2. Education is the most
powerful weapon which
you can use to change the
world
- Nelson Mandela
3. Self - Reflection
How many articles
on OBE have we
downloaded and
read?
Are we ready to be
audited on our OBE
implementation?
What do we
understand about
OBE?
How much do we
know about the
curriculum in our
department?
4. Why Outcome – Based Education ?
Wide array of qualifications awarded
Diverse in arrangements and nomenclature
Democratization of educations
Public understanding on the qualifications – their
expectations
Inconsistency in defining academic load (credits)
Recognition of work place training
Public confidence in academic standards
Restructuring HE programmes and qualifications –
to make it clearer and to promote lifelong learning
International context
What people say about us?
5. What is Outcome – Based Education ?
Philosophy/Theory/
Broad Perspective
Curricula/structures/
procedures
Classroom
practice
(PBL,CL, AL)
6. Outcome Based Education (OBE)
• An education philosophy that focuses on the student
achievement of the OUTCOMES
• The OUTCOMES cover THREE (3) learning domains
Cognitive
Psychomotor
Affective
“Always begin with the end in mind”
- Steven Covey’s 7 Habits of Highly Sucessful People
7. Outcome – Based Education
Benefits of OBE
More directed & coherent curriculum.
Graduates will be more “relevant” to industry &
other stakeholders (more well rounded graduates).
Continuous Quality Improvement (CQI) is in place.
8. OBE
Key Questions
Outcomes
(Vision,
Mission, PEO,
PLO, CLO)
Why do you
want the
students to
have / able to
do?
Course
structure /
syllabus
What do you
want the
students to
learn?
Delivery / T&L
Activities
How can you best help
students achieve it?
– delivery
How can you best help
students learn it? –
Learning Activities
Assessment
How will you
know what they
have learnt?
9. What is OBE ?
OBE :
Focusing on the outcomes of programme
Implementation
“Always begin with the end in mind”
- Steven Covey’s 7 Habits of Highly Sucessful People
10. What is OBE ?
OBE is a method of curriculum
design and teaching that focuses
on what students can actually do
after they are taught.
11. Components of OBE
Curriculum
Focus on
Learning
Outcome (LO),
Prepared and
documented
by BPK, JPPKK
Instruction
Teaching and
learning
activities
(TLAs)
Prepared
by lecturers
Assessment
Assessment Tasks
(i.e : assignments, quizes, projects,tests, reflective journals, rubrics ,etc).
Prepared by lecturers
13. 4 PRINSIP O BE
Kejelasan Fokus / Clarity of focus
Pensyarah mesti jelas terhadap apa
yang mereka hendak pelajar tahu,
fahami dan mampu
laksanakan/tunjukkan untuk
mencapai hasil pembelajaran.
Jangkaan Tinggi / High
expectation
Pensyarah perlu mewujudkan
tahap prestasi yang tinggi lagi
mencabar kepada pelajar untuk
menggalakkan mereka terlibat
secara mendalam dalam sesi
pembelajaran.
Rekabentuk menurun / design down
Rekabentuk kurikulum mesti bermula
dengan mendefinisikan hasil
pembelajaran dengan jelas yang perlu
dicapai oleh pelajar di akhir program.
Peluang Diperluaskan / extended
opportunity
Menyediakan pelbagai peluang
pembelajaran yang menepati keperluan
dan teknik pelajaran pelajar. Tidak
semua pelajar dapat pelajari perkara
yang sama dengan cara yang sama
pada masa yang sama.
14. OBE Principles
1.Clarity of focus
This means that everything teachers do must be
clearly focused on what they want students to
know, understand and be able to do.
In other words, teacher should focus on helping
students to develop the knowledge, skill and
personalities that will enable them to achieve the
intended outcomes that have been clearly
articulated.
15. Characteristics of OBE curricula
• Program outcomes address Knowledge
(K), Skills (S) and Attitudes (A) to be
attained by students.
• Teaching / Learning method may have to
be integrated to include different
delivery methods to complement the
traditional lecturing method.
16. OBE Principles
2. Designing Down
It means that the curriculum design must start
with a clear definition of the intended outcomes
that students are to achieve by the end of the
program.
Once this has been done, all instructional decisions
are then made to ensure achieve this desired and
result.
17. OBE Principles
3. High Expectation
It means that teachers should establish high,
challenging standards of performance in order to
encourage students to engage deeply in what they
are learning.
Helping students to achieve high standards is
linked very closely with the idea that successful
learning promotes more successful learning.
18. • Pelajar di harapkan untuk menguasai outcome
kursus (CLO) dan outcome program (PLO)
• Pelajar di anggap mencapai outcome sekiranya
mencapai markah penilaian >50%
• CQI CORR dan PLORR baseline 50% perlu di
naikkan sekiranya pencapaian > 50%
Applikasi Prinsip 3
- HIGH EXPECTATION
19. OBE Principles
4. Extended Opportunity
Teachers must strive to provide expanded
opportunities for all students. This principle is
based on the idea that not all learners can learn
the same thing in the same way and in the
same time.
However, most students can achieve high
standards if they are given appropriate
opportunities.
20. 4. Extended Opportunity
Students are given
more opportunity
to perform
outcome in
different form of
assessment at
different time
21. • Pelajar di beri peluang berkali-kali untuk mencapai
outcome kursus (CLO) dan outcome program (PLO)
• Assessment untuk setiap CLO di pelbagaikan
(multiple assessment tasks) dan di buat beberapa kali
(sekurang-kurangnya 2 kali)
Aplikasi Prinsip 4
- EXTENDED OPPORTUNITY
28. Programme Educational Objectives
(PEO)
• Objectives projected by the programme for
the graduates after 3-5 years of graduation;
includes job function, role /ability of the
graduates and career advancements
(published)
• Consistent with institution missions (evidence)
• Involvement of constituents / stakeholders
(evidence)
•3-5 PEOs per programme
29. PEO Keyword Description
PEO1 Practicing
technician in
electrical
engineering related
field
Job function
as technician
in Electrical
and
Electronic
field
Describes a technician who works in
any industry with job function in
electrical or electronic discipline.
Example of PEO- DESIGN DOWN
PEO2 Contributing to
society with
professional
ethic and
responsibilities
Role of
graduates
Describes the graduates
involvement in the community
30. PEO Keyword Description
PEO3 Engaging in
enterprising activities
that apply engineering
knowledge and
technical skills
Enterprising
Activities /
graduate
abilities
Describes the enterprising activities
which require effective
communication and contribution as
a team member.
PEO4 Engaging in
activities to
enhance knowledge
for successful
career
advancement
Career
Advancement
Describes the future achievement
of the graduates.
Example of PEO- DESIGN DOWN
31. Programme Learning Outcomes
(PLO)
• Outcomes of what the student is expected to know
and able to perform or attain by the time of
graduation (skills, knowledge and behaviour / attitude)
• Referring to certain standards, e.g. ETAC, MQA etc
33. Course Learning Outcomes (CLO)
• Outcomes that students are expected to
achieve at the completion of a subject and
these are assessed and evaluated through
various measurement tools.
• 3-5 CLOs per course
• CLOs will address the learning domains
(knowledge, skills, attitude) and contribute to
the PLOs of the programme.
38. • Teaching Staff
• Curriculum
• Labs
• Other Resource
Input
Teaching &
Learning
Process
Students at
Graduation
• Assessment mainly via exam, test, assignments.
• Quality control from teaching evaluation.
39.
40. OBE shifts from measuring input and process to include measuring
the output (outcome)
• Teaching Staff
• Curriculum
• Labs
• Other Resource
Input
Teaching &
Learning
Process
Students at
Graduation
Program &
Subject
Outcomes
(Short-term)
Graduates
to Fulfill
Stakeholders’
Satisfaction
Program
Education
Outcomes
Stakeholders:
EAC
Employers
Industry Advisors
Academic Staff
Public and Parents
Students
Alumni
(Long-term)
• Assessment by exam, test and assignments.
• Assessment of teaching staff, lecture material & flow,
results and student ‘capabilities’ (Short & long-term outcomes),
lab interview, exit survey etc.
• More ‘thinking’ projects, with analysis.
• Feedback from industry, alumni and other stakeholders.
• Clear continuous improvement step.
41. Selecting Teaching and Learning Activities
Biggs (1999) suggested the following points of guidance
for planning teaching strategies:
• Sound knowledge is based on interconnections;
connecting new learning with old.
• Encourage students to create conceptual structures
which integrate their new and old learning.
• Develop meta-cognitive skills by being explicit about
learning and maximising students’ awareness of their
own knowledge construction through structured
reflection
42. Selecting Teaching and Learning Activities
• Plan learning activities that actively involve
students. Activity heightens arousal and makes
performance more efficient
• Incorporate explicitly stated study skills into
learning, and if necessary, provide support for
developing skills, for example in teamwork
• Consider how information technology can support
learning and teaching.
43. Selecting Teaching and Learning Activities
MQF Learning
Outcome Domains
Examples of Delivery Approaches
Knowledge Lectures , tutorial , laboratory ( face to face ), discussions, debates,
forums, presentations, field trips, industrial attachment, seminar /
consultations, demonstrative teaching, competency based approaches,
end of chapter
Practical skills Laboratory, project based learning , workshop , user based computer,
group work, on site learning, capstones, work base learning
Social skills and
responsibilities
Group work, industrial attachment, community projects, on site visit, real
life example, work base learning
Ethics, Professionalism
and humanities
Standard Operating Procedure , seminar / consultations, competency
based approaches, professional trainer lecture, capstones
Communications,
leadership and team
work skills
Group work, presentations, forums, demonstrative project, team building
games, team exercise, symposium, capstones
47. Assessment- Definition
• Assessment is the systematic collection and
analysis of information to improve student
learning.
• It is not a one-time event, but a dynamic on-
going process.
48. Assessment- Purposes
1.To improve – provide feedback on how the program
can be improved.
2.To inform – inform faculty and other decision-
makers of the impact of the program.
3.To prove – demonstrate to students, faculty, staff
and stakeholders what the program is
accomplishing.
4.To support – provide support for decision-making
activities such as program review and strategic
planning, as well as external accountability
activities such as accreditation
49. Assessment- Levels
1. Classroom assessment : assessment of
individual students at the course level typically
by the class instructor (formative, summative
assessment)
2. Course assessment : assessment of a specific
course, (CLO)
3. Program assessment : assessment of academic
and support programs, (PLO)
4. Institutional assessment : assessment of
campus-wide characteristics and issues
50. Types of Learning Assessment
• Formative Assessment (assessment of learning)
Assessment of students understanding but does
not contribute /affect the student grade
e.g. Verbal / Spontaneous question by the
lecturer, Tutorial / problem exercise, Cahoot
etc
• Summative Assessment (assessment on learning)
Assessment of student achievement that
contribute to the student grade
e.g. Quiz, test, essay, EOC etc
60. OBE Evaluation - Closing the Loop
Missions
Visions
Stakeholders
Advisory committee
Alumni
Assessment
Assessment
Assessment
Program
Outcomes
Program
Educational
Objectives
Course
Outcomes
CQI
CQI
Analysis
Analysis
Analysis
CQI
CORR
PLORR
Loop2
Loop3
Loop1
61. Continual Quality Improvement
Assessment and evaluation processes provide critical
information to faculty (lecturers) and administrators on
the effectiveness of the design, delivery, and direction
of an educational program - CQI
Improvements based on feedback from evaluations will
close the system loop and the process will continue year
after year.
