1. Makhfudzah Mokhtar [fudzah@upm.edu.my] Wan Azizun Wan Adnan [wawa@upm.edu.my]k IN O U T C O M E – B A S E D EDUCATION CURRICULUM: Students’ Perception on ASSESSMENT FOR LEARNING A Case Study in the Optical Communications Course

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3. 3 …no single research method can answer all our questions about the nature of perception… However, studying ‘perception’ could help us to improve ourselves and move forward!

4. Problem Statement Many studies have been carried out in reviewing the effectiveness of an evaluation system. Among the issues highlighted was that if the students' performances were measured by summative assessments alone, it was difficult for teachers to identify the weaknesses of the students at early stage and thus, not much corrective action could be done effectively.

5. Problem Statement How can the TnL activities and assessment process for individual course be formulated to address the course and program outcomes, and eventually reaching the program objectives efficiently and effectively?

6. Assessment for Learning Assessment for learning (AfL) is a form of assessment that does not give a grade or score to student performance, but rather aims to identify the weaknesses and needs of student learning so that they are better prepared to summative assessment afterwards.

7. Assessment for Learning AfL has a large impact on student learning Dylan Wiliam, "Embedded Formative Assessment" Cheryl A Jones, "Assessment for Learning" Students need to know and understand the following before learning can take place: What is the aim of the learning? Why do they need to learn it? Where are they in terms of achieving the aim? How can they achieve the aim?

8. Assessment for Learning clarifying, sharing, understanding goals for learning and criteria for success with learners engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning providing feedback that moves learning forward activating students as owners of their own learning activating student as learning resources for one another Dylan Wiliam, "Five 'Key Strategies' for Effective Formative Assessment"

9. Research Questions Does the AfL encourage students to memorize, apply and analyze the contents they learnt in the light propagation topic? Does the AfL create students’ interest in the course? Does the AfL help students in their test (summative assessment) preparation?

10. Framework

11. Questionnaire 67 students were given a questionnaire, aimed to explore students’ perceptions about AfL. Among the objectives of this questionnaire are: To learn how students perceive the implementation of previous formative assessments To see the impact of formative assessments on the summative assessment To help lecturer to improve teaching and learning activities in future The Likert scale was used as the perception indication with the range of 1 to 5 (1:Strongly disagree, 2:Disagree, 3:Neither agree nor disagree, 4:Agree and 5:Strongly agree).

12. Video assignment In a group of 2-3, use your own creativity on explaining the light propagation in fiber. The explanation must be in video form (no longer than 10 mins duration). You are given 2 hours to complete this task.

13. Game based learning

14. How the game works? Group A Group BGroup C ScreenWhite board PC 1. Lecturer blows whistle and point to a group 2. One member from that group flies the plane to another group 3.Question appears from the screen 4. The person who got hit by the plane must answer the question at the white board

15. Game based learning

16. Reflection

18. Summative assessment 78% from 67 students passed the test with more than 50% marks.

19. Conclusion As a nutshell, based on the findings, it is believed that the AfLhasencouragedmost of students to memorize, apply and analyze the contents they learnt in the light propagation topic, created their interest in the course, and helpedthem in their test (summative assessment) preparation. Nevertheless, more rigorous assessment methods should be carried out in the future, especially in helping the weak students.

20. We learn how to learn We love to learn We love knowledge With knowledge we serve

21. ….WE serve here for hereafter