TAKSIRAN PELAJAR SELARAS KEPERLUAN MQF

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TAKSIRAN PELAJAR SELARAS KEPERLUAN MQF

• RETREAT PEMANTAPAN PROGRAM AKADEMIK SELARAS
  KEPERLUAN KERANGKA KELAYAKAN MALAYSIA (KKM)
• 26 MAY 2007

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HARAPAN NAIB CANSELOR

• PADA AKHIR BENGKEL PESERTA AKAN MEWUJUDKAN
• SISTEM PENILAIAN PELAJAR YANG MENYOKONG
  ORIENTASI STUDENT-CENTERED LEARNING (OUTCOME
  BASED)
• SISTEM MAKLUMAT KOMPETENSI SISWAZAH YANG MEMBANTU
  MOBILITI KEBOLEHPASARAN

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PRINSIP TAKSIRAN PELAJAR

• KENAPA? (WHY?)
• APA YANG DITAKSIR? (WHAT?)
• BAGAIMANA? (HOW?)
• WHEN
• HOW OFTEN
• BY WHOM?
• METHODS?

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APA YANG DITAKSIR

• 8 LEARNING OUTCOMES
• In measurable terms

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Learning Outcomes
Credits
PSYCHOMOTOR/ PRACTICAL/ TECHNICAL SKILLS
KNOWLEDGE
SOCIAL SKILLS RESPONSIBILITY
PROFESSIONALISM, VALUES, ATTITUDES, ETHICS
QUALIFICATION DESCRIPTORS
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1. Ilmu bidang (Knowledge)

• Menunjukkan pengetahuan dan kefahaman
  prinsip-prinsip asas sesuatu bidang yang
  diperoleh daripada buku teks lanjutan dan di
  sempadan ilmu
• Example of Student Response (outcomes)
• recall/state items of facts information
• discriminate among objects events (concepts)
• show relationships between concepts (principles)
• Apply principles to new situations
• explain circumstances
• infer causes or effects
• predict outcomes

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2. PSYCHOMOTOR/PRACTICAL/TECHNICAL SKILLS

• Menunjukkan kepandaian melaksanakan tugas
  praktikal dan teknikal yang diperlukan dalam ilmu
  bidang (contohnya kemahiran makmal sains,
  kemahiran teknikal kejuruteraan, kemahiran
  klinikal, literasi komputer instrumen IT lain)
• Examples of Student response (outcomes)
• Perform a blood smear test
• Carry out first aid
• use power point to prepare a presentation

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3. SOCIAL SKILLS RESPONSIBILITY

• Menunjukkan kefahaman dan kepekaan kepada
  kepelbagaian dalam masyarakat dan bersedia
  bekerjasama memberi khidmat untuk mencapai
  matlamat bersama
• Examples of student response (outcomes)
• recall/state items of facts information
  regarding the various cultural practices
• Respect cultural diversity, willing to address
  and solve social-cultural issues in the community
• Participate actively in inter ethnic activities
  and community projects aimed at better inter
  cultural understanding community development

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4. PROFESSIONALISM, VALUES, ATTITUDES, ETHICS

• Dapat mengguna ilmu pengetahuan dan kefahaman
  dengan kaedah yang menunjukkan keprofesionalan
  dalam tugasan (kepentingan bersama bukan
  peribadi), kepribadian yang murni dan pembuatan
  keputusan berlandaskan etika yang relevan
• Examples of student response (outcomes)
• Collaborate in learning group as a team, willing
  to acknowledge limitations, share knowledge
  help others
• Demonstrate commitment to excellence,
  confidentiality, honesty integrity in
  Intellectual Property
• Commitment to scientific methods evidence-based
  decisions with ethical considerations (fair,
  objective, reliable, transparent)

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5. SELF-DIRECTED LIFE LONG LEARNING INFORMATION
MANAGEMENT

• Mempunyai teknik dan kebolehan mencari dan
  mengguna data untuk menambahbaik idea, menyelesai
  masalah dan membuat keputusan tertentu serta
  mempunyai kemahiran belajar untuk meneruskan
  pengajian lanjutan dengan autonomi yang tinggi.
• Examples of student response (outcomes)
• Able to set reasonable learning objectives
• Able to use library ICT to
• Search for information
• Keep organised records of best/good practices
• retrieve information easily for reference
• Keep directory of best sources of particular
  types of information
• Able to teach others to give receive feedback

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6. CRITICAL THINKING RESEARCH METHOD

• Mempamerkan kaedah saintifik dalam proses
  pemikiran untuk menyelesai masalah dalam bidang
• Examples of student respone (outcome)
• Able to apply problem-solving process in
  learning
• Generate hypotheses
• Ask the relevant questions
• Identify gaps in own knowledge, skills values
• Identify type sources of information
• Seek collect data new information
• Critically evaluate new information
  (evidence-based)
• Synthesise data from different sources apply
  probability theory to refine hypotheses

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7. COMMUNICATION SKILLS

• Cekap berkomunikasi dan dapat menyampaikan
  maklumat, idea, masalah dan penyelesaian kepada
  pakar dan bukan pakar serta mempunyai kemahiran
  berpasukan, kepimpinan dan interpersonal yang
  bersesuaian dengan pekerjaan
• Examples of studetn response (outcomes)
• Demonstrate group process skills in class and
  other activities
• listening, speaking, teaching, giving receiving
  feedback, teamwork, respect differences in
  opinion
• Able to use BM English correctly in
• conducting a conversation, taking note of verbal
  non verbal cues
• Synthesising information writing essays other
  assignments
• Making a presentation of ideas to expert non
  expert audience

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8. MANAGERIAL ENTREPRENEURIAL

• Dapat mengguna prinsip pengurusan perniagaan
  untuk memulakan keusahawan sendiri dan cekap
  mengurus masa dan diri untuk meghadapi cabaran
• Examples of student response (outcome)
• Able to prepare a business plan
• Participate actively in student entrepreneurship
  activities
• Able to lead a student organisation or student
  activity
• Able to self-care, manage time cope with
  stress

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PRINSIP TAKSIRAN YANG PERLU DIBINCANG

• BAGAIMANA
• METHODS
• WHEN
• HOW OFTEN
• BY WHOM?
• CARA MEMPAMERKAN KEPUTUSAN

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TOTAL STUDENT LEARNING EXPERIENCE

• MQF EMPHASISES LEARNING OUTCOMES
• LEARNING OUTCOME IS LEARNER CENTERED (LEARNING
  RATHER THAN TEACHING)

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LEARNING

• Learning is not just about reproducing all the
  facts (contents of brachial plexus, biochemistry
  of CORI cycle)
• It should guarantee the development of desired
  professional behaviour (thoroughness, efficiency,
  reliability, ability to solve problems,
  responsibility etc)
• Changes should include new ways of THINKING,
  FEELING and DOING which are relatively permanent

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Important elements in assessing LEARNING

• Process internal to an individual who is
  motivated to achieve a goal
• Assessment tools have to elicit a response
  establish the relationship between stimulus
  (tool) and response
• STIMULUS or assessment tool can be
• Visual
• Auditory
• Tactile
• Response can be
• Motor
• Intellectual
• Emotional

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ASSESSING WHETHER STUDENTS HAVE ACHIEVED THE
LEARNING OUTCOMES

• LEARNING OUTCOMES HANYA BOLEH DITAKSIR JIKA
  PENGALAMAN PEMBELAJARAN PELAJAR SECARA
  KESELURUHAN DI AMBILKIRA DALAM SISTEM PENILAIAN
  PELAJAR

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IJAZAH UKM (8 LEARNING OUTCOMES)
FACULTY CURRICULUM
PENTADBIR
PERSATUAN PELAJAR
PROGRAM KOLEJ KEDIAMAN
TENAGA AKADEMIK
TOTAL STUDENT LEARNING EXPERIENCE
UNIVERSITY-COMMUNITY PARTNERSHIP
PELAJAR LAIN
UNIVERSITY-INDUSTRY PARTNERSHIP
CO CURRICULM
PENGAJIAN UMUM
PELAJAR BARU
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Purpose of Student Assessment

• FORMATIVE scores are not used in making
  decisions about student standing (e.g pass or
  fail)
• Provide feedback to students and teachers (strong
  weak areas)
• Diagnose learning difficulties
• Pace student learning
• Motivate students (drive learning)

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Purpose of Student Assessment

• SUMMATIVE scores are used in making decisions on
  student standing (e.g pass/borderline/fail stds
  achieved/not achieved)
• rank or categorise student
• Certify competence
• Predict success in subsequent course or career
• Compare outcomes of different groups of students,
  different versions of course, or different
  teachers
• Diagnose repeated learning difficulties

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Make a judgment

• Final judgments should be made on the basis of
• multiple assessments,
• obtained on different occasions,
• using a variety of methods

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EXAMPLES
Can the student DO habitually in practice
(PERFORMANCE FOR SERIES OF SITUATIONS
PORTFOLIO, CSR, STANDARDISED PATIENTS OR DIRECT
OBSERVATION OF ATTITUDES BEHAVIOUR USING
CHECKLIST OVER TIME
Can the student SHOW HOW TO Composite Competences
e.g manage a patient (diagnose treat), design a
house
LONG CASE, PROJECTS, MEQ, personality profile
Can the student SHOW HOW TO Specific component
competences, eg perform a lab test, examine the
abdomen
OSCE, PRACTICALS, OPEN BOOK, MEQ, VIDEO
INTERVIEWS
MCQ, SAQ, MEQ, ESSAY
Does the student KNOW (state, describe, explain
etc)
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Assessment Planning grid
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Collect data as objectively as possible

• How often
• By whom
• Where
• Decide which information is formative which is
  summative

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Last words

• Assessment drives learning
• Students should be informed in advance of the
  specific assessment activities
• Make sure learning outcomes are assessed and
  rewarded appropriately should include
  professional competence social values
• Validity is a cardinal rule, unlikely one method
  can assess all domains of competence
• There are more bad practice ignorance of
  significant issues in assessment than in any
  other area of medical education
• Students can escape the effects of bad teaching
  but they are cannot escape from bad assessment if
  they want to graduate

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MEMPAMERKAN KEPUTUSAN

• Penggunaan Diploma Supplement di UKM

http//ec.europa.eu/education/policies/rec_qual/re
cognition/diploma_en.html
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Diploma Supplement / Tambahan

• Dokumen yang disertakan bersama Ijazah
• Telah dilaksanakan di semua IPT di EU mulai Mei
  2005
• Tujuan memberi huraian tentang jenis, tahap,
  konteks dan status pengajian yang telah diikuti
  dan dianugerahkan oleh ijazah yang mana
  supplement itu disertakan
• Maklumat tentang kerangka kelayakan kebangsaan
• Lazimnya, DS dalam bahasa antarabangsa percuma
  dan mengikut satu format tertentu
• Bologna Process Lisbon Convention UNESCO/CEPES

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Apa itu DS?

• Satu Lampiran yang disertakan bersama ijazah
• Tujuan menambahbaik ketelusan antarabangsa dan
  memudahkan pengiktirafan kelayakan akademik.
• Memberi huraian jenis, tahap, konteks, kandungan
  dan status pengajian
• free from any value-judgements, equivalence
  statements or suggestions about recognition
• Alat non-prescriptive yang fleksibel menjimat
  masa dan kerja dalam hal pengiktrifan ijazah
• Boleh diadaptasi mengikut situasi dan keperluan
  watan

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Apa itu DS?

• Lapan Bahagian (Information in all eight sections
  should be provided. Where information is not
  provided, an explanation should give the reason
  why).
• Information identifying the holder of the
  qualification,
• information identifying the qualification,
• information on the level of the qualification,
• information on the contents and results gained,
• information on the function of the qualification,
  
• additional information,
• certification of the Supplement,
• information on the national higher education
  system). Huraian sistem kelayakan negara di mana
  kelayakan /ijazah itu diperolehi.
• National Academic Recognition Information Centres
  (NARICs) www.enic-naric.net

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Kaitan Diploma Supplement dengan Kerangka
Kelayakan Kebangsaan

• Information on the learning outcomes of the
  particular qualification should be given in DS
  point 4.2
• "4.2... If available, provide details of the
  learning outcomes, skills, competencies and
  stated aims and objectives associated with the
  qualification."
• Information on the national qualifications
  framework should be given in DS point 8
• "8 INFORMATION ON THE NATIONAL HIGHER EDUCATION
  SYSTEM
•  Give information on the higher educational
  system its general access requirements types of
  institution and the qualifications structure.
  This description should provide a context for the
  qualification and refer to it.

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Kaitan Diploma Supplement dengan Kerangka
Kelayakan Kebangsaan

• Information on the learning outcomes of the
  particular qualification should be given in DS
  point 4.2
• "4.2... If available, provide details of the
  learning outcomes, skills, competencies and
  stated aims and objectives associated with the
  qualification."
• Information on the national qualifications
  framework should be given in DS point 8
• "8 INFORMATION ON THE NATIONAL HIGHER EDUCATION
  SYSTEM
•  Give information on the higher educational
  system its general access requirements types of
  institution and the qualifications structure.
  This description should provide a context for the
  qualification and refer to it.

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What it is not?

• It is not a Curriculum Vitae.
• It is not a substitute for the original
  qualification or a transcript.
• It is not an automatic system that guarantees
  recognition.

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What does the Diploma Supplement offer to
students?

• A diploma that is more readable and easily
  comparable abroad.
• A precise description of their academic career
  and the competencies acquired during the study
  period.
• Objective description of their achievements and
  competencies
• An easier access to opportunities of work or
  further studies abroad
• It fosters their employability

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What does the Diploma Supplement offer to higher
education institutions?

• It facilitates academic and professional
  recognition, thus increasing the transparency of
  qualifications.
• It protects national/institutional autonomy while
  offering a common frame which is accepted all
  over Europe.
• It promotes informed judgements about
  qualifications that can be understood in another
  educational context.
• It raises the visibility of the institution
  abroad.
• It promotes the employability of their graduates
  at national and international level.
• It helps saving time since it provides the
  answers to a lot of recurrent questions put to
  administrative services in institutions about the
  content and portability of diplomas.

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Mengapa perlunya DS?

• Amalan terbaik Antarabangsa
• Mendahului Universiti lain di rantau ini yang
  mengamalkan DS
• New qualifications proliferate worldwide and
  countries are constantly changing their
  qualification systems and educational structures
  under the impact of rapid economic, political and
  technological change. An increasing number of
  mobile citizens are seeking the fair recognition
  of their qualifications. The non-recognition and
  poor-evaluation of qualifications is now a global
  problem. Since original credentials alone do not
  provide sufficient information, it is very
  difficult to gauge the level and function of a
  qualification without detailed appropriate
  explanation.
• The Diploma Supplement is a response to these
  challenges since
• It promotes transparency in higher education.
• It accommodates rapid changes in qualifications.
• It aids mobility, access and lifelong learning.
• It promotes fair and informed judgements about
  qualifications.

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I. OUTLINE STRUCTURE FOR THE DIPLOMA SUPPLEMENT.
1 INFORMATION IDENTIFYING THE HOLDER OF THE
QUALIFICATION 1.1 Family name(s) 1.2 Given
name(s) 1.3 Date of birth (day/month/year) 1.4
Student identification number or code (if
available)
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2 INFORMATION IDENTIFYING THE QUALIFICATION 2.1
Name of qualification and (if applicable) title
conferred (in original language) 2.2 Main
field(s) of study for the qualification 2.3 Name
and status of awarding institution (in original
language) 2.4 Name and status of institution (if
different from 2.3) administering studies (in
original language) 2.5 Language(s) of
instruction/examination
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3 INFORMATION ON THE LEVEL OF THE
QUALIFICATION 3.1 Level of qualification 3.2
Official length of programme 3.3 Access
requirements(s)
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4 INFORMATION ON THE CONTENTS AND RESULTS
GAINED 4.1 Mode of study 4.2 Programme
requirements 4.3 Programme details (e.g.
modules or units studied), and the individual
grades/marks/credits obtained (if this
information is available on an official
transcript this should be used here) 4.4 Grading
scheme and, if available, grade distribution
guidance 4.5 Overall classification of the
qualification (in original language)
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5 INFORMATION ON THE FUNCTION OF THE
QUALIFICATION 5.1 Access to further study 5.2
Professional status (if applicable)
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6 ADDITIONAL INFORMATION 6.1 Additional
information 6.2 Further information sources 7
CERTIFICATION OF THE SUPPLEMENT 7.1 Date 7.2
Signature 7.3 Capacity 7.4 Official stamp or
seal 8 INFORMATION ON THE NATIONAL HIGHER
EDUCATION SYSTEM (N.B. Institutions who intend to
issue Diploma Supplements should refer to the
explanatory notes that explain how to complete
them.)
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• Prinsip ASAS DS
• The Diploma Supplement is based on the following
  important founding principles that respect
  national and international academic autonomy.
  These principles also give some further
  explanation of the purpose and nature of the new
  version.
• The Diploma Supplement is
• 1. a flexible, non-prescriptive tool, capable of
  adaptation to local needs. It can be used to
  replace or augment current approaches. Existing
  transcripts and explanatory systems can be
  integrated into the framework or be superseded by
  it. The supplement uses a sequence for the
  information that it is strongly recommended
  should be followed.
• 2. a device that has national and international
  applications. It has been designed to aid the
  resolution of international recognition problems
  as well as domestic ones. These have both been
  intensified by increasingly fast-changing and
  complex qualification and award structures.
• 3. a system to aid recognition for academic and
  professional purposes. It is potentially useful
  for all higher education institutions,
  professional bodies, students, employers, public
  bodies, governments and citizens.

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• Prinsip ASAS DS
• 4. an approach that specifically excludes claims
  and value-judgements concerning equivalence by
  providing sufficient objective information to
  allow the recipient to make his or her own
  judgements about the qualification in question.
  It is a system that does not guarantee automatic
  admission or recognition. It facilitates the
  process whereby judgements are made by autonomous
  national or local bodies (academic, professional,
  governmental, etc.) and therefore does not
  infringe local rights of judgement. It eases the
  process of access and recognition.
• 5. a tool that should be used with sensitivity.
  The recognition of foreign qualifications should
  be viewed as a process for the assessment of the
  competence, experience and knowledge acquired,
  recognising that fair recognition and not exact
  equivalence should be sought. Users of the
  supplement are encouraged, where possible, to
  focus on the outcomes of the learning that has
  taken place and to make their judgements using
  the qualitative and quantitative information
  provided.

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• Prinsip ASAS DS
• 4. an approach that specifically excludes claims
  and value-judgements concerning equivalence by
  providing sufficient objective information to
  allow the recipient to make his or her own
  judgements about the qualification in question.
  It is a system that does not guarantee automatic
  admission or recognition. It facilitates the
  process whereby judgements are made by autonomous
  national or local bodies (academic, professional,
  governmental, etc.) and therefore does not
  infringe local rights of judgement. It eases the
  process of access and recognition.
• 5. a tool that should be used with sensitivity.
  The recognition of foreign qualifications should
  be viewed as a process for the assessment of the
  competence, experience and knowledge acquired,
  recognising that fair recognition and not exact
  equivalence should be sought. Users of the
  supplement are encouraged, where possible, to
  focus on the outcomes of the learning that has
  taken place and to make their judgements using
  the qualitative and quantitative information
  provided.

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• Prinsip ASAS DS
• 4. an approach that specifically excludes claims
  and value-judgements concerning equivalence by
  providing sufficient objective information to
  allow the recipient to make his or her own
  judgements about the qualification in question.
  It is a system that does not guarantee automatic
  admission or recognition. It facilitates the
  process whereby judgements are made by autonomous
  national or local bodies (academic, professional,
  governmental, etc.) and therefore does not
  infringe local rights of judgement. It eases the
  process of access and recognition.
• 5. a tool that should be used with sensitivity.
  The recognition of foreign qualifications should
  be viewed as a process for the assessment of the
  competence, experience and knowledge acquired,
  recognising that fair recognition and not exact
  equivalence should be sought. Users of the
  supplement are encouraged, where possible, to
  focus on the outcomes of the learning that has
  taken place and to make their judgements using
  the qualitative and quantitative information
  provided.

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• Prinsip ASAS DS
• 6. a set of guidelines that avoids the inclusion
  of so much detail that it confuses the user. This
  minimalist approach acknowledges the cost of
  producing the supplement and wherever possible
  advocates referral to other information sources
  that could be consulted. However, the Diploma
  Supplement should provide all the necessary
  information for a judgement to be made without
  repeated demands for more data.
• 7. an addition to the original credential. The
  credential should remain unchanged from its
  normal state (in its approved language and
  textural form). The Diploma Supplement should
  accompany the authentic credential that certifies
  the award. It is not a substitute for it.
  Furthermore, the Diploma Supplement can be used
  in conjunction with other appropriate
  documentation, including curriculum vitae, etc. a
  person may well have several Diploma Supplements,
  each accompanying an individual qualification.

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Terima Kasih