OUTCOME-BASED EDUCATION

Assoc. Prof. Ir. Dr. Hayati AbdullahPEng CEng CMarEng ASEAN Eng REEM M. AFEO FIMarEST FIEM MIEEE

UTMLead

The OutcomeAt the end of this module, participants are expected to be able to:Explain correctly the concept and importance of OBE system in HE to their colleagues and students.

DEFINITION OF EDUCATION

• Plato : Process for forming a virtuous individual

• Socrates : Give a moral training of good citizenship

• Aristotle : Ethical and political knowledge that leadto happiness in life

DEFINITION OF EDUCATION

• John Mc Donald : Specific training to gainknowledge and skill through learning.

• John Dewey : Individual growth process to increasethe existing knowledge to get a better and moresecure life.

DEFINITION OF EDUCATION

• Syed Qutb : Process of establishinga holistic and balanced humanbeing. The main purpose ofeducation is to develop thepotential of intellectual, physical,emotional and spiritual level ofmankind towards perfectionist[Insan Kamil)

• Al Ghazali: Include aspects ofphysical training and intellectualdevelopment of a noble character,brave and respect.

COGNITIVE

PSYCHOMOTOR

AFFECTIVE

Rounded, holistic and balanced human being

GENERIC / SOFT SKILSS

OUTCOME based EDUCATIONEXPLICIT

TANGIBLE

OBSERVABLE

COGNITIVE

AFFECTIVE

PSYCHOMOTOR

OBE grows out of concern that the educationsystem cannot adequately prepare students for life& work in the 21st Century……

Degree

Transcript

CPA / GPA

Thesis

Report

Portfolio

?????

WHICH OF THE FOLLOWING IS AN OUTCOME ?

OUTCOME

• Is a culminating demonstration of learning

• is what the student should be able to do

• Outcomes are usually expressed as knowledge, skills, or attitudes

“Outcome-based education means startingwith a clear picture of what is important forstudents to be able to do, then organizingthe curriculum, instruction, and assessmentto make sure that this learning ultimatelyhappens.” (Spady, 1994)

“Begin with END in mind”

“Curricula & Teaching are means, not ends”

4 PRINCIPLES OF OBE

Clarity of

Focus

High

Expectations

Designing

Back

Expanded

Opportunities

OBE

➢ Clarity of Focus• Clearly defined Learning Outcomes (Explicit and visible )

➢ Designing Back• Aligned assessment with Intended Learning Outcomes (ILO’s)

• Aligned delivery of teaching and learning with ILO’s

• Provide necessary infrastructures and support system for the above to happen

➢ High Expectation

• Higher Standard, Deeply Engaged in the learning process

➢ Expanded Opportunity

• For outcomes achievement by more effective teaching methods

• Not all learners can learn the same thing in the same way & in the same time

4 Principles of OBE (…spady)

OBE

Begin with the END in mind

3 Stages of Backward Design

Are the desired results, assessments,

and learning activities ALIGNED?

1• Identify the Desired

Results

2• Determine Acceptable

Evidences

3• Plan Learning

Experiences

WHAT ARE LEARNING OUTCOMES?

• what learners will know or be able to do as a result of a learning activity

• Outcomes are usually expressed as knowledge, skills, or attitudes

Vision & Mission of Faculty

Vision & Mission of Department

Programme Educational Objectives

Programme Learning Outcomes

Course Learning Outcomes

DIFFERENT LEVELS OF LEARNING OUTCOMES

Programme Educational Objectives (PEO) Few years after Graduation – 3 to 5 years

WHAT STUDENTS ARE ABLE TO DO

LEVELS OF OUTCOMES

Programme Learning Outcomes (PLOs) Upon graduation

Course Learning Outcomes (CLOs) Upon course

completion

ST

AK

EH

OL

DE

RS

PR

OR

GR

AM

E

ED

UC

AT

ION

AL

OB

JEC

TIV

ES

Management support and commitment

PEO-

1

Regulatory

/Professional

Bodies

RELATIONSHIPS BETWEEN PEOs CLOs PLOs AND

COMPLIANCE TO THE STAKEHOLDERS

Quality

Assurance

JPT

IHL

requirements Industrires

Parents

….. etc

PEO-

2PEO-

3

PEO-

4

PEO-

5

….. etc

PLO-

1

PLO-

2PLO-

3

PLO-

4

PLO-

5….. etc

PR

OG

RA

MM

E

LE

AR

NIN

G

OU

TC

OM

ES

CLO-1….. etc

CO

UR

SE

LE

AR

NIN

G

OU

TC

OM

ES

CLO-3 CLO-4 CLO-5CLO-2

TDA’s, KJ’s, KP’s,

KK’s, JKA and

JKKS

TDA’s, KJ’s, KP’s,

KK’s, JKA and

JKKS

Course

coordinator,

Academic Staff

Programme Specs

Programme Specs

Course Outlines

CHARACTERISTICS OF OBE CURRICULA

Have programme objectives, programme outcomes, course

outcomes and performance indicators/criteria or rubrics.

Programme outcomes address Knowledge, Skills and Attitudes

to be attained by students.

Centered around the needs of the students.

Stated outcomes can be assessed and evaluated.

Aligned delivery of teaching and learning and assessment with

the intended learning outcomes (Constructive Alignment)

WHY OBE ?

Why OBE ?

EAC MQF

Quality Assurance of Higher

Education

Code of Practice for Programme

Accreditation (COPPA)

Code of Practice for Programme

Institutional Audit (COPIA)

Washington

Accord

EAC

Manual

The Washington Accord, signed in 1989, is aninternational agreement among bodies responsiblefor accrediting engineering degree programs. Itrecognizes the substantial equivalency of programsaccredited by those bodies and recommends thatgraduates of programs accredited by any of thesignatory bodies be recognized by the other bodies ashaving met the academic requirements for entry tothe practice of engineering.

Washington Accord

18th June 2009

The Board of Engineers Malaysia (BEM) was

accepted as the 13th signatory of the Washington Accord

• The Engineering Profession is Governed by the REGISTRATION OF ENGINEERS ACT 1967 (Revised 2015)

• Mandatory for Graduate engineers to register with BEM before taking up employment as an engineer

NoOBE……….

No ACCREDITATION !!!

What are Expected of Students under OBE?

•Students are expected to be able to do more challenging tasks other than memorize and reproduce what was taught.

•Students should be able to: write project proposals, complete projects, analyze case studies, give case presentations, show their abilities to think, question, research, and make decisions based on the findings.

•Be more creative, able to analyze and synthesize information.

•Able to plan and organize tasks, able to work in a team as acommunity or in entrepreneurial service teams to proposesolutions to problems and market their solutions

⚫ From Grade-Oriented to Outcome-Oriented

⚫ From Content-Based to Ability-Based

⚫ From Lecturer-Centred to Student-Centred

OBE REQUIRES THE FOLLOWING PARADIGM SHIFT

Content Based Learning Outcomes Based Approach

Passive students Active learners

Assessment process – exam & grade driven Continuous assessment

Rote learning Critical thinking, reasoning, reflection & action

Content based/broken into subjects Integration knowledge, learning relevant/ connected real life situations

Textbook/worksheet focused & teacher centred Learner centred & educator/ facilitator use group/ teamwork

See syllabus as rigid & non negotiable Learning programmes seen as guides that allow educators to be innovative & creative in

designing programmes/ activities

Teachers/trainers responsible for learning - motivated by

personality of teacher

Learners take responsibility for their learning, learners motivated by constant feedback/

affirmation of worth

Emphasis what teacher hopes to achieve Emphasis outcomes – what learner becomes & understands

Content placed in rigid time frames Flexible time frames - learners work at own pace

Stay in single learning institution until complete Learners can gather credits different institutions until achieve

Qualification

Previous knowledge & experience in learning field ignored

– Each time attends whole course

Recognition of prior learning: after pre-assessment, learners credited outcomes

demonstrated or transfer credits elsewhere

OBE Essential Questions◼ What do you want the students to have or able to do?

◼ How can you best help students achieve it?

◼ How will you know what they have achieved it?

◼ How do you close the loop ?

◼ Knowledge, Skill, Attitude

◼ Continuous Quality Improvements

◼ Student Centred Delivery

◼ Assessment

Program Outcomes

(PLO)

Program Objectives

(PEO)

Missions

Visions

Stakeholders

Course Outcomes

(CLO)

Advisory committee

Outcome-Based Education(Closing the Loops)

AlumniAssessment

Assessment

Assessment

CQI

CQI

CQI

An

aly

sis

An

aly

sis

An

aly

sis

https://goo.gl/images/Re7kuY

• OBE is all about “Begin with the End in mind”

• In OBE system, Assessment must be aligned (mapped) to the intended learning outcomes (constructive alignment)

• Assessment need to be planned, craft, measured, analysed based on the intended outcomes

• Documentations/Evidences are essential in OBE

CONCLUDING REMARKS

Special thank you to Prof. Dr. Zaki Bin Kamsah, Dr. Adibah Binti Abdul Latif and Dr. Rohaya Binti Talib for providing the slides and for sharing their wisdom.