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8/13/2019 OBE Intro 13jan2014
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Faculty of Engineering & Science
OUTCOME-BASED EDUCATION
(OBE)
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An between bodies accrediting professional
engineering degree programs in each of the.
Recognizes the substantial
accredited by those bodies
Recommends graduates of accredited programs in
as having met the academic requirements for entry to the
practice of engineering.
The signatories as of 2010:
United States, United Kingdom, Canada, Australia, New
Zealand, Ireland, Hong Kong, South Africa, Japan, Singapore,
South Korea, Taiwan, (2009), Turkey, Russia.
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Washington Accord covers undergraduate engineering
degrees under approach
In Malaysia, all engineering degrees are accredited byEngineering Accreditation Council Malaysia ( )
(http://www.eac.org.my/) consisting of the Board of Engineers (BEM), the Institution of Engineers Malaysia (IEM), Industry Employers, Malaysian Qualification Agency (MQA) and
the Public Service Department (JPA).
EAC signed for Malaysia
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In term of Problem Analysis
Able to identify, formulate, research literature and solve
engineering problems reaching substantiated
conclusions using of
In term of Depth of Analysis
Able to solve complex problems (have no obvious solution)
that require abstract thinking and originality in analysis toformulate suitable models
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Better than peers
covers Engineers
who deal with
Complex Problems
that have no obvioussolution and require
abstract thinking and
originality in analysis to
formulate suitable
models
covers Technologists
who deal with
Broadly-defined Problems
that can be solved bywell-proven analysis
techniques
covers Technicians
who deal with
Well-defined Problems
that can be solved instandardized ways
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What do you want the students to learn?
Why do you want them to learn it?
How can you best help students to learn it?
How will you know what they have learnt?
OBE’s approach to these questions
o Define to explicate what a student is
expected to know, understand, or do
o Providing which will help the student
to reach these outcomes
o Assessing the extent to which the student meets these
outcomes through the use of explicit
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OBE’s instructional planning process is a of that
associated with TE planning
The is
All educational decisions are made based on how best to
facilitate the desired outcomes
The curriculum, instructional materials, and assessments
are created to support the intended outcome
OBE emphasizes ,
, and
TE leads to passive learners by rote, limited by rigid syllabi
and textbooks
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It has
• Effective
• Effective
• Effective and robust Assessment Planning and Practical
Assessment Tools
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It is centered around the needs of the students and
the stakeholders
It is objective and outcome driven, where every
stated objective and outcomes and
Every learning outcome is intentional and therefore
the outcomes must be assessed using
Teaching/ Learning method may have to be
to include different delivery methods to
complement the traditional lecturing method
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Engineering Accreditation Council
Employers or industrial supervisors
Industrial Advisory Panel
External examiner Public and Parents
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11
Examples of PEO:
Has basic mastery of knowledge and skills needed to be anefficient engineer
Has professional attitude and ethics in fulfilling his role
Capable of adapting to the global work environment
Capable of providing leadership in organization he works in Capable of conducting research for his organization
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and
Examples of PO:
Ability to apply acquired fundamental knowledge of science
and engineering
Ability to identify, formulate and solve problems of high-
and low-power circuits and systems
Ability to design & evaluate an electrical or electronic
system based on systems approach
Ability to communicate effectively
Ability to understand and commit to prevailing professional
and ethical responsibilities
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Examples of CO for course on Electromagnetism:
Student can apply the Maxwell's Equations in the studies on
electromagnetic fields
Student can describe the propagation of wave in a medium and
understand the effect of wave reflection and transmission
Student can illustrate radiation patterns from antenna in the
far-field
Student understands the effect of electromagnetic interference
and ways to ensure electromagnetic compatibility (EMC)
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Define, duplicate, list, memorize, recall,
repeat, reproduce, state
Classify, describe, discuss, explain,
identify, locate, recognize, report, select,
translate, paraphrase
Choose, demonstrate, dramatize, employ,illustrate, interpret, operate, schedule,
sketch, solve, use, write
Appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, experiment, question, test
Appraise, argue, defend, judge, select,
support, value, evaluate
Assemble, construct, create, design,
develop, formulate, write
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UGNA2072 Open Channel Hydraulics
BTL: Bloom’s Taxonomy Level
I : Remember; II: Understand; III: Apply; IV: Analyze; V: Evaluate; VI: Create (Synthesis)
BTL
CO1Discriminate various types of flows and determine the flow profiles
in hydraulicsII
CO2 Design economically most efficient channels and canals sections. VI
CO3 Appraise the advantages and limitations of fluid transport systems
and hydraulic structure.V
CO4 Design and estimate the flood wave through regular channels. VI
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COs forGNA2072 Open Channel
Hydraulics
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1
Discriminate various
types of flows and
determine the flow
profiles in hydraulics
√ √ √
CO2
Design economically
most efficient channels
and canals sections.√
CO3
Appraise the advantages
and limitations of fluid
transport systems and
hydraulic structure.
√
CO4
Design and estimate the
flood wave through
regular channels.√
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provide critical
information to lecturers and administrators on the
effectiveness of the design, delivery, and direction of an
educational program
Improvements based on will
close the system loop and the process will
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Aims to
1. To measure Programme and Student Programme
Outcome Attainment
2. To be used as a tool to monitor student academic
progress
3. To provide students self assessment in their effort to
achieve Programme Outcome (PO)
Main features:
Able to measure Course Outcome (CO) attainment &
Programme Outcome (PO) at individual and cohort level
Able to analyze attainment of CO and PO for CQI
Able to be modified for future requirements
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Course Assessment and CO Score
e-OBE auto generates CO Scores & Graphs for individual student and cohort of Intake
% Score for CO attainment is
UGNA2072 Open
Channel HydraulicsCO1 CO2 CO3 CO4 Percentage
Actual
Mark
1. Final Exam √ √ √ 60 50
2. Coursework √ √ √ 40 15
3. Practical
e-OBE System Computation
CO Score(50/60)x
100%
= 83%
(50 + 15)x
100%
= 65%
15/40x
100%
= 37.5%
(50 + 15) x
100%
= 65%100% 65%
CO
Attainment
√ √ x
√
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PO Attainment
COs for
GNA2072 Open Channel
Hydraulics
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11
CO1 …… √
CO2 …… √ CO3 …… x
CO4 …… √ PO attainment
(contributed by
UGNA2072)
¾ =
75%
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BACKUP
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“a comprehensive approach to organizing and operating an
education system that is focused on and defined by thesuccessful demonstrations of learning sought from each
student”
(Spady, 1994)
A method of curriculum design and teaching that focuses
on after they are taught
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To ensure implementation of OBE
Will check on
Exam scripts/assignments/ lab reports
EAC’s documents
Labs and experiment equipments
Facilities such as lecture hall, library, etc…
Lecturer and staffs
Students
And others…
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PEOs
POs
Y1Year 1
Alumni Employer
Analysis,
Evaluation,
Interpretation,
Revision and
Modification
Industrial
Advisory
Panel
External
Examiner
Lecturers
Year 2
Year 3
Year 4
Industrial
training
COs
Students
Parents &
Public