Mapping Outcomes and Assessment

1. Mapping Outcomes and Assessment Mohamed Nadzri Mohd Yusoff (Hj.)

2. Presentation Outcomes At the end of the presentation, the participants will be able to: • Map various level of outcomes to each other • Evaluate the relationship between various level of outcomes • Explain types of assessments suitable for different levels of taxonomy

3. RECAP 3 – Learning Outcomes Few years after Graduation – 4 to 5 years Programme Educational Objectives (PEO) Competent engineers who are leaders in ….. Employer Survey, Alumni Survey Upon graduation - Nine (9) MOE Learning Outcomes Programme Learning Outcomes (PLO) ..will be able to demonstrate critical thinking skills to solve My3S, Exit Survey, Prog.Survey Upon course completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) .. will be able to explain the physical principles of …… Course Learning Outcomes (CLO) Sum/Form/Cont. Assessments .. will be able to explain Archimedes principle of …… Upon topic completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) Weekly/Topic Outcomes Sum/Form/Cont. Assessments

4. 1. Mapping PLO to MOE LO SS

5. 2. Mapping PLO to PEO

6. 3. Mapping CLO • Two types of mapping • Map to Bloom’s Taxonomy • Map to PLO (hence to MOE LO)

7. 3a. Mapping CLO to Bloom’s • How to do it? • Recap : CLO statements should have: • Action verb • Condition • Standard Step 1) • Determine Bloom’s Level of Taxonomy from CLO statements Step 2) • Identify learning domains to achieve/ measure – c,a or p?

8. 3a. Mapping CLO to Bloom’s Example: By the end of the course, students will be able to describe asepsis technique used in nursing to prevent infection. Use Bloom’s Taxonomy for the verb “DESCRIBE” = c1,c2,c6,a1,p1 Step 1) • Determine Bloom’s Level of Taxonomy from CLO statements • Bloom’s Level of Taxonomy from CLO statements – C2, P1 Step 2) • Identify learning domains to achieve/ measure – C,A or P? • learning domains to achieve/ measure – cognitive (C) and psychomotor (P)

9. 3b. Mapping CLO to PLO • Bloom’s Level of Taxonomy from CLO statements – c2,p1 • Learning domains to achieve/ measure – cognitive and psychomotor • From above, we can determine: • Type of assessment – c2 (MCQ or short answer), p1 (practical test) • Teaching methods – Lecture, Demonstration • Which PLO (hence MOHE LO (skills)) to achieve? – LO1 (Knowledge), LO2 (Practical Skills)

11. Constructive Alignment (CA) What is the concept of CA? CA is aligning one’s COs to the Teaching Learning Activities (TLAs) and the Assessment Tasks (ATs)

12. C0-LO matrix MOE Learning Outcomes

13. CO-PO Matrix

16. EXERCISE 2

17. The Challenge • Inability of lecturer to establish the logic between the CO and PO, between PO and LO and between PO and PEO hence graduate attributes • Inability of students to engage themselves actively in the learning process

18. Alignment Between Course Outcomes and Institutional Outcomes Design Backward Intended Learning Outcomes of the Academic Program Intended Learning Outcomes of the Lesson Intended Learning Outcomes of the Unit Intended Learning Outcomes of the Course Intended Learning Outcomes of the Institution Deliver Forward

19. CONSTRUCTIVE ALIGNMENT What is the concept of CA? CA is aligning one’s COs to the Teaching Learning Activities (TLAs) and the Assessment Tasks (ATs) Why? So as, to ensure the attainment of the COs through each lesson known as Lesson Outcomes. For an example, a lecturer plans his/her lesson for a particular class whereby there is an attainment of LOs. Therefore, each lecturer will ensure that the day’s LOs are achieved – about 2-3 LOs to be achieved in a given lesson. A minimum of 30-50 LOs should be covered in a semester.

20. ASSESSMENT AND EVALUATION

21. Terminologies & Definitions • Assessment – collection of evidence • Evaluation – process to determine, obtain and provide useful information so as to make objective consideration for follow-up actions • Testing – systematic way to measure changes. A test is a measuring instrument to obtain information • Measurement – process or system to determine QUANTITATIVE VALUE of a test. A quantitative process expressed in a fixed unit of number.

22. Assessment Evaluation Measurement Testing Relationships

23. ASSESSMENT PRACTICE Good assessment practice is based on a number of assumptions: • Assess what is most important; • Anything that can be taught or learned can be assessed; • Assessment should be applied at course, program, and institutional levels; • Every program and every course should be organised around clearly articulated learning goals and objectives, explicit assessment methods, and measurable outcomes; • An assessment process should be logistically feasible and practically manageable to ensure that it is regular and ongoing.

24. Relationship between Assessment and Learning 1. Assessment for learning • To gauge the progress of students in their learning (i.e. to see whether the students are learning) • To indicate the next step to be taken to advance the student’s learning • Assess student’s progress and learning needs in relation to the curricular outcomes • Example: Formative assessment  

25. Relationship between Assessment and Learning 2. Assessment of Learning • Involves assessing students’ achievement by grading and certification • Used for institutional accountability and quality assurance purposes • Example: Summative assessment

26. Relationship between Assessment and Learning 3. Assessment as Learning • Requires students to play an active role of becoming independent in their own learning and assessment • Focuses on students’ capacity over time to be their own best assessors to assess themselves. • Assess student’s thinking about his or her learning • Example: Self-evaluation and metacognition

27. TYPES OF ASSESSMENTS • FORMATIVE • CONTINUOUS • SUMMATIVE

28. 1. Formative Assessment • This type of evaluation is carried out during a programme of instruction. • It provides the learners with feedback on how they are doing in class so far. • It provides the teachers with information on the suitability of learning activities and materials. • Used to improve student attainment • DOES NOT usually form part of a summative grade or mark.

29. 2. Continuous Assessment • Takes place during the course of learning • Usually involves a series of tasks, individually assessed • Used when there are several distinct module learning outcomes that need to be achieved at various stages of a module • Used to lessen the burden of summative assessment

30. 3. Summative Assessment • This type of evaluation is carried out at the end of a programme of instruction. • Used to demonstrate competence • Used to evaluate or make judgment of the merit or value of the programmme. • Usually contributes to final grade in a course, module, or level

31. Examinations (final) Alignment with Learning Outcomes Continuous assessment (assignments, tests/examinations) HEP must have system to ensure security and standards / academic quality of exam papers / moderation of assessment System to ensure academic quality, validity / currency of tasks • Grading / marking: • System for establishing common criteria for marking (e.g. rubric) • Moderation of grades to ensure consistency • Assessment tasks scheduled across semester • Results returned to students in a timely manner before the submission of the next assessment task • Students can act on assessment feedback before submission of next task Security during exams: Invigilation and identification of students’, etc. ASSESSMENT PROCESS • Notification to students of final grades • System for confidentiality and integrity of records System to ensure academic integrity, students submitting own work and not plagiarising Procedure for storing of completed exam papers System for collection of assignments, marking of assignments, feedback to students Student appeal process in place System for periodic review of assessment, programme and course (GGP Student Assessment, MQA)

32. What to assess?

33. What to assess?

38. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES?

39. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES?

40. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES?

41. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES?

42. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES?

43. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES?

44. WHAT ACHIEVEMENT TO ACHIEVE IN THE LEARNING OUTCOMES?