Glossary

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Benchmarked Standards are standards that must be met and its compliance demonstrated during a programme accreditation exercise and expressed  as a “must”.

Components of OBE & SCL in UiTM

• National Aspiration (High Income Economy by 2020)
• MQA &MOHE-Learning Outcomes (LO) and (SS)
• University’s Vision Mission
• UiTM’s Graduate Attributes
• Programme Educational Objective (PEO)
• Programme Outcomes (PO)
• Course Outcomes  (CO)
• Students Learning Times (SLT)
• Teaching Delivery / Student Learning Activities
• Student Assessment
• Programme Monitoring & Evaluation

Constructive Alignment – CA is aligning COs to the Teaching Learning Activities (TLAs) and the Assessment Tasks (ATs). This is to ensure the attainment of the COs through each lesson known as Lesson Outcomes.

COPIA (Code of Practice for Institutional Audit) – 

COPPA (Code of Practice for Program Accreditation) – a document dedicated  for the purpose of  programme accreditation which uses the nine areas of evaluation to assist HEPs attain at least benchmarked standards for the said purpose  and continuously improve the quality of the programme. It contains benchmarked Standards and Enhanced Standards for the nine QA areas.

Course delivery – a process in the pursuit of learning outcomes of the programmes and should be supported by assessments.  It involves planning for teaching and assessment, teaching, assessing, moderating, recording, and reporting.  Lecturers should be able to device the appropriate modes of delivery to achieve the learning outcomes and to make sure students take responsibility for their own learning.

Course Objectives – describe what instructors needs to do to teach, and what needs to be planned to teach. They require the use of basic thinking skills such as knowledge, comprehension, and application. Objectives do not necessarily result in a product -- often, they are synthesized or combined to produce something that measures an outcome.

Course Outcomes – describe what students should know, understand and can do upon the completion of a course. Outcomes require the use of higher thinking skills such as analysis, synthesis, and evaluation (as described in Bloom’s Taxonomy). Outcomes result in a product that can be measured and assessed.

Course Syllabus/ Course Information –

Curriculum Design Cycle – Planning -> Developing -> Implementing -> Evaluating

Elements of course information –

• Code 
• Name  of Course
• Level
• Credit Unit
• Face to Face (hours)
• Semester/Part
• Course Status
• Prerequisite
• Course Outcomes
• Course Description
• Syllabus Content
• Teaching Methodology
• Student Assessment
• References (min 3 for Diploma: min 5 for Degree)
• CO-PO /LO matrix
• SLT calculation

Enhanced Standards are standards that should be met as the institution strives to continuously improve itself that reflects international and national consensus on good practices in higher education and expressed by a “should”.

Entrance and Exit Surveys

• Entrance Survey – measure the individual student’s level of knowledge at the beginning of the course.
• Exit Survey – assess individual student’s attainment of course outcomes at the end of the course.

Intended Learning Outcomes – statement on what students should know, understand and can do upon completion of a period of study. In other words, it refers to specific, understandable, measurable, assessable and student-centered statements as to what a student will be able to do at the end of a period of study.

Learning outcomes are observable indicators or evidence of actual student learning. Each program must select an array of assessment tools, which can include both direct measures of student knowledge and performance, and indirect measures of changes in student's behavior, attitudes, or values.

Jadual Spesifikasi Ujian (JSU)(Table of Test Specification) – Blueprint of a test/examination paper containing information or explanation on how they are going to be constructed.

Learning Outcomes are statements on what a learner should know

Learning Outcomes (UiTM-LO) Graduate Attributes: Professional & Versatile Graduate

  • Knowledge
  • Practical Skills
  • Social Skills, teamwork and responsibility
  • Values, ethics, moral and professionalism
  • Information management and lifelong learning skills

Ministry of Higher Education Learning Outcomes (MOHE-LO)

  • Knowledge
  • Practical Skills
  • Thinking and scientific skills
  • Communication skills
  • Social skills, teamwork and responsibility
  • Values, ethics, moral and professionalism
  • Information management and lifelong learning skills
  • Managerial and entrepreneurial skills
  • Leadership skills

Malaysian Qualifications Agency (MQA) – The Malaysian Qualifications Agency (MQA) is the quality assurance agency in Malaysia responsible to assure quality of programs offered by higher education providers.

Malaysian Qualifications Framework (MQF) – MQF is Malaysian Qualifications Framework (MQF). It is an instrument that develops and classifies qualifications based on a set of criteria that is approved nationally.  It is also at par with international practices, and which clarifies the earned academic levels, learning outcomes of study areas and credit system based on student academic load.

 The Malaysian Qualifications register (MQR) is the registry of all higher education qualifications accredited by the MQA.

Methods of Assessment

Direct measures – include national standardized tests; licensing or certification exams; local content or competency exams, papers, or projects; skills tests, projects, reports, demonstrations, or performances; portfolio analysis; capstone projects, experiences, or performances; email or online discussion board content; and so forth.

Indirect measures – include surveys of students, alumni, or employers; student or graduate profiles, interviews, or focus groups; transcript analysis; periodic review of syllabi, textbooks, exams, or other curricular materials; and so forth.

Nine QA areas
-> Institutional Vision, Mission and Educational Goals
-> Programme Aims, Learning Outcomes, Curriculum Design and Delivery
-> Assessment of Students
-> Student Selection and Support Services
-> Academic Staff
-> Educational Resources
-> Programme Monitoring and Review                                                                                    
-> Programme Leadership and Administration                                                                               
-> Continual Quality Improvement

Program Educational Objective (PEO) – Attributes of graduates 3 to 5 years after graduation (what students will be able to do upon graduation)

Program Outcomes (PO) – the specific and general knowledge, skill, attitude and abilities demonstrated by the graduates. Program graduates are expected to have mastered the outcomes by the time they finish all the coursework in their program. 

Outcome Based Education – It is not what is being taught, it is what the students learn. It involves documenting the intended results, how the results will be measured and monitored and taking action to make real learning happen. A process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of higher order learning and mastery rather than accumulation of course credits. In other words, OBE is an educational method that focuses on what students can actually do after they are taught.

OBE addresses the following key questions:
* What do you want the students to have or to be able to do?
* How can you best help students achieve it?
* How will you know whether they have achieved it?
* How do you measure the attainment (close the loop)?

Quality Assurance – comprises planned and systematic actions (policies, strategies, attitudes, procedures and activities) to provide adequate demonstration that quality is being achieved, maintained and enhanced, and meets the specified standards of teaching, scholarship and research as well as students learning experience.

Student Learning Time (SLT) – Effective learning time or student effort in learning or the learning volume (a quantitative measurement of all learning activities), in order to achieve the specified learning outcomes.

Student Centered Learning – An environment where students are responsible for their own learning and engagement of both students and lecturers are visible.

 UiTM’s Vision/Mission Statement

To establish UiTM as a premier university of outstanding scholarship and academic excellence capable of providing leadership to Bumiputera’s dynamic involvement in all professional fields of world class standards in order to bring forth globally competitive graduates of sound ethical standing.

To enhance knowledge and expertise of Bumiputera in all fields of study through professional programmes, research work and community service based on moral values and professional ethics

 

 
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