Exploring Students’ Self-Evaluation on Their Learning Outcomes through an Integrated Cumulative Grade Point Average Reporting Mechanism
An Integrated Cumulative Grade Point Average (iCGPA) is a mechanism and strategy to ensure the curriculum of an academic programme is constructively aligned to the expected learning outcomes and student performance based on the attainment of those learning outcomes that is reported objectively in a spider web. Much effort and time has been spent to develop a viable mechanism and trains academics to utilize the platform for reporting. The question is: How well do learners conceive the idea of their achievement via iCGPA and whether quality learner attributes have been nurtured through the iCGPA mechanism? This paper presents the architecture of an integrated CGPA mechanism purported to address a holistic evaluation from the evaluation of courses learning outcomes to aligned programme learning outcomes attainment. The paper then discusses the students’ understanding of the mechanism and evaluation of their achievement from the generated spider web. A set of questionnaires were distributed to a group of students with iCGPA reporting and frequency analysis was used to compare the perspectives of students on their performance. In addition, the questionnaire also explored how they conceive the idea of an integrated, holistic reporting and how it generates their motivation to improve. The iCGPA group was found to be receptive to what they have achieved throughout their study period. They agreed that the achievement level generated from their spider web allows them to develop intervention and enhance the programme learning outcomes before they graduate.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1317356Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 318
 W. Archer and J. Davison, Graduate Employability: what do employers Think and Want?, The Council for Industry and Higher Education (CIHE), London, 2008.
 G. Kruss, Employment and Employability: expectations of Higher education responsiveness’, Journal of Education Policy, 2008, 19, pp 673-689.
 M. Yorke, Employability in Higher Education: What it is and what it is not Higher Education Academy: ESECT, 2008.
 Biggs, J and Tang, C., Teaching for Quality Learning at University, (McGraw-Hill and Open University Press, Maidenhead, 2011.
 J. Biggs, Aligning Teaching and Assessment to Curriculum Objectives, (Imaginative Curriculum Project, LTSN Generic Centre), 2003.
 C. D. Smith, Design-Focused Evaluation. Assessment & Evaluation in Higher Education, 2008, 33(6), 631-645.
 Ministry of Higher Education, iCGPA Rubric: Learning Outcomes Assessment Guide, Ministry of Higher Education, Putrajaya: Ministry of Higher Education, 2016, ISBN 978-967-0888-15-6.
 A. A. Muhammad, S. R. S. Aris, R. M. Said, S. Ariffin, A. Zainal, Manual for iCGPA: Constructive Alignment Engagement Assessment Reporting System, Academic Affairs Division UiTM, 2016, ISBN 978-967-0171-60-9.