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Understanding and Implementing OBE
– The Experience at Faculty of Civil
Engineering, UiTM
Prof. Sr. Ir. Dr. Suhaimi Abdul Talib
Assistant Vice Chancellor
UiTM Kampus Puncak Alam & Puncak Perdana
MODULE 2
DESIGN OF AN OBE PROGRAMME
OUTCOMES
At the end of this module participants will be
able to
a. Make presentations on the Principles of
OBE
b. Relate the importance of the MQA 9
Areas to OBE
c. Formulate Programme Objectives and
Programme Outcomes
Nine Aspects That is Guaranteed in
Malaysian Higher Education
Institutional
Vision, Mission
& Objectives
Learning
Outcomes,
Program
Design &
Delivery
Student: Selection
and Support
System
Student
Evaluation
System
Academic Staff
/ Training
Academic
Resources
Program Evaluation
Leadership,
Governance &
Adiministration
CQI System
A Five-STAGE OBE
IMPLEMENTATION
PROGRAMME
Stage I
• Understanding The Big Picture
- Main aim is to achieve CQI: both the inner loop and outer loop
SIGNIFICANCE OF
QUALITY ASSURANCE IN PUBLIC &
PRIVATE UNIVERSITIES OF MALAYSIA
An endorsement that the education system has demonstrated a
strong, long-term commitment to quality assurance
in producing graduates ready for industry practiceat national and international levels.
Move Towards OBE
• An exercise in
internationalization
Demands the attainment of
a global level of quality
assurance
What are the Implications of
MQA’s position on OBE ?
Implications…..
• MQA essentially demands 3 major efforts :-
1. Improvement of procedures, documentation, criteria, etc
- easily attainable & ISO 9001:2000
2. “a genuine shift towards OBE” in the Malaysian Education System
- requires bigger effort
Existing: conventional prescriptive-based system
3. Benchmarking: Move towards internationalization
Culture shift towards OBE
MOTIVATION:
• Regulatory:
– MQA/ MQF requires OBE
– Accreditation Manuals being revised to incorporate OBE
• Anticipation of real benefits
– More directed & coherent curriculum
- “An antidote to curriculum chaos.” – Felder 2003
– Graduates will be more “relevant” to industry & other stakeholders
– Continual Quality Improvement (CQI) is an inevitable consequence
The Way Forward:
from curricula, resources and processes
towards outcomes and objectives.
Outcome-Based Education
- A Shift in Focus
Curricula & teaching are means, not
ends.
If they do not do the job they are
rethought.
Outcome-Based Education
- A Shift in Focus
Talking about OBE,
there are 3 levels:
1. Philosophy / Theory / ”Broad Perspective”
2. Curricula / structures / procedures
3. Classroom practice (PBL, CL, AL, etc)
Make sure we’re talking at the same level
Key characteristics of OBE :
1. Clarity of outcomes
2. “Designing back” (of curriculum)- based on the designated outcomes
3. Expanded opportunity for outcomes achievement
(by more effective teaching methods)
Outcome-Based Education
Some Immediate Advantages:-
• Always alert on quality of graduates
• .More effective & innovative teaching
- PBL, CL, etc
• More industry input
ASSESSMENT FOR CQI
INSTITUTIONAL MISSION
Educational
Objectives
Assess &
Evaluate
Stakeholders
Evaluation:
Interpretation of
Evidence & Data
Assessment:
Collection & Analysis
of Evidence & Data
Program Learning
Practices/Strategies
Measurable
Performance Criteria
Programme
Outcomes
Feedback for Continuous
Improvement
Example of a curriculum
What is a curriculum
A curriculum means two things:
1. the range of courses from which students
choose what subject matters to study, and
2. a specific learning program.
Factors to be Considered – IHL, MOHE, MQA
& Professional Bodies
• Guidelines by the University
– University Courses; Core Courses and Electives Courses
- Credit Hours – definition – Academic Regulations of IHL
• Guidelines by MOHE/MQA
- Credit hours – definition – see Manual by respective regulator
- Soft Skill – Kemahiran Insaniah
- OBE
OBE Curriculum
Recall
The expectations of the various degree programmes
TEASERS
As a group discuss the purpose of the
following programmes:
a. Bachelors Degree
b. Masters Degree
c. Doctoral Degree
Selected groups will be selected to present
their opinion
Modern Tool UsageDifferentiating Characteristic: Level of Understanding of the Appropriateness of
the Tool
Engineer –Washington
Accord
Engineering Technologist –Sydney Accord
Engineering Technician –Dublin Accord
Create, select, and apply appropriate
techniques, resources,
and modern engineering tools,
including prediction and modelling,
to complex engineering
activities, with an understanding of the limitations
Select and apply appropriate techniques, resources,
and modern engineering tools,
including prediction and modelling, to
broadly defined engineering
activities, with an understanding of the limitations
Apply appropriate techniques, resources,
and modern engineering tools to well-defined
engineering activities, with an awareness
of the limitations
EthicsDifferentiating Characteristic: None
Engineer –
Washington Accord
Engineering Technologist –
Sydney Accord
Engineering Technician –
Dublin Accord
Understand and commit
to professional ethics,
responsibilities, and norms of engineering
practice
Understand and commit
to professional ethics,
responsibilities, and norms of engineering
practice
Understand and commit
to professional ethics,
responsibilities, and norms of engineering
practice
OUTCOMES - MQF
What are Learning Outcomes?
• Programme Objectives/Aims/Goals
• Programme Outcomes
• Course Outcomes
• Lesson Outcomes
• Task Outcomes
• etc
Programme (Educational) Objectives
Programme Outcomes
Course Outcomes
of Course etc.
Course Outcomes
of Course 2
Course Outcomes
of Course 1
Course Outcomes
of Course 3
Stage II
• Setting Objectives and Outcomes
(Breadth)
• Identifying Domains & Taxonomies
(Depth)
• Performance Criteria for the
Outcomes
Steps towards implementing
OBE in curriculum design
Formulate PEO
Formulate PO
PO – FCE, UITM•Ability to acquire and apply basic knowledge
of science, mathematics and engineering.
•Ability to communicate effectively, not only with
engineer but also with the public.
•Ability to identify, formulate and solve engineering
problems.
•Ability to use a system approach to design and
evaluate operational performance
•Ability to act effectively as an individual and in a
group, with leadership, entrepreneurial and
managerial capabilities
PO – FCE, UITM•Understanding of the social, cultural, global
and environmental responsibilities and ethics
of a professional engineer and the need for
sustainable development
•Recognizing the need to undertake lifelong
learning and possessing/acquiring the capacity to
do so
•Ability to design and conduct experiments, as well
as to analyze and interpret data
•Ability to function on multi-disciplinary teams
•Having technical competency and ability to apply
to specific Civil Engineering discipline
•Having the knowledge of contemporary issues.
Employers Rating of Skills/Qualities – 2002 1. Communication (verbal & written) 4.692. Honesty/Integrity 4.593. Teamwork skills 4.544. Interpersonal skills 4.505. Strong work ethics 4.466. Motivation & initiative 4.427. Flexibility/adaptability 4.418. Analytical skills 4.369. Computer skills 4.2110. Organisational skills 4.0511. Detail oriented 4.0012. Leadership skills 3.9713. Self confidence 3.9514. Friendly/outgoing personality 3.8515. Well mannered / polite 3.8216. Tactfulness 3.7517. GPA (3.0 or better) 3.6818. Creativity 3.5919. Sense of humour 3.2520. Entrepreneurial skills/risk taker 3.23
MQF – Guide for Learning
Outcomes
Teasers
As a group discuss
a. Whether the POs satisfy the Employer
Rating Skills
b. How can the PO Statements be further
improved?
Stage II
• Setting Objectives and Outcomes
(Breadth)
• Identifying Domains & Taxonomies
(Depth)
• Performance Criteria for the Outcomes
UNDERSTANDING
TAXONOMY
Higher orderlower order Intermediate
Higher orderlower order Intermediate
Higher orderlower order Intermediate
Teasers
As a group discuss
a. How can the PO Statements be further
improved?
Stage II
• Setting Objectives and Outcomes
(Breadth)
• Identifying Domains & Taxonomies
(Depth)
• Performance Criteria for the Outcomes
Performance Criteria/
Indicators
Specific, measurable statements
identifying performances required to
meet the outcomes: confirmable through
evidence
Communication Skills
• Teach others
• Write effectively
• Maintain good records
• Present information appropriate to
needs of audience
Public Speaking Evaluation Sheet
Performance Indicators for
Communication
Students are able to demonstrate good communication through:
1. Personal appearance is appropriate
2. Speaks clearly and with sufficient volume
3. Achieve rapport with the audience
4. Uses engaging vocalization
5. Responds effectively to questions and comments
6. Uses audience appropriate vocabulary, content and style
1 2 3 4 5
PO11
Aware and
appreciate
contemporary
issues
Demonstrate
understanding
of
contemporary
issues
Understand
and discuss
contemporary
issues
Able to
analyze the
contemporary
issues
Evaluate the
implications
of
contemporary
issues
Performance Criteria for PO
CLASSIFYING PO INTO
DOMAINSTask 1
– Classify the given POs into the 3 major
domains (C, P, A).
- What will be the implication of this
classification
- All POs will involve all three domains,
choose the most dominant.
CLASSIFYING PO IN DOMAINS
Task 1A
Develop the Performance Criteria for the
following POs
• Ability to act effectively as an individual
and in a group with leadership, managerial
and entrepreneurial capabilities.
• Ability to design and conduct experiments,
as well as to analyse and interpret data
MODULE 3
PLANNING FOR AN OBE PROGRAMME
OUTCOMES
At the end of this module participants will be
able to
a. Develop the various mapping of
Programme Outcomes
b. Interpret the Course-PO mapping
c. Develop the CO-PO matrices for courses
Stage III
• Mapping of PEO-PO
• Mapping of PO against Regulators
Requirement – See Tasks 2 and 3
• Mapping of Courses-PO
• Mapping of CO-PO
Mapping of PO – MQA (ALD)
Task 2
– Map the given POs against the
MQA ALDs
- All MQA ALDs must be addressed
by at least one of the POs.
- Can more than one PO address
one MQA ALDs?
Mapping of PO – MOHE (LOKI)
Task 3
– Map the given POs against MOHE (LOKI)
- Can the various levels of achievement be
indicated in this mapping?
- Can the amount of emphasis be shown in
this mapping?
Steps towards implementing
OBE in curriculum design
Prepare a matrix of courses against PO (Course-
PO Matrix) Indicate the PO to be delivered by
each course.
Example of Course – PO Matrix
1 = CO address CO slightly , 2 = moderately 3 = substantive
Steps towards implementing
OBE in curriculum design
For each core course define a set of one or more COs (Example 1; Example 2)
Prepare a matrix of CO against PO (CO-PO Matrix)
- Indicate the level of emphasis on PO by each CO
Indicate the level of emphasis whether slightly,
moderately, or substantively addressed.
Example 1; Example 2
Example of a CO-PO Matrix
Tutorial
classes &
Laboratory
Reports
Lecture and
group activities2333Ability to solve problems
through computation on
dynamic/vibration
characteristic of strings
2
Tutorial
classes &
Quizzes
Lecture and
group activities
3232Ability to solve
engineering problems
related to building acoustic
and environmental noise
pollution
1
Assessment
Methods
Delivery
Methods
P
O
1
1
P
O
1
0
P
O
9
P
O
8
P
O
7
P
O
6
P
O
5
P
O
4
P
O
3
P
O
2
P
O
1
Course Outcomes (CO)
1 = CO address CO slightly , 2 = moderately 3 = substantive
TEASERS
In regards to the Course-PO mapping;
Identify at least 2 actions that you would
implement at your faculty if (i) you
are the dean (ii) a lecturer
This task is to be carried out individually
MODULE 4
DELIVERY OF AN
OBE
PROGRAMME
OUTCOMES
At the end of this module participants will be
able to
a. Develop lesson plans that address the
Cos incorporating SLT
b. Ensure balance of Contents and COs
c. Develop lecture notes/exercises/tasks to
address COs and SLT
d. Develop assessment instruments for
course evaluation
Steps towards implementing
OBE in curriculum design
Identify delivery/teaching method to ensure the
student’s attainment of the PO – PBL, co-
operative learning, capstone project, etc.
Stage IV
• Delivery of OBE Courses
• Student Learning Time (SLT)
• Assessment of OBE Courses
- Assignment/Projects
- Tests/Exams : Examination Specification
Table
Steps towards implementing
OBE in curriculum design
Identify delivery/teaching method to ensure the
student’s attainment of the PO.
May consider the use of:
PBL, co-operative learning, capstone project,
etc.
Delivery of OBE Courses
• The Syllabus
• The Lesson Plan
• The Lecture Notes
• Learning Styles
REFER TO ACTUAL WORD DOCUMENTS FOR
ECW 501 and ECW 552
Concluding Remarks
Lecturers must understand the concept of OBE
and have a feel of what is required to deliver
and assess an OBE-programme.
It must be accepted that there are several ways
of achieving a specified outcome, and the
diversity in approach (as long as they are
based on the OBE concept) must be allowed.
esuhaimi@hotmail.com
ecsuhaimi@salam.uitm.edu.my
Tel: 013 340 6408
Thank you