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REVISED ELC550: ENGLISH FOR ACADEMIC WRITING

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REVISED English for Oral Presentation (New)

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REVISED English for Oral Presentation (New)

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LOD3: Social Skills and  Social Responsibilities

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LOD3: Social Skills and  Social Responsibilities

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Generic stems/statements

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Generic Course Learning Outcomes Stems for Learning Outcome Domains

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Proposed and Current CAT

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LOD 7

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LOD4 - refined

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LOGIK500

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LOD 8 Managerial and Entrepreneurial Skills

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LOD 8 Managerial and Entrepreneurial Skills

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Jannah: 0173050698
Nadia: 0132245229
Huda: 0123899650
Muiz: 0136019634

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See all the wonderful things maizura mohd noor has made

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There are 4 courses, please indicate which has been critically reviewed.

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Re-Murni-ed Course Assessment Plans LAW446, LAW416, LAW438, LAW485

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APB

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ACC 406 CONSTRUCTIVE ALIGNMENT 28.2.2017 (edited)

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Murni-ed Course Assessment Plans LAW446, LAW416, LAW438, LAW485

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FALSAFAH LOGIK (IPK500)

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Mapping on the Constructive Alignment for LAW446, LAW416, LAW438 & LAW485

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Constructive Alignment for  LAW446, LAW416, LAW438, LAW485

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SEMASA Jadual 5.2: Pemetaan Penjajaran Konstruktif Keterlibatan Komuniti (2 kredit) Bil. Course Learning Outcome MQFLOD Delivery Method Komponen/Kaedah Pentaksiran PerincianTugasan dan Hubungan dengan Atribut DHP KKM Pembelajaran Pelajar (SLT) Nota perbincangan/Minit ...

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HE02

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Link to MOHE Website to download the iCGPA Rubrics Guideline & the MOHE UTP Guidelines

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Link to MOHE Website to download the iCGPA Rubrics Guideline & the MOHE UTP Guidelines

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Kementerian Pendidikan Tinggi - University Transformation Programme

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Portal Rasmi Kementerian Pendidikan Tinggi

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Cognitive Complexity (Blooms Cognitive Levels) is Not Difficulty Level

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Cognitive Complexity (Blooms Cognitive Levels) is Not Difficulty Level

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Samples of Good CLOs and the Course Assessment Plan (pdf)

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Samples of Good CLOs and the Course Assessment Plan (pdf)

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Samples taken from the iCGPA Rubrics Guideline Book Chapter 2

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Attributes of MQF LODs and subattributes from the iCGPA Rubrics Guidebook

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Attributes of MQF LODs and subattributes from the iCGPA Rubrics Guidebook

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Understanding at various complexity level

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Understanding at various complexity level

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Performance Tasks - Complex & Authentic PTs by McTighe

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Performance Tasks - Complex & Authentic PTs by McTighe

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A resourceful blog on Performance Tasks

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Performance Task PD with Jay McTighe - Blog

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Performance Task PD with Jay McTighe - Blog

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A seven part blog series on the design and use of performance tasks and performance task assessment from Jay McTighe. Part of the performance task professional development program available at http://www.performancetask.com. Additional resources at https://www.definedstem.com.

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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 contains action verbs that depict the competency level, the substance/s of competency and the context of which competency is to be demonstrated.

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

4. The assessment instrument 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).  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 (significance of LOD) chosen for each CLO attainment depends on the nature of the course and how the CLO supports learner development and proportion will guide decisions on determining  SLTs (for learning and assessment activities) in attaining the targeted CLO.

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Guide toAssessing LOs:  iCGPA Rubrics Book from MOHE

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Guide toAssessing LOs:  iCGPA Rubrics Book from MOHE

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Samples of Good CLOs and the Constructive Alignment Table (pdf)

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Samples of Good CLOs and the Constructive Alignment Table (pdf)

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Samples taken from the iCGPA Rubrics Guideline Book Chapter 2

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Verbs for Taxonomies of Learning for crafting and assessing Course Learning Outcomes (CLOs)

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Verbs for Taxonomies of Learning for crafting and assessing Course Learning Outcomes (CLOs)

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