The three main stages in the Teaching and Learning processes 3 - PDF document

5/16/2009 Prof Dr Shahrin Mohammad Fakulti Kejuruteraan Awam 1 The three main stages in the Teaching and Learning processes 3 domains of How can Taxonomy level educational goals (cognitive, you best psychomotor and help the What do you want y affective) ) 1 1 students to the students to be Learning Planning achieve it? able to do? Outcomes stage 2 Implementation stage How do How will 4 you close you know the loop? 3 that they How can have Assessment stage you achieved 2 improve? it? 1

5/16/2009 EAC-BEM ACCREDITATION PRACTICES IN A NUTSHELL STAKEHOLDER’S NE AND INSTITUTION LEADERSHIP, GOVERNANCE and QMS(C5) MISSION PROGRAMME PEO and PO REVIEW FOR ST DEVELOPMENT (S3 S4) DEVELOPMENT (S3,S4) NAL EEDS TAKEHOLDER’S SATISFAC CQI(S4,C4,C5) FACILITIES (C4) CURRICULUM DESIGN ACADEMIC (C1) STAFF (C3) PO OUTPUT STUDENTS TEACHING AND LEARNING ASSESSMENT (GRADUATES) (C2) ACTIVITIES (C2,C3) (S3) FE EEDBACKS FROM INPUT INPUT CTION S STAKEHOLDER SUPPORTING UNIT AND STAFF(C2,C3) 3 SECTION 2 of MQA Code of Practice in Perspective Leadership, Governance & OLDER NEEDS STITUTIONAL Administration (8) ISSION Monitoring & Mission, Vision, ON Program Educational Objectives & Educational Objectives & KEHOLDER’S SATISFACTIO STAKEHO AND INS M Review (7) Learning Outcomes (1) Educational Curriculum Design (2a) Academic Staff Resources (6) (5) OUTPUT Student INPUT (STUDENTS) Delivery (2b) (GRADUATES) Assessments OM (3) Selection (4a) RS FEEDBACKS FRO STAK STAKEHOLDER Support Services (4b) Continual Quality Improvements (9) 4 2

5/16/2009 IMPLICATION OF REQUIREMENTS CHANGE IN EAC/QA • Need to understand what is OBE/EAC/QA. • • Need to specify program educational objectives (PEO). Need to specify program educational objectives (PEO) • Need to specify learning outcomes (LO). • Need to revise the curriculum. • Need to change/modify/review teaching, assessment, and evaluation method. • Need to start documenting evidences on EAC/QA. • Need to send staff for training Need to send staff for training • Need to resist disagreement from faculty members. • etc…. 5 Different Levels of Learning Outcomes Few years after Programme Educational Objectives Programme Educational Objectives Graduation – 4 to 5 years Graduation 4 to 5 years Programme Outcomes Upon graduation Course/subject Outcomes Upon subject completion Weekly/Topic Outcomes Upon weekly/topic completion 6 3

5/16/2009 Shared vision Setting program learning outcomes and objectives Plan Setting subject learning Outcomes and objectives action - mapping Nota Tahap 1 HOW Do Do check I mplementation – Teaching and Learning - Students Program Evaluation - Academic Management Review Assessment - Academic Advisory Monitoring - auditing Continuous Quality Improvement (CQI) Program I dentify program objectives Specifications I dentify I dentify C Course Outlines O tli Make changes Make changes program and Course for outcomes Outcome improvement Instructions Course Course Course Assessments performance Analyze Specify End of each and share content and Semester results approaches Program Accumulating Assessments course Specify assessment methods and performance and performance criteria Evaluations results 8 4

5/16/2009 Setting PEO’s Planning /Development/ Course Course Program Curiculum Design Setting PO’s Notes Input from Specification Outlines and E- Stage stakeholders Course Mapping learning materials Prepare performance criteria Course/teaching Plan made available to students Deliver/Teaching Implementation/ Stage Incorporating Traditional Problem based Active/corporative E-Learning Generic Skills Approach Learning Learning in T & L Various methods/ tools of Assessment and Evaluation and evaluation stage Assessment, review Evaluation by Lecturers for each course Evaluation by Students and the Faculty on overall competencies Technical Competencies Generic Skills Technical Competencies Generic Skills Develop Assessment Base on Develop Performance criteria Entry Self Assessment Blooms Taxonomy for each skill Exit Self Assessment Peer-evaluations Concentrate on quizzes, tests Group subjects that addressed and examinations the generic skills Learning Portfolios Surveys/Feedbacks Forms or records used in the 9 Examination Results evaluation External examiners External advisor Assessment and Evaluation Assessment and Evaluation PROGRAMME vs COURSE ASSESSMENT AND EVALUATION Assessment by Lecturers for Assessment by Lecturers for Assessment/Evaluation by Students,Faculty Assessment/Evaluation by Students,Faculty each course each course and the stakeholders on overall competencies and the stakeholders on overall competencies Technical Technical Generic Skills Generic Skills Technical Technical Generic Skills Generic Skills Competencies Competencies Competencies Competencies Develop Assessment Develop Assessment Develop Develop Entry Self Assessment Entry Self Assessment Base on Blooms Base on Blooms Performance criteria Performance criteria Taxonomy Taxonomy for each skill for each skill Exit Self Assessment Exit Self Assessment Peer-evaluations Peer-evaluations Concentrate on test Concentrate on test Group subjects that Group subjects that Learning Portfolios Learning Portfolios Learning Portfolios Learning Portfolios and examinations and examinations d d i i ti ti addressed the addressed the dd dd d th d th Surveys/Feedbacks Surveys/Feedbacks generic skills generic skills Examination Results Examination Results External examiners External examiners Forms or records Forms or records External advisor External advisor used in the used in the evaluation evaluation 10 5

5/16/2009 Assessing Generic Skills stated in the Program Outcomes and Course Outcome • PROGRAM LEVEL • (Based on Program Objectives and Programme Outcomes) • COURSE LEVEL • (Based on Course Outline - Nota Tahap 1 or L1) • KEY ISSUES • Why Access and who should assess? • How to assess/evaluate? • What is the Performance Criteria? • Assessment tools? • Data collection and documentation? • Responsibilities and Monitoring systems? • Time frame? TERMINOLOGIES reviewed • Objectives: Statements that describe the expected accomplishments of graduates during the first few years after graduation. • Outcomes: Statements that describe what students are expected to know and able to do by the time of graduation. • Performance Criteria: Specific, measurable statements identifying the performance(s) required to meet the outcome; confirmable through evidence. • Assessment: Processes that identify, collect, use and prepare d t data that can be used to evaluate achievement. th t b d t l t hi t • Evaluation: Process of reviewing the results of data collection and analysis, making a determination of the value of findings and action to be taken. 6

5/16/2009 Assessment ( Assessment (Pentaksiran Pentaksiran) ) Adalah 1 atau lebih proses/kaedah yang boleh – Mengenalpasti – Mengumpul – Menggunakan – Menyediakan data yang boleh digunakan untuk: Menilai pencapaian hasil pembelajaran M il i i h il b l j Menilai objektif pembelajaran Penambahbaikan program Evaluation ( Evaluation (Penilaian Penilaian) ) Satu atau lebih proses bagi menginterpretasikan data dan bukti yang terkumpul melalui amalan-amalan pentaksiran (assessment practices) yang: boleh menentukan sejauh mana telah tercapai hasil pembelajaran atau objektif pembelajaran, atau menghasilkan keputusan serta tindakan h ilk k t t ti d k diambil untuk memperbaiki program (spt. Contoh kurikulum dan kaedah). 7

5/16/2009 Assessment is – the formative or/and summative determination for a specific purpose of the student’s competence in demonstrating a specific outcome – the processes that identify, collect, use and prepare data that can be used to evaluate achievement. 8

5/16/2009 Formative Assessment – Collecting info according to preset criteria to supply feedback on how learning can be improved feedback on how learning can be improved – is intended to inform students how to improve their learning – provides feedback to students on their learning achievements Summative Assessment – Judging the worth according to preset criteria of the student’s demonstration of outcome attainment competence – used to sum up a persons achievement, e.g. Written Examination. – Reliability is essential as they are used numerically to classify students and compare them to each other 9

5/16/2009 19 Why ‘assess’ Generic Skills? TWO reasons… 1. To PROVE the student skills (through formal certification) AND 2. To help you UNDERSTAND and IMPROVE them (through the p y ( g assessment process) PROVE & IMPROVE! 10

5/16/2009 Why ‘assess’ Generic Skills? Airasian (1994) and Pellegrino, Chudowsky and Glaser (2001) asserted that assessment has three broad purposes: ❖ to assist learning ❖ to measure individual achievement ❖ to evaluate programs. Why ‘assess’ Generic Skills? 11

5/16/2009 23 Who assesses the generic skills? – OPINION 1 STUDENTS ! STUDENTS ! Assessment is based on SELF ASSESSMENT. YOU take control of your assessment and YOU benefit directly… YOU SELF ASSESS your performance, so YOU UNDERSTAND your skills, so YOU KNOW HOW to improve them, so YOU can PROVE & EXPLAIN them at a job interview, so YOU GET THE JOB! … plus many other benefits. 12