Abstract
Integrated Cumulative Grade Point Average (iCGPA) has been introduced in 2015 by Ministry of Higher Education (MoHE) Malaysia to assess and enhance the development as well as performance of students at Higher Learning Institutions (IHL) in Malaysia. The main objective of this approach is to produce holistic, entrepreneurial and balanced graduates in addressing the issue of graduate employability. In the approach, the students' performance is not only evaluated by their knowledge but also on their attitude and skills obtained during the studies. To ensure that the assessment is accurately measured, the existing curriculum approach needs to be restructured and constructively aligned with iCGPA system. This paper presents the constructive alignment that has been conducted at course and programme levels for Bachelor of Engineering (Hons.) Electrical Engineering programme in Universiti Teknologi MARA (UiTM) for semester 1 2016 (session March–July). The assessment is designed based on the nine graduate attributes or Learning Outcomes (LOs) as stated in the iCGPA-MoHE requirements. The curriculum is reviewed based on Course versus Learning Outcome (LO) matrix. The results revealed that at least 3 out of 125 total core courses are required to be included in the overall assessment to satisfy 5% courses supporting attainment of the nine MoHE LOs requirements.
Published Version
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