Integrated CGPA (iCGPA) is a system or mechanism of assessment and reporting on the improvement and development of integrated students in terms of their ethics and values, declarative knowledge and as their technical skills in the areas of discipline that undertaken by the students.

Constructive alignment refers to the principles that is used to develop teaching and learning activities and assessment tasks that directly relates to achieve the learning outcomes.

Spider web is a set of attributes that must be achieved for each student at the end of the semester according to the overall learning which includes 8 domain; PLO1:Knowledge, PLO2:Psychomotor/Practical/Technical Skills, PLO3:Skills and Social Responsibility, PLO4:Attitude and Professionalism, PLO5:Communication Skills, Leadership and Teamwork, PLO6:Problem Solving Skills and Scientific Abilities,PLO7:Management Skills information and Lifelong Learning and PLO8: Managing and Entrepreneurial Skills.

iCGPA can explain clearly the assessment of the performance of a student by HPP that covers all three aspects of skills, namely cognitive, psychomotor and affective rather than the value of the cumulative grade point that purely on cognitive only. Students will be able to identify any weaknesses in their attributes and create intervention and strengthening before graduating to achieve the characteristics of entrepreneurship that are well balanced.

To strengthen outcome based education (OBE) in that driving development and alignment in curriculum design, delivery (utilizes science of learning & art of teaching) and assessment (quality of outcome attainment – alternative & authentic) at the course level and the programme level focusing on student learning experiences that develop holistic and balanced (values-driven) talented Human Being; and to recognize room for improvement and continually engage in appropriate extra-curricular interventions/formative performance which consequently will produce holistic, entrepreneurial and balanced graduates as stipulated in Shift 1 Malaysia Education Blueprint 2015-2025 (Higher Education) – MEB (HE) 2015-2025, hence promote future-ready graduates (job seekers & job creators).

  1. Educational Institution:
    • Assessment of prospective students’ competencies at entry level; and
    • Evaluation to consider potential credit transfer or exemptions.
    • Continual monitoring on the effectiveness of institutional ecosystem’s contributions towards students’ holistic development.
    • Holistic improvement of institutional ecosystem in developing holistic students and employable graduates.
  2. Programme Management:
    • Continual monitoring on the effectiveness and impact of curriculum design and delivery.
    • Intervention programme for students to achieve optimal performance.
  3.  Lecturer:
    • Continual monitoring on development of students’ knowledge and skills (ilmu) and ethics and morality (akhlak).
    • Continual improvement on instructional approaches.
  4. Student:
    • Monitoring development of knowledge and skills (ilmu) and ethics and morality (akhlak), throughout the learning journey.
    • Continual improvement through academic and co-curricular activities.
  5. Study sponsors:
    • Monitoring the performance of sponsored students and graduates applying for sponsorship; and
    • Assessment of students’ competencies to match job positions offered.
  6. Employer and Industry:
    • Holistic screening and assessment for job applications.
    • Evaluation of graduate quality for further improvement of academic programmes.
  7. Potential Supervisor:
    • Assessment of prospective student capabilities for postgraduate programmes by research mode.
    • Matching research topics based on students’ competencies.
  8. Policy Makers
    • Assessment of students and achievement of graduates in meeting the nation’s educational aspirations.
    • Information for future designing of policies and plans of actions.

Yes, you can refer to a book entitled iCGPA Rubric: Learning Outcomes Assessment Guide; and an iCGPA Pamphlet. The book and the pamphlet are downloadable from the Ministry of Higher Education website at: https://www.mohe.gov.my/

Step 1: Appoint a cost centre at your institution to coordinate the implementation of iCGPA.

Step 2: ‘Update’ and/or ‘establish new’ governance aspects of teaching and learning at your institution including internal policies; rules and regulations; guidelines; manuals; and standard operating procedures if necessary to support iCGPA implementation at your institution.

Step 3: Establish an outcome based curriculum in that updating and constructively aligning the curriculum of academic programmes at the programme level (i.e., the curriculum matrix); and at the course level (i.e., course assessment plan).

Step 4: Establish appropriate assessment methods, i.e., measurement of attainment of course leaning outcomes using appropriate assessment attributes and rubrics.

Step 5: Establish a calculation method to obtain grades for course learning outcomes; and grade point averages for programme learning outcomes.

Step 6: Generate spider web grade point averages of programme learning outcomes.

Step 7: Develop or obtain an iCGPA online system to operate and manage data and methods of the iCGPA assessment (i.e., measurement of attainment of course leaning outcomes) and calculation (to obtain grades for course learning outcomes; and grade point averages for programme learning outcomes) as well as the generation of spider web.

Through this spider web students will be aware of their achievement levels based on the programme learning outcomes (PLOs) that embed all three learning domains – cognitive, psychomotor and affective; and not just a cumulative grade point average (CGPA) than represents the primary cognitive learning domain. In this context, at any semester, students who obtained a grade point average (GPA) or a CGPA below the minimum level for any PLO, will be able to intervene and enhance those PLOs before they graduate. This is in line with the objective of the National education Philosophy that focuses on the efforts to produce holistic graduates who are spiritually, physically, intellectually and emotionally balance, and also in line with Shift 1 of the MEB (HE) 2015-2025 to produce holistic, entrepreneurial and balanced graduates.

iCGPA Technical Committee, Ministry of Higher Education. You may contact the committee members via:

 

Bahagian Pengurusan Pembangunan Akademik
Jabatan Pendidikan Tinggi
Kementerian Pendidikan Tinggi
Aras 4, No.2, Menara 2, Jalan P5/6, Presint 5,
62200 W.P. Putrajaya

Tel: 03-88706000

Faks: 03-88706850