Rubrik iCGPA

9 RUBRIK PNGK BERSEPADU: PANDUAN PENTAKSIRAN HASIL PEMBELAJARAN 101

Penutup (ii) Penekanan terhadap pelaksanaan
penjajaran konstruktif yang merujuk kepada
Buku panduan ini cuba menggariskan dua prinsip yang digunakan untuk merangka
perkara utama, iaitu: aktiviti pengajaran dan pembelajaran serta
(i) Penggunaan rubrik untuk mencatat pentaksiran yang dapat memaparkan
pembangunan diri pelajar yang
penskoran tugasan pelajar agar prestasi melaksanakan tugasan tersebut. Melalui
pencapaian Hasil Pembelajaran Kursus penjajaran konstruktif pelajar berpeluang
(HPK) dapat dilaksanakan dengan lebih mengenal pasti pencapaian mereka
adil. Rubrik yang telah dikongsi dengan terhadap kompetensi yang diharapkan
pelajar pada permulaan semester dapat melalui kursus yang diikuti.
mendorong mereka menghasilkan
tugasan mengikut prestasi pencapaian Rumusannya, buku panduan ini juga diharapkan
yang dihasratkan. Ini kerana rubrik dapat membantu tenaga pengajar memulakan
tersebut berupaya memberikan penerangan atau menambah baik amalan penjajaran
bagi setiap tahap pencapaian atribut dan konstruktif dalam pengajaran dan pentaksiran.
subatribut bagi setiap Domain Hasil Semoga transformasi amalan ini dapat
Pembelajaran Kerangka Kelayakan menyokong aspirasi Lonjakan Pertama Pelan
Malaysia (DHP KKM3 hingga DHP KKM8). Pembangunan Pendidikan Malaysia 2015-2025
(Pendidikan Tinggi) bagi menghasilkan graduan
yang holistik, berciri keusahawanan dan
seimbang.

A

GLOSARI

A RUBRIK PNGK BERSEPADU: PANDUAN PENTAKSIRAN HASIL PEMBELAJARAN 103

Glosari

Atribut • Kualiti atau ciri-ciri yang wujud dalam seseorang atau sesuatu.

Beban • Jam pembelajaran kendiri termasuk daripada modul pembelajaran kendiri dan sebarang
Pembelajaran tambahan pembelajaran kendiri tidak bersemuka dan persediaan untuk
Pelajar (SLT) kuliah/makmal/tutoran dan ujian serta pentaksiran.

Domain Hasil • Merujuk kepada lapan domain hasil pembelajaran yang signifikan untuk Malaysia: (1)
Pembelajaran Pengetahuan; (2) Kemahiran Praktikal; (3) Kemahiran dan Tanggungjawab Sosial; (4) Nilai,
Kerangka Sikap dan Profesionalisme; (5) Kemahiran Komunikasi, Kepimpinan dan Kerja
Kelayakan Malaysia Berpasukan; (6) Kemahiran Penyelesaian Masalah dan Kemahiran Saintifik; (7) Kemahiran
(DHP KKM) Pengurusan Maklumat dan Pembelajaran Sepanjang Hayat; (8) Kemahiran Mengurus dan
Keusahawanan.

Hasil Pembelajaran • Hasil pembelajaran yang mewakili senarai kompetensi yang akan dimiliki oleh pelajar
Kursus (HPK) setelah melalui suatu kursus dan perlu dicapai oleh setiap pelajar yang mengikuti kursus
berkenaan dalam semester berkenaan.

Kerangka • Huraian atau deskripsi sistem pendidikan kebangsaan, yang difahami di peringkat
Kelayakan Malaysia antarabangsa, yang menjelaskan semua kelayakan dan pencapaian akademik dalam
(KKM) pendidikan tinggi (pasca sekolah) dan menghubungkaitkan kelayakan-kelayakan ini secara
bermakna.

A RUBRIK PNGK BERSEPADU: PANDUAN PENTAKSIRAN HASIL PEMBELAJARAN 104

Pendidikan • Satu proses yang melibatkan penstrukturan kurikulum, penilaian dan laporan
Berasaskan Hasil amali dalam pendidikan untuk mencerminkan pencapaian pembelajaran
(OBE) peringkat tinggi dan penguasaan daripada pengumpulan kredit kursus.

Penjajaran • Prinsip yang digunakan untuk merangka aktiviti pengajaran dan
Konstruktif pembelajaran dan tugas penilaian secara langsung menangani hasil
pembelajaran yang dikehendaki yang tidak dapat dicapai dalam kuliah
Pentaksiran tradisional, kelas tutorial dan peperiksaan

Purata Nilai Gred • Suatu proses pembelajaran yang merangkumi aktiviti menghurai,
Kumulatif Bersepadu mengumpul, merekod, memberi skor dan menterjemahkan maklumat tentang
(PNGK Bersepadu) pembelajaran pelajar bagi sesuatu tujuan tertentu.
Rubrik
• Sistem pentaksiran yang mengukur prestasi pelajar universiti secara
Subatribut keseluruhan dan bukan hanya pencapaian akademik.

• Satu alat pemarkahan yang jelas mewakili jangkaan prestasi untuk tugasan
atau sesuatu kerja.

• Atribut sekunder.



B

PENGHARGAAN

B RUBRIK PNGK BERSEPADU: PANDUAN PENTAKSIRAN HASIL PEMBELAJARAN 107

Penghargaan

Kementerian ingin merakamkan setinggi-tinggi penghargaan dan terima kasih kepada semua yang
telah menyumbang kepada Buku Rubrik PNGK Bersepadu: Panduan Pentaksiran Hasil
Pembelajaran.

Penyumbang

PROF. IR. DR. SHAHRIR ABDULLAH PROF. MADYA DR. MARIAM TAIB

UNIVERSITI KEBANGSAAN MALAYSIA UNIVERSITI MALAYSIA TERENGGANU

PROF. DR. AZNI ZAIN AHMAD PROF. MADYA DR. NOOR
MAIZURA MOHAMAD NOOR
UNIVERSITI TEKNOLOGI MARA
UNIVERSITI MALAYSIA TERENGGANU
PROF. MADYA DR. JAAFAR JANTAN
PROF. MADYA DR. AMIZA MAT AMIN
KEMENTERIAN PENDIDIKAN TINGGI
UNIVERSISI MALAYSIA TERENGGANU
PROF. MADYA DR. SURIA BABA
DR. ADZHAR KAMALUDIN
UNIVERSITI MALAYSIA KELANTAN
UNIVERSITI MALAYSIA PAHANG
PROF. MADYA DR. MASHITOH YAACOB
DR. MOHD RUSLLIM MOHAMED
UNIVERSITI KEBANGSAAN MALAYSIA
UNIVERSITI MALAYSIA PAHANG
PROF. MADYA DR. HJ. AHMAD
MAZLI HJ. MUHAMMAD DR. MASZALIDA HAMZAH

UNIVERSITI TEKNOLOGI MARA UNIVERSITI TEKNOLOGI MARA

B RUBRIK PNGK BERSEPADU: PANDUAN PENTAKSIRAN HASIL PEMBELAJARAN 108

Pakar Rujuk

PROF. DATO’ WIRA MOHD SALLEH DIN PROF. MADYA DR. YAP CHI CHIN EN. AHMAD RUSDI ABDULLAH

UNIVERSITI MALAYSIA PERLIS UNIVERSITI KEBANGSAAN MALAYSIA UNIVERSITI MALAYSIA TERENGGANU

PROF. DR. NOR KAMARIAH NOORDIN PROF. MADYA DR. ROSILAH HASSAN EN. MOHAMAD DZAFIR MUSTAFA

UNIVERSITI PUTRA MALAYSIA UNIVERSIT KEBANGSAAN MALAYSIA AGENSI KELAYAKAN MALAYSIA

PROF. DR. AIDA SURAYA MD YUNUS PROF. MADYA DR. TANG SIEW FUN EN. AHMAD SHAHARUDIN ABDUL LATIFF

UNIVERSITI PUTRA MALAYSIA TAYLOR’S UNIVERITY UNIVERSITI MALAYSIA KELANTAN

PROF. DR. ZARIDA HAMBALI PROF. MADYA DR. AWENG A/L EH RAK PN. YASMIN KAMALL KHAN

UNIVERSITI UCSI UNIVERSITI MALAYSIA KELANTAN UNIVERSITI TEKNOLOGI MARA

PROF. DR. MOHD RIDZUAN NORDIN PROF. MADYA DR. NORAZILA ABD AZIZ DATIN HAJAH MAZITA MOKHTAR

UNIVERSITI TEKNIKAL MALAYSIA MELAKA UNIVERSITI MALAYSIA SARAWAK UNIVERSITI MALAYSIA PAHANG

PROF. DR. MOHAMED DAHLAN IBRAHIM DR. MOHD SHAARI ABD RAHMAN PN. AZLIN SHAFINAZ MOHAMAD ARSHAD

UNIVERSITI MALAYSIA KELANTAN UNIVERSITI MALAYSIA TERENGGANU UNIVERSITI TEKNOLOGI MARA

PROF. DR. MOHD MAJID KONTING DR. WAN MARZUKI WAN JAAFAR CIK ZURAIDAH MOHD SAID

UNIVERSITI PUTRA MALAYSIA UNIVERSITI PUTRA MALAYSIA UNIT KEUSAHAWANAN KEMENTERIAN
PENGAJIAN TINGGI
PROF. MADYA DR. JUZAIDDIN AB AZIZ DR. NORSHIMA ZAINAL
CIK SUZLIANA MARSOM
UNIVERSITI KEBANGSAAN MALAYSIA UNIVERSITI PERTAHANAN
NASIONAL MALAYSIA JABATAN PENDIDIKAN, POLITEKNIK
PROF. MADYA DR. SR. NORNGAINY KEMENTERIAN PENGAJIAN TINGGI
MOHD TAWIL TN. HJ. RIDZUAN YACOB
CIK SARAVANAMALAR SURARAJAH
UNIVERSITI KEBANGSAAN MALAYSIA UNIVERSITI MALAYSIA TERENGGANU
UNIVERSITI SUNWAY
EN. MOHAMMAD NIZAMUDDIN
ABDUL RAHIM

UNIVERSITI MALAYSIA KELANTAN

EN. MUHAMMAD FAZLI JASLI

JABATAN PENDIDIKAN, KOLEJ KOMUNITI
KEMENTERIAN PENGAJIAN TINGGI



C

RUJUKAN

C RUBRIK PNGK BERSEPADU: PANDUAN PENTAKSIRAN HASIL PEMBELAJARAN 111

Rujukan

Agensi Kelayakan Malaysia.(2015). Kerangka Kelayakan Malaysia.Titik Rujukan dan Persefahaman
Bersama Tentang Kelayakan Pengajian Tinggi di Malaysia. Agensi Kelayakan Malaysia.
http://www.mqa.gov.my/portalMQA/dokumen/KERANGKA%20KELAYAKAN%20MALAYSIA_2
011.pdf (31/12/2015)

Agensi Kelayakan Malaysia. (2013). Garis Panduan Amalan Baik: Penilaian Pelajar. Kuala Lumpur:
Agensi Kelayakan Malaysia.

Biggs, J.B. (1996). Enhancing Teaching through Constructive Alignment.Higher Education, 32: 347-
364.

Kementerian Pendidikan Tinggi Malaysia (2015). Pelan Pembangunan Pendidikan Malaysia 2015-
2025 (Pendidikan Tinggi). Putrajaya: Kementerian Pendidikan Malaysia.

Kementerian Pengajian Tinggi Malaysia (2006). Modul pembangunan kemahiran insaniah (soft skills)
untuk institusi pengajian tinggi Malaysia. Serdang: Kementerian Pengajian Tinggi Malaysia:
Penerbitan Universiti Putra Malaysia.

CHAPTER
01

INTRODUCTION

1 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 113

Introduction iCGPA serves to drive the practices of
constructive alignment in ensuring quality
The Malaysia Education Blueprint 2015-2025 curriculum design, delivery and assessment
(Higher Education) or the MEB (HE) (Ministry of at the course level and the programme level.
Higher Education, 2015) is formulated based on
the vision and aspiration of Malaysia Education What is iCGPA?
Development Plan (2013 – 2015) and National
Higher Education Strategic Plan or Pelan • A system or mechanism for assessing
Strategik Pengajian Tinggi Negara (PSPTN) in and reporting learner’s integrated
educating students who are knowledgeable, development and learning gains of their
skilled and talented to face the challenges of the ADAB (ethics and values), their
21st century. Shift 1 of the blueprint aims to declarative and functional knowledge
foster graduates who are holistic, balanced and their disciplinary skills & technical
and entrepreneurial in line with the National abilities.
Education Philosophy.
• The reporting illustrates attainment of
One of the initiatives attributes outlined in the six student
in Shift 1 is the aspirations stipulated in the MEB (HE) as
implementation of well as the eight domains of learning
the integrated outcomes listed in the Malaysian
assessment system Qualifications Framework. It is a
which materialises mechanism that aims to assist various
student holistic stakeholders in making decisions or
attainment based on planning for improvement.
the learning
experiences in
higher education.

1 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 114

• Hence, iCGPA reports the learner’s The book contains definitions, glossaries,
holistic performance and their subattributes, conceptual frameworks and the
program learning outcome assessment rubrics attributes for the Malaysian
achievement throughout their study Qualification Framework (MQF) learning
period. outcome domains (LOD) namely (Malaysian
Qualification Agency, 2015):

Purpose of iCGPA Rubric Book: Learning Social Skills and Responsibilities
Outcomes Assessment Guide

This book acts as a guide as well as a source of Values, Attitude and Professionalism
support for academic staff in the implementation
of the Constructive Alignment in teaching and Communication, Leadership and
assessment methods in achieving the Teamwork Skills
respective course learning outcomes.
Problem Solving and Scientific Skills
This book is not prescriptive or exclusive in
nature but focuses on good practices that Information Management and Lifelong
can be referred to in designing learning Learning Skills
outcomes as well as the aligned assessment
tasks. Managerial and Entrepreneurial Skills

1 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 115

The Knowledge and Practical Skills learning for the awarded grades) so that students can
outcome domains are not covered in this book
as the academic staff are already highly trained demonstrate their performance that corresponds
and specialized in the assessment methods of with the desired learning outcomes (Malaysian
student attainment for this particular learning Qualification Agency, 2013).
outcome domains (Ministry of Higher Education
Malaysia, 2006).

This book also provides examples on the
mapping of the course constructive alignment for
several courses. The mapping shows the role of
courses in facilitating the improvement of
students’ holistic ability. The mapping also
demonstrates constructive learning method that
can help students to attain the course learning
outcomes.

Finally, the mapping shows the aligned
assessment tasks (together with the weightage

CHAPTER
02

CONSTRUCTIVE ALIGNMENT

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 117

Constructive Alignment The educational approach pactised in institutions
of higher learning (IHL) in Malaysia has to
Constructive alignment is a term that refers emphasise more on the learning outcomes that
to the principles used to design teaching and focuses on the broadening of knowledge, skills,
learning activities as well as assessment manners and attitude as outlined in the 8 MQF
tasks that relate directly to the desired LOD.
learning outcomes achieved through non-
conventional methods that cannot be
attained from traditional lectures, tutorials
and examinations.

To produce holistic, LEARNING OUTCOMES DELIVERY PROCESS ASSESSMENT
entrepreneurial and
well-balanced graduates
requires transformation and
paradigm shift in the form of
curriculum design, learning
activities and tasks that are
used for assessments.

CONSTRUCTIVE ALIGNMENT

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 118

Aligned with this approach, the assessment tasks and learning activities must be integrated
based on the desired outcomes of the course.

The integration process or constructive alignment (Biggs, 1996) are:

a To produce the CLO statement that outlines the competence that
should be attained by students at the end of the course.

To state and specify the most suitable task that students must do (as
b well as the scoring rubrics) so that they can demonstrate the

attainment of the CLO.

To prepare learning activities so that all students have the opportunity
c to be involved in attaining the competency level according to the LO

statement.

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 119

Course Constructive Alignment Mapping Figure 2.1 shows the relationship between the
course contructive alignment mapping to the
An example of the course constructive alignment MQF LOD specific task and appropriate
mapping for the 7 MQF LOD is shown in assessment rubrics to determine the attainment
sections 2.1 until 2.4. level of the students for that particular task.

PLO CLO DELIVERY ASSESSMENT SPECIFIC
METHOD METHOD / TASK AND
RELATED
COMPONENT RUBRICS

Figure 2.1: Alignment of Teaching and Learning Elements

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 120

Example of Mapping of MQF3 Example of Mapping of Example Mapping of MQF7
LOD, MQF4 LOD and MQF6 MQF5 LOD and MQF6 LOD LOD and MQF8 LOD for
LOD for Ethnic Relations for Man and Machine Foundation in
Course Relations Course Entrepreneurship Course

An example of the relationship An example of the relationship An example of the
between the Ethnic Relations between the Man and Machine relationship between the
Course constructive alignment Relations Course constructive Foundation in
mapping and the MQF LOD, alignment mapping and the Entrepreneurship Course
specific tasks and the MQF LOD, specific tasks and constructive alignment
appropriate assessment rubrics the appropriate assessment mapping and the MQF LOD,
used to determine the level of rubrics used to determine the specific tasks and the
students’ achievement for the level of students’ achievement appropriate assessment
task is shown in Table 2.1 and for the task is shown in Table rubrics used to determine the
2.2. 2.3. level of students’ achievement
for the task is shown in Table
2.4.

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 121

Table 2.1: Mapping of the Constructive Alignment for Ethnic Relations Course (2 Credits)

Course Learning Delivery Assessment Method / Component Specific Task and the Student
Outcomes (CLOs) Method Related MQF LOD Learning Time
No. MQF LOD Written Reflection/ Presentation Report Attribute
Examination Quiz (SLT)
Presentation and written 32 hours
Assess the report of field work related to
the assessment on identity 24 hours
importance of and volunteerism to
emphasize the attribute of 24 hours
1 national identify MQF 4 Group field 20% 20% ‘values and attitudes’ in 80 hours
and valunteerism LOD work MQF 4 LOD.
towards building
Written examination
responsible questions which require
students to analyze ethnic
citizens. relations issues and
challenges in Malaysia
Discuss issues Interactive which are relevant to the
‘critical thinking” attributes in
2 and challenges MQF 6 lectures, e- 30% MQF6 LOD.
in the context of LOD learning and
ethnic relations in group Presentation and reflection
related to ethnic relation to
Malaysia. activities emphasize the attribute
‘respect’ and ‘social
Build relationship Interactive responsibility’ in MQF 3
LOD.
3 and social MQF 3 lectures, e- 15% 15%
interaction among LOD learning and 100%
various ethnic group

groups. activities

TOTAL 30% 15% 35% 20%

• Higher Learning Institutions are free to set types of task in achieving CLOs.
• Standard deviation of weight for component/assessment methods for every CLO is ± 5%, except for examination.

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 122

Table 2.2: Mapping of the Constructive Alignment for Ethnic Relations Course (3 Credits)

Assessment Method / Component Student
Learning
No. Course Learning MQF LOD Delivery Method Written Reflection / Presentation Written Specific Task and the Related
Outcomes (CLOs) Examination Quiz Report MQF LOD Attribute Time
(SLT)
Assess and debate the Presentation and written report of
48 hours
importance of national field work related to the

1 identity and MQF 4 LOD Group field work 20% 20% assessment on identity and
volunteerism towards volunteerism to emphasize the

building responsible attribute of ‘values and attitudes’

citizens. in MQF 4 LOD.

Analyze issues Written examination questions
which require students to analyze
and challenges Interactive lecture, ethnic relations issues and
e-learning and challenges in Malaysia which are
2 in the context of MQF 6 LOD group activities. 30% relevant to the ‘decision making” 36 hours
ethnic relations in attributes in MQF6 LOD.

Malaysia.

Build relationship

and social Interactive lecture, Presentation and reflection related
e-learning and to ethnic relation to emphasize the
3 interaction among MQF 3 LOD group activities 15% 15% attribute of ‘respect and social 36 hours
various ethnic responsibility’ in MQF 3 LOD.

groups.

TOTAL 30% 15% 35% 20% 100% 120 hours

• Higher Learning Institutions are free to set types of task in achieving CLOs.
• Standard deviation of weight for component/assessment methods for every CLO is ± 5%, except for examination.

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 123

Table 2.3: Mapping of the Constructive Alignment for Man and Machine Relations Course (3 Credits)

Course Learning Assessment Method / Component Specific Task and the Related Student
MQF LOD Attribute Learning
No. Outcomes MQF LOD Delivery Method Case Study Presentation Time (SLT)
(CLOs) Examination Report

1 Describe the impact of MQF 1 Collaborative 10% 20% Examination and case study report 36 hours
LOD Learning; Case related to the impact of ICT on individual
ICT on individual and and society require student to gain
societal change. Study knowledge to emphasize the attribute of
‘knowledge’ in MQF 1 LOD.

Analyse the impact of Case study report and presentation to
national and global
2 ICT changes has on Case Study emphasize analysis of the impact of
individual and societal (report and
attitude changes. MQF 6 presentation) 20% 20% national and global ICT changes 48 hours
LOD towards individual and society attitude
36 hours
changes related to the attribute 120 hours

‘scientific skills’ in MQF 6 LOD.

Report verbally and in Case study report and presentation on

writting the impact of Case Study the impact of changes in national and
(report and
3 national and global MQF 5 presentation) 15% 15% global ICT towards individual and
ICT changes towards LOD society related to ‘oral communication’

individual and societal and ‘writing communication’ in MQF 5

attitude. LOD.

TOTAL 10% 55% 35% 100%

• Higher Learning Institutions are free to set types of task in achieving CLOs.
• Standard deviation of weight for component/assessment methods for every CLO is ± 5%, except for examination.

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 124

Table 2.4: Constructive Alignment Mapping of Foundation
in Entrepreneurship Course (3 Credits)

Course Learning Delivery Assessment Method /Component Specific Task and Student
Outcomes (CLOs) Method Related MQF LOD Learning
No. MQF LOD Report Presentation Product/Business Time (SLT)
Service Attribute

Report 1 is related to

Preparation of background information,

background relevant business plan and

1 information and MQF 7 Case Study 30% suitable for low-risk business 36 hours
relevant business LOD chain which is related to the

plan suitable for low- MQF7 LOD subattribute

risk business chain. ‘search and manage various

forms of information’.

2 Develop a business MQF 2 Field work 10% 20% Presentation 1 regarding the
platform through LOD development of a business
social media platform through social media
and the product/business
service require students to 36 hours
perform practical activities
which are related to the
“practical skills” attribute in
MQF2 LOD.

3 Design a business MQF 8 Case Analysis 20% Presentation 2 regarding
plan LOD 30% 30% business planning and
20% product/business service 48 hours
related to the ‘entrepreneurial”
attribute in MQF8 LOD.

TOTAL 40% 100% 120 hours

• Higher Learning Institutions are free to set types of task in achieving CLOs.
• Standard deviation of weight for component/assessment methods for every CLO is ± 5%, except for examination.

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 125

Method to Generate Spider Web for Student This is then followed by the selection of
Performance appropriate methods of teaching and
learning, as well as assessments.
To generate spider web for any programme,
academic programme managers will first identify Before an academic programme runs, the
and determine a set of graduate attributes that academic programme managers constructively
would be attained by students after they have align it to meet the requirements of its
completed all courses. stakeholders.

First and foremost, Programme Learning
Outcomes (PLOs) are formulated and
validated through interactions with internal
and external stakeholders. Each PLO is
supported by a clear body of knowledge that
transforms into relevant courses. For any
academic programme, the mapping of each
PLO to the courses is known as the
curriculum map or matrix. A curriculum
matrix can show the strength of an academic
programme. An example of a curriculum
matrix is shown in Table 2.5.

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 126
YEAR
Table 2.5: An Example of a Curriculum Matrix

SEMESTER Course Credit Type PLO1
PLO2
YEAR 4 PLO3
TOTAL CREDITS PLO4
PLO5
PLO6
PLO7
PLO8

Foundation English 2 University - - - - x - - -
Co-curriculum - -
1 University - - x - x - - -
- -
Semester 1 Co-curriculum 1 University - - xxx - x -
System Thinking and Concept x -
3 Elective x - x - - x
- -
Statistics and Probability 3 Elective x - - - - x
- -
Computer Organisation & Operation System 3 Programme x x - - - -
- -
Computer Programing 4 Programme x x - - - x - x

YEAR 1 Discrete Mathematics 3 Programme x - - - x x - -
- -
Academic Communication 2 Elective - - - - x - - -
Basic of Entrepreneurship and Innovation
2 Elective x - - - x - - -

Semester 2 Co-curriculum 1 University - - xx - x - -

Co-curriculum 1 University - - xx - - - -

Lifestyle Environment and Information Technology 3 Elective x - - - x - - -
- -
Computer Network Technology 3 Programme x x - - - x - -
- -
Databases 4 Programme x x - - - x x -
- -
Data Structure 3 Programme x x - - - x
- -
Ethnic Relation 3 University - - xxx -
Workplace Communication - -
2 Elective - - - - x x
- -
Semester 1 Co-curriculum 1 University - - xxx - - -
Co-curriculum - -
Emotion Management 1 University - - - xx -
- x
3 Elective - - x x - -
- -
Advanced Databases 3 Programme x x - - - x
- -
YEAR 2 Object-oriented Programming 3 Programme x x - - - x - -
x -
Introduction to Artificial Intelligence 3 Programme x x - - x - x -

Islam Civilisations and Asia Civilisations 3 University - - xxx - - -
Co-curriculum
Semester 2 2 University - - xx - x - -
- -
Software Engineering Methodology 3 Programme x - - - x x - -
- -
Human Computer Interaction 3 Programme x - - - x - x -

Client Server Computing 3 Programme x x - - - - - -

Data Communication & Telecommunication 3 Elective x - - x - x x -
x -
LAN & Wireless Switching 3 Elective x x - x - x
Thinking Philosophy - x
3 University - - - - - x
8 3
Semester 2 Semester 1 Compiler Construction 3 Programme x - - - - x

Project Proposal 2 Programme - - x - x x

YEAR 3 Network Programming 3 Elective x x - - - x
Routing Concept and Protocol
Computer & Network Security 3 Elective x x - - - x

3 Elective x - x - - x

Computer, Ethics and Social 3 Elective x - x x x -
Project
6 Programme - x - - x x

Algorithm Design & Analysis 3 Programme x - - - x -

WAN Technology 3 Elective x x - - - -

Industrial Training 6 Programme - - x x x -

Industrial Project 6 Programme - x - - x x

122 No. of courses 25 15 14 13 21 23

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 127

Based on Biggs Model of Constructive In each course, several chosen PLOs are
Alignment (Figure 2.2), constructive alignment mapped to the Course Learning Outcomes
is interpreted as the alignment of each (CLOs) that can or may involve all three learning
course in a programme to the PLOs to be domains which are cognitive, psychomotor and
attained. The attainment of PLOs involve affective. As part of constructive alignment, the
direct measurement and assessment in the allocation of weightage for each PLO attainment
activities of teaching and learning. is also planned.

Through this alignment, students’ CLO
attainments at the course and programme
levels are assessed through scores obtained
from the components of students’
assessments such as teamwork, field work,
project report, presentation and examination.
The quantitative attainments of PLOs can be
plotted in a spider web known as spider web,
as shown in Figure 2.3.

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 128

Figure 2.2: Biggs Model of Constructive Alignment

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 129

PLO-8 (MQF Domain: PLO-1 (MQF Domain: PLO-2 (MQF Domain:
Managerial and Knowledge) Psychomotor/
4
Entrepreunerial Skills) Practical/Technical
3 Skills)
PLO-7 (MQF Domain:
Information 2

Management Skills and 1
Lifelong Learning) PLO-3 (MQF Domain:

0 Social Skills and
Responsibilities)

PLO-6 (MQF Domain: PLO-4 (MQF Domain:
Problem Solving and Values, Attitude and

Scientific Skills) Professionalisme)

CGPA PLO-5 (MQF Domain:
GPA Communication,
Leadership and

Teamworking Skills)

Figure 2.3: An example of spider web for a student’s
learning outcome iCGPA attainment

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 130

Calculation Method for Integrated
Cumulative Grade Point Average

In order to generate the spider web as in Figure At the course level, the delivery methods
2.3, the mapping of PLO-CLO and the mapping used during teaching and learning processes
of CLOs to the assessment tasks are used to must be aligned to the CLOs that need to be
calculate students’ achievement through scores attained. The teaching methods during
and marks. The flow chart of the process is lecture sessions must meet the set CLOs.
shown in Figure 2.4.
Consequently, the CLO attainments should
The formula for the calculation of GPA and be measured using assessment tasks that
are suitable to the CLOs. To materialize the
CGPA for the respective PLO is written PLO mapping, each CLO is set with an
appropriate measurement and assessment
below: weightage. These information is summarised
in a course assessment plan as shown in
GPA = Table 2.6.


with wi as the assessment weightage for the
assessment component or the PLO that is

already mapped to the assessed CLO; ciis the
course credit and gi is the grade point for the
assessment component or CLO.

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 131

1 Outcome Based Curriculum
•A curriculum comprising of programme learning outcomes and course learning outcomes mapped clearly in a curriculum
plan/matrix.

2 Course Assessment Plan
•Development of a course assessment plan that conforms to constructive alignment.

Appropriate Assessment Methods

3 •Measurement of attainment of course learning outcomes using appropriate assessment attributes and rubrics.

4 Grades for Course Learning Outcomes
•Grades are derived from the calculation of assessment marks, assessment weightage and the course credit unit.

Grade Point Averages for Programme Learning Outcomes

5 •Accumulation of grade points for course learning outcomes based on dimensions of programme learning outcomes or
the MQF domains.

6 Spider Web for Grade Point Averages of Learning Outcomes
•Generation of spider web for a specific semester based on grade point averages and the cumulative values according to
programme learning outcomes or the MQF domain.
Figure 2.4: The calculation process for a student’s iCGPA achievement

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 132

Table 2.6: An Example of a Course Assessment Plan for
Man and Machine Relations Course (3 Credits)

No. Course Learning Outcome PLO Delivery Assessment Component/Method Total

(CLO) Methods Open Book Writing of Presentation
Test Case Study of Case Study
At the end of this

course, student should

be able to:

1 Explain the impact of ICT to PLO1 Collaborative 20% 10% 30%

changes in individuals and Learning;

community. Case Study

2 Analyse the impact of PLO6 Case Study 20% 20% 40%

national and global changes (report writing

to attitudinal changes in and

individuals and community. presentation)

3 Report through verbal and in PLO5 Case Study 15% 15% 30%

writing on the impact of (report writing

national and global changes and

to attitudinal changes in presentation)

individuals and community.

TOTAL 20% 45% 35% 100%

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 133

To measure the CLO Next, the grade point for
attainment, each each CLO is summed-up
assessment component according to the weightage-
must be measured using credit of the course and the
rubrics that are appropriate alignment of the course to
to the targeted taxonomy the PLO, as shown in Table
domain and level (see Table 2.9.
2.7 for examples of rubrics
and scores for students’ In conclusion, the
achievement). attainment of each PLO
obtained through the
The scores for each course assessments is
assessment component projected in a spider web
will be used to calculate as shown in Figure 2.3 to
the grades for each CLO visually demonstrate the
and the overall course GPA achievement in the
grades as shown in Table current semester and the
2.8. overall CGPA.

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 134

Table 2.7: An Example of Assessment Using Rubrics

Attainment Scale Student Attainment

CLO/ Attribute Attribute/ Weight 1 2 3 4 5 Level Marks CLO Marks
Attribute Ref. Subattribute (%) Very Poor Satisfactory Good Very
Poor Good

CLO2 6.1.1 Concept 10% Refer to Rubrics for 4 8 34/50 = 68%
(Critical Thinking) Development MQF 6 Domain of Learning Outcomes:
6.1.2 10% Problem Solving and Scientific Skills 3 6
CLO3 6.1.3 Analysis 10% 5 10 29/50 = 58%
(Verbal Communication) 6.1.4 Application 10% Refer to Rubrics for 3 6
6.1.5 Synthesis 10% MQF 5 Domain of Learning Outcomes: Communication, 2 4
5.1.1 Decision 10% 4 8
5.1.2 10% Leadership and Team Skills 3 6
5.1.3 Clarity of Idea 10% 3 6
5.1.4 Confidence in Idea 15% 2 6
Effectiveness of Idea
5.1.5 5% 3 3
Ability to Answer
JUMLAH Questions 100% 63%

Appropriateness with
Audience Level

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 135

Table 2.8: Calculation Method for PLO Grades

Assessment Component/Method

CLO PLO Weight × Open Book Writing of Case Presentation of CLO Total CLO Grade
Credit Marks Grade Value

Test Study Case Study

CLO1 PLO1 0.3 × 3 = 0.9 65% = 13.0/20 74% = 7.4/10 20.4/30 = B 3.00
68%

CLO2 PLO6 0.4 × 3 = 1.2 72% = 14.4/20 68% = 13.6/20 28.0/40 = B+ 3.33
70%

CLO3 PLO5 0.3 × 3 = 0.9 63% = 9.5/15 58% = 8.7/15 18.2/30 = B− 2.67
61%

TOTAL 3.0 WEIGHTED AVERAGE 67% B 3.00

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 136

Table 2.9: The Sum-up of CLO Grades for Calculation of PLO Attainments

Course Credit Grade Value for Course Learning Outcomes (CLO) × Weight-Credit

Ethnic Relation 3 PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8
2 3.00 2.67 2.67
Workplace Communication 1 3.00 2.67 (1.5) (0.9) (0.6) 3.33 3.33
1 (1.2) (0.9) 2.33 (0.6) (0.9)
Co-curriculum 3 3.33 3.67 2.00 2.67 (1.4)
3 (1.8) (0.6) (0.3) (0.5) 2.67 2.67 3.33
Co-curriculum 3 3.00 3.07 2.33 (0.2) (0.9) (0.9)
3 (0.9) (1.5) 2.67 (0.5) 3.00 3.67
Emotion Management 19 3.15 (1.2) 2.67 (0.5) (0.6)
(3.9) (0.9) 3.33
Advanced Databases 2.77 2.67 (1.2)
Object-oriented (3.0) 2.61 (0.9) 3.21
Programming (2.8) 2.58 (3.3)
Man and Machine (3.6)
Relations
TOTAL/WEIGHTED
AVERAGE

2 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 137

Through this spider web, students will
be aware of their achievement levels
based on the PLOs that embed all three
learning domains – cognitive,
psychomotor and affective; and not just
a CGPA that represents the primarily
cognitive learning domain.

In this context, at any semester,
students who obtained a GPA or a
CGPA below the minimum level for any
PLO, will be able to intervene and
enhance those PLOs before they
graduate. This is in line with the
objective of the National Education
Philosophy that focuses on the efforts
to produce holistic graduates who are
spiritually, physically, intellectually and
emotionally balanced, and also in line
with Shift 1 of the MEB (HE) 2015-2025 –
to produce holistic, entrepreneurial and
balanced graduates.

CHAPTER

03

MQF 3 LOD: SOCIAL SKILLS
AND RESPONSIBILITIES

3 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 139

MQF3 LOD: Social Skills and Responsibilities Individuals who have social skills and
responsibilities possess self confidence,
This section respect for others, ability to communicate in
covers the social contexts, possess self awareness and
definition, is responsible.
glossary for
the Self confidence is related to the feeling of
subattributes, confidence towards self ability that
conceptual encompasses the evaluation and acceptance of
framework self, appropriately responding to other people’s
and the rubrics for MQF3 LOD: Social Skills and expectations until he/she is accepted by others
Responsibilities. in his/her social circle.

Definitions Respect for others is acknowledging and
respecting individuals or institutions such as to
The ability to display appropriate verbal or display respect and acknowledgement.
non-verbal behaviour or response. The
behaviour happens effectively during the Social communication means the ability to
interaction process and the doer is accountable interact socially in an intensive and arranged
in executing tasks for community activities. manner, build relationships with others, co
operate with the society in achieving similar
goals.

3 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 140

Self awareness relates to the awareness and Glossary of Subattributes
understanding towards self ethical behavior in
emotion control during socialising. The MQF3 LOD: Social Skills and
Responsibilities consist of five attributes and ten
Responsibilities means the ability to produce Subattributes. The definition for each sub
appropriate behaviours in a community that has attribute is given in Table 3.1.
diverse cultures and to be engaged in social and
welfare activities. Conceptual Framework

Figure 3.1 shows the breakdown of the the
Conceptual Framework for the MQF3 LOD:
Sosial Skills and Responsibilities.

Rubrics

Table 3.2 provides the detailed rubrics for each
attribute and subattribute according to the level
of applicability, performance criteria i.e. Very
Weak, Weak, Fair, Good and Very Good and the
respective examples of assessment tasks.

3 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 141

Table 3.1 Attributes, Subattributes and Definitions for MQF3 LOD: Social Skills and Responsibilities

Attributes Subattributes Definition

3.1 Self Confidence Relationship Building The ability to build good relationship, interact with others and work effectively
Self-expression with them to achieve common objectives.

The ability to express, explain the perception of others towards self, and
receive or give praise and constructive feedback.

3.2 Respect Active Listening The ability to practice active listening skills, provide feedback and communicate
Respect for Others with others from different cultures.

The ability to recognize and respect the attitude, behaviour, belief and the
rights of other people.

3.3 Social Communication Interaction with Others The ability to converse and maintain interactions with others.
Nurturing Relationships
The ability to understand and interchange roles between team leader and team
members.

3.4 Self-Awareness Etiquette The ability to be ethical in carrying out responsibilities to society.
Emotion Management The ability to control emotions while socializing.

3.5 Social Responsibility Rational Attitude Towards Multicultural Sensitive to the problems of society and the environment. Able to recognize
Society and adopt a rational attitude towards a multi-cultural society.

Contribution to the Society The ability to be responsible and take the initiative/volunteer to be engaged and
able to act as an agent of change in the society.

3 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 142

MQF3 LOD Attributes Subattributes

Social Skills and Self Confidence Good relations building
Responsibilities Respect
Self expression
Social Communication
Self Awareness Active listening

Social Responsibilties Respect for others

Interaction with others

Nurturing relationships

Etiquette

Emotion management

Rational attitude towards
a multi-cultural society
Contribution to
communities

Figure 3.1: Conceptual Framework for the MQF3 LOD:
Social Skills and Responsibilities

3 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 143

Table 3.2: MQF3 LOD: Social Skills and Responsibilities Rubrics

Level of Examples of
Assessment
Attribute Subattribute Applicability Very Weak Weak Fair Good Very Good
Tasks
Poor ability of: Satisfactory ability Good ability of: Excellent ability of:
of: Field trip, Project,
Relationship All phases of Not able to 1. Teamwork 1. Teamwork 1. Teamwork Role play
building studies work in a 1. Teamwork
team 2. Collaboration 2. Collaboration 2. Collaboration in
in reaching 2. Collaboration in in reaching reaching consensus
consensus on reaching consensus on on an issue
an issue consensus on an an issue
issue

Frequently: Always:

Self 1. Not 1. Limited self- Sometimes: 1. Demonstrate 1. Display self-
Confidence confident confidence in self- confidence
in doing a doing a task 1. Demonstrate self- confidence
Self- All phases of task confidence 2. Accept other people’s Field trip, Role
expression studies 2. Self centred 2. Accept other perception of self with play, Case study,
2. Too self 2. Accept other people’s an open heart Test (Scenario
centred 3. Able to realize people's perception of based)
the self ability perception of self self with an 3. Accept and give praise
3. Not aware and potential open heart and constructive
of self when raised 3. Accept and give feedback
ability and by others praise and 3. Accept and
potential feedback give praise 4. Influence other
and feedback people, able to attract
rationally attention and provide
guidance

3 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 144

Level of Examples of
Applicability
Attribute Subattribute Very Weak Weak Fair Good Very Good Assessment
Respect
Tasks

Active All phases of No effort and 1. Little effort and 1. Satisfactory 1. Tolerant in 1. High Field trip,
Listening studies tolerance in tolerance in efforts and listening tolerance in Project,
listening to a listening to a tolerance in listening Case Study,
Respect for discussion of discussion listening to a 2. Respect for Internship
others accepting discussion individuals 2. Appreciate
opinions from 2. Little efforts in from different and honour
individuals of accepting 2. Satisfactory cultures individuals
different cultures opinions from efforts in from
individuals of accepting 3. Provide different
different opinions from feedback cultures
cultures individuals of
different 3. Provide
cultures appropriate
responses

All phases of No sensitivity Little sensitivity Show sensitivity Show respect Show high Field trip,
studies towards the towards the rights to the rights and and respect and Project,
rights and needs and needs of needs of other appreciation for appreciation Presentation
of other other individuals dividuals the rights and for the rights
individuals needs of other and needs of
individuals other
individuals

3 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 145

Attribute Subattribute Level of Very Weak Weak Fair Good Very Good Examples of
Applicability Assessment
Social
Communication Tasks

1. Less interest to 1. Take part in 1. Take the 1. Start, maintain 1. Start, maintain and
participate in conversations initiative to and end a end a conversation
conversations when initiated start a conversation in naturally
by others conversation a friendly
Interaction All phases of 2. No eye contact manner 2. Use appropriate eye Role play,
with others studies 2. Limited eye 2. Appropriate contact and body Presentation,
3. Always disrupt contact eye contact 2. Maintain good language Interview
or monopolise eye contact
conversations 3. Interfere or 3. Take turn to 3. Take turn to talk
monopolise talk 3. Take turn to with respect and
conversations talk with actively listen to
respect others

Nurturing All 1. Do not share 1. Lack in sharing 1. Share 1. Often exhibit 1. Excellent sharing of Field trip,
relationships phases of responsibility responsibility responsibility sharing of responsibilities with Project,
studies for the common for the for the responsibilities every group Presentation
good common good common member
good 2. Often
2. Fail to support 2. Lack in demonstrate 2. All group members
the atmosphere supporting the 2. Mutually support in feel the atmosphere
of mutual atmosphere of understand understanding of mutual
understanding mutual and and promoting understanding by
and only understanding encourage mutual benefits promoting an
concern about and only one another amicable
self-benefits concern about for mutual atmosphere to
self-benefits benefits achieve mutual
benefits

3 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 146

Level of Examples of
Applicability
Attribute Subattribute Very Weak Weak Fair Good Very Good Assessment

Tasks

Etiquette All phases of Need guidance to Lack of ethics Ethical when Frequently Always ethical Field trip,
studies be ethical when when carrying out carrying out ethical when and promote Role play,
carrying out responsibilities to responsibilities to carrying out being ethical Case Study
responsibilities to the society the society, but responsibilities when carrying out
the society sometimes put self to the society responsibilities to
interest first the society

Self-Awareness All phases of Need guidance 1. Correct attitude 1. Sometimes able 1. Fix self 1. Always show a Field trip,
studies from others to and behaviour to fix self undesirable good attitude Role play,
Emotion correct attitude and attempt to undesirable attitude and and behaviour Case study,
management and behaviour manage attitude and behaviour when Simulation
and manage emotions when behaviour socializing with (Scenario
emotions prompted 2. Manage others based)
2. Able to manage emotional
2. Receive a few simple distress well 2. Manage
compliments emotional emotional
accordingly distress 3. Receive and distress wisely
satisfactorily give praise
3. Use strategies and some 3. Receive and
to control anger 3. Receive and criticism give praise and
when prompted give some accordingly constructive
praises as well criticism
as criticisms
accordingly

3 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 147

Attribute Subattribute Level of Very Weak Weak Fair Good Very Good Examples of
Applicability Assessment
Social Rational Not concern Little concern and 1. Concern and 1. Willing to guide 1. Willing to guide
Responsibility attitude All phases of and consideration considerate in order to in order to Tasks
towards a studies considerate towards the towards the improve improve
multicultural towards the diversity of values diversity of community’s society’s Filed trip,
society diversity of and/or beliefs, as values and/or knowledge for knowledge for Project, Case
values and/or well as beliefs, as well the common the common Study, Role
beliefs, as community as community wellness of the wellness of the Play,
well as wellness wellness community community Community
community Service
wellness 2. Satisfactory 2. Good socialising 2. Excellent
socialising and and socialising and
communication communication communication
(listen, (listen, (listen,
understand, understand, understand,
share and share and share and
provide provide provide
feedback) with feedback) with feedback) with
members of the members of the members of the
community community community

3. Ability to 3. Able to nurture
maintain and maintain
collaboration collaboration
and cooperation and cooperation
in a multicultural in a
community multicultural
community

3 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 148

Attribute Subattribute Level of Very Weak Weak Fair Good Very Good Examples of
Applicability Assessment

Tasks

Social Contribution to All phases of Lack of Take the Satisfactorily 1. Responsible 1. Very Filed trip,
Responsibility initiative and is initiative to be responsible and and always responsible Project, Case
the society studies not interested engaged in the taking initiative to take the and always Study, Role
to be engaged community be engaged in the initiative to be take the Play,
in the when requested community engaged in the initiative to be Community
community community engaged in Service
the
2. Able to act as community
an agent of
change (such 2. Able to play
as maintaining, an active role
improving, as an agent
stabilizing of change
moral values (such as
and norms) in maintaining,
the community improving,
stabilizing
moral values
and norms) in
the
community



CHAPTER

04

MQF 4 LOD: VALUES, ATTITUDES
AND PROFESSIONALISM