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DIPLOMA IN SCIENCE FACULTY OF APPLIED SCIENCE

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DIPLOMA IN SCIENCE FACULTY OF APPLIED SCIENCE

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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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Generally Guide in Crafting CLOs and constructing the CAT

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Generally 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 task/s chosen must allow learners to demonstrate how well they have achieved the CLO.

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

6. The scoring method to collect evidence and score performance (process and product) achievement for LODs 3-8 and even for LOD 2 can be via observation, interviews, review of video recording and also review of documentation (reports, portfolios...)

7. The delivery must allow learners to practice the skill/competency specified in the CLO.

8. The proportion (significance of LOD) chosen for each CLO depends on the name of the course and will guide the 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