F3 - FSR -06112017 - iCGPA: Strengthening OBE Curriculum Design and Constructive Alignment Practices: Fakulti Sukan n Rekreasi UiTM - 06112017 - Forum 3 (Upload samples of CLOs and Constructive Alignment Table ONLY) - DrJJ +60193551621 by iCGPA @DrJJ Jaafar Jantan https://padlet.com/DrJJ2014/FSR06112017F3 Upload pdf verions of your CAT. Passion and empathy drives teaching for holistic and balanced learner development en-us 2017-11-05 16:19:23 UTC 2023-02-11 14:32:06 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Prizecup.png General Guide in Crafting CLOs and constructing the CAT DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645062
  • CLOs must be Specific, measurable, attainable, realistic and time-bound.
  • CLOs contains action verbs that depict the competency level, the substance/s of competency and the context of which competency is to be demonstrated.
  • 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
  • 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...)
  • Often, ONE assessment task can be used to collect evidence of multiple CLO attainment.
  • 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.
  • 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.
  • 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.
    • ]]>     2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645062     Bloom (1956 and revised 2002) Cognitive Learning Taxonomies, Simpson n Krathwol - Extracted from MQA Guide to Good Practices (GGP): Assessment (AS) DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645063 Examples and deeper explanation of its use for all the three learning taxonomies]]> 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645063 Guide to Developing a Constructive Alignment Table (CAT) and Assessing LOs: iCGPA Rubrics Book from MOHE DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645064 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645064 Co-curriculum UiTM - iCGPA DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645065 A sample]]> 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645065 Co-curriculum UiTM - iCGPA DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645066 A sample]]> 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645066 3rd language DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645067 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645067 PUB559 Before & After DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645068 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645068 MC246 CAP CIT532 DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645069 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645069 PUB542-Before and After DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645070 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645070 CIT532- Before & After DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645071 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645071 Approved by DrJJ-ESE551-CAT DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645072 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645072 ECM643-CLO approved by Drjj DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645073 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645073 EPO5XX power electronics and switching - CLO approved by Drjj DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645074 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645074 ECM515 APPROVED BY DR JJ DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645075 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645075 EBM611 APPROVED BY DR JJ DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645076 (SEM 8) Siti Noraini

    ]]>     2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645076     Link to F3 APB 09082017 DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645077 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645077 My comments on a Course Design. Taxation II TAX 517 DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645078 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645078 A sample CAT latest template from UHEK DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645079 Download to your devices]]> 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645079 iCGPA Attributes and Subattributes DrJJ2014 https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645080 Extracted from the iCGPA Rubrics Guidebook bu MOHE (2016)]]> 2017-11-05 16:19:23 UTC https://padlet.com/DrJJ2014/FSR06112017F3/wish/203645080