OBE sosialisasi SV 2018 -...
Transcript of 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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Constructive Alignment
Source: Writing and Using Learning Outcomes: a Practical Guide by Declan Kennedy, Áine Hyland, Norma Ryan
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Constructive Alignment
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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Pengertian Kurikulum (2)
• 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
Pengertian Kurikulum (3)
Curriculum
Content
Purpose
Organization
Tujuan program pendidikan
Urutan materi, proses pembelajaran, penilaian
Materi pembelajaran
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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 51
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
PenyusunanMateri Kuliah
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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PenyusunanMateri Kuliah
• 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
9
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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Course 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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Course Learning Outcomes
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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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 71
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
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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-‐level SO assessment by Instructor
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