Constructive Alignment Guideline in Preparing Assessment For Technology Program

Abstract

Accreditation serves to confirm that graduates adhere to the
standards established by the Board of Engineers Malaysia (BEM)
for engineering technologists. In outcome-based education, the
teaching context must be created so that students may master the
learning outcome, and each evaluation must be in line with the
desired learning outcome (OBE). In order to assist in the process of
constructing a rubric that is in line with learning outcomes, the
purpose of this article was to develop constructive alignment
guideline in preparing assessment for technology program. This
study used document analysis to obtain data using a qualitative
technique. All information was obtained from public records, such
as on-going records of an organization’s activities, policy manuals,
Engineering Technology Accreditation Council (ETAC) guideline,
strategic plans, and previous studies. From the document analysis,
maps for all 12 Program Learning Outcome (PLO) and type of
assessment were produced. Whilst, all 12 PLOs mapping with SP
(Problem Solving) and SK (Knowledge Profiles) also been developed
to eased the process of identifying the best SP and SK according to
the depth of assessment and requirement by each PLO. Later, the
rubrics for each assessment were developed to ensure all tasks given
to student were being assessed. Finally, lecturers will have an option
to choose the best mapped for their assessments according to the
assessment guideline framework that has been developed. As a
result, all assessment created by lecturers will be aligned with CLOs,
PLOs and lastly PEO were measured correctly.