OUTCOME-BASED EDUCATION (OBE)

UTHM
&
Pusat Pembelajaran & Pengajaran,
Akademi Kepimpinan Pengajian Tinggi (AKEPT)
 Acknowledgement

Prof. Ir. Dr. Mohd Jailani Mohd Nor (UKM)

Prof. Ir. Dr. Riza Atiq Abdullah O.K. Rahmat (UKM)
Prof. Ir. Dr. Wan Hamidon (UKM)
Prof Dr. Shahrin Mohammad (UTM)
Prof. Dr. Wahid Razzaly (UTHM)
Prof. John Biggs (HKOU)
AP Dr. Claus Brabrand (IT-University of Copenhagen)
Faculty of Civil & Environmental Engineering (UTHM)
Others who have contributed.
Outcomes
 Outcome-Based Education (OBE)
 Constructive Alignment

 Learning & Teaching (Delivery)

 Learning & Teaching (Assessment)
 Learning & Teaching (KPI)
 Closing the Loop

 Continuous Quality Improvement (CQI)

 PROJECT CA1

02/24/24 4
What is Outcome-Based
Education?
Outcomes Based Education focuses on student learning by:

1. Using learning outcome statements to make explicit what

the student is expected to be able to know, understand or
do;

2. Providing learning activities which will help the student to

reach these outcomes;

3. Assessing the extent to which the student meets these

outcomes through the use of explicit assessment criteria.
 Learning Outcomes: The shift from
teachers to students
• Teacher - • Teacher - Student
Students

• Concerns for self • Concerns for students/

impact of teaching on
students
• What will I
teach?
• Are they learning what I
• What will I teach teach?/What are the
next? impacts of my teaching?/
What can they do as a
• Content result of my teaching?

• Non-behavioural • Behavioural objectives/

objectives learning outcomes
 OBE PHILOSOPHY

2. LEARNING &
1. DESIGN
TEACHING

OUTCOMES

3. ASSESSMENT
OUTCOME BASED EDUCATION

Outcomes ???
 OUTCOME BASED EDUCATION

Program Educational Objectives(PEO)

Few years after
Graduation – 4 to 5 years

Programme Learning Outcomes (PLO)

Upon
graduation

Course Learning Outcomes (CLO) Upon

subject completion
OUTCOME BASED EDUCATION

VISION, MISSION KPI ?

PEO/PLO
KPI ?

KPI ?
SYLLABUS/CLO
MQA LEARNING OUTCOMES

1. Mastery of Body of Knowledge

2. Practical Skills
3. Social Accountability
4. Ethics, Shared Values & Professionalism
5. Scientific Method, Critical Thinking & Problem
Solving
6. Communication Skills & Team Work
7. Information Management & Life Long Learning
8. Entrepreneurship
PROGRAMME EDUCATIONAL OBJECTIVE (PEO)

Our PEOs is to produce graduates who are:

1. VCS (Knowledge & Practical Skill)

2. VCS (Soft Skill)
3. VCS (Soft Skill)
4. VCS (Soft Skill)

PROGRAMME AIMS ?
PROGRAMME LEARNING OUTCOME (PLO):

Upon graduation, the students will be able to:

1. VCS (Knowledge)
2. VCS (Practical Skill)
3. VCS (Soft Skill - CS)
4. VCS (Soft Skill - CTPS) LD/GSA
5. VCS (Soft Skill - TS)
6. VCS (Soft Skill - LLL & IM)
7. VCS (Soft Skill - ES)
8. VCS (Soft Skill - M&PE)
9. VCS (Soft Skill - LS)
 PEO & PLO RELATIONSHIP

PLO PLO PLO PLO PLO PLO PLO PLO PLO PLO
1 2 3 4 5 6 7 8 n
PEO
PEO
1
PEO
2
PEO
3
PEO
4
PLO and MQA RELATIONSHIP

PLO MQA
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
PLO 6
PLO 7
PLO n
 CLO & PLO RELATIONSHIP
PLO
PLO PLO PLO PLO PLO
Delivery Asmnt KPI
1 2 3 4 n
CLO
CLO 1 / ? ? ?
CLO 2 / ? ? ?
CLO 3 / ? ? ?
CLO 4 / ? ? ?
 RELATIONSHIPS BETWEEN CLO’S, PLO’S, PEO’S and COMPLIANCE
TO THE STAKEHOLDERS

Regulatory IHL
STAKEHOLDERS

KPT/MQA Industrires
/Professional requirements
Bodies
students…

….. etc
EDUCATIONAL LEARNING
PRORGRAME PROGRAMME
OBJECTIVES

PEO-1 PEO-2 PEO-3 PEO-4 PEO-5 ….. etc

OUTCOMES

PLO-1 PLO-2 PLO-3 PLO-4 PLO-5 ….. etc

OUTCOMES
LEARNING

Subject Subject Subject Subject Subject

COURSE

CLO-1 CLO-2 CLO-3 CLO-4 CLO-5

Management support and commitment

LEARNING OUTCOMES DEVELOPMENT
 THE 3 DOMAINS OF EDUCATIONAL GOALS

Cognitive
The Head
Affective
The Heart

Psychomotor

The Hand 3H
 LOW and HIGH…. WHICH ONE?

Learning outcomes

DOMAINS Cognitive Affective Psychomotor / skills

Evaluation Internalizing Naturalisation

Higher Synthesis Organisation Articulation
order
Analysis Valuing Precision
Application Responding Manipulation
Comprehension Receiving Imitation
Lower order
Knowledge
 THE DEVELOPMENT OF
INTELLECTUAL SKILLS

Lower order

Higher order
 PSYCHOMOTOR DOMAIN INCLUDES
PHYSICAL MOVEMENT, COORDINATION &
USE OF THE MOTOR SKILL AREAS

Lower order

Higher order
 AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL
WITH THINGS EMOTIONALLY (e.g. FEELINGS,
INTERESTS, ATTITUDES, APPRECIATION,
ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT
RESULT FROM INSTRUCTION)

Higher order

Lower order
 3 COMPONENTS OF A LEARNING
OUTCOMES

1) ACTION VERB
2) CONDITION
3) STANDARD

Avoid these words

Well-written verbs must be (SMART) - understand
- Specific - appreciate
- Measurable - know
- Achievable - learn
- Realistic - aware
- Time frame - familiar
- Observable
 LEARNING OUTCOMES: EXAMPLE 1

a) verb b) condition c) standard.

• calculate the beam deflection at the centre to within

one decimal point. (C4,P4,A3,SS)
LEARNING OUTCOMES: ACTIVITY 3

a) verb b) condition c) standard.

• write an effective course learning outcomes that

include lower and higher order cognitive skills for
a one-semester course
(C4,P4,A3,SS)
“Bad Teacher complains,
Mediocre Teacher teaches,
Good Teacher explains,
Better Teacher demonstrates,
Best Teacher motivates and
Great Teacher inspires.”

(King Teacher)
Constructive Alignment
 Constructive Alignment
"When there is alignment between what we want,
how we teach and how we assess... students
are entrapped in a web of consistency, optimising
the likelihood that they will engage the
appropriate learning activities, but paradoxically
leaving them free to construct their knowledge
their way." (Biggs, 2003: 27)
What is Constructive Alignment?

Constructive alignment is the idea that whenever we design

and teach a new unit, subject or course, we should:

• Think about what we believe students should be able to do

by the end (intended learning outcomes);

• Think about how we might assess those outcomes

(assessment tasks and marking criteria);
What is Constructive Alignment? Cont..

• Look at what students need to know and understand in

order to achieve those outcomes (concepts, practical
skills, content);

• Design teaching/learning activities which will help students

develop the understanding and skills they need to achieve
intended learning outcomes (teaching/learning activities);

• Make the links between intended learning outcomes,

assessment and learning activities clear to students.
There are two parts to constructive alignment:

• Students construct meaning from what they do to learn.

• The teacher aligns the planned learning activities with
the learning outcomes.
Essentially, in summary, Biggs’ model of ‘constructive
alignment’ requires a shift in thinking about the process
of course design, to the following three stage model:

• Identify clear learning outcomes.

• Design appropriate assessment tasks that will directly

assess whether each of the learning outcomes has been
met.

• Design appropriate learning opportunities for the

students to get them to a point where they can
successfully undertake the assessment tasks.
Critical components to consider for
constructive alignment are:

§ The curriculum
§ The teaching methods
§ The assessment procedures
§ The student-teacher relation
§ The institutional climate

The curriculum has to be at the centre and must determine

the TLAs (teaching and learning activities) and the
assessment.
 UNALIGNED COURSE
Teacher’s  Student’s
e.g.
intention activity
- explain
- relate
- prove
- apply
"Dealing with the test"

Exam’s
assessment
e.g.
- memorize
- describe

Claus Brabrand (ITU) DMLF Årsmøde 2007 – keynote [ 63 ] Sep 20, 2007
 ALIGNED COURSE
Teacher’s  Student’s
e.g.
intention activity
- explain
- relate
- prove
- apply

Exam’s
assessment
e.g.
- explain
- relate
- prove
- apply
Claus Brabrand (ITU) DMLF Årsmøde 2007 – keynote [ 64 ] Sep 20, 2007
OBE

Outcame Based Education

 Assessment Loop
Gather
evidence

How well do we
achieve our program Interpret
outcomes? evidence

Enhance teaching/learning; inform

institution decision-making,
budgeting
 Outcome-Based Education
(Closing the Loops)
Assessment

Assessment

Assessment
Alumni

Analysis

Analysis

Analysis
Missions
Visions Program Program Course
Objectives Outcomes Outcomes
Stakeholders

Advisory committee CQI

CQI

CQI
Mapping
 Assessment Tools
• Program Objectives (PEO)
- Alumni Survey
- Tracer Study
- Employer Survey
- IAC / Stakeholders

• Program Learning Outcomes (PLO)

- Exit Survey
- Employer Survey
- Programme Survey/Exam
- IAC / Stakeholders

• Course Learning Outcomes (CLO)

- Knowledge Skills -Tests, Examination, etc
- Technical Skills – Lab/field work, Workshop
- Soft Skills – project planning, implementation and presentation (rubric)

Outcame Based Education

 Loop 1

Assessment

Assessment

Assessment
Alumni

Analysis

Analysis

Analysis
Missions
Visions Program O Program O Course
bjectives utcomes Outcomes
Stakeholders

Advisory committee CQI

CQI

CQI

Outcame Based Education

 Key Performance Indicator/Index (KPI)
Course Learning Outcomes (CLO)

Assessments
• Test, Quizzes, Final Exam (C)
• Lab/field work Reports (C, A),
• Lab/field work (P,C, A),
• Presentations (P, A), Examples
• Assignments (C, A) • x % - Grade C and above (C)
• Project, PBL, POPBL (P,C, A) • 100 % - Submit assignment on time (SS)
• x % - Quality of presentation (SS)
• x % - achievement in every SS domain

CQI
 Assessment
Scheme
Quizzes : 5%
Test 1 : 15 %
Test 2 : 15 %
Assignment : 5%
Project : 20 %
Final Examination : 40 %
100 %

Outcame Based Education

 Assessment Of CLO
Knowledge/Technical
Skills
• Final examination, tests and
quizzes.
• Industrial training written
reports.
• FYP Thesis.
• Design reports.
• Student reports for
assignments, mini projects,
laboratory, industrial visits,
etc.
• Survey reports on Problem
Based Learning (PBL).
Generic Skills
• Student reports for assignments,
mini projects, laboratory, industrial
visits, etc.
• Survey reports on Problem Based
Learning (PBL).
• Student projects under the Civil
Engineering Club (CEC) – Bridge
model competition, Malacca House
Model competition, floating tower
competition,
• Presentation
• etc
Outcame Based Education
 KESIMPULAN
• PENAMBAHBAIKAN UJIAN 1 SEBELUM UJIAN 2
– INDIVIDU

• PENAMBAHBAIKAN PADA SETIAP HUJUNG SEMESTER

– INDIVIDU
– JAWATANKUASA
– BENGKEL

• MELIHAT KEPADA
– CLO
– TAHAP BLOOM TAXANOMI (C, P, A)
– KI
 Loop 2

Assessment

Assessment

Assessment
Alumni

Analysis

Analysis

Analysis
Missions
Visions Program Program Course
Objectives Outcomes Outcomes
Stakeholders

Advisory committee CQI

CQI

CQI

Outcame Based Education

 Key Performance Indicator/Index (KPI)

Programme Learning Outcomes (PLO)

Assessments
• Exit Survey
• External Examiner Reports Examples

• Soft Skill Survey • x % - Employed

• OBE Survey • Quality of FER by External Examiner

• Fundamental of Engineering • x – SS Status

Exam • x – OBE Status
• x % - Knowledge Analysis

CQI
Outcame Based Education
 KESIMPULAN

• DILAKUKAN PADA SETIAP AKHIR SEMESTER

III/PROGRAM
– JAWATANKUASA
– BENGKEL

• MELIHAT KEPADA
– PENCAPAIAN PENGETAHUAN
– PENCAPAIAN KEMAHIRAN
– PENCAPAIAN KEMAHIRAN INSANIAH

• MENGGUNAKAN
– KAJI SELIDIK
– PENILAIAN KHAS
– PENCAPAIAN CLO
 Loop 3

Assessment

Assessment

Assessment
Alumni

Analysis

Analysis

Analysis
Missions
Visions Program Program Course
Objectives Outcomes Outcomes
Stakeholders

Advisory committee CQI

CQI

CQI

Outcame Based Education

 Key Performance Indicator/Index (KPI)

Program Educational Objectives(PEO)

Assessment:
• Tracers Study Examples:
• Discussion with stakeholders • x % - Ir/Ar/Sr.
• Reports, media • x - Papers ?
• Alumni Survey • x - Journals ?
• Employer survey • x % - Contractors
• x % - Consultants
• x % - Project Manager

CQI
Outcame Based Education
 KESIMPULAN

• DILAKUKAN PADA SETIAP TAHUN MULAI TAHUN KE 4

PELAJAR BERGRADUAN
– JAWATANKUASA
– BENGKEL

• MELIHAT KEPADA
– PENCAPAIAN PENGETAHUAN
– PENCAPAIAN KEMAHIRAN
– PENCAPAIAN KEMAHIRAN INSANIAH

• MENGGUNAKAN
– KAJI SELIDIK
– LAPORAN IAC
DOKUMENKAN!!!!!!!
Outcomes
 Outcome-Based Education (OBE)
 Constructive Alignment

 Learning & Teaching (Delivery)

 Learning & Teaching (Assessment)
 Learning & Teaching (KPI)
 Closing the Loop

 Continuous Quality Improvement (CQI)