CONSTRUCTIVE ALIGNMENT. ADIBAH BINTI ABDUL LATIF School of Education Faculty of Social Sciences and Humanities

CONSTRUCTIVE ALIGNMENT

ADIBAH BINTI ABDUL LATIF School of Education

Faculty of Social Sciences and Humanities

ACTIVITY 1

• 1 Staff 1 Question

https://padlet.com/p_adibah/gy7mljmg7zd8

14:45

What first come in your mind when you see this terminology?

14:15

CONSTRUCTIVE ALIGNMENT

• Constructive = Constructivist theory that learners using their own activity to construct their

knowledge as interpreted through their own existing schemata.

• Alignment = Principle in curriculum theory that assessment tasks

should be aligned to what it is intended to be learned , as in

criterion referenced assessment. What the student does is actually more important in determining what is learned Than what the teacher does

OUTCOMES

PROGRAMME EDUCATIONAL OBJECTIVES

PROGRAMME LEARNING OUTCOMES

COURSE LEARNING OUTCOME

UNIT LEARNING OUTCOME

PEO

PLO

CLO

Lev el Of Ou tc om es

ULO 3 to 5 years after graduation Upon graduation

After completing each course

After completing each unit

What students able to do

Adlina

Zaquan

Adapted, Biggs [2011]

The good teaching is getting most students to use the level of cognitive processes needed to

achieve the intended learning outcomes that the more academic students use spontaneously

LEVELS OF THINKING ABOUT TEACHING What the

student does?

What the teacher

does?

What the student is ?

STEPS ON CONSTRUCTIVE ALIGNMENT

Program Educational

Objectives

Program Learning

Outcomes GA / GS Course

Learning Outcomes

Topic / Unit Learning Outcomes

PLO for Engineering (UG) before MQF 2.0

PLO for Non Engineering (UG) before MQF2.0

UTM GRADUATE ATTRIBUTE (UG)

GRADUATE ATTRIBUTE COMMUNICATING SKILLS

(Kemahiran Berkomunikasi) CS

Thinking Skills

(Kemahiran Berfikir) TH

Scholarship

(Kesarjanaan) SC

Team working skills

(Kemahiran kerja berpasukan) TW

Adaptability

(Kebolehsuaian) AD

Global Citizen

(Warga Global) GC

Enterprising Skills

(Kemahiran Berdaya Usaha) ES

PLO For PG Before MQF 2.0

Bil PLO Kod

1 Advanced Knowledge AKW

2 Research Skills RS

3 Critical Thinking and Problem Solving CTPS

4 Ethics, values, professionalism EM

5 Communication CS

6 Lifelong Learning LL

7 Social Skills SS

8 Team working TS

9 Leadership LS

10 Information management IM

11 Managerial and Entrepreneurial ME

core

Optional

HASIL PEMBELAJARAN PROGRAM (PLO) BAGI PROGRAM PRASISWAZAH (KEJURUTERAAN) UTM

EAC/ETAC MQF 2.0

PLO KOD

PLO KEYWORD KOD PLO KEYWORD

PLO 1 KW Engineering Knowledge KW Knowlegde and Understanding

PLO 2 THPA Problem Analysis CG Cognitive Skills

PLO 3 THDS Design/Development Solutions CG Cognitive Skills

PLO 4 THI Investigation CG Cognitive Skills

PLO 5 SCMT Modern Tools Usage PS Practical Skills

PLO 6 AD The Engineer and Society IPS, PRS Interpersonal Skills, Personal Skills

PLO 7 GCS Environment and Sustainability ENT Entrepreneurial Skills

PLO 8 GCE Ethics ENT, ETS Entrepreneurial Skills, Ethics and Professionalism Skills

PLO9 CS Communication CS, IPS Communication Skills, Interpersonal Skills

PLO 10 TW Leadership and Team Working Skills LAR Leadership, Autonomy & Responsibility

PLO 11 SC Life Long Learning DS, NS Digital Skills, Numerical Skills

PLO12 ES Project Management, Finance &

Entrepreneurship PRS Personal Skills

Nota: Pastikan aras MQF ie. Sarjana Muda dan Diploma dirujuk seperti dalam dokumen MQF 2^ndEdition Appendix 2 untuk

penyelarasan. Pastikan juga pencapaian DS dan NS diukur secara spesifik dalam kursus bersesuaian seperti yang dinyatakan dalam dokumen berkenaan.

PLO AFTER MQF 2.0

HASIL PEMBELAJARAN PROGRAM (PLO) BAGI PROGRAM

PASCASISWAZAH & PRASISWAZAH (SELAIN DARI KEJURUTERAAN) UTM

Bil. KOD PLO KEYWORD JENIS KEMAHIRAN

PLO 1 KW Knowledge and Understanding Teknikal

PLO 2 CG Cognitive Skills Teknikal

PLO 3 PS Practical Skills Teknikal

PLO 4 IPS Interpersonal Skills Generik

PLO 5 CS Communication Skills Generik

PLO 6 DS Digital Skills *Generik/Teknikal

PLO 7 NS Numeracy Skills *Generik/Teknikal

PLO 8 LAR Leadership, Autonomy & Responsibility Generik

PLO 9 PRS Personal Skills Generik

PLO 10 ENT Entrepreneurial Skills Generik

PLO 11 ETS Ethics and Professionalism Skills Generik

*Mengikut kesesuaian program

Nota: Pernyataan PLO berbeza bagi setiap aras MQF ie. Doktor Falsafah, Sarjana, Sarjana Muda dan Diploma.

Rujuk dokumen MQF 2^nd Edition, Appendix 2 untuk perincian.

PLO AFTER MQF 2.0

Program Learning

Graduate Attribute Program Learning Outcome Course Learning Outcome

Scholarship [SC] Pelajar berkebolehan

mensintesis pengetahuan dalam bidang pengukuran dan penilaian secara sistematik

[CLO3] Develop 2 sets of classroom test by applying the concept of validity and reliability

Graduate Attribute

Program Learning Outcome

Course Learning Outcome

DEVELOP COURSE LEARNING OUTCOMES

PESIFIC ; to one learning behaviour

EASURABLE ; includes the criteria for success

CTIONABLE; can be demonstrated with evidence / observable

ELEVANT; to future experience or workplace

IMED; to be achieved within certain time constraints

CLO ’S MUS T B E S .M. A.R .T

DEVELOP COURSE LEARNING OUTCOMES

3 COMPONENTS OF CLO

• At the end of the course, students should be able to evaluate the quality of two examination papers for Multiple Choice Question and Essay question based on Classical Test Theory analysis.

AUDIENCE

BEHAVIOR / VERB

CONDITION

DEGREE/

STANDARD

DEVELOP COURSE LEARNING OUTCOMES

VERB

CONDITION

STANDARD

DEVELOP COURSE LEARNING OUTCOMES

DEVELOP COURSE LEARNING OUTCOMES

DEVELOP COURSE LEARNING OUTCOMES

DEVELOP COURSE LEARNING OUTCOMES

DEVELOP COURSE LEARNING OUTCOMES

ISU PENULISAN CLO

• Mempunyai terlalu banyak CLO dalam satu kursus.

Ada sehingga 14 CLO

• Pensyarah kurang kemahiran mensintesiskan silibus ke dalam bentuk outcome yang boleh diintegrasikan

• Pensyarah tidak memulakan verb yang diukur sekurang-kurangnya dengan application level dalam taksonomi Bloom

• Pensyarah yang menggunakan MCQ dalam final exam merasa sukar untuk mappingkan item dalam soalan exam dengan CLO.

ISU PENULISAN CLO

• Pensyarah tidak revised CLO, hanya menggunakan CLO sedia ada dan tidak menggunakan konsep OBE

• CLO tidak align dengan Aktiviti dan Pentaksiran

• CLO dibina tanpa sebarang data yang meyakinkan (contoh perbincangan degan panel luar/stakeholder dan tanpa data penyelidikan daripada pencapaian pelajar)

ISU PENULISAN CLO

• Pensyarah menggunakan dua verb bagi satu domain pembelajaran yang sama

• Pensyarah gagal membezakan setiap aras dalam domain pembelajaran samada kognitif, afektif dan psikomotor

• Pensyarah terlalu terikat dengan “keyword” dalam Taksonomi pendidikan

Kajian Kes

Tidak sejajar di antara CLO dan aras taksonomi

CADANGAN

• Kuiz, test, dan peperiksaan akhir dirangkum dalam satu CLO sahaja.

• CLO lain memfokuskan pentaksiran secara praktikal dan kemahiran generic

• CIDU mencadangkan tidak mengukur PLO teknikal dan generik dalam satu CLO yang sama

Kajian Kes

Tidak salah sebenarnya

bagi peringkat sijil / diploma untuk mempunyai CLO / aras item yang melebihi aras Aplikasi

CADANGAN

• Gunakan satu sahaja CLO bagi mengukur PLO1 (Pengetahuan)

• Aplikasikan konsep penjajaran konstruktif.

Kajian Kes

Soalan MCQ bukanlah dibina untuk aras mudah sahaja.

Malah bagi ujian berbentuk sumatif seharusnya memenuhi konsep

normal distribution

CADANGAN

• Kemahiran dalam pembinaan item peperiksaan

• Memenuhi prinsip pembinaan item

Kajian kes

Antara contoh CLO yang tidak sesuai diukur dengan ujian bertulis

CADANGAN

• Tidak semua CLO perlu diukur dengan peperiksaan

• Bina satu CLO khas untuk pengetahuan (PLO1)

Kajian Kes

Item ini bukanlah item berbentuk struktur

CADANGAN

• Pensyarah perlu dapat membezakan apa yang dimaksudkan dengan item jawapan pendek, respon terhad, respon terbuka dan soalan berstruktur.

Bagaimana penetapan dan pemilihan topik bagi ujian berbentuk esei?

Adakah perlu melibatkan semua topik?

Bagaimana dari segi aras kesukaran?

Kajian Kes

Instead of letakkan bilangan item, letakkan nombor soalan, Contohnya soalan 1 (a), 1(b), 2(a),

Kajian Kes

Kajian Kes

Tiada jajaran dengan CLO

Tiada pecahan aras kesukaran item

Practical skills should not be assessed by examination

15:30

16:15

Need to learn about

Learning Taxonomies

Need to learn about

Generic Skills

Need to learn about

Teaching and Learning Methods

Need to learn about

Assessment and Evaluation

Activity 3

• Please evaluate the Course Information from the concept of Outcome based Education and

Constructive Alignment

• From Grade Oriented^to Outcomes Oriented

• From Content Based ^to Ability Based

• From Lecturer Centred ^to Student Centred

TASK (100%)

• Choose any 2 course information documents in you faculty. Evaluate the course information based on the concept of outcome based education, constructive alignment and UTM guideline.

THANK YOU