obe sosialisasi sv 2018 -...

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OUTCOME-‐BasedEducation

Leni S. [email protected]

KJM - 2018

References

• ABET-‐IDEAL, Program Assessment TrainingMaterial, 2016

• AUN-‐QA, OBE Training Material, 2018• AUN-‐QA, T1 Training Material, 2017• Desain Kurikulum, Kemenristek Dikti• Materi sosialisasi IABEE, 2017

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Outcome-‐based Education (OBE)

• Perkembangan dunia pendidikanè OBE• Edaran BAN-‐PT no. 4/2017, tentang instrumenakreditasi, Sistem akreditasi berbasis outcome (outcome-‐based accreditation)“Outcome-‐based accreditation yang dimaksuddi sini adalah, pada akreditasi program studi(APS) berfokuspada ketercapaian capaianpembelajaran lulusan, sedang pada akreditasiperguruan tinggi (APT) adalah ketercapaian visi, misi, dan tujuan perguruan tinggi.

SNPT -‐ Akreditasi

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Standar BAN-‐PT -‐ SNPT

Kurikulumberbasis Kompetensi

• Telah dirumuskan kompetensi lulusan• Terdapat peta kurikulum• Hubungan antara kompetensi lulusan dengankompetensiMK belum jelas

• Implementasi: metoda pembelajaran tidakmemperhatikan kompetensi MK

• Penilaian belum sesuai dengan capaianpembelajaran MK

• Belum dilakukan evaluasi ketercapaiankompetensi

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Input-‐Output Based Education (BAN-‐PT)

quantitative grades of studentsInfrastructure facilities

faculties

lab equipment

financial resources

Number of quality of students

Number of students graduating

success rate of students

Programme/Institution

Measureable Input Measurable Outputs

Karnakata, 2015

Prinsip-‐PrinsipOBE

q Pendidikan direncanakan sebelumnya (kurikulum, sistempembelajaran, asesmen) dikaitkan dengan tujuanprogram dan outcome lulusan (pengetahuan, skill, sikap/perilaku) yang ingin dicapai.

q Pendekatannya tidak pada apa yang diajarkan tetapi apayang dibekalkan: memastikan pengembangan SDM

q Keberhasilan didasarkan pada indikator ‘kemampuan ’ yang dikuasai mahasiswa, bukan penilaian struktural

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Prinsip-‐PrinsipOBE …

q Perlu disepakti tingkat ‘kemampuan’ lulusan untuk suatujenjang/jalur/bidang pendidikan tertentu: standar atributatau kompetensi lulusan, dan proses pendidikan dilakukanuntuk mencapai tingkat kemampuan tersebut.

q Penjaminan mutu: semua lulusan memenuhi capaianpembelajaran yang ditetapkan

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OutCome-‐Based Education (OBE)

Di awali denganGambaranyang jelas tentang

kemampuanpenting yang bisa dilakukan olehmahasiswa saat lulus

Lalu mengorganisasi kurikulum, sistempembelajaran dan penilaian, untukmemastikan bahwa proses pembelajaran terjadi

kompetensi lulusan tercapai.

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OBE (Education)

OBC(Curriculum)

What the student should be able to do?

OBLT(Learning & Teaching) OBA

(Assessment)

How to make the student achieve the outcome?

How to measure what the student has achieved?

Outcome Based Education

Attributes

Karnakata, 2015

TMA@2017 Sosialisasi Outcomes Based Assessment, UGM 12

(ABET, 2013)

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Outcomes-‐Based ConceptLevel Output Outcome Impact

Lecture Lesson delivered. Students acquired the attitude, skills and knowledge (learning outcomes) of the lesson.

Students used the acquired attitude, skills and knowledge to solve real life problems.

Study Programme

Number of graduates.

Graduates with relevant attitude, skills and knowledge are employed and able to perform as expected.

Graduates contributed to the improvement of the organisations and society.

University Number of graduates and postgraduates.

High employability of graduates and quality workforce for the labour markets.

Graduates contributed to the betterment of society and the country.

OBE

Outcomes-‐Based Education (OBE)

Key concepts and Principles of OBE

1. Focus on competences/learning outcomes2. Backward curriculum design3. Constructive alignment (assessment – learning

activities – competences/learning outcomes)4. Create learning opportunities

14OBE

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Outcome Based Education

15http://cei.ust.hk/t

Key constituents of Outcome based Education

Karnakata, 2015

MissionVision

design

GraduateAttributes

Stakeholder needs

Preferable attributes in graduates after & shortly beyondcompleting study (5 years after graduation is the rule of thumb)

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Profil Lulusan : Tujuan Program vs Capaianpembelajaran

Profil Lulusan: TujuanPendidikan Program

Terealisasi setelah 5 tahun dimasyarakat

Capaian PembelajaranLulusan

Terealisasi saat lulus dari program

WHY “Outcome-‐based Education” (OBE)• More directed & coherent curriculum, • Graduates will be more “relevant” to industry & sector, other stakeholders and society,

• Continuous Quality Improvement is an inevitable consequence of OBE.

• No OBE = very difficult to get international accreditation/certification è realization of the UGM vision.

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Learningdesign

19(Felder&Bert dalam Samadi, 2015)

20OBE

Constructive Alignment

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Source: Writing and Using Learning Outcomes: a Practical Guide by Declan Kennedy, Áine Hyland, Norma Ryan

21OBE

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OBE

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Learning opportunities

Outcome based educationèOutcame based curr, delivery and assessment

24http://assessment.uconn.edu/why/

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Outcomebased education (OBE)IT’S NOT WHAT Academic Staff

TEACH, (In this case there is no need to program outcomes and program educational objectives)

OBE is WHAT Students ACHIEVE (LEARNED Acquirements after completion a

course or program)

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Source: Dr. Andres Winston C. Oreta, Professor in Civil Engineering, De La Salle University-Manila at http://digitalstructures.blogspot.sg/2012/01/outcomes-based-educati on-as-i-see-it.html

QA at Programme Level 26

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PDCA Approach to Study Programme Design

27Study Programme Design

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PDCA Approach to Study Programme Design

Study Programme Design

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Approaches to Study Programme Design

Study Programme Design

Stakeholders’ Needs and Engagement

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GovernmentStudents Employers

Stakeholders’ Needs & Engagement

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31Source: “What Makes a Quality Curriculum”, UNESCO IBE, 2016

Plan – Stakeholders’ Needs Analysis

Stakeholders’ Needs & Engagement

Plan – Stakeholders’ Needs Analysis

32Stakeholders’ Needs & Engagement

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Thing to do at programs

• Formulating measurable PLOs • Ensuring alignment of PLOs with the Univ’svision and mission

• Developing measurable curricula mapping• Involving stakeholder on formulation and evaluation the PLOs

Learning Outcomes and Revised Bloom’s Taxonomy

34Learning Outcomes

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Hierarchy of Learning Outcomes

35Learning Outcomes

Hierarchy of Learning Outcomes

36Learning Outcomes

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Programme Objectives

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Programme objectives are the intended results (i.e.outputs, outcomes and/or impact) of what a studyprogramme aims to achieve within a certaintimeframe. They typically form the basis forevaluating the performance of the studyprogramme.

R

Learning Outcomes

Programme Learning Outcomes

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Programme learning outcomes describe what the learner will be able to do at the end of the study programme.

The programme learning outcomes should be aligned with the needs of the stakeholders as well as the vision and mission of the university. They also contribute to the achievement of the graduate attributes and programme objectives.

Learning Outcomes

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Outcome-‐based Curriculum Framework

PLO

Definition of PLO

Sub-‐ELO/Performance Indicator

Course LO

Lesson LO

Contoh: Life-‐long LearningLearning Outcome:

Lifelong learning

Concepts: self-‐directed, self-‐regulated, self-‐

motivated, reflective

Performance Criteria: able to plan one’s own learning, able to self-‐assess, able to find technical

information

By the end of this course, students will be able to determine information to design X, find

relevant source of info, develop strategies to overcome personal weaknesses, ......

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Course: Code: Undergraduate q Postgraduate qUnit: Code: Year: 1 q 2 q 3q 4 q 5q

Programme Learning Outcomes (PLO)

Cognitive Affective PsychomotorType

CL1

CL2

CL3

CL4

CL5

AL1

AL2

AL3

AL4

AL5

PL1

PL2

PL3

PL4

PL5

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

PLO7

Mapping of Programme Learning Outcomes and Taxonomy’s Domains

Programme Learning Outcomes

Learning Outcomes

Subject-SpecificGeneric

Revised Bloom’s Taxonomy

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Cognitive(Benjamin Bloom,

1956 )

Cognitive(Anderson & Krathwohl,2001)

Affective(Krathwohl et al., 1999)

Psychomotor(Dave, 1967)

Subject(Atkinson, 2012)

Knowledge RememberReceive Imitate Specify

Comprehension Understand

Application Apply Respond Manipulate Contextualize

Analysis Analyse Value Perfect Conceptualize

Synthesis Evaluate Organize Articulate Process

Evaluation Create Internalize Embody Abstract

Learning Outcomes

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Capaian Pembelajaran sesuai KKNI

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Perencanaan Kurikulum

Pengertian Kurikulum (1)

• Bukan sekedar daftar matakuliah• Menjelaskan program pendidikan yang dialami oleh mahasiswa dari awal sampai lulus

• Kurikulum mencakup:– Capaian pembelajaran–Materi pembelajaran– Proses pembelajaran– Penilaian dan asesmen

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• Kurikulum adalah seperangkat rencana dan pengaturan mengenai capaian pembelajaran lulusan, bahan kajian, proses, dan penilaian yang digunakan sebagai pedoman penyelenggaraan program studi (SNPT, 2015)

What is a Curriculum?

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The Three Types of Curriculum

Curriculum

Curriculum

Curriculum(Eisner, 1985)

Curriculum Design and Mapping

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• Curriculum is structured and progressive;;• Curriculum is aligned to the achievement of the cognitive, affective and psychomotor learning outcomes;;

• Curriculum is constructively aligned to the student assessment and teaching and learning;;

• Curriculum is integrated and linked between various disciplines;;• Curriculum is aligned to the national and regional qualifications frameworks;;

• Curriculum adapts to local and different contexts;;• Curriculum considers the needs and expectations of different students;; and

• Curriculum is dynamic and is subject to adaption, amendment and improvement over time.

Factors to consider in designing a quality curriculum:

What is a Curriculum?

Curriculum Design and Mapping


Curriculum

Content

Purpose

Organization

Tujuan program pendidikan

Urutan materi, proses pembelajaran, penilaian

Materi pembelajaran

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Kurikulum

LO – Curriculum design

Perancang sistem terintegrasi

Profil Profesi

Mampu merancang sistem terintegrasi sesuai standar teknis, keselamatan dan kesehatan lingkungan yang berlaku

Capaian Pembelajaran

Sub-CP/IndikatorKinerja

Mampu merancang stasiun kerja dan lingkungan kerja sesuai dengan kaidah-kaidah perancangan sistem kerja dan ergonomi

Mampu merancang lintas perakitan serta mengevaluasi performansinya

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PenyusunanMateri Kuliah

Mampu merancang lintas perakitan serta mengevaluasi performansinya

Waktu siklusTakt timeKeseimbangan lintasPrecedence diagramBill of assemblyWaktu operasidll

Pengertian lintasan perakitan

Penyusunan precedence diagram

Perhitungan waktu siklus

Perencanaan pengendalian produksi

KONSEP

MATERI AJAR

MATA KULIAH

Sub-‐CP/Indikator Kinerja


Matakuliah Capstone Design adalah tahapan EVALUATION

Matakuliah di tingkat-‐tingkat awal bersifat INTRODUCTORY

Matakuliah di bagian tengah bersifat REINFORCEMENT

Create, Evaluate

Apply, Analyze

Remember, Understand

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• Peta jalan pembentukan CPSemester 1

Kuliah 1

Kuliah 2

Kuliah n

Semester 2

Kuliah 1

Kuliah 2

Kuliah n

Semester 8

Kuliah 1

Kuliah 2

Kuliah n

CP 1

Click to edit Master title stylePeta/matriks Kurikulum

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Peta/matriks Kurikulum (1)No. Kelomp

ok MK Nama Mata Kuliah SKS Semester

Student OutcomeWajib Pilihan a b c d e f g h i j k

1

MK Umum (dasar sain)

Calculus I 2 1 3 12 Linear Algebra 2 1 3 1

3 Statistics and Theory of Error 3 1 3 2 1

4 Geology 2 1 3 1 15 Calculus II 2 2 3 16 Fundamental of Physics 2 2 3 1

7 Basics of Computer Programming 2+1 2 3 2 1 1 1

MK Umum

(Humaniora)

Labour Law 2 2 3 2 1 1 3

8 Agrarian Law 2 1 1 3 2 2

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MK Umum (kompet

ensi)

Adjusment Computation 3 2 3 2 2 1 210 Field Camp 0+3 5 3 3 3 3 1 2 2 2 311 Internship 0+3 6 3 3 2 1 2 1 1 1 3

12 Applied Adjusment Computation 2 genap 3 2 2 1 1 2

13 Coordinate System and Transformation 2 3 3 2 1 1

14 MK Umum (lanjut)

Management and Enterpreneurship 2 7 2 2 1 3 1 1 2

15 Research Methodology 2 7 3 2 3 1

16 Final Project 4 Sem. 8 3 3 3 3 1 1 3

Kontribusi: 1: rendah, 3: kuat

Course Learning Outcomes

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Course learning outcomes describe clearly what learners will know and be able to do at the end of the course.

They are aligned with one or more of the programme learning outcomes and they contribute to the achievement of the programme learning outcomes.

Learning Outcomes

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At the completion of the course, student will be able to :1. Determine the parameters in kinetic rate expressions for both elementary

and non-‐elementary reactions;2. Apply the design equations for the three ideal reactor models (batch, CSTR,

and plug flow), in the presence of both single and multiple reactions;3. Apply the energy balance equation to the three ideal reactor models and

determine required heating and cooling loads, in the presence of both single and multiple reactions;

4. Apply the design equations and rate laws for catalytic reactors;5. Select the appropriate reactor type for a given chemical conversion and

size it to meet operational goals; and6. Employ a computer algebra program (i.e. MatLab) to numerical solve

systems of algebraic and differential equations.

Source: Adapted from Chemical Reaction Engineering (CHS310804), Chemical Engineering, Universitas Indonesia

Learning Outcomes

RPKPS

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Lesson Learning Outcomes

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Lesson learning outcomes describe clearly what learners will know and be able to do at the end of the lesson.

They are sub-sets of the course learning outcomes and they contribute to the achievement of the course learning outcomes.

Learning Outcomes

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Lesson Learning Outcomes

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After completing Lesson 3 – Rate Laws, the student will be able to:• Write the relationship between the relative rates of reaction.

• Write a rate law to define reaction order and activation energy.

• Describe the Arrhenius Equation and how the rate of reaction varies with temperature.

• Describe homogeneous, heterogeneous, elementary, non-elementary and reversible reactions.

Source: Adapted from http://www.umich.edu/~essen/html/03chap/frames.htm

Lesson 3 – Rate Laws, Essentials of Chemical Reaction Engineering Course

Learning Outcomes

Mapping the LLO and the CLO

CO1 CO2 CO3 CO4 CO5 CO6 CO7 CO8 CO9LLO1 xLLO2 xLLO3 xLLO4 x xLLO5 xLLO6 x xLLO7,8 x xLLO9 x xLLO10 x xLLO x x xLLO x x x

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Asesmen CapaianPembelajaranMata Kuliah

dan Program

State of the are of the CurriculumCurriculum evaluation:• Major evaluation è curriculum evaluation/revision, every 5 years

• Minor evaluation è RPS evaluation & revision, every year (before the academic year starting

State of the art of the field:-‐ Capita Selecta, seminar courses

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The Learning Pyramid

Definisi Asesmen• Asesmen adalahsebuahproses berkelanjutanuntukmemahamidanmemperbaiki proses belajarmahasiswa

• Penyampaianyang eksplisit danterbuka apa yang diharapkandari proses pembelajaran

• Menentapkankriteria pencapaiandanmutupendidikan

• Pengumpulan, analisis, dan interpretasidari bukti-‐buktihasil pembelajaranuntukmembandingkannya denganharapandankriteria pencapaian

• Melaksanakanperbaikanberkelanjutanberdasarkanhasil perbandingantersebut.

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Click to edit Master title styleHirarki Luaran Pembelajaran• Pengertian luaran

(outcomes): hal-‐hal yang mampu dilaksanakan oleh pembelajar setelah menuntaskan suatu unit pembelajaran

• Kategori luaran pembelajaran:– pengetahuan & kecakapan sesuai disiplin ilmu

– kecakapan umum– sikap & tata nilai

• .... ingat KKNI !

Visi & Misi Prodi

Profil Lulusan / Prog. Educational Objectives

(PEO)

Capaian Pembelajar / Student Outcomes (SO)

Kriteria Kinerja / Performance Criteria / Course Learning

Outcome (CLO)

Click to edit Master title style

(ABET, 2016)

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Mission/Vision

Tujuan Program STudi(PEOs)

Kompetensi Lulusan

Kompetensi Matakuliah

Saat lulus

SaatSelesai MK

Beberapa tahunsetelah lulus4 sd 5 thn

Kapan dilakukan asesmen?

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Nilai (grade) bisa digunakan untukasesmen ?

• Bergantungpada bagaimanamemberikanpenilaian• Seringkali penilaianA, B, C, D, dst diberikantidakhanyamempertimbangkanpencapaianhasil pembelajaranmatakuliahtersebut saja: Ø Misalkanmenambahkankehadirandi kelasØ Misalkanmelakukanpengurangannilai jika

melakukanberbagaipelanggaransepertiterlambatmenyerahkanpekerjaanrumah, dll.

• Prinsip utama pada asesmenadalahmelakukanevaluasi pada pencapaianhasil pembelajaranyang diharapkanterjadi setelahmenyelesaikanpembelajarandanmencari arahperbaikankedepan

Metode AsesmenDirect Method: asesmenyang dilakukandenganmemeriksa secara langsung unjukkerjamahasiswa padasatuoutcomes tertentu• Ujian/Test/Quiz • Tugas: desain, makalah, dll• ProyekKelas• Portofoliomahasiswa (desain, dll) • Observasi mahasiswa pada saat praktekataulaboratorium

• TugasAkhir• dll

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Indirect Method: asesmendilakukandenganmenanyakankepadamahasiswaatauorang lain (misalkanpengawasmagang) mengenaihasil belajarmahasiswa; jadi asesmendilakukantidak denganmahasiswamendemonstrasikanhasil pembelajaran• Survey pengguna lulusan• Survey alumni• Exit survey• Tracer study • Focus Group Discussion (FGD) • dll

Metode Asesmen

AsesmenCP MK & Program

• Metoda asesmen harus sesuai dengancapaian pembelajaran yang dituju(matriks/peta kurikulum)

• Komponen asesmen tidak hanya berdasarkanpada ujian, tetapi juga tugas dll

• Asesmen CP MK, tidak menggunakan nilaiakhir mahasiswa, karena nilai akhirkemungkinan mengandung beberapa Elo dankomponen lainnya, seperti presensi.

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Outcome-‐based Curriculum Framework

KL

Defini KL

Indikator Kinerja

CapaianPembelajaran/Kompetensi MK

Contoh: Life-‐long LearningLearning Outcome:

Lifelong learning

Concepts: self-‐directed, self-‐regulated, self-‐

motivated, reflective

Performance Criteria: able to plan one’s own learning, able to self-‐assess, able to find technical

information

By the end of this course, students will be able to determine information to design X, find

relevant source of info, develop strategies to overcome personal weaknesses, ......

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Click to edit Master title styleAsesmenCapaianMataKuliah

AsesmenCapaianMataKuliah

KomponenAsesmenMK

• Ukuran kinerja untuk CP/KL yang ditugaskan• Hasil pembelajaranmatakuliah untuk setiapkinerja

• Kriteria untuk menyatakan ketercapaian• Instrumen untuk melakukan evaluasi

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PenggunaanMatriks& Peta-‐JalanPembelajaranLP Prodi

• Piranti-‐piranti perencanaan kurikulum yang efektif• Butir-‐butir LP Prodi dapat dipetakan dalam suatu matriks

terhadap matakuliah. Matriks ini berguna untuk:– memeriksa kewajaran distribusi pembelajaran LP Prodi di dalam

struktur perkuliahan– memeriksa kewajaran proporsi intensitas relatif LP untuk keseluruhan

Prodi (contoh: profil intensitas LP untuk tipikal prodi teknik akanberbeda dengan sains)

• Setelahmatriks pemetaan LP Prodi ke seluruh matakuliahtersusun, susun alur pembelajaran tiapbutir LP Prodi di dalamstruktur perkuliahan, dari tahun ke-‐1 hingga ke-‐4.

Rencana PenilaianMKUTS(30%)

UAS(30%)

Tugas 1IdentifikasiJKG (5%)

Tugas IISNI(5%)

TugasOptimasi(10%)

Tugas IIIProjekJKH(15%)

Tugas IVJKV/JKGb(5%)

CO.1 X CO.2 X X CO.3 X X CO.4 X CO.5 X X CO.6 X X X XCO.7 X X X XCO.8 X X XCO.9 X X X

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Rubrik• Banyakdimanfaatkanuntuk asesmen• Setiaphasil pembelajaran (CLO) dibuat rincian indikatornya •

Misal: mampupresentasi dengan baik. Presentasi baik punyaindikator: – Selalu memelihara kontakmata dengan pendengar– Suara terdengar jelas – Penyampaian isi presentasi runtun– Bahan presentasi jelas terbaca dengan diagram dan gambar yang sesuai

• Masing-‐masing indikator dibuat deskripsinya untukperformansi mulai dari paling baik dan paling buruk (angka 1-‐4 atau1-‐5 atau yang lain biasa digunakan)

• Praktek baik menyusun rubrik mulai dari yang ekstrim lalumembuat rincian yang di bagian tengah

Rubrik penilaianKompetensi Lulusan

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Click to edit Master title styleKesesuaian Soal dan CP. Prodi

Portofolio• Portofolio matakuliah adalahdokumentasi segenapproses perbaikanberkesinambungan di tingkat matakuliah• Bersifat sebagai “dokumenhidup” (live document) yang diperbaruisetiapperiode pelaksanaankuliah, & mencakup refleksi / catatanpribadi dari dosen pengajar• Merupakan panduan untuk perbaikan pelaksanaankuliah oleh dirisendiri, maupun untuk diwariskan ke dosen pengganti kita sebagaireferensiàmenunjang kontinuitas & konsistensi proses pembelajaran• Memelihara dokumen PortofolioMatakuliah merupakan keharusandalam kriteria akreditasi berdasar luaran; meskipun demikian, formatnya bisa fleksibel• Dengan pengertian demikian, informasi apa sajakah yang harus adadalam Portofolio Matakuliah ?

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Portofolio

Asesmen Capaian PembelajaranProgram/Kompetensi Lulusan

Setelah selesaiasesmen MK, selanjutnya asesmenProgram

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Pengembangan Program Asesmen

• Program asesmen bukan sebuah metodetetapi pendekatan

• Setiap institusi mempunyai karakteristik yang berbeda:

• • Jumlah dan kualifikasi dosen• Ketersediaan fasilitas pembelajaran• Keterampilan dalammelakukan asesmen

• SETIAP PROGRAM STUDI BERBEDA DALAM MELAKUKAN ASESMEN

Designing SO learning roadmapExample: SO(g) -‐ communication skills

Peta Jalan Matakuliah Prodi Sarjana Teknik Kimia ITB Kurikulum 2013 – Jalur Pilihan Teknologi Kimia

Tahu

n ke-‐3

Tahu

n ke-‐4

Tahu

n ke-‐2

TPB

Perancangan Pabrik Kimia Penelitian

Teknik Kimia II Kerja Praktek Proyek Multidisiplin

Perancangan Proses

Penelitian Teknik Kimia I

Ujian Komprehensif

Peralatan Proses Keselamatan Pabrik Proses Seminar

Keprofesian TK

Evaluasi Kinerja Proses

Ekonomi & Man Proyek TK

Peristiwa Perpindahan

Pengendalian Proses

Pengel Dampak Lingk Pabrik

Perancangan Produk Kimia

Proses Industri Kimia

Laboratorium Teknol. Kimia II

Proses Pemisahan

Teknik Reaksi Kimia II

Sistem Utilitas Laboratorium Teknol Kimia I

Kimia OrganikNeraca Massa & Energi

Teknik Reaksi Kimia I

Op Perpindahan Panas

Bahan Konstruksi

Pengenalan TKTermodinamika

TK

Analisis Matematika TKStatistika TK

Komputasi TK

Mekanika Fluida & Partikel

Metode Pengukuran &

Analisis

Fisika Dasar II

Fisika Dasar I

Kalkulus II

Kalkulus I

Kimia Dasar II

Kimia Dasar I

Dasar-‐dasar Desain Rekayasa

Pengantar Tekno Informasi

Dasar-‐dasar Kerekayasaan II

Dasar-‐dasar Kerekayasaan I

Bahasa Inggris

Bahasa Indonesia

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Assessment process: Program level

91

PembuatanKompetensi lulusan

Membuat/merevsisPI & metodaasesmen

Mengumpulkanbukti dari MK

Analisis bukti, danmembandingkannyadengan indikator

menetapkankeputusan berbsais

bukti

mengimplementasidan memperbaikikurikulum/MK

Samadi, 2015

Tim Asesm

en Prod

i

UG Program Chair

Program Quality Mgmt. Team

Pogram-‐level PEO & SO assessment

Indirect assessments:• Exit Survey• Alumni Survey• Employers Survey• Advisory Board feedback• etc.

SO(a) through (k) sampling from course-‐leveassessments as Direct Assessment data

Course-‐level SO assessment by Instructor



Course Syllabus

High-‐priority SO

High-‐priority SO

High-‐priority SO

Course Syllabus

Course Syllabus

Interm

ed.-‐priority SO

Interm

ed.-‐priority SO

Interm

ed.-‐priority SO

Low-‐priority SO

Low-‐priority SO

Low-‐priority SO

2/20/18

47

Periode Asesmen

Kompetensi Lulusan

Sem I2014

Sem II2014

Sem I2015

Sem II2015

Sem I2016

Sem II2016

A X X X

B X X X

C X X X

D X X X

E X X X

…. X X X

RencanaAsesmenProgram

2/20/18

48

SO Performance Indicators Educational Strategy

Method of

Assessment

Where data are collected

Length of

assessment

cycle (yrs)

Years (s)/Seme

ter of data

collection

Target for

performance

a 1. Identify specific facts of mathematics, science, and engineering needed for a given situation (What knowledge is required?).

MGM1102, TKD1104, TKD1109, TKD1103, MGF1106, MGM1202, TKD1206, TKD1204, TKD2304, TKD2302, TKD2307, TKD2308, TKD2402, TKD2405, TKD3503, TKD3504, TKD3502, TKD3506, TKD3507

§ Locally developed exams

§ Portfolios

TKD1109 Statistics and Theory of Error

TKD3507 Geospatial-based Environmental Management and Spatial Planning

1 yr 2014/2015 -2015/2016

70%

Assessment plan for student outcome a. Program level

Evaluasi Ketercapaian KompetensiLulusan

2/20/18

49

GinÖng Prati Dino (CQI)

Terima Kasih

obe sosialisasi sv 2018 -...

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