Outcome Based Educa on OBE Apa dan Baga

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Outcome‐Based Educa/on (OBE)

…… Apa dan Bagaimana?

Facilitator:

Asst. Prof. Hanaﬁ Hamzah

UCSI University

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Today’s Outlines

• What is OBE?

• Malaysia Qualiﬁca/on Agency (MQA)

• Malaysia Qualiﬁca/on Framework (MQF)

• Wri/ng Learning Outcomes

• Wri/ng Course Learning Outcomes

• Mapping Outcomes and Assessment

• Student Learning Time (SLT)

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Presenta/on Outcomes

At the end of the presenta/on, the par/cipants

will be able to:

• Explain the concept, philosophy, principles

and applica/ons of OBE

• Explain why MOE advocates OBE as the basis

for higher educa/on in Malaysia

• Explain the relevancy of OBE in Malaysian

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•  1996‐Act 546 –NATIONAL COUNCIL ON HIGHER EDUCATION ACT

•  1996‐Act 555 –PRIVATE HIGHER EDUCATIONAL INSTITUTIONS ACT 1996

•  1997‐Lembaga Akreditasi Negara (LAN)

•  2002‐Kod Amalan Jaminan KualiU IPTA di Malaysia, BJK, KPM

•  2002‐DraZ of Malaysian QualiﬁcaUons Framework (MQF)

•  2005‐MQF tabled in Parliment –not passed

•  2006‐Revision of MQF

•  2007‐NaUonal Higher EducaUon Strategic Plan (PSPTN)

•  2007‐MQF retabled in Parliament ‐PASSED

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What is OBE?

OBE is educa/on based on producing par/cular

educa/onal outcomes that:

• focuses on what students can actually do aWer

they are taught;

• expect all learners/students to successfully

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What is OBE?

IT

’

S

NOT

WHAT WE WANT TO TEACH,

IT

’

S

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OBE Requisites

• What the students learn must be clearly

iden/ﬁed.

• The student

’

s progress is based on

demonstrated achievement.

• Mul/ple instruc/onal and assessment strategies

need to be available to meet the needs of each

student.

• Adequate /me and assistance need to be

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Relevancy of OBE

Ra/ng/Accredita/on requirements:

1. Quality Assurance Audit by the Ministry of

Educa/on: Malaysian Qualiﬁca/ons Framework

(MQF) –emphasis on

learning outcomes.

2. Accredita/on Requirement for Professional

Programmes by professional bodies emphasizes

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Therefore, OBE ………

• OBE is an educa/onal process.

• Directed/focused at achieving certain speciﬁed

outcomes in terms of individual student learning.

• Outcomes ‐key things students should understand and

be able to do or the quali/es they should develop.

• Both structures and curricula are designed to achieve

those capabili/es or quali/es.

• Educa/onal structures and curriculum are regarded as

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Therefore, OBE ………

OBE is a process that involves the restructuring of curriculum, assessment and repor/ng prac/ces in educa/on to reﬂect the achievement of high order learning and mastery rather than accumula/on of course credits.

Amongst Expected Changes:

•  Curriculum Restructuring/Revision

•  Innova/ve/Flexible Delivery Method

•  Variety of Assessment & Evalua/on Methods

•  Collec/on of Evidences

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MQF and Act 679: Compliance to

MQF and AccreditaUon needs

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Presenta/on Outcomes

At the end of the presenta/on, the par/cipants will be able to:

•  Explain what is the Malaysian Qualiﬁca/on Agency (MQA) •  Explain what is the Malaysian Qualiﬁca/on Framework (MQF)

•  State MOE’s 9 Learning Outcomes (LO) or graduate afributes

•  Diﬀeren/ate between learning outcomes and learning domains

•  Explain what is learning outcomes in OBE

•  Explain diﬀerent levels of outcomes in MOE/ MQA

•  Explain learning domains as describe by Bloom’s Taxonomy of Learning

Domains

•  Explain how to comply to MQF and what are the consequences under ACT

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QUALITY DOCUMENTS

Guidelines Available –Quality Assurance Documents

• Code of Prac/ce for ProgrammeAccredita/on (COPPA) • Code of Prac/ce for Ins/tu/onal Audit (COPIA)

• Code of Prac/ce for Open and Distance Learning (COPODL) • ProgrammeStandards (20)

• Standards (4)

• Guidelines to Good Prac/ce (9)

• Malaysia Qualiﬁca/on Framework (MQF) + Malaysia

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What is the MQF?

MQF*Para 1

• MQF is an instrument that develops and

classiﬁes qualiﬁca/ons based on a set of criteria

that is approved na/onally and at par with

interna/onal prac/ces, and which clariﬁes the

earned

academic levels, learning outcomes

of

study areas and

credit system based on student

academic load

.

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3 MAIN FEATURES IN MQF

1. Level of Qualiﬁca/ons

2. Learning Outcomes

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MQF(1) LEVEL OF QUALIFICATIONS

These levels indicate their level of capabili/es, and each level is described with generic features indica/ng the expected

capabili/es from students in terms of:

• the depth, complexity and comprehension of knowledge; • the applica/on of knowledge and skills;

• the degree of autonomy and crea/vity in decision making; • the communica/on skills; and

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Programme Educa/onal Objec/ves (PEO)



 

Afributes of graduates 4 to 5 years aWer gradua/on

Example of PEO for Bachelor of Civil Engineering:

1. A civil engineer who is knowledgeable and technically competent in civil engineering discipline in‐line with the industry requirement.

2. A civil engineer who is eﬀec/ve in communica/on and demonstrate good leadership quality in an organiza/on. 3. A civil engineer who is capable to solve civil engineering

problems innova/vely, crea/vely and ethically through sustainable approach.

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Programme Learning Outcome (PLO)

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Course Learning Outcome (CLO)

 What students will be able to do upon the comple/on of a course

Example of CLO for the course: MANUFACTURING AND OPERATION ANALYSIS

At the end of the course, the students will be able to:‐

  Proposesolu/ontomanufacturingandopera/onproblemsusingrelatedtheory andanaly/calmethods(C5,PLO3)

  Organiseingroupstostudyandpresenfheapplica/onofadvancedmanufacturi ngandopera/onanalysismethodsbasedonagiventopics(A4,PLO5)

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Bloom

’

s Taxonomy

• Refers to a classiﬁcaUon of the diﬀerent

objecUves that educators set for students

(learning objecUves/outcomes).

• Bloom's Taxonomy divides educaUonal

objecUves into three "domains" :

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Bloom

’

s Taxonomy

• Within the taxonomy, learning at the higher levels

is

dependent on

having afained prerequisite

knowledge and skills at lower levels (Orlich, et al.

2004).

•  (i.e. If we want the students to afain C3, ﬁrst, the students need to afain

C1, then, C2, then only we can teach them C3, in order for them to afain it.)

• A goal of Bloom's Taxonomy is to moUvate

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Table 1: MQA and MOE LO domains to be addressed by HEPs

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MQF Credit System

How to calculate credit for a course?

CREDIT =

Total Std Learning Time (SLT) for the course

40 (no/onal hour)

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Presenta/on Outcomes

At the end of the presenta/on, the par/cipants

will be able to:

• Explain the components in an outcome statement

• Write eﬀec/ve learning outcomes for diﬀerent

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WRITING PROGRAMME

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PEOs

• 4‐5 statements on what the graduates are in 4‐5

years /me

• Must include all 9 MOE learning outcomes in the

statements (for degree programmes and above)

• Usually in‐line with the industry/profession’s needs

• Can include non‐measurable verbs such as

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PLOs

•  Statements on what skills the students will have upon

gradua/on (in line with programme standards or professional bodies)

•  Must include all 9 MOE learning outcomes in the statements

(for degree programmes and above) i.e. at least 9 PLOs

•  Usually a one‐to‐one mapping to the 9 MOE learning outcome

(i.e. PLO1 map to MOE LO1, PLO2 map to MOE LO2)

•  Can include non‐measurable verbs such as understand, know,

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Characteris/cs of a Good Course Outcome

•  Should be mapped to the learning domain in Blooms or other

Taxonomy .

•  Must state the major skills, knowledge, astude or ability that

students will acquire.

•  Expressed in terms of measurable and/or observable

behaviors (hint: ask yourself how you would test the outcome).

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Outcomes vs. Objec/ves

•  Outcomes

–  The student will be able to: orally present a new pa/ent's case.

•  Behavioural Objec/ves

–  The student will be able to: orally present a new pa/ent's case in a logical manner, chronologically developing the present illness, summarising the per/nent posi/ve and nega/ve ﬁndings as well as the diﬀeren/al diagnosis and plans for further tes/ng and treatment.

Instruc/onal objec/ve focuses on what will be taught and how it will be taught.

Behavioural objec/ve focuses on any visible ac/vity displayed by a learner or what the learner can demonstrate what has been learned.

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Characteris/cs of a Good Course Outcome (Cont.)

• Each course is suggested to have between 3 to 5

CLOs. (Garispanduan Penulisan Akademik , JPT, KPM)

• Each course will address between 3 to 4 PLOs.

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Note for Wri/ng CLO

It is NOT compulsory for every CLO to have all 3 learning domains (C,A,P)

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Note for wri/ng CLO

•  Each CLO is mapped to one learning domain only

•  It is NOT compulsory for every CLO to have all 3 learning

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Characteris/cs of a Good Course Outcome (Cont.)

•  Should be wrifen in clear language and in the future tense •  Begin with an ac/on verb (e.g., write, install, solve, and

apply).

At the end of the course the students WILL be able to:

CLO1 – explain the basic ...

At the end of the course the students SHOULD be able to:

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3 components of a course outcome

1. VERB (V)

2. CONDITION (C)

3. STANDARD (S)

•  It is NOT compulsory for every CLO to have all 3 components (i.e. V+C+S)

•  But must have at least V+C or V+S

•  CANNOT have 2 “verbs” in the same domain (e.g. state and explain the

basic principles...), use the highest level of taxonomy only (i.e. explain the basic principles....)

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Poor CLOs

Poor

• Students will demonstrate knowledge of the history,

literature and func/on of the theatre, including works

from various periods and cultures.

Befer:

• Students will be able to explain the theore/cal bases

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Poor CLOs

Poor

• Students will understand how to use technology

eﬀec/vely.

Befer:

• Students will be able to use word processing,

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Poor CLOs

Poor

• Students will develop an apprecia/on of cultural

diversity in the workplace.

Befer:

• Students will summarize in wri/ng their feelings about

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Wri/ng Course Outcomes for Psychomotor

and Aﬀec/ve Domains (Example)

By the end of the course, student should be able to:

1. Independently seek and present informa/on on the collapse of the WTC (Lifelong Learning & Communica/on Skills)

2. Par/cipate ac/vely in class discussion on issues related to ... (Communica/on Skills)

3. Work collabora/vely in groups to complete an assigned project on... (Teamworking)

4. Demonstrate posi/ve teamworking afributes by

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Wri/ng Course Outcomes for Psychomotor and

Aﬀec/ve Domains (Example)

Cont…

5. State and cri/cally evaluate the main principles of .... (Problem Solving)

6. Analyse data gathered from a target situa/on analysis and design instruc/onal materials for a speciﬁc group of learners. (Problem Solving)

7. Orally present informa/on and answer ques/ons with

conﬁdence on an assigned project. (Comm. Skills and Self‐ Esteem)

8. Apply principles of management in organising an assigned project within s/pulated schedules and with available

resources. (Teamworking & Adaptability)

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Outcome

At the end of the presenta/on, the par/cipants will be able to:

•  Map various level of outcomes to each other

•  Evaluate the rela/onship between various level of outcomes •  Explain types of assessments suitable for diﬀerent levels of

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Example:

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What to access?

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Issues?

• How do we know how to teach a learning

outcome?

• How do we know what types of assessments

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Construc/ve Alignment (CA)

• Construc/ve Alignment is aligning the CLOs to the

Teaching Methods and Assessment Methods.

• To ensure that each course will be able to achieve

the intended learning outcomes u/lizing the

appropriate teaching and learning ac/vi/es and

making sure that the learning outcomes are

measured using the appropriate assessment

methods.

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Construc/ve Alignment (CA)

•  Alignment is about gesng students to take responsibility for

their own learning, and establishing trust between student and teacher.

•  We must have a clear idea of what we want students to be

able to do at the end of a unit of study, and communicate these intended learning outcomes to students so they can at least share in the responsibility of achieving them.

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The Challenge

• Inability of lecturer to establish the logic between

the CO and PO, between PO and LO and between PO

and PEO hence graduate afributes

• Inability of students to engage themselves ac/vely in

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Assessment, in general, serves the purposes to:

1. promote learning;

2. measure performance, by awarding grades which indicate whether and

how well a parUcular student has amained the stated LOs;

3. determine whether a par/cular student is suﬃciently well prepared in a subject area to proceed to the next level of instruc/on;

4. provide feedback to students which indicates levels of afainment and

diagnoses misunderstandings and learning diﬃculUes; and

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RelaUonship between Assessment and Learning

1. Assessment for learning

•  To gauge the progress of students in their learning (i.e. to see whether the

students are learning)

•  To indicate the next step to be taken to advance the student’s learning

•  Assess student’s progress and learning needs in rela/on to the curricular

outcomes

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RelaUonship between Assessment and Learning

2. Assessment of Learning

•  Involves assessing students’ achievement by grading and cer/ﬁca/on

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RelaUonship between Assessment and Learning

3. Assessment as Learning

•  Requires students to play an ac/ve role of becoming independent in their

own learning and assessment

•  Focuses on students’ capacity over /me to be their own best assessors to

assess themselves.

•  Assess student’s thinking about his or her learning

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TYPES OF ASSESSMENTS

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1. Forma/ve Assessment

•  This type of evalua/on is carried out during a programme of

instruc/on.

•  It provides the learners with feedback on how they are doing

in class so far.

•  It provides the teachers with informa/on on the suitability of

learning ac/vi/es and materials.

•  Used to improve student afainment

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2. Con/nuous Assessment

•  Takes place during the course of learning

•  Usually involves a series of tasks, individually assessed •  Used when there are several dis/nct module learning

outcomes that need to be achieved at various stages of a module

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3. Summa/ve Assessment

•  This type of evalua/on is carried out at the end of a

programme of instruc/on.

•  Used to demonstrate competence

•  Used to evaluate or make judgment of the merit or value of

the programmme.

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ISSUES

• Which one to use...MQF 8 Learning Outcome

Domains or MOE 9 Learning Outcome

Domains?

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EﬀecUve and Quality Time

•  Understanding of nominal available /me in human life – 2

major components:

–  Time for rou/ne/nature ac/vi/es, i.e. sleeping, physical exercise, traveling, to maintain a healthy lifestyle, etc

–  Time leW to be beneﬁted from or for self improvement, i.e. for work or

study

•  Could be evaluated on daily, weekly, monthly or yearly basis •  Availability of quality /me for self improvement : =>

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EﬀecUve and Quality Time

•  Eﬀec/ve Learning Time or Student Academic Load or Learning

Volume can be seen from diﬀerent angles, such as:

–  About 8 hours per day; or 40 working hours per week; or 670 hours study hours for 14 weeks;

–  Nominal of 15~16 credits per semester; – Maximum of 22 credits per

semester;

–  1 credit = 40 SLT (per semester);

•  Appropriate alloca/on of SLT reﬂects in the quality of

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DEFINITION OF CREDIT & SLT:

MQF APPROACH

• Student‐centred output‐oriented approach(MQF):

–  Valuing the student eﬀort.

–  A no/onal value of 40 hours eﬀort (learning /me) for a

credit.

–  a nominal eﬀort of an average achiever in a semester of 14

weeks (delivery) dura/on.

–  includes all the learning components or learning ac/vi/es

(afending the formal instruc/on (guided) and independent study).

–  Credit = Total SLT ÷ 40

Zainai Mohamed, 2006

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What is Student Learning Time (SLT) ?

•  Eﬀec/ve learning /me or student eﬀort in learning or the

learning volume (a quanUtaUve measurement of ALL

learning acUviUes), in order to achieve the speciﬁed learning

outcomes;

•  includelecture, tutorial, seminar, pracUcal, self‐study,

retrieval of informaUon, research, ﬁeldwork, as well as

preparing for and sivng of an examinaUon.

•  i.e. Oﬃcial Contact Time + Guided Learning Time + Self Study

Time (Independent learning) + Assessment Time.

(MQF,2007, Zainai Mohamed,2006)

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Why noUonal 40 hours Student Learning

Time (SLT) for a credit?

•  MQF Credit System (No/onal Credit Hour Concept):

–  The Student academic load is the learning eﬀort or volume of learning an

“average student” must undertake to achieve a deﬁned group of learning outcomes.

–  It represents all forms of learning in hours, whether lecture‐based, tutorial,

work‐based, research, experien/al, prac/cal ac/vi/es, private study,

prepara/on for assessment or whatever that is required of an average student

to achieve a speciﬁed set of learning outcomes.

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Why noUonal 40 hours Student Learning Time

(SLT) for a credit?

•  If a course have only 1 hour lecture per week per 14 weeks

(and no other TLA and no assessments);

•  a student is expected to spend about 2 hours addi/onal for

every 1 hour lecture ‐a nominal eﬀort of an average achiever in a semester of 14 weeks (delivery) dura/on.

•  Thus a total of 42 hours SLT [(1+2)X14] for a credit in a

semester – (round‐down = 40)

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WHY SLT?

•  Management instrument for both the guided and

independent learning;

•  A component of /me management ‐ SLT promotes ethics and

discipline in student’s eﬀort towards learning;

•  Enhancing the skills of “Life‐Long‐Learning”;

•  An indicator of eﬀort in learning & study smart;

•  Educate on how the “learning by doing” in respect to eﬀort in

learning, i.e. student‐centered output‐oriented approach;

•  Eﬀec/ve control of prescribed study dura/on.

» SLT is an eﬀec,ve ,me management tool

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Issues?

• How do we jus/fy the percentages that we

give for each assessments (i.e con/nuous and

summa/ve assessments) in our courses?

• e.g. :

Assignment ‐ 10%

Test 1 ‐ 10%

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Weigh/ng

•  The weigh/ng of assessment tasks must be proporUonate to

the emphasis in the CLOs, the learning acUviUes/tasks and

the importance of the contents to the CLO amainment.

•  Assessment comprise of graded con/nuous assessment tasks

(assignments/ quizzes/tests/midterm assessment , etc.) and

may include ﬁnal graded assessments.

•  The weigh/ng must adhere to the stated assessment

weigh/ng for the course as approved by an academic commifee.

(GGP Student Assessment, MQA, 2013)

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Test Speciﬁca/on Table

(TST or JSU)

• The construc/on plan for a test containing

details about the content included in the test.

• Developed so the test has content validity.

• Ensures that test contains a representa/ve

sample of the course learning outcomes.

• Can func/on as a study guide for students.

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Test Speciﬁca/on Table

(TST or JSU)

• The aim of the Test Speciﬁca/on Table (TST or

JSU) is for the assessment to:

–

 

be consistent and equivalent (from year to year,

semester to semester and from one lecturer to

another) and,

–

 

address the course outcomes as speciﬁed in the

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Test Speciﬁca/on Table

(TST or JSU)

• A two‐way table designed to include all

learning topics and the levels of Bloom’s

Taxonomy to construct a test and serves as a

test blueprint.

• Developed

AFTER

the comple/on of syllabus

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The Main Thrusts of QA AZer MQF

•  Toward a system based on learning outcomes not inputs •  From Quality Control to Quality Assurance leading to Quality