1 / 99

CONSTRUCTIVE ALIGNMENT

CONSTRUCTIVE ALIGNMENT. ADIBAH BINTI ABDUL LATIF ROHAYA BINTI TALIB Faculty of Education. LEARNING OUTCOMES. Participants will be able to Develop course information using the principles of constructive alignment and outcome based education

griswold
Download Presentation

CONSTRUCTIVE ALIGNMENT

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CONSTRUCTIVE ALIGNMENT ADIBAH BINTI ABDUL LATIF ROHAYA BINTI TALIB Faculty of Education

  2. LEARNING OUTCOMES Participants will be able to • Develop course information using the principles of constructive alignment and outcome based education • Analyze the appropriate teaching and learning activities according to the intended learning outcomes • Apply the accurate assessment and evaluation for measuring intended learning outcomes

  3. RELATIONSHIP iCGPA, CA and OBE iCGPA CA OBE

  4. ACTIVITY 1 WHAT IS EDUCATION?

  5. DEFINITION OF EDUCATION • Plato : Process for forming a virtuous individual • Socrates : Give a moral training of good citizenship • Aristotle : Ethical and political knowledge that lead to happiness in life

  6. DEFINITION OF • John Mc Donald : Specific training to gain knowledge and skill through learning. • John Dewey : Individual growth process to increase the existing knowledge to get a better and more secure life.

  7. DEFINITION OF EDUCATION • Syed Qutb : Process of establishing a holistic and balanced human being. The main purpose of education is to develop the potential of intellectual, physical, emotional and spiritual level of mankind towards perfectionist [InsanKamil) • Al Ghazali: Include aspects of physical training and intellectual development of a noble character, brave and respect.

  8. COGNITIVE GENERIC / SOFT SKILSS AFFECTIVE PSYCHOMOTOR Rounded, holistic and balanced human

  9. KURIKULUM 4.0 PENJAJARAN KONSTRUKTIF PENTAKSIRAN ALTERNATIF NORM REFERENCED iCGPA PENTAKSIRAN PENTAKSIRAN HOLISTIK FORMATIVE PENTAKSIRAN BERASASKAN HASIL CRITERION REFERENCED SUMMATIVE PENILAIAN

  10. OUTCOME based EDUCATION EXPLICIT COGNITIVE OBE TANGIBLE AFFECTIVE PSYCHOMOTOR OBSERVABLE

  11. OUTCOMES What students able to do PROGRAMME EDUCATIONAL OBJECTIVES PEO Level Of Outcomes 3 to 5 years after graduation PROGRAMME LEARNING OUTCOMES PLO Upon graduation COURSE LEARNING OUTCOME CLO After completing each course UNIT LEARNING OUTCOME ULO After completing each unit

  12. OUTCOME BASED EDUCATION • Explicit and visible learning outcomes • Aligned assessment with Intended Learning Outcomes (ILO’s) • Aligned delivery of teaching and learning with ILO’s • Provide necessary infrastructures and support system for the above to happen

  13. OBE Principles • Clearly defined learning outcomes • Designing down: Aligning teaching and learning activities, assessment and support system and infrastructures to the ILO’s • High expectation: Higher standard, deeply engaged with the learning process • Expanded opportunity : All students should achieve high standard although at different time scale

  14. CONVENTIONAL APPROACH

  15. OBE APPROACH

  16. OBE APPROACH

  17. OBE is all about Begins with END in mind DO what you SAY and SAY what you DO

  18. CONSTRUCTIVE ALIGNMENT

  19. 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

  20. Adlina 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 Zaquan Adapted, Biggs [2011]

  21. What the student does? 3 What the teacher does? 2 What the student is ? 1 LEVELS OF THINKING ABOUT TEACHING

  22. STEPS ON CONSTRUCTIVE ALIGNMENT

  23. UTM GRADUATE ATTRIBUTE (UG)

  24. PLO klustersainssosial (UG)

  25. PLO klustersainsTeknologi (UG)

  26. PLO KlusterKejuruteraan (UG)

  27. PLO bagiPascaSiswazah core Optional

  28. TambahandanTaburan PLO

  29. ASSESSMENT AND EVALUATION

  30. Summary of Differences

  31. COURSE INFORMATION • To comply MQA requirement for audit. • Effective in semester 2 2017/2018. • Endorse by Senate 5 September 2017. • Align with Outcome Based Education Model. • To ensure the students' workload in line with the assessment weight.

  32. COURSE INFORMATION • Course information is a blueprint for our PdPcprocess to integrate all those elements to produce holistic students

  33. COURSE INFORMATION UTM 2018

  34. COURSE INFORMATION UTM 2018 Dalampenulisancourse synopsisdicadangkansupayamerumuskanintipatipenting Kursusdankemahirangenerikyang ditaksirdalamkursus.

  35. COURSE INFORMATION UTM 2018

  36. CADANGAN • Janganterlalukomplekssehinggamenyukarkanperlaksanaan. Kebaikansatu CLO mengukurtidaklebih 2 PLO dantidakmelebihi 2 pentaksiranakanmembantumemudahkanperlaksanaanPdPcdan SLT yang lebihrealistik. 2. CLO pertamamerangkumikeseluruhanknowledge based yang diukurmelaluiujian / Final. Maka final @ kuizhanyaterletakpada CLO1. CLO lain akanmemfokuskantugasansecarapraktikaldankemahirangenerik.

  37. COURSE INFORMATION UTM 2018

  38. CADANGAN 3. Penulisan CLO dimulaidenganarasaplikasibagi yang berasaskanpencapaiankognitif, danbagikemahiran, iabermuladenganarasmekanisme 4. Penulisan CLO adalahberasasanoutcomes danbukanberasaskansilabus. Silabusakantercakupsemasa outcomes hendakdicapai. Makapenulisan CLO adalahhasilsintesissemuasilabusdalammencapaioutcomes.Makatidakperluterlalubanyak CLO. 5. Tidaksalahuntukmengasingkansatu CLO khasuntukkemahirangeneriksahaja.

  39. DEVELOP COURSE LEARNING OUTCOMES

  40. CADANGAN 6. Bagisainssosial, perbezaan di antara PLO AP danarasaplikasidalamtaksonomi Bloom adalahberbeza. Aras aplikasidalam Bloom Taxonomy hanyamelibatkanpenulisansecarateoritikal (aplikasidalampenulisan) (KW), sedangkan(AP) melibatkanbagaimanailmuitudiaplikasikandalamtindakansecarapraktikal, tetapipensyarahtidakbermaksudmenilaikemahiranpsikomotor (PS) dalamperlaksanaanitu.

  41. CADANGAN 7. Seterusnya, terdapatcadangandalammenyeragamkankefahamanberkaitandengan PLO KW, AP dan PS, makadicadangkansupaya, KW adalahberfokuskankepadakognitif, AP berasaskanAfektifdan PS berasaskanPsikomotor. Makasekiranyaoutcomes yang terhasiladalahaplikasidarisegiknowledge makaakandigunakanTaksonomi Bloom danjikaiamelibatkanvalue/ affective domain, makadicadangkanmenggunakanTaksonomiKrathwol. Makapensyarahperlumemastikan domain yang diharapkandalamoutcome.(Belumdiputuskan)

  42. CONTOH bagiCadangan 7 • Jikakitamahupelajardapatmenggunakanteorisediaadadalampenulisantesis, makaialebihkepada domain kognitif (KW) • Jikakitamahupelajardapatmenulistesisdengankemahiranmerumus, mengorganisasimaklumatdengankemasdanteratur, makaialebihmelibatkankemahiranpraktikal (PS) • Jikakitamahupelajardapatmenghormatipandanganpenulis lain danmengkritiksecaraprofessional,makaiamelibatkandomain afektif (AP)

  43. Bagisesi 201720182 ini, adalahdicadangkanmenggunakanperkaracadanganke (6) berbandingke (7) bagimempunyaidefinisioperasional yang sama.

  44. COURSE INFORMATION UTM 2018

  45. DEVELOP COURSE LEARNING OUTCOMES

  46. 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. D A B C CONDITION AUDIENCE BEHAVIOR / VERB DEGREE/ STANDARD

  47. DEVELOP COURSE LEARNING OUTCOMES V VERB C CONDITION S STANDARD

  48. DEVELOP COURSE LEARNING OUTCOMES

  49. DEVELOP COURSE LEARNING OUTCOMES

More Related