Workshop Track B2b

in conjunction with SieQA IIV

on 26-27September 2017

KEMENTERIAN PENDIDIKAN TINGGI

Track B2b:
Measuring Attainment of Programme
Learning Outcome through iCGPA
Prof. Ir. Dr. Shahrir Abdullah
Director, Centre for Quality Assurance
Universiti Kebangsaan Malaysia
(MEB-HE Shift 1-A2 (iCGPA) Steering Committee Chair
& iCGPA Technical Committee Member, MoHE)

shahrir@ukm.edu.my
 Resource Materials

• In your Internet browser, get your workshop materials from this link:

goo.gl/57bZVK

• MoHE’s official link for the iCGPA initiative:

www.mohe.gov.my/ms/muat-turun/awam/
penerbitan-dan-jurnal/icgpa

• Other relevant documents at MQA’s websites:

www.mqa.gov.my
 Session Learning Outcomes

• At the end of this session, participant will be able to:

1. Explain validity and reliability of assessment methods that will
ensure constructive alignment in curriculum delivery;
2. Explain direct and explicit measurement of attainment of
course and programme learning outcomes for generation of
student and graduate iCGPA scorecards.
Outlines
• Criteria for an Assessment System
• Generation of Learner’s Profile
• Measuring and Reporting
• Your Tasks…
 Criteria for
an Assessment System
 Validity and Reliability

• Validity is concerned with getting the right assessment.

• Reliability is concerned with getting the assessment

right.

Source: Reece and Walker (2000). Teaching, Training and Learning

Business Education Publishers, Sunderland
 An Ideal Assessment Tool/Device
• Validity • Practicality
• Does it measure what it is • Is it easy to construct,
supposed to measure (a administer, score and
learning outcome)? interpret?

• Reliability
• How representative and
consistent is the
measurement?
 Criteria for Measuring Learning Outcomes

• Direct Measurement
• Measurement that is based on evidence (student assessment)
related to the learning outcomes top be measured with
appropriate taxonomy domains and level;
• Examples: answer scripts, assignments, demonstration, project
progress report, student’s portfolio.

• Explicit Measurement
• Process of computing the marks representing attainment of the
programme learning outcomes from direct measurement, where
each mark is independently mapped with a unique and specific
learning outcome.
Example of Indirect and Inexplicit Measurement

Source: C.P. Liew, EAD (personal communication)

Conversion to Direct and Explicit Measurement

CO1 CO4 CO5

CO2 CO3 CO10
CO6 CO8
CO7
CO9

Source: C.P. Liew, EAD (personal communication)

 Constructive Alignment
• Constructive means making meaning or construct
understanding through activities engaged by the learner.
• Alignment means select learning activities to allow
learners to engage the verbs desired in LOs and select
assessment tasks that allow learners to demonstrate how
well they have achieved the learning outcomes.
 Constructive Alignment
What is my Takeaway?
How do I know I
Got it?
How can I attain
the Takeaway?
 Programme Aims/ Taxonomy of Programme Learning
Programme Objectives Learning Behaviour Outcomes (PLOs)

Course Learning Outcomes

(CLOs)

Instruction
Technology Student Classroom
assessment
Lectures labs techniques

Instruction Assessment

Active &
Cooperative Problem-based
Learning Learning Tests / Exam Surveys

Other techniques Other

measures
 Generation of
Learner’s Profile
 Learning Outcomes
• Definition (ISCED 2011, UNESCO):
• The totality of information, knowledge, understanding,
attitudes, values, skills, competencies or behaviours an
individual is expected to master upon successful completion of
an education programme.

• Need ASSESSMENT and VALIDATION:

• Evaluation of an individual’s achievement of learning objectives,
using a variety of assessment methods (written, oral and
practical tests/examinations, projects and portfolios) during or
at the end of an education programme, not presuming
participation in the programme.
 Reporting the TOTALITY of
Learning Outcome Attainment.
A holistic student Graduate Attainment of
Programme Learning Outcomes (PLO)
performance PLO1 - Knowledge
4
during and upon PLO8 - Management
and Entrepreneurial 3 PLO2 - Practical Skills
completion Skills
2
of an educational 1
PLO7 - Information
programme could Management and
0
PLO3 - Social Skills
Lifelong Learning and Responsibilities
be holistically Skills

represented by a
PLO6 - Problem PLO4 - Values,
radar graph, Solving and Scientific
Skills
Attitudes and
Professionalism
popularly known PLO5 -
as SPIDER-WEB. Communication,
Leadership and Team
Skills
 6 Steps for Generating an iCGPA Spider-web

Outcome Based Curriculum

•Curriculum comprising PLO and courses/CLOs mapped in a curriculum plan/matrix.

Course Assessment Plan

Track A1a

•Development of a course assessment plan that conforms to constructive alignment.

Appropriate Assessment Methods

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

Grades for CLOs

Track B2b

•Grades are derived from the calculation of assessment marks, assessment weightage and the course credit unit.

Grade Point Average for PLOs

•Accumulation of grade points for CLOs based on dimensions of PLOs or MQF domains.

Spider-web for Grade Point Averages of PLOs

•Generation of spider web for a semester based on grade point average and its cumulative values of PLOs or MQF domain.
1 Outcome Based Curriculum
Programme Assessment Plan Credits Status Programme Learning Outcomes
(Mapping of PLO-Courses) (PLO)
1 2 3 4 5 6 7 8
YEAR 1 – SEMESTER 1
Foundation English 2 General Elect.

Generic Skills 1 1 University


Generic Skills 2 1 University



Concepts of Critical Thinking 3 General Elect.



Computer Programming 4 Programme



Discreet Mathematics 3 Programme



Statistics and Probability 3 General Elect.



TOTAL CREDITS 17
YEAR 1 – SEMESTER 2
Academic Communication 2 General Elect.

Basics of Entreprenuership and Innovation 2 University


Generic Skills 3 1 University



Generic Skills 4 1 University



Data Structure 3 Programme



Databases 4 Programme



Computer Network Technology 3 Programme



Computer Organisation & Operation System 3 Programme



TOTAL CREDITS 19
YEAR 2 – SEMESTER 1
 YEAR 2 – SEMESTER 1
Ethnic Relation 3 University   
Workplace Communication 2 General Elect. 0.7 0.3
1 Generic Skills 5 1 University

0.2
Generic Skills 6 1 University 0.5 0.5
Managemet of Emotion 3 General Elect. 0.4 0.3 0.3
Object Oriented Programming 3 Programme
0.3 0.3
Advanced Databases 3 Programme 0.6 0.2 0.2
Human-System Interaction 3 Programme 0.3 0.3 0.4
TOTAL CREDITS 19
YEAR – SEMESTER 2
Tamadun Islam dan Tamadun Asia 3 Universiti 0.5 0.3 0.2
Example: Human-System Interaction
Ko-kurikulum 2 Universiti

0.5
Mapping of PLO-CLO:
Pengenalan Kecerdasan Buatan 3 Program



No. Course Learning
Metodologi Outcomes
Kejuruteraan Perisian(CLO) 3 Programme
ProgramLearning

Outcomes


Komputeran
At the end of this Klien
clurse,Pelayan
student will be able: 3 Program (PLO) 

Komunikasi Data dan Telekomunikasi 3 1 Pengkhususa 

2 3 4 5 6 7 8
n
1
JUMLAHExplain the impact of ICT to changes in individuals
17

and community.
TAHUN 3 – SEMESTER 1
2 Analyse the impact
Falsafah of changes in ICT trends to
Berfikir 3 Universiti
 

national and global
Pembinaan changes on individual and
Pengkompil 3 Program   
community behaviours.
Persekitaran Gaya Hidup dan Teknologi 3 Pilihan umum
 
3 ReportMaklumat
verbally and in writing the impact of changes

  
in ICTPensuisan LAN danand
trends to national WIRELESS
global changes on 3 Pengkhususa
individual and community behaviours. n
Pengkhususa   
Pengaturcaraan Rangkaian 3
n
2 Course Assessment Plan

Course Assessment Plan: Human-System Interaction

No. Course Learning PLO Delivery Assessment Tasks/Components TOTAL
Outcomes (CLO) Methods Open Book Case Study Case
Diakhir kursus ini, pelajar patut Test Report Presentation
boleh:
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 changes PLO6 Case Study 20% 20% 40%
in ICT trends to national and (report and
global changes on individual presentatiion)
and community behaviours.
3 Report verbally and in writing PLO5 Case Study 15% 15% 30%
the impact of changes in ICT (report and
trends to national and global presentatiion)
changes on individual and
community behaviours.

TOTAL 20% 45% 35% 100%

3 Development of Assessment Tool

CLO/ Attri- Attribute/ Weight Attainment Sclae Student Attainment

Attri- bute Sub-attribute (%)

Marks
1 2 3 4 5 Level Marks

CLO
bute Ref.
Very weak Weak Satsifactory Good Excellent
6.1.1 Concept 10% 4 8
(Critucal Thinkingal)

Formation

34/50 = 68%
Refer to Guidelines on
6.1.2 Analysis 10% 3 6
CLO2

iCGPA Rubrics
6.1.3 Application 10% (Domain 6 MQF: 5 10
6.1.4 Synthesis 10% Problem Solving and Scientific Skills) 3 6
6.1.5 Result 10% 2 4
5.1.1 Clarity of Idea 10% 4 8
(Oral Communication)

5.1.2 Confidence 10% 3 6

29/50 = 58%
5.1.3 Effectiveness 10% Refer to Guidelines on 3 6
CLO3

iCGPA Rubrics
5.1.4 Ability to answer 15% (Domain 5 MQF: 2 6
questions Communication, Leadership and Team Skills)
5.1.5 Appropriate with 5% 3 3
Audience
TOTAL 100% 63%
4 Determination of
CLO Grades

CLO PLO Weight × Assessment Tasks/Components CLO Marks CLO Grade

Credit Open Book Case Study Case Total Grade Point
Test Report Presentation
CLO1 PLO1 0.3 × 3 65% 74% 20.4/30 B 3.00
= 0.9 = 13.0/20 = 7.4/10 = 68%
CLO2 PLO6 0.4 × 3 72% 68% 28.0/40 B+ 3.33
= 1.2 = 14.4/20 = 13.6/20 = 70%
CLO3 PLO5 0.3 × 3 63% 58% 18.2/30 B− 2.67
= 0.9 = 9.5/15 = 8.7/15 = 61%
TOTAL 3.0 WEIGHTED AVERAGE 67% B 3.00

GRADE SCALE
A: 80-100 B+: 70-74 C+: 55-59 D+:44-46
A- : 75-79 B: 65-69 C: 50-54 D: 40-43
B-: 60-64 C-: 47-49 E: 0-39
5 Computation of
PLO Grade Point Average
Course Credit CLO Grade Points
× Weight-Credit (in bracket)
PLO PLO PLO PLO PLO PLO PLO PLO
1 2 3 4 5 6 7 8

YEAR2 – SEMESTER 1
Ethnic Relation 3 3.00 (1.5) 2.67 (0.9) 2.67 (0.6)
Workplace Communication 2 2.33 (1.4) 3.33 (0.6)
Generic Skills 5 1 2.00 (0.3) 2.67 (0.5) 2.67 (0.2)
Generic Skills 6 1 2.33 (0.5) 3.00 (0.5)
Managemet of Emotion 3 2.67 (1.2) 2.67 (0.9) 3.33 (0.9)
Object Oriented Programming 3 3.00 (1.2) 2.67 (0.9) 2.67 (0.9)
Advanced Databases 3 3.33 (1.8) 3.67 (0.6) 3.67 (0.6)
Human-System Interaction 3 3.00 (0.9) 2.67 (0.9) 3.33 (1.2)

TOTAL/WEIGHTED AVERAGE 19 3.15 (3.9) 3.07 (1.5) 2.77 (3.0) 2.61 (2.8) 2.58 (3.6) 3.21 (3.3) 3.33 (0.9) - (-)
6 Generation of Spider-web
PLO1 (MQF Domain:
Knowledge)
4
PLO8 (MQF Domain:
3
PLO2 (MQF Domain:
Managerial and
Practical skills)
entrepreneurial skills)
2

1
PLO7 (MQF Domain:
PLO3 (MQF Domain: Social
Information management 0
skills and responsibilities)
and lifelong learning skills)

PLO6 (MQF Domain: PLO4 (MQF Domain: Values,

Problem solving and attitudes and
scientific skills) professionalism)

PLO5 (MQF Domain:

CGPA
Communication, leadership
GPA and team skills)
Measuring and
Reporting
 From a Course Assessment Plan…
Course Assessment Plan: Human-System Interaction
No Course Learning PLO Delivery Assessment Tasks/Components TOTAL Student
. Outcomes (CLO) Methods Learning
Open Book Case Study Case
At the end of the course,
Test Report Presentation Time,
students are able to: SLT (hr)
1 Explain the impact of ICT PLO1 Collaborative 20% 10% 30% 35
to changes in individuals Learning;
and community. Case Study
2 Analyse the impact of PLO6 Case Study 20% 20% 40% 50
changes in ICT trends to (report and
national and global presentation)
changes on individual
and community
behaviours.
3 Report verbally and in PLO5 Case Study 15% 15% 30% 35
writing the impact of (report and
changes in ICT trends to presentation)
national and global
changes on individual
and community
behaviours.
TOTAL 20% 45% 35% 100% 120
 Measuring at Course Level - Rubrics
• Fiction Writing Content Rubric (www.fctl.ucf.edu):

Performance Weight Performance Descriptor/Scale

Criteria/ (for
summative 1 2 3 4
Dimension assessment)
Unsatisfactory Developing Satisfactory Exemplary
PLOT: “What” 40% Neither plot Both plot parts One of the plot parts is Both plot parts are
and “Why” parts are fully are addressed fully developed and the fully developed.
developed. but not fully less developed part is
developed. at least addressed.
SETTING: 30% Neither setting Both setting One of the setting parts Both setting parts are
“When” and parts are parts of the is fully developed and fully developed.
“Where” developed. story are the less developed part
addressed but is at least addressed.
not fully
developed.
CHARACTERS: 30% None of the The main The main characters The main characters
“Who” described characters are characters are are developed with are fully developed
by behaviour, developed or identified by some descriptive with much
appearance, named. name only. detail. The reader has a descriptive detail. The
personality, and vague idea of the reader has a vivid
character traits characters. image of the
characters.

27
 Measuring at Course Level – Rubrics
Performance criteria/dimensions
• Cognitive Domain
• Factual • Basic knowledge of discipline
• Conceptual • Organisation, classification
• Procedural • Process, technical steps
• Metacognitive • Self-regulation, persistence

• Psychomotor Domain • Physical, hands-on activities

• Affective Domains • Beliefs, emotions

28
 VALUE Rubrics
• Intellectual and • Personal and
Practical Skills (10) Social Responsibility (5)
• Inquiry and analysis • Civic engagement (local and global)
• Critical thinking • Intercultural knowledge and
• Creative thinking
competence
• Written communication
• Ethical reasoning
• Oral communication
• Reading • Foundations and skills for lifelong
• Quantitative literacy learning
• Information literacy • Global learning
• Teamwork
• Problem solving • Integrative and Applied Learning (1)
• Integrative learning

29
www.aacu.org
 Measuring at Course Level – Rubrics
Performance descriptors/scale
• By referring to performance at different levels:
• e.g. taxonomy levels.
① Lists the effects of …
② Describes the effects of …
③ Analyses the effects of …

• By using adjectives, adjectival phrases, adverbs and adverbial

phrases:
• Extra words are used where the aspects of a performance stay the same
across the levels with a qualitative difference to the performance.
• Example 1:
① Shows a basic knowledge on …
② Shows a sound knowledge on …
③ Shows a comprehensive knowledge on …
• Example 2:
① Explains with limited accuracy …
② Explains with some accuracy …
③ Accurately explains … 30
www.assessmentforlearning.edu.au
 Measuring at Course Level – Rubrics
Performance descriptors/scale
• By using numeric references:
• Numbers identify quantitative differences between levels.
• Normally used for summative assessment only.
• Example 1:
① Provides an example
② Provides two examples
③ Provides three examples
• Example 2:
① uses few or no strategies
② uses some strategies
③ uses several strategies
• Caution: numeric references on their own can be misleading as they
tend ignore quality at the expense of quantity.

• By referring to the degree of assistance needed to

complete a task:
• It is explicit about the degree of independence shown by the student.
① With teacher guidance, attempts to use …
② With occasional peer or teacher assistance, uses …
③ Correctly and independently uses …
www.assessmentforlearning.edu.au
31
 Measuring at Course Level – Rubrics
• What is the
• Helps students Identify Learning assessment task?
and teachers Outcome to be
during formative assessed
assessment • Cognitive
• Factual
Share with • Conceptual
Identify learning
students/
• To be domain/taxonomy • Procedural
review the results
refined and • Meta-cognitive
improved after • Psychomotor
summative • Affective
assessment

• Group criteria
Assign weights for Identify
each performance • Identify key
criteria/dimension criteria/dimension components

• If numerical scale
Identify • 3-5 levels
is required
performance • Identify baseline
• Helps prioritise indicators/scale 32
the criteria attainment level
 Measurement at Programme Level

Programme Learning PLO 4

(MQF 4)
Outcomes (PLO)

Computation of CLO Grades and PLO Grade Points

Ethnic Industrial Product
Course Relation Training Design

Constructive Alignment
(MPU) (Major) (Major)

Course Learning CLO 1

CLO2 (Ethics
and
CLO4
(Professional
(Volunteerism)
Outcomes (CLO) Professionalism) Conduct)

Assessment Community
Employer’s
Evaluation
Group
Discussion and
Service Project
Component Report Interaction

Observation on
Student Student
Reflection
student’s Meeting minute/
attitude and peer evaluation
Assessment Report
professionalism
 Curriculum Matrix – Big Picture
Example: Islamic Studies
Programme Learning Outcomes PLO MQF Domain
Courses Credit
1 2 3 4 5 6 7 8
1 Knowledge
Maharat al-Qiraah 1 1 1 4
Metodologi Dakwah 1 1 1 4 2 Practical Skills
Pengantar Qiraat dan Hafazan 1 1 1 4
3 Social Skills and
Kajian Budaya Etnik 1 1 1 4
Responsibilities
Kursus Universiti 1 1 1 1 4
Manusia dalam Al Quran 1 1 1 4 4 Values, Attitudes and
Gerakan Dakwah 1 1 1 4
Professionalism
Kepimpinan Pengurusan Islam 1 1 1 4 5 Communication, Leadership
Ilmu Pidato dan Debat 1 1 1 4 and Team Skills
Ko-kurikulum 1 1 1 2
6 Problem Solving and
Maharat al-Kitabah 1 1 1 4 Scientific Skills
Fiqh Ibadat dan Munakahat 1 1 1 4
Akhlak dan Tasawuf 1 1 1 4 7 Information Management
and Lifelong Learning Skills
Sejarah dan Tamadun Islam 1 1 1 4
Kursus Universiti 2 1 1 1 3 8 Management and
Kaedah Penyelidikan 1 1 1 4 Entrepreneurial Skills
Akidah Islam 2 2 2 4
Fiqh Muamalat dan Jinayat 2 2 2 4
Kajian Teks Dakwah 1 1 1 4
Kursus Universiti 3 1 1 1 3
Latihan Praktikal (12 minggu) 1 1 1 6
Komunikasi Dakwah 2 2 2 4 Legend
Penerbitan Dakwah Media Cetak 2 2 2 4
No relation
Penerbitan Dakwah Media Elektronik 2 2 2 4
Projek Khidmat Masyarakat 2 2 2 2 6 1 Enabling course
Projek Ilmiah I 2 2 2 2
2 Determinant course
Sains,Teknologi dalam Tamadun Islam 2 2 2 4
Etika Komunikasi 2 2 2 4
Keusahawanan dalam Islam 2 2 2 4
Projek Ilmiah 2 2 2 2 2 2 6
Total Credits 120
 Student’s Progression (by Semester)
Programme Learning Outcomes Overall 1
Coursew
1 2 3 4 5 6 7 8 Grade 4
8 3 2 CPA | CGPA
2
Maharat al-Qiraah B- C+ B B- 1

Metodologi Dakwah B 7 0 3 2.87 | 2.87

B A- B-
Pengantar Qiraat dan Hafazan B+ B- B- B 6 4
Kajian Budaya Etnik B+ B- B B 5
Kursus Universiti 1 B+ C B- B- 1
4

Manusia dalam Al Quran B B+ B- B 8 3 2 CPA | CGPA

2
1
Gerakan Dakwah B+ B B B+ 7 0 3 3.30 | 3.07
Kepimpinan Pengurusan Islam B+ A B+ B+
Ilmu Pidato dan Debat A- A B+ A- 6 4
Ko-kurikulum B- C+ A- B 5 1
4
Maharat al-Kitabah B B+ B- B 8 3 2
2 CPA | CGPA
1
Fiqh Ibadat dan Munakahat A- B+ A A- 3.40 | 3.18
7 0 3
Akhlak dan Tasawuf B+ B A B+
Sejarah dan Tamadun Islam A B- A- A- 6 4
1
Kursus Universiti 2 B+ A- B B+ 4 5
8 3 2
Kaedah Penyelidikan A- B- B B 2
1
Akidah Islam B B+ B B 7 0 3 CPA | CGPA

Fiqh Muamalat dan Jinayat A A- A A 3.32 | 3.22

6 4
Kajian Teks Dakwah B B- B+ B
5
Kursus Universiti 3 B A B+ A- 1
4
Latihan Praktikal (12 minggu) L L L 8 3 2
2
Komunikasi Dakwah A- B A- A- 1 CPA | CGPA
Penerbitan Dakwah Media Cetak B B B- B- 7 0 3
3.23 | 3.22
Penerbitan Dakwah Media Elektronik B+ B+ A- B+
6 4
Projek Khidmat Masyarakat B C+ B- A- A B
Projek Ilmiah I
15
B+ A A- A 4

Sains,Teknologi dalam Tamadun Islam B+ B A A- 8 3 2

2
Etika Komunikasi C+ B+ A- B 1 CPA | CGPA
7 0 3
Keusahawanan dalam Islam B+ B A A- 3.30 | 3.23
Projek Ilmiah 2 A- B- B B+ B B 6 4
Cumulative credit-weight (culminating courses) 3.52 3.33 3.05 2.58 3.24 3.79 3.13 3.59 5
 STATEMENT OF STUDENT ASSESSMENT RESULTS
Note: 1. The student assessment results are governed by the approval from the Senate.
2. In the event of any amendments made to this statement, the Dean's office has to be noticed within fifteen (15) days after release of
the student assessment results.

Name: ARIF DANIAL SHUKRAN

Student Number: A123456 Faculty: FACULTY OF INFORMATION TECHNOLOGY
Identity Card Number: 950101-10-3455 Programme: BACHELOR OF COMPUTER SCIENCE (HONS.)
Academic Year: 2015/2016 Semester: 1

RESULT
NO. CODE NAME OF COURSE CREDIT GRADE* GRADE POINT
S

Radar Graph 1
2
3
LMA2173
LMB1022
LMC1621
ETHNIC RELATIONS
WORKPLACE COMMUNICATION
CO-CURRICULUM 1
3
2
1
B
B-
C+
3.00
2.67
2.33
PASS
PASS
PASS

(Spider-web) of
4 LMC2811 CO-CURRICULUM 2 1 B- 2.67 PASS
5 LMD2253 EMOTION MANAGEMENT 3 B 3.00 PASS
6 TTU2983 ADVANCED DATABASES 3 B+ 3.33 PASS
7 TTK2933 OBJECT-ORIENTED PROGRAMMING 3 A- 3.67 PASS

Student’s
8 TTC2013 HUMAN AND MACHINE RELATIONS 3 B 3.00 PASS

TOTAL GRADE POINT TOTAL CREDIT

CURRENT SEMESTER 58.34 19

Achievement SEMESTER IN TOTAL

STUDENT ASSESSMENT RESULTS
189.70
PASS
58

for Report on OVERALL

iGPA
iCGPA
3.07
3.11
GPA
CGPA
PLO-1
3.25
3.57
PLO-2
3.24
3.30
PLO-3
2.77
2.48
PLO-4
2.73
2.31
PLO-5
2.57
2.45
PLO-6
3.14
3.04
PLO-7
3.33
3.13
PLO-8
-
2.00

Attainment of PROGRAMME LEARNING OUTCOMES (PLO)

PLO-1 Apply fundamental knowledge based on facts,
MQF LOD*
MQF1
STUDENT’S PLO ATTAINMENT

concepts, principles and theories related to PLO-1

Learning Computer Science.
PLO-2 Demonstrate psychomotor and practical skills in
solving Computer Science problems.
MQF2
PLO-8
4.00
3.00 PLO-2
PLO-3 Demonstrate interpersonal skills and social MQF3 2.00
Outcomes responsibility in applying principles and theories
depending on situations.
PLO-4 Demonstrate ethics and professionalism in MQF4 PLO-7
1.00
0.00 PLO-3
practice that requires compliance to ethics
principle and legal aspects.
PLO-5 Demonstrate ability to communicate effective MQF5
and leadership skill among co-workers, clients,
employers and general public. PLO-6 PLO-4
PLO-6 Demonstrate analytical and critical thinking MQF6
skills and use appropriate techniques in solving PLO-5
Computer Science problems. CGPA
PLO-7 Possess awareness on the importance of lifelong MQF7
learning and information management skills for GPA
academic and career development.
PLO-8 Demonstrate management skills and MQF8
entrepreneurial characteristics in broad *Malaysian Qualifications Framework Learning
perspectives within real business environment. Outcome Domains (MQF, clause 15, page 4)
Challenges in iCGPA Implementation

Computation:
Weighted or
average?
Couses:
all or selected?

MPUs and co-

/extra-
curricular?

Valid and reliable

Graduate Spider-web
 Selecting Measures in iCGPA Spider-Web
• Refer to Qualifications and Levels in MQF:
Based on the vertical
credit transfer policy, a
bachelor degree
curriculum comprises:
• Up to 30% MQF Level 4
content (Year 1);
• Up to 30% MQF Level 5
content (Year 2);
• Minimum 40% MQF
Level 6 content (Year 3
and above).
 Selecting Measures in iCGPA Spider-Web

Attainment of • For a bachelor degree (MQF Level 6)

Programme programme:
Learning Outcomes • Option 1: All courses in the programme
• All courses and course learning outcomes
(CLO) are considered for PLO attainment
Addressing PLOs
Courses Directly
calculation.
All Courses in

Senior Years
Programme

• Option 2: Courses in Senior Years

Courses in

• Courses and CLOs in Year 3 and later are

considered for PLO attainment
measurement.
• Option 3: Courses Directly Addressing
PLOs
• Only MQF Level 6 courses and CLOs that
directly address PLOs are considered for
PLO attainment measurement.
Your Tasks…
 Your Tasks…

• With the expected student competences to be attained at

the end of the course:
• Develop the corresponding assessment rubrics for the selected
Course Learning Outcomes that are aligned with PLO and MQF
Domains of Learning Outcomes.
 Workshop Track B2b
in conjunction with SieQA IIV
on 21-22 September 2017

Thank You