Format: 

Additional Info:
You will need to further review and redesign your CLOs and CATs you proposed in the presentation since most of the proposed product require a lot more realignment. Use the examples I provided to guide you.

Scoring rubrics used to assess your report based on performance attainment of the 3 CLOs are as below:

      c)CLO-upon completion the 
                    course
using LOD (Learning outcome domain) for MQF/MOHE/EAC:

i) Knowledge ---Mapping for bloom taxonomy (Cognitive 1- C3)

ii)Practical skills ----Mapping for simpson taxonomy (psychomotor)

iii)Social skill and responsibilities----Mapping for Krathwol (Affective)

iv)Values, attitudes and professionalism

v) Communication, leadership and team skills

vi)Problem solving and scientific skills

vii)Information management and lifelong learning skills

viii)Managerial and entrepreneurial skills

3) 3 types of taxonomy which are Bloom (Cognitive), Simpson (Psychomotor), Krathwol (Affective) with different complexity (C1-C6) and depth.

4) Prepare CAT (constructive allignment table) for the course with the outcome statement have 4 elements (verb, skill, substance, context).

5) 1 credit hours course = 40 hours SLT

Philosophy: every individual has the ability to attain excellence.

Vision: ESTABLISH UiTM as a premier university of outstanding scholarship and academic excellence. 

Mission: ENHANCE the knowledge and expertise Bumiputeras in all fields of study.

Cabaran 4.0: 1) creativity, 2) emotional intelligence, empathy 3) love intelligence.

iCGPA is a monitoring system/tracking measures on learning outcome performance and provides intervention indicators for improvement towards holistic, balanced & entrepreneurial of learner’s growth upon graduation by design. The aim in OBE is focusing on what is essential or important to students to be able to do successfully at the end of their learning experience and it must be complement each other. The outcomes are;

high quality (verb) culminating demonstrations of (skill) significant learning (substance) in context (context).

Promise 1: Program aim

Promise 2 : craft PEOs

Promise 3: craft PLOs

Promise 4: Construct Curriculum Mapping

Promise 5: craft SMART CLOS (LOD 3,4,5,6,8 refer to affective domain; LOD 1, 6 refer to cognitive bloom. LO2 refer to psychomotor. 

Promise 6: construct CAT

OBE is a learning process that is designed to be focusing on the Outcome Based Education. Having the understanding of National’s & UiTM’s Education Philosophy, Mission & Vision will significantly help lecturers to design their teaching & learning processes to be aligned with the same focus of learning outcomes.

What are the different types of OBE?

2 Modules of OBE:

Transitional (Traditional) – Focuses on the mastery of traditional subjects academic outcomes.

Transformational – Focuses on the long-term curricular outcomes.

Terminologies

Learning Outcome Domain (LOD) / Domain Hasil Pembelajaran (DHP)

Programme Learning Outcome (PLO) / Hasil Pembelajaran Program (HPP)

Course Learning Outcome (CLO) / Hasil Pembelajaran Kursus (HPK)

Constructive Alignment Table (CAT)

CAP

6 Cognitive Domain (C1, C2, C3, C4, C5, C6) – Refer Bloom’s Taxonomy

5 Affective Domain (A1, A2, A3, A4, A5) – Refer Krathwohl

7 Psychomotor Domain (P1, P2, P3, P4, P5, P6, P7) – Refer Simpson’s Model

LOD

8 Learning Outcome Domains (LODs)

LOD 1 – C1, C2, C3

LOD 2 – P1 – P7

LOD 3 – A1 – A5

LOD 4 – A1 – A5

LOD 5 – A1 – A5

LOD 6 – C4, C5, C6

LOD 7 – A1 – A5

LOD 8 – A1 – A5

iCGPA measures:

·     Ethics & Spirituality

·     Leadership Skills

·     National Identity

·     Language Proficiency

·     Thinking Skills

·     Knowledge

 

Depending on the availability of these 4 elements in the statements:

1. Verb

2. Skill

3. Substance

4. Context

If the CLO statements have:

·     4 = Excellent CLO statement

·     3 = Good

·     2 = Weak (Could be improved)

·     1 = Poor (Need prompt revision)

Difficulty vs. Depth

Level of Difficulty (Kesukaran) in education is not similar with Depth (Kerumitan).

1. Low order of thinking (Lots)

2. Higher order of thinking (Hots)

3. MQF- Malaysian Qualification Framework

4. GTGP- Guide to good Practices

5. DHP-Domain Hasil Pembelajaran 6. LOD- Learning outcome domain

7. CAT-Constructive Alignment Table
8. HIEP- Higher Impact Educational Practices

Learning Outcome Domain (LOD)
1.      Knowledge

2.      Practical Skills

3.      Social skills & Responsibility

4.      Values, Attitudes and Professionalism

5.      Communication, leadership and teamwork skills

6.      Problem solving and scientific skill

7.      Information management and life-long learning skill

8.      Managerial & Entrepreneur Skills

 

Appendix 1: Knowledge (First Bloom Taxonomy 1956)

Appendix 2: Bloom (Types of knowledge)

Appendix 3: Bloom (Cognitive Process)

Appendix 4: 6 Level of thinking

Appendix 5: 2D Taxonomy (Education Objectives)

Appendix 6: Psychomotor (Simpson) E.g. P3, P4

Appendix 7: Affective Knowledge (Krathwohl) Critical and Creative Thinking

Principles of OBE
1.      Clarity of focus

2.      Design Backwards

3.      High Expectation

4.      Expended Opportunity

-Pembangunan Pelajar: kognitif, skill, hati

-Pembangunan Tenaga Pengajar: to foster wisdom, respect, motivate/hope

-Remember the vision and mission of UiTM

-Learning outcome statement must have 4 elements. (Verb Skill, Substance and Context)

-Assessment must be aligned with CLO.

-SLT (Self Learning Time) - I jam: 40 jam, 3 jam: 120 jam

-Promises: Perjanjian LOD untuk membangunkan kursus ini, perlu sesuai dgn kedalaman CXX, LOD and pernyataan CLO (how well they have attained the CLO)

 

Summary of OBE Session

 

Through the session carried out by Dr.JJ, I have learned that for effective OBE to be implemented, the lecturers must know the basics and principles of the Taxonomies being used in education.

The first important aspect of the taxonomies was from Bloom’s Taxonomy that involves with the thinking ability of students, and classified under the Cognitive level of thinking. 

1. The first Cognitive level is using the ability of Remembering (C1). This is the lowest form of the cognitive ability as students are only needed to Recognize and Recall the information that they have or previously know. 

2. The second Cognitive level is Understanding ability of students (C2). This aspect needs to students to have the ability to comprehend subject or topics being taught and whether they interpret, summarize, exemplify, infer, compare, classifying, and explain them to the lecturer. This is more suitable towards first year students in the diploma programme.

3. C3 is about Applying and items include executing and implementing the knowledge that the students have received regarding topics. 

4. For C4, C5, and C6, this relates to higher level of thinking, and suitable for final years students in the diploma (C4), degree (C4, C5), masters and PhD (C4, C5, and C6).

 Besides that, I have also learned regarding the psychomotor aspect of students from the lecture session, as it involves at seven levels, P1 until P7. Using case study of playing football, one can relate to P1 (Perception) that playing football needs to have athleticism, knowledge and know how to kick the ball. For the P2, the student have the ability to be in position to kick a ball. The P3, guided response showed that students can start to kick the ball, and improving their efficiency. For P4, the student have the proficiency of playing football, but still not at an expert level. This is measured in P5. For P6, the student have the expertise and can adapt to different environments, for example playing for different clubs. Lastly is for P7, the student have become an expert and can produce a new original skill in playing football. One example is the dribbling ability using both foot, or scoring ability using their knee only. 

3. increase of knowledge in 8 elements (1. Knowledge, 2. Practical skills, 3. Social skills, 4. Values, 5. Communication, Leadership and teamwork skill) in MQF 1.0.

4.Understanding about the construction alignment which help student engage in learning outcome while doing teaching and learning. Also high impact educational practice which have 11 practices that we can use to help students to achieve outcome-based learning.

 

Another takeaway is to not be too ambitious in constructing a curriculum. After going through a session with Dr JJ, it surprises me when most of the codes/courses that I have taught are in dire need of several changes/adjustments based on OBE. I am extremely hopeful that these changes/adjustments will be implemented soon as they can only benefit both lecturers and students in the future.  

Most programs in local universities are adapting to elements of High-Impact Educational Practices, even though you may not realize it. The syllabus must be outcomes-based and student-centered.

In addition to knowledge, Dr JJ explained that education must play a role to shape students as balanced and harmonious individuals – competent, high moral standards and able to function as good citizens, as well as devoted to God.

 

2.       NEP: in the end, we look at the development of one’s personal well-being (kesejahteraan kendiri) i.e. happiness, satisfaction and sense-of purpose. 

 

3.       Also, we should take UiTM’s vision and missions into account: to become a premier university of academic excellence; and to enhance knowledge and expertise of Bumiputeras --> through offering professional programmes. 

 

4.       At the same time, as we move towards IR 4.0, we need to also consider the importance of creativity and innovation in T&L, and the importance of possessing entrepreneurial skills and mindset (creating leaders and risk-takers).

 

5.       All these lead to seeing things at a bigger picture, and we aim for an approach that is holistic. This is where Constructive Alignment and OBE take place. When we construct a design for teaching, we need to consider the intended audience. What would they learn? And How would they express their learning? Thus, the learning activities and assessment tasks need to be aligned to achieve the outcome. In other words, when designing a program, course and curriculum, we start with the end in mind. The Learning Outcome Domains have to be stated clearly: the verb and the targeted skill will be reflected in the teaching approaches. 

-I have clearer picture on the attributes and how OBE can make a difference to the student and the society wellbeing. I have more ideas on the taxonomy bloom, where you will only use PLO1 & PLO6 for the courses which have exams for the cognitive assessment, and there are more than just a test and exams to assess the students potential including skills (psychomotor) and values (affective).

o   Transitional:  focuses on critical thinking, communication - courses (or programs) are developed according to the mentioned elements (to observe) 

o   Transformational: focuses on the role of students in real life (as a worker, father)

- Principles

o   Clarity of focus 

o   Design backwards: think of long-term effects

o   High expectations (deep learning)

o   Expanded opportunity: (bear in mind that) not all learners can learn the same thing in the same way and at the same time (Spade, 1994)

2. complexity (of questions) = kerumitan =/= kesukaran 

3. Use wisdom, be respectful, be hopeful

·      How you are with students? – Use wisdom

·      How to motivate students? How to know students? – Be respectful, be hopeful

 
4. Falsafah Pendidikan Kebangsaan – All individuals have potential

- System – education for life 

5. curriculum (holistic): 

·      Creativity – use imagination, connect ideas, solve problems

·      emotional intelligence, love intelligence. 

I learnt:

1.     To design assessment methods 

2.     To ensure that my assessment tasks are aligned with the learning outcomes 

3.     Use assessment methods that best measure achievement of the learning outcomes

4.     Traditional assessment only assess a quite narrow range of skills. Current expectations is to develop students a lifelong learners with future ready skills, and therefore a narrow range of assessments is unlikely be able to assess a wide range of outcomes

5.     Wide range of assessment methods demonstrate that there a more choices for students that can be the factors to increase their interest and motivation

6.     To use a variety of assessment methods so that the limitations of particular methods can be lessened and to cover all learning style of students

7.     To be fair with the students in term of how much value to assign them for each task

8.     Last but not least, OBE will help to develop the students' competencies and such method is a holistic approach on assessing students' performance