OUTCOME-BASED EDUCATION (OBE) UTHM & Pusat Pembelajaran & Pengajaran, Akademi Kepimpinan Pengajian Tinggi (AKEPT)

Acknowledgement Prof. Ir. Dr. Mohd Jailani Mohd Nor (UKM) Prof. Ir. Dr. Riza Atiq Abdullah O.K. Rahmat (UKM) Prof. Ir. Dr. Wan Hamidon (UKM) Prof Dr. Shahrin Mohammad (UTM) Prof. Dr. Wahid Razzaly (UTHM) Prof. John Biggs (HKOU) AP Dr. Claus Brabrand (IT-University of Copenhagen) Faculty of Civil & Environmental Engineering (UTHM) Others who have contributed.

Outcomes  Outcome-Based Education (OBE)  Constructive Alignment  Learning & Teaching (Delivery)  Learning & Teaching (Assessment)  Learning & Teaching (KPI)  Closing the Loop  Continuous Quality Improvement (CQI)

Performance Indicators PROJECT CA1 Develop a learning and teaching plan on the topic that demonstrate how CA is applied in the learning and teaching process. Outcome Select a programme of your expert area. Select a topic of a course. Develop a learning and teaching plan on the topic. Demonstrate how the delivery and the assessment could be assured of contributing to the desired Learning Outcomes. Process Well designed CA document Present your design to other participants Performance Indicators 2/18/2019

What is Outcome-Based Education? Outcomes Based Education focuses on student learning by: Using learning outcome statements to make explicit what the student is expected to be able to know, understand or do; 2. Providing learning activities which will help the student to reach these outcomes; 3. Assessing the extent to which the student meets these outcomes through the use of explicit assessment criteria.

Learning Outcomes: The shift from teachers to students Teacher - Students Concerns for self What will I teach? What will I teach next? Content Non-behavioural objectives Teacher - Student Concerns for students/ impact of teaching on students Are they learning what I teach?/What are the impacts of my teaching?/ What can they do as a result of my teaching? Behavioural objectives/ learning outcomes

OBE PHILOSOPHY OUTCOMES

OUTCOME BASED EDUCATION Outcomes ???

OUTCOME BASED EDUCATION Program Educational Objectives(PEO) Few years after Graduation – 4 to 5 years Upon graduation Programme Learning Outcomes (PLO) Course Learning Outcomes (CLO) Upon subject completion 10

OUTCOME BASED EDUCATION KPI ? VISION, MISSION KPI ? PEO/PLO KPI ? SYLLABUS/CLO

MQA LEARNING OUTCOMES Mastery of Body of Knowledge Practical Skills Social Accountability Ethics, Shared Values & Professionalism Scientific Method, Critical Thinking & Problem Solving Communication Skills & Team Work Information Management & Life Long Learning Entrepreneurship

PROGRAMME EDUCATIONAL OBJECTIVE (PEO) Our PEOs is to produce graduates who are: VCS (Knowledge & Practical Skill) VCS (Soft Skill) PROGRAMME AIMS ?

LD/GSA PROGRAMME LEARNING OUTCOME (PLO): Upon graduation, the students will be able to: VCS (Knowledge) VCS (Practical Skill) VCS (Soft Skill - CS) VCS (Soft Skill - CTPS) VCS (Soft Skill - TS) VCS (Soft Skill - LLL & IM) VCS (Soft Skill - ES) 8. VCS (Soft Skill - M&PE) VCS (Soft Skill - LS) LD/GSA

PEO & PLO RELATIONSHIP PLO PEO PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6 PLO n PEO 1 PEO 2 PEO 3 PEO 4

PLO and MQA RELATIONSHIP PLO n

CLO & PLO RELATIONSHIP ? PLO CLO PLO 1 PLO 2 PLO 3 PLO 4 PLO n Delivery Asmnt KPI CLO 1 / ? CLO 2 CLO 3 CLO 4

RELATIONSHIPS BETWEEN CLO’S, PLO’S, PEO’S and COMPLIANCE TO THE STAKEHOLDERS Regulatory /Professional Bodies IHL requirements KPT/MQA Industrires STAKEHOLDERS students… ….. etc PRORGRAME EDUCATIONAL OBJECTIVES PEO-1 PEO-2 PEO-3 PEO-4 PEO-5 ….. etc PROGRAMME LEARNING OUTCOMES PLO-1 PLO-2 PLO-3 PLO-4 PLO-5 ….. etc Subject CLO-1 Subject CLO-2 COURSE LEARNING OUTCOMES Subject CLO-3 Subject CLO-4 Subject CLO-5 Management support and commitment 18

LEARNING OUTCOMES DEVELOPMENT

THE 3 DOMAINS OF EDUCATIONAL GOALS Cognitive The Head Affective The Heart Psychomotor 3H The Hand 20

LOW and HIGH…. WHICH ONE? Learning outcomes Cognitive Affective Psychomotor / skills DOMAINS Evaluation Synthesis Analysis Application Comprehension Knowledge Internalizing Organisation Valuing Responding Receiving Naturalisation Articulation Precision Manipulation Imitation Higher order Lower order 21

Lower order Higher order INVOLVES KNOWLEDGE AND THE DEVELOPMENT OF INTELLECTUAL SKILLS Lower order Higher order 22

Lower order Higher order PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL MOVEMENT, COORDINATION & USE OF THE MOTOR SKILL AREAS Lower order Higher order 23

Higher order Lower order AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL WITH THINGS EMOTIONALLY (e.g. FEELINGS, INTERESTS, ATTITUDES, APPRECIATION, ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT RESULT FROM INSTRUCTION) Higher order Lower order 24

3 COMPONENTS OF A LEARNING OUTCOMES ACTION VERB CONDITION STANDARD Well-written verbs must be (SMART) Specific Measurable Achievable Realistic Time frame Observable Avoid these words - understand - appreciate know learn aware familiar 25

LEARNING OUTCOMES: EXAMPLE 1 a) verb b) condition c) standard. calculate the beam deflection at the centre to within one decimal point. (C4,P4,A3,SS) 26

LEARNING OUTCOMES: ACTIVITY 3 a) verb b) condition c) standard. write an effective course learning outcomes that include lower and higher order cognitive skills for a one-semester course (C4,P4,A3,SS) 27

“Bad Teacher complains, Mediocre Teacher teaches, Good Teacher explains, Better Teacher demonstrates, Best Teacher motivates and Great Teacher inspires.” (King Teacher)  

Constructive Alignment

Constructive Alignment "When there is alignment between what we want, how we teach and how we assess... students are entrapped in a web of consistency, optimising the likelihood that they will engage the appropriate learning activities, but paradoxically leaving them free to construct their knowledge their way." (Biggs, 2003: 27)

What is Constructive Alignment? Constructive alignment is the idea that whenever we design and teach a new unit, subject or course, we should: Think about what we believe students should be able to do by the end (intended learning outcomes); Think about how we might assess those outcomes (assessment tasks and marking criteria);

What is Constructive Alignment? Cont..   Look at what students need to know and understand in order to achieve those outcomes (concepts, practical skills, content); Design teaching/learning activities which will help students develop the understanding and skills they need to achieve intended learning outcomes (teaching/learning activities); Make the links between intended learning outcomes, assessment and learning activities clear to students.

There are two parts to constructive alignment: Students construct meaning from what they do to learn. The teacher aligns the planned learning activities with the learning outcomes.

Essentially, in summary, Biggs’ model of ‘constructive alignment’ requires a shift in thinking about the process of course design, to the following three stage model: Identify clear learning outcomes. Design appropriate assessment tasks that will directly assess whether each of the learning outcomes has been met. Design appropriate learning opportunities for the students to get them to a point where they can successfully undertake the assessment tasks.

Critical components to consider for constructive alignment are: §         The curriculum §         The teaching methods §         The assessment procedures §         The student-teacher relation §         The institutional climate The curriculum has to be at the centre and must determine the TLAs (teaching and learning activities) and the assessment.

OBE Outcame Based Education

Assessment Loop Gather evidence How well do we achieve our program outcomes? Gather evidence Interpret evidence Enhance teaching/learning; inform institution decision-making, budgeting

Outcome-Based Education (Closing the Loops) Assessment Assessment Assessment Alumni Missions Analysis Analysis Analysis Program Objectives Program Outcomes Course Outcomes Visions Stakeholders Advisory committee CQI CQI CQI

Mapping

Assessment Tools Program Objectives (PEO) - Alumni Survey - Tracer Study - Employer Survey - IAC / Stakeholders Program Learning Outcomes (PLO) - Exit Survey - Programme Survey/Exam - IAC / Stakeholders Course Learning Outcomes (CLO) - Knowledge Skills -Tests, Examination, etc - Technical Skills – Lab/field work, Workshop - Soft Skills – project planning, implementation and presentation (rubric) Outcame Based Education

Loop 1 Assessment Assessment Assessment Alumni Missions Visions Program Objectives Program Outcomes Course Outcomes Analysis Analysis Analysis Visions Stakeholders Advisory committee CQI CQI CQI Outcame Based Education

Course Learning Outcomes (CLO) Key Performance Indicator/Index (KPI) Course Learning Outcomes (CLO) Assessments Test, Quizzes, Final Exam (C) Lab/field work Reports (C, A), Lab/field work (P,C, A), Presentations (P, A), Assignments (C, A) Project, PBL, POPBL (P,C, A) Examples x % - Grade C and above (C) 100 % - Submit assignment on time (SS) x % - Quality of presentation (SS) x % - achievement in every SS domain CQI

Assessment Scheme Quizzes : 5 % Test 1 : 15 % Test 2 : 15 % Assignment : 5 % Project : 20 % Final Examination : 40 % 100 % Outcame Based Education

Knowledge/Technical Skills Assessment Of CLO Knowledge/Technical Skills Generic Skills Final examination, tests and quizzes. Industrial training written reports. FYP Thesis. Design reports. Student reports for assignments, mini projects, laboratory, industrial visits, etc. Survey reports on Problem Based Learning (PBL). Student projects under the Civil Engineering Club (CEC) – Bridge model competition, Malacca House Model competition, floating tower competition, Presentation etc Outcame Based Education

KESIMPULAN PENAMBAHBAIKAN UJIAN 1 SEBELUM UJIAN 2 INDIVIDU PENAMBAHBAIKAN PADA SETIAP HUJUNG SEMESTER JAWATANKUASA BENGKEL MELIHAT KEPADA CLO TAHAP BLOOM TAXANOMI (C, P, A) KI

Loop 2 Assessment Assessment Assessment Alumni Missions Visions Program Objectives Program Outcomes Course Outcomes Analysis Analysis Analysis Visions Stakeholders Advisory committee CQI CQI CQI Outcame Based Education

Programme Learning Outcomes (PLO) Key Performance Indicator/Index (KPI) Programme Learning Outcomes (PLO) Assessments Exit Survey External Examiner Reports Soft Skill Survey OBE Survey Fundamental of Engineering Exam Examples x % - Employed Quality of FER by External Examiner x – SS Status x – OBE Status x % - Knowledge Analysis CQI Outcame Based Education

KESIMPULAN DILAKUKAN PADA SETIAP AKHIR SEMESTER III/PROGRAM JAWATANKUASA BENGKEL MELIHAT KEPADA PENCAPAIAN PENGETAHUAN PENCAPAIAN KEMAHIRAN PENCAPAIAN KEMAHIRAN INSANIAH MENGGUNAKAN KAJI SELIDIK PENILAIAN KHAS PENCAPAIAN CLO

Loop 3 Assessment Assessment Assessment Alumni Missions Visions Program Objectives Program Outcomes Course Outcomes Analysis Analysis Analysis Visions Stakeholders Advisory committee CQI CQI CQI Outcame Based Education

Program Educational Objectives(PEO) Key Performance Indicator/Index (KPI) Program Educational Objectives(PEO) Assessment: Tracers Study Discussion with stakeholders Reports, media Alumni Survey Employer survey Examples: x % - Ir/Ar/Sr. x - Papers ? x - Journals ? x % - Contractors x % - Consultants x % - Project Manager CQI Outcame Based Education

KESIMPULAN DILAKUKAN PADA SETIAP TAHUN MULAI TAHUN KE 4 PELAJAR BERGRADUAN JAWATANKUASA BENGKEL MELIHAT KEPADA PENCAPAIAN PENGETAHUAN PENCAPAIAN KEMAHIRAN PENCAPAIAN KEMAHIRAN INSANIAH MENGGUNAKAN KAJI SELIDIK LAPORAN IAC

DOKUMENKAN!!!!!!!

Outcomes  Outcome-Based Education (OBE)  Constructive Alignment  Learning & Teaching (Delivery)  Learning & Teaching (Assessment)  Learning & Teaching (KPI)  Closing the Loop  Continuous Quality Improvement (CQI)