Rubrik iCGPA

4 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 151

MQF4 LOD: Values, Attitudes and Attitudes refer to ways of feeling and state of
Professionalism conduct or actions of an individual or a group
of individuals in living their life in a society. It
This section covers the definition, glossary for also refers to ways or methods of the individual
the subattributes, conceptual framework and the or the group to practice moral values in cultural,
rubrics for MQF4 LOD: Values, Attitudes and social and religious context based on social
Professionalism. norms.

Definitions Professionalism refers to attributes of an
Values are principles, standards or qualities individual such as his/her ability, skills and
that an individual or a group of people implementation methods as expected to be
subscribed to. within or to be performed by a professional.

Professional Ethics refers to values and code
of practices that should be followed by a
professional in applying knowledge of
his/her discipline and career.

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Conceptual Framework

Figure 4.1 shows the breakdown of the
Conceptual Framework for the MQF4 LOD:
Values, Attitudes and Professionalism.

Rubrics

Glossary of Subattributes Table 4.2 provides the detailed rubrics for each
attribute and sub attribute according to the level
The MQF4 LOD: Values, Attitudes and of applicability, performance criteria i.e. Very
Professionalism consist of two attributes and 10 Weak, Weak, Fair, Good and Very Good and the
subattributes. The definition of each subattribute respective examples of assessment tasks.
is given in Table 4.1.

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Table 4.1: Attribute and and Definitions of MQF4 LOD: Values, Attitudes and Professionalism

Attribute Subattribute Definition
4.1 Values and Attitudes Moral
Identity Personality, manners and politeness according to universal good and positive values that are
Proactive generally acceptable and considered good by the community.
Appearance
Characteristics of an individual’s origin such as customs, language, culture and religion which make
up the pillar and portrayal of his personality and bring out the spirit of patriotism and love for the
nation-state.

A positive attitude to prepare and control actions to be performed ahead of expectations before the
occurrence of an event or incident.

Character, behaviour as well as tidiness and suitability of the attire based on situations in interacting
with other persons and in managing or performing a task.

Independence An attitude not to rely on others’ help in order to perform a certain task.

Volunteerism An attitude of helping others and caring for the community wellbeing for the common good.

Work Responsibility Duties to be carried out as prescribed in the scope and terms of reference of the position held.

4.2 Ethics and Professionalism Work Relation Relationships with co-workers or within institution, work groups and community in a work setting.
Work Ethics
System of moral rules or principles of behaviour, which are practiced in a workplace or a working
Integrity environment.

Level of honesty and being upright in keeping or defending his/her stand, principles and accountability
in carrying out a task.

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MQF4 LOD Attributes Subattributes

Values and Attitudes Moral
Identity
Values, Attitudes and Proactive
Professionalism Appearance
Independence
Ethics and Volunteerism
Professionalism Work Responsibility
Work Relation
Work Ethics
Integrity

Figure 4.1: Conceptual Framework for the MQF4:
Values, Attitudes and Responsibilities

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Table 4.2: MQF4 LOD: Values, Attitudes and Professionalism Rubrics

Attribute Subattribute Level of Very Weak Weak Fair Good Very Good Examples of
Moral Applicability Assessment
Values Identity Practice good
and Proactive Initial Phase Does not values or behave Practice good Practice good Always practice Task
Attitudes Appearance of Academic practice good decently only in values and values and good values and
Programme values or does some situation behave decently behave decently behave decently Demonstration /
not behave in many situations in most situations. in any situation Presentation /
decently in any Group Work /
situation as it Reflection / Case
should be Study

Final Phase of Demonstrate no Demonstrate a Demonstrate an Demonstrate an Always Role Play / Case
Academic interest in mixed attitude in attitude of attitude of demonstrate an Study / Reflection
Programme preserving preserving dignity willingness to willingness to attitude of
dignity of the of the nation-state preserve dignity of preserve dignity of willingness to Internship /
nation-state and and religion in the nation-state the nation-state preserve dignity of Assignment /
religion in many many situations and religion in and religion in the nation-state Project / Group
situations many situations most situations and religion in any Work / Reflection
Demonstrate limited situation
Initial Phase Not able to active attitude in Demonstrate Demonstrate Always Presentation /
of Academic demonstrate many situations. positive and positive and demonstrate Internship / Indoor
Programme active attitude active attitude in active attitude in positive and and Outdoor
in all situations Show appearance many situations most situations active attitude in Activities / Event
less appropriate to all situations even Management /
Middle Phase Show situations or wear Show appearance Show appearance if it is critical Role Play / Group
of Academic appearance not improper attire appropriate to appropriate to Work
Programme appropriate to many times situations and situations and Always show
situations or wear proper attire wear proper attire appearance
wear improper in general at most times appropriate to
attire at all times situations and
wear proper attire
at all times

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

Task

Independence Middle Phase Demonstrate Demonstrate Demonstrate a Demonstrate a Always demonstrate Individual Project /
of Academic dependency tendency to self-reliant attitude self-reliant a self-reliant attitude Individual
Programme on others’ depend on in general in attitude in most in all situations in Presentation /
guidance in others’ performing a task situations in performing a task Iindividual
performing a guidance in performing a Reflection
task performing a task
Values and task
Attitudes
Volunteerism Middle Phase Demonstrate Demonstrate Agree to offer Offer him / Offer him/herself Visit / Service
Ethics and of Academic no interest to less interest to him/herself when herself voluntarily to Learning /
Professionalism Programme offer offer offered to perform voluntarily to perform certain task Community Work
him/herself him/herself a certain task perform a and demonstrate / Group Work /
when offered when offered certain task ability to lead a task Reflection
to perform a to perform a
certain task certain task

Work Middle Phase Does not Perform Perform assigned Perform Perform assigned Internship /
Responsibility of Academic perform assigned tasks within by the assigned tasks tasks beyond the Project / Group
Programme assigned tasks within scope of work and within by the scope of work and Work / Case
tasks within by the scope meets expectation scope of work beyond expectation Study
by the scope of work with and exceeds
of work even close expectation
with close supervision
supervision

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Attribute Subattribute Level of Very Weak Weak Fair Good Very Good Examples of
Applicability Assessment
Ethics and Has a Has a less Has a Has a good Has a well-
Professionalism Work Middle Phase disharmonious harmonious satisfactory relationship with acknowledged Task
Relation of Academic relationship with relationship with relationship with co-workers and relationship with
Programme co-workers and co-workers and co-workers and within, co-workers and Internship /
within, within, within, institution, work within, Project /
Work Ethics Final Phase of institution, work institution, work institution, work groups and institution, work Group Work
Academic groups and groups and groups and community when groups and / Case Study
Programme community when community when community when at work community when
at work at work at work at work Group Work
Integrity Final Phase of Practise less Practise good / Reflection /
Academic Practise appropriate Practise good working culture Always practise Internship /
Programme inappropriate working culture working culture such as good excellent Project /
working culture such as such as good moral, working culture Case Study
such as bad inconsistent moral, timeliness as such as good
behaviour, no behaviour, less timeliness as well as being moral, Internship /
punctuality as punctuality as well as being efficient, timeliness as Reflection /
well as not being well as being efficient, productive and well as being Project /
efficient, less efficient, productive and ethical at work in efficient, Case Study /
productive and productive and ethical at work in most situations productive and Similarity
ethical at work in ethical at work in general ethical at work in Evaluation /
all situations many situations Perform a task all situations Role Play
Perform a task with trust,
Perform a task Perform a task with acceptable honesty, Always perform
with lack of trust, with limited trust, trust, honesty, sincerity and a task with trust,
honesty, honesty, sincerity and transparent in honesty,
sincerity and sincerity and transparency most situations sincerity and
transparency transparency transparent in
any situation

CHAPTER

05

MQF 5 LOD: COMMUNICATION,
LEADERSHIP AND

TEAMWORK SKILLS

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MQF5 LOD: Communication, Leadership It refers to the ability to communicate effectively
and Teamwork Skills in both Bahasa Melayu and English as well as a
third language in a varied communication
This section covers the definition, glossary of contexts that involve diverse participants.
subattributes, conceptual framework and rubrics
for MQF5 LOD: Communication, Leadership and Leadership skill is defined as a reciprocal
Teamwork Skills. process of motivating individuals and mobilizing
resources in pursuit of a common goal shared by
Definitions members of a group. It refers to the ability to
practice leadership skills in varied activities.
Communication skill is defined as the ability
to convey information effectively and Teamwork skill is defined as the process of
efficiently. A person with good verbal, non- working collaboratively with a group of
verbal and written communication skills helps to people in order to achieve the same goal. It
facilitate the refers to the ability to cooperate with others from
sharing of varied socio-cultural backgrounds in achieving
information the same mutually understood goal(s).
for education
purposes
and mutual
benefits.

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Conceptual Framework

Figure 5.1 shows the breakdown of attributes
and subattributes for the Conceptual
Framework for MQF5 LOD: Communication,
Leadership and Teamwork Skills

Rubrics

Glossary of Subattributes Table 5.2 provides the detailed rubrics for
each attribute and subattribute according to
The MQF5 LOD: Communication, Leadership the level of applicability, performance criteria
and Teamwork Skills consist of one attribute and i.e. Very Weak, Weak, Fair, Good and Very
four subattributes. Each subattribute is defined in Good and the respective examples of task
Table 5.1. assessments.

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Table 5.1: The Attributes, Subattributes and Definition of MQF5 LOD:
Communication, Leadership and Teamwork Skills

Attributes Subattributes Definition

Clear delivery of ideas Delivery of clear and defined ideas which can be well

5.1 Verbal Confident delivery of ideas Confident and convincing in delivery of ideas.
Communication Effective and articulate delivery of Ideas are delivered effectively and can be used to solve problems.
ideas
5.2 Written Able to understand and respond to questions.
Communication Understand and respond to
questions Ability to adapt delivery to a variety of audiences.
5.3 Leadership
Adapt delivery to audience

Clearly written academic discourse Writing an academic discourse that fulfills the grammar rules and can deliver
the correct meaning.

Coherently written academic Writing an academic discourse that is coherent or shows the link between
discourse sentences so that it can be easily comprehended.
Writing an academic discourse which has an approach or flow or systematic
Systematically written academic arrangement that is clear and easy to comprehend.
discourse The knowledge and understanding of the fundamental concepts of leadership.

Knowledge and understanding in The ability to lead self and/or others.
leadership

Effective leadership

5.4 Teamwork Foster good relationships Cooperate with others
Alternate roles Able to play different roles for different situations

Respect and accept opinion Able to honour and accept opinions of others

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MQF5 LOD Attributes Subattributes

Communication, Verbal Clear delivery of ideas
Leadership and Communication Confident delivery of ideas
Teamwork Skills Effective and articulate delivery of ideas
Written Understand and respond to questions
Communication Adapt delivery to audience
Clearly written academic discourse
Leadership Coherently written academic discourse
Teamwork Systematically written academic discourse
Knowledge and skills in leadership

Effective leadership
Foster good relationships

Alternate roles

Respect and accept opinion

Figure 5.1: Conceptual Framework for MQF5 LOD: Communication,
Leadership and Teamwork Skills

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Table 5.2: MQF5 LOD: Communication, Leadership and Teamwork Skills Rubrics

Attribute Subattribute Level of Very Weak Weak Fair Good Very Good Example of
Applicability Assessment
Verbal Able to deliver Able to
Communication Clear delivery of All levels of Not able to Able to deliver Able to deliver ideas clearly deliver ideas Tasks
deliver ideas ideas and require ideas fairly clearly with great
ideas study clearly and further and require minor Able to deliver clarity Presentation,
require major improvements improvements ideas critique, role
improvements confidently Able to play, drama,
deliver ideas demonstration
Confident All levels of Not able to Able to deliver Able to deliver Able to deliver with great
deliver ideas ideas with limited ideas fairly ideas confidence Presentation,
delivery of ideas study confidently confidence confidently effectively and critique, role
and require further and require minor articulately Ability to play, drama,
Effective and All levels of Not able to improvements. improvements deliver ideas demonstration
articulate study deliver ideas Able to deliver Able to deliver Able to with great
delivery of ideas effectively ideas with limited ideas fairly respond to effect and Presentation,
effect effectively questions articulate critique, role
Understand and All levels of Not able to and require further and require minor well play, drama,
respond to study understand and improvements improvements Able to fully demonstration
questions respond to a Able to understand Able to deliver understand
question and answer Able to understand ideas and respond Presentation,
questions but not and answer appropriately to questions critique, role
Adapt delivery All levels of Not able to able to accurately questions to the target very well play, drama,
to audience study deliver answer the satisfactorily audience well demonstration
level appropriately to question Able to fully
the audience Able to deliver Able to deliver deliver ideas Presentation,
level ideas with limited ideas appropriately appropriately critique, role
appropriateness to to the target very well play, drama,
the target audience demonstration
audience satisfactorily
and require further
improvements.

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Attribute Subattribute Level of Very Weak Weak Fair Good Very Good Example of
Written Applicability
Communication Clearly written Not able to write Able to write ideas Able to write ideas Able to write Able to write Assessment
academic All levels of ideas clearly with limited clarity fairly clearly ideas clearly ideas with
Leadership discourse study and require further but require minor excellent clarity Tasks
Not able to write improvements improvements
Coherently All levels of ideas coherently Able to write Assignment,
written study Able to write ideas Able to write ideas Able to write ideas with case study,
academic Not able to write with limited fairly coherently ideas excellent critique, review,
discourse All levels of ideas coherence but require minor coherently coherence journal article,
Systematically study systematically and require further improvements thesis)
written improvements Excellent Assignment,
academic All levels of No clear Able to write ideas Able to write ability to write case study,
discourse study evidence of Able to write ideas fairly ideas ideas critique, review,
knowledge and with limited system systematically systematically systematically journal article,
Knowledge and All levels of understanding and require further but require minor thesis)
skills in study demonstrated in improvements improvements Able to Assignment,
leadership practice Able to demonstrate case study,
Able to demonstrate knowledge critique, review,
Effective No clear knowledge and demonstrate and journal article,
leadership evidence of understanding in understanding thesis)
ability to lead practice but require knowledge and in practice
self and/or improvements well Very clear Group Tasks
others understanding in evidence of (Presentation,
Able to lead self Able to lead knowledge and Discussion,
and/or others practice and effectively self understanding Project)
towards goal and/or others demonstrated
achievement but require minor towards goal in practice
with limited effect achievement
and require further improvements High ability to Group Tasks
improvements lead effectively (Presentation,
Able to lead self self and/or Discussion,
others towards Project)
and/or others goal
achievement.
towards goal

achievement with

some effect and

require minor

improvements

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Attribute Subattribute Level of Very Weak Weak Fair Good Very Good Example of
Teamwork Applicability Assessment
Foster good No clear Able to foster Able to foster Able to foster High ability to
relationship All levels of evidence of ability relationship and relationship and good foster good Tasks
study to foster good work together work together with relationship and relationship and
Alternate roles relationships and with other group other group work together work together Group Tasks
All levels of work together members members towards with other group effectively with (Presentation,
Respect and study effectively with towards goal goal achievement members other group Discussion,
accept other group achievement with some effect(s) towards goal members Project)
opinions All levels of members towards but with limited and require minor achievement towards goal
study goal effect and improvements achievement Group Tasks
achievement. require Able to (Presentation,
improvements Able to demonstrate demonstrate in Show clear Discussion,
No clear in practice the practice the evidence to Project)
evidence of ability Attempt to ability to assume ability to assume
to assume demonstrate in alternate roles as a assume alternate roles Group Tasks
alternate roles as practice the group leader and alternate roles as a group (Presentation,
a group leader ability to group members as a group leader and a Discussion,
and group alternate roles with some effect(s) leader and a group member Project)
members as a group and require minor group member demonstrated in
demonstrated in leader and improvements to achieve the practice
practice group members same goal
but with limited Able to respect and Able to very well
Not able to effect and accept opinion of Able to well respect and
respect and require others in achieving respect and accept opinion
accept opinion of improvements group’s objectives accept opinion of others in
others that leads of others in achieving
to conflicts Limited respect achieving group’s
and acceptance group’s objectives
of others’ objectives
opinions in
achievement

group’s
objectives

CHAPTER

06

MQF 6 LOD: PROBLEM SOLVING
AND SCIENTIFIC SKILLS

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MQF6 LOD: Problem Solving and Students must use critical thinking and project
Scientific Skills management skills in order to generate and
implement alternative solutions.
This section covers the definition, glossary of sub-
attributes, conceptual framework and the rubrics Scientific Skill is the intellectual ability to
for MQF6 LOD: Problem Solving and Scientific process actively and skillfully conceptualise,
Skills. apply, analyse, synthesise, and/or evaluate
information gathered from, or generated by,
Definitions observation, experience, reflection,
Problem Solving skill involves the ability to reasoning, or communication, as a guide to
define or identify the problem, generate belief and action.

alternative This skill involves critical thinking and creative
solutions, thinking that results in making reasoned
evaluate and judgments that are logical and well thought
select out. Arguments are not simply accepted and
alternatives, evidences are required to support a particular
making argument or conclusion. In addition, it can be
decisions stimulated by unstructured process such as
and brainstorming or a structured process such as
implementing lateral thinking.
the solutions.

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The tasks that involve scientific skills are: Conceptual
Integrating existing ideas into new solutions; Framework
developing possibilities for something that
already exists and imagining or creating Figure 6.1
something completely new. shows the
breakdown of
Glossary of Subattributes attributes and
subattributes
The MQF6 LOD: Problem Solving and Scientific for the Conceptual Framework for MQF6 LOD:
Skills consist of three attributes and twelve Problem Solving and Scientific Skills.
subattributes. The definition of each subattribute
is given in Table 6.1. Rubrics

Table 6.2 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 task assessments.

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Table 6.1: The Attributes, Subattributes and Definition of MQF6 LOD: Problem Solving and Scientific Skills

Attribute Subattribute Definition
Problem Identification
The process of recognising and identifying an issue that may cause a problem
Analysis or conflict.
The process of separating or detailed examination of gathered, measured or
collected data, into smaller elements for decision-making or interpretation.

6.1 Problem Solving Application The action of putting ideas or solutions into operation to solve problems.

Synthesis The combination or composition of small parts to form a whole idea, new
Decision-Making solution or system.
The thought process of selecting a solution from several alternatives.

Conceptualisation Formation of new ideas or solutions.
Generation of Solutions The process of producing alternative or new solutions.
Evaluation and Selection The process of weighing the significance, worth or value of a decision made and
to choose a solution or alternative solution.
6.2 Scientific Skills Implementation The process of putting or executing a solution or idea into effect.
Integration The act or process of bringing together elements, ideas, solutions, people,
systems etc. to function as one.
Development The process of growth, addition, improvement or a significant consequence or
event.
Creation The act of making, produce or invent something into existence.

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MQF 6 LOD Attributes Subattributes

Problem Solving Problem Identification
Analysis
Problem Solving
and Scientific Skills Application
Synthesis / Evaluation
Scientific Skills
Decision Making
Conceptualisation
Generation of Solutions
Evaluation and Selection

Implementation
Integration
Development
Creation

Figure 6.1: Conceptual Framework for MQF6 LOD:
Problem Solving and Scientific Skills

6 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 171

Table 6.2 MQF6 LOD: Problem Solving and Scientific Skills

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

Not able to Able to partially Able to explain a Independently able Able to provide Exam (long essay
explain a explain a problem problem with question), Assignment,
Problem Initial phase problem, even with maximum minimum to explain a explanation of Project report,
Identification of study with assistance. assistance. assistance. Performance of student
problem clearly problem very clearly during execution of
project/practical, Case
without assistance. and accurately. study, Role-play, Final
year project, Internship

Problem Analysis All levels of Not able to Finds difficulty in Able to organise Able to organise Able to organise and Exam (long essay
Solving study organise and organizing and and analyse and analyse analyse gathered question), assignment,
analyse gathered analysing gathered gathered information gathered information information or data, test, project report,
information or data information or data or data, but does or data, clearly clearly describe the performance of student
and fails to define and finds difficulty not clearly describe describe the some factors that during execution of
the factors that in explaining the the factors that factors that contribute to the project/practical, Case
contribute to the factors that neither contribute to contribute to the problem/issue or study, Final year project,
problem/issue or contribute to the the problem/issue problem/issue or explain the root of the Internship
explain the root of problem/issue nor or clearly explain explain the possible problem.
the problem. explains the root of the root of the roots of the problem.
the problem. problem.

Application Early or Not able to apply Limited ability to Able to apply new Able to apply new Able to apply new Exam (long essay
middle any new idea or apply new idea or idea or knowledge idea or knowledge idea or knowledge to question), assignment,
phase of knowledge to a knowledge. to a given problem to a given problem a given problem and project report,
study given problem. with assistance independently. able to propose performance of student
from lecturer or alternative during execution of
student. applications. project/practical, case
study, Role-play, Final
year project, Internship

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Attribute Subattribute Level of Very Weak Weak Fair Good Very Good Examples of Assessment
Applicability Task
Has difficulty in Able to Able to gather
Synthesis and Middle Fails to gathering, gather and thinks about Able to gather and Exam (long essay
Evaluation phase of gather synthesising and relevant information, evaluates question), assignment,
study information evaluating information, synthesise, able information, project report,
for synthesis information. synthesise to offer chooses a clear performance of student
and and evaluate responsible interpretation, and during execution of
evaluation. Able to make the interpretations; provides sufficient project/practical, case
decisions based information provides evidence (quality study, Role-play, Final
on comparison and offers sufficient and quantity) to year project, Internship
and contrast simple, evidence to support
between unsupported support conclusions.
information, conclusions. conclusions.
Problem Not able to ideas and
Solving make available Able to make Able to make
decisions solutions with decisions good decisions
Decision Making Middle based on some assistance. based on based on Able to make Exam (long essay
phase of comparison comparison comparison and excellent decisions question), assignment,
study and contrast Able to generate and contrast contrast between based on project report,
between a simple idea or between information, comparison and performance of student
information, an idea information, ideas and contrast between during execution of
ideas and independently. ideas and available information, identify project/practical, case
solutions available solutions. problems and study, Role-play, Final
even with solutions. available solutions. year project, Internship
assistance. Able to generate
Able to a new idea or
Scientific Conceptualisation All levels of Not able to generate a ideas that is or Able to generate Exam (long essay
Skills study generate any new idea or are relevant and new idea or ideas question), assignment,
new idea. ideas with appropriate. that have potential project report,
some help to be applied, has performance of student
from lecturer depth, quality and during execution of
or colleagues novel in nature. project/practical, case
study, Role-play, Final
Year project, Internship

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

Generation of Middle Not able to Able to solve Able to partially Able to solve Able to solve Exam (long essay
Solutions phase of solve problems or offer solves problems problems or problems and question), Assignment,
study problems or alternative or provide provide provide alternative Project report,
offer solutions with alternative alternative solutions with performance of student
alternative maximum solutions with solutions well accuracy, clarity during execution of
solutions. assistance. some assistance. without and detailed. project/practical, Case
assistance. study, Role-play, Final
year project,
Scientific Evaluation / Middle Not able to Able to evaluate Able to evaluate Able to evaluate Able to evaluate Internship
Skills Selection phase of select several solutions several solutions several solutions several solutions
study appropriate but not able to and able to select and clearly and and able to clearly Exam (long essay
alternative select an a solution that accurately select and accurately question), Assignment,
solution. appropriate partially solves a alternative select alternative Project report,
solutions with problem with solutions without solutions in detail. Performance of student
maximum minimum assistance. during execution of
assistance. assistance. project/practical, Case
study, Role-play, Final
year project,
Internship

Implementation Middle Able to Able to identify a Able to identify a Able to identify a Able to compare a Exam (long essay
phase of apply the variety of variety of variety of variety of strategies question), Assignment,
study same strategies / ideas strategies / ideas strategies / ideas / ideas / solutions, Project report,
strategy / / solutions, but / solutions and / solutions, evaluates and Performance of student
old ideas / needs assistance able to choose chooses an chooses the most during execution of
old to choose an an appropriate appropriate one, effective, and project/practical, Case
solutions to appropriate one. one. and applies the applies the study, Role-play, Final
solve strategies strategies to year project, Internship
problems. individually or in improve the
combination. situations or solve
the problem.

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

Integration Final phase Not able to Able to integrate Able to integrate Able to integrate Able to integrate Exam (long essay
of study integrate existing ideas but existing ideas existing ideas existing ideas and question), Assignment,
existing unable to provide and provide new and provide new provide new Project report,
ideas. new solution solutions with solutions clearly. solutions very Performance of student
assistance. clearly. during execution of
project/practical, Case
study, Role-play, Final
year project.

Development Final phase Not able to Able to think and Able to think and Able to think and Able to think Performance of student
of study think and produce some produce some produce new independently and during execution of
Scientific generate new new ideas for new ideas for ideas for produce many new project/practical, Case
Skills ideas for improvement but improvement but improvement that ideas for study, Role-play, Final
improvement. with substantial may not be may be practical. improvement that Year project.
assistance. practical. are very practical.

Creation Final phase Not able to Able to create a Able to create a Able to create a Able to create new Performance of student
of study create any new idea with new idea new idea ideas /product during execution of
new idea./ substantial /product with /product without beyond project/practical, Case
product. assistance. some assistance. assistance. expectation. study, Role-play, Final
year project.



CHAPTER

07

MQF 7 LOD: INFORMATION
MANAGEMENT AND LIFELONG

LEARNING SKILLS

7 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 177

MQF7 LOD: Information Management And This sometimes involves those who have a
Lifelong Learning Skills stake in, or a right to that information.
Management means the organization of and
This section covers the definition, glossary of control over the structure, processing and
subattribute, conceptual framework and rubrics delivery of information.
for MQF7 LOD: Information Management and
Lifelong Learning skills. Lifelong Learning may be broadly defined as
learning that is pursued throughout life: learning
Definitions that is flexible, diverse and available at different
Information management (IM) is the times and in different places.
collection and management of information
from one or more sources and the
distribution of that information to one or
more users.

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Glossary of Subattributes Conceptual Framework
Figure 7.1 shows the breakdown of the
The MQF7 LOD: Information and Lifelong Conceptual Framework for MQF7 LOD:
Learning Skills consist of three attributes and Information Management and Lifelong Learning
twelve subattributes. The definition of each Skills into attributes and subattributes.
subattribute is given in Table 7.1.

Rubrics

Table 7.2 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.

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Table 7.1: Attributes, Subattributes and Definition of MQF7 LOD: Information and Lifelong Learning Skills

Attributes Subattributes Definition

7.1 Information Retrieval and List of references Required number of references related to a given task
Management Relevance
Optimisation Appropriateness and relevance of references to a task
Curation
Optimising variety of references (to make useful as possible)
Articulation
Curate is to select, organize and look for required information according to
References a list of references
Able to express ideas clearly and effectively in writing and easily
7.2 New Idea Acceptance Engagement understood by the reader
Related to Independent New Idea The materials or sources of information used to elicit further information
Learning Independent Learning regarding a subject matter
The degree of attention, curiosity, interest, optimism, and passion that
7.3 Inquisitive Mind Interest students display to heighten the learning process
To express ideas as a result of self exploration
Initiative
Effort Self-directed learning that involves learners relate to new
information, concepts, process which are more organised and complete
Interest to heighten knowledge by exploring certain issues and to execute
relevant tasks to the best of one’s ability
Demonstrate the level of willingness to start and complete a task

To show effort to investigate or search for information

7 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 180

MQF7 LOD Attributes Subattributes
Information
management and Information List of References
lifelong learning skills Retrieval and Relevance
Management Optimisation
Curation
Autonomous Articulation
Learning References
Inquisitive Engagement
Mind New Idea

Self Learning
Interest
Initiative
Effort

Figure 7.1: The Conceptual Framework for MQF7 LOD:
Information Management and Lifelong Learning Skills

7 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 181

Table 7.2: MQF7 LOD: Information Management and Lifelong Learning Skills Rubrics

Attribute Subattribute Level of Very Weak Weak Fair Good Very Good Example of Assessment
Applicability Tasks

List of All levels of Fail to fulfil Minimally fulfil Partially fulfil the Fulfil the required Exceed the Self-reflection /
References study the required the required required number number of required Assignment /
number of number of of references references number of Demonstration / Case
references references references analysis

Relevance All levels of No Limited Sufficient Good Excellent Self-reflection /
study appropriaten appropriatene appropriateness appropriateness appropriatene Assignment /
ess and ss and and relevancy of and relevance of ss and Demonstration / Case
Information Optimisation All levels of relevance of relevance of reference reference relevance of analysis / Group work
Retrieval and study reference reference reference
Management Able to Able to retrieve Able to retrieve Presentation / Self-
Not able to retrieve information from information from Able to reflection / Assignment /
retrieve information sufficient many references retrieve Demonstration / Case
information from minimal reference information analysis / Group work
references from
maximum
references

Curation All levels of Not able to Limited Satisfactory Good curation for Excellent Presentation / Self-
Articulation study curate for curation for curation for required curation for reflection / Assignment /
References required required required information required Demonstration / Case
All levels of information information information information analysis / Group work
study Least
articulation Low Able to articulate Sufficiently able High ability to Presentation / Self-
All levels of of articulation of the references in to articulate the articulate reflection / Assignment /
study references references in writing references in references in Demonstration / Case
in writing writing writing writing analysis / Group work
Not able to
use Limited use of Appropriate use Good use of the Excellent use Presentation / Self-
references reflection / Assignment /
the references of references references of references Case analysis/Group work

7 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 182
Table 7.2: MQF7 LOD: Information Management and Lifelong Learning Skills Rubrics

Attribute Subattribute Level of Very Weak Weak Fair Good Very Good Example of
Engagement Applicability Assessment Tasks
Autonomous Least Minimally engage Putting effort to Consistently Highly engage in
Learning New Idea All levels of attempt to in autonomous engage in engage in autonomous Self-reflection /
Self study engage in learning autonomous autonomous learning Assignment
Inquisitive Learning autonomous learning learning / Demonstration / Case
Mind Interest All Levels of learning Able to solve Able to solve analysis / Group work
Initiative Study problems with Able to solve Able to solve problems with
No new idea weak new ideas problem with problem with excellent new Self-reflection /
Effort All levels of to solve moderate new good new ideas ideas Assignment
study problems ideas / Demonstration / Case
Excellent ability to analysis / Group work
All levels of Not able to Limited ability to Sufficient God ability to self learn
study self learn self learn ability to self self learn Presentation / Self-
learn Demonstrate reflection / Assignment
All levels of No interest Demonstrate Demonstrate excellent interest Demonstration
study in exploring limited interest in Demonstrate good interest for in exploring issues
issues for a exploring issues sufficient exploring issues for a given task Presentation / Self-
All levels of given task for a given task interest in for a given task reflection /
study exploring Demonstrate Demonstration
No initiative Demonstrate issues for a Demonstrate excellent initiative / Case analysis
to complete limited initiative given task good initiative in in completing a
a task in completing a Demonstrate completing a task Self-reflection /
task moderate task Assignment
initiative in Excellent effort to / Demonstration / Case
completing a complete task analysis / Group work
task

No effort to Minimal effort to Sufficient effort Good effort to
complete complete task to complete complete task
task task



CHAPTER

08

MQF 8 LOD: MANAGERIAL AND
ENTREPRENEURIAL SKILLS

8 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 185

MQF8 LOD: Managerial and Entrepreneurial Entrepreneurial Skills covers the
Skills entrepreneurial mindset and skills.

This section covers the definition, glossary of The mindset refers to the thinking that
subattributes, conceptual framework and the drives human behaviour towards
rubrics for MQF8 LOD: Managerial and entrepreneurial activities and outcomes.
Entrepreneurial Skills. These individuals are drawn towards
innovation, opportunities and new product
Definitions designs.

Managerial Skills represent basic skills in Entrepreneurial skills cover:
managing an organization/group, which • Ability to learn through entrepreneurial
includes work planning, time management,
decision making, organising ideas, delegate experience,
work and motivation. • Creativity,
• Innovation,
• Recognizing opportunities and

entrepreneurial strategies,
• Risk tolerance,
• Internal locus of control,
• High achievement and endurance, and
• Financial management.

8 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 186

Glossary of Subattributes Rubrics
The rubrics for MQF8 LOD: Managerial and
The MQF8 LOD: Managerial and Entrepreneurial Skills details out the attributes
Entrepreneurial Skills consist of three attributes and subattributes from the level of usage and
and fourteen subattributes. The definition of performance criteria which are for managerial skills
each attribute is given in Table 8.1. and entrepreneurial mindset measured by the
following level of applicability, performance criteria
Conceptual Framework i.e. Very Weak, Weak, Fair, Good and Very Good
and the respective examples of task assessments
Figure 8.1 shows the breakdown of attributes as in Table 8.2.
and subattributes for the Conceptual Framework
for MQF8 LOD: Managerial and Entrepreneurial Skills is measured in three (3)
Entrepreneurship Skills. stages: Foundation, Intermediate and Advanced. It
uses the same rubrics for measuring the
Managerial Skill and Entrepreneurial Mindset
skills.

For the Foundation, it uses the same level of
applicability. For the Intermediate, the Very Weak
indicator starts at the Weak level and ends with an
additional indicator for the Very Good level of
applicability. For the Advanced level of
applicability, the Weak indicator starts from the
satisfactory level of applicability and also ends with
2 additional indicators as shown in Table 8.3.

8 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 187

Table 8.1: The Attributes, Subattributes and Definitions of MQF8 LOD: Managerial and Entrepreneurial Skills

Attributes Subattributes Definitions
Time Management The process of planning and exercising conscious control over the amount of time spent on specific
activities, especially to increase effectiveness, efficiency or productivity.

8.1 Managerial Decision Making The process resulting in the selection of a belief or a course of action among several alternative
8.2 Entrepreneurial Mind possibilities.
Organization of Ideas Present an idea completely in clear, cohesive and organized manner.
Delegation of Work Assignment of responsibility or authority to a group to carry out activities.
Motivation Being self-motivated and encourage group members to complete every task and activity.

Vision Innovative vision for solving real world problems
Networking Awareness to become an entrepreneur requires the following characteristics: Entrepreneurial relationship
through the formation of a business circle, personal integrity, communication, and good offers.
Passion
Entrepreneurial Excitement or liking when performing entrepreneurial activities.
Opportunities A process to find opportunities following a planned strategy as a result of creative consolidating process,
generation of new ideas and innovation in the application of ideas into practice.

Entrepreneurial Experience Learning through engagement in entrepreneurial activities.

Risk Tolerance Attitude and readiness of an entrepreneur in the identification and confrontation of the risk.

8.3 Entrepreneurial Skills Internal Locus and Control Belief in the fundamental of success lies in self employment and ability to manage one’s life.

Achievement and Ability to put a higher target and has high endurance in facing challenges.
Perseverance Ability to handle financial components and sources.

Financial Management

8 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 188

MQF8 LOD Attribute Subattributes

Managerial and Managerial Time Management
Entrepreneurial Entrepreneurial
Decision Making
Skills Mind
Entrepreneurial Organization of ideas

Skills Delegation of work

Motivation
Vision

Networking
Passionate
Entrepreneurial Opportunity
Entrepreneurial Experience
Risk Tolerance
Internal Locus of Control
Achievement and Perseverance
Financial Management

Figure 8.1: Concept Framework for MQF8 LOD:
Managerial and Entrepreneurial Skills

8 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 189

Table 8.2: Rubrics for MQF8 LOD: Managerial and Entrepreneurial Mind

Subattribute Level of Very Weak Weak Fair Good Very Good Assessment/
Applicability Tasks
Attribute Rarely completes Occasionally Completes work on
work on time. Not completes work on time by taking
Time All levels/ No attempt to able to manage time time. Tries to advantage of the Completes tasks Assignment
Management Years of complete well. manage time. time provided and by ahead of schedule by
study work on time. using time creating a plan and
Not able to Tries to make Satisfactory attempts management skills. scheduling time to
manage time. decision by to make decisions complete the work.
understanding the and satisfactory Able to make a good
Decision All levels/ No attempt to situation. Decision understanding of the decision based on Able to make a very Assignment
making Years of make made is based on situation and good understanding good decision based Self-reflection
study decision. Do limited understanding available options. of the situation and on excellent report
not of the situation and available options. understanding of the
understand available options. Deliver ideas with situation and
the situation satisfactory clarity, Deliver ideas with available options.
and relate Deliver ideas with comprehensiveness good clarity,
Managerial with options minimal clarity, and organization. comprehensiveness Deliver ideas with
that are comprehensiveness and organization. excellent clarity,
Organization of All levels/ available. and organization. Work was divided comprehensiveness Assignment
ideas Years of Deliver ideas satisfactorily Work was divided and organization.
study unclearly, Work was divided amongst group well amongst group
loosely and minimally amongst members. members.
Delegation of All levels/ disorganized. group members. Work was divided Group work
work Years of Work was not Satisfactory High motivation to excellently amongst
study divided Minimal motivation to motivation to complete task. group members.
equally. Only complete task. complete task.
Motivation All levels/ few members Very high motivation Assignment
Years of are doing the to complete task.
study work while
others are
ignored.
No
motivation to
complete
task.

8 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 190

Attribute Subattribute Level of Very Weak Weak Fair Good Very Good Assessment/
Applicability Tasks

Vision All Level No vision to Minimal vision to Satisfactory Good vision to Excellent vision Reflection
solve problem. solve problem. vision to solve solve problem. to solve problem.
problem.

Entrepreneurial No awareness Minimal Satisfactory Good awareness Excellent Case study
Mind Networking All Level that an awareness that awareness that that an awareness that
entrepreneur an entrepreneur an entrepreneur entrepreneur an entrepreneur
requires requires requires requires requires
entrepreneurial entrepreneurial entrepreneurial entrepreneurial entrepreneurial
networking. networking. networking. networking. networking.

Passionate All Level Dislike to Minimal liking to Satisfactory Likes and enjoys Passionate to Simulation
organise an organise an liking and enjoys to organise an organise an
entrepreneurial entrepreneurial to organise an entrepreneurial entrepreneurial
activity. activity. entrepreneurial activity. activity.
activity.

8 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 191

Table 8.3: Rubrics for MQF8 LOD: Entrepreneurial Skills

Assessment/

Level of Very Good Very Good Tasks
Subattribute Applicability (Intermediate) (Advanced)
Attribute Very Weak Weak Fair Good Very Good

Entrepreneurial All level No Has unclear Business idea Business idea Able to Able to conduct Able to conduct Pitching /
Opportunity entrepreneurial entrepreneurial is clear but is clear and mobilise the the business the business Written report /
idea for value idea for value does not fulfil fulfils the idea to become according to globally Product
adding/solving adding/ solving the realistic customer opportunity the business according to exhibition and
customer customer customer needs. according to strategy and the business sales
needs. needs and is needs. the business fulfils the strategy and
not relevant to strategy and customer fulfils the
customer fulfil the needs. customer
needs. customer needs.
needs.

Entrepreneurial Able to write a Able to write a
Skills clear, detailed clear, detailed
and high and very high
Entrepreneurial All level Not able to Able to write a Able to write a Able to write a Able to write an impact impact Entrepreneurial
Experience write a poor reflection satisfactory good reflection excellent reflection reflection Reflective
reflection report for an reflection report for an reflection report for an report for an Report,
report for an entrepreneurial report for an entrepreneurial report for an entrepreneurial entrepreneurial Engagement
entrepreneurial activity that entrepreneurial activity that entrepreneurial activity that activity that
activity that he/she attends. activity that he/she attends. activity that he/she attends. he/she attends.
he/she attends. he/she attends. he/she attends.

Rubric to measure student performance at foundation level

Rubric to measure student performance at intermediate level

Rubric to measure student performance at advanced level

8 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 192

Attribute Level of Very Weak Weak Fair Good Very Good Very Good Very Good Assessment/
Subattribute Applicability (Intermediate) (Advanced) Tasks
Able to suggest
Risk Tolerant All level Not able to Able to identify Able to get the Able to alternatives to Able to choose Able to
identify risk. risk. information to measure and reduce risks. alternatives to manage risks
reduce risks. analyse risks. reduce risks through the
right channel
(Example: take
insurance and
apply for IP).

Entrepreneurial Dare to take a Take own Has the Able to Pitching /
Skills stand and initiative to eagerness to influence Written report
express develop influence others to
Internal Locus Unable to take entrepreneurial Able to something from others to develop a Has developed
a stand and opinion/idea. convince the develop a business a business
of Control All level express others with the entrepreneurial business network based network based
entrepreneurial entrepreneurial opinion/idea. network based on the on the
opinion/idea. opinion/idea. on the entrepreneurial entrepreneurial
entrepreneurial opinion/idea opinion/idea.
opinion/idea. (Example:
create more
customers,
partners,
investors, and
associates).

Rubric to measure student performance at foundation level

Rubric to measure student performance at intermediate level

Rubric to measure student performance at advanced level

8 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 193

Attribute Level of Very Good Very Good Assessment/
Subattribute Applicability Tasks

Very Weak Weak Fair Good Very Good (Intermediate) (Advanced)

Achievement All level Does not have Has unclear Has clear goal, Has clear and Has clear, Able to Able to achieve Pitching /
and a goal and no goal and effort but the goal is realistic but realistic and high achieve high high goal Written
Perseverance effort unrealistic easily goal goal consistently report
achievable inconsistentl (Example:
goal y endurance sales and
(Example: profit)
sales and
Entrepreneurial profit)
Skills

Financial Not able to Able to identify Able to analyse Able to retrieve Able to develop a Able to Able to create Written
Management identify basic financial financial and financial financial plan and manage and wealth from and
financial components sources information and costing supervise monetary and financial
components or and sources costing financial and other sources report
sources costing

Rubric to measure student performance at foundation level

Rubric to measure student performance at intermediate level

Rubric to measure student performance at advanced level

CHAPTER
09

CONCLUSION

9 iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 195

Conclusion ii. Emphasis is given to the implementation of
constructive alignment with reference to the
This guide book is an attempt to outline two principle which is applied to the design of
major items which are: teaching and learning activities and
i. The use of rubrics to record the scoring of assessment that reflect the self-
development of students who are
tasks for a fairer implementation of CLO performing those tasks. The constructive
performance appraisal of students. The alignment provides opportunities for
rubrics that are shared with the students students to identify their desired
at the beginning of the semester will performance attainment through their
motivate them to produce tasks courses.
according to the desired performance
attainment. This is because the rubrics In summary, it is hoped that this guide book is
clearly explain the level of attainment for able to assist the teaching staff to initiate or
each MQF LOD (MQF3 LOD to MQF8 improve their practices in constructive alignment
LOD). and assessment. It is also hoped that this
transformation of practice can support the First
Shift of the MEB 2015 – 2015 (HE) in producing
holistic, entrepreneurial and balanced graduates.

A

GLOSSARY

A iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 197

Glossary

Assessment • A learning process that encompasses describe, collect, record, score and
interpret information about students' learning for a particular purpose.
Attribute
• A quality or feature regarded as a characteristic or inherent part of
Constructive Alignment someone or something.

Course Learning • A principle used for devising teaching and learning activities and
Outcome CLO) assessment task that directly address the learning outcome intended in a
way not typically achieved in traditional lectures, tutorial classes and
Integrated Cumulative examinations.
Grade Point Average)
(iCGPA) • Learning outcomes that represent a list of competencies that would be
owned by the student after passing a course and must be achieved by
each student who took the course in the current semester.

• To measure the performance of university students as a whole and not just
academic achievement.

Malaysian A iCGPA RUBRIC: LEARNING OUTCOMES ASSESSMENT GUIDE 198
Qualifications
Framework (MQF) • An explanation or description of the national education system that is
understood at the international level, which clarifies all qualifications and
Malaysian academic achievement in higher education (post-secondary) and how these
Qualifications qualifications are meaningfully linked.
Framework Learning
Outcome Domain • Refers to the eight domains of learning outcomes, which are significant for
(MQF LOD) Malaysia: (1) Knowledge; (2) Practical Skills; (3) Social Skills and
Responsibilities; (4) Values, Attitude and Professionalism; (5)
Outcome Based Communication, Leadership, and Teamwork Skills; (6) Problem Solving and
Education (OBE) Scientific Skills; (7) Information Management and Lifelong Learning Skills; (8)
Managerial and Entrepreneurial Skills.
Rubric
• Is a process that involves the restructuring of curriculum, assessment and
Student Learning reporting practices in education to reflect the achievement of high order
Time (SLT) learning and mastery rather than the accumulation of course credits.

Subattribute • A scoring tool that explicitly represents the performance expectations for an
assignment or piece of work.

• Self- learning which include learning from self-learning modules and any
additional non face-to-face hours self-learning and preparation for
lecture/lab/tutorial and test and assessment.

• A lesser or secondary attribute.



B

ACKNOWLEDGEMENTS