H1S5 ASIIN Outcomes Assessment_Prodi S1 Bio - IW
Strategi Asesmen
Capaian Pembelajaran
S1 Biologi
Devi N. Choesin, Iriawati, Indra Wibowo
Workshop Nasional Strategi Meraih Akreditasi Internasional
Institut Teknologi Bandung, 18-19 April 2017
ASIIN General Criteria
Guidelines
ITB Biology Programme
Educational Objectives (PEO)
• The Bachelor Programme in Biology aims to produce
highly qualified graduates with sound knowledge of
biology and its integrating principles, who are able to solve
problems in life sciences using scientific reasoning and the
most current methodological approach, and demonstrate
supporting competences to compete, develop, and adapt
to advances in science and technology, as well as changes
in society at the national and global levels.
• The stated objectives are achieved by producing graduates
who have the ability to:
• demonstrate understanding of biology and the conceptual
framework to identify its integrating principles.
• integrate their knowledge, skills, scientific mindset and social
competences to solve problems and face challenges related to life
sciences.
Student Learning Outcomes
(LO)
• Students who have completed their Bachelor of
Science degree in Biology will have the ability to:
• demonstrate an understanding of biology at the molecular,
cellular, organismal, and ecological levels; and recognize its
unifying principles.
• conduct practical laboratory and field work using standard
methodologies and skills in biology.
• identify and solve problems in biology and broader areas by
applying and integrating knowledge of biology and relevant
disciplines (e.g., mathematics, basic sciences, statistics).
• conduct full-fledged research which includes research design;
data collection, quantitative data analysis and interpretation;
and results dissemination.
• develop scientific reasoning and the ability to make sound and
responsible decisions.
Student Learning Outcomes
(LO)
• develop and express an appreciation for the importance of
biodiversity and bioresources.
• demonstrate effective oral and written communication skills, in
Indonesian and English.
• work and learn independently as well as collaboratively in teams.
• demonstrate knowledge of ethics, safety, and environmental issues.
• demonstrate information literacy and technological fluency related
to life sciences.
• demonstrate basic knowledge of the management of bioresources
and living systems.
• relate the science of biology to its application in technology and
other fields to meet the needs of society.
• keep abreast of the latest advances in life sciences and engage in
lifelong learning.
Sumber: Uno 2011, NRC 2009
ASIIN
SPECIALIST COMPETENCES
1. have acquired sound fundamental biologyrelevant knowledge of mathematics and the
natural sciences,
2. have sound knowledge of the fundamentals
of molecular, cell and organismic biology,
3. have gained methodological competence in
bio sciences and are also able to apply this
in other contexts,
4. are able to carry out practical work in labs
and outdoors independently as well as
handle organisms,
5. have relevant knowledge of safety and
environmental issues as well as the
associated legal fundamentals,
6. have gained sound knowledge in at least
one special life science area of the degree
programme,
7. are able to recognise and solve subjectrelevant problems,
8. are able to solve life science problems and
present the results.
SOCIAL COMPETENCES
1. have trained conceptual, analytical and
logical thinking,
2. have an awareness of possible social,
ethical and environment-related effects of
their actions,
3. have acquired communication skills – also
in a foreign language – and can
communicate scientific information to
experts and laypersons in a suitable
manner,
4. have a capacity for teamwork, also on an
intercultural basis,
5. have acquired lifelong learning strategies.
BIOLOGY - ITB
1. demonstrate an understanding of biology at
the molecular, cellular, organismal, and
ecological levels; and recognize its unifying
principles. (ASIIN Spec. 1,2)
2. conduct practical laboratory and field work
using standard methodologies and skills in
biology. (ASIIN Spec. 3,4)
3. identify and solve problems in biology and
broader areas by applying and integrating
knowledge of biology and relevant
disciplines (e.g., mathematics, basic
sciences, statistics). (ASIIN Spec.1,7,8,
Soc.1)
4. conduct full-fledged research which
includes research design; data collection,
quantitative data analysis and interpretation;
and results dissemination. (ASIIN
Spec.4,6,7,8, Soc.1)
5. develop scientific reasoning and the ability
to make sound and responsible decisions.
(ASIIN Soc.1)
6. develop and express an appreciation for the
importance of biodiversity and bioresources.
7. demonstrate effective oral and written
communication skills, in Indonesian and
English. (ASIIN Soc.3)
8. work and learn independently as well as
collaboratively in teams. (ASIIN Soc.4)
9. demonstrate knowledge of ethics, safety,
and environmental issues. (ASIIN Spec.5,
Soc.2)
10. demonstrate information literacy and
technological fluency related to life
sciences.
11. demonstrate basic knowledge of the
management of bioresources and living
systems. (ASIIN Soc.2)
12. relate the science of biology to its
application in technology and other fields to
meet the needs of society (ASIIN Soc.2)
13. keep abreast of the latest advances in life
sciences and engage in lifelong learning.
(ASIIN Soc.5)
Course Road Map in the Biology Curriculum
Competence matrix
relating all courses to
Biology learning
outcomes
Competence matrix
relating all courses to
Biology learning
outcomes
Step
Development
of the Biology
Programme
Assessment Plan
Objectives & Program
Learning Outcomes
Participants
PLAN
Timeline
Inventory
Methodology
IMPLEMENT
Data
Results
UTILIZE
Improve
Description
Program educational objectives were formulated in the process of
developing the 2013 Biology curriculum.
Student learning outcomes were formulated in the process of
developing the 2013 Biology curriculum.
Student learning outcomes have been aligned with the curriculum
and in accordance with the courses road map.
A curriculum and assessment task force was assigned to develop
the 2013 Biology curriculum. Faculty staff members who will
participate in assessment will be determined later according to
teaching assignments which are designated each semester by the
Dean/Head of program. Students who will participate are
students who entered the program in 2012, 2013 and 2014.
Assessment is planned for five years; with course assessments
conducted at the completion of each semester.
Past evaluation methods and findings (e.g., from stakeholder
surveys, curriculum evaluations) were reviewed to assist in
developing the current assessment plan.
Information and data for each learning outcome will be collected
by direct (e.g., performance in class assignments) and indirect
methods (e.g., surveys).
The sample population to be assessed has been determined, i.e.,
students from the 2012. 2013 and 2014 batches in specific
courses.
Criteria that will determine the achievement of learning
outcomes will be specified.
Data collection.
Data analysis.
Review and report of assessment results.
Make recommendations for program improvement.
Development of program improvement plan based on results and
recommendations.
Dissemination of results to stakeholders.
Implementation of program improvement initiatives.
Documentation of improvement efforts and effects.
Review and revision of the assessment plan and process.
Assessment Plan
• DIRECT ASSESSMENT
• measure the attainment of course outcomes in selected
courses over a period of five years.
• follow the development of different cohorts of students.
• Use of rubrics and the examination of numerical marks.
• INDIRECT ASSESSMENT
• surveys (questionnaires and surveys) of students, alumni,
employers and teaching staff (student surveys are
conducted for all courses at the end of each semester;
formal surveys of alumni and employers are conducted
at least every three years).
No.
1
PROGRAM LEARNING
OUTCOMES
Demonstrate an understanding of
biology at the molecular, cellular,
organismal, and ecological levels;
and recognize its integrating
principles.
Student
Batch
2012
Sem. II
13/14
BI2201
2013
Sem. I
14/15
Sem. II
14/15
BI3101
BI3103
BI2102
BI2104
BI2105
BI3202
BM2101
BI2201
2014
Direct
Assessment
2
Conduct practical laboratory and
field work using standard
methodologies and skills in biology.
2012
BI2204
BI2201(P)
2013
BI1001
BI1201
BI3104
BI3102
BI2104(P)
BI2105(P)
BI2102(P)
BM2101(P)
BI3201(P)
BI2201(P)
BI2204
2014
3
4
5
Identify and solve problems in
biology and broader areas by
applying and integrating knowledge
of biology and relevant disciplines
(e.g., mathematics, basic sciences,
statistics).
2012
Conduct full-fledged research
which includes research design;
data collection, quantitative data
analysis and interpretation; and
results dissemination.
2012
Develop scientific reasoning and
the ability to make sound and
responsible decisions.
2012
BI2204
BI3102
2013
Develop and express an
appreciation for the importance of
biodiversity and bioresources.
Demonstrate effective oral and
written communication skills, in
Indonesian and English.
Sem. I
16/17
BI3101
BI3103
BI2204
BI3202
BM2101
BI4001
BI2102
BI2104
BI2105
BI2201
BI3104
BI3102
BM2101(P)
BI3201(P)
BI2104
BI2105
BI3103
BI2201(P)
BI2204
Work and learn independently as
well as collaboratively in teams.
BI2204
BI4097
BI3104
2013
BI3001
BI3090
BI2102
BI3101
BI3102
2013
2012
BI4097
BI3104
BI3104
BI3102
BM2101(P)
BI3201(P)
BI4097
BI4098
BI4099
BI3102
BI3104
BI2204
BI2201
BI3104
BI3102
2012
BI3101
BI3102
12
Relate the science of biology to its
application in technology and other
fields to meet the needs of society.
13
Keep abreast of the latest advances
in life sciences and engage in
lifelong learning.
2012
2013
2014
2012
2013
2014
2012
2013
2014
BI4097
BI4098
BI4099
BI4097
BI4098
BI4099
KU1011
BI4098
BI4099
BI3105
BI3101
BI3102
BI3105
KU1011
BI2204
BI3104
BI3090
KU1011
BI4098
BI4099
BI2204
BI3104
BI3090
BI4097
BI4098
BI4099
BI4097
BI4098
BI4099
BI3090
BM2101(P)
BI3201(P)
BI2204
BI2201(P)
BI3104
BI3102
BI4001
BI3090
BM2101(P)
BI3201(P)
BI2204
BI2201(P)
BI3104
BI3102
BI3090
BM2101(P)
BI3201(P)
BI4001
BI3101
BI2001
BI4001
BI4098
BI4099
BI4098
BI4099
BI3001
BI3090
KU1011
BI3101
BI4098
BI4099
BI3001
BI90
KU1011
BI3101
BI2001
BI4098
BI4099
BI4098
BI4099
BI3101
BI3001
BI3090
KU1011
BI4097
BI4098
BI4099
2014
Demonstrate basic knowledge of
the management of bioresources
and living systems.
BI4098
BI4099
BI3001
BI3090
BI3090
2013
11
BI4098
BI4099
BI4098
BI4099
BI4098
BI4099
BI3101
2012
BI4097
BI3104
BI2104
BI2204
BI4097
BI3105
BI2104
2013
2012
BI4098
BI4099
BI3001
BI3090
BI2103
2012
2014
Demonstrate information literacy
and technological fluency related
to life sciences.
BI4001
BI4097
2013
10
BI3202
BM2101
2014
2014
Demonstrate knowledge of ethics,
safety, and environmental issues.
BI3101
BI3103
Sem. II
17/18
BI4098
BI4099
2013
2013
9
Sem. I
17/18
BI4098
BI4099
BI3102
2014
8
Sem. II
16/17
BI4001
2014
2014
7
Sem. II
15/16
BI4097
2014
6
Sem. I
15/16
BI4098
BI4099
BI3101
BI3101
BI3090
BI2001
BI3090
BI3202
BI2001
BI4001
BI4097
BI3090
BI4098
BI3202
BI4001
BI4097
BI4098
BI3202
BI4001
BI4097
BI4098
No.
1
PROGRAM LEARNING
OUTCOMES
Demonstrate an understanding of
biology at the molecular, cellular,
organismal, and ecological levels;
and recognize its integrating
principles.
Student
Batch
2012
Sem. II
13/14
BI2201
2013
Sem. I
14/15
Sem. II
14/15
Sem. I
15/16
BI3101
BI3103
BI2102
BI2104
BI2105
BI3202
BM2101
BI4001
BI1001
BI1201
BI3104
BI3102
BI2104(P)
BI2105(P)
BI2102(P)
BM2101(P)
BI3201(P)
BI2201(P)
BI2204
BI2201
2014
2
Conduct practical laboratory and
field work using standard
methodologies and skills in biology.
2012
BI2204
BI2201(P)
2013
2014
3
4
5
Identify and solve problems in
biology and broader areas by
applying and integrating knowledge
of biology and relevant disciplines
(e.g., mathematics, basic sciences,
statistics).
2012
Conduct full-fledged research
which includes research design;
data collection, quantitative data
analysis and interpretation; and
results dissemination.
2012
Develop scientific reasoning and
the ability to make sound and
dan seterusnya….
BI2204
BI3102
2013
Sem. II
15/16
Sem. I
16/17
BI3101
BI3103
BI3202
BM2101
BI4001
BI2102
BI2104
BI2105
BI2201
BI3104
BI3102
BM2101(P)
BI3201(P)
BI2104
BI2105
BI3103
BI2201(P)
BI2204
BI4097
BI2204
BI2204
BI4097
BI3101
BI3103
BI3202
BM2101
BI4001
BI3104
BI3102
BM2101(P)
BI3201(P)
BI4097
BI4098
BI4099
BI3102
BI4097
2014
BI3104
BI3001
BI3090
BI4097
Sem. II
17/18
BI4097
BI4098
BI4099
BI4097
BI4098
BI4099
BI4098
BI4099
2013
2012
Sem. I
17/18
BI4098
BI4099
BI3102
2014
Sem. II
16/17
BI4098
BI4099
BI4098
BI4099
Relating course learning outcomes to program
learning outcomes
(example for animal-related courses)
Contoh Kasus 1:
Mata Kuliah BI2202 Perkembangan Hewan
(Dosen: Dr. Marselina Tan)
• Knowledge
• Mengidentifikasi
gametogenesis, fertilisasi,
reproduksi, stadium awal
dan lanjut perkembangan
hewan dan organogenesis pada
level molekul, sel, jaringan dan
organ.
• Menggambarkan mekanisme
dasar yang mengendalikan
perkembangan embrionik
• Menerangkan beberapa proses
perkembangan embrionik
Contoh Kasus 1:
Mata Kuliah BI2202 Perkembangan Hewan
(Dosen: Dr. Marselina Tan)
• Skill
• Mengaplikasikan stadium utama dari
perkembangan hewan dan asal usul
berbagai jaringan dan organ berbeda
dalam menganalisa isu-isu
perkembangan biologi (cognitive
skill).
• Mengamati perkembangan hewan
dan melakukan lokalisasi tempat
terjadinya organogenesis pada
hewan model dan mengenali prosesprosesnya dalam praktikum dengan
menggunakan mikroskop bedah dan
mikroskop biasa (practical skill).
• Mencari informasi-informasi yang
relevan dari publikasi ilmiah yang
berkaitan dengan issue
perkembangan biologi.
• Melakukan presentasi yang efektif,
mengembangkan dan melatih
kepemimpinan dan komunikasi
dalam kelompok
Contoh Kasus 1:
Mata Kuliah BI2202 Perkembangan Hewan
(Dosen: Dr. Marselina Tan)
• Competence
• Menginterpretasikan dan
mengaplikasikan konsep
perkembangan hewan
sehingga dapat
mengidentifikasi
perkembangan hewan
normal dan abnormal
• Mengaplikasikan cara
berpikir yang kritis untuk
mengevaluasi dan
menerangkan issue-issue
perkembangan hewan
Knowledge :
After completion this course
students are expected to be
able to:
identify animal
reproduction,
gametogenesis,
fertilization, early
developmental stages
and late developmental
stages and organogenesis
in molecular, cellular,
tissue level as well as
organ level
(LO1)
identify and describe the
fundamental mechanisms
that control embryonic
development
(LO2)
explain some of the key
embryonic development
processes
(LO3)
Skill:
After completion this course
students are expected to be
able to:
Apply the key stages of
animal development and
the origin of different
tissues and organs in
analyzing developmental
biology issues (cognitive
skill).
(LO4)
Observe animal
development and localize
organogenesis sites in
animal models and
recognize the process
using dissecting and
compound microscopes
(practical skill).
(LO5)
search for and present
Unsatisfactory (1)
Satisfactory (2)
Good (3)
Excellent (4)
unable to identify animal
reproduction,
gametogenesis,
fertilization, early
developmental stages
and late developmental
stages and
organogenesis in
molecular, cellular,
tissue level as well as
organ level
Unable to identify and
describe the
fundamental
mechanisms that control
embryonic development
Able to identify animal
reproduction,
gametogenesis,
fertilization, early
developmental stages
and late developmental
stages and organogenesis
in molecular, cellular,
tissue level as well as
organ level inadequately
Able to identify animal
reproduction,
gametogenesis,
fertilization, early
developmental stages
and late developmental
stages and organogenesis
in molecular, cellular,
tissue level as well as
organ level
comprehensively
Able to to identify and
describe the fundamental
mechanisms that control
embryonic development
comprehensively
Unable to explain some
of the key embryonic
development processes
Able to explain some of
the key embryonic
development processes
inadequately
Able to identify animal
reproduction,
gametogenesis,
fertilization, early
developmental stages
and late developmental
stages and
organogenesis in
molecular, cellular,
tissue level as well as
organ level adequately
Able to identify and
describe the
fundamental
mechanisms that
control embryonic
development
adequately
Able to explain some of
the key embryonic
development processes
adequately
unable to understand
the key stages of animal
development and the
origin of different
tissues and organs
Able to understand the
key stages of animal
development and the
origin of different tissues
and organs
Able to understand the
origin of different
tissues and organs in
order to apply it for
analyzing some stages
of animal development
Able to apply the key
stages of animal
development and the
origin of different tissues
and organs in analyzing
developmental biology
issues
unable to Observe
animal development
process using dissecting
and compound
microscopes
Able to Observe animal
development process
using dissecting and
compound microscopes
Able to Observe animal
development and
localize organogenesis
sites in animal models
using dissecting and
compound microscopes
Able to Observe animal
development and localize
organogenesis sites in
animal models and
recognize the process
using dissecting and
compound microscopes
Unable to present
Able to search for and
Able to search for and
Able to search for and
Able to identify and
describe the fundamental
mechanisms that control
embryonic development
inadequately
Able to to explain some
of the key embryonic
development processes
comprehensively
RUBRIK PENGGUNAAN MIKROSKOP
Nama : …………………………………………………….
Kategori
Persiapan
preparat
4
Mahasiswa menguasai bagaimana mempersiapkan
preparat dengan tahapan yang benar:
1. Membersihkan kaca objek dengan alcohol
2. Menaruh sampel pada kaca objek
3. Meneteskan air dengan pipet ke sample yang akan
diamati pada kaca objek
4. Menutup sample yang sudah ditetesi tersebut
dengan kaca penutup
Mahasiswa melakukah hal berikut ini untuk
mengamati preparat:
1. Menjepit preparat pada meja preparat dengan
benar
2. Melakukan pengaturan lensa okuler
Memfokuskan 3. Mengamati dan memfokuskan sampel yang
diamati dengan lensa objektif dengan ukuran
preparat
perbesaran terlebih dahulu
4. Melakukan pengamatan untuk mendapatkan hasil
yang lebih akurat dengan memindahkan lensa
objektif dengan ukuran perbesaran lebih tinggi
Mahasiswa :
1. Menggunakan mikrospkop dengan kekuatan
cahaya secara optimal (tidak terlalu tinggi)
Membereskan
2. Sesudah selesai menggunakan mikroskop,
dan
mahasiswa memadamkan mikroskop
menyimpan
3. Mahasiswa merapikan kabel mikroskop
(membawa
4. Mahasiswa membawa mikroskop dengan
mikroskop)
menggunakan 2 tangan ke tempat penyimpanan
NIM : ……………………………………………
3
2
1
Mahasiswa hanya
melakukan 3
langkah yang
benar secara
berurutan
Mahasiswa hanya
melakukan 2
langkah dengan
benar secara
berurutan
Mahasiswa hanya
melakukan 1
langkah dengan
benar secara
berurutan
Mahasiswa hanya
melakukan 3
langkah yang
benar secara
berurutan
Mahasiswa hanya
melakukan 2
langkah dengan
benar secara
berurutan
Mahasiswa hanya
melakukan 1
langkah dengan
benar secara
berurutan
Mahasiswa hanya
melakukan 3
langkah yang
benar secara
berurutan
Mahasiswa hanya
melakukan 2
langkah dengan
benar secara
berurutan
Mahasiswa hanya
melakukan 1
langkah dengan
benar secara
berurutan
Total Nilai
Nilai
Contoh Kasus 2:
Mata Kuliah BI3101 Ekologi
(Dosen: Dr. Devi Choesin)
Setelah mengikuti mata kuliah
ini, diharapkan mahasiswa akan
dapat:
• menjelaskan konsep-konsep
dasar ekologi yang berlaku pada
tingkatan individu, populasi,
komunitas dan ekosistem.
• menjelaskan interaksi antara
organisme dan lingkungannya,
baik biotik maupun abiotik.
• mengidentifikasi perbedaan
antara lingkungan (ekosistem)
yang berbeda.
• menjelaskan keterkaitan antara
konsep dasar ekologi dengan
aplikasinya.
• menjelaskan relevansi dan
hubungan ekologi dengan mata
kuliah yang lain.
Learning outcomes described in module
of Ecology & Ecology Project
(BI3101 & BI3102)
• Soal ujian sederhana untuk
mengetahui ketercapaian
course outcome nomor 3:
• mengidentifikasi perbedaan
antara lingkungan
(ekosistem) yang berbeda.
• Soal ujian bentuk essay untuk
mengetahui ketercapaian course
outcome nomor 2:
• menjelaskan interaksi antara
organisme dan lingkungannya,
baik biotik maupun abiotik.
Contoh rubrik untuk menilai pertanyaan essay
(Ebert-May, Michigan State University
http://www.flaguide.org/extra/download/cat/rubrics/rubrics.
pdf)
Level of
Achievement
Exemplary
(10 pts)
General Presentation
Reasoning, Argumentation
1. Provides a clear and thorough
introduction and background
2. Addresses the question
3. Addresses the question
4. Presents arguments in a logical
order
5. Uses acceptable style and
grammar (no errors)
1. Demonstrates an
accurate and complete
understanding of the
question
2. Uses several arguments
and backs arguments
with examples, data that
support the conclusion
Quality (8 pts)
1. Combination of above traits, but
less consistently represented (1-2
errors)
2. Same as above but less thorough,
still accurate
1. Uses only one argument
and example that
supports conclusion
Contoh rubrik untuk menilai pertanyaan essay
(Ebert-May, Michigan State University
http://www.flaguide.org/extra/download/cat/rubrics/rubrics.
pdf)
Level of
Achievement
Adequate (6 pts)
Needs
improvement (4
pts)
No Answer (0
pts)
General Presentation
Reasoning, Argumentation
1. Demonstrates minimal
1. Does not address the question
understanding of
explicitly, though does so
question, still accurate
tangentially
2. Uses a small subset of
2. States a somewhat relevant
possible ideas for
argument
support of the argument.
3. Presents some arguments in a
logical order
4. Uses adequate style and grammar
(more than 2 errors)
1. Does not address the question
2. States no relevant arguments
3. Is not clearly or logically
organized
4. Fails to use acceptable style and
grammar
1. Does not demonstrate
understanding of the
question, inaccurate
2. Does not provide
evidence to support
response to the question
No. Soal
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
No LO
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 2
LO 1
LO 1
LO 3
LO 2
LO 1
LO 2
LO 2
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 2
LO 4
LO 1
LO 7
LO 1
LO 7
Contoh Kasus 3: Mata Kuliah
Seminar, Sidang, Tugas Akhir
Keterangan Learning Outcomes
(LO)
• LO 1
= Use/apply concept and theoretical biology related to their topics
• LO 2
= Gain a comprehensive knowledge on research methodology
• LO 3
= Enable to inquire an appropriate references for their research
• LO 4
= Skill up their ability to apply research instruments
(tools and methods)
• LO 5
= Develop an appropriate research design and conduct a research
• LO 6
= Critically analyse the data of their research
• LO 7
= Show a discipline and trustworthy at their work
• LO 8
= Appreciate their research data and have a courage to present
their research data
• LO 9
= Appreciate other researcher’s (research and data)
• LO 10 = Work independently as well as in a teamwork
Keterangan Program Educational
Objectives (PEO)
PEO 1 =
PEO 2 =
PEO 3 =
PEO 4 =
PEO 5 =
PEO 6 =
Menunjukkan pemahaman pada level molekuler, sel,
organisme, dan ekologi serta mampu mengidentifikasi
hubungan antar prinsip-prinsip pemersatu dalam Biologi
Melaksanakan praktikum dan kerja lapangan
berdasarkan skill dan metodologi standar dalam Biologi
Mengidentifikasi dan memecahkan berbagai masalah dalam
Biologi serta lingkup yang lebih luas dengan mengaplikasikan
dan mengintegrasikan pengetahuan Biologi dan disiplin ilmu
terkait (contoh: matematika, ilmu-ilmu dasar, dan statistik)
Melaksanakan penelitian secara penuh yang mencakup
desain penelitian, pengumpulan data, analisis dan
interpretasi data kuantitatif, dan diseminasi hasil.
Mengembangkan penalaran ilmiah dan kemampuan untuk
membuat keputusan yang baik dan bertanggung jawab
Mengembangkan dan menunjukkan apresiasi
terhadap pentingnya keanekaragaman dan sumber daya
hayati
Keterangan Program Educational
Objectives (PEO)
PEO 7 =
PEO 8 =
PEO 9 =
PEO 10 =
PEO 11 =
PEO 12 =
PEO 13 =
Menunjukkan kemampuan komunikasi efektif dalam bahasa
Indonesia dan bahasa Inggris, secara lisan dan tertulis
Kemampuan bekerja dan belajar baik secara mandiri
maupun dalam kelompok
Menunjukkan pengetahuan tentang etika, keselamatan, dan
isu-isu lingkungan
Menunjukkan literasi informasi dan kecakapan teknologi
yang berkaitan dengan ilmu-ilmu hayati
Memiliki pengetahuan dasar tentang pengelolaan sumber
daya hayati dan sistem kehidupan
Menerapkan ilmu Biologi dalam teknologi dan bidang-bidang
lainnya dalam memenuhi kebutuhan masyarakat
Mengikuti perkembangan terkini dalam ilmu Biologi
serta menyadari pentingnya pembelajaran sepanjang hayat.
Contoh Rubrik (MK Seminar)
RUBRIK PENILAIAN SEMINAR
SEMESTER:_____________ TAHUN:______________
NAMA: ________________________
NIM: _____________________________
__________________________
Kriteria
Penilaian
Abstrak (10%)
Kemampuan
dalam
menuliskan
abstrak
PEMBIMBING:
Nilai
1
(Kurang memuaskan)
2
(memuaskan)
3
(Baik)
4
(Sangat baik)
Mahasiswa tidak
mampu menuliskan
informasi yang jelas
mengenai latar
belakang, tujuan
penelitian, metoda, hasil
dan kesimpulannya
Mahasiswa menuliskan
informasi dengan jelas
tentang latar belakang,
tujuan penelitian, metoda,
hasil dan kesimpulannya
akan tetapi tidak terlihat
adanya keterkaitan antara
komponen-komponen
tersebut.
Mahasiswa mampu
menuliskan latar
belakang, tujuan
penelitian, metoda, hasil
dan kesimpulannya
secara jelas, tetapi
masih memerlukan
perbaikan dalam
penulisannya.
Mahasiswa mampu
menuliskan latar
belakang, tujuan
penelitian, metoda, hasil
dan kesimpulannya
dengan menggunakan
bahasa yang jelas, dan
menyusunnya secara
sistematis sehingga
mudah terbaca
keterkaitannya di antara
komponen-komponen
tersebut.
Contoh Rubrik (MK Seminar)
RUBRIK PENILAIAN SEMINAR
SEMESTER:_____________ TAHUN:______________
NAMA: ________________________
NIM: _____________________________
PEMBIMBING: __________________________
1
2
(Kurang memuaskan)
(memuaskan)
Teknik Presentasi (40%)
Mahasiswa tidak
Mahasiswa menunjukkan
Sistematika dan
menunjukkan informasi
informasi mengenai latar
penyajian slide
Kriteria Penilaian
yang jelas mengenai latar
belakang, tujuan
penelitian, metoda, hasil,
pembahasan serta
kesimpulannya.
Presentasi kurang
sistematis (tidak
terorganisasi) sehingga
pendengar tidak
memahami materi yang
disampaikan dalam
presentasi.
3
(Baik)
Mahasiswa menunjukkan
secara jelas informasi
belakang, tujuan penelitian, mengenai latar belakang,
metoda, hasil, pembahasan tujuan penelitian, metoda,
serta kesimpulannya akan
hasil, pembahasan serta
tetapi tidak terlihat adanya kesimpulannya
keterkaitan di antara
Sebagian besar materi
komponen-komponen
sudah dipresentasikan
tersebut.
dengan logis dan
Hanya sebagian materi yang sistematis. Hanya sedikit
disampaikan bersifat
materi yang perlu
komprehensif dan sistematis diklarifikasi.
sehingga masih banyak hal
yang perlu diklarifikasi.
4
(Sangat baik)
Mahasiswa menunjukkan
secara jelas informasi
mengenai latar belakang,
tujuan penelitian, metoda,
hasil, pembahasan serta
kesimpulannya
Materi yang
dipresentasikan sudah
disusun secara logis dan
sistematis sehingga
pendengar mudah
memahami materi yang
dipresentasikan.
Nilai
Bahasa
Selama presentasi,
mahasiswa tidak
menggunakan bahasa
Indonesia yang baik
dan benar
Mahasiswa
menggunakan bahasa
Indonesia dengan baik,
akan tetapi masih
sering tercetus
penggunaan bahasa
percakapan yang
kurang tepat .
Banyak kalimat
digunakan secara
berulang/ monoton.
Mahasiswa sudah
menggunakan bahasa
Indonesia yang baik,
benar dan tepat
digunakan dalam
forum ilmiah.
Walaupun demikan,
masih terdapat
beberapa kalimat
dalam slide yang
perlu kejelasan.
Mahasiswa mampu
menggunakan tata
bahasa Indonesia
yang baik dan benar,
baik dalam tulisan
maupun lisan.
Penguasaan
media
presentasi
Mahasiswa tidak
mampu
menggunakan media
untuk presentasi
Mahasiswa mampu
menggunakan media
presentasi
Mahasiswa mampu
menggunakan media
serta menguasai
beberapa aplikasi
multimedia terkait
presentasi, walaupun
demikian masih
belum terlalu
membantu
menjelaskan bahan
presentasi dengan
baik.
Mahasiswa mampu
menggunakan media
serta menguasai
beberapa aplikasi
multimedia yang
tepat terkait
presentasi sehingga
sangat membantu
dalam menjelaskan
bahan yang
dipresentasikan
dengan baik, runut
dan jelas.
Metodologi (25%)
Mahasiswa tidak
Aplikasi
metoda dalam menggunakan
pustaka dan standar
penelitian
metoda yang tepat
dalam penelitiannya
Mahasiswa sudah
menggunakan pustaka
yang benar, tetapi
metoda yang digunakan
kurang tepat.
Mahasiswa sudah
menggunakan
pustaka acuan yang
tepat, tetapi metoda
yang digunakan masih
perlu perbaikan.
Mahasiswa sudah
menggunakan
pustaka acuan yang
tepat serta metoda
yang digunakan sudah
tepat dan benar.
Mahasiswa hanya dapat
menjawab kira-kira
50% dari pertanyaan
yang diajukan.
Mahasiswa dapat
menjawab sebagian
besar pertanyaan;
namun sebagian
jawaban kurang jelas
atau tidak tepat.
Mahasiswa dapat
menjawab sebagian
besar pertanyaan
secara dan tepat dan
jelas.
Diskusi (25%)
Kemampuan
menjawab
pertanyaan
Mahasiswa tidak
dapat menjawab
pertanyaan
Nilai rata-rata
Nilai Rata-Rata
Seminar Oktober 2015
(33 mahasiswa)
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
2.99
3.19
3.40
3.33
3.27
2.77
Kriteria Rubrik Seminar
Nilai Rata-Rata
Seminar April 2016
(28 mahasiswa)
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
3.25
3.34
3.65
3.49
Kriteria Rubrik Seminar
3.33
3.13
Nilai Rata-Rata
Sidang Akhir - Oktober 2015
(37 mahasiswa)
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
3.02
2.96
3.08
2.99
Kriteria Rubrik Sidang
3.12
3.47
Nilai Rata-Rata
Sidang Akhir - April 2016
(26 mahasiswa)
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
3.08
3.02
3.31
3.18
Kriteria Rubrik Sidang
3.25
3.65
Nilai Rata-Rata
Draft Publikasi April 2016
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
3.58
3.39
3.32
3.38
3.28
3.37
Kriteria Rubrik Draft Publikasi
3.66
3.55
Results & Improvement
• The 5-step assessment cycle
• (from Lowe & Stitt-Bergh, 2008)
Sample of matrix table to be
used for assessments
Outcomes being
assessed
Learning outcome no. 7
Oral communication
skills in Indonesian: 75%
of students will be able
to attain a minimum
score of 3 (good)
according to criteria in
performance rubric.
Learning outcome no. 8
Ability to work and learn
collaboratively in teams:
75% of students will
demonstrate the ability
to work effectively on a
team.
•
etc. for other criteria in
learning outcomes.
Evaluation methods
Findings
Use of rubric in
evaluating students’
presentation in BI4099
Seminar & Final
Defence.
75% of students
received a good score (3
in a score range of 1 to
4).
Faculty observation
during class-time
devoted to group
lab/field work in BI3102
Ecology Project.
Student written selfevaluation in BI3102.
Faculty observed that
75% of the students
demonstrated the
ability to work
effectively on a team.
90% of the selfevaluations indicated
good understanding of
effective teamwork.
Actions taken or to be
taken
A handout for the
requirements for a good
grade will be provided
to students.
Have students critique a
video showing a team
at work and have them
indicate which
principles were wellemployed and which
were not
Types of changes that may be
implemented as a result of
conducting assessment
• Assessment Plan:
• e.g., revision of intended learning outcome statement(s),
revision of measurement approaches, collection of and
analysis of additional data and information, changes of data
collection methods
• Curriculum:
• e.g., changes in pedagogical practices, revision or enforcement
of prerequisites, revision of course sequence, revision of
course content, addition/deletion of course(s)
• Academic Processes:
• e.g., modification of frequency or schedule of course offerings,
improvements of technology, changes in personnel,
implementation of additional training, other implemented or
planned change, revision of advising standards or processes.
Terima Kasih
Capaian Pembelajaran
S1 Biologi
Devi N. Choesin, Iriawati, Indra Wibowo
Workshop Nasional Strategi Meraih Akreditasi Internasional
Institut Teknologi Bandung, 18-19 April 2017
ASIIN General Criteria
Guidelines
ITB Biology Programme
Educational Objectives (PEO)
• The Bachelor Programme in Biology aims to produce
highly qualified graduates with sound knowledge of
biology and its integrating principles, who are able to solve
problems in life sciences using scientific reasoning and the
most current methodological approach, and demonstrate
supporting competences to compete, develop, and adapt
to advances in science and technology, as well as changes
in society at the national and global levels.
• The stated objectives are achieved by producing graduates
who have the ability to:
• demonstrate understanding of biology and the conceptual
framework to identify its integrating principles.
• integrate their knowledge, skills, scientific mindset and social
competences to solve problems and face challenges related to life
sciences.
Student Learning Outcomes
(LO)
• Students who have completed their Bachelor of
Science degree in Biology will have the ability to:
• demonstrate an understanding of biology at the molecular,
cellular, organismal, and ecological levels; and recognize its
unifying principles.
• conduct practical laboratory and field work using standard
methodologies and skills in biology.
• identify and solve problems in biology and broader areas by
applying and integrating knowledge of biology and relevant
disciplines (e.g., mathematics, basic sciences, statistics).
• conduct full-fledged research which includes research design;
data collection, quantitative data analysis and interpretation;
and results dissemination.
• develop scientific reasoning and the ability to make sound and
responsible decisions.
Student Learning Outcomes
(LO)
• develop and express an appreciation for the importance of
biodiversity and bioresources.
• demonstrate effective oral and written communication skills, in
Indonesian and English.
• work and learn independently as well as collaboratively in teams.
• demonstrate knowledge of ethics, safety, and environmental issues.
• demonstrate information literacy and technological fluency related
to life sciences.
• demonstrate basic knowledge of the management of bioresources
and living systems.
• relate the science of biology to its application in technology and
other fields to meet the needs of society.
• keep abreast of the latest advances in life sciences and engage in
lifelong learning.
Sumber: Uno 2011, NRC 2009
ASIIN
SPECIALIST COMPETENCES
1. have acquired sound fundamental biologyrelevant knowledge of mathematics and the
natural sciences,
2. have sound knowledge of the fundamentals
of molecular, cell and organismic biology,
3. have gained methodological competence in
bio sciences and are also able to apply this
in other contexts,
4. are able to carry out practical work in labs
and outdoors independently as well as
handle organisms,
5. have relevant knowledge of safety and
environmental issues as well as the
associated legal fundamentals,
6. have gained sound knowledge in at least
one special life science area of the degree
programme,
7. are able to recognise and solve subjectrelevant problems,
8. are able to solve life science problems and
present the results.
SOCIAL COMPETENCES
1. have trained conceptual, analytical and
logical thinking,
2. have an awareness of possible social,
ethical and environment-related effects of
their actions,
3. have acquired communication skills – also
in a foreign language – and can
communicate scientific information to
experts and laypersons in a suitable
manner,
4. have a capacity for teamwork, also on an
intercultural basis,
5. have acquired lifelong learning strategies.
BIOLOGY - ITB
1. demonstrate an understanding of biology at
the molecular, cellular, organismal, and
ecological levels; and recognize its unifying
principles. (ASIIN Spec. 1,2)
2. conduct practical laboratory and field work
using standard methodologies and skills in
biology. (ASIIN Spec. 3,4)
3. identify and solve problems in biology and
broader areas by applying and integrating
knowledge of biology and relevant
disciplines (e.g., mathematics, basic
sciences, statistics). (ASIIN Spec.1,7,8,
Soc.1)
4. conduct full-fledged research which
includes research design; data collection,
quantitative data analysis and interpretation;
and results dissemination. (ASIIN
Spec.4,6,7,8, Soc.1)
5. develop scientific reasoning and the ability
to make sound and responsible decisions.
(ASIIN Soc.1)
6. develop and express an appreciation for the
importance of biodiversity and bioresources.
7. demonstrate effective oral and written
communication skills, in Indonesian and
English. (ASIIN Soc.3)
8. work and learn independently as well as
collaboratively in teams. (ASIIN Soc.4)
9. demonstrate knowledge of ethics, safety,
and environmental issues. (ASIIN Spec.5,
Soc.2)
10. demonstrate information literacy and
technological fluency related to life
sciences.
11. demonstrate basic knowledge of the
management of bioresources and living
systems. (ASIIN Soc.2)
12. relate the science of biology to its
application in technology and other fields to
meet the needs of society (ASIIN Soc.2)
13. keep abreast of the latest advances in life
sciences and engage in lifelong learning.
(ASIIN Soc.5)
Course Road Map in the Biology Curriculum
Competence matrix
relating all courses to
Biology learning
outcomes
Competence matrix
relating all courses to
Biology learning
outcomes
Step
Development
of the Biology
Programme
Assessment Plan
Objectives & Program
Learning Outcomes
Participants
PLAN
Timeline
Inventory
Methodology
IMPLEMENT
Data
Results
UTILIZE
Improve
Description
Program educational objectives were formulated in the process of
developing the 2013 Biology curriculum.
Student learning outcomes were formulated in the process of
developing the 2013 Biology curriculum.
Student learning outcomes have been aligned with the curriculum
and in accordance with the courses road map.
A curriculum and assessment task force was assigned to develop
the 2013 Biology curriculum. Faculty staff members who will
participate in assessment will be determined later according to
teaching assignments which are designated each semester by the
Dean/Head of program. Students who will participate are
students who entered the program in 2012, 2013 and 2014.
Assessment is planned for five years; with course assessments
conducted at the completion of each semester.
Past evaluation methods and findings (e.g., from stakeholder
surveys, curriculum evaluations) were reviewed to assist in
developing the current assessment plan.
Information and data for each learning outcome will be collected
by direct (e.g., performance in class assignments) and indirect
methods (e.g., surveys).
The sample population to be assessed has been determined, i.e.,
students from the 2012. 2013 and 2014 batches in specific
courses.
Criteria that will determine the achievement of learning
outcomes will be specified.
Data collection.
Data analysis.
Review and report of assessment results.
Make recommendations for program improvement.
Development of program improvement plan based on results and
recommendations.
Dissemination of results to stakeholders.
Implementation of program improvement initiatives.
Documentation of improvement efforts and effects.
Review and revision of the assessment plan and process.
Assessment Plan
• DIRECT ASSESSMENT
• measure the attainment of course outcomes in selected
courses over a period of five years.
• follow the development of different cohorts of students.
• Use of rubrics and the examination of numerical marks.
• INDIRECT ASSESSMENT
• surveys (questionnaires and surveys) of students, alumni,
employers and teaching staff (student surveys are
conducted for all courses at the end of each semester;
formal surveys of alumni and employers are conducted
at least every three years).
No.
1
PROGRAM LEARNING
OUTCOMES
Demonstrate an understanding of
biology at the molecular, cellular,
organismal, and ecological levels;
and recognize its integrating
principles.
Student
Batch
2012
Sem. II
13/14
BI2201
2013
Sem. I
14/15
Sem. II
14/15
BI3101
BI3103
BI2102
BI2104
BI2105
BI3202
BM2101
BI2201
2014
Direct
Assessment
2
Conduct practical laboratory and
field work using standard
methodologies and skills in biology.
2012
BI2204
BI2201(P)
2013
BI1001
BI1201
BI3104
BI3102
BI2104(P)
BI2105(P)
BI2102(P)
BM2101(P)
BI3201(P)
BI2201(P)
BI2204
2014
3
4
5
Identify and solve problems in
biology and broader areas by
applying and integrating knowledge
of biology and relevant disciplines
(e.g., mathematics, basic sciences,
statistics).
2012
Conduct full-fledged research
which includes research design;
data collection, quantitative data
analysis and interpretation; and
results dissemination.
2012
Develop scientific reasoning and
the ability to make sound and
responsible decisions.
2012
BI2204
BI3102
2013
Develop and express an
appreciation for the importance of
biodiversity and bioresources.
Demonstrate effective oral and
written communication skills, in
Indonesian and English.
Sem. I
16/17
BI3101
BI3103
BI2204
BI3202
BM2101
BI4001
BI2102
BI2104
BI2105
BI2201
BI3104
BI3102
BM2101(P)
BI3201(P)
BI2104
BI2105
BI3103
BI2201(P)
BI2204
Work and learn independently as
well as collaboratively in teams.
BI2204
BI4097
BI3104
2013
BI3001
BI3090
BI2102
BI3101
BI3102
2013
2012
BI4097
BI3104
BI3104
BI3102
BM2101(P)
BI3201(P)
BI4097
BI4098
BI4099
BI3102
BI3104
BI2204
BI2201
BI3104
BI3102
2012
BI3101
BI3102
12
Relate the science of biology to its
application in technology and other
fields to meet the needs of society.
13
Keep abreast of the latest advances
in life sciences and engage in
lifelong learning.
2012
2013
2014
2012
2013
2014
2012
2013
2014
BI4097
BI4098
BI4099
BI4097
BI4098
BI4099
KU1011
BI4098
BI4099
BI3105
BI3101
BI3102
BI3105
KU1011
BI2204
BI3104
BI3090
KU1011
BI4098
BI4099
BI2204
BI3104
BI3090
BI4097
BI4098
BI4099
BI4097
BI4098
BI4099
BI3090
BM2101(P)
BI3201(P)
BI2204
BI2201(P)
BI3104
BI3102
BI4001
BI3090
BM2101(P)
BI3201(P)
BI2204
BI2201(P)
BI3104
BI3102
BI3090
BM2101(P)
BI3201(P)
BI4001
BI3101
BI2001
BI4001
BI4098
BI4099
BI4098
BI4099
BI3001
BI3090
KU1011
BI3101
BI4098
BI4099
BI3001
BI90
KU1011
BI3101
BI2001
BI4098
BI4099
BI4098
BI4099
BI3101
BI3001
BI3090
KU1011
BI4097
BI4098
BI4099
2014
Demonstrate basic knowledge of
the management of bioresources
and living systems.
BI4098
BI4099
BI3001
BI3090
BI3090
2013
11
BI4098
BI4099
BI4098
BI4099
BI4098
BI4099
BI3101
2012
BI4097
BI3104
BI2104
BI2204
BI4097
BI3105
BI2104
2013
2012
BI4098
BI4099
BI3001
BI3090
BI2103
2012
2014
Demonstrate information literacy
and technological fluency related
to life sciences.
BI4001
BI4097
2013
10
BI3202
BM2101
2014
2014
Demonstrate knowledge of ethics,
safety, and environmental issues.
BI3101
BI3103
Sem. II
17/18
BI4098
BI4099
2013
2013
9
Sem. I
17/18
BI4098
BI4099
BI3102
2014
8
Sem. II
16/17
BI4001
2014
2014
7
Sem. II
15/16
BI4097
2014
6
Sem. I
15/16
BI4098
BI4099
BI3101
BI3101
BI3090
BI2001
BI3090
BI3202
BI2001
BI4001
BI4097
BI3090
BI4098
BI3202
BI4001
BI4097
BI4098
BI3202
BI4001
BI4097
BI4098
No.
1
PROGRAM LEARNING
OUTCOMES
Demonstrate an understanding of
biology at the molecular, cellular,
organismal, and ecological levels;
and recognize its integrating
principles.
Student
Batch
2012
Sem. II
13/14
BI2201
2013
Sem. I
14/15
Sem. II
14/15
Sem. I
15/16
BI3101
BI3103
BI2102
BI2104
BI2105
BI3202
BM2101
BI4001
BI1001
BI1201
BI3104
BI3102
BI2104(P)
BI2105(P)
BI2102(P)
BM2101(P)
BI3201(P)
BI2201(P)
BI2204
BI2201
2014
2
Conduct practical laboratory and
field work using standard
methodologies and skills in biology.
2012
BI2204
BI2201(P)
2013
2014
3
4
5
Identify and solve problems in
biology and broader areas by
applying and integrating knowledge
of biology and relevant disciplines
(e.g., mathematics, basic sciences,
statistics).
2012
Conduct full-fledged research
which includes research design;
data collection, quantitative data
analysis and interpretation; and
results dissemination.
2012
Develop scientific reasoning and
the ability to make sound and
dan seterusnya….
BI2204
BI3102
2013
Sem. II
15/16
Sem. I
16/17
BI3101
BI3103
BI3202
BM2101
BI4001
BI2102
BI2104
BI2105
BI2201
BI3104
BI3102
BM2101(P)
BI3201(P)
BI2104
BI2105
BI3103
BI2201(P)
BI2204
BI4097
BI2204
BI2204
BI4097
BI3101
BI3103
BI3202
BM2101
BI4001
BI3104
BI3102
BM2101(P)
BI3201(P)
BI4097
BI4098
BI4099
BI3102
BI4097
2014
BI3104
BI3001
BI3090
BI4097
Sem. II
17/18
BI4097
BI4098
BI4099
BI4097
BI4098
BI4099
BI4098
BI4099
2013
2012
Sem. I
17/18
BI4098
BI4099
BI3102
2014
Sem. II
16/17
BI4098
BI4099
BI4098
BI4099
Relating course learning outcomes to program
learning outcomes
(example for animal-related courses)
Contoh Kasus 1:
Mata Kuliah BI2202 Perkembangan Hewan
(Dosen: Dr. Marselina Tan)
• Knowledge
• Mengidentifikasi
gametogenesis, fertilisasi,
reproduksi, stadium awal
dan lanjut perkembangan
hewan dan organogenesis pada
level molekul, sel, jaringan dan
organ.
• Menggambarkan mekanisme
dasar yang mengendalikan
perkembangan embrionik
• Menerangkan beberapa proses
perkembangan embrionik
Contoh Kasus 1:
Mata Kuliah BI2202 Perkembangan Hewan
(Dosen: Dr. Marselina Tan)
• Skill
• Mengaplikasikan stadium utama dari
perkembangan hewan dan asal usul
berbagai jaringan dan organ berbeda
dalam menganalisa isu-isu
perkembangan biologi (cognitive
skill).
• Mengamati perkembangan hewan
dan melakukan lokalisasi tempat
terjadinya organogenesis pada
hewan model dan mengenali prosesprosesnya dalam praktikum dengan
menggunakan mikroskop bedah dan
mikroskop biasa (practical skill).
• Mencari informasi-informasi yang
relevan dari publikasi ilmiah yang
berkaitan dengan issue
perkembangan biologi.
• Melakukan presentasi yang efektif,
mengembangkan dan melatih
kepemimpinan dan komunikasi
dalam kelompok
Contoh Kasus 1:
Mata Kuliah BI2202 Perkembangan Hewan
(Dosen: Dr. Marselina Tan)
• Competence
• Menginterpretasikan dan
mengaplikasikan konsep
perkembangan hewan
sehingga dapat
mengidentifikasi
perkembangan hewan
normal dan abnormal
• Mengaplikasikan cara
berpikir yang kritis untuk
mengevaluasi dan
menerangkan issue-issue
perkembangan hewan
Knowledge :
After completion this course
students are expected to be
able to:
identify animal
reproduction,
gametogenesis,
fertilization, early
developmental stages
and late developmental
stages and organogenesis
in molecular, cellular,
tissue level as well as
organ level
(LO1)
identify and describe the
fundamental mechanisms
that control embryonic
development
(LO2)
explain some of the key
embryonic development
processes
(LO3)
Skill:
After completion this course
students are expected to be
able to:
Apply the key stages of
animal development and
the origin of different
tissues and organs in
analyzing developmental
biology issues (cognitive
skill).
(LO4)
Observe animal
development and localize
organogenesis sites in
animal models and
recognize the process
using dissecting and
compound microscopes
(practical skill).
(LO5)
search for and present
Unsatisfactory (1)
Satisfactory (2)
Good (3)
Excellent (4)
unable to identify animal
reproduction,
gametogenesis,
fertilization, early
developmental stages
and late developmental
stages and
organogenesis in
molecular, cellular,
tissue level as well as
organ level
Unable to identify and
describe the
fundamental
mechanisms that control
embryonic development
Able to identify animal
reproduction,
gametogenesis,
fertilization, early
developmental stages
and late developmental
stages and organogenesis
in molecular, cellular,
tissue level as well as
organ level inadequately
Able to identify animal
reproduction,
gametogenesis,
fertilization, early
developmental stages
and late developmental
stages and organogenesis
in molecular, cellular,
tissue level as well as
organ level
comprehensively
Able to to identify and
describe the fundamental
mechanisms that control
embryonic development
comprehensively
Unable to explain some
of the key embryonic
development processes
Able to explain some of
the key embryonic
development processes
inadequately
Able to identify animal
reproduction,
gametogenesis,
fertilization, early
developmental stages
and late developmental
stages and
organogenesis in
molecular, cellular,
tissue level as well as
organ level adequately
Able to identify and
describe the
fundamental
mechanisms that
control embryonic
development
adequately
Able to explain some of
the key embryonic
development processes
adequately
unable to understand
the key stages of animal
development and the
origin of different
tissues and organs
Able to understand the
key stages of animal
development and the
origin of different tissues
and organs
Able to understand the
origin of different
tissues and organs in
order to apply it for
analyzing some stages
of animal development
Able to apply the key
stages of animal
development and the
origin of different tissues
and organs in analyzing
developmental biology
issues
unable to Observe
animal development
process using dissecting
and compound
microscopes
Able to Observe animal
development process
using dissecting and
compound microscopes
Able to Observe animal
development and
localize organogenesis
sites in animal models
using dissecting and
compound microscopes
Able to Observe animal
development and localize
organogenesis sites in
animal models and
recognize the process
using dissecting and
compound microscopes
Unable to present
Able to search for and
Able to search for and
Able to search for and
Able to identify and
describe the fundamental
mechanisms that control
embryonic development
inadequately
Able to to explain some
of the key embryonic
development processes
comprehensively
RUBRIK PENGGUNAAN MIKROSKOP
Nama : …………………………………………………….
Kategori
Persiapan
preparat
4
Mahasiswa menguasai bagaimana mempersiapkan
preparat dengan tahapan yang benar:
1. Membersihkan kaca objek dengan alcohol
2. Menaruh sampel pada kaca objek
3. Meneteskan air dengan pipet ke sample yang akan
diamati pada kaca objek
4. Menutup sample yang sudah ditetesi tersebut
dengan kaca penutup
Mahasiswa melakukah hal berikut ini untuk
mengamati preparat:
1. Menjepit preparat pada meja preparat dengan
benar
2. Melakukan pengaturan lensa okuler
Memfokuskan 3. Mengamati dan memfokuskan sampel yang
diamati dengan lensa objektif dengan ukuran
preparat
perbesaran terlebih dahulu
4. Melakukan pengamatan untuk mendapatkan hasil
yang lebih akurat dengan memindahkan lensa
objektif dengan ukuran perbesaran lebih tinggi
Mahasiswa :
1. Menggunakan mikrospkop dengan kekuatan
cahaya secara optimal (tidak terlalu tinggi)
Membereskan
2. Sesudah selesai menggunakan mikroskop,
dan
mahasiswa memadamkan mikroskop
menyimpan
3. Mahasiswa merapikan kabel mikroskop
(membawa
4. Mahasiswa membawa mikroskop dengan
mikroskop)
menggunakan 2 tangan ke tempat penyimpanan
NIM : ……………………………………………
3
2
1
Mahasiswa hanya
melakukan 3
langkah yang
benar secara
berurutan
Mahasiswa hanya
melakukan 2
langkah dengan
benar secara
berurutan
Mahasiswa hanya
melakukan 1
langkah dengan
benar secara
berurutan
Mahasiswa hanya
melakukan 3
langkah yang
benar secara
berurutan
Mahasiswa hanya
melakukan 2
langkah dengan
benar secara
berurutan
Mahasiswa hanya
melakukan 1
langkah dengan
benar secara
berurutan
Mahasiswa hanya
melakukan 3
langkah yang
benar secara
berurutan
Mahasiswa hanya
melakukan 2
langkah dengan
benar secara
berurutan
Mahasiswa hanya
melakukan 1
langkah dengan
benar secara
berurutan
Total Nilai
Nilai
Contoh Kasus 2:
Mata Kuliah BI3101 Ekologi
(Dosen: Dr. Devi Choesin)
Setelah mengikuti mata kuliah
ini, diharapkan mahasiswa akan
dapat:
• menjelaskan konsep-konsep
dasar ekologi yang berlaku pada
tingkatan individu, populasi,
komunitas dan ekosistem.
• menjelaskan interaksi antara
organisme dan lingkungannya,
baik biotik maupun abiotik.
• mengidentifikasi perbedaan
antara lingkungan (ekosistem)
yang berbeda.
• menjelaskan keterkaitan antara
konsep dasar ekologi dengan
aplikasinya.
• menjelaskan relevansi dan
hubungan ekologi dengan mata
kuliah yang lain.
Learning outcomes described in module
of Ecology & Ecology Project
(BI3101 & BI3102)
• Soal ujian sederhana untuk
mengetahui ketercapaian
course outcome nomor 3:
• mengidentifikasi perbedaan
antara lingkungan
(ekosistem) yang berbeda.
• Soal ujian bentuk essay untuk
mengetahui ketercapaian course
outcome nomor 2:
• menjelaskan interaksi antara
organisme dan lingkungannya,
baik biotik maupun abiotik.
Contoh rubrik untuk menilai pertanyaan essay
(Ebert-May, Michigan State University
http://www.flaguide.org/extra/download/cat/rubrics/rubrics.
pdf)
Level of
Achievement
Exemplary
(10 pts)
General Presentation
Reasoning, Argumentation
1. Provides a clear and thorough
introduction and background
2. Addresses the question
3. Addresses the question
4. Presents arguments in a logical
order
5. Uses acceptable style and
grammar (no errors)
1. Demonstrates an
accurate and complete
understanding of the
question
2. Uses several arguments
and backs arguments
with examples, data that
support the conclusion
Quality (8 pts)
1. Combination of above traits, but
less consistently represented (1-2
errors)
2. Same as above but less thorough,
still accurate
1. Uses only one argument
and example that
supports conclusion
Contoh rubrik untuk menilai pertanyaan essay
(Ebert-May, Michigan State University
http://www.flaguide.org/extra/download/cat/rubrics/rubrics.
pdf)
Level of
Achievement
Adequate (6 pts)
Needs
improvement (4
pts)
No Answer (0
pts)
General Presentation
Reasoning, Argumentation
1. Demonstrates minimal
1. Does not address the question
understanding of
explicitly, though does so
question, still accurate
tangentially
2. Uses a small subset of
2. States a somewhat relevant
possible ideas for
argument
support of the argument.
3. Presents some arguments in a
logical order
4. Uses adequate style and grammar
(more than 2 errors)
1. Does not address the question
2. States no relevant arguments
3. Is not clearly or logically
organized
4. Fails to use acceptable style and
grammar
1. Does not demonstrate
understanding of the
question, inaccurate
2. Does not provide
evidence to support
response to the question
No. Soal
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
No LO
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 2
LO 1
LO 1
LO 3
LO 2
LO 1
LO 2
LO 2
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 1
LO 2
LO 4
LO 1
LO 7
LO 1
LO 7
Contoh Kasus 3: Mata Kuliah
Seminar, Sidang, Tugas Akhir
Keterangan Learning Outcomes
(LO)
• LO 1
= Use/apply concept and theoretical biology related to their topics
• LO 2
= Gain a comprehensive knowledge on research methodology
• LO 3
= Enable to inquire an appropriate references for their research
• LO 4
= Skill up their ability to apply research instruments
(tools and methods)
• LO 5
= Develop an appropriate research design and conduct a research
• LO 6
= Critically analyse the data of their research
• LO 7
= Show a discipline and trustworthy at their work
• LO 8
= Appreciate their research data and have a courage to present
their research data
• LO 9
= Appreciate other researcher’s (research and data)
• LO 10 = Work independently as well as in a teamwork
Keterangan Program Educational
Objectives (PEO)
PEO 1 =
PEO 2 =
PEO 3 =
PEO 4 =
PEO 5 =
PEO 6 =
Menunjukkan pemahaman pada level molekuler, sel,
organisme, dan ekologi serta mampu mengidentifikasi
hubungan antar prinsip-prinsip pemersatu dalam Biologi
Melaksanakan praktikum dan kerja lapangan
berdasarkan skill dan metodologi standar dalam Biologi
Mengidentifikasi dan memecahkan berbagai masalah dalam
Biologi serta lingkup yang lebih luas dengan mengaplikasikan
dan mengintegrasikan pengetahuan Biologi dan disiplin ilmu
terkait (contoh: matematika, ilmu-ilmu dasar, dan statistik)
Melaksanakan penelitian secara penuh yang mencakup
desain penelitian, pengumpulan data, analisis dan
interpretasi data kuantitatif, dan diseminasi hasil.
Mengembangkan penalaran ilmiah dan kemampuan untuk
membuat keputusan yang baik dan bertanggung jawab
Mengembangkan dan menunjukkan apresiasi
terhadap pentingnya keanekaragaman dan sumber daya
hayati
Keterangan Program Educational
Objectives (PEO)
PEO 7 =
PEO 8 =
PEO 9 =
PEO 10 =
PEO 11 =
PEO 12 =
PEO 13 =
Menunjukkan kemampuan komunikasi efektif dalam bahasa
Indonesia dan bahasa Inggris, secara lisan dan tertulis
Kemampuan bekerja dan belajar baik secara mandiri
maupun dalam kelompok
Menunjukkan pengetahuan tentang etika, keselamatan, dan
isu-isu lingkungan
Menunjukkan literasi informasi dan kecakapan teknologi
yang berkaitan dengan ilmu-ilmu hayati
Memiliki pengetahuan dasar tentang pengelolaan sumber
daya hayati dan sistem kehidupan
Menerapkan ilmu Biologi dalam teknologi dan bidang-bidang
lainnya dalam memenuhi kebutuhan masyarakat
Mengikuti perkembangan terkini dalam ilmu Biologi
serta menyadari pentingnya pembelajaran sepanjang hayat.
Contoh Rubrik (MK Seminar)
RUBRIK PENILAIAN SEMINAR
SEMESTER:_____________ TAHUN:______________
NAMA: ________________________
NIM: _____________________________
__________________________
Kriteria
Penilaian
Abstrak (10%)
Kemampuan
dalam
menuliskan
abstrak
PEMBIMBING:
Nilai
1
(Kurang memuaskan)
2
(memuaskan)
3
(Baik)
4
(Sangat baik)
Mahasiswa tidak
mampu menuliskan
informasi yang jelas
mengenai latar
belakang, tujuan
penelitian, metoda, hasil
dan kesimpulannya
Mahasiswa menuliskan
informasi dengan jelas
tentang latar belakang,
tujuan penelitian, metoda,
hasil dan kesimpulannya
akan tetapi tidak terlihat
adanya keterkaitan antara
komponen-komponen
tersebut.
Mahasiswa mampu
menuliskan latar
belakang, tujuan
penelitian, metoda, hasil
dan kesimpulannya
secara jelas, tetapi
masih memerlukan
perbaikan dalam
penulisannya.
Mahasiswa mampu
menuliskan latar
belakang, tujuan
penelitian, metoda, hasil
dan kesimpulannya
dengan menggunakan
bahasa yang jelas, dan
menyusunnya secara
sistematis sehingga
mudah terbaca
keterkaitannya di antara
komponen-komponen
tersebut.
Contoh Rubrik (MK Seminar)
RUBRIK PENILAIAN SEMINAR
SEMESTER:_____________ TAHUN:______________
NAMA: ________________________
NIM: _____________________________
PEMBIMBING: __________________________
1
2
(Kurang memuaskan)
(memuaskan)
Teknik Presentasi (40%)
Mahasiswa tidak
Mahasiswa menunjukkan
Sistematika dan
menunjukkan informasi
informasi mengenai latar
penyajian slide
Kriteria Penilaian
yang jelas mengenai latar
belakang, tujuan
penelitian, metoda, hasil,
pembahasan serta
kesimpulannya.
Presentasi kurang
sistematis (tidak
terorganisasi) sehingga
pendengar tidak
memahami materi yang
disampaikan dalam
presentasi.
3
(Baik)
Mahasiswa menunjukkan
secara jelas informasi
belakang, tujuan penelitian, mengenai latar belakang,
metoda, hasil, pembahasan tujuan penelitian, metoda,
serta kesimpulannya akan
hasil, pembahasan serta
tetapi tidak terlihat adanya kesimpulannya
keterkaitan di antara
Sebagian besar materi
komponen-komponen
sudah dipresentasikan
tersebut.
dengan logis dan
Hanya sebagian materi yang sistematis. Hanya sedikit
disampaikan bersifat
materi yang perlu
komprehensif dan sistematis diklarifikasi.
sehingga masih banyak hal
yang perlu diklarifikasi.
4
(Sangat baik)
Mahasiswa menunjukkan
secara jelas informasi
mengenai latar belakang,
tujuan penelitian, metoda,
hasil, pembahasan serta
kesimpulannya
Materi yang
dipresentasikan sudah
disusun secara logis dan
sistematis sehingga
pendengar mudah
memahami materi yang
dipresentasikan.
Nilai
Bahasa
Selama presentasi,
mahasiswa tidak
menggunakan bahasa
Indonesia yang baik
dan benar
Mahasiswa
menggunakan bahasa
Indonesia dengan baik,
akan tetapi masih
sering tercetus
penggunaan bahasa
percakapan yang
kurang tepat .
Banyak kalimat
digunakan secara
berulang/ monoton.
Mahasiswa sudah
menggunakan bahasa
Indonesia yang baik,
benar dan tepat
digunakan dalam
forum ilmiah.
Walaupun demikan,
masih terdapat
beberapa kalimat
dalam slide yang
perlu kejelasan.
Mahasiswa mampu
menggunakan tata
bahasa Indonesia
yang baik dan benar,
baik dalam tulisan
maupun lisan.
Penguasaan
media
presentasi
Mahasiswa tidak
mampu
menggunakan media
untuk presentasi
Mahasiswa mampu
menggunakan media
presentasi
Mahasiswa mampu
menggunakan media
serta menguasai
beberapa aplikasi
multimedia terkait
presentasi, walaupun
demikian masih
belum terlalu
membantu
menjelaskan bahan
presentasi dengan
baik.
Mahasiswa mampu
menggunakan media
serta menguasai
beberapa aplikasi
multimedia yang
tepat terkait
presentasi sehingga
sangat membantu
dalam menjelaskan
bahan yang
dipresentasikan
dengan baik, runut
dan jelas.
Metodologi (25%)
Mahasiswa tidak
Aplikasi
metoda dalam menggunakan
pustaka dan standar
penelitian
metoda yang tepat
dalam penelitiannya
Mahasiswa sudah
menggunakan pustaka
yang benar, tetapi
metoda yang digunakan
kurang tepat.
Mahasiswa sudah
menggunakan
pustaka acuan yang
tepat, tetapi metoda
yang digunakan masih
perlu perbaikan.
Mahasiswa sudah
menggunakan
pustaka acuan yang
tepat serta metoda
yang digunakan sudah
tepat dan benar.
Mahasiswa hanya dapat
menjawab kira-kira
50% dari pertanyaan
yang diajukan.
Mahasiswa dapat
menjawab sebagian
besar pertanyaan;
namun sebagian
jawaban kurang jelas
atau tidak tepat.
Mahasiswa dapat
menjawab sebagian
besar pertanyaan
secara dan tepat dan
jelas.
Diskusi (25%)
Kemampuan
menjawab
pertanyaan
Mahasiswa tidak
dapat menjawab
pertanyaan
Nilai rata-rata
Nilai Rata-Rata
Seminar Oktober 2015
(33 mahasiswa)
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
2.99
3.19
3.40
3.33
3.27
2.77
Kriteria Rubrik Seminar
Nilai Rata-Rata
Seminar April 2016
(28 mahasiswa)
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
3.25
3.34
3.65
3.49
Kriteria Rubrik Seminar
3.33
3.13
Nilai Rata-Rata
Sidang Akhir - Oktober 2015
(37 mahasiswa)
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
3.02
2.96
3.08
2.99
Kriteria Rubrik Sidang
3.12
3.47
Nilai Rata-Rata
Sidang Akhir - April 2016
(26 mahasiswa)
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
3.08
3.02
3.31
3.18
Kriteria Rubrik Sidang
3.25
3.65
Nilai Rata-Rata
Draft Publikasi April 2016
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
3.58
3.39
3.32
3.38
3.28
3.37
Kriteria Rubrik Draft Publikasi
3.66
3.55
Results & Improvement
• The 5-step assessment cycle
• (from Lowe & Stitt-Bergh, 2008)
Sample of matrix table to be
used for assessments
Outcomes being
assessed
Learning outcome no. 7
Oral communication
skills in Indonesian: 75%
of students will be able
to attain a minimum
score of 3 (good)
according to criteria in
performance rubric.
Learning outcome no. 8
Ability to work and learn
collaboratively in teams:
75% of students will
demonstrate the ability
to work effectively on a
team.
•
etc. for other criteria in
learning outcomes.
Evaluation methods
Findings
Use of rubric in
evaluating students’
presentation in BI4099
Seminar & Final
Defence.
75% of students
received a good score (3
in a score range of 1 to
4).
Faculty observation
during class-time
devoted to group
lab/field work in BI3102
Ecology Project.
Student written selfevaluation in BI3102.
Faculty observed that
75% of the students
demonstrated the
ability to work
effectively on a team.
90% of the selfevaluations indicated
good understanding of
effective teamwork.
Actions taken or to be
taken
A handout for the
requirements for a good
grade will be provided
to students.
Have students critique a
video showing a team
at work and have them
indicate which
principles were wellemployed and which
were not
Types of changes that may be
implemented as a result of
conducting assessment
• Assessment Plan:
• e.g., revision of intended learning outcome statement(s),
revision of measurement approaches, collection of and
analysis of additional data and information, changes of data
collection methods
• Curriculum:
• e.g., changes in pedagogical practices, revision or enforcement
of prerequisites, revision of course sequence, revision of
course content, addition/deletion of course(s)
• Academic Processes:
• e.g., modification of frequency or schedule of course offerings,
improvements of technology, changes in personnel,
implementation of additional training, other implemented or
planned change, revision of advising standards or processes.
Terima Kasih