Authors:
N. Lohgheswary,Z. M. Nopiah,A. A. Aziz,E. Zakaria,N. A. Ismail,DOI NO:
https://doi.org/10.26782/jmcms.2019.03.00011Keywords:
Pre-final,Course Outcome,Vector Calculus ,Bloom Taxanomy, Rasch Measurement,Abstract
For every five years, the Faculty of Engineering and Built Environment in Universiti Kebangsaan Malaysia, a public university in Malaysia will update the structure of the undergraduate education curriculum in order to improve and enhance its teaching and learning methods. One important feature of this effort is the result of updating the mapping of the course outcome, the programme outcome and the level of Bloom Taxanomy. In this study, the achievements of the course outcome, prograame outcome and Bloom Taxanomy for Vector Calculus subject for semester 1 session 2015 / 2016 were assessed using the pre-final method. The pre-final test was conducted in the 14th week of the semester. A total number of five questions were given provided that each measures the level of understanding of Bloom Taxanomy from level 1 (knowlwdge) to stage 6 (creation). A total of 42 first year students from the departments of Electrical, Electronic and System Engineering programs participated in the pre-final test results were analyzed using the Reasch measurement model. The study found that all the questions fulfill the real purpose of the assessment. The conclusion of the study is that the pre-assessment of the achievement of both the course outcome and programme outcome should be made to ensure that the assessment tool for course outcome and programme outcome, in this case the exam questions, really evaluates what needs to be assessed.Refference:
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