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

2. 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.

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

4. 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

5. 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.

6. 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

7. OBE PHILOSOPHY
OUTCOMES

9. OUTCOME BASED EDUCATION
Outcomes ???

10. 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

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

12. 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

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

14. 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

15. 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

16. PLO and MQA RELATIONSHIP
PLO n

17. 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

18. 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

19. LEARNING OUTCOMES DEVELOPMENT

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

21. 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

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

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

24. 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

25. 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

26. 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

27. 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

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

29. Constructive Alignment

30. 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)

31. 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);

32. 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.

33. 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.

34. 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.

35. 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.

38. OBE
Outcame Based Education

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

40. 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

41. Mapping

42. 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

43. 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

44. 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

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

46. 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

47. 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

48. 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

49. 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

50. 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

51. 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

52. 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

53. 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

54. DOKUMENKAN!!!!!!!

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