Writing Learning Outcome

Mapping CLOs
Assessment and Delivery

Mohamed Nadzri Mohd Yusoff (Hj.)

 Learning Outcomes:
At the end of the presentation, the participants
will be able to:
• determine SLT and assessment weightage for each CLO
• develop Course Information Summary/ Course Pro Forma
Curriculum Development
 Curriculum Committee official appointment

Determine PEO example

Design PLO statements

example
(based on Level Descriptors in MQF v2)

Map PLOs to PEOs Table 1 in MQA-01/02

Determine Body of Knowledge

Table 2 in MQA-01/02
/ Subjects/ Courses

Determine
Graduate Profiling
Learning Outcome Domains
Table 3 in MQA-01/02
for courses in programme

Assign courses to
Subject Matter Experts(SME)/ official appointment
Resource Persons

SME/Resource Persons
design courses based on Table 4 in MQA-01/02
Graduate Profiling
(Guidelines to Good Practice : Curriculum Design and Delivery, MQA, 2011)
BACK

(Guidelines to Good Practice : Curriculum Design and Delivery, MQA, 2011)

BACK

(Garispanduan Penulisan Program Akademik, KPM, 2015)

 EXAMPLE:
BACK At the end of the Bachelor of/in XXXXXXXXXXXXXXXX programme, the students will be able to:
PLO statements Bloom’s Attributes Clusters
Taxonomy
Describe advanced and comprehensive, theoretical and technical knowledge (and Cognitive Knowledge and Cluster1
demonstrate relevant skills in a specialized field, or of a multidisciplinary nature) (LOTS:C1-C2) Understanding
related to (the field of study, work and/or practice )
Apply critical, analytical and evaluation skills to resolve complex application and Cognitive Cognitive Skills Cluster2
unpredictable issues with creative and innovative solution(s) in (the field of (HOTS:C3-C6)
study/work/practice.)
Perform a range of essential methods and procedures, including reviewing, making Psychomotor Practical Skills Cluster3
adjustments and supervising related practices and processes to solve a broad (P1-P7)
range of complex problems in (the field of study/work/practice.)
Work together with different people in diverse learning and working communities Affective Interpersonal Cluster3
in (the field of study/work/practice.) as well as other groups locally and (A1-A5) Skills
internationally.
Relate ideas both in written or oral forms using appropriate and different forms of Affective Communication Cluster3
presentation, confidently, accurately and coherently in appropriate context in a (A1-A5) Skills
well-structured manner to a diversity of audiences.
Use a broad range of information, media and technology applications to support Affective Digital Skills Cluster3
study and/or work. (A1-A5)
Combine numerical and graphical/visual data for study/work. Cognitive Numeracy Skills Cluster3
(HOTS:C3-C6)
Work autonomously, and demonstrate decision making capacities, Affective Leadership, Cluster3
accountabilities, leadership and professionalism within broad organizational (A1-A5) Autonomy and
parameters.
Responsibility
Integrate effectively in self-directed lifelong learning and professional pathways. Affective Personal Skills Cluster4
(A1-A5)
Demonstrate entrepreneurial competency with selected project(s), including Affective Entrepreneurial Cluster4
appreciation of broader socio-political economic and cultural issues at (A1-A5) Skills
local/national and regional level.
Identify ethical issues, make decision ethically, and act professionally within the Affective Ethics and Cluster5
varied social and professional environment and practice, as well as local and global (A1-A5) Professionalism
issues relating to science, technology, business, social and environmental issues.
BACK
BACK
BACK
BACK
BACK
Curriculum Review
(Guidelines to Good Practice : Curriculum Design and Delivery, MQA, 2011)
 Curriculum Committee
CURRICULUM
REVIEW Proposal of changes presented by person(s)
proposing changes
(MINOR review/ NO
Curriculum Committee
changes in a accept changes?
END
course or a few YES *** NOTE:
Method of calculating
courses) Curriculum Committee determines the 30% changes MUST
less than 30% of person(s) to do the changes be developed/
determined by the
the whole Higher Education
Provider
curriculum Head of Programme present
proposal to Faculty/School
Academic Committee

NO
changes to be made Faculty/School Academic Committee
is informed to accepts proposal?
Curriculum Committee
YES Senate/
by person(s)
Academic NO
proposing the changes. Proposal presented to
If changes Senate/Academic Authority Authority
are to be made to course(s), accepts proposal? Programme implements
SME of course(s) YES changes as stipulated by
must be present in meeting Senate/Academic Authority
 Curriculum Committee
CURRICULUM
Employer Survey/
REVIEW Analyse achievement of PEOs
Alumni Survey
(MAJOR review) Example:-
Analyse achievement of PLOs
may involve MORE By :
i) INTAKE
than 30% changes *** NOTE:
ii) each PLO
Curriculum Committee determines
of the whole changes to be made Method of calculating the
iii) PLO vs INTAKE
iv) courses vs INTAKE
30% changes MUST be
curriculum developed/ determined by
v) courses vs PLOs
the Higher Education Provider
Head of Programme present
proposal to Faculty/School
changes of more than Academic Committee
30% of the whole
curriculum has to NO
Faculty/School Academic Committee
REAPPLY for approval
accepts proposal?
and accreditation
YES
Senate/ NO
Proposal presented to
Academic Authority
Senate/Academic Authority
accepts proposal?
Programme YES
implement new END
curriculum as
NO More than YES
stipulated by Senate/ 30% changes?
Programme has to
Academic Authority
reapply for approval
and accreditation
constructive alignment

MAPPING CLO TO TEACHING METHODS

AND ASSESSMENT METHODS
MQF Learning Outcome
Bloom’s Taxonomy Examples of Teaching Methods Examples of Assessment Methods
Domains (LOD)

Lecture/Tutorial Written Tests/ Quiz

Knowledge and Understanding Cognitive -LOTS

Case Study/ Project/ Tutorial/ Group Written Tests/Presentation/ Essay

Cognitive Skills Cognitive-HOTS Work

Practical/ Demonstration Practical Tests

Practical Skills Psychomotor

Case Study/ Project/ Tutorial/ Group Assessing how individual members of

Interpersonal Skills Affective Work the group, works to achieve :
Presentation/ Project
Case Study/ Project/ Tutorial Presentation (individual)
Communication Skills Affective

Case Study/ Project/ Group Work Project/ Portfolio (individual)

Digital Skills Affective

Case Study/ Project/ Tutorial/ Group Written Tests/Presentation/ Essay

Numeracy Skills Cognitive-HOTS Work

Leadership, Autonomy and Case Study/ Project/ Group Work/ Assessing how individual members of
Affective Industrial Attachment/ Discussion the group, lead the group to achieve :
Responsibility Project/Group work
Case Study/ Project/ Group Work Project/ Portfolio (individual)
Personal Skills Affective

Case Study/ Project/ Group Work/ Project/Presentation/ Essay

Entrepreneurial Skills Affective Industrial Attachment/ Discussion (individual)

Case Study/ Project/ Industrial Essay/Presentation/ Project (individual)

Ethics and Professionalism Affective Attachment/ Tutorial/ Discussion
MQF Learning Outcome
Bloom’s Taxonomy Examples of Teaching Methods Examples of Assessment Methods
Domains (LOD)

Lecture/Tutorial Written Tests/ Quiz

Knowledge and Understanding Cognitive -LOTS

Case Study/ Project/ Tutorial/ Group Written Tests/Presentation/ Essay

Cognitive Skills Cognitive-HOTS Work

Practical/ Demonstration Practical Tests

Practical Skills Psychomotor

Case Study/ Project/ Tutorial/ Group Assessing how individual members of

Interpersonal Skills Affective Work the group, works to achieve :
Presentation/ Project
Case Study/ Project/ Tutorial Presentation (individual)
Communication Skills Affective

Case Study/ Project/ Group Work Project/ Portfolio (individual)

Digital Skills Affective

Case Study/ Project/ Tutorial/ Group Written Tests/Presentation/ Essay

Numeracy Skills Cognitive-HOTS Work

Leadership, Autonomy and Case Study/ Project/ Group Work/ Assessing how individual members of
Affective Industrial Attachment/ Discussion the group, lead the group to achieve :
Responsibility Project/Group work
Case Study/ Project/ Group Work Project/ Portfolio (individual)
Personal Skills Affective

Case Study/ Project/ Group Work/ Project/Presentation/ Essay

Entrepreneurial Skills Affective Industrial Attachment/ Discussion (individual)

Case Study/ Project/ Industrial Essay/Presentation/ Project (individual)

Ethics and Professionalism Affective Attachment/ Tutorial/ Discussion
MQF Learning Outcome
Bloom’s Taxonomy Examples of Teaching Methods Examples of Assessment Methods
Domains (LOD)

Lecture/Tutorial Written Tests/ Quiz

Knowledge and Understanding Cognitive -LOTS

Case Study/ Project/ Tutorial/ Group Written Tests/Presentation/ Essay

Cognitive Skills Cognitive-HOTS Work

Practical/ Demonstration Practical Tests

Practical Skills Psychomotor

Case Study/ Project/ Tutorial/ Group Assessing how individual members of

Interpersonal Skills Affective Work the group, works to achieve :
Presentation/ Project
Case Study/ Project/ Tutorial Presentation (individual)
Communication Skills Affective

Case Study/ Project/ Group Work Project/ Portfolio (individual)

Digital Skills Affective

Case Study/ Project/ Tutorial/ Group Written Tests/Presentation/ Essay

Numeracy Skills Cognitive-HOTS Work

Leadership, Autonomy and Case Study/ Project/ Group Work/ Assessing how individual members of
Affective Industrial Attachment/ Discussion the group, lead the group to achieve :
Responsibility Project/Group work
Case Study/ Project/ Group Work Project/ Portfolio (individual)
Personal Skills Affective

Case Study/ Project/ Group Work/ Project/Presentation/ Essay

Entrepreneurial Skills Affective Industrial Attachment/ Discussion (individual)

Case Study/ Project/ Industrial Essay/Presentation/ Project (individual)

Ethics and Professionalism Affective Attachment/ Tutorial/ Discussion
 COURSE : EMPLOYMENT LAW
MQF Learning CLO
Examples of Teaching
Outcome At the end of the course, the students will be Bloom’s Level Methods Examples of Assessment Methods
Domains (LOD) able to:
Knowledge and describe the legal framework regulating employment Lecture/Tutorial Written Tests/ Quiz
relationship in Malaysia with reference to the describe-C2
Understanding Employment Act 1955
Case Study/ Project/ Written Tests/Presentation/ Essay
examine ways to solve employment contract issues in
Cognitive Skills Malaysia with reference to the Employment Act 1955 examine-C4 Tutorial/ Group Work

Practical/ Demonstration Practical Tests

perform the standard procedures or techniques to
Practical Skills address clients issues with to Employment Act 1955 perform-P3

Case Study/ Project/ Assessing how individual

Interpersonal propose solution to labour cases or employment issues Tutorial/ Group Work members of the group, works to
Propose-A3
Skills through a group work achieve : Presentation/ Project

Communication propose solution to labour cases or employment issues Case Study/ Project/ Presentation (individual)
Propose-A3 Tutorial
Skills through a presentation

propose solution to labour cases or employment issues Case Study/ Project/ Project/ Portfolio (individual)
Digital Skills by using various information, media and technology Propose-A4 Group Work
applications available
Case Study/ Project/ Written Tests/Presentation/ Essay
Numeracy Skills propose solution to labour cases or employment issues
by analysing available charts/ graphs/statistics Propose-C6 Tutorial/ Group Work

Case Study/ Project/ Assessing how individual

Leadership, Group Work/ Industrial members of the group, lead the
propose solution to labour cases or employment issues
Autonomy and by leading a group work Propose-A3 Attachment/ Discussion group to achieve : Project/Group
Responsibility work

propose solution to labour cases or employment issues Case Study/ Project/ Project/ Portfolio (individual)
Personal Skills using various sources and literatures from different form Propose-A4 Group Work
of medias
Case Study/ Project/ Project/Presentation/ Essay
Entrepreneurial propose commercial solution to labour cases or
Group Work/ Industrial (individual)
employment issues using various techniques and Propose-A4
Skills procedures appropriate to the Employment Act 1995 Attachment/ Discussion

propose solution to labour cases or employment issues Case Study/ Project/ Essay/Presentation/ Project
Ethics and Industrial Attachment/ (individual)
ethically and professionally, appropriate to the Propose-A4
Professionalism Employment Act 1995 Tutorial/ Discussion
Developing Course Information
Summary
 STEP 1
• Identify PLOs determined in the Graduate
Profiling for the course
 Cluster Cluster Cluster Cluster Cluster
1 2 3 4 5

Knowledge and Cognitive Practical Interpersonal Communication Digital Numeracy Leadership, Personal Entrepreneurial Ethics and
Understanding Skills Skills Skills Skills Skills Skills Autonomy Skills Skills Professionalism
and
Responsibility

√
PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10 PLO11
√ √ √
Course1
√ √ √
Course2
√ √ √
Course3
√ √ √
Course4
√ √ √
Course5
√ √ √
Course6
√ √ √
Course7
√ √ √
Course8
√ √ √
Course9
√ √ √
Course10
√ √ √
Course11
√ √ √
Course12
√ √ √
Course13
√ √ √
Course14
√ √
Course15
 At the end of the course the students should be able to:

LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F

Knowledge
Cognitive
(PLO 1)

Cognitive Skills
Cognitive
(PLO2)

Interpersonal
Skills
Affective
(PLO4)
 At the end of the course the students should be able to:

LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F

Knowledge
Cognitive
(PLO 1)

Cognitive Skills
Cognitive
(PLO2)

Interpersonal
Skills
Affective
(PLO4)
 STEP 2
• Write CLO statements with reference to the
determined PLOs for the course
 At the end of the course the students should be able to:

LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F
Explain:
i) radiographic anatomy and physiology,
ii) pathology, iii) imaging techniques
and protocols, and v) instrumentation in
cardiovascular imaging

Knowledge
Cognitive
(PLO 1)

Cognitive Skills
Cognitive
(PLO2)

Interpersonal
Skills
Affective
(PLO4)
 At the end of the course the students should be able to:

LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F
Explain:
i) radiographic anatomy and physiology,
ii) pathology, iii) imaging techniques
and protocols, and v) instrumentation in
cardiovascular imaging

Knowledge
PLO! Cognitive

Explain patient care and imaging

techniques employed for patients with
special condition, in cardiovascular
Cognitive Skills
PLO2 Cognitive imaging

Interpersonal
Skills Affective
PLO4
 At the end of the course the students should be able to:

LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F
Explain:
i) radiographic anatomy and physiology,
ii) pathology, iii) imaging techniques
and protocols, and v) instrumentation in
cardiovascular imaging

Knowledge
PLO! Cognitive

Explain patient care and imaging

techniques employed for patients with
special condition, in cardiovascular
Cognitive Skills
PLO2 Cognitive imaging

Differentiate, in a group work, various

image acquisition and image post
Interpersonal processing techniques in cardiovascular
Skills Affective imaging
PLO4
 STEP 3
• Determine Bloom’s level for each CLO
statements based on verbs used in the CLOs
 At the end of the course the students should be able to:

LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F
Explain:
i) radiographic anatomy and physiology,
ii) pathology, iii) imaging techniques
and protocols, and v) instrumentation in
cardiovascular imaging

Knowledge
Cognitive C2
(PLO 1)

Cognitive Skills
Cognitive
(PLO2)

Interpersonal
Skills
Affective
(PLO4)
 At the end of the course the students should be able to:

LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F
Explain:
i) radiographic anatomy and physiology,
ii) pathology, iii) imaging techniques
and protocols, and v) instrumentation in
cardiovascular imaging

Knowledge
PLO! Cognitive C2

Explain patient care and imaging

techniques employed for patients with
special condition, in cardiovascular
Cognitive Skills
PLO2 Cognitive imaging C5

Interpersonal
Skills Affective
PLO4
 At the end of the course the students should be able to:

LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F
Explain:
i) radiographic anatomy and physiology,
ii) pathology, iii) imaging techniques
and protocols, and v) instrumentation in
cardiovascular imaging

Knowledge
PLO! Cognitive C2

Explain patient care and imaging

techniques employed for patients with
special condition, in cardiovascular
Cognitive Skills
PLO2 Cognitive imaging C5

Differentiate, in a group work, various

image acquisition and image post
Interpersonal processing techniques in cardiovascular
Skills Affective imaging A3
PLO4
 STEP 4
• Determine teaching and learning activities
(TLA) for each CLO statements based on PLOs
determined for each CLOs
 LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F
Explain: Functional Anatomy.
i) radiographic anatomy and physiology, Indications,
ii) pathology, iii) imaging techniques contraindications and
and protocols, and v) instrumentation in patient care.
cardiovascular imaging
Congenital heart
abnormalities
Approaches,
instruments and
devices
Knowledge Electrophysiological
PLO! Cognitive C2 studies Lecture
Angiographic
procedures
Interventional
procedures
Radionuclide
perfusion scan
Cardiac CT
Image Quality and
Processing

Explain patient care and imaging

techniques employed for patients with
special condition, in cardiovascular
Cognitive Skills
PLO2 Cognitive imaging C5 Tutorial

Differentiate, in a group work, various

image acquisition and image post
Interpersonal processing techniques in cardiovascular Tutorial
Skills Affective imaging A3 / Group
PLO4
Work
 STEP 5
• Determine Student Learning Time(SLT) for
each teaching and learning activities in each
CLO
 LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F
Explain: Functional Anatomy. 3 6 9
i) radiographic anatomy and physiology, Indications, 4 6
ii) pathology, iii) imaging techniques contraindications and 2
and protocols, and v) instrumentation in patient care.
cardiovascular imaging 4 6
Congenital heart
abnormalities 2
Approaches, 4 6
instruments and 2
devices
Knowledge Electrophysiological 4 6
PLO! Cognitive C2 studies Lecture 2
Angiographic 4 6
2
procedures
Interventional 4 6
procedures 2
Radionuclide 4 6
perfusion scan 2
Cardiac CT 2 4 6
Image Quality and 2 3
Processing 1

20 40 60
Explain patient care and imaging
techniques employed for patients with
special condition, in cardiovascular
Cognitive Skills
PLO2 Cognitive imaging C5 Tutorial 4 4 8

Differentiate, in a group work, various

image acquisition and image post
Interpersonal processing techniques in cardiovascular Tutorial
Skills Affective imaging A3 / Group 6 6 12
PLO4
Work

80
 STEP 6
• The weighting of assessments are
proportionate to the emphasis in the CLOs
 LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F
Explain: Functional Anatomy. 3 6 9
i) radiographic anatomy and Indications, 4 6
physiology, ii) pathology, iii) imaging contraindications and 2
techniques and protocols, and v) patient care.
instrumentation in cardiovascular 4 6
Congenital heart
imaging abnormalities 2
Approaches, 4 6
instruments and 2
devices
Knowledge Electrophysiological 4 6 70
PLO! Cognitive C2 studies Lecture 2
60/80
Angiographic 4 6
2
procedures
Interventional 4 6
procedures 2
Radionuclide 4 6
perfusion scan 2
Cardiac CT 2 4 6
Image Quality and 2 3
Processing 1

20 40 60
Explain patient care and imaging
techniques employed for patients with
special condition, in cardiovascular 10
Cognitive Skills
PLO2 Cognitive imaging C5 Tutorial 4 4 8 8/80

Differentiate, in a group work, various

image acquisition and image post
processing techniques in Tutorial/ 20
Interpersonal
Skills Affective cardiovascular imaging A3 Group 6 6 12
PLO4 12/80
Work

80
 STEP 7
• Determine the appropriate assessment
methods/task for each CLO based on the
determined PLO
 LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F
Explain: Functional Anatomy. 3 6 9
i) radiographic anatomy and Indications, 4 6
physiology, ii) pathology, iii) imaging contraindications and 2
techniques and protocols, and v) patient care.
instrumentation in cardiovascular 4 6
Congenital heart
imaging abnormalities 2
Approaches, 4 6
instruments and 2
devices
Knowledge Electrophysiological 4 6 70
PLO! Cognitive C2 studies Lecture 2 Test – 30 min
Final Exam 60/80
Angiographic 4 6
2
procedures
Interventional 4 6
procedures 2
Radionuclide 4 6
perfusion scan 2
Cardiac CT 2 4 6
Image Quality and 2 3
Processing 1

20 40 60
Explain patient care and imaging
techniques employed for patients with
special condition, in cardiovascular 10
Cognitive Skills Assignment
PLO2 Cognitive imaging C5 Tutorial 4 4 8 (500 words) 8/80

Differentiate, in a group work, various

image acquisition and image post
processing techniques in Tutorial/ Group Work 20
Interpersonal (1 evaluation
Skills Affective cardiovascular imaging A3 Group 6 6 12
PLO4 during discussion 12/80
Work sessions)

80
 LO NF2
Bloom Course Learning Outcomes Bloom’s Topics TLA F2F SLT Assessment %
Domain F
Explain: Functional Anatomy. 3 6 9
i) radiographic anatomy and physiology, Indications, 4 6
ii) pathology, iii) imaging techniques and contraindications 2
protocols, and v) instrumentation in and patient care.
cardiovascular imaging 4 6
Congenital heart
abnormalities 2
Approaches, 4 6
instruments and 2
devices
Knowledge Electrophysiological 4 6
PLO! Cognitive C2 studies Lecture 2 Test – 30 min(10%) 70
Final Exam (60%)
Angiographic 4 6
2
procedures
Interventional 4 6
procedures 2
Radionuclide 4 6
perfusion scan 2
Cardiac CT 2 4 6
Image Quality and 2 3
Processing 1

20 40 60
Explain patient care and imaging
techniques employed for patients with
special condition, in cardiovascular
Cognitive Skills Assignment
PLO2 Cognitive imaging C5 Tutorial 4 4 8 (500 words) 10

Differentiate, in a group work, various

image acquisition and image post
Interpersonal processing techniques in cardiovascular Tutorial Group Work
imaging (1 evaluation
Skills Affective A3 / Group 6 6 12 during discussion 20
PLO4
Work sessions)

80
COURSE CREDIT CALCULATION
BASED ON SLT
(Garispanduan Pembangunan Program Akademik , KPT, 2018)
 *You CANNOT assign a credit
value to a subject/course, first.

Credit = Total SLT ÷ 40

= (62+18) ÷ 40
= 80 ÷ 40
= 2
WEIGHTING OF ASSESSMENT
Formative
Assessment

Summative
Assessment
(Guidelines to Good Practice : Assessment of Student, MQA, 2013)
“..low stake assessment ..
part of the instructional
process (i.e. teaching and
learning activities)……”
evident in lesson plan

(COPPA 2nd Edition, 2017)

(Polisi Penilaian Pelajar UITM 2014)
(Garis Panduan Pembangunan Program Akademik_2018_KPM)
(Garis Panduan Pembangunan Program Akademik_2018_KPM)
(Garis Panduan Pembangunan Program Akademik_2018_KPM)
(COPPA 2nd Edition, 2017)
(Surat Makluman MQA Bil. 3 Tahun 2018 - Kaedah Pengajian & Penyampaian Program)