Nyan Myint Kyaw

PhD, PE
Objective
• awareness on essential components of quality engineering education

Presentation outline
• Introduction (3 – 3)
• Outcome Based Education (4 – 7)
• Quality Management Systems – ISO 9001-2015 (8 – 11)
• Quality Management Systems – ISO 21001-2018 (12 – 12)
• Constructive Alignment (13 – 13)
• Bloom’s Taxonomy (14 – 18)
• SOLO Taxonomy (19 – 20)
• Example of B.E. (Civil) Program (21 – 31)
 QUALITY ENGINEERING EDUCATION
MOBILITY  Regional/International acceptance
INSTITUTIONS & UNIVERSITIES
Recognition  official/legal
Reputation  unofficial/popularity
Ranking (National/International)  criteria-dependent
Benchmarking  comparison/reference

ACCREDITATION  systematic evaluation & process approach

ESSENTIAL COMPONENTS
Outcome Based Education (OBE)
Quality Management System (QMS)

ENGINEERING PROFESSIONALS
Practicing  general acceptance (local)
Professional Registration/Licensing  official
PROGRAM MANAGEMENT
Performance Indicators ENGINEERING
Graduate Attributes Continual GRADUATE LEVEL MOST
Professional Competences Quality
Improvement EEAC
(CQI) PLANNING
WA/SA/DA

Graduate Attributes
Outcome-based Education Professional Competences
(OBE)

IMPLEMENTATION CURRICULUM
DESIGN Knowledge & Attitude

Constructive
Alignment (CA)

COURSE
DESIGN Broadly-defined
Problems & Activities
 Outcome-Based Education (OBE)
OBE
OBQI
(Education)
What students (Quality Improvement)
should achieve?
How to get
STAKEHOLDERS’ OBC better results?
INPUT
OUTCOMES (Curriculum)
Vision/Mission How to make Evaluation
PEO/PO/CO
students achieve
OBLT Analysis
the outcome?
(Learning & Teaching) Feedback
Which graduate level?
REFERENCES

Graduate Attributes
How to measure OBA
Knowledge & Attitude what students (Assessment)
have achieved?
Problems Professional Competences
Activities
QMS Constructive Alignment
Substantial TOOLS
Equivalence?
Bloom’s Taxonomy
Benchmarking SOLO Taxonomy
ACCREDITATION Ranking
 OUTCOMES
VISION & MISSIONS
Aim & Objectives of the University/Faculty

PROGRAMME EDUCATIONAL OBJECTIVES (PEO)

Intended achievements for the graduates
in 3 to 5 years after the graduation

PROGRAMME OUTCOMES (PO)

Intended achievements for the students at the graduation

COURSE OUTCOMES (CO)

Intended achievements for the students
at the end of an individual course
STAKEHOLDERS
National Education Law POLICY
National Education Strategic Plan (NESP)
Vision
Myanmar National Qualification Framework (MNQF)
Missions
Policies and guidelines of MOE/MOST
PEO
National Quality Assurance
UN SDG Goals  WFEO/UNESCO for Engineering

IEA/SA/FEIAP/EEAC PROFESSION
Graduate Attributes
Problem/Activity/Knowledge & Attitude Profiles PEO/PO/CO
Professional Competences
Requirements & Guidelines
IMPLEMENTATION
PEO/PO/CO/CQI
Industry/Academics/Alumni/Staff/Students
 OBE Implementation
OBE OUTCOMES GOVERNING BODIES
UNIVERSITY/FACULTY Policies/Guidelines
Vision
MOE/MOST/NEPC/MNQF
Missions & Objectives
EEAC/FEIAP/WA/IEA/UNESCO
FACULTY/DEPARTMENT
Vision
STAKEHOLDERS
Mission & Objectives
Teachers (current/former)
PROGRAMME Students
PEO COURSES INPUTS
Alumni
PO/PLO/GA CO/CLO/LO Industry
Governing Bodies

INPUTS
DELIVERY
Curriculum
Teaching/Learning Activities Continual Quality Improvement (CQI)
Assessment Activities
CONTROL OBC Feedback
Benchmarking OBLT Analysis & Evaluation
OBQI
Accreditation OBA Improvements
QUALITY MANAGEMENT SYSTEM (QMS)

GENERIC EDUCATION

ISO 9001-2015 ISO 21001-2018

Risk-based thinking Continual Quality Improvement

QMS
ISO 9001-2015
Clauses
0. Introduction
1. Scope
2. Normative references
3. Terms and definitions
4. Context of the organization
5. Leadership
6. Planning
7. Support
8. Operation
9. Performance evaluation
10. Improvement
ISO 9001-2015 PDCA Cycle
Quality Management Principles
Customer focus

Relationship
Leadership
management

Evidence-
Engagement of
based decision
people
making

Process
Improvement
approach

ISO 9001-2015
ISO 21001-2018
 Constructive Alignment
Intended Learning Outcomes
ILOs
ACTIVE LEARNING PEO/PO SLT Credits
CO

Teaching & Learning Assessment Tasks

Activities & Feedback

Learning and Teaching Activities – Assessment Methods – Designed to

Designed to meet learning outcomes assess learning outcomes

STUDENT LEARNING TIME (SLT)  Credit Points

Face-to-Face/Self-study/Assessment

ACTIVE LEARNING  Hard & Soft Skills

Lecture/Practical/Assignments/Projects/Discussion/Presentation
BLOOM’S TAXONOMY FOR EDUCATIONAL OBJECTIVES
3 DOMAINS OF LEARNING used for design of Learning/Teaching & Assessment Activities

Cognitive domain
(Knowledge/Thinking)
Affective domain
• published by Bloom et al. in 1956
(Attitude/Emotional)
• revised by Krathwohl et al. in 2001
• published by Krathwohl et al. in 1964

Psychomotor domain
(Skill/Kinesthetic)
• several researchers published different versions
• Dave in 1970
• Simpson in 1972
• Harrow in 1972
 COGNITIVE DOMAIN AFFECTIVE DOMAIN
Krathwohl et al. 2001 Krathwohl et al. 1964

Creating Characterization
Evaluating
Organization
Analyzing
Valuing
Applying
Responding
Understanding

Remembering Receiving

KNOWLEDGE ATTITUDE
PSYCHOMOTOR DOMAIN
Dave 1970

Naturalization

Articulation

Precision SKILLS
Manipulation

Imitation
 COGNITIVE DOMAIN
Krathwohl et al. in 2001
simple level to complex level
1 2 3 4 5 6
REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING CREATING
Ability to put
Remembering Ability to grasp or Ability to use Ability to break Ability to judge,
KNOWLDEGE components
and retrieving construct knowledge in new down knowledge check, and
DIMENSION together to form a
learned meaning from and concrete into its critique the value
coherent or
information knowledge situations components of knowledge
unique new whole

SAMPLE ACTION VERBS FOR COURSE OUTCOMES

Analyze
A Comprehend Apply Compare
Compile
FACTUAL Define Classify Change Contrast
Appraise Compose
Compare Create
Identify Convert Compute Differentiate
Conclude Devise
Indicate Defend Demonstrate Distinguish
B Consult Design
Differentiate Manipulate Identify
CONCEPTUAL List Criticize Generate
Distinguish Modify Illustrate
Recognize Critique Invent
Explain Operate Infer
Reproduce Discriminate Plan
Extend Prepare Outline
C Retrieve Evaluate Rearrange
Infer Produce Separate
PROCEDURAL Interpret Reconstruct
State Interpret Solve Investigate
Justify Reorganize
Memorize Paraphrase Practice Discover
Judge Revise
D Reproduce Summarize Exercise Determine
Summarize Synthesize
METACOGNITIVE Translate Utilize Observe
Theorize
Examine
 AFFECTIVE DOMAIN
Krathwohl et al. in 1964
simple level to complex level
1 2 3 4 5
Receiving Responding Valuing Organization Chracteriztion
Ability to bring
together different
Ability to attach to a
Ability to passively values, resolving Ability to develop a
Ability to participate particular object,
attend to particular conflicts among characteristic life
actively phenomenon, or
phenomena or stimuli them, and build an style
behaviour
internally consistent
value system
SAMPLE ACTION VERBS FOR COURSE OUTCOMES
Accommodate Act
Acclaim Assist
Adhere Discriminate
Aid Complete
Attend Arrange Display
Answer Demonstrate
Accept Balance Influence
Approve Deny
Ask Combine Interpret
Assist Differentiate
Choose Compare Modify
Comply Follow
Follow Formulate Perform
Conform Initiate
Listen Generalize Practice
Discuss Join
Reply Modify Question
Help Justify
Organize Respect
Recite Share
Prepare Solve
Volunteer Support
relate verify
 PSYCHOMOTOR DOMAIN
Dave 1970

simple level to complex level

1 2 3 4 5
IMITATION MANIPULATION PRECISION ARTICULATION NATURALIZATION
Ability to perform
Ability to repeat an Ability to perform
some actions with Ability to integrate Ability to perform
act that has been some actions by
some level of and adapt multiple actions in automatic
demonstrated or memory or following
expertise without actions and intuitive way
explained instructions
instructions
SAMPLE ACTION VERBS FOR COURSE OUTCOMES
Assemble
Act Create
Copy Adapt
Build Design
Duplicate Accomplish Change
Execute Develop
Follow Achieve Construct
Improve Invent
Mimic Calibrate Combine
Manipulate Manage
Repeat Demonstrate Customize
Maintain Originate
Replicate Master Modify
Perform Refine
Reproduce Revise
Use Transcend
Trace
 SOLO TAXONOMY
Structure of Observed Learning Outcomes
• published by Biggs & Collis (1982)
• Model for different levels of understanding
• Supports to classify complexity of learning outcomes
• Can be used to design curriculum & assessment
• especially beneficial for –
• setting cognitive tasks or assessment items
• designing rubrics (performance standards) for grading the task
• reflection of levels of student performance
• useful for writing learning outcomes and grading
• informs learners and faculty staff –
• the criteria and the standards of answers
• required to show evidence of attainment at the various competencies
or levels of cognitive performance
SOLO TAXONOMY
Implementation in Civil, YTU
ACCREDITATION

Teaching/Learning Assessment
OUTCOMES CURRICULUM CQI SAR
Activities Activities

B.E. (Civil)
Programme

Curriculum Individual Stakeholders’ Evaluators’

Outcomes
of B.E. (Civil) Courses Inputs Visits

Vision/Missions CO Provisional
Meetings
of YTU Activities 2015-16

PEO/PO Final 2018-19

CQI Surveys
of B.E. (Civil) 3 years
References for Implementation – Civil, YTU
Curriculum Detailed
PEO PO
implementation SAR
Individual Courses

Vision & Accreditation Accreditation Accreditation

Missions of Manual of Manual of Manual of
YTU EEAC EEAC EEAC

Examples
Profiles of IEA
Literature Documents of from
reference
study ABET accredited
document
universities

Knowledge
Documents of sharing of
ABET Mentors
EEAC/FEIAP/IEET/EA

Documents of Literature
NCEES study
EEAC Accreditation Manual
VISION & MISSIONS of YTU
PEOs of B.E. (Civil)

Technical Competence

Communication Skills & Leadership

Professional Ethics & Lifelong Learning

POs of B.E. (Civil)
Reference Documents - ABET
Reference Documents - NCEES
Implementation
• Setting outcomes for program & individual courses
(PEO/PO/CO)
• Mapping of outcomes (PEO-PO & PO-CO matrices)
• Designing learning/teaching activities
• Designing assessment activities
(formative/summative/direct/indirect)
• Detailed implementation with necessary stakeholders’
input
 CQI Process
• Analysis of assessment results for individual courses
• Evaluation of students’ achievement for individual courses
• Feedback for students & teachers
• Improvements for individual courses with necessary
stakeholders’ inputs
• Analysis of POs using PO-CO matrix & survey results
• Analysis of PEOs using PEO-PO matrix & survey results
• Improvements for next cycle with necessary stakeholders’
input
LLL Nice Lifelong Learning LLL