GUIDELINES TO GOOD PRACTICES:

CURRICULUM DESIGN AND

DELIVERY

The layout of this document

reflects the curriculum design
and delivery process that
incorporates all elements from
the idea of a curriculum to post
implementation, monitoring
and review.
Malaysian Qualifications Agency
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No 17, Jalan Yong Shook Lin
46050 Petaling Jaya
Selangor Darul Ehsan

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Fax +6003-7956 9496
Email [email protected]
URL www.mqa.gov.my

c Malaysian Qualifications Agency 2011

ISBN: 978-967-10181-3-2
All the Agency’s publications are available on our web site: www.mqa.gov.my

Printed copies are available from:

The Public and International Affairs Units
Malaysian Qualifications Agency
CONTENTS

ACKNOWLEDGEMENT i

WORD FROM THE CHAIRPERSON iii

1. INTRODUCTION 1

2. CURRICULUM DESIGN 2

3. CURRICULUM DELIVERY 13

LIST OF APPENDICES

Appendix 1: Eight MQF Learning Outcome Domains 21

Appendix 2: A Sample of Distribution of Credits for a Bachelor’s Degree 22

Appendix 3: Learning Outcomes Verbs from Simple to Complex 23

Appendix 4: Two Samples of Curriculum Approval Process 25

Appendix 5: The Global Picture for an Outcome Based Learning-Teaching 26

Appendix 6: A Sample of Mapping of MQF Learning Outcomes Domains to 27

Program Themes, Learning and Employability Skills

Appendix 7: A Sample of Mapping of MQF Learning Outcome Domains to Modules 29

Appendix 8: A Sample of Mapping of UCTI Learning Skills to Modules 30

Appendix 9: A Sample of How Outcomes are Addressed, Demonstrated and 31

Evaluated

Appendix 10: Sample of A Teaching Portfolio 32

Appendix 11: A Sample of Internal Academic Authority and Process 33

Appendix 12: Sample of An Observation Schedule 34

Appendix 13: Sample of A Peer Observation Form 36

ACKNOWLEDGEMENT
The completion of this document, The Guidelines to Good Practices: Curriculum Design and
Delivery was largely due to the support of outstanding individuals from Institutions of Higher
Education, Industries and Government agencies. These experts, who come from different
backgrounds, worked meticulously over a period of nine months to produce this final document.

Malaysian Qualifications Agency would like to thank the following experts for their support and
contribution towards the production of this Guidelines to Good Practices document.

No. Name Organisation Email

1. Aishah Binti Abu Department of Civil Engineering [email protected]

Bakar (Dr) Faculty of Engineering
Academic Development Centre (ADeC)
IPS Building
University of Malaya
50603 Kuala Lumpur
2. Muhamad Bin Chancellery [email protected]
Muda (Prof. Aras 5, Bangunan Canselori [email protected]
Dato’ Dr) Universiti Sains Islam Malaysia (USIM)
Bandar Baru Nilai
71800 Nilai

3. Mohd Majid Bin

Konting (Prof.
Centre for Teaching and Learning
Higher Education Leadership Academy
[email protected] i
Madya Dr) (AKEPT)
Ministry of Higher Education Malaysia
Lebuh Enstek
71760 Bandar Enstek
Negeri Sembilan

4. Joan Gribble Office of Pro Vice-Chancellor [email protected]

(Prof) Curtin University of Technology Sarawak
Campus Lutong (CUSM) KM 2
Jalan Lutong – Kuala Baram
Kuala Baram
98000 Sarawak

5. Lee Kong Hung Malaysia University of Sciences and [email protected]

(Prof) Technology
Unit GL33 (Ground Floor)
Block C, Kelana Square
17, Jalan SS 7/ 26
47301 Petaling Jaya

6. Tan Kok Eng (Dr) School of Educational Studies [email protected]

Universiti Sains Malaysia
11800 USM Penang

7. Unni Kumaran Wawasan Open University [email protected]

Menon Regional @ Learning Office
Level 3, Menara PGRM
8, Jalan Pudu Ulu
56100 Cheras
 No. Name Organisation Email

8. Tamby Subahan Centre for Academic Advancement [email protected]

Mohd Meerah Universiti Kebangsaan Malaysia [email protected]
(Prof. Datuk Dr) 43600 UKM, Bangi

9. Logendra Teaching & Learning Centre logendrastanley.ponniah

Ponniah (Dr) Taylor’s University @taylors.edu.my
1, Jalan SS 15/8
47500 Subang Jaya

10. Muhamad Rumzi Curriculum Development and Evaluation [email protected]

Bin Mamat Division [email protected]
Department of Polytechnic Education
Galeria PjH
Level 4, Jalan P4W
Persiaran Perdana
Presint 4, 62100 Putrajaya

11. Janatul Islah Binti Academic Development Management Divison [email protected]

Mohamad (Dr) Department of Higher Education
Ministry of Higher Education Malaysia
Level 4, No.2, Menara 2
Jalan P5/6, Presint 5
62200 W.P. Putrajaya

12 Raja Maznah Department of Curriculum and Instructional [email protected]

Binti Raja Technology [email protected]
Hussain Faculty of Education
(Prof. Dr) University Malaya
50603 Kuala Lumpur
ii Within this agency, the creative process was assisted by Ms. Mahfiza Mohd. Nasir who may be
contacted at [email protected] for any clarification or query.

With our sincere appreciation and gratitude,

Dato’ Dr. Syed Ahmad Hussein

Chief Executive Officer
Malaysian Qualifications Agency (MQA)
2011
WORD FROM THE CHAIRPERSON

The curriculum is the main service outcome of a Higher Education Provider (HEP). A HEP is responsible for the
preparation of a good curriculum, and then serving it to the students through an appropriate learning and
teaching process. Therefore the design and delivery of the curriculum is the core responsibility of a HEP.

 A good curriculum will achieve its objectives and succeed in producing graduates
A curriculum not only who are needed in a field. A curriculum should explain programme goals
will form the guidelines through learning outcomes that have been delineated. A curriculum not only will
for teachers in form the guidelines for teachers in executing their duties but also acts as an
executing their duties effective promotional tool for the HEP. A good and recognised curriculum will be
but also acts as an
able to attract students to apply to study in the institution concerned. In fact the
effective promotional
tool for the HEP. HEP that has a unique curriculum that is of high quality will raise the name of the
 HEP concerned in the industry.

The Code of Practice for Programme Accreditation (COPPA) and Code of Practice for Institutional Audit
(COPIA) emphasise the need for the HEP to prepare a curriculum that meets the minimum standard.
Guidelines to Good Practices: Curriculum Design and Delivery (GGP: CDD) is produced to help the HEP in the
preparation of a curriculum, consistent with COPPA and COPIA, to be presented to and accepted by MQA
before it qualifies to be offered to the public. In line with the requirements of COPPA and COPIA, GGP: CDD
covers the two important aspects of good practice in preparing a curriculum, namely, curriculum content and
structure, and process of curriculum management.

It is important that the HEP remembers that a curriculum is unique to its institution, consistent with the
programme goals and intended learning outcomes. Therefore, the HEP should not copy entirely from the
iii
guidelines and use them as their curriculum document. The HEP should demonstrate its capacity and ability to
prepare a good curriculum. This in itself will reflect its authority as an autonomous HEP.

Nevertheless, the process of preparing a curriculum as well as managing it has 

minimum standards, and this is emphasised in the GGP: CDD document. The aim Therefore, the HEP
of the GGP: CDD is to help make it easier for the HEP to fulfil this important should not copy
responsibility. The GGP: CDD details the five main aspects found in COPPA and entirely from the
COPIA that are related to curriculum design, namely, academic autonomy, guidelines and use
them as their
programme design and learning-teaching methods, curriculum content and
curriculum
structure, management of the programme, and lastly, linkages with external document.
stakeholders. Where appropriate, we have included examples of good practice 
for consideration. We really hope that each HEP achieves a standard higher than
the minimum requirements and the GGP: CDD achieves its objectives.

Professor Dato’ Dr. Muhamad Muda

Chairperson

Panel for the Preparation of GGP: CDD

 GUIDELINES TO GOOD PRACTICES:
CURRICULUM DESIGN AND DELIVERY

1. Introduction
The Guidelines to Good Practices: Curriculum Design and Delivery (GGP: CDD) is a document developed
to assist Higher Education Providers (HEPs) to meet the standards on the item, Curriculum Design and
Delivery, marked as Area 2 of the Code of Practice for Programme Accreditation (COPPA) and the Code of
Practice for Institutional Audit (COPIA). The document is part of a series of seven such guidelines that are
similarly designed to assist HEPs implement the practices and standards listed in COPPA and COPIA
(the Codes). COPPA is concerned with the practices applied by HEPs in curriculum design and delivery,
whilst COPIA is primarily concerned with institutional processes that are applied in curriculum
development and delivery. Both for programme accreditation and institutional audit, the assessors’ concerns
are primarily with the procedures and practices adopted by the institutions in the areas covered by the
Codes, and whether these match the provisions of the Codes.

The GGP: CDD deals with all five elements listed under Area 2 (Curriculum Design and Delivery) of
COPPA, viz:
2.1. Academic Autonomy
2.2. Programme Design and Learning-Teaching Materials
2.3. Curriculum Content and Structure 1
2.4. Management of the Programme
2.5. Linkages and External Stakeholders

The layout of this document however reflects the curriculum design and delivery process that incorporates
all elements from the idea of a curriculum to post implementation; monitoring and review. HEPs are
expected to not merely copy the guidelines and samples given in the Appendices but to develop their own
curriculum design and delivery processes which best fit the needs, specialism and requirements of the HEP
and its students. In doing so, HEPs are expected to keep abreast with latest developments in the disciplines
they offer.

Curriculum design and delivery is applied in the design of programmes as well as the modules that make
up the programme and reference to programmes in this document would include a reference to the courses
therein.
 Curriculum Design

2.1. Overview

i. Both COPPA and COPIA are concerned with the design and development of the formal curriculum. The
formal curriculum has been defined as a series of planned events that are intended to have educational
consequences.

ii. The formal curriculum, plans the sequence in which the content of a particular programme is delivered,
whether through conventional or non-conventional modes and the books and materials that are to be
used. It also lays down the objectives and learning outcomes of the programme.

iii. Typically, a curriculum design cycle has four stages as illustrated in Figure 1 and each stage involves a
list of specific activities as shown in Table 1.

Figure 1: Curriculum Design Cycle

Table 1: Curriculum Design Activities for a Programme

Plan  Convene a Curriculum Committee

 Assess needs and issues
 Identify key issues such as Malaysian Qualifications Framework (MQF) levels
and level descriptors, and institutional vision/ mission
 Identify trends in the field of study/profession

Develop  Articulate programme philosophy

 State programme goal(s)
 Sequence programme objectives and outcomes
 Develop courses/modules
 Identify and develop programme staff and physical resources
 Develop and identify learning-teaching activities, assessment tools and
procedures

Implement  Deliver the programme

 Assess the achievement of learning outcomes

Evaluate 

Review the Programme
Determine the success of the programme 3
 Update the Programme

Note: HEPs may identify the person/persons in charge for each of these activities.

iv. A curriculum can be designed either for a whole programme or a particular unit of study
(described as subject, module or course as the usage in individual cases dictates) in a programme.

v. A formal process of curriculum design involves a Curriculum Committee consisting of

representatives that may include the academic and administrative staff of the HEP, government
agencies, professional bodies and industries and other stakeholders.

vi. The primary role of the Committee is to design and prepare the curriculum and relevant
programme documents.

vii. The Committee must be familiar with MQA and MOHE regulations on programme structures and
admission requirements connected with the discipline or the field of study.

viii. Where a programme is being designed with a view to obtain professional recognition, the HEP is
encouraged to have the representation of such body at the design stage.
 ix. HEPs that acquire programmes from external institutions or professional bodies may not have
control over the design of the curriculum. However, HEPs must ensure that relevant areas in
Table 1 are met.

2.2. Curriculum Structure

i. COPPA 2.3 states that a learning-teaching environment can only be effective when the
curriculum content and structure is kept abreast with current development in the field of study.

ii. A well-designed curriculum is built on a clear vision to reflect the interests of students who are
admitted in the programme as well as national and global trends in the discipline.

iii. The curriculum should also address learners’ needs as individuals and citizens. It identifies
outcomes relating to knowledge, skills, personal attitudes and attributes. It is underpinned by
clear values.

iv. The curriculum structure is a dynamic interplay between content, pedagogy and assessment. It
provides a coherent and relevant set of learning experiences, within and outside of
classrooms.
4
v. The curriculum must also conform to, among others:
(a) the regulations and laws, that deal with educational programmes at the tertiary level
(e.g. inclusion of the compulsory subjects stipulated by Act 555);
(b) level of qualifications (MQF, Appendix 2), learning outcome domains (MQF,
Paragraph 14) and Appendix 1 of this document: Eight MQF Learning Outcome
Domains, student competencies (MQF, Appendix 1), and credit and academic load
(MQF, Paragraphs 19-22);
(c) professional body/industry requirements; and
(d) internal / university policies and procedures.
Credit and Academic Load

MQF defines the following:

Credit is the quantitative measure that represents the volume of learning or academic load to attain the set
learning outcomes (Paragraph 19).

Academic load is a quantitative measure of all learning activities required to achieve a defined set of learning
outcomes. These activities include lecture, tutorial, seminar, practical, self-study, retrieval of information,
research, fieldwork, as well as preparing for and sitting of an examination (Paragraph 20).

The use of the above definitions significantly influences the manner in which credit is calculated in Malaysia.
Hence in Malaysia, a credit is the total student learning time (SLT) required to achieve the identified learning
outcomes for a particular module at the micro level and for the programme at the macro level. MQF in
Paragraph 20 states that one credit equals 40 notional hours of SLT.

In establishing the SLT, primarily, one should establish the amount of time available per week for learning and
5
teaching activities. The recommended SLT per week varies according to student band and these ranges between
40-55 hours and the average being 48 hours which becomes the mean for purposes of time tabling.

SLT per semester determines the number of credits that is recommended for a student. Based on the student
band which indicates the available learning-teaching hours per week, the total SLT per semester varies
according to the number of weeks per semester. Therefore credit per semester is the available student learning
time per week according to student band multiplied by the number of weeks per semester. The semester will
comprise of contact weeks, study and semester breaks and final examination week.

This is further subjected to the best practice that the learning-teaching weeks per year are between 36 and 40
weeks (subject to 10% tolerance).

The workings are demonstrated in the two examples below; each for 2.5 semesters a year and 2 semesters a
year.
 SLT and Credit Calculation for:

I. 2 semesters – 36-week semester (18+18)

No. Items Range
1. Recommended SLT per week 40 – 55 hours
2. Recommended total SLT per semester 720 – 990 hours
[recommended SLT per week x 18]
3. Recommended credit per semester 18 – 25 credits
[recommended total SLT per semester divide by 40 notional hours]

Thus, credits range = 18 credits x 2 semesters to 25 credits x 2 semesters

= 36 to 50 credits per year

II. 2.5 semesters – 41-week semester (17+17+7)

No. Items Range

1. Recommended SLT per week 40 – 55 hours

2. Recommended total SLT per semester 680 – 935 hours
[recommended SLT per week x 17 weeks]
3. Recommended credit per semester 17 – 23 credits
[recommended total SLT per semester divide by 40 notional hours]

AND
Items Range
6 No.
1. Recommended SLT per week 40 – 55 hours
2. Recommended total SLT per semester 280 – 385 hours
[recommended SLT per week x 7 weeks]
3. Recommended credit per semester 7 – 10 credits
[recommended total SLT per semester divide by 40 notional hours]

Thus, credits range = 17 credits x 2 semesters + 7 credits to 23 credits x 2 semesters + 10

credits
= 41 to 56 credits per year
vi. There are many models that may be subscribed to in developing a curriculum. HEPs are
encouraged to adopt one that best fits the needs of the field, profession and the strengths of the
institution. Appendix 2 of this document: A Sample of Distribution of Credits for a Bachelor’s
Degree, provides an example of a model.

vii. The curriculum structure should identify the objectives and learning outcomes of the
programme and incorporate a schema that would map the curriculum to the stated
objectives and learning outcomes.
 viii. Programme objectives are specific statements on what a learner is expected to learn to
achieve the programme aims (COPPA, 2008).

ix. Learning outcomes are statements that explain what students should know, understand and
can do upon the completion of a period of study (COPPA, 2008). It must be doable,
measurable, observable and assessable.

x. Learning outcomes are built upon well tested and established taxonomies in the cognitive,
affective and psychomotor domains and show the different levels of learning from the simple
to the complex. A sample of this is provided in Appendix 3 of this document: Learning
Outcomes Verbs from Simple to Complex.

xi. Curricula also deal with assessment. Different types of assessment may be applied. Selection
of assessment tasks reflects the level and field of study. This will be further elaborated in
GGP: Assessment. However, in summary, the curriculum structure should consider:

(a) The most suitable type of assessment or a combination thereof;

(b) The weight age, duration, frequency and rubric of assessment;
(c) Mapping assessment to learning outcomes.

2.3. Planning
7
i. COPPA 2.2.1 states that there must be a defined process by which the curriculum is
established, reviewed and evaluated.

ii. The procedures for curriculum design and delivery in an institution may be described in the
constituent documents of the HEP or in its internal documents describing academic processes
or academic regulations.

iii. The two Codes define the expected level of each of the nine criteria. The HEPs may
incorporate the levels of attainment (benchmarked and enhanced standards) as articulated in
the Codes as part of their internal documents.

iv. Planning, developing, implementing and evaluating of programmes may be carried out
through the academic division of the HEP by whatever name the division is described.

v. It would be useful to articulate the procedure for the development of programmes through a
committee of the academic division constituted for that purpose.

vi. The internal regulations of the HEP for the establishment of such a committee may also
prescribe the membership of such a committee.
 vii. Depending on the nature of the programme designed, the following persons
(COPPA 2.2.1 and 2.5) may be appointed on such a committee;
(a) Subject experts from within the HEP and other HEPs
(b) Representatives from the industry or profession that is likely to employ the
graduates of the programme
(c) Representatives of local and foreign institutions who may be able to contribute to the
development of the programme
(d) Representatives of the division in the HEP that is responsible for providing
resources for the HEP
(e) Selected alumni who may be able to contribute to the curriculum development

2.4. Autonomy
i. COPPA in 2.1 speaks of autonomy from three perspectives;
(a) that of the institution,
(b) the department which develops the programme and
(c) the staff involved in the design and delivery of the programme

ii. The institution is expected to have sufficient autonomy over academic matters. Internal
documents of the institution should spell out the way in which institutional autonomy is
maintained.

8 iii. Similarly the same documents may specify the role of the academic division in the design and
delivery of programmes if the institution has such a division.

iv. Individuals must be given sufficient autonomy in the design and delivery of the programme
and to focus on areas of individual expertise.

v. Individuals who deliver the courses must be given sufficient autonomy in grading and
allocation of marks subject to the policy of the institution.

2.5. Needs Analysis

i. COPPA 2.2.1 in specifying the Benchmarked standards for programme design and teaching
stipulates that a programme is to be considered only after a needs analysis is carried out.

ii. Curriculum designers should gather as much information as possible about all aspects of the
proposed programme including issues and trends, nationally, regionally and internationally.
 iii. Information from stakeholders such as students, employers, professional bodies and
alumni is useful for the purpose of needs analysis.

iv. Other relevant sources of information may include:

(a) Alumni surveys
(b) Tracer studies
(c) Exit surveys
(d) Employer surveys
(e) Future trends
(f) External examiner/assessor reports
(g) National needs – Government blue prints
(h) International experts
(i) Student performance data
(j) Programme standards/guidelines

v. HEPs must establish potential demand for the programme through a market
demand and supply analysis.

vi. Availability of staff, the institution’s physical and financial resources to support the
programme must be considered when planning for a programme. The institution must
ensure sufficient resources are available in proportion to student population and needs of
9
the programme.

2.6. Viability and Sustainability of the Programme

i. The HEPs may develop their own criteria and procedures to assess the viability and
sustainability of the programme.

ii. The justification for the programme of its viability and sustainability may be
established by:
(a) programmes offered by other HEPs locally and internationally in the same field;
(b) existing and future demands for manpower in the field; and
(c) for the development of knowledge
(d) any variations introduced in the field.

iii. Availability of staff to support the programme has also to be considered when planning
for delivery.

iv. HEPs must disclose in the curriculum development documents the procedures for the use
of staff from industry or other institutions where there is reliance on such staff.
 2.7. Academic, Administrative and Physical Resources
i. COPPA 2.4.1 states that there must be adequate resources to implement the
learning-teaching activities. Prescriptions of the resources can be found in individual
Programme Standards documents and subject to peer assessment. Adequate support in
developing learning-teaching activities through various methods or strategies must be
provided.

ii. HEPs have to establish a means to recruit adequate number of academics with the
necessary qualifications and experience to fulfil the learning-teaching needs of the
programme in a timely manner.

iii. HEPs should provide administrative support for the programme to manage resources, student
attendance, counselling and the maintenance of academic records. The administrators of the
programme should work in tandem with the academics in fulfilling the aims of the
programme.

iv. Utilisation of the part time academics has to be in accordance with the nature and the needs of
the programme. In such situations, the institution must ensure that students’ interests are
always safeguarded.

v. The HEP should be in a position to provide adequate academic resources to support the
programme in the form of library resources, electronic databases and software that may be
10 required according to the needs of the programme and these must be identified and listed
clearly in the programme documents.

vi. If the curriculum envisages any part of the delivery to be conducted outside HEP premises,
e.g. training canters, hospitals, clinics, schools and industries, there should be a clear
indication as to how these are to be carried out and the learning outcomes achieved.

vii. HEPs would be required to show that sufficient and appropriate learning spaces are provided
to facilitate the learning-teaching activities. These may include but are not limited to the list
indicated:
(a) chat rooms (virtual and physical)
(b) lounges
(c) discussion rooms
(d) consultation rooms
(e) wireless access
(f) laboratories
(g) study/social space
(h) faculty resource centre
2.8. Approval Process
i. The HEP must set out its own process to obtain the approval of programmes taking into
consideration existing MQA and MoHE requirements.

ii. Whilst it is not possible to capture the variations in the processes, Appendix 4 of this
document: Two Samples of Curriculum Approval Process, indicates two examples that are
widely practiced by HEPs.

2.9. Programme Information

i. COPPA 2.4.1 states that students as well as potential students should have full access to the
most current and accurate information about the objectives, outline, learning outcomes and
methods of assessment of the programme.

ii. Such information should be found on the official website of the institution, Student Handbook
and Course Handbook.

iii. The information required may include but are not necessarily limited to the following:
(a) fees;
(b) entry requirements; 11
(c) student conduct;
(d) graduation requirements;
(e) academic session/calendar;
(f) synopsis of the programme;
(g) programme structure (courses);
(h) unit requirements;
(i) electives;
(j) prerequisites;
(k) internship/practicum;
(l) assessment and appeal processes; and
(m) credit transfer.
 2.10. Programme Management and Leadership

i. COPPA 2.4.1 states that the respective programme must have appropriate coordinator and
team of academic staff responsible for the planning, implementation, evaluation and
improvement of the programmme.

ii. The respective Programme Standards developed by MQA would provide guidelines on
programme leadership. Where such document is not already available, institutions
should generally ensure that the programme leadership is made up of person/s who have the
subject knowledge and experience to sufficiently deal with curriculum design and delivery.

iii. For programmes in level 6 of MQF and above, the programme leader or coordinator must be
supported by a programme committee, membership of which may include relevant external
stakeholders including alumni and students.

iv. The leader or coordinator (and the programme committee) must have the autonomy to ensure
that the programme is delivered in a manner that meets its learning-teaching needs.

v. The Senate or the academic board or any person given the authority by the senate or the
academic board may appoint a programme committee.

vi. The programme committee will advise, plan and implement the programme and evaluate its

12 progress.

vii. The programme committee will be supported by the HEP and provided with adequate
resources and autonomy to carry out its functions. In providing for the programme
committee, the HEP must allocate sufficient financial and other resources (reflective to the
number of students and nature of programmes) to ensure all activities undertaken are met.

viii.A programme committee must establish its terms of reference and the procedures involved in
the management of the curriculum giving timelines and a flowchart of the activities.

ix. In deciding this, the committee should normally consider the following:
(a) the commencement and termination of semesters
(b) assessment schedules (e.g. setting of questions, moderations, marking, external
examiners‟ evaluation, appeals and publication of results)
(c) project and assignment deadlines
(d) dates for adding and dropping courses
(e) advanced standing, transfer of credits and exemptions

x. The HEP should establish procedures to link the activities of the programme committee with
the other divisions of the institution involved in the academic process.
3. CURRICULUM DELIVERY

3.1. Overview

i. COPPA 2.2.1 states that there must be a variety of learning-teaching methods in order to achieve
the eight MQF learning outcome domains and to ensure that students take responsibility for their
own learning, hence an outcome based learning-teaching and credits based on notional SLT.

ii. Curriculum delivery is a process to achieve learning outcomes of the programme and should be
supported by assessments.

iii. Delivery is a process involving the planning for teaching, assessing, moderating, recording and
reporting of the learning-teaching process.

iv. Curriculum Delivery embraces the many ways in which learners are enabled to achieve the
outcomes offered to them by a curriculum. Teaching, learning support, advice and guidance,
coaching, mentoring, peer and collaborative learning, feedback and assessment, personal
development planning and tutoring, skills development and practice, are among the many processes
that might be involved.
13
v. Delivery modes may include classroom delivery, independent and private study, online and blended
learning.

vi. The delivery modes should support the development of autonomous, lifelong learners who are
skilled in reflecting on their learning (both formal and informal) and who are able to plan for their
personal, educational and professional development.

vii. Delivery at the course level must support the overall programme learning outcomes. To achieve
this, mapping at various levels of the programme are required. Examples of these are provided
below and in the corresponding appendices.

(a) Linking institutional mission to programme objectives, programme learning outcomes, module
learning outcomes and assessment – Appendix 5 of this document: The Global Picture for An
Outcome Based Learning-Teaching

(b) Mapping of eight MQF Learning Outcome Domains to programme themes, learning and
employability skills – Appendix 6: A Sample of the Mapping of MQF Learning Outcome Do-
mains to Programme Themes, Learning and Employability Skills.
 (c) HEP should also map Learning Outcome to individual modules in the
programme. This can be done via a direct mapping of MQF Learning Outcome
Domain to modules as given in Appendix 7: A Sample of Mapping of MQF
Learning Outcome Domains to Modules or via mapping of the learning skills to
modules as given in Appendix 8: A Sample of Mapping of UCTI Learning
Skills to Modules.

(d) Mapping of programme learning outcomes to module learning outcomes and the
level of its assessment – Appendix 9: A Sample of How Outcomes are
Addressed, Demonstrated and Evaluated.

viii. Effective curriculum delivery cycle involves the following stages and these will be
elaborated further below:
(a) Plan
(b) Deliver
(c) Assess and
(d) Evaluate

14

3.2. Plan

i. In planning for the introduction of a programme, adequate time should be allocated for
preparing and familiarising teaching and support staff to the new curriculum, and to the
delivery mode prescribed in the programme documents.

ii. The programme coordinator and the programme committee (if any) shall be responsible for
the delivery of the programme.

iii. The institution is responsible for ensuring sufficient resources in proportion to student
population ratio.
 iv. The institution must ensure that the needs of the programme and its specifications that may be
found in any regulations concerning the delivery are met. Among others these are:

(a) Academic staff: - The programme should have adequate number of academics with the
necessary qualifications and experience to fulfil the learning-teaching needs of the
programme
(b) Content and pedagogical support: - Adequate support for improvement in relation to
content and pedagogical knowledge through various methods or strategies must be
provided, e.g. Pedagogical training, Staff Development Programmes and Teaching
Portfolio, a sample of which is given in Appendix 10 of this document: Sample of a
Teaching Portfolio.
(c) Administrative and support staff
(d) Academic resources
(e) Physical Resources
(f) Training centers (for industrial training/attachment and clinical practice)

v. There should be procedures through which the Senate or the academic board or any person given
the authority to affirm that the programmes are supported with adequate academic, administrative
and physical resources. This relationship may be reflected in a diagrammatic format as given in

3.3. Deliver
Appendix 11 of this document: A Sample of Internal Academic Authority and Process.
15
i. The instructional design to support the achievement of the programme learning outcomes should
be collegial involving heads and coordinators, lecturers, tutors and support staff.

ii. A variety of techniques should be used in combination in delivery of the programme, subject to
the overall programme structure. These may include but are not limited to the following:
(a) Face to face delivery, e.g. lecture, tutorial and laboratory.
(b) Action learning
(c) Collaborative Learning
(d) Self directed learning
(e) Cooperative learning, such as problem based learning and project based learning
(f) Technology-based delivery, such as online methods, Tele-conferences,
Game-based methods and Mobile systems.
(g) Experiential method, such as Field work, project-based learning, and On-Site
learning or visits
(h) Work-based learning (WBL) method such as Industrial training, Practicum,
Work attachments
 iii. The appropriateness of these delivery modes should be demonstrated by mapping to MQF LO
Domains on the specific courses and programme documents.

iv. For example, the face-to-face delivery approach is appropriate to address the knowledge domain
while technology based delivery and experiential learning approaches can address the social skills
and responsibilities domain as shown in Table 2 below.

Table 2: Mapping of MQF Learning Outcome Domains to Delivery

MQF Learning
Examples of Delivery Approaches
Outcome Domains
Knowledge Lectures, tutorial, discussions, debates, forums, presentations, field trips,
industrial attachment, seminars/consultations, demonstrative teaching – mini lab
approaches, competency based approaches
Social skills and Group work, industrial attachment, community projects
responsibilities

v. To address the domain of values, attitudes and professionalism, Work-based learning (WBL)
methods may be useful.

vi. Specific techniques such as problem-based learning can also be used to address different learning

16 outcomes such as teamwork, problem solving and leadership skills that fall under the different
domains.

3.4.Assess

i. The preamble to COPPA Area 3 states that student assessment is a crucial aspect of
quality assurance because it drives student learning. Assessment of individual modules
cumulatively reflects the assessment of the programme and the achievement of the learning
outcomes. Further elaboration will be provided in GGP: Assessment. However a brief outline is
given here.

ii. Assessment may be formative or summative, though many assessment tasks involve an element of
both, e.g. an assignment that is marked and returned to the student with detailed comments.

iii. Formative assessment is useful to monitor the achievement of the learning outcomes, whilst
summative assessment is useful to gauge the level of achievement of the learning outcomes.
iii. Formative assessment is useful to monitor the achievement of the learning outcomes, whilst
summative assessment is useful to gauge the level of achievement of the learning outcomes.

iv. There are many techniques of assessment appropriate to the exercise. For example;
(a) To ensure that effective delivery and learning has occurred in the classroom, Classroom
Assessment Techniques (CAT) may be employed.
(b) For technology based delivery approaches, learning can be tracked through discussions in
fora, chat room records and wikis.
(c) For the experiential learning approach, learning can be assessed through direct
observation by the supervisor at the worksite, reports by supervisors or student log books.

v. The results from these assessments will indicate the appropriateness of delivery approaches and
the assessment mode adopted. There are three main forms:
(a) Self assessment, through which a student learns to monitor and evaluate their own
learning. This should be a significant element in the curriculum as the aim is to produce
graduates who are appropriately reflective and self-critical. This can be illustrated through
for example portfolios and reflective journals or logs (including blogs).
(b) Peer assessment, is when students provide feedback on each other's learning. This can be
viewed as an extension of self assessment and presupposes trust and mutual respect. 17
Students can learn to judge each other's work as reliably as tutors.
(c) Tutor/Lecturer assessment, in which a member of staff or teaching assistant provides
commentary, feedback on the student's work and evaluate the achievements of learning
outcomes.

vi. Learning occurs most effectively when a student receives feedback on what they have (and
have not) already learned. Hence, assessments must be monitored closely to ensure feedback
given to students is effective and timely. A brief explanation on effective feedback is given in
box below.
 Characteristics of Effective Feedback
The significance of feedback for learning and the potential of formative assessment to enhance pedagogy
(Yorke 2003) emphasises that all assessment activities in HEPS should aim to produce effective feedback.

Characteristics of effective feedback are:

1. Timely feedback
Students benefit from a very prompt return marked work with useful comments preferably within one to two
weeks from the submission date. Whenever there are more than one assessed works, students should receive
feedback on the first work before subsequent work is given to allow students to take necessary steps for
improvement. There are several ways to speed up provision of giving feedback that may be found in various
literatures.

2. Feed forward
The key principle of feedback is that it will usefully inform the student of ways to improve their
performance or „feed forward‟ (Torrance 1993; Hounsell 2006). Feedback needs to provide specific and
sufficient comment and suggestions on strengths, areas for development and strategies for improvement
(Bloxham and Boyd 2007).

18
3. No overloading
Not to overload or overcorrect, three to four comments targeting on those that would be most helpful to the
student in understanding the grade awarded and in improving their future work. Detailed corrections such as
spelling, formatting, style and grammar should be limited to only first paragraph.

4. Encourage positive motivation

Feedback impact on the self-efficacy beliefs of the student, and this may be major influence on how they
approach their studies; student will be more likely to perform better if they believe they are capable of
improving (Bloxham and Boyd 2007).

5. Feedback style
Coaching approach may encourage students to self assess themselves.

6. Feedback language
Language of feedback must be aligned with mark given. Avoid mismatches for example “65%, excellent.”

7. Structure of feedback
Ideally, comments given in the feedback should be linked to for example module learning outcome,
marking or grading descriptor or assessment criteria to help student to focus on its objectives.
Sources:
1. Malaysian Qualification Agency (2010), Guidelines to Good Practices: Curriculum Design and Delivery, Panel of Experts,
Malaysia, Kuala Lumpur.
2. Bloxham, S. and Boyd, P. (2007). Developing Effective Assessment in Higher Education. Berkshire: Open University Press.
3. Hounsell, D. (2006) Towards more sustainable feedback to students. Paper presented to the Northumbria EARLI SIG
Assessment Conference, Darlington, 29th August - 1st September.
4. Torrance, H. (1993) Formative assessment: some theoretical problems and empirical questions, Cambridge Journal of
Education, 23 (3):333-343.
5. Yorke, M. (2003) Formative assessment in higher education: moves towards theory and the enhancement of pedagogic
practice. Higher Education 43 (4), pp.477-501.

vii. Students usually learn more by understanding the strengths and weaknesses of their work, than
by knowing the mark or grade given to it. For this reason feedback mechanisms such as
comments and rubrics should be put in place. Continuous summative assessment tasks
(including unseen examinations) should include an element of formative feedback.

vii. HEPs are required to map the learning outcomes to the methods of assessments and how these
are measured and this will be discussed in greater detail in GGP: Assessment.

ix. Provision must be made for the recording and the maintenance of the assessment data.

19
3.5. Evaluate

i. The preamble to COPPA Area 7 states that quality enhancement calls for programmes to be
regularly monitored and reviewed.

ii. Monitoring and review is the continuous appraisal and the evaluation of the past
learning-teaching activities of the design and assessment of the programme respectively. It is
normally carried out for future improvement and development.

iii. Programme monitoring involves all levels and sections of the learning-teaching process. Mainly
it involves the periodic monitoring of teaching for example via management and peer
observations, a sample of an observation schedule is given in Appendix 12 of this document:
Sample of An Observation Schedule.

iv. There are two types of review:

(a) A sectional/thematic review gauges the effectiveness of the curriculum and delivery. This may
be conducted annually or as required, usually in tandem with the Examination Board findings.
(b) A full review of the programme is required at the end of every cycle using feedback from
internal and external stakeholders such as industry, alumni, professional body and external
examiners.
 iv. There are two types of review:
(a) A sectional/thematic review gauges the effectiveness of the curriculum and delivery.
This may be conducted annually or as required, usually in tandem with the
Examination Board findings.
(b) A full review of the programme is required at the end of every cycle using feedback
from internal and external stakeholders such as industry, alumni, professional body
and external examiners.

v. Programme monitoring and review should also be the responsibility of the programme
committee. When using stakeholders in curriculum review, the HEP should provide the
Term of Reference (TOR) and processes involved in such stakeholder participation.

vi. Both monitoring and review processes must be documented and the feedback and the
actions taken as a result, and where appropriate should be communicated to the staff,
students and made available to relevant stakeholders to encourage further participation and
rapport.

vii. Monitoring and review involve all levels and sections of the learning-teaching process.
Mainly it involves
(a) schedule, outlines and lesson plan

20
(b) class cancellation, postponement and additional teaching and teaching load.
(c) student attendance, maintain and coordinate time table,
(d) students‟ performance
(e) management and student evaluations of lecturers, peer observation (Appendix 13 of
this document: Sample of A Peer Observation Form).

viii. These will be further detailed in GGP: Programme Monitoring and Review.
 Appendix 1: Eight MQF Learning Outcome Domains

No. MQF Learning Outcome Domains Demonstrated by

1 Knowledge of Discipline Areas  The knowing of major ideas

 Mastery of the subject matter
 Observing and recalling information
 Recognising concepts
2 Practical Skills  Carrying out a professional task e.g. running, dancing,
and diagnosis
 Reading and understanding instructions
 Perceiving and responding effectively

3 Social Skills & Responsibilities  Meeting people and networking

 Showing an interest in and concern of others
 Being comfortable in talking with and accepting
guidance and directions
 Responding sympathetically and emphatically to
others.
4 Values, Attitudes & Professionalism  Having feelings, perceptions, opinions and attitudes
about oneself, towards others and the organisation


Having the capacity to show sympathy
Having empathy and the capacity for tolerance
21
5 Communication, Leadership & Team  Being able to write, speak and listen
Skills  Being responsible and dignified
 Being a Team player
 Having multicultural and multiracial competencies
6 Problem Solving & Scientific Skills  Projecting critical and lateral thinking and logical
reasoning
 Being creative and explorative
 Being inspired
 Producing new ideas and technologies based on
existing skills
7 Managerial & Entrepreneurial Skills  Planning and implementing effectively
 Knowing what to do and how to do at the right time
and place
 Making judgments and decisions

8 Information Management &  Using ICT in the location and evaluation of

Lifelong Learning Skills information
 Using information management systems
 Learning how to learn
 Adopting a continuous professional development
approach
 Appendix 2: A Sample of Distribution of Credits for a Bachelor’s Degree

Percentage Single Major/ Specialisation Double Double Degree

Major-Minor Major

30% overlaps 20% overlaps

Compulsory
Max: 25%

100

75% 75%
Core 30

20
25%
Field Requirement
Min: 75%

25% 75% Specialised/

Electives Field Electives

Free Electives 25% 25% 25%

Credit e.g. 120 Single Major/ Specialisation Double Major Double Degree
Major-Minor
22 30 30 30 30
30

120 51
51 (85x 2x–
(85
68 20%)
2–
(68 x 2 – 30%) = 136
17
17 = 95 20%)
90
(5
(5 xx2 2
–
17 20%)
–
22 22 =8
20%)
5
120 120 147 174

Source: Fernandez-Chung, R.M (1998), “A Model for Curriculum Credit Distribution”, Deakin University, Australia, Geelong
 Appendix 3: Learning Outcomes Verbs from Simple to Complex

Cognitive Development of intellectual skills

Simple Knowledge Define, describe, identify, list, recall, match, reproduce,
label, state, outline, select, recognise, know
Comprehension Comprehend, convert, defend, distinguish, estimate, explain,
interpret, summarise, generalise, paraphrase, rewrite
Application Apply, change, compute, construct, produce, operate, use,
discover, demonstrate, manipulate, prepare, modify, solve
Analysis Analyse, break down, compare, contrast, deconstruct, relate,
differentiate, discriminate, distinguish, identify, illustrate
Synthesis Categorise, combine, compile compose, create, devise, plan,
design, explain, generate, modify, organise, revise, tell
Evaluation Appraise, compare, conclude, contrast, criticise, critique,
defend, describe, discriminate, evaluate, explain, relate
Complex

Affective Growth in feeling or emotional areas

23
Simple Receiving Ask, choose, describe, follow, gives, hold, identify, locate,
Phenomena name, points to, select, sit, erect, reply, use
Responding to a Answer, assist, aid, comply, conform, discuss, greet, help,
Phenomena label, perform, practice, present, recite, report, select, write
Valuing complete, demonstrate, differentiate, explain, follow, form,
initiate, invite, join, justify, propose, read, report, select,
share, study, work
Organisation Adhere, arrange, combine, compare, complete, defend,
explain, formulate, generalise, identify, integrate, modify,
organise, prepare, relate, synthesis
Internalising Act, discriminate, display, influence, listen, modify,
values perform, practice, propose, qualify, question, revise, serve,
Complex solve, verify
 Psychomotor Physical or Manual skills
Simple Perception Choose, describe, detect, differentiate, distinguish, identify,

Set Begin, display, explain, move, proceed, react, show, state,

Guided Copy, trace, follow, react, reproduce, imitate, respond

Mechanism assemble, calibrate, construct, dismantle, display, fasten,

fix, mend, grind, heat, manipulate, measure, organise,

Complex Overt assemble, build, calibrate, construct, dismantle, display,

Response fasten, fix, heat, manipulate, measure, mend, mix, organise,

Adaptation Adapt, alter, change, rearrange, reorganise, revise, vary

Origination Arrange, build, combine, compose, construct, create,
Complex

Note:
24 Verbs for Learning Outcomes according to complexity

Source: Fernandez-Chung, R.M (2008) “Writing Learning Outcomes”, Malaysian Qualification Agency (MQA), Malaysia, Kuala Lumpur
 Appendix 4: Two Samples of Curriculum Approval Process

HEP 1 HEP 2

MOHE MOHE

MQA Senate/BOD

Academic Board MQA

Programme Committee Academic Board 25

Faculty/School Programme Committee

Faculty/School

Note:
HEP = Higher Education Provider
MOHE = The Ministry of Higher Education
MQA = Malaysian Qualification Agency
BOD = Board of Director

Source: Malaysian Qualification Agency (2010), Guidelines to Good Practices: Curriculum Design and Delivery, Panel of Experts, Malaysia,
Kuala Lumpur
 Appendix 5: The Global Picture for an Outcome Based Learning Teaching

THE GLOBAL PICTURE – the ‘where’

Institutional Mission Stakeholders Needs

Program Educational Objectives (PEO)

(desired skills of alumni)

Program Outcomes (PO)

(desired knowledge, skills and attitude of graduating seniors)
(considers attribute as specified by Accreditation body)

Outcome Indicators (Assessment Instruments & Methods)

Performance Targets (Criteria for acceptable performance)

Course Outcomes (CO)

CO CO CO CO
Course Learning Objectives
1

26 Source: Felder, R. M and Brent, R (2005), "A Half Day Workshop on Designing Courses for Outcome-Based Education", presentation
material, 5 Dec, Malaysia, Kuala Lumpur
 Appendix 6: A Sample of Mapping of MQF Learning Outcomes Domains to Program
Themes, Learning and Employability Skills

Learning Outcomes Domains

Asia Pacific Programme Learning Employability Skills

Malaysian University College Themes Skills
Qualifications of Technology and
Framework (MQF) Innovation (UCTI)

1. Knowledge Knowledge and Integration Critical thinking &

understanding analysis  Knowledge
 Subject defined skills

2. Practical skills Application

 Techniques
 Job market/company
 Research
 Writing job applications
 And CVs
 Taking job interviews

3. Social skills and Interactivity Self & cultural

responsibilities awareness  Enthusiasm
 Self and cultural

4. Values, attitudes
and professionalism
 Reflection 27
 Ethical
 Personal manner and
appearance
 Timeliness and punctuality
 Integrity
 Trustworthy
5. Communications, Communication Communication
leadership and team Team working  Verbal
skills
 Writing
 English language
 Presentational
 Team working
 Motivating others
 Empathy
 Assertiveness

6. Problem solving  Enquiry  Intelligence  Effective

skills problem  Enquiry
 Analysis  Imagination solving
 Analytical
 Problem  Innovation  Creative &
solving innovation  Problem solving
 Creativity
 Innovation
 Ingenuity
 Learning Outcomes Domains

Asia Pacific Programme Learning

Malaysian University College Themes Skills Employability Skills
Qualifications of Technology
Framework (MQF) and Innovation
(UCTI)

7. Information Learning  Information  ICT skills  ICT

management and Independence
lifelong learning  Learning  Numeracy
skills
 Numeracy &  Learning
quantitative
skills  Independent work and autonomy
 Career development planning
8. Managerial and Reflection  Ingenuity Self management
entrepreneurial  Adaptability
skills  Inventiveness
 Managerial and supervisory
 Client focus
 Self management
 Drive to achieve
 Energy

Source: Asia Pacific University College of Technology and Innovation (UCTI) (2009)

28
 Appendix 7: A Sample of Mapping of MQF Learning Outcome Domains to Modules

TAMHIDI PENGAJIAN ISLAM DAN BAHASA ARAB

Communication, Leadership and

Information Management and

Lifelong Learning Skills

Entrepreneurial Skills
Values, Attitudes and
Problem Solving and
NO SEM COURSE COURSE CREDIT

Responsibilities
Social Skills and

Professionalism
CODE

Managerial and
Scientific Skills
Practical Skills

Team Skills
Knowledge
1 I TLA0622 Al-Lughah al-Arabiyyah I 4 √ √ √ √ √

2 I TPA0063 Sirah and Islamic History 3 √ √

3 I TPA0044 Dirasat Nahwiyyah wa 4 √ √ √ √ √

Sarfiyyah
4 I TPA 0013 Tafsir wa Ulum al-Quran 4 √ √ √ √ √ √

5 I TPA0032 Tajwid wa Tilawah 4 √ √ √ √

6 I TLE0014 English Language I 4 √ √ √ √ √ √

7 I TCL0822 ICT Skill 2 √ √ √ √ √ √

8 II TLA0632 Al-Lughah al-Arabiyyah II 4 √ √ √ √ √

9 II TPA0023 Tauhid wa Akhlak 3 √ √ √ √ √

10 II TPA0093 Balaghah 3 √ √ √ √ √

11 II TPA0053 Al Madkhal ila Dirassat al 3 √ √ √ √ √

Adab Arabi
12 II TPA0084 I’jaz Al-Quran 4 √ √ √ √ √ √

13 II TPA0074 Hadith wa Ulum Hadith 4 √ √ √ √ √ √

14 II TLE0024 English Language II 4 √ √ √ √ √ √

Source: Universiti Sains Islam Malaysia (USIM) (2009), “Tamhidi Pengajian Islam Dan Bahasa Arab.”
29
 Analysis
2.Effective

8.Learning
Innovtion

Information
Technology
3.Creativity &
& Synthesis

5.Numeracy &
4.Commucation
BSc. (Hons)

10.Team Working
1.Critical Thinking

Problem Solving
Development
Skills Map for

Quantitative Skills

7.Self Management

9.Self Awareness &

6.Communication &

Cultural Awareness
in Computer Games
Computer Games Design:

/
/
/
/
Documentation

/
/
/
/
/
Computer Games Level Design

/
/
/
/
Computing & IT in the Workplace

/
/
/
/
Fundamental of Software Development

/
/
/
Games Engines
Level 1

/
/
/
/
Games Physics

/
/
/
/
Introduction to C Programming

/
/
/
/

Note: This Appendix must be read in line with Appendix 6.

Introduction to management

/
/
/
/

Mathematics for Technology

Professional and Enterprise

/
/
/
Development
Basic 3D Computer Character

/
/
/
/

Modelling

/
/
/
/

Believable Models for Games

& Virtual Reality
30

/
/
/

Computer Games Design: High

Concept & Pre-production
Computer Games Design: Production

/
/
/
/

& Testing
/
/

Computer Graphics
/
/
/
/

Creativity & Innovation

Module
Level 2

/
/
/
/
/

Programming Concepts in C++

/
/
/

Imaging & Special Effects

/
/
/
/
/
/

Managing Business

Source: Asia Pacific University College of Technology and Innovation (UCTI) (2009), B.Sc (Hons) in Computer Games Development.
/
/
/
/
/

Mathematics for Technology II

/
/
/

Research Methods
/
/
/
/
/

Web Applications
/
/
/
/

3D Computer Graphics
/
/
/
/

Advanced 3D Character Modelling &

Appendix 8: A Sample of Mapping of UCTI Learning Skills to Modules

Animation
/
/
/
/
/
/

Audio for Computer Games

/
/
/
/
/
/

HCI & Usability

Innovation Mgmt. & New product
/
/
/
/
/

Development
/
/
/
/

Mobile Multimedia and Gaming

Multimedia Techniques for Animation,
/
/
/
/
/
/

Games & Film Effects

Level 3

Programming Techniques for

/
/
/
/
/
/

Animation & Computer Games

/
/
/

Computer Games Development Project

/
/
/
/
/
/
/
/

Project Management
Investigations in Computer Games
/
/
/
/

Development
 Appendix 9: A Sample of How Outcomes are Addressed, Demonstrated and Evaluated

PROGRAM LEARNING [HOW OUTCOMES ARE Module LO1 Module LO2 Module LO3
OUTCOMES ADDRESSED,
Students will be able to: DEMONSTRATED AND
EVALUATED]
LEVEL Introduced Emphasised

EVALUATED Exam Papers

OUTCOME A
DEMONSTRATION

LEVEL Introduced Advanced/Applied

EVALUATED No evaluated Group Project

OUTCOME B DEMONSTRATION demonstration

LEVEL Introduced Reinforced

EVALUATED Presentation Small group work – not

OUTCOME C
DEMONSTRATION formally evaluated

Source: Malaysian Qualification Agency (2010), Guidelines to Good Practices: Curriculum Design and Delivery, Panel of Experts, Malaysia, Kuala Lumpur
31
 Appendix 10: Sample of A Teaching Portfolio

Name of Institution:
Name :
Department :
Programme :
Year :

Contents

1. Personal Teaching Philosophy and Goals

2. Teaching Responsibilities
2.1 On–going
2.1.1 Courses Taught
2.1.2 Grading and Feedback
2.2 Past
2.2.1 Courses Taught
2.2.2 Grading and Feedback

3. Teaching Methods
3.1 Lessons
3.1.1 Lesson Planning and Schedules
3.1.2 Group or Individual Discussion
3.1.3 Group or Individual Written Analysis

32 3.2
3.3
Formative and Summative Assessments
Uses of Technology

4. Programme Information
4.1 Teaching Plan
4.2 Timetable
4.3 Curriculum

5. Teaching Evaluation
5.1 Students
5.2 Management
5.3 Peers

6. Teaching Improvement and Future Plans

6.1 CPD Requirements
6.2 Future Modules

7. Aspirations
7.1 Self
7.2 Students
7.3 Institutions

Source: Moses, A. S. (2002-2009), “Teaching Portfolio”, Taylor’s University College, Malaysia, Kuala Lumpur.
 Appendix 11: A Sample of Internal Academic Authority and Process

Senate/Academic Registrar
Board/Deputy VC Head/Dean
Academic

Exam Board Programme

committee

Programme
Coordinator

Note:
Normally, the department/faculty/school board passes the list of programmes before sending it to the senate

33
for approval. The terminologies and positions may vary between HEPs.

Source: Malaysian Qualification Agency (2010), Guidelines to Good Practices: Curriculum Design and Delivery, Panel of Experts,
Malaysia, Kuala Lumpur.
 Appendix 12: Sample of An Observation Schedule

A. General Information
1. Name of Presenter :
2. Name of Observer :
3. Title of Presentation :
4. Venue / Date / Time :
B. Aspects Evaluated
(Please circle the number for each aspect)
Description Level of Perception

Room for Improvement

Satisfactory
Excellent

Good

Fair
1. Introduction
a. Clarity of Learning Outcomes 5 4 3 2 1
b. Relevance to topic 5 4 3 2 1
c. Appropriateness of introduction 5 4 3 2 1
2. Content
a. Knowledge 5 4 3 2 1

34 b.
c.
Appropriateness of coverage
Level of interest generated
5
5
4
4
3
3
2
2
1
1
d. Logical flow of presentation 5 4 3 2 1
e. Correctness of language used 5 4 3 2 1
f. Clear and relevant use of analogies/examples 5 4 3 2 1
3. Presentation
a. Appropriate pacing 5 4 3 2 1
b. Confidence 5 4 3 2 1
c. Enthusiasm 5 4 3 2 1
d. Provoking students to think 5 4 3 2 1
e. Clarity of presentation 5 4 3 2 1
f. Interaction with students 5 4 3 2 1
g. Effective use of teaching/learning aids 5 4 3 2 1
h. Effective class management 5 4 3 2 1
4. Closure
a. Appropriateness of closure 5 4 3 2 1
b. Use of effective questions to gain feedback 5 4 3 2 1
c. Appropriate links to the next lesson 5 4 3 2 1

Total Score
 C. Observer’s Overall Comments and Suggestions for Improvement

D. Presenter’s Comments/Remarks

E. Signatures

1) Observer/Date : ___________________________________________________________ 35
2) Presenter/Date : ____________________________________________________________

F. Interpretation

Source : Fernandez-Chung, R.M (2008), “An Outcome Based Education”, Top – down Grant 2008/2009, Ministry of Higher Education,
Malaysia, Kuala Lumpur.
 Appendix 13: Sample of A Peer Observation Form

Dear Colleague,

Thank you for agreeing to observe me for this session. I appreciate your frank views on some aspects of my
ability in delivering this session.

Class:
Date/Time/Venue:
Peer Observer:
Mode of Delivery Observed Discussion/Lecture/Practical/Seminar/Student Presentation/Study
(please circle one) Tour/Tutorial/others: ____________________________________

Answer the following questions and add further comments for improvement where necessary.

1 Were the objectives of the session clearly given?

2 Was the session clearly structured?

3 Was the session clearly audible?

4 Was the session coherent?

5 Was there appropriate use of audio visual?

36 6 Was I enthusiastic?

7 Did I demonstrate sufficient knowledge in the subject matter?

8 Did the students respond well to the approach used?

9 Did I encourage classroom interaction?

10 Did I encourage active participation?

11 Was the delivery method adopted suitable to the achievement of the learning outcomes?

12 Were the handouts provided useful?

13 How was the pacing and timing of the session?

14 To what extent were the intended objectives achieved.

15 Have you any suggestions that might improve the presentation?

 16 Are there any specific points that you would like to discuss with me?

General Observations/Further Comments

(signature) (signature)
NAME OF THE LECTURER BEING OBSERVED NAME OF THE PEER
DATE: DATE:

Note:
You may want to replace the word „I‟ with the „observed lecturer‟.

Source: Fernandez-Chung, R.M (2006), “The Effective Peer Observation”, University of Leicester, United Kingdom, Leicester.

37
ISBN: 978-967-10181-3-2

9 789671 018132