying)	2Display language proficiency, pedagogical skills and the use of technological tools in the teaching and learning of English as a second language	2Perform (verb) proof reading and editing (skill) of written essays from various genres (substance) in the teaching and learning of English as a second language (context)   (PLO2-P4)	7Demonstrate life-long learning and information management skills.	3Demonstrate (verb) ability to search and manage (skill) various sources of information (substance) in the teaching and learning of English as a second language (context)   (PLO7)	

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BIS3303 Novels and Short Stories in English

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BIS3303 Novels and Short Stories in English

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KOD KURSUS 	BIK3033NAMA KURSUS	WRITING SKILLSSINOPSIS / SYNOPSISThis course helps students to learn the skills in writing paragraphs and essays. They will also be taught the organization of good paragraphs and essays. In addition, they will guided to find and manage sources in designing writing activities to be implemented in English language lessonsPROGRAMME LEARNING OUTCOMESPLO1	Apply (verb) knowledge of (skills) linguistics, literature and pedagogical content (substance) in the teaching and learning of English as a second language (context)PLO2	Display (verb) language proficiency, pedagogical skills and the use of technological tools (skills & substance) in the teaching and learning of English as a second language (context)PLO7	Demonstrate (verb) life-long learning and information management skills (skills)	MAPPINGLOD1	Knowledge (C3 Applying)LOD2	Practical Skills (Level 4 – Mechanism)LOD7	Information Management and Life Long Learning Skills (Origination)- Information Retrieval and Management COURSE LEARNING OUTCOMECLO1	Produce (verb) different types of essays which are written coherently using cohesive devices (skill)(substance) in the teaching and learning of English as a second language (context)  . (PLO1 – C3 Applying)CLO2	Perform (verb) proof reading and editing (skill) of written essays from various genres (substance) in the teaching and learning of English as a second language (context)   (PLO2-P4)CLO3	Demonstrate (verb) ability to search and manage (skill) various sources of information (substance) in the teaching and learning of English as a second language (context)   (PLO7)

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KOD KURSUS 	BIK3033NAMA KURSUS	WRITING SKILLSSINOPSIS / SYNOPSISThis course helps students to learn the skills in writing paragraphs and essays. They will also be taught the organization of good paragraphs and essays. In addition, they will guided to find and manage sources in designing writing activities to be implemented in English language lessonsPROGRAMME LEARNING OUTCOMESPLO1	Apply (verb) knowledge of (skills) linguistics, literature and pedagogical content (substance) in the teaching and learning of English as a second language (context)PLO2	Display (verb) language proficiency, pedagogical skills and the use of technological tools (skills & substance) in the teaching and learning of English as a second language (context)PLO7	Demonstrate (verb) life-long learning and information management skills (skills)	MAPPINGLOD1	Knowledge (C3 Applying)LOD2	Practical Skills (Level 4 – Mechanism)LOD7	Information Management and Life Long Learning Skills (Origination)- Information Retrieval and Management COURSE LEARNING OUTCOMECLO1	Produce (verb) different types of essays which are written coherently using cohesive devices (skill)(substance) in the teaching and learning of English as a second language (context)  . (PLO1 – C3 Applying)CLO2	Perform (verb) proof reading and editing (skill) of written essays from various genres (substance) in the teaching and learning of English as a second language (context)   (PLO2-P4)CLO3	Demonstrate (verb) ability to search and manage (skill) various sources of information (substance) in the teaching and learning of English as a second language (context)   (PLO7)

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Synopsis:
This course prepares students to adapt appropriate listening skills in and for various contexts. This will enable them to develop appropriate listening skills to be used for different purposes. In addition, students will be guided to find and manage sources in designing listening activities to be implemented in English language lessons.

CLO1:
Display (verb) appropriate speaking skills (skills) for different purposes (substance) in learning of English as a second language (context).

CLO2:
Demonstrate (verb) effective spoken communication (skills) in conveying and responding to ideas (substance) in learning of English as a second language (context).

CLO3:

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Synopsis:
This course prepares students to adapt appropriate speaking skills in and for various contexts. This will enable them to develop appropriate speaking skills to be used for different purposes. In addition, students will be guided to find and manage sources in designing speaking activities to be implemented in English language lessons.

CLO1:
Display (verb) appropriate speaking skills for different purposes (substance) in learning of English as a second language (context).

CLO2:
Demonstrate (verb) respect and effective social communication (skills) in interacting with others (substance) in learning of English as a second language (context).

CLO3:
Demonstrate (verb) effective spoken communication (skills) in conveying and responding to ideas (substance) in learning of English as a second language (context).

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Reflective Practice In ESL Classroom
Synopsis
This course aims to help students increase their professional competence through reflection. It provides students with the opportunities to develop skills and attitudes that will help them to become reflective and autonomous English as a Second Language (ESL) practitioners. This course serves as a platform for students to discuss practical problems, refine teaching techniques and explore alternative strategies and ideas.
LO1
Explain (verb) the beliefs and values underlying one's practices (skills and substance) in the teaching and learning of English as a second language (context). PLO4

LO2
Demonstrate (verb) effective communication (skills) in reflecting one’s values and attitudes (substance) in the teaching and learning of English as a second language (context).
PLO5

LO3
Propose (verb) actions to enhance one’s professional competencies (skills and substance) in the teaching and learning of English as a second language (context). PLO6

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Revised BIL 3033 - Classroom Discourse 25 Jun 2018

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Revised BIL 3033 - Classroom Discourse 25 Jun 2018

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Revised cersion

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CLO BIP3063 ENGLISH FOR SPECIFIC PURPOSES.docx

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BIS3013 Introduction to English Literature - CLO.docx

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My summary PPTX (pdf): Samples of Mapping-CLOs-CATs

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My summary PPTX (pdf): Samples of Mapping-CLOs-CATs

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General Guide in Crafting CLOs and constructing the CAT

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General Guide in Crafting CLOs and constructing the CAT

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1. CLOs must be Specific, measurable, attainable, realistic and time-bound.

2. CLOs contain action verbs that depict the competency level, the skills to be learned, the substance/s of competency and the context of which competency is to be demonstrated.

3. The verbs chosen have to represent the competency or complexity level in the LODs chosen in the mapping and the specific attributes/sub-attributes chosen for the course to develop

4. The assessment instrument/s and task/s chosen must allow learners to demonstrate (aligned) how well they have achieved the CLO. For LODs 3-8 and even for LOD 2, aligned instruments include  direct observations (instructor and peers), interviews, review of video recording and also review of written documentation (reports, portfolios...)

5. Often, ONE assessment task can be used to collect evidence of multiple CLO attainment.

6. The  "reading" displayed on the assessment instrument will indicate the quality or performance level and relies on the scoring method  used to collect evidence (process and product).  The use of a rubric where the scoring criteria and description on quality of performance for each criteria, has been shown to be a coherent and fair scoring mechanism.

7. The delivery must allow learners to practice the skill/competency specified in the CLO. More often than not, student-centered deliveries have been shown to be highly effective (constructively aligned) to produce learning.

8. The proportion/weightage (significance of LOD) assigned to each CLO attainment depends on the nature of the course, the semester the course is offered and how the CLO supports learner development. This proportion will also guide decisions on determining  SLTs (for learning and assessment activities) in attaining the targeted CLO.

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Bloom (1956 and revised 2002).  Learning Taxonomies by Bloom, Simpson n Krathwohl - Extracted from MQA Guide to Good Practices (GGP): Assessment (AS). Use the verbs for crafting PLOs and CLOs

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Bloom (1956 and revised 2002).  Learning Taxonomies by Bloom, Simpson n Krathwohl - Extracted from MQA Guide to Good Practices (GGP): Assessment (AS). Use the verbs for crafting PLOs and CLOs

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1. Refer to Appendix A1 for the operational meaning of verbs used in Bloom taxonom y. Do not choose verbs from this appendix to represent the complexity level because the complexity levels and the verbs are for the original Bloom taxonomy (1956)

2. Refer to Appendix A2 and A3 for Revised Bloom Taxonomy explanation.

3. Refer to Appendix A4-A5 to choose appropriate verbs for complexity levels on the Revised Bloom Taxonomy (MQF LOD 1 and LOD6). Median verb for PLO1 is depth C3. For PLO6 choose from depth C4 for Diploma and C5 for Degree.

4. Refer to Appendix A6 (Simpson taxonomy) for understanding and to choose verbs for the skills complexity level (MQF LOD2). Median verb for PLO is chosen from depth P4

5. Refer to Appendix A7 to understand and to choose verbs from the Krathwohl Affective Domain (MQF LOD 3-5, 7-8). Median verb for PLO is chosen at depth A3

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The forum consists of Diploma level CLOs and CATs that had been validated for implementation

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Extracted from the iCGPA Rubrics Guidebook bu MOHE (2016)

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Download to your devices

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My comments on a Course Design. Taxation II TAX 517

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My comments on a Course Design. Taxation II TAX 517

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(SEM 8) Siti Noraini

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EPO5XX power electronics and switching - CLO approved by Drjj

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EPO5XX power electronics and switching - CLO approved by Drjj

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A sample

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A sample

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Guide to Developing a Constructive Alignment Table (CAT) and Assessing LOs:  iCGPA Rubrics Book from MOHE

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Guide to Developing a Constructive Alignment Table (CAT) and Assessing LOs:  iCGPA Rubrics Book from MOHE

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Bloom (1956 and revised 2002) Cognitive Learning Taxonomies, Simpson n Krathwol - Extracted from MQA Guide to Good Practices (GGP): Assessment (AS)

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Bloom (1956 and revised 2002) Cognitive Learning Taxonomies, Simpson n Krathwol - Extracted from MQA Guide to Good Practices (GGP): Assessment (AS)

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Examples and deeper explanation of its use for all the three learning taxonomies