See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/278731045

Practical Tips to Facilitate CO:PO Mapping and Documentation

Chapter · January 2015

DOI: 10.1007/978-981-287-399-6_39

CITATIONS READS

0 7,340

5 authors, including:

Yuet Yen Wong Chin Fen Neoh

Universiti Teknologi Mara (Pulau Pinang) Monash University (Australia)
6 PUBLICATIONS   4 CITATIONS    61 PUBLICATIONS   347 CITATIONS   

SEE PROFILE SEE PROFILE

Ahmad Mazli Muhammad

Universiti Teknologi MARA
11 PUBLICATIONS   4 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Health Literacy Studies in Australia: A Scoping Review View project

Antimicrobial Use Review View project

All content following this page was uploaded by Yuet Yen Wong on 28 January 2016.

The user has requested enhancement of the downloaded file.

Practical Tips to Facilitate CO:PO Mapping
and Documentation

Yuet Yen Wong, Yee Siew Mei, Ahmad Mazli Muhammad,

Chin Fen Neoh, and Long Chiau Ming

Abstract Constructive alignment is an approach commonly used to align teaching

and learning activities to the stipulated course outcome(s) (COs). Nevertheless,
many lecturers find it a daunting task to establish the linking between COs and pro-
gramme outcome(s) (POs), for each lesson and assessment. In order to facilitate the
proper alignment of teaching and learning activities to its respective COs and POs,
firstly preset all the CO:PO mapping (based on approved CO:PO matrix) in the
course outline as well as lesson plan and update them accordingly. Secondly, request
all lecturers to assign the assessments and examination questions with the correct
COs:POs. Lecturers involved in the course need to understand well the course con-
tent and its CO:PO measurements. Thirdly, for each type of assessment, allocate a
table with predetermined COs:POs and scoring marks. Lecturers will then have to
fill in the marks in the predesigned table format, which will facilitate the analysis of
CO:PO measurements. Then an Excel spreadsheet with proper allocation of
COs:POs need to be constructed to capture all assessment marks scored by students.
The scores for each CO and PO can then be converted into an average percentage
score. Finally, with the average percentage score of COs and POs, the lecturer can
proceed with continuous quality improvement (CQI) where a comparison of scores
from previous semester(s) can be made. This is to identify any potential drawbacks
from the teaching and learning activities, where alternative solutions can be figured
out to improve the delivery of the course. With the aforementioned steps, we have
found that we were able to systematically measure and analyse COs:POs. The Excel

Y.Y. Wong (*)

Faculty of Pharmacy, Universiti Teknologi MARA (UiTM), Bertam, Penang, Malaysia
e-mail: yuetyen@yahoo.com
Y.S. Mei
School of Pharmacy, Taylor’s University, Subang Jaya, Malaysia
A.M. Muhammad
The Academic Affairs Division, Universiti Teknologi MARA (UiTM), Shah Alam, Malaysia
C.F. Neoh • L.C. Ming
Brain Degeneration and Therapeutics Group, Collaborative Drug Discovery Research
(CDDR) Group, Pharmaceutical and Life Sciences Communities of Research; Faculty of
Pharmacy, Universiti Teknologi MARA, Shah Alam; Puncak Alam, Malaysia
e-mail: neohchinfen@puncakalam.uitm.edu.my; ming.long@bath.edu

© Springer Science+Business Media Singapore 2015 431

S.F. Tang, L. Logonnathan (eds.), Taylor’s 7th Teaching and Learning
Conference 2014 Proceedings, DOI 10.1007/978-981-287-399-6_39
432 Y.Y. Wong et al.

spreadsheet not only serves as a crosscheck tool whilst filling but also allow us to
continuously monitor and improve the quality of our course.

Keywords Constructive • Alignment • Programme • Quality

1 Introduction

An outcome is a result of learning that reveals what the student should be able to do
at the end of a course (Spady 1993). Outcome-based curriculum is a performance-
based education system which is crucial in determining the type of graduates we
want. In this approach, the desired educational outcomes should be clearly speci-
fied. Having an unequivocal outcome facilitates the nature of course offered, its
content and also the teaching plans (Harden et al. 1999).
Constructive alignment is a principle used for devising teaching and learning
activities and assessment tasks that directly address the learning outcomes (LOs)
intended (Biggs and Tang 2007). Constructive alignment is the underpinning con-
cept behind the current requirements for programme specification, declarations of
LOs and assessment criteria and the use of criterion-based assessment.
The outcome-based approach provides a mechanism to ensure the accountability
and quality assurance to an educational programme. However, many lecturers may
find it a daunting task to establish the linking between course outcome(s) (COs) and
programme outcome(s) (POs) and the linking between POs and LOs for each les-
son, assessment and examination question. In order to facilitate the proper align-
ment of teaching and learning activities to its respective COs and POs, we
recommend a systematic approach to align and analyse the COs:POs for the assess-
ments of a course, in a faster and more user-friendly manner.

2 Methodology

First and foremost, the lecturers needed to define the intended LOs for their courses.
The course coordinator needs to ensure that all the CO:PO mapping (based on
approved CO:PO matrix) in the course outline as well as the lesson plan had been
preset and updated accordingly before the start of the semester. All lecturers were
requested to assign the assessments and examination questions with the correct
COs:POs on the principle that the lecturers involved in the course have a thorough
understanding of the course content and its CO:PO measurements. For each type of
assessment (e.g., test/quiz/assignment/final examination), a table containing the
predetermined COs:POs and marks allocated was prepared and included in the
front/back page of each assessment. During appraisal of the assessment, the awarded
marks of each section of the assessment were filled in the predesigned table by the
respective lecturers.
Practical Tips to Facilitate CO:PO Mapping and Documentation 433

Furthermore, a Microsoft Office Excel spreadsheet with proper allocation of

COs:POs was also constructed to allow the lecturers to capture all assessment marks
scored by students in that group. For each student, the score for each CO and PO
was converted into a percentage score and this was followed by calculating an aver-
age percentage score of COs and POs for the group of students. The lecturer can
then use the average CO:PO percentage score to proceed with continuous quality
improvement (CQI) where a comparison of scores from previous semester(s) was
made. The CQI is an instrument used to identify any potential drawbacks from the
teaching and learning activities, where alternative solutions can be figured out to
improve the delivery of the course. Furthermore, test item validation was also con-
ducted. The subject in this study was year 2 Diploma of Pharmacy students in the
Faculty of Pharmacy, UiTM Bertam campus. All students gave their consent and
voluntarily participated in this study.

3 Results and Discussion

3.1 Course Content

The discussion was based on the course, Basic Pharmacology and Pharmacotherapy
of Peripheral Nervous System (PHC214), offered for Diploma of Pharmacy stu-
dents. The teaching and learning methods used were didactic lectures and small
group tutorials. The course introduces the principles and concepts of basic pharma-
cology that underlies the interactions of chemicals (i.e. drugs) with human biologi-
cal systems and vice versa. Furthermore, the peripheral nervous system is also
taught in this course with emphasis on the various classes of drugs acting on this
system. Having that in mind, the three COs of the subject are (1) to describe the
body mechanisms and peripheral nervous systems in relation to drugs, (2) to
describe the diseases that are common to peripheral nervous systems and (3) to
discuss the treatment and the pharmacological classes of drugs in relation to periph-
eral nervous systems. In term of course assessments, two quizzes, two tests and one
final examination were conducted and the COs:POs involved are shown in Table 1.

3.2 CO:PO Matrix

The graduate of Diploma of Pharmacy has very bright prospect in both the hospital
and community pharmacy settings. They are highly sought after as a pharmacist
assistant or dispenser in public or private hospitals and pharmacies. In parallel with
the graduate’s work demand and approved CO:PO matrix, two POs, namely, PO1
which is the ability to acquire and apply core knowledge in pharmacy and PO2
which is the ability to instruct patients on the proper administration of prescription
and proprietary drugs, under a supervision of a pharmacist, were measured through
434 Y.Y. Wong et al.

Table 1 Course assessment format and the related COs:POs for PHC214
Assessments Marks CO:PO Topics
Quiz 1 5% CO1:PO1 Lecture 1–2
Quiz 2 5% CO2:PO1 Lecture 7–9
CO3:PO1
Test 1 10 % CO1:PO1 Lecture 3–6
CO1:PO2
Test 2 10 % CO2:PO1 Lecture 10–13
CO2:PO2
CO3:PO1
CO3:PO2
Subtotal 30 %
Final examination 70 % CO1:PO1 All topics covered in lectures
CO2:PO1
CO3:PO1
CO1:PO2
CO2:PO2
CO3:PO2
Total 100 %

Table 2 Mapping of course assessments with COs and POs

CO1 CO2 CO3
Assessments PO1 PO2 PO1 PO2 PO1 PO2
Quiz 1 √
Quiz 2 √ √
Test 1 √ √
Test 2 √ √ √ √
Final exam √ √ √ √ √ √

quizzes, tests and final examination. At the end of this course, students are expected
to achieve taxonomy domains of up to cognitive level 3 (application of knowledge)
(Roziah et al. 2012). The mapping of course assessments with COs and POs is pre-
sented in Table 2. In addition, elaboration on teaching and learning methods versus
taxonomy domains is presented in Table 3.
A three-cycle model described by Harden and colleagues (Harden et al. 1999)
which classified the Dundee 12-outcome model into three dimensions provides a
framework for medical programme development. This model has been recom-
mended by few preliminary studies (Kim 2012; Kember 2005) to be employed in
other healthcare professional programmes. The three dimensions of this model
depict what the graduate is able to do, how the graduate approaches a given task and
the development of the graduate’s personal attributes. The above study results
clearly showed that the course outcome matches the three-cycle model where stu-
dents are equipped with technical intelligence as well as the ability to apply the
knowledge to solve problems.
Practical Tips to Facilitate CO:PO Mapping and Documentation 435

Table 3 Elaboration on teaching and learning methods versus taxonomy domains

Teaching and
CO learning activities Taxonomy domain Description
CO1 Lectures Cognitive Level 2 Students should be able to describe
Quizzes and tests (C2): Comprehension how drugs interact and affect human
Discussion biological systems and vice versa
CO2 Self-revision on Cognitive Level 2 Students should have prerequisite
previous anatomy (C2): Comprehension knowledge on structure and functions
and physiology of the nervous system in order
lecture notes on to relate how diseases may affect its
nervous system normal physiological functions
Lectures
Quizzes and tests
Discussion
CO3 Lectures Cognitive Level 3 By understanding the classification
Quizzes and tests (C3): Application of and mechanism of action and
Discussion knowledge characteristics of drugs learnt in the
peripheral nervous system, students
should be able to rationalise the
correct use of drugs in treating the
specific diseases

3.3 Mapping of the Examination Questions

with the Appropriate COs:POs

It is crucial for the alignment with teaching and assessment which is created by the
verbs in the intended COs. Thus, teaching is specifically aimed at activating the verb.
We also encourage the students to do the explaining and to actively participate in the
lecture. Students might listen to each other in pairs and evaluate the quality of each
other’s explanation, providing feedback using rubrics that define aspects of a good
explanation. Students should be unable to complete the assessment tasks unless they
enact the same verb that is in the intended COs. Furthermore, students were asked to
explain to their tutorial groups about the lesson from lectures on pharmacology and
pharmacotherapy of the peripheral nervous system. We pre-empted the matching of
CO:PO with the examination questions by asking all lecturers involved to prepare
the mapping of the examination questions with the correct and appropriate COs:POs
in the form of table. The lecturers also were requested to assign the assessments and
examination questions with the appropriate COs:POs (Fig. 1).
For each type of assessment (e.g. test/quiz/assignment/final examination), a table
with predetermined COs:POs and marks was included on the front/back page of the
printed answer booklet (Fig. 2). The lecturers then have to fill in the marks in the
predesigned table format which will facilitate the analysis of CO:PO measurements.
An example of the table is presented in Fig. 2.
An Excel spreadsheet with appropriate allocation of COs:POs (Fig. 3) was con-
structed to capture all assessment marks scored by students. For each student, the
score of each CO and PO was converted into a percentage score (Fig. 4).
Fig. 1 Table showing the mapping of the examination questions with the correct and appropriate
COs:POs

Fig. 2 Table with predetermined COs:POs and marks given for a particular student
Practical Tips to Facilitate CO:PO Mapping and Documentation 437

Fig. 3 Example of Excel spreadsheet with appropriate allocation of COs:POs

Fig. 4 Example of Excel spreadsheet with scores for each CO and PO presented percentage score

Finally, an average percentage score of COs and POs for the group can be calcu-
lated where the lecturer can proceed with CQI where a comparison of scores from
previous semester(s) was made. This instrument is extremely useful to identify any
potential drawbacks from the teaching and learning activities, where alternative
solutions can be figured out to improve the delivery of course. An example of the
CQI is presented in Fig. 5.
Outcome-based education is not something new but has been a major exercise
for the medical course. Besides, it is also advocated by other healthcare professional
courses. The Korean Accreditation Board of Nursing Education supported the exe-
cution of this approach (Kim 2012).The School of Pharmacy at the Chinese
University of Hong Kong has its own guideline of outcome-based teaching and
learning (Kember 2005). The University of Dundee Medical School, one of the
leading UK medical schools, who was ranked 5th in the Guardian 2013 University
Guide, applied the outcome-based education in 1997. This approach showed a
438 Y.Y. Wong et al.

Fig. 5 Example of the CQI for comparison of scores from previous semesters

promising result with higher percentage of its graduates compared to any other
medical schools in the UK mentioned that they had been well prepared for their
posting (Davis 2003). These indicate that outcome-based education has been well
accepted both at the Western and Asian countries.

4 Conclusion

With the practical tips provided, we hope to facilitate all lecturers in analysing the
COs:POs in a faster and more systematic manner.

References

Biggs, J. B., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Maidenhead:
Open University Press/McGraw Hill.
Davis, M. H. (2003). Outcome-based education. Journal of Veterinary Medical Education, 30(3),
258–263.
Harden, R. M., Crosby, J. R., & Davis, M. H. (1999a). AMEE Guide No.14: Outcome-based edu-
cation: Part 1-An introduction to outcome-based education. Medical Teacher, 21(1), 7–14.
Harden, R. M., Crosby, J. R., Davis, M. H., & Friedman, M. (1999b). AMEE Guide No.14:
Outcome-based education: Part 5-From competency to meta-competency: A model for the
specification of learning outcomes. Medical Teacher, 21(6), 546–552.
Kember, D. (2005). Best practice in outcome teaching and learning at the Chinese University of
Hong Kong, Center for learning Enhancement and Research, Carmel McNaught.
 Practical Tips to Facilitate CO:PO Mapping and Documentation 439

Kim, H. S. (2012). Outcome-based curriculum development and student evaluation in nursing edu-
cation. Journal of Korean Academy of Nursing, 42(7), 917–927.
Roziah, et al. (2012). Edisi 2 Garis Panduan Kesetaraan Kualiti Penilaian Pelajar UiTM. Unit Hal
Ehwal Kurikulum (UHEK) UiTM.
Spady, W. G. (1993). Outcome-based education. ACSA report no 5. Belconnen: Australian
Curriculum Studies Association.

View publication stats