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OBE Awareness
PM Ir. Dr. Mohd Shukry bin Abdul Majid
Universiti Malaysia Perlis
Contents
Introductory remark
OBE awareness
Programme Objectives (PEO)
Programme Outcomes (PO)
Introductory remarks
In December 2005, the Malaysian Cabinet decided to merge the National
Accreditation Board (Lembaga Akreditasi Negara, LAN) and the Quality
Assurance Division (QAD) of the MOHE
The Malaysian Qualifications Agency (MQA) created, the single quality
assurance agency in the country, whose scope now covers both the public
and private Higher Education Providers (HEP).
The MQA responsibilities are:
to implement the Malaysian Qualifications Framework (MQF) as a
reference point for Malaysian qualifications;
to develop, with the co-operation of stakeholders, standards, criteria and
instruments as a national reference for the conferment of awards;
to quality assure higher education providers and programmes;
to accredit programmes that fulfil a set of criteria and standards;
to facilitate the recognition and articulation of qualifications;
to establish and maintain the Malaysian Qualifications Register (MQR); and
to advise the Minister on any matter relating to quality assurance in
higher education.
6
New 2017 EAC Manual requirement
MQA requirement from CoPPA
9
What Is Outcome Based Engineering Education?
IT’S NOT WHAT WE TEACH,
IT’S WHAT YOU (student) LEARN
11
Outcome-Based Education
• OBE is an educational process.
• Directed/focussed at achieving certain specified outcomes in terms of individual
student learning.
• Outcomes - key things students should understand and be able to do or the
qualities they should develop.
• Both structures and curricula are designed to achieve those capabilities or qualities.
• Educational structures and curriculum are regarded as means not ends. If they
do not do the job they are rethought (Continuous Quality Improvement (CQI)).
Planning
Implementation Assessment
Corrective action
12
Outcome-Based Education
13
Say what you do
Do what you say
Prove it
Improve it
Outcome-Based Education
Roles of lecturers Review PEOs, POs, course structures and syllabi.
Teach the relevant engineering, maths, and other relevant subjects.
Conduct relevant tutorials and laboratory practical sessions.
Give appropriate guide on assignments and projects.
Conduct empirical measurements of POs.
Prepare the required documentation.
Obtain and maintain accreditation from MQA through Continuous Quality Improvement (CQI).
Roles of students
Know the required Programme Outcomes and Programme Objectives - make it available from first lecture.
Be more proactive in the learning process to acquire the Learning Outcomes of subjects.
Give constructive feedbacks -- Online Teaching Evaluation, Academic Advisory System, dialog sessions with Dean, buddy system, etc.
17
OBE addresses the following key questions:
• What do we want the students to have or be able to do? - planning
• How can we best help students achieve it? - delivery
• How will we know whether they students have achieved it? - assessment
• How do we close the loop for further improvement (Continuous Quality
Improvement (CQI))? - CQI
Outcome-Based Education
EAC’s Outcomes Expectation
Vision & Mission of
the Institution/Faculty
Section
3.0 EAC
Manual
Expected achievement of
graduates/alumni 4 -5 years after
graduation
Graduates abilities/competencies by the
Min. 12 Programme Outcomes Competencies
(POs)
or Section
4.0 EAC
Manual time of/upon graduation
Students abilities/
competencies after
completing
courses/subjects
Teaching & Learning Processes (Academic Curriculum –
structure, content, course outcomes, delivery,
assessments)
Programme Objectives or Early
Graduates Career Goals (PEOs)
Program
Outcomes Program
Objectives
Missions
Visions
Stakeholders
Course
Outcomes
Advisory committee
Outcome-Based Education implementation
(Closing the Loops)
Alumni Assessment
Assessment
Assessment
CQI
CQI
CQI
An
aly
sis
An
aly
sis
An
aly
sis
Quality Assurance
System JKJITU
Delivery
Programme
Committee /
Stakeholders
School Board
JITU Assessment
Analysis & CQI
MPPS
EXCO
LPU
JKIT Exam Board
University Senate
Outcome-Based Education implementation
(Closing the Loops) - μe
OBE – Delivery modes
Lecture
Guest Speaker
Delivery Modes
Face-to-
Face
Active
Cooperative/ Collaborative
Technology-Based Delivery
Experiential Method
Work-Based
Learning (WBL)
• Presentation
• Tutorial
• Seminar
• Colloquium
• Problem-Based
• Case Study
• Project-Based
• Online learning
• Teleconference
• Simulation
• Practical
• Industrial Training
• Work Attachment
• Field Trip
• Visit
• Lab
• Demonstration
• Workshop
How can we best help students achieve it? -
delivery
OBE - delivery
Effective Course Delivery
• Responsibility of Lecturers:
– carefully planned – NOT ADHOC
– teaching strategy in accordance with lesson
– incorporated new delivery strategies to address specific problem of the
students.
• Responsibility of Students:
- must be responsible for their own learning.
- define clearly student Learning Time (SLT)
Formative Assessment
Summative Assessment
Course Assessment
Programme Assessment
Assessment Tools
Direct and Indirect Assessments
How will you know what they have
achieved it? - delivery
How will you know what they have
achieved it? - Assessment
Example of direct assessments
30
Samples of individual student work Pre-test and post-test evaluations Standardized tests Performance on licensure exams Blind scored essay tests Internal or external juried review of student work Case study/problems Capstone papers, projects or presentations Project or course imbedded assessment Documented observation and analysis of student behavior/performance Externally reviewed internship or practicum Collections of work (portfolios) of individual students Activity logs Performances Interviews (including videotaped)
Examples of indirect assessments
31
Questionnaires and Surveys
Students
Graduating Seniors
Alumni
Employers
Syllabus and curriculum analysis
Transcript analysis
OBE – Problems in the house
OBE – Problems in the house
Do you disclose the CO at the beginning of lecture?
No monitoring – CW marked at the end of semester
No good planning in the delivery
Assessment did not help the student achieving CO
No feedback
Mismatch assessments
Ineffective lectures/one way communication
OBE – Problems in the house
Immature assessment
suitability of the taxonomy level of the assessment
lesser assessments results “covers up” more significant
assessments
Only grading correct answer rather than rewarding
understanding
Moderation to ensure attainment – suppressing the correct
CQI
EAC’s Outcomes Expectation
Vision & Mission of
the Institution/Faculty
Section
3.0 EAC
Manual
Expected achievement of
graduates/alumni 4 -5 years after
graduation
Graduates abilities/competencies by the
Min. 12 Programme Outcomes Competencies
(POs)
or Section
4.0 EAC
Manual time of/upon graduation
Students abilities/
competencies after
completing
courses/subjects
Teaching & Learning Processes (Academic Curriculum –
structure, content, course outcomes, delivery,
assessments)
Programme Objectives or Early
Graduates Career Goals (PEOs)
Programme Objectives
Programme Objectives (PEO) are specific goals consistent with the mission and vision of the IHL, are responsive to the expressed interest of programme stakeholders, and describe the expected achievements of graduates in their career and professional life a few years after graduation.
Programme objectives are specific statements on what a learner is expected to learn to achieve the programme aims – CoPPA.
What do we expect our graduate to accomplish in broader society as a result of Programme’s education, 3-5 years after graduation.
Broad statements – long term target (3-5 years after graduation)
Consistent with vision & mission of IHL
Number of statements should be limited and
manageable
Should not be simply restatement of programme
outcomes
Reviewed, revised & updated continually
Has clear link to the programme outcomes &
curriculum design
Characteristics of Good PEO Statement
Characteristics of Good PEO Statement
42
Programme Objectives
43
Programme Objectives
44
Programme Objectives
PEO Statement
PEO1 Become electrical engineers who are competent, innovative
and productive in addressing customer needs
PEO2 Grow professionally with proficient soft skills
PEO3 Demonstrate high standard of ethical conduct, positive
attitude and societal responsibilities
PEO for Electrical Engineering
PEO for Mechanical Engineering
Programme
PEO Statement
PEO1 Graduates who are competent, responsible and practice
professionalism in the global context
PEO2 Graduates who are knowledgeable and capable to apply the
evolving technology in mechanical engineering field
PEO for Mechanical Engineering
Programme
PEO Statement
PEO1 Demonstrate leadership in professional activities such as
research, experimental studies, and industrial projects
PEO2 Be capable of working effectively in cross-functional teams,
communicating effectively and participating in the practice of
mechanical engineering
PEO3 Contribute to professional societies and demonstrate ethical
conduct
PEO for Mechanical Engineering
Programme
PEO Statement
PEO1 Graduates who are competent and adaptable in multi industries by
practicing the knowledge in mechanical engineering that relevant to
professional engineering practice.
PEO2 Graduates who will pursue study in graduate works and others
professional education.
PEO3 Graduates who will be leader at note-worthy level and provide
solutions that benefited the respective organization, society and
nation.
On-going process, covers all cohorts which have graduated from the Programme.
Assessment are performed after each cohort been in the industry for 3-5 years.
The assessment of the attainments of the PEOs utilized the performance indicators as
given earlier.
Types of survey:
Alumni Survey
Employer Survey
Methods of survey:
Printed forms
Online forms
Telephone interviews
49
PEO Attainment Assessment
Performance Criteria, PC
PEO needs performance criteria or indicator as it is general
Criteria should be specific and measurable
Target should be achievable
PEO- PI and target
Programme Objectives (PO)
53
Doctor of Philosophy (PhD)
PO1
1.Graduates who are skilled and have extended knowledge that is profound in areas of specific expertise.
PO2
1.Graduates who think critically and capable of analyzing the results of research in their purpose field of interest.
PO3
Graduates who are highly knowledgeable and capable of knowledge and innovation toward new products and services at national/international level.
Programme Objectives (PO)
54
Master of Science (MSc)
PO1
1.Graduates who are skilled and have extended knowledge in areas of specific expertise.
PO2
1.Graduates who are capable of conducting research in their purpose field of interest.
PO3
Graduates who are capable of contributing knowledge and innovation toward new products and services at national/international level.
PEO - The big picture
55
Points panels look for;
Is the PEO statement reflective of the programme expectation of the
graduates 3 –5 years after graduation?
Are they well define, measureable & achievable?
Where are PEOs published and publicized?
Are the PEOs supportive of the mission & vision of the IHL?
Is there a clear link between the PEOs and POs
Is there an established process for assessing and evaluating achievement
of PEOs? Please explain how the IHL do this!
Explain how the measurement is done and what do the IHL do with the
outcome of assessment and used in the CQI of the programme?
Is there a high degree involvement of stakeholder in the process? Please
deliberate
Learning Outcomes (LO)
59
Doctor of Philosophy (PhD)
Show high degree of scholarship in the field of research
Contribute to original research that broadens the boundaries of knowledge through thesis writing or dissertation
Conduct critical analysis and evaluate along with synthesize of new ideas
Plan and perform independent research professionally, ethically and responsibly and able to lead / supervise research projects
Report research findings to peers at a level appropriate for publication in the international stage
Recognize the need for continuing professional development
Learning Outcomes (LO)
60
Master of Science (MSc)
Show advanced and continuous knowledge and has the ability to continue to develop or use this knowledge in new situations or in the context of a multidisciplinary
Analyze and evaluate critically problems in disciplines in situations with limited information and to provide solutions through the application of appropriate instruments and techniques
Assess existing information and research evidence and apply it in the context of engineering
Plan and implement research tasks professionally, ethically and responsibly
Report technical findings in writing and verbal forms
Recognize the need for continuing professional development
PO Attainment for PhD
61 PD: Proposal Defense
PR: Progress Report
Pub: Publication
LO vs Assessment Components
Lear
ning
Out
com
es (L
O)
Assessment
PD
PR
Pub
Viva
/The
sis
1 Show high degree of scholarship in the field of research /
2 Contribute to original research that broadens the boundaries of knowledge through thesis writing or dissertation
/ /
3 Conduct critical analysis and evaluate along with synthesize of new ideas
/
4 Plan and perform independent research professionally, ethically and responsibly and able to lead / supervise research projects
/ /
5 Report research findings to peers at a level appropriate for publication in the international stage
/
6 Recognize the need for continuing professional development
/ /
PO Attainment for MSc
62 PD: Proposal Defense
PR: Progress Report
Pub: Publication
Lear
nin
g O
utc
om
es
(LO
)
Assessment
PD
PR
Pu
b
Viv
a /
Thes
is
1 Show advanced and continuous knowledge and has the ability to
continue to develop or use this knowledge in new situations or in the
context of a multidisciplinary
/ /
2 Analyse and evaluate critically problems in disciplines in situations with
limited information and to provide solutions through the application of
appropriate instruments and techniques
/ /
3 Assess existing information and research evidence and apply it in the
context of engineering / /
4 Plan and implement research tasks professionally, ethically and
responsibly / /
5 Report technical findings in writing and verbal forms / /
6 Recognize the need for continuing professional development / /
LO vs Assessment Components
Programme Outcomes (PO)
Statements that describe what students are
expected to know and able to do/perform or attain
upon graduation
These relate to the skills, knowledge, and
behaviours that student acquire through the
programme
Cont.
Directly map to relevant courses and support the
PEOs
Explicitly map to the COs of the related courses
Performance Indicators or targets (PI)
Process put in place to measure the PO
Measurement must be realistic and reflective of the
performance of the class
An established PO model
A CQI process instituted for PO at the programme
level
Process flow of PO review in UniMAP
66
Quality Assurance
System JKJITU
Delivery
Programme
Committee /
Stakeholders
School Board
JITU Assessment
Analysis & CQI
MPPS
EXCO
LPU
JKIT Exam Board
University Senate
CQI process for non-attainment of PO
68
PO Assessment
Programme Outcomes Report (PER) for cohort/student
PO attainment evaluation
>50%
Non-attainment analysis
Finish
System/process
No
No
Yes
Yes
Finishing school/Value added
program
Finish
New HEA01 /
HEA03
START
Student
Characteristics of Good PO Statement
Course outcomes (CO)
Learning outcomes are statements of what a learner is expected
to know, understand and/or be able to demonstrate after
completion of a process of learning.
These statements are course specific and relate to the course
content
COs are linked to specific POs and thus serve as direct
evidence of the achievement of PO
COs are assessed and evaluated through various measurement
tools
CQI for PO
Points EAC panels look for;
Is the mapping between courses and POs realistic?
Is there any issue with constructive alignment i.e. outcomes-assessment-activities?
Is there a process instituted at the programme level for the measurement of COs and POs? Please deliberate!
Is the programme measuring all the 12 ETAC POs and do the results demonstrate the achievement of the said PO?
What is their PO assessment model? Please explain clearly how they do this!
Is there Performance Indicators set for the outcome assessment? Is the target realistic?
Explain how do they use the outcome assessment results in the CQI at the course level and programme level
Cont.
How do the final PO achievement of the graduating
students are determine?
Are the students informed of their PO results?
Who are the stakeholders involve in the PO process and
assessment –please deliberate! … for example, industrial
partner involved in the assessment of specific POs etc.
Is the IAP involve in any part of the POs i.e. at the
formulation, measurement, assessment or CQI stage?
Is there evidence of strong participation in the delivery of
the OBE curriculum in the programme from the academic
staff