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TERAS PENGUCAPAN AWAM TAHAP 1 & 2

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Pengucapan Awam 1 dan 2 - lulus dengan pindaan.pptx

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TERAS SENI KEBUDAYAAN TAHAP 1 & 2

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TERAS DAYA USAHA & INOVASI TAHAP 1,2 & 3 (2nd EDIT)

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TERAS SENI KEBUDAYAAN TAHAP 1 & 2 (2nd EDIT)

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TERAS SENI KEBUDAYAAN TAHAP 1 & 2 (EDIT)

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CONSTRUCTIVE ALLIGNMENT FOR KEBUDAYAAN EDIT

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TERAS DAYA USAHA & INOVASI (BRASS BAND) TAHAP 1,2 & 3 (EDIT)

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CONSTRUCTIVE ALLIGNMENT FOR BRASS BAND EDIT

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TERAS DAYA USAHA & INOVASI (BRASS BAND) TAHAP 1,2 & 3

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Students' Attributes to be developed during the learning journey

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Students' Attributes to be developed during the learning journey

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The attributes were extracted from the 8 MQF LODs. You can craft a learning competency statement (PLOs statement) for each of the attributes or you can choose to combine a few attributes development in a particular competency (PLO) statement.

Graphics below is credited to Prof. Ir. Dr. Shahrir, Director, Quality Assurance Center of UKM

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Download this sample onto your device. When done making the necessary changes, upload to this forum.

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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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Verbs for Taxonomies of Learning for crafting and assessing Course Learning Outcomes (CLOs) - Affective & Psychomotor

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Verbs for Taxonomies of Learning for crafting and assessing Course Learning Outcomes (CLOs) - Affective & Psychomotor

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Link to Taxonomies of Learning - Bloom Revised

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Link to Taxonomies of Learning - Bloom Revised

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

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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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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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Understanding at various complexity level

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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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Understanding at various complexity level

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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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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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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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Before and After Intervention