OUTCOME-BASED EDUCATION Assoc. Prof. Ir. Dr. Hayati Abdullah PEng - - PowerPoint PPT Presentation

OUTCOME-BASED EDUCATION

• Assoc. Prof. Ir. Dr. Hayati Abdullah

PEng CEng CMarEng ASEAN Eng REEM M. AFEO FIMarEST FIEM MIEEE

UTMLead

The Outcome

At the end of this module, participants are expected to be able to: Explain correctly the concept and importance of OBE system in HE to their colleagues and students.

DEFINITION OF EDUCATION

• Plato : Process for forming a virtuous individual
• Socrates : Give a moral training of good citizenship
• Aristotle : Ethical and political knowledge that lead

to happiness in life

DEFINITION OF EDUCATION

• John

Mc Donald : Specific training to gain knowledge and skill through learning.

• John Dewey : Individual growth process to increase

the existing knowledge to get a better and more secure life.

DEFINITION OF EDUCATION

• Syed Qutb : Process of establishing

a holistic and balanced human being. The main purpose

• f

education is to develop the potential of intellectual, physical, emotional and spiritual level of mankind towards perfectionist [Insan Kamil)

• Al

Ghazali: Include aspects

• f

physical training and intellectual development of a noble character, brave and respect.

COGNITIVE PSYCHOMOTO R AFFECTIVE

Rounded, holistic and balanced human being

GENERIC / SOFT SKILSS

OUTCOME based EDUCATION

EXPLICIT TANGIBLE OBSERVABLE COGNITIVE AFFECTIVE PSYCHOMOTOR

OBE grows out of concern that the education system cannot adequately prepare students for life & work in the 21st Century……

Degree Transcript CPA / GPA Thesis Report Portfolio ?????

WHICH OF THE FOLLOWING IS AN OUTC OUTCOME OME ?

OUT OUTCOME COME

• Is a culminating demonstration of learning
• is what the student should be able to do
• Outcomes are usually expressed as knowledge, skills, or

attitudes

“Outcome-based education means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction, and assessment to make sure that this learning ultimately happens.” (Spady, 1994) “Begin with END in mind” “Curricula & Teaching are means, not ends”

4 PRIN 4 PRINCIPLE CIPLES S OF OBE OF OBE

Clarity of Clarity of Focus

• cus

High High Expec Expecta tations tions Des Designing igning Bac Back Ex Expand panded ed Oppor Opportunities tunities OB OBE

➢ Clarity of Focus

• Clearly defined Learning Outcomes (Explicit and visible )

➢ Designing Back

• Aligned assessment with Intended Learning Outcomes (ILO’s)
• Aligned delivery of teaching and learning with ILO’s
• Provide necessary infrastructures and support system for the above to happen

➢ High Expectation

• Higher Standard, Deeply Engaged in the learning process

➢ Expanded Opportunity

• For outcomes achievement by more effective teaching methods
• Not all learners can learn the same thing in the same way & in the same time

4 Principles of OBE (…spady)

OBE

Begin with the END in mind

3 S 3 Sta tages of ges of B Bac ackw kwar ard Desi d Design gn Are the desired results, assessments, and learning activities ALIGNED?

1

• Identify the Desired

Results 2

• Determine Acceptable

Evidences 3

• Plan Learning

Experiences

WHA WHAT ARE L T ARE LEAR EARNING NING OUT OUTCOMES COMES?

• what learners will know or be able to do as a result of

a learning activity

• Outcomes are usually expressed as knowledge, skills, or

attitudes

Vision & Mission of Faculty Vision & Mission of Department Programme Educational Objectives Programme Learning Outcomes Course Learning Outcomes

DIFFERE DIFFERENT LEV NT LEVELS O ELS OF F LEARNING LEARNING OUT OUTCOMES COMES

Programme Educational Objectives (PEO) Few years after Graduation – 3 to 5 years WHA WHAT S T STUDENT TUDENTS S AR ARE E AB ABLE T LE TO DO O DO LEVELS LEVELS OF OUT OF OUTCOM COMES ES Programme Learning Outcomes (PLOs) Upon graduation Course Learning Outcomes (CLOs) Upon course completion

STAKEHOLDERS PRORGRAME EDUCATIONAL OBJECTIVES

Management support and commitment

PEO- 1 Regulatory /Professional Bodies

RELA RELATI TIONSHI ONSHIPS PS BETWE BETWEEN EN PE PEOs Os CL CLOs Os PLOs Os AND AND COM COMPLI PLIANC ANCE T E TO THE O THE ST STAKEHOLDERS AKEHOLDERS

Quality Assurance JPT IHL requirements Industrires Parents ….. etc PEO- 2 PEO- 3 PEO- 4 PEO- 5 ….. etc PLO- 1 PLO- 2 PLO- 3 PLO- 4 PLO- 5 ….. etc

PROGRAMME LEARNING OUTCOMES CLO-1

….. etc

COURSE LEARNING OUTCOMES CLO-3 CLO-4 CLO-5 CLO-2

TDA’s, KJ’s, KP’s, KK’s, JKA and JKKS TDA’s, KJ’s, KP’s, KK’s, JKA and JKKS Course coordinator, Academic Staff Programme Specs Programme Specs Course Outlines

CHAR CHARACTE CTERISTICS RISTICS OF OF OBE OBE CURR CURRICULA ICULA

 Have programme objectives, programme outcomes, course

• utcomes and performance indicators/criteria or rubrics.

 Programme outcomes address Knowledge, Skills and Attitudes to be attained by students.  Centered around the needs of the students.  Stated outcomes can be assessed and evaluated.  Aligned delivery of teaching and learning and assessment with the intended learning outcomes (Constructive Alignment)

WHY OBE WHY OBE ?

Why OBE ?

EAC MQF Quality Assurance of Higher Education

Code of Practice for Programme Accreditation (COPPA) Code of Practice for Programme Institutional Audit (COPIA) Washington Accord EAC Manual

The Washington Accord, signed in 1989, is an international agreement among bodies responsible for accrediting engineering degree programs. It recognizes the substantial equivalency of programs accredited by those bodies and recommends that graduates of programs accredited by any of the signatory bodies be recognized by the other bodies as having met the academic requirements for entry to the practice of engineering.

Washington Accord

18th June 2009 The Board of Engineers Malaysia (BEM) was accepted as the 13th signatory of the Washington Accord

• The Engineering Profession is Governed by the

REGISTRATION OF ENGINEERS ACT 1967 (Revised 2015)

• Mandatory for Graduate engineers to register with BEM

before taking up employment as an engineer

No OBE………. No ACCREDITATION !!!

What are Expected of Students under OBE?

• Students are expected to be able to do more challenging tasks
• ther than memorize and reproduce what was taught.
• Students should be able to: write project proposals, complete

projects, analyze case studies, give case presentations, show their abilities to think, question, research, and make decisions based on the findings.

• Be more creative, able to analyze and synthesize information.
• Able to plan and organize tasks, able to work in a team as a

community or in entrepreneurial service teams to propose solutions to problems and market their solutions

⚫ From Grade-Oriented to Outcome-Oriented ⚫ From Content-Based to Ability-Based ⚫ From Lecturer-Centred to Student-Centred

OBE OBE RE REQUIRE QUIRES S THE THE FOLL FOLLOWING WING PAR ARAD ADIGM IGM SHI SHIFT FT

Content Based Learning Outcomes Based Approach Passive students Active learners Assessment process – exam & grade driven Continuous assessment Rote learning Critical thinking, reasoning, reflection & action Content based/broken into subjects Integration knowledge, learning relevant/ connected real life situations Textbook/worksheet focused & teacher centred Learner centred & educator/ facilitator use group/ teamwork See syllabus as rigid & non negotiable Learning programmes seen as guides that allow educators to be innovative & creative in designing programmes/ activities Teachers/trainers responsible for learning - motivated by personality of teacher Learners take responsibility for their learning, learners motivated by constant feedback/ affirmation of worth Emphasis what teacher hopes to achieve Emphasis outcomes – what learner becomes & understands Content placed in rigid time frames Flexible time frames - learners work at own pace Stay in single learning institution until complete Learners can gather credits different institutions until achieve Qualification Previous knowledge & experience in learning field ignored – Each time attends whole course Recognition of prior learning: after pre-assessment, learners credited outcomes demonstrated or transfer credits elsewhere

OBE Essential Questions

◼

What do you want the students to have or able to do?

◼

How can you best help students achieve it?

◼

How will you know what they have achieved it?

◼

How do you close the loop ?

◼

Knowledge, Skill, Attitude

◼

Continuous Quality Improvements

◼

Student Centred Delivery

◼

Assessment

Program Outcomes (PLO) Program Objectives (PEO)

Missions Visions Stakeholders

Course Outcomes (CLO)

Advisory committee

Outcome-Based Education (Closing the Loops)

Alumni Assessment Assessment Assessment CQI CQI CQI

Analysis Analysis Analysis

https://goo.gl/images/Re7kuY

• OBE is all about “Begin with the End in mind”
• In OBE system, Assessment must be aligned

(mapped) to the intended learning outcomes (constructive alignment)

• Assessment need to be planned, craft,

measured, analysed based on the intended

• utcomes
• Documentations/Evidences are essential in

OBE

CONCLUDING REMARKS

Special thank you to Prof. Dr. Zaki Bin Kamsah, Dr. Adibah Binti Abdul Latif and Dr. Rohaya Binti Talib for providing the slides and for sharing their wisdom.