摘要：

The Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA (FCMS) teaching and learning processes were certified to ISO 9001:2008 and now putting all the concerted effort to comply to Malaysia Quality Assurance (MQA) framework as part requirement of ISO9001:2008 compliance to statutory requirements. MQA adopts the American Accreditation Board of Engineering and Technology 2000 (ABET) principles which promote outcome based education (OBE) learning process. OBE calls for the evaluation of the course learning outcomes (CLO) as specified in each Course Outline. Performance Measurement has been largely dependent on students' performance in carrying out tasks such as tests, quizzes or submission of assignments. Evaluation on the performance outputs; categorized as mastery of knowledge and skill development, gives an indication on the achievement of the subject's expected CLO. This paper describes a computational model which can be used to measure a subject CLO in an undergraduate program. An overview of the measurement model and it's key concepts are presented. SPELOM Model is the acronym for Student Performance Evaluation on Learning Outcomes Measurement which is developed based on the Rasch Model. It can be used to improve the students' assessment method by CLO of each subject instead of the traditional raw score grading. Results obtained were assessed using Rasch Analysis where the strength of the measurement lies in its ability to precisely map out the CLO for evaluation of differences and correlation between the students, β_n performance and item difficulty, δ_i The study shows that this model of measurement adopting the Rasch Model can classify students learning ability more accurately based on Bloom's Taxonomy dimensions as compared to the traditional CGPA method. Hence, this model has the novelty to serve as a better ruler to more accurately measure students' knowledge mastery and skill development. The usefulness of this new measurement instrument is very significant especially in developing prudent continual quality improvement (CQI) measures of the teaching method effectiveness thus meeting the requirement of MQA holistically.

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