1. Lee Kong Chian Faculty of Engineering & Science (LKCFES) OUTCOME-BASED EDUCATION (OBE) 1

2. What is OBE? Why do we need OBE? How does OBE work? What is CQI model? Who should care about OBE? 2

3. all students to be able to do successfully curriculum (outcome), instruction (activity), assessment “Outcome-based education (OBE) means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences. This means starting with a clear picture of what is important for all students to be able to do, then organizing curriculum (outcome), instruction (activity), and assessment to make sure this learning ultimately happens” (Spady, 1994:1). 3

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5. Undergraduate curriculum needs to be transformed into adopting OBE in accordance with requirements from: Engineering Accreditation Council Board of Engineers Malaysia Washington Accord Engineering Accreditation Council (EAC), Board of Engineers Malaysia (BEM) (Malaysia is the signatory of Washington Accord in 2009) Malaysian Qualifications Agency Malaysian Qualifications Framework of Malaysian Qualifications Agency (MQA) Ministry of Education Malaysia Sector of Higher Education, Ministry of Education Malaysia 5

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8. Better than peers covers Engineers who deal with Complex Problems that have no obvious solution and require abstract thinking and originality in analysis to formulate suitable models covers Technologists who deal with Broadly-defined Problems that can be solved by well-proven analysis techniques covers Technicians who deal with Well-defined Problems that can be solved in standardized ways

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13. OBE Framework 13 Professional Level Programme Level Course Level

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15. 15 A Mechanical Engineering programme is to produce: PEO 1: Graduates competent in practising fundamental scientific and engineering principles in Mechanical engineering. PEO 2: Graduates capable of communicating and managing effectively in diverse areas of Mechanical. PEO 3: Graduates practising professional ethics, life-long learning, and sustainable development for the betterment of the profession and society. A Mechanical Engineering programme is to produce: PEO 1: Graduates competent in practising fundamental scientific and engineering principles in Mechanical engineering. PEO 2: Graduates capable of communicating and managing effectively in diverse areas of Mechanical. PEO 3: Graduates practising professional ethics, life-long learning, and sustainable development for the betterment of the profession and society. Please CHANGE according to each program

16. PEODomainAssessment IndicatorsTarget PEO 1 Technical Competence (Cognitive) 1) Work Domain 2) Functional Position 3) Monthly Wages 50% PEO 2 Communication/ Leadership (Affective) 1) Leadership 2) Communication Proficiency 30% 60% PEO 3 Professionalism/ Life Long Learning (Affective) 1) Professional Membership 2) Professional/Technical Development 50% 16

17. PO3 Design/ Development of Solution (C) PO5 Modern Tool Usage (P) PO6 The Engineer and Society (A) PO7 Environment and Sustainability (A) PO10 Individual and Teamwork (A) PO9 Communica -tion (A) PO2 Problem Analysis (C) PO1 Engineering Knowledge (C) PO4 Investigation (C) PO8 Ethic (A) PO12 Project Management and Finance (A) PO11 Life-long Learning (A) 17

18. 18 Cognitive Skills PO1: Engineering KnowledgePO1: Engineering Knowledge PO2: Problem AnalysisPO2: Problem Analysis PO3: Design/ Development of SolutionsPO3: Design/ Development of Solutions PO4: InvestigationPO4: Investigation Affective Skills PO6: The Engineer and SocietyPO6: The Engineer and Society PO7: Environment and SustainabilityPO7: Environment and Sustainability PO8: EthicsPO8: Ethics PO9: CommunicationPO9: Communication PO10: Individual and Team WorkPO10: Individual and Team Work PO11: Life-long LearningPO11: Life-long Learning PO12: Project Management and FinancePO12: Project Management and Finance Psychomotor Skills PO5: Modern Tool UsagePO5: Modern Tool Usage

19. 19 Cognitive Skills Affective Skills Psychomotor Skills Encouraging students to think and solve problems methodically Leading students to more interaction with peers, as well as self-confidence. Activities in classroom leading to experiential learning.

20. 20 6. Creating 5. Evaluating 4. Analysing 3. Applying 2. Understanding 1. Remembering 5. Internalizes Values (Characterization) 4. Organization 3. Valuing 2. Responds to Phenomena 1. Receiving Phenomena 6. Adaptation 5. Complex Overt Response (Expert) 4. Mechanism (Basic Proficiency) 3. Guided Response 2. Set 1. Perception (Awareness) 7. Origination Cognitive Affective Psychomotor

21. 21 CategoryKey Words (verbs)Example C1 Remembering: Recall or retrieve previous learned information. defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states Recite a policy. Quote prices from memory to a customer. Recite the safety rules. C2 Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates Rewrite the principles of test writing. Explain in one's own words the steps for performing a complex task. Translate an equation into a computer spreadsheet. C3 Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.

22. 22 CategoryKey Words (verbs)Example C4 Analyzing: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. C5 Evaluating: Make judgments about the value of ideas or materials. appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. C6 Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.

23. 23 CategoryKey Words (verbs)Example A1 Receiving Phenomena: Awareness, willingness to hear, selected attention. acknowledge, asks, attentive, courteous, dutiful, follows, gives, listens, understands Listen to others with respect. Listen for and remember the name of newly introduced people. A2 Responds to Phenomena: Active participation on the part of the learners. Attend and react to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, presents, tells Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practice them.

24. 24 CategoryKey Words (verbs)Example A3 Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. appreciates, cherish, treasure, demonstrates, initiates, invites, joins, justifies, proposes, respect, shares Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about.

25. 25 CategoryKey Words (verbs)Example A4 Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values. compares, relates, synthesizes Recognizes the need for balance between freedom and responsible behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self.

26. 26 CategoryKey Words (verbs)Example A5 Internalizes Values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most important characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). acts, discriminates, displays, influences, modifies, performs, qualifies, questions, revises, serves, solves, verifies Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look.

27. 27 CategoryKey Words (verbs)Example P1 Perception (awareness): The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. P2 Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mind-sets). begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers. Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain.

28. 28 CategoryKey Words (verbs)Example P3 Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. copies, traces, follows, react, reproduce, responds Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. P4 Mechanism (basic proficiency): This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. Use a personal computer. Repair a leaking faucet. Drive a car.

29. 29 CategoryKey Words (verbs)Example P5 Complex Overt Response (Expert): The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc. Manoeuvres a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano.

30. 30 CategoryKey Words (verbs)Example P6 Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. adapts, alters, changes, rearranges, reorganizes, revises, varies. Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). P7 Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates. Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine.