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Revised and approved CAT ELS301Industrial Training

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Revised and approved CAT ELS301Industrial Training

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Revised approved ELS253 Proof Reading and Editing 2

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Revised approved ELS204 Proof Reading and Editing 1

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Latest Revised not approved CAT ELS203 Workplace Writing

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REVISED CAT BBM154 BAHASA MELAYU UNTUK TUJUAN TERJEMAHAN

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Revised CAT ALS251 Effective Presentation Skills

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Revised CAT ALS251 Effective Presentation Skills

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Revised CAT ELS104 WORKPLACE PROFICIENCY

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Revised 2/1/2018
CAT ALS102 PRONUNCIATION
Roslina Mohd Jani

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Revised ELS255 Basic Intercultural Communication

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Revised ELS255 Basic Intercultural Communication

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Sheik Badrul Hisham (02/01/2018

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Revised CAT ALS103
Literature

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Revised CAT ALS251 Effective Presentation Skills

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Revised CAT ALS251 Effective Presentation Skills

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Sheik Badrul Hisham

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Roslina Mohd Jani

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REVISED ELS153 DESKTOP PUBLISHING - 3.1.2018

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REVISED ELS153 DESKTOP PUBLISHING - 3.1.2018

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Mohd Razif Ibrahim

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19-20 Disember 2017

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Revised CAT ELS101 Listening for workplace communication

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Revised CAT ELS101 Listening for workplace communication

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19.12.2017 5.44PM

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BBM154 BAHASA MELAYU UNTUK TUJUAN TERJEMAHAN

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ELS103 LITERATURE

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ELS104 WORKPLACE PROFICIENCY

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ALS102 PRONUNCIATION

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ELS 204 & ELS 253 PROOFREADING I & II

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ELS254 APPLICATION OF TRANSLATION SKILLS

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ELS254 APPLICATION OF TRANSLATION SKILLS

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Uploaded 29/12/2017

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NEW MEDIA LANGUAGE

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ELS301 Industrial Training

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ELS101 CAT-CAP Listening for workplace communication

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ELS101 CAT-CAP Listening for workplace communication

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Revised ELS205 CAT INTRODUCTION TO TRANSLATION

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Revised ELS205 CAT INTRODUCTION TO TRANSLATION

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Summary of Curriculum Design for Aspiring Holistic, Balanced and Entrepreneurial Graduates

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Summary of Curriculum Design for Aspiring Holistic, Balanced and Entrepreneurial Graduates

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“Teaching Teaching and Understanding Understanding” Video Link

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“Teaching Teaching and Understanding Understanding” Video Link

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John Biggs Constructive Alignment Video Link

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Teaching Teaching & Understanding Understanding

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My lecture Note: Designing Constructive Alignment Table for Program Courses (CATs) pptx (pdf)

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My lecture Note: Designing Constructive Alignment Table for Program Courses (CATs) pptx (pdf)

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Generate Course Learning Outcomes (CLOs) and Course Assessment Plan (CAPs)

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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

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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.