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Training on outcome based education

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  • TRAINING ON OUTCOME BASED EDUCATION (OBE) March 2011
  • Transcript

    • 1. TRAINING ON OUTCOME BASED EDUCATION YEAR 2011
    • 2. UNIT 2OUTCOME-BASED EDUCATION (OBE) CURRICULUM
    • 3. 3.ELEMENTS OF OBE CURRICULUM
    • 4. DOMAIN OF LEARNING OUTCOMES (MQF) GENERIC STUDENT ATTRIBUTES (MOHE) CRITICAL THINKING & Practical PROBLEM SOLVING Knowledg SKILLS Skills Social Skills & e of Responsibilitie Discipline ENTREPRENEURSHIP s Areas SKILLS Information Management COMMUNICATION Values, SKILLS & Lifelong Attitudes & Learning Professionalism Skills INFORMATION MANAGEMENT SKILLS Managerial Communicatio & CONTINUOUS SKILLS & n Leadership & Entrepreneu Problem Team Skills MORAL & rial Skills Solving & PROFESSIONAL SKILLS Scientific Skills TEAMWORK SKILLS LEADERSHIP SKILLS
    • 5. PAI & PLO Few years after Graduation – 4 to 5 years Program Aims (PAI)Aims: Statements that describe the expectedaccomplishments of graduates during the first few yearsafter graduation. Upon graduation Programme Learning Outcomes (PLO) Outcomes: Statements that describe what students are expected to know and be able to do by the time of graduation.
    • 6. PAI & PLO PAI: Later / on the jobPLO: at the end of Programme
    • 7. Upon course / subject completion Course Learning Outcomes (CLO)Outcomes: Statements that describe what students areexpected to achieve and be able to do by the time of acourse or a subject completion.
    • 8. RELATIONSHIP BETWEEN VISION, MISSION, PAI, PLO & CLO
    • 9. Different Levels of Learning Outcomes Program Aims (PAI) Few years after Graduation – 4 to 5 years Programme Learning Outcomes (PLO) Upon graduation Course Learning Outcomes (CLO) Upon course / subject completion
    • 10. CONCLUSION OBE Curriculum will answer to the questions of:- what are the learning outcomes (LOs) to be achieved by students- how to align the curriculum, teaching & learning strategies and assessment- how to implement the curriculum and evaluate the learning outcomes
    • 11. IMPLEMENTING OUTCOME - BASED ASSESSMENT (OBA)
    • 12. Laporan MQA-Mock Audit Soalan peperiksaan banyak bertahap rendah walaupun mengikut JSP Pencapaian pelajar tidak dianalisis bedasarkan hubungkait dengan PAI, PLO dan CLO utk tujuan semakan dan pemantauan Kesimpulan: proses persediaan ini dilihat bukan kpd “how detail your document is” ttp kpd “how to use the information” untuk penambahbaikan.
    • 13. LEARNING OUTCOME At the end of this session, participant should be able to:• describe what is OBA(C2,A2)• relate between PAI, PLO, CLO AND GSA / LD (C2,A2)• determine the assessment plan for PAI, PLO and CLO (C2,A2)• set KPI for PAI, PLO and CLO (C3,P3)• assess PAI, PLO and CLO (C3,A2)• analyze PAI, PLO and CLO (C4,P3)• determine CQI activities required (C3,A2)
    • 14. 1. What is OBA?• Outcome - Based Assessment : Educators explicitlywant to teach some ideas, skills or concepts and willcheck from time to time to ensure these concepts areindeed being grasped by students.• Outcome - Based Assessment formalizes the ideathat the students will always know what to expect andthey will be ‘clued up’ to where they are within thissystem (Murphy. J, 2007).
    • 15. 2. RELATIONSHIP BETWEEN PAI, PLO, AND GSA / LD MATRIX OF PLO VS PAI, GSA AND LD
    • 16. MATRIX OF COURSES VS PLO, GSA AND LD
    • 17. MATRIX OF LEARNING OUTCOMES VS PLO, GSA AND LD
    • 18. KPI Key Performance Indicator (KPI) should be set for each criterion. The KPIs should refer to and reflect the statement of each PAI, PLO or CLO and they can be measured. KPI needs to be SMART:  Specific  Measurable  Achievable  Realistic  Timely
    • 19. KPI for PAI PROGRAMME AIMS (PAI) ANALYSISPROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERINGThe Department of Electrical Engineering shall produce graduates who are able to: No PROGRAMME AIMS (PAI) KEY PERFORMANCE INDICATOR (KPI) Target ASSESSMENT METHOD/TOOL Tracer Study, Discussion with Have knowledge, skills and attitude that will allow them to make tangible 1 Percentage of graduates promoted 15% stakeholders, Reports, Media, Alumni contributions and meet new technical challenges. Survey, Employer Survey Possess entrepreneurial skills and practice good work ethics and be able to Percentage of the graduates involved in own 2 15% promote good morality and behavior. business Percentage of the graduates further their studies 30% 3 Continuously enhance their knowledge and skills. Percentage of the graduates working in foreign 20% countries Percentage of graduates comply to societal 4 Communicate and interact responsibly. 100% norm Contribute effectively as a team member. They will also be adaptable to Percentage of graduates comply to societal 5 100% new changes at the work place. norm
    • 20. KPI for PLO PROGRAMME LEARNING OUTCOME (PLO) ANALYSISPROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERINGAt the end of the programme, graduates should be able to: No. PROGRAMME LEARNING OUTCOMES (PLO) KEY PERFORMANCE INDICATOR (KPI) Target ASSESSMENT METHOD/TOOL Apply knowledge of mathematics, science and engineering Percentage of students obtained 3.3 CPA in Direct Assessment (Quiz, Test,Project, 1 fundamentals to well defined electrical and electronic engineering Common Core Subject and Disipline Core 50% etc) & Indirect Assessment (Report from procedures and practices; Subject Industrial Advisor, etc) Demonstrate practical skills which includes the ability to troubleshoot, 2 repair and do maintenance work for electrical and electronics equipment with specialization in the area of control; Demonstrate awareness and consideration for societal, health, 3 safety, legal and cultural issues and the consequent responsibilities, taking into account the need for sustainable development; Communicate effectively with the engineering community and the society at 4 large; Function individually or in teams, effectively, with a capability to be a 5 leader; Demonstrate an understanding of professional ethics, 6 responsibilities and norms of electrical and electronic engineering practices; Apply creative and critical thinking in solving problem related to assigned 7 tasks; 8 Recognise the need for entrepreneurship; Recognise the need for professional development and engage in 9 independent acquisition of new knowledge and skill.
    • 21. KPI for CLO COURSE LEARNING OUTCOME - KEY PERFORMANCE INDICATOR (KPI)PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERINGCOURSE NAME: ELECTRICAL TECHNOLOGY COURSE LEARNING OUTCOME (CLO) DELIVERY METHOD ASSESSMENT METHOD KEY PERFORMANCE INDICATOR (KPI) TARGET (%) Explain correctly the units associated with basic electrical quantities,CLO 1 concepts of electric circuit, cells as the unit source of DC energy and Lecture/ Discussion Quiz, Test the general features of batteries. Students are able to apply and describe the 90 topic given. % achieving grade C and above Demonstrate an understanding of DC network analysis techniques onCLO 2 resistive networks. PBL Quiz, Test Assignment are clear, correct and well Describe the fundamentals of capacitive and inductive in DC network 85CLO 3 correctly SF/CC Test, Final Exam presented. Assignment >65%. 100 % submit assignment. Explain properly the principles of the magnetic circuit, Essay Question/Final Report are clear, correct and well presented.CLO 4 electromagnetism and electromagnetic induction. Project Work Exam Report >65 % 90 Conduct confidently experiments in a team and produce report within a Lab/Workshop Practical Work, Report are clear, correct and well presented.CLO 5 stipulated time frame. Demonstration Practical Test, Rubric Report >65 %. Students work cooperatively . 90 >60 % - Attainment in Generic Skills 100 >50% - Attainment for CLOs & PLOs 100 100% student achieve 80% - attendance 100 <30% difference between continous assessment (CE) and final exam (FE) 90
    • 22. Importance of CQI CQI provides suitable actions in improving the quality of CLOs, PLOs, and PAIs according to targeted KPI. Provide critical information to the institutions and administrators on the effectiveness of the design, delivery, assessment and direction of an educational programmes. Improvement based on feedback from the assessment will close the system loops and the process will continue year after year. Attainment of all outcomes (PAI, PLO and CLO) must be measured and utilised as a gauge for its effectiveness. Following the checking stage, the results are analyzed. Any shortcomings on the level of attainment for the outcomes can be addressed and further improvements can be revised in the ‘re-Planning’ stage. The P-D-C-A (Plan-Do-Check-Act) cycle then continues until a sufficient level of attainment is met for all outcomes. The overall P-D-C-A activities can be summarized in the context of the CLO and PLO attainment,.
    • 23. CADANGAN Item utk peperiksaan (CA & FE) perlu diperincikan mengikut CLO, disimpan dan dianalisis untuk:  melihat pencapaian CLO dan PLO.  dianalisis bagi mengenalpasti aras kesukaran item dan mengkaji item yang bermasalah. Pensyarah perlu diberi input bagaimana menggunakan instrumen-instrumen dalam kurikulum untuk mencerap hasil pembelajaran Pensyarah perlu memberi maklumbalas terhadap elemen-elemen yang tidak bertepatan dengan kursus masing-masing untuk penambahbaikan (CQI) kepada kurikulum, instruksional dan pentaksiran Pensyarah/Jabatan perlu membangunkan instumen yang fleksibel dan bersesuian dengan kursus masing-masing. Lembaran markah ISO tidak lagi relevan dan tidak dapat digunakan untuk mengukur pencapian CLO dan PLO. Lembaran markah ISO perlu diubah mengikut kehendak pentaksiran berasaskan OBE. Pensyarah mesti menghantar laporan analisis CLO dan PLO setiap semester kepada Ketua Program

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