OUTCOME-‐Based Education
Leni S. Heliani [email protected]
KJM - 2018
References
• ABET-‐IDEAL, Program Assessment Training Material, 2016
• AUN-‐QA, OBE Training Material, 2018
• AUN-‐QA, T1 Training Material, 2017
• Desain Kurikulum, Kemenristek Dikti
• Materi sosialisasi IABEE, 2017
Outcome-‐based Education (OBE)
• Perkembangan dunia pendidikanè OBE
• Edaran BAN-‐PT no. 4/2017, tentang instrumen akreditasi, Sistem akreditasi berbasis outcome (outcome-‐based accreditation)
“Outcome-‐based accreditation yang dimaksud di sini adalah, pada akreditasi program studi (APS) berfokus pada ketercapaian capaian pembelajaran lulusan, sedang pada akreditasi perguruan tinggi (APT) adalah ketercapaian visi, misi, dan tujuan perguruan tinggi.
SNPT -‐ Akreditasi
Standar BAN-‐PT -‐ SNPT
Kurikulum berbasis Kompetensi
• Telah dirumuskan kompetensi lulusan
• Terdapat peta kurikulum
• Hubungan antara kompetensi lulusan dengan kompetensi MK belum jelas
• Implementasi: metoda pembelajaran tidak memperhatikan kompetensi MK
• Penilaian belum sesuai dengan capaian pembelajaran MK
• Belum dilakukan evaluasi ketercapaian kompetensi
Input-‐Output Based Education (BAN-‐PT)
quantitative grades of students Infrastructure facilities
faculties lab equipment financial resources
Number of quality of students
Number of students graduating
success rate of students Programme/I
nstitution
Measureable Input Measurable Outputs Karnakata, 2015
Prinsip-‐Prinsip OBE
q Pendidikan direncanakan sebelumnya (kurikulum, sistem pembelajaran, asesmen) dikaitkan dengantujuan
programdanoutcomelulusan (pengetahuan, skill, sikap/perilaku) yang ingin dicapai.
q Pendekatannya tidak padaapa yang diajarkantetapi apa yang dibekalkan: memastikan pengembangan SDM q Keberhasilan didasarkan pada indikator ‘kemampuan’
yang dikuasai mahasiswa, bukan penilaian struktural
8
Prinsip-‐Prinsip OBE …
q Perludisepaktitingkat ‘kemampuan’ lulusan untuk suatu jenjang/jalur/bidang pendidikan tertentu: standar atribut atau kompetensi lulusan, dan proses pendidikan dilakukan untuk mencapai tingkat kemampuan tersebut.
q Penjaminan mutu: semua lulusanmemenuhi capaian pembelajaran yang ditetapkan
9
OutCome-‐Based Education (OBE)
Di awali dengan
Gambaranyang jelas
tentangkemampuan penting yang
bisa dilakukan
olehmahasiswa saat lulus
Lalu mengorganisasi
kurikulum, sistem pembelajaran dan penilaian,
untuk memastikan bahwaproses
pembelajaran terjadi
kompetensi lulusan tercapai.
OBE
(Education)
OBC
(Curriculum)
What the student should be able to
do?
OBLT
(Learning & Teaching)
OBA
(Assessment)
How to make the student achieve the outcome?
How to measure what the student has achieved?
Outcome Based Education
Attributes
Karnakata, 2015
TMA@2017 Sosialisasi Outcomes Based Assessment,
UGM 12
(ABET, 2013)
13
Outcomes-‐Based Concept
Level Output Outcome Impact
Lecture Lesson delivered. Students acquired the attitude, skills and knowledge (learning outcomes) of the lesson.
Students used the acquired attitude, skills and knowledge to solve real life problems.
Study
Programme Number of
graduates. Graduates with relevant attitude, skills and knowledge are employed and able to perform as expected.
Graduates contributed to the improvement of the organisations and society.
University Number of graduates
and postgraduates. High employability of graduates and quality workforce for the labour markets.
Graduates contributed to the betterment of society and the country.
OBE
Outcomes-‐Based Education (OBE)
Key concepts and Principles of OBE
1. Focus on competences/learning outcomes 2. Backward curriculum design
3. Constructive alignment (assessment – learning activities – competences/learning outcomes) 4. Create learning opportunities
OBE 14
Outcome Based Education
http://cei.ust.hk/t 15
Key constituents of Outcome based Education
Karnakata, 2015 Mission
Vision d
e s i gn
Graduate Attributes
Stakeholder needs Preferable attributes in graduates after &
shortly beyond completing study (5 years after graduation is the rule of thumb)
Profil Lulusan : Tujuan Program vs Capaian pembelajaran
Profil Lulusan: Tujuan
Pendidikan Program Terealisasi setelah 5 tahun dimasyarakat
Capaian Pembelajaran Lulusan
Terealisasi saat lulus dari program
WHY “Outcome-‐based Education” (OBE)
• More directed & coherent curriculum,
• Graduates will be more “relevant” to industry &
sector, other stakeholders and society,
• Continuous Quality Improvement is an inevitable consequence of OBE.
• No OBE = very difficult to get international
accreditation/certification èrealization of the UGM vision.
18
Learning design
(Felder&Bert dalam Samadi, 2015)19
OBE 20
Constructive Alignment
Constructive Alignment
Source: Writing and Using Learning Outcomes: a Practical Guide by Declan Kennedy, Áine Hyland, Norma Ryan
OBE 21
22
Constructive Alignment
OBE
Learning opportunities
Outcome based education
èOutcame based curr, delivery and assessment
http://assessment.uconn.edu/why/24
Outcome based education (OBE)
IT’S NOT WHAT Academic Staff
TEACH,
(In this case there is no need to program outcomes and program educational objectives)OBE is WHAT Students
ACHIEVE
(LEARNED Acquirements after completion a course or program)25
Source: Dr. Andres Winston C. Oreta, Professor in Civil Engineering, De La Salle University-Manila at http://digitalstructures.blogs pot.sg/2012/01/outcomes-based-educati on-as-i-see-it.html
QA at Programme Level 26
PDCA Approach to Study Programme Design
Study Programme Design 27
28
PDCA Approach to Study Programme Design
Study Programme Design
15
Approaches to Study Programme Design
Study Programme Design
Stakeholders’ Needs and Engagement
30
Government
Students Employers
Stakeholders’ Needs & Engagement
Source: “What Makes a Quality Curriculum”, UNESCO IBE, 201631
Plan – Stakeholders’ Needs Analysis
Stakeholders’ Needs & Engagement
Plan – Stakeholders’ Needs Analysis
Stakeholders’ Needs & Engagement 32
Thing to do at programs
• Formulating measurable PLOs
• Ensuring alignment of PLOs with the Univ’s vision and mission
• Developing measurable curricula mapping
• Involving stakeholder on formulation and evaluation the PLOs
Learning Outcomes and Revised Bloom’s Taxonomy
Learning Outcomes 34
Hierarchy of Learning Outcomes
Learning Outcomes 35
Hierarchy of Learning Outcomes
Learning Outcomes 36
Programme Objectives
37
Programme objectives are the intended results (i.e.
outputs, outcomes and/or impact) of what a study programme aims to achieve within a certain timeframe. They typically form the basis for evaluating the performance of the study programme.
R
Learning Outcomes
Programme Learning Outcomes
38
Programme learning outcomes describe what the learner will be able to do at the end of the study programme.
The programme learning outcomes should be aligned with the needs of the stakeholders as well as the vision and mission of the university. They also contribute to the achievement of the graduate attributes and programme objectives.
Learning Outcomes
Outcome-‐based Curriculum Framework
PLO Definition of
PLO
Sub-‐ELO/Performance Indicator Course LO Lesson LO
Contoh: Life-‐long Learning
Learning Outcome:
Lifelong learning Concepts: self-‐
directed, self-‐
regulated, self-‐
motivated, reflective Performance Criteria: able to plan
one’s own learning, able to self-‐
assess, able to find technical information
By the end of this course, students will be able to determine information to design X, find relevant source of info, develop strategies to
overcome personal weaknesses, ...
41
Course: Code: Undergraduate qPostgraduate q
Unit: Code: Year: 1 q 2 q3q4 q5q
Programme Learning Outcomes
(PLO)
Cognitive Affective Psychomotor
CL Type 1
CL 2
CL 3
CL 4
CL 5
AL 1
AL 2
AL 3
AL 4
AL 5
PL 1
PL 2
PL 3
PL 4
PL 5 PLO1
PLO2 PLO3 PLO4 PLO5 PLO6 PLO7
Mapping of Programme Learning Outcomes and Taxonomy’s Domains
Programme Learning Outcomes
Learning Outcomes
Subject-SpecificGeneric
Revised Bloom’s Taxonomy
42
Cognitive (Benjamin Bloom,
1956 )
Cognitive (Anderson &
Krathwohl, 2001)
Affective (Krathwohl et
al., 1999)
Psychomotor (Dave, 1967)
Subject (Atkinson, 2012)
Knowledge Remember
Receive Imitate Specify
Comprehension Understand
Application Apply Respond Manipulate Contextualize
Analysis Analyse Value Perfect Conceptualize
Synthesis Evaluate Organize Articulate Process
Evaluation Create Internalize Embody Abstract
Learning Outcomes
Capaian Pembelajaran sesuai KKNI
Perencanaan Kurikulum
Pengertian Kurikulum (1)
• Bukan sekedar daftar matakuliah
• Menjelaskan program pendidikan yang dialami oleh mahasiswa dari awal sampai lulus
• Kurikulum mencakup:
–Capaian pembelajaran –Materi pembelajaran –Proses pembelajaran –Penilaian dan asesmen
Pengertian Kurikulum (2)
• Kurikulum adalah seperangkat rencana dan pengaturan mengenai capaian pembelajaran lulusan, bahan kajian, proses, dan penilaian yang digunakan sebagai pedoman
penyelenggaraan program studi (SNPT, 2015)
What is a Curriculum?
48
The Three Types of Curriculum
Curriculum
Curriculum
Curriculum
(Eisner, 1985) Curriculum Design and Mapping
49
• Curriculum is structured and progressive;;
• Curriculum is aligned to the achievement of the cognitive, affective and psychomotor learning outcomes;;
• Curriculum is constructively aligned to the student assessment and teaching and learning;;
• Curriculum is integrated and linked between various disciplines;;
• Curriculum is aligned to the national and regional qualifications frameworks;;
• Curriculum adapts to local and different contexts;;
• Curriculum considers the needs and expectations of different students;;
and
• Curriculum is dynamic and is subject to adaption, amendment and improvement over time.
Factors to consider in designing a quality curriculum:
What is a Curriculum?
Curriculum Design and Mapping
Pengertian Kurikulum (3)
Curriculum Content
Purpose
Organization
Tujuan program pendidikan
Urutan materi, proses pembelajaran, penilaian Materi
pembelajaran
Source: Dr. Andres Winston C. Oreta, Professor in Civil Engineering, De La Salle University-Manila at http://digitalstructures.blogs pot.sg/2012/01/outcomes-based-educati on-as-i-see-it.html
QA at Programme Level 51
Kurikulum
LO – Curriculum design
Perancang sistem terintegrasi
Profil Profesi
Mampu merancang sistem terintegrasi sesuai standar teknis, keselamatan dan kesehatan lingkungan yang berlaku
Capaian Pembelajaran
Sub-CP/Indikator Kinerja
Mampu merancang stasiun kerja dan lingkungan kerja sesuai dengan kaidah- kaidah perancangan sistem kerja dan ergonomi Mampu merancang lintas perakitan serta
mengevaluasi performansinya
PenyusunanMateri Kuliah
Mampu merancang lintas perakitan serta mengevaluasi performansinya
Waktu siklus Takt time Keseimbangan lintas Precedence diagram Bill of assembly Waktu operasi dll
Pengertian lintasan perakitan Penyusunan precedence diagram Perhitungan waktu siklus
Perencanaan pengendalian produksi
KONSEP
MATERI AJAR
MATA KULIAH Sub-‐CP
/Indikator Kinerja
PenyusunanMateri Kuliah
Matakuliah Capstone Design adalah tahapan EVALUATION
Matakuliah di tingkat-‐tingkat awal bersifat INTRODUCTORY
Matakuliah di bagian tengah bersifat REINFORCEMENT
Create, Evaluate
Apply, Analyze
Remember, Understand
PenyusunanMateri Kuliah
• Peta jalan pembentukan CP
Semester 1 Kuliah 1 Kuliah 2
Kuliah n
Semester 2 Kuliah 1 Kuliah 2
Kuliah n
Semester 8 Kuliah 1 Kuliah 2
Kuliah n
CP 1
Click to edit Master title style Peta/matriks Kurikulum
Peta/matriks Kurikulum (1)
No. Kelomp
ok MK Nama Mata Kuliah SKS Seme
ster Student Outcome
Wajib Pilihan a b c d e f g h i j k
1
MK Umum (dasar sain)
Calculus I 2 1 3 1
2 Linear Algebra 2 1 3 1
3 Statistics and Theory of
Error 3 1 3 2 1
4 Geology 2 1 3 1 1
5 Calculus II 2 2 3 1
6 Fundamental of Physics 2 2 3 1
7 Basics of Computer
Programming 2+1 2 3 2 1 1 1
MK Umum (Humani ora)
Labour Law 2 2 3 2 1 1 3
8 Agrarian Law 2 1 1 3 2 2
9 MK Umum (kompet ensi)
Adjusment Computation 3 2 3 2 2 1 2
10 Field Camp 0+3 5 3 3 3 3 1 2 2 2 3
11 Internship 0+3 6 3 3 2 1 2 1 1 1 3
12 Applied Adjusment
Computation 2 genap 3 2 2 1 1 2
13 Coordinate System and
Transformation 2 3 3 2 1 1
14 MK
Umum (lanjut)
Management and
Enterpreneurship 2 7 2 2 1 3 1 1 2
15 Research Methodology 2 7 3 2 3 1
16 Final Project 4 Sem.
8 3 3 3 3 1 1 3
Kontribusi: 1: rendah, 3: kuat
Course Learning Outcomes
58
Course learning outcomes describe clearly what learners will know and be able to do at the end of the course.
They are aligned with one or more of the programme learning outcomes and they contribute to the achievement of the programme learning outcomes.
Learning Outcomes
Course Learning Outcomes
59
At the completion of the course, student will be able to :
1. Determine the parameters in kinetic rate expressions for both elementary and non-‐elementary reactions;
2. Apply the design equations for the three ideal reactor models (batch, CSTR, and plug flow), in the presence of both single and multiple reactions;
3. Apply the energy balance equation to the three ideal reactor models and determine required heating and cooling loads, in the presence of both single and multiple reactions;
4. Apply the design equations and rate laws for catalytic reactors;
5. Select the appropriate reactor type for a given chemical conversion and size it to meet operational goals; and
6. Employ a computer algebra program (i.e. MatLab) to numerical solve systems of algebraic and differential equations.
Source: Adapted from Chemical Reaction Engineering (CHS310804), Chemical Engineering, Universitas Indonesia
Learning Outcomes
RPKPS
Course Learning Outcomes
Lesson Learning Outcomes
62
Lesson learning outcomes describe clearly what learners will know and be able to do at the end of the lesson.
They are sub-sets of the course learning outcomes and they contribute to the achievement of the course learning outcomes.
Learning Outcomes
Lesson Learning Outcomes
63
After completingLesson 3 – Rate Laws, the student will be able to:
• Write the relationship between the relative rates of reaction.
• Write a rate law to define reaction order and activation energy.
• Describe the Arrhenius Equation and how the rate of reaction varies with temperature.
• Describe homogeneous, heterogeneous, elementary, non-elementary and reversible reactions.
Source: Adapted from http://www.umich.edu/~essen/html/03chap/frames.htm
Lesson 3 – Rate Laws, Essentials of Chemical Reaction Engineering Course
Learning Outcomes
Mapping the LLO and the CLO
CO1 CO2 CO3 CO4 CO5 CO6 CO7 CO8 CO9
LLO1 x
LLO2 x
LLO3 x
LLO4 x x
LLO5 x
LLO6 x x
LLO7,8 x x
LLO9 x x
LLO10 x x
LLO x x x
LLO x x x
Asesmen Capaian
Pembelajaran Mata Kuliah dan Program
State of the are of the Curriculum
Curriculum evaluation:
• Major evaluation ècurriculum evaluation/revision, every 5 years
• Minor evaluation èRPS evaluation & revision, every year (before the academic year starting
State of the art of the field:
-‐ Capita Selecta, seminar courses
The Learning Pyramid
Definisi Asesmen
• Asesmen adalahsebuahproses berkelanjutanuntuk memahami danmemperbaiki proses belajar
mahasiswa
• Penyampaianyang eksplisit danterbuka apa yang diharapkandari proses pembelajaran
• Menentapkankriteria pencapaiandanmutu pendidikan
• Pengumpulan, analisis, dan interpretasi dari bukti-‐bukti hasil pembelajaranuntukmembandingkannya dengan harapandankriteria pencapaian
• Melaksanakanperbaikanberkelanjutanberdasarkan hasil perbandingantersebut.
Click to edit Master title style Hirarki Luaran Pembelajaran
• Pengertian luaran
(outcomes): hal-‐hal yang mampu dilaksanakan oleh pembelajar setelah
menuntaskan suatu unit pembelajaran
• Kategori luaran pembelajaran:
– pengetahuan & kecakapan sesuai disiplin ilmu
– kecakapan umum – sikap & tata nilai
• .... ingat KKNI !
Visi & Misi Prodi Profil Lulusan / Prog.
Educational Objectives (PEO) Capaian Pembelajar / Student Outcomes (SO) Kriteria Kinerja / Performance
Criteria / Course Learning Outcome (CLO)
Click to edit Master title style
(ABET, 2016)
Source: Dr. Andres Winston C. Oreta, Professor in Civil Engineering, De La Salle University-Manila at http://digitalstructures.blogs pot.sg/2012/01/outcomes-based-educati on-as-i-see-it.html
QA at Programme Level 71
Mission/Vision
Tujuan Program STudi(PEOs)
Kompetensi Lulusan
Kompetensi Matakuliah
Saat lulus
Saat Selesai MK
Beberapa tahun setelah lulus
4 sd 5 thn
Kapan dilakukan asesmen?
Nilai (grade) bisa digunakan untuk asesmen ?
• Bergantungpada bagaimanamemberikanpenilaian
• Seringkali penilaianA, B, C, D, dst diberikantidakhanya mempertimbangkanpencapaianhasil pembelajaran matakuliahtersebut saja:
Ø Misalkanmenambahkankehadirandi kelas Ø Misalkanmelakukanpengurangannilai jika
melakukanberbagai pelanggaranseperti terlambat menyerahkanpekerjaanrumah, dll.
• Prinsip utama pada asesmenadalahmelakukan evaluasi pada pencapaianhasil pembelajaranyang diharapkanterjadi setelahmenyelesaikan
pembelajarandanmencari arahperbaikanke depan
Metode Asesmen
Direct Method: asesmenyang dilakukandengan
memeriksa secara langsung unjukkerja mahasiswa pada satuoutcomes tertentu
• Ujian/Test/Quiz
• Tugas: desain, makalah, dll
• ProyekKelas
• Portofoliomahasiswa (desain, dll)
• Observasi mahasiswa pada saat praktekatau laboratorium
• TugasAkhir
• dll
Indirect Method: asesmendilakukandengan
menanyakankepada mahasiswaatauorang lain (misalkan pengawasmagang) mengenai hasil belajar mahasiswa;
jadi asesmendilakukantidak denganmahasiswa mendemonstrasikanhasil pembelajaran
• Survey pengguna lulusan
• Survey alumni
• Exit survey
• Tracer study
• Focus Group Discussion (FGD)
• dll
Metode Asesmen
Asesmen CP MK & Program
• Metoda asesmen harus sesuai dengan capaian pembelajaran yang dituju (matriks/peta kurikulum)
• Komponen asesmen tidak hanya berdasarkan pada ujian, tetapi juga tugas dll
• Asesmen CP MK, tidak menggunakan nilai akhir mahasiswa, karena nilai akhir
kemungkinan mengandung beberapa Elo dan
komponen lainnya, seperti presensi.
Outcome-‐based Curriculum Framework
KL Defini KL
Indikator Kinerja Capaian
Pembelajaran/Kompetensi MK
Contoh: Life-‐long Learning
Learning Outcome:
Lifelong learning Concepts: self-‐
directed, self-‐
regulated, self-‐
motivated, reflective Performance Criteria: able to plan
one’s own learning, able to self-‐
assess, able to find technical information
By the end of this course, students will be able to determine information to design X, find relevant source of info, develop strategies to
overcome personal weaknesses, ...
Click to edit Master title style Asesmen Capaian MataKuliah Asesmen Capaian MataKuliah
Komponen Asesmen MK
• Ukuran kinerja untuk CP/KL yang ditugaskan
• Hasil pembelajaran matakuliah untuk setiap kinerja
• Kriteria untuk menyatakan ketercapaian
• Instrumen untuk melakukan evaluasi
Penggunaan Matriks & Peta-‐Jalan Pembelajaran LP Prodi
• Piranti-‐piranti perencanaan kurikulum yang efektif
• Butir-‐butir LP Prodi dapat dipetakan dalam suatu matriks terhadap matakuliah. Matriks ini berguna untuk:
– memeriksa kewajaran distribusi pembelajaran LP Prodi di dalam struktur perkuliahan
– memeriksa kewajaran proporsi intensitas relatif LP untuk keseluruhan Prodi (contoh: profil intensitas LP untuk tipikal prodi teknik akan berbeda dengan sains)
• Setelah matriks pemetaan LP Prodi ke seluruh matakuliah tersusun, susun alur pembelajaran tiap butir LP Prodi di dalam struktur perkuliahan, dari tahun ke-‐1 hingga ke-‐4.
Rencana Penilaian MK
UTS (30%)
UAS (30%)
Tugas 1 Identifikasi JKG (5%)
Tugas II SNI(5%
)
Tugas Optima si(10%)
Tugas III Projek JKH (15%)
Tugas IV JKV/JKGb (5%)
CO.1 X
CO.2 X X
CO.3 X X
CO.4 X
CO.5 X X
CO.6 X X X X
CO.7 X X X X
CO.8 X X X
CO.9 X X X
Rubrik
• Banyak dimanfaatkan untuk asesmen
• Setiap hasil pembelajaran (CLO) dibuat rincian indikatornya • Misal: mampu presentasi dengan baik. Presentasi baik punya indikator:
– Selalu memelihara kontak mata dengan pendengar – Suara terdengar jelas
– Penyampaian isi presentasi runtun
– Bahan presentasi jelas terbaca dengan diagram dan gambar yang sesuai
• Masing-‐masing indikator dibuat deskripsinya untuk
performansi mulai dari paling baik dan paling buruk (angka 1-‐
4 atau 1-‐5 atau yang lain biasa digunakan)
• Praktek baik menyusun rubrik mulai dari yang ekstrim lalu membuat rincian yang di bagian tengah
Rubrik penilaian Kompetensi Lulusan
Click to edit Master title style Kesesuaian Soal dan CP. Prodi
Portofolio
• Portofolio matakuliah adalah dokumentasi segenap proses perbaikan berkesinambungan di tingkat matakuliah
• Bersifat sebagai “dokumen hidup” (live document) yang diperbarui setiap periode pelaksanaan kuliah, & mencakup refleksi / catatan pribadi dari dosen pengajar
• Merupakan panduan untuk perbaikan pelaksanaan kuliah oleh diri sendiri, maupun untuk diwariskan ke dosen pengganti kita sebagai referensiàmenunjang kontinuitas & konsistensi proses pembelajaran
• Memelihara dokumen Portofolio Matakuliah merupakan keharusan dalam kriteria akreditasi berdasar luaran; meskipun demikian, formatnya bisa fleksibel
• Dengan pengertian demikian, informasi apa sajakah yang harus ada dalam Portofolio Matakuliah ?
Portofolio
Asesmen Capaian Pembelajaran Program/KompetensiLulusan
Setelah selesai asesmen MK,
selanjutnya asesmen Program
Pengembangan Program Asesmen
• Program asesmen bukan sebuah metode tetapi pendekatan
• Setiap institusi mempunyai karakteristik yang berbeda:
• • Jumlah dan kualifikasi dosen
• Ketersediaan fasilitas pembelajaran
• Keterampilan dalam melakukan asesmen
• SETIAP PROGRAM STUDI BERBEDA DALAM MELAKUKAN ASESMEN
Designing SO learning roadmap Example: SO(g) -‐ communication skills
Peta Jalan Matakuliah Prodi Sarjana Teknik Kimia ITB Kurikulum 2013 – Jalur Pilihan Teknologi Kimia
Tahun ke-‐3Tahun ke-‐4Tahun ke-‐2TPB
Perancangan
Pabrik Kimia Penelitian
Teknik Kimia II Kerja Praktek Proyek Multidisiplin Perancangan
Proses Penelitian
Teknik Kimia I Ujian Komprehensif
Peralatan Proses Keselamatan
Pabrik Proses Seminar
Keprofesian TK Evaluasi Kinerja
Proses Ekonomi & Man
Proyek TK
Peristiwa Perpindahan Pengendalian
Proses Pengel Dampak
Lingk Pabrik
Perancangan Produk Kimia
Proses Industri
Kimia Laboratorium
Teknol. Kimia II Proses
Pemisahan Teknik Reaksi
Kimia II Sistem Utilitas Laboratorium
Teknol Kimia I
Kimia Organik Neraca Massa &
Energi Teknik Reaksi
Kimia I Op Perpindahan
Panas Bahan Konstruksi
Pengenalan TK Termodinamika
TK
Analisis Matematika TK Statistika TK
Komputasi TK
Mekanika Fluida
& Partikel
Metode Pengukuran &
Analisis
Fisika Dasar II
Fisika Dasar I
Kalkulus II
Kalkulus I
Kimia Dasar II
Kimia Dasar I
Dasar-‐dasar Desain Rekayasa
Pengantar Tekno Informasi Dasar-‐dasar
Kerekayasaan II Dasar-‐dasar Kerekayasaan I Bahasa Inggris
Bahasa Indonesia
Assessment process: Program level
91
Pembuatan Kompetensi lulusan
Membuat/merevsis PI & metoda
asesmen
Mengumpulkan bukti dari MK Analisis bukti, dan
membandingkannya dengan indikator menetapkan
keputusan berbsais bukti mengimplementasi
dan memperbaiki kurikulum/MK
Samadi, 2015
Ti m A se sm en P ro di
UG Program Chair Program Quality Mgmt.
Team
Pogram-‐level PEO & SO assessment
Indirect assessments:
•Exit Survey
•Alumni Survey
•Employers Survey
•Advisory Board feedback
•etc.
SO(a) through (k) sampling from course-‐leve assessments as Direct Assessment data
Course-‐level SO assessment by
Instructor Course-‐level SO
assessment by Instructor
Course-‐level SO assessment by Instructor
Course Syllabus
High-‐priority SO High-‐priority SO
High-‐priority SO
Course
Syllabus Course
Syllabus
Intermed.-‐priority SO Intermed.-‐priority SO Intermed.-‐priority SO Low-‐priority SO Low-‐priority SO Low-‐priority SO
Periode Asesmen
Kompetensi Lulusan
Sem I 2014
Sem II 2014
Sem I 2015
Sem II 2015
Sem I 2016
Sem II 2016
A X X X
B X X X
C X X X
D X X X
E X X X
…. X X X
Rencana Asesmen Program
SO Performance Indicators Educational Strategy
Method of Assessm
ent
Where data are collected
Length of assessm
ent cycle (yrs)
Years (s)/Seme
ter of data collectio
n
Target for perform
ance
a 1. Identify specific facts of mathematics, science, and engineering needed for a given situation (What knowledge is required?).
MGM1102, TKD1104, TKD1109, TKD1103, MGF1106, MGM1202, TKD1206, TKD1204, TKD2304, TKD2302, TKD2307, TKD2308, TKD2402, TKD2405, TKD3503, TKD3504, TKD3502, TKD3506, TKD3507
§Locally develo ped exams
§Portfoli os
TKD1109 Statistics and Theory of Error TKD3507 Geospatial -based Environm ental Managem ent and Spatial Planning
1 yr 2014/
2015 - 2015/
2016
70%
Assessment plan for student outcome a. Program level
