Digital Skills:
generic skill or discipline based skill
INFLOITREMRAATCIYON DIGITAL COSMKMILUL NICATION
The ability to store, use The ability to generate
and share information clear text and content,
and process using present idea or
applications for information using
digital programmes,
problem solving and software or internet
to reproduce and tools as well as to
process data into engage with others on
more understandable digital platform
form
attributes of DIGITAL skills:
Gather SCIENCE & Convey
Articulation TECHNOLOGY Information
Refer AND SOCIAL Curate or create
Optimisation Well-reasoned
Sourcing SCIENCES conclusions
Argue (Information Processing
Collaboration Literacy and Publishing
Storing
Digital Design
Communication)
*Digital skills can also be measured through digital communication if the intended
learning outcome is to assess student ability in using digital platform to communicate.
attributes of digital skill
CONVEY ARTICULATION CURATE
Present information Able to express ideas Creating new or GATHER
through the use of clearly and effectively original content in
digital or internet tools in writing and easily
discipline or
or application understood by the generic
reader through digital
DESIGN or internet tools or Gather appropriate
application
and relevant
COLLABORATE REPRODUCE AND information
PROCESS INFORMATION
Use design related Use technology or Combine different types of
tools to produce or platform for information from different
create graphic design sources into something new
collaboration or or type of information may
networking purpose include in a form of images,
texts, tables and data
eXAMPLE of course assessment plan
(ETHICAL, SOCIAL, AND PROFESSIONAL ISSUES IN DIGITAL MEDIA - 3 credits)
*This table represents one (1) of the CLOs of the entire course.
*The SLT considers both Face-to-Face (F2F) and Non Face-to-Face (NF2F) learning time, type of assessment and the
related discipline. The percentage for assessment should approximate the SLT allocated for the CLO.
COURSE LEARNING Debate on digital ethic principles
OUTCOME based on case study/ scenario
given
MQF LOC Cluster 3D
Delivery Method Mini lecture, group discussion,
Assessment Method simulation
Debate (30%)
Specific Task From a given case study / scenario,
Student Learning Time students need to identify and debate
on digital ethic principles within the
ethical framework
36 hours
eXAMPLE of course assessment plan
(TEACHING METHOD - 3 credits)
*This table represents one (1) of the CLOs of the entire course.
*The SLT considers both Face-to-Face (F2F) and Non Face-to-Face (NF2F) learning time, type of assessment and the
related discipline. The percentage for assessment should approximate the SLT allocated for the CLO.
COURSE LEARNING Create a teaching product by
OUTCOME integrating different internet
tools or software (C6)
MQF LOC Cluster 3D
Delivery Method Group work, didactic
Assessment Method Teaching product (25%)
Specific Task
Students need to create teaching
Student Learning Time product using different internet
platform or internet tools or software
by applying pedagogical principles
30 hours
cluster 3:
PLO 7 : Numeracy Skills
Quantitative skills that require learners to acquire increasingly higher levels
of numerical abilities.
It may include understanding of basic mathematics, symbols relating to
statistical techniques and etc.
Numeracy skill is the ability to access, use, interpret, and communicate
mathematical information and ideas, in order to engage in and manage
the mathematical demands of a range of situations in adult life.
Numerate behavior involves managing a situation or solving a problem in a
real context, by responding to mathematical content/information/ideas
represented in multiple ways.
EXAMPLE OF OUTCOMES:
Show skills to design, plan evaluation activities, using quantitative/
statistical tools.
Apply mathematical and other quantitative, qualitative tools to analyze
and evaluate numerical and graphical data for study/work.
*Majority of situations, numeracy skills measure cognitive domains level 3, 4, 5 and 6.
EXAMPLES OF NUMERACY skillS
Interpreting
Understanding mathematical
Knowledge of relationships information
numbers and between numbers
figures
Visual perception
Calculation skills, Argumentation of information
measurement and and logical thinking
data analysis
Scheduling or
budgeting Understanding
trends/
Working with
graphical
representation
EXAMPLES Quantitative Reasoning
OF
E.g. Handling information, calculates, understand
NUMERACY numbers, statistics, estimates and solves problem
SKILLS
Operation and Calculation
E.g. Procedural rules underlying manipulations
of whole numbers, decimals, and fractions
Graphical Representation
E.g. Represents and interprets data in graphs,
tables and diagrams
Complex Number
E.g. Calculus and advanced calculus, complex
mathematical tasks, including problem solving and
mathematical reasoning. Routine and non routine
complex numerical
Spatial Visualisation and Geometric Reasoning
E.g. Capacity to think about and applies objects in 2D, 3D, angles
and position and to draw conclusion. Mental representation of
object configuration, creating and designing object, navigating
and way-finding
ATTRIBUTES OF NUMERACY SKILLS
(*Some attributes can be applied for both fields)
SCIENCE AND SOCIAL
TECHNOLOGY SCIENCES
Calculate Obtain relationships
Measure Estimate
Interpret Recognize
Apply Make sense
Analyze Respond
Recognize Express
Transforming
Solve problems
ATTRIBUTES OF NUMERACY SKILLS
CALCULATE INTERPRET ANALYZE
Calculate using Interpret statistical Analyse numerical
calculators and a range information, table, information and to
of measuring graph, chart or make the right
instruments percentage conclusions and
decisions
MEASURE
ESTIMATE
Estimate numerical, Measurements count
mathematical and using any device or
statistical information instruments
ATTRIBUTES OF NUMERACY SKILLS
obtain making respond
relationship sense
Obtain relationship
Respond to information
between number, Make sense of numbers, time, which is presented in
language skill, visualisation patterns and shapes for activities mathematical ways, for
like cooking, reading receipts,
of information reading instructions and even example, in graphs, tables,
charts, or percentages
playing sport
transforming express
Transforming subjective
into quantitative data Express ideas and situations
using numerical or
mathematical information
eXAMPLE of course assessment plan
(research method - 3 credits)
*This table represents one (1) of the CLOs of the entire course.
*The SLT considers both Face-to-Face (F2F) and Non Face-to-Face (NF2F) learning time, type of assessment and the
related discipline. The percentage for assessment should approximate the SLT allocated for the CLO.
Analyse a case Cluster study using
COURSE LEARNING 3E principles, theories and practices
OUTCOME in quantitative analysis in written
form and orally (C4)
MQF LOC Clust
er 3E
Delivery Method Lecture, group discussion,
Assessment Method case study
Specific Task Presentation (10%)
Student Learning Time Case Study Report (20%)
Students will be given a case involving
quantitative data in the form of graphs,
tables and charts. They need to
recognize, understand and analyse the
data given, and present a case report
36 hours
eXAMPLE of course assessment plan
(business mathematics - 3 credits)
*This table represents one (1) of the CLOs of the entire course.
*The SLT considers both Face-to-Face (F2F) and Non Face-to-Face (NF2F) learning time, type of assessment and the
related discipline. The percentage for assessment should approximate the SLT allocated for the CLO.
Solve basic mathematical problems
COURSE LEARNING in the specific area of business,
OUTCOME finance, investment and income tax
assessment (C3)
MQF LOC Cluster 3E
Delivery Method Lecture, group discussion
Assessment Method
Specific Task Examination (20%)
Student Learning Time Case Study Report (20%)
Students apply their
mathematical knowledge to
meet the demands of business
operation
48 hours
cluster 3:
PLO 8 : Leadership, Autonomy and Responsibility
Refers to an individual’s ability to build relationships and work with teams made up of
peers or in managerial capacities with varying degrees of autonomy to make decisions
or setting goals at organisational / unit / team levels; to take responsibilities with
accountability; to be confident, knowledgeable, articulate, honest, professional,
concerned, resilient, a risk taker and possess other interpersonal skills including
working in, and leading teams.
Work autonomously, and show leadership and professionalism in managing
responsibilities within broad organisational parameters. Undertake significant levels of
work related responsibilities of others as well as self. Demonstrate decision making
capacities and professionalism by working towards pre-determined goals and
outcomes. Demonstrate accountabilities, especially in professional fields.
EXAMPLE OF OUTCOMES:
Demonstrate leadership, professionalism and management skills, and take full
responsibility for own work, and significantly for others in the research
team/organisation/projects/work.
Contribute to the technological, social and cultural progress on academic and
professional practice to the society at large on emerging issues at professional/expert/
specialist level.
attributes of leadership, autonomy
and responsibility
Influence, convince and SCIENCE & Take responsibilities with
motivate TECHNOLOGY accountability
Foster good relationship Can command respect and
and teamwork AND confidence from team
Lead with varying degrees SOCIAL members
of autonomy to make SCIENCES Assess the risk of failures in
decisions the internal controls and
Lead within authority and procedures in area of
responsibility responsibility
Setting goals at Persuasive
organisational/unit/team Capacity to initiate, delegate,
levels manage, and be visionary
attributes definition
EFFECTIVE LEADERSHIP The ability to lead self and/or others
RESPONSIBILITY using the fundamental concepts of
AUTONOMY leadership
WORK IN TEAM
The state of acting independently and
making decisions or having control
over someone with/without
authorization
The ability to act independently, free
from external control or influence by
initiating, delegating and managing
responsibly
The ability to foster good relationships
and play different roles for different
situations
eXAMPLE of course assessment plan
(EVENT MANAGEMENT- 3 credits)
*This table represents one (1) of the CLOs of the entire course.
*The SLT considers both Face-to-Face (F2F) and Non Face-to-Face (NF2F) learning time, type of assessment and the
related discipline. The percentage for assessment should approximate the SLT allocated for the CLO.
COURSE LEARNING Evaluate personal strengths and
OUTCOME weaknesses through the event
management process (A3)
MQF LOC Cluster 3F
Delivery Method Collaborative learning;
Assessment Method project-based learning
Specific Task
Student Learning Time Reflection in Logbook : 15 %
Peer Review : 5%
Students are required to conduct
self-reflection and peer-reviewing
of their strengths and weaknesses
throughout the event/ project
24 hours
CLUSTER 4:
PERSONAL AND
ENTREPRENEURIAL
SKILLS
cluster 4:
PLO 9 : PERSONAL SKILLS
Life skills that learners are expected to use daily. It also includes
capability to plan for career development or further education.
Portrayed through enthusiasm for independent learning, intellectual
and self-development; by demonstrating confidence, self-control;
social skills and proper etiquette; and commitment to professionalism
in the work place.
Aspects of character such as honesty, punctuality, time management,
keeping to and maintaining deadlines that are important in a work
environment are also important personal skills.
EXAMPLE OF OUTCOMES:
Integrate knowledge for lifelong learning with development of
new ideas, solutions and systems.
Take full responsibility for own work and where relevant be
accountable for overall management of one’s research
organization
ATTRIBUTES OF PERSONAL SKILL
INTRAPERSONAL PROACTIVENESS AUTONOMOUS
SKILL
Those skills that individual require Independent and Taking action by
to posses in order to manage having the power to causing change and
make own decisions not only reacting to
themselves and it is a prerequisite
to interpersonal skills (e.g.
change when it
happens
flexibility, resourcefulness, self- ACHIEVEMENT
esteem, self-awareness honesty, ORIENTED
punctuality, time management,
keeping to and maintaining
deadlines)
Ability to put higher target and has high endurance in
facing challenges such as enthusiasm for independent
learning, intellectual and self-development and
capability to plan for career development or further
education
eXAMPLE of course assessment plan
(VOLUNTEERISM COURSE - 3 credits)
*This table represents one (1) of the CLOs of the entire course.
*The SLT considers both Face-to-Face (F2F) and Non Face-to-Face (NF2F) learning time, type of assessment and the
related discipline. The percentage for assessment should approximate the SLT allocated for the CLO.
COURSE LEARNING Explain the importance of
OUTCOME volunteerism activities towards
building responsible citizens (A3)
MQF LOC Cluster 4A
Delivery Method Group field work
Assessment Method
Specific Task Report (20%)
Student Learning Time Presentation (20%)
Students are required to write a report from the
fieldwork on volunteerism activities. Their
presentations should tackle issues on the
importance of national identity gained from
the fieldwork
48 hours
cluster 4:
PLO 10 : ENTREPRENEURIAL SKILLS
Entrepreneurial skills require relevant knowledge, skills
and expertise in key areas of an enterprise. Important
personal qualities will include creativity, grit and drive. The
drive to be an entrepreneur is set as personal skills but
also requires the requisite of relevant knowledge,
cognitive and functional skills.
EXAMPLE OF OUTCOMES:
Demonstrate entrepreneurial competency with selected project(s).
Demonstrate an appreciation of broader socio-political economic
and cultural issues at local / national and regional level.
Initiate and/or lead entrepreneurial ventures/ projects.
Recommend on the commercialisation value of the research
attributes definition
SELF-EFFICACY
One’s beliefs about own capabilities
COMPETITIVE to succeed in achieving an outcome
NETWORKING or reaching a goal
CALCULATIVE
RISK TAKING
Wanting very much to win or be more
successful than other people
The ability in a process of meeting and
talking to a lot of people, especially in
order to get information that can help
you
The ability to undertake the actual or
chance of failure whose degree of
probability has been estimated before
some undertaking is entered upon
attributes definition
INNOVATIVE
AND Able to use creative intelligence to
improve, create change and disrupts
CREATIVE
the status quo
OPPOTUNITY
RECOGNITION
Identifying new business based on the
BUSINESS ACUMEN opportunities. Based on prior
knowledge, past experiences, current
market conditions and potentially
profitable new business ventures
Able to understand, interpret, analyse,
and deal with a business situation in a
professional and profitable manner
eXAMPLE of course assessment plan
(FOUNDATION IN ENTREPRENEURSHIP - 3 credits)
*This table represents one (1) of the CLOs of the entire course.
*The SLT considers both Face-to-Face (F2F) and Non Face-to-Face (NF2F) learning time, type of assessment and the
related discipline. The percentage for assessment should approximate the SLT allocated for the CLO.
COURSE LEARNING Describe a business model canvas/
OUTCOME plan to market a product or service
(A1)
MQF LOC Cluster 4B
Delivery Method Case analysis
Assessment Method
Specific Task Product/Business Service (20%)
Student Learning Time Presentation : 20%
Students are able to present a
business model canvas/ plan and
product/business service related to
the entrepreneurial attribute
48 hours
eXAMPLE of course assessment plan
(ENTREPRENEURSHIP APPRENTICESHIP - 3 credits)
*This table represents one (1) of the CLOs of the entire course.
*The SLT considers both Face-to-Face (F2F) and Non Face-to-Face (NF2F) learning time, type of assessment and the
related discipline. The percentage for assessment should approximate the SLT allocated for the CLO.
COURSE LEARNING Propose business innovation on the
OUTCOME service and consumer relation
techniques (A3)
MQF LOC Cluster 4B
Delivery Method Case s
tudy
Assessment Method
Specific Task Business Innovation/Presentation
Student Learning Time (20%)
Students are required
to propose and present business
innovation pertaining to the service
and consumer relation techniques
24 hours
CLUSTER 5:
ETHICS AND
PROFESSIONALISM
cluster 5:
PLO 11 : ETHICS AND PROFESSIONALISM
Ethics and values are important at personal,
organisational, societal/community and global settings as
they guide personal actions, interactions, at work and
within the community at large. Awareness/understanding
and respect of ethical, social and cultural differences and
issues are important in the exercise of professional skills
and responsibilities: integrity, professional conduct
(professionalism), and standards of conduct such as
upholding regulations, laws and codes of good practices
or code of professional conduct. A sensitive approach in
dealings with other cultures adds value to this learning
domain.
cluster 5:
PLO 11 : ETHICS AND PROFESSIONALISM
Professionalism is used to describe those skills, attitudes
and behaviours which we have to come to expect from
individuals during the practice of their profession and
includes concepts such as maintenance of competence,
ethical behaviour, integrity, honesty, altruism, service to
others, adherence to professional codes, justice, respect
for others, self-regulation etc.
Ethics and professionalism refer to values and code of
practices that should be followed by a professional in
applying knowledge of his/her discipline and career.
clusteR 5:
PLO 11 : ETHICS AND PROFESSIONALISM
Demonstrating adherence, and ability to identify ethical
issues, make decision ethically, and act ethically and
professionally within the varied social and professional
environment and practice.
Demonstrating a deep familiarity and knowledge of local
and global issues relating to science, technology, business,
social and environmental issues.
EXAMPLE OF OUTCOMES:
Demonstrate adherence to legal, professional and
ethically sound codes of practice.
Identify emerging ethical and professional issues, its
complexities, and implications to advancement of
research in the field and its societal impact.
ATTRIBUTES OF ethics and profesionalism
MORAL IDENTITY APPEARANCE
Personality, manners and Characteristics of an individual’s Character, behaviour as well
politeness according to universal origin such as customs, as tidiness and suitability of
good and positive values that are language, culture and religion the attire based on situations
generally acceptable and which make up the pillar and in interacting with other
considered good by the portrayal of his personality and persons and in managing or
community bring out the spirit of patriotism performing a task
and love for the nation-state
WORK
ETHICS INTEGRITY
System of moral rules or Level of honesty and being upright
principles of behaviour, which
are practised in a workplace or in keeping or defending his/her
a working environment stand, principles and accountability
in carrying out a task
eXAMPLE of course assessment plan
(ETHICAL HACKING - 3 credits)
*This table represents one (1) of the CLOs of the entire course.
*The SLT considers both Face-to-Face (F2F) and Non Face-to-Face (NF2F) learning time, type of assessment and the
related discipline. The percentage for assessment should approximate the SLT al
located for the CLO.
COURSE LEARNING Demonstrate professional practices in
reporting and presenting the given task
OUTCOME that related to data and ethical hacking
methods and tools (A3)
MQF LOC Cluster 5
Delivery Method Collaborative learning,
Assessment Method Case S
tudy
Specific Task Project in Group (5%)
Students are required to write,
present the data and ethical
hacking methods and tools
Student Learning Time 10 hours
eXAMPLE of course assessment plan
(INTRODUCTION TO EARLY CHILDHOOD EDUCATION - 3 credits)
*This table represents one (1) of the CLOs of the entire course.
*The SLT considers both Face-to-Face (F2F) and Non Face-to-Face (NF2F) learning time, type of assessment and the
related discipline. The percentage for assessment should approximate the SLT allocated for the CLO.
COURSE LEARNING Follow SOP and professional code
OUTCOME of conduct in given task related to
Early Childhood Education (A3)
MQF LOC Cluster 5
Delivery Method Group Discussion, Visit to Chosen Kindergarten
Assessment Method
and conduct intetervaiceh
w
erwsith students and
Specific Task
Student Learning Time Presentation of the SOP and Code of Conduct
during the visit to the kindergarten (10%)
Conduct a fieldwork / visit to a selected
preschool. Each group needs to carry
out a task in performing the SOP and
professional code of conduct in a given
task
12 hours
GLOSSARY
ASSESSMENT COMPETENCY COURSES
A systematic mechanism to
Components of a
measure a student’s attainment A student’s knowledge, skills and programme. The term
of learning outcomes abilities which enable the courses are used
student to successfully and interchangeably with
meaningfully complete a given subjects, units or modules
task or role
LEARNING MALAYSIAN PROGRAMME
OUTCOMES
QUALIFICATION
Statements on what a student An arrangement of
should know, understand and FRAMEWORK (MQF) courses/subjects/modules
can do upon the completion of that is structured for a
specified duration and
a period of study An instrument that classifies learning volume to achieve
qualifications based on a set of the stated learning
outcomes, which usually
criteria that are approved leads to an award of a
nationally and benchmarked
qualification
against international best
practices
PROGRAMME PROGRAMME OUTCOMES
EDUCATIONAL LEARNING BASED
OBJECTIVES (PEO)
OUTCOMES (PLO) EDUCATION (OBE)
Broad statements that describe
OBE is an educational model
the career and professional Statements that describe the in which curriculum, delivery,
accomplishments that the specific and general knowledge,
programme is preparing skills, attitude and abilities that and assessment are
developed, structured and
graduates to achieve after the the programme graduates implemented to facilitate key
graduated should demonstrate upon student learning outcomes
graduation. The graduates are
CONSTRUCTIVE expected to acquire the
ALIGNMENT outcomes upon completion of all COURSE
the courses in their programme ASSESSMENT
PLAN
Constructive alignment is an
approach to curriculum design Assessment plans provide an
where all aspects of teaching outline to facilitate continuous
improvement of student learning
and assessment are tuned to include the student learning
support and encourage higher- outcomes, learning opportunities,
measures, targets and a process for
order learning processes
carrying out the plan
STUDENT
LEARNING
TIME
(SLT)
FURTHER
REFERENCE
1. Quick Reference: 5 Clusters of Learning Outcomes MQF2.0
(2021)
2. iCGPA Rubric Learning Outcomes Assessment Guide
(2016)
Published by:
Department of Higher Education
Ministry of Higher Education
No. 2, Tower 2, Street P5/6,
Precint 5 62000 Putrajaya,
Malaysia
https://www.jpt.mohe.gov.my
THANK YOU
*FOR INTERNAL REFERENCE ONLY*