Malaysian Qualifications Framework MQF

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Malaysian Qualifications Framework (MQF)

• Programme Learning Outcomes,
• Course Objectives, and Course Learning Outcomes

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List of Facilitators

• COB
• Assoc. Prof. Dr. Nurahimah Mohd Yusoff
• Assoc. Prof. Dr. Abdul Malek Abdul Karim
• Mr. Ramly Mohd. Ali

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List of Facilitators

• CAS
• Assoc. Prof. Dr. Ahmad Jelani Shaari
• Dr. Razamin Ramli
• Dr. Hasani Dali

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List of Facilitators

• COLGIS
• Dr. Hamida Beebi Abdul Karim
• Assoc. Prof. Dr. Mohd Izam Ghazali
• Dr. Ruzlan Md. Ali

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What is MQF?

• An instrument that develops and classifies
  qualifications based on a set of criteria that
  are approved nationally and at par with
  international practices, and which clarifies the
  earned academic levels and credit system,
  learning outcomes of study areas based on student
  learning time (SLT).

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MQF Proposed Minimum Credit
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Learning Outcome Domains
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Student Learning Time (SLT)

• The notion of SLT
• the time required by a student to understand the
  syllabus or curriculum content and to fulfill the
  registration requirements to complete a study
  programme
• Inclusive of all learning time components
• official contact time guided learning time
  self-study time assessment time

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Student Learning Time (SLT)

• Credit the measurement of student academic load

Measurement 40 notional hours 1 credit
The quantitative measure of all learning
activities
Lecture, tutorial, practical, revision,
self-study, research, discussion,
coursework/assignments, assessments and
preparation for assessments, co-curriculum
Student Learning Time (SLT)
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Student Learning Time (SLT) Cont.

• Credit value of a course is the
• Face to Face / Guided Learning Time
• Student Self Learning Time
• Total Assessment Time

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Student Learning Time (SLT) Cont.

• Changing from Lecturer-Centred to Student-Centred

Unaccounted for in the present system
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Programme Objectives

• General statements about what graduates are
  expected to achieve upon completion of the
  programme
• Fewer than Programme Learning Outcomes (PLO)

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Programme Learning Outcomes (PLO)

• What graduates of particular programmes will
  know and be able to do as a result of learning
  experiences upon completion of the programme.

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Course Objective vs. Course Learning Outcomes
Course Objective
Course Learning Outcome

• What THE STUDENTS are be able to do (specific) at
  the end of instruction

• What THE TEACHER expects students to know and be
  able to do (as a whole) at the end of instruction

• They are specific learning objectives
• should be developed along with a specification of
  the learning experiences that will allow the
  outcomes to be achieved.

• General in nature NOT as specific as outcomes

• NOT behavioral in nature
• Verbs Know, Understand

• One course objective may generate several
  learning outcomes

• Stated in behavioral terms
• Verbs Identify, Discuss, Evaluate

• Objectives are intended results or consequences
  of instruction, curricula, programmes, or
  activities.

• Several learning outcomes are derived from one
  course objective

• Outcomes are achieved results or consequences of
  what was learned evidence that some learning
  took place.

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Course Learning Outcomes

• Course learning outcomes should flow from a needs
  assessment
• The needs assessment should determine the gap
  between an existing condition and a desired
  condition
• They represent the solution to the identified
  need or issue
• Statements which describe a desired condition,
  i.e. the knowledge, skills or attitudes needed to
  fulfill the need
• Usually expressed in terms of Blooms domain

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Benefits of Course Learning Outcomes (Cont.)

• Provide direction in the planning of a learning
  activity
• They help to
• Focus on learners behavior that is to be changed
• Serve as guidelines for content, instruction and
  evaluation
• Identify specifically what should be learned
• Convey to learners exactly what is to be
  accomplished

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Characteristics of Good Course Learning Outcomes

• Do-able can the behavior be performed?
• Observable can it be observed or can it be seen
  to take place?
• Measurable can it be evaluated? Level of
  achievement
• Assessable what method can be used to evaluate
  it? Instrument or tool

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Blooms Cognitive Domain
Simple
Complex
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Affective Domain

• Includes the manner in which we deal with things
  emotionally, such as feelings, values,
  appreciation, enthusiasm, motivation and
  attitudes.
• Is divided into 5 major categories, given below
  starting with the simplest form to the most
  complex
• Mastery of one leads to the other.

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Affective Domain (Cont.)
Simple
Complex
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Psychomotor Domain

• Includes physical movement, coordination and use
  of motor skill areas which is developed through
  practice and measured by speed, precision,
  distance, procedure or execution techniques.
• Is divided into 7 major categories starting with
  the simplest form to the most complex.
• Mastery of one leads to the other.

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Psychomotor Domain (Cont.)
Simple
Complex
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Guide to Writing Course Learning Outcomes

• What are the most essential things students need
  to know and be able to do?
• What specific skills or strategies do students
  need?
• What are the most important things they need to
  be able to do when they finish?
• How do these apply in the job market?
• Are these what employers want?
• Should the students level of awareness be
  raised?
• Are there things students need to unlearn?

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Guide to Writing Course Learning Outcomes (Cont.)
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Examples