Outcome Based Education FSG Dec07/OBEFSGJan09/DRJJ-UNITAR-Obe... · 100% kurikulum IPT dikelaskan sebagai dokumen kawalan di JPT menjelang 2010 1.1.4 Mendokumentasikan semua kurikulum

Outcome Based Education

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

Copyright DrJJ, ASERG, FSG UiTM, May 2008 1

email: [email protected], [email protected]; [email protected]: http://www2.uitm.edu.my/drjj/

Jaafar Jantan a.k.a. DR. JJ (Assoc. Prof. Dr.)

UNITAR KL Campus, April 10th – 11th 2009

““The principle goal of education is to create men who are capableThe principle goal of education is to create men who are capable of of doing new things, not simply of repeating what other generationsdoing new things, not simply of repeating what other generations have have done done ---- men who are creative, inventive and discoverers. men who are creative, inventive and discoverers. ““ Jean Piaget Jean Piaget

““The only person who is educated is the one who has learned how tThe only person who is educated is the one who has learned how to o learn and change.learn and change.”” Carl RogersCarl Rogers

Copyright DrJJ, ASERG, FSG UiTM, May 2008 2COPPA

Education expertise (Dr. J.J. have a PhD in Physics Education &practice OBE on his own since 1997. Vice-Chair Asian Physics Education Network (ASPEN), UNESCO & Chair for ASPEN, Malaysia)

i. What policy does the institution have to ensure that its education expertise and methodologies are appropriate for the delivery of the curriculum?

ii. Does institution have access to an expert education unit or other educational expertise and how are they used?

Criteria 6: RESOURCES FOR THE EDUCATIONAL PROGRAMMEMe with the Director General of UNESCO








The 3 Domains of Educational Goals

Psychomotor

AffectiveCognitive

The Heart

The Hand

The Head

3H

“The MOHE will thus introduce a holistic programme that willcut across all disciplines and focus on communication and

entrepreneurial skills. The programme, which is intended to builda balanced perspective in all students, will expose them to

subjects beyond their area of specialisation. For example, studentsreading for degrees in the sciences such as medicine, engineeringand chemistry will be exposed to courses covering literature and

philosophy. Likewise, students in the humanities will be exposed tothe rudiments of science and technology, and certainly, ICT.”

Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010

“We must produce confident students with a sense of balanceand proportion. While an individual may specialise in a certain

area, his or her perspective should be enriched by otherexperiences as well.”




Interpersonal Attributes:

• Able communicator and effective presenter.

• Able to relate and be comfortable with people at all levels.

• Able to develop and leverage on personal and professional networks to achieve goals.

• Natural leader.• Team player.

Personal Attributes:• Goal-oriented: proactive,

self-starting, self-disciplined, confident, resilient, motivated, and fiercely competitive.

• Intellectually engaging: creative, innovative, and possessing critical thinking skills.

• Quick learner, adaptable, and flexible.

• Entrepreneurial.• Ethically and morally upright.• Spiritually grounded.• Compassionate and caring

(through volunteerism and social services).

Knowledge Attributes:• Mastery of core subjects and ability to apply that knowledge

• Mastery of Bahasa Malaysia and English, and at least one other global language.

• A continuing passion for knowledge through lifelong learning.

• Excellent general knowledge and interest in current events.

• Appreciation of the arts, culture and sports.

• Sound analytical and problem-solving skills.

• Awareness of business and management principles, and technology.

MOHEMOHE’’ss Attributes of Human Capital with FirstAttributes of Human Capital with First--Class Mentality*.Class Mentality*.





MESYUARAT SEMAKAN HASIL PEMBELAJARAN DAN KEMAHIRAN INSANIAH (LOKI) PROGRAM AKADEMIK IPTA

PAN PACIFIC KLIA3 – 4 DISEMBER 2008

BAHAGIAN PENGURUSAN PEMBANGUNAN AKADEMIK JABATAN PENGAJIAN TINGGI


Mengapa anda di sini?

• Bermula 1/1/2009 (2011)(2011), MQA akan membuat audit semakan untuk semua program di IPTA, samada yang baru atau yang lama.

• JKPT pula akan fokus kepada semakan HasilPembelajaran, Taksonomi dan Kemahiran Insaniah.

• Anda telah terpilih untuk menyalurkan maklumat darimesyuarat ini kepada universiti masing-masing –Bertindak sebagai Liaison officer berkenaan LOKI diantara JPT dan IPTA masing-masing.




Strategi #1 P&P: Menyemak kurikulum berteraskanattributes graduan berkualiti & berdaya saing

100% 100% kurikulumkurikulum IPT IPT dikelaskandikelaskan sebagaisebagaidokumendokumen kawalankawalan didi JPT JPT menjelangmenjelang20102010

1.1.4 Mendokumentasikan semuakurikulum

100% program 100% program kritikalkritikal mempunyaimempunyaikajiankajian halatujuhalatuju & model & model unjuranunjuran pasaranpasarankerjakerja menjelangmenjelang JulaiJulai 20092009

1.1.3 Menjalankan keperluan pasaranberteraskan kajian halatuju prog & kebolehpasaran graduan

100% 100% kurikulumkurikulum disemakdisemak berteraskanberteraskanLO & KI LO & KI menjelangmenjelang 20102010

1.1.2 Menyemak semua kurikulumberteraskan LO & KI

100% TNC A&A & HEPA 100% TNC A&A & HEPA menguasaimenguasairekabentukrekabentuk kurikulumkurikulum berteraskanberteraskan LO & LO & KI. KI. 1 1 ProgProg/IPTA /IPTA sehinggasehingga DisDis 20082008

1.1.1 Menyebarluaskan kefahaman LO & KI di semua IPT

Petunjuk Prestasi (KPI)Pelan Tindakan


Pelan tindakan P&P




0

10

20

30

40

50

60

70

80

90

100

Jul-0

8

15-S

ep-08

15-O

kt-08

Dec-08

Mac-09

Jul-0

9

Nov-09

Mac-10

Jul-1

0

Nov-10

PerancanganStatus semasa

1.1.2 MENYEMAK SEMUA KURIKULUM BERTERASKAN LO & KIP

erat

usan

(%)

Tempoh masa (bulan/tahun)


Keperluan JKPT• Memenuhi/mencapai PSPTN Teras Kedua – Menambahbaik Kualiti

Pengajaran & Pembelajaran• Di akhir pengajian di IPTA, pelajar perlu memenuhi attributes/kriteria

tertentu.. Yang telah dijanjikan kepada pelajar dalam Hasil Pembelajaransamada Program atau Kursus.

• Kurikulum pengajian perlu diasaskan kepada kelebaran dan kedalamanyang sesuai i.e. breadth and depth

• Breadth sesuatu program/kursus boleh dirangka melalui matriks HasilPembelajaran dan Kemahiran Insaniah

• Depth sesuatu program/kursus boleh dirangka melalui matriks Taksonomi• Contoh Matriks ada disediakan, walau bagaimanapun terpulang kepada

IPTA masing-masing untuk menyediakannya mengikut keperluan masing-masing, selagi boleh menyediakan perancangan dari segi kriteria pelajar, kelebaran dan kedalaman kurikulum.




Objektif semakan kurikulum

Matriks HasilPembelajaran

MatriksTaksonomi

MatriksKemahiran Insaniah

Kriteria pelajar dankelebaran program/kursus

Kedalamanprogram/kursus

Kelebaranprogram/kursus

Penyampaian kurikulum 3-4 tahun (Sarjana Muda)

Pelajarcemerlang

PSPTN –Teras 2

input

proses

output


1. Knowledge (K)2. Practical Skills (P)3. Social skills and responsibility

(A) 4. Values, attitudes and

professionalism (A) 5. Communication, leadership and

team skills (P/A)6. Problem solving and scientific

skills (K/P)7. Information management and

lifelong learning skills(P/A)8. Managerial and entrepreneurial

skills (K/P/A)

1. Knowledge (K)2. Practical Skills (P)3. Thinking and scientific skills4. Communication skills5. Social skills, teamwork and

responsibility6. Values, ethics, moral and

professionalism (A) 7. Information management and

lifelong learning skills(P/A)8. Managerial and entrepreneurial

skills (K/P/A)9. Leadership skills

WASWAS ISIS




1. Critical thinking and problem solving skills (P)2. Communication skills (P)3. Ethics and professionalism (A)4. Group working skills (A)5. Lifelong learning and information management (A)6. Entrepreneurship skills (P)7. Leadership skills (A)





MQA COPIA

MQA COPPA


MQA Code of PracticeGood Practices:

….the quality assurance process is built on the following attributes:

encourages a variety of teaching and learning methodsencourages a variety of teaching and learning methodsensures the choice of credible student assessment methods appropriate for the teaching and learning methods chosen;ensures there are adequate resources to deliver the curriculum;is concerned with good outcomes rather than detailed is concerned with good outcomes rather than detailed specifications of contentspecifications of content




1.1.1 Benchmarked StandardsThe programme must define its aims, objectives and learning outcomes and make them known to its internal and external stakeholders.The The programmeprogramme objectives must reflect the key elements of the objectives must reflect the key elements of the outcomes of higher educationoutcomes of higher education that are in line with national and global developments.The programme aims, objectives and learning outcomes must be developed in consultation with principal stakeholders which should include the academic staff.The programme aims, objectives and learning outcomes must be consistent with, and supportive of, the HEP’s vision and mission.


1.2.1 Benchmarked Standards (Learning Outcomes)The programme must define the competencies that the student should competencies that the student should demonstrate on completion of the demonstrate on completion of the programmeprogramme that cover mastery of that cover mastery of body of knowledge; practical skills; social skills and responsibbody of knowledge; practical skills; social skills and responsibilities; ilities; values, attitudes and professionalism; problem solving and scienvalues, attitudes and professionalism; problem solving and scientific tific skills; communication, leadership and team skills; information skills; communication, leadership and team skills; information management and lifelong learning skills; and managerial and management and lifelong learning skills; and managerial and entrepreneurial skillsentrepreneurial skills.The programme must demonstrate how the component modules contribute to the fulfilment of the programme’s learning outcomes.The programme must show how the student is able to demonstrate the learning outcomes, for example, through summative assessments.




Learning OutcomesAt the end of day this session, participants will confidently beable to:1. List the JKPT timeline for curriculum review.2. Explain and discuss the MQA benchmark standards for Program

Educational Objectives and Program Outcomes.3. Verbally state and explain the concepts used in Outcome-Based-

Education (OBE).4. Discuss the meaning of OBE and apply the meaning to the different

levels of curriculum design.5. Produce a set of Program Educational Objectives (PEO’s) 6. Produce a set of Program Outcomes (PO’s).7. Justify and agree on the PEO’s and PO’s.8. Develop the PO’s-PEO’s matrix and the PO’s-MOHE-LOKI-matrix.


The result or consequence of a performance (in terms of success and failure).the way a thing turns out; a consequence

The outcomes of my discussion with Faridah is…After a diploma/degree at FSG, students must be able to…This workshop will produce….

CMAP-S CMAP-ACMAP-EDU CMAP-M




• Learning Outcomes are statements that explain what students statements that explain what students should know, understand and can do upon the completion of should know, understand and can do upon the completion of a period of studya period of study.

• Learning outcomes are references for standard and qualityreferences for standard and quality as well as for the development of curriculum in terms of teaching and development of curriculum in terms of teaching and learninglearning, determination of credits and the assessmentdetermination of credits and the assessment of students.

• Learning outcomes are linked to the credit system which gives gives value to all student learning timevalue to all student learning time and are not based on the contact hours between lecturers and students.



What is a Program/Course/Lesson Outcome??

A description of what the students will be able to do The conditions under which the students will perform the task. The criteria for evaluating students’ performance.

A statement of what students will be able to do when they have A statement of what students will be able to do when they have completed the program/course/lesson and it involves graduate's completed the program/course/lesson and it involves graduate's skills and knowledge that arise from the educational activities skills and knowledge that arise from the educational activities of of the program/course/lesson which lead to the achievement of the the program/course/lesson which lead to the achievement of the Program ObjectivesProgram ObjectivesAn outcome has three major components:





At the end of this activity,

you will be able to write at least 5 attributes of your graduates

for the program you are developing.

An outcome at the course level

condition

ActionObservableMeasurable

Criteria



MOHE

Institutional Attributes

Program level (Still general)

Course Level (Specific but not measurable)

Lesson Level (Very specific & MUST be measurable)Lesson Level (Very specific & MUST be measurable)

General (not measurable)

Very general (not measurable)

General (not measurable)




Vision& Mission

ProgramEducational Objectives(PEOs118) (PO-MOHE)

Program Outcomes (POs228)(Measurable to show achievement of PEOs)

Course Structure (select courses to address POs)Course Outcomes (COs)

Course syllabus (selection of content) + delivery methods

Assessment (Measuring the achievement of COs & POs)Evaluation (Continuous Quality Improvement-CQI)

Must include views of stakeholders

stakeholders-students,faculty, alumni, employers of program graduates, and fundingsources

Curriculum Curriculum

71 62 66





OBE is a method of curriculum design and teaching that method of curriculum design and teaching that focuses on what students can actually do after they are focuses on what students can actually do after they are taughttaught. OBE addresses the key questions as:

Why do you want them to learn it? – Vision, Mission, Vision, Mission, PEOsPEOs, POs, POsWhat do you want the students to learn? – course structure, syllabuscourse structure, syllabusHow can you best help students learn it? – Learning ActivitiesLearning ActivitiesHow will you know what they have learnt? - AssessmentAssessment



Towers (1996) listed four points to the OBE system that are necessary to make it work:

a) What the student is to learn must be clearly identifiedis to learn must be clearly identified. b) The student’s progress is based on demonstrated achievement. c)c) Multiple instructional and assessment strategiesMultiple instructional and assessment strategies need to be

available to meet the needs of each student. d)d) Adequate time and assistance need to be providedAdequate time and assistance need to be provided so that

each student can reach the maximum potential.





The desired outcome is selected first and the curriculum, The desired outcome is selected first and the curriculum, instructional materials and assessments are created to support instructional materials and assessments are created to support the intended outcomethe intended outcome (Spady 1988; 1993).

All curriculum and teaching decisions are made based on how All curriculum and teaching decisions are made based on how best to facilitate the desired final outcomebest to facilitate the desired final outcome..

OBE’s instructional planning process is a reverse of that associated with traditional educational planning.



OBE goes beyond goes beyond ‘‘structured tasksstructured tasks’’ (e.g. memorization)(e.g. memorization)

OBE demands that students demonstrate his/her skills through demands that students demonstrate his/her skills through more challenging tasksmore challenging tasks like writing project proposals and completing the projects, analyzing case studies and giving case presentations etc. Such exercises require students to practice and demonstrate their practice and demonstrate their ability to think, question, research, make decisions and give ability to think, question, research, make decisions and give presentations.presentations.

OBE is able to measureable to measure——‘‘what the students are capable of doingwhat the students are capable of doing’’





OBE involves students in a complete course of learning, complete course of learning, developing their skillsdeveloping their skills in designing to completing a whole process (Spady, 1994a, 1995). OBE also identifies higher levels of thinking (e.g. creativity, ability identifies higher levels of thinking (e.g. creativity, ability to analyze and synthesize information, ability to plan and organto analyze and synthesize information, ability to plan and organize ize tasks).tasks). Such skills are emphasized especially when students are assigned to organize and work as a community or entrepreneurial service teams to propose solutions to problems and market their solutions.



1. Clarity of focus about outcomesAlways have the significant, culminating exit outcomes as the Always have the significant, culminating exit outcomes as the focusfocus.Let the students know what they are aiming for.

2. Designing backwards

Design curriculum backward by using the major outcomes as Design curriculum backward by using the major outcomes as the focusthe focus and linking all planning, teaching and assessment decisions directly to these outcomes





3. Consistent, high expectations of successSet the expectation that OBE is for ALL learnersOBE is for ALL learners.Expect students to succeed by providing them encouragement to engage deeply with the issues they are learning and to achieve the high challenging standard set (Spady, 1994b).

4. Expanded opportunity

Develop curriculum to give scope to every learner to learn in Develop curriculum to give scope to every learner to learn in his/her own pace.his/her own pace.Cater for individual needs and differencesCater for individual needs and differences, for example, expansion of available time and resources so that all students succeed in reaching the exit outcomes.

Copyright DrJJ, ASERG, FSG UiTM, April 2008 38



39

MQF.Roz.Roadshow

How Does MQF Affect Teaching-Learning?

Teacher - centered Student - centered

Contact hours Reflects Credit

value

Student Independent Learning

Not Calculated

Total SLT reflects Credit value

Studentindependent Learning Time

Calculated

No mapping of learning outcomes

Course Objective is

the Learning Target

Learning Outcomes is the Learning

Target

Mapping of learning outcomes necessary

MQF in Programmes.Roz.Roadshow

MQF.Roz.Roadshow

40

Lecturer-Centred to Student-Centred(incorporating SLT)

Academic Activity(some examples)

Face 2 Face

Student Self-Learning*

Total

1 Lecture 1 2 3

2 Tutorial 1 2 3

3 Laboratory/Practical 3 2 5

4 Assignment - 2000 words 0 20 20

5 Presentation 1 4 5

Total 6 30 36

Unaccounted for in the present system

* Using the Proposed student independent learning in relation (Slide 17)

40




MQF.Roz.Roadshow

41

Credit =41

Student Learning Time (SLT)

A credit the agreed-upon value used to measure a student workload in terms of learning time required to complete course units, resulting in learning outcomes’ (UNESCO, 2004)

the measurement of students’

academic load

the measurement of students’

academic load

Total SLT 40 Credit

e.g. 4 800 notional SLT = 120 credits

Teaching/Learning + Assessment

Achievement of Learning Outcomes

Teaching LearningActivities


MQF.Roz.Roadshow

42

Factors In Calculating Credit

Face to Face / Guided Learning Time+

Student Self Learning Time +

Total Assessment Time




MQF.Roz.Roadshow

43

Student Categories &130 credit Bachelors43


MQF.Roz.Roadshow

44

Proposed student independent learning time44

Item Duration (hours) or requirements

Proposed Student Self Learning Time (hours)

Lecture 1 1-2Tutorial 1 1-2Tutorial (involving case studies) 1 3

Laboratory (including report writing) 3 2-3

Undergraduate Final Year Project/ Dissertation 6 - 10 credits 200 - 400Studio Work 2 2Presentation 1 3-4Coursework/Assignment 2000 words 10 - 12Creative Writing (or a project that last a whole semester)

100 – 150 pages 8-10

Examination 3 10 – 20*Source: Bengkel Kebangsaan Pemantapan Sistem Kredit MQF, 31 Jan. – 2 Feb. 2005 by Quality Assurance Division, Ministry of

Higher Education (Malaysia). * Proposed by MQA, depending on the field of study and the intensity of the examination.




MQF.Roz.Roadshow

45

Learning Outcomes and Student Learning Time (A subject with 6 learning outcomes and 1.5 credit hours)

45

Learning Outcomes Lecture Tute Self -learning

Total SLT

1 explain the types of contracts; 2 1 3 6

2 distinguish between offer, acceptance and an invitation to treat;

3 2 5 10

3 differentiate the types considerations; 2 1 3 6

4 describe the principles concerning termination and breach of contract;

4 2 4 10

5 Summarise principles of damages; 2 1 3 6

6 Examine, analyse, compile, apply and justify the principles of contract in given scenario.

0 3 6 9

- Assessment (1 coursework and one 3-hour examinations)

0 4 12 16

Total 63


MQF.Roz.Roadshow

46

Module Academic Load & Credits 46

Learning Activities SLT(in hours)

1 Lectures (54)

a Attending Lectures 24

b Pre and Post preparation* 30

2 Tutorial (18)

a Attending tutorial 9

b Preparation for tutorial* 9

3 Laboratory (36)

a Practical 24

b Prepreparation and Report writing* 12

* See Proposed student independent learning in relation (Slide 17)

Learning Activities SLT (in hours)

4 Assessments (23)

a.

1 continuos assessement (1 hour + 3 hours preparation*)

4

b.

1 presentation (1 hour + 5 hours preparation*)

6

c. 1 Final Examination (3 hour + 10 hours preparation*)

13

Total 131

Subject Credit (131 ÷ 40 = 3.27) 3




MQF.Roz.Roadshow

47

Credits per semester47


AS201 AS231 PHY407 FSG500





Course Outcomes: Upon completion of this course, students will be able to:

1.1. State, write and explainState, write and explain the concepts, laws and theories in electrostatics, electricity, magnetism, introductory atomic physics and modern physics. (C-Knowledge) (PO1)(PO1)

2.2. Verbally, visually (pictures & graphs) and algebraically relate Verbally, visually (pictures & graphs) and algebraically relate and and discussdiscuss the concepts, laws and theories in electrostatics, electricity,magnetism, introductory atomic physics and modern physics. (C-Comprehension) (PO1, PO6)(PO1, PO6)

3.3. Verify, assess & employVerify, assess & employ the concepts, laws and theories in electrostatics, electricity, magnetism, light, introductory atomic physics and modern physics to solve qualitative & quantitative problems visually, algebraically and occasionally, numerically. (C-Application) (PO1)(PO1)

COURSE: PHY407COURSE: PHY407

MOE-Chem MOE-Bio MOE-Phys


4.4. Analyze, summarize and discussAnalyze, summarize and discuss solution to real world problems associated with electrostatics, electricity, magnetism, introductory atomic physics and modern physics. (for 3(for 3rdrd year course only) (PO1, 6, 8)year course only) (PO1, 6, 8)

5.5. Observe, formulate, plan, conduct, and reportObserve, formulate, plan, conduct, and report scientific investigations in areas of electrostatics and electricity. (PO2, 3, 6)(PO2, 3, 6)

6.6. Verbally justify and convince peersVerbally justify and convince peers and the facilitatorfacilitator, their rationale for the choice of methods, their ability to use and manipulate equipments, the need to transform raw scores into tabular and graphical forms and their ability to explain and interpret results of their investigation in areas of electrostatics and electricity. (PO2, 3, 7)(PO2, 3, 7)

7.7. Collaborate, motivate and truthfulCollaborate, motivate and truthful with team members and with facilitators in both the labs and in the classroom. (PO5, 8)(PO5, 8)

COURSE: PHY407COURSE: PHY407; Course Outcomes: cont…




COURSE: FCOURSE: FSG500SG500--Philosophy of SciencePhilosophy of Science

MOE-Chem MOE-Bio MOE-Phys

1.1. IdentifyIdentify their learning preferences, attitudes towards science and conceptual understanding in their field of study.

2.2. DefineDefine truth, beliefs and knowledge and justify their own belief aboutscience knowledge in chemistry or physics through conceptual inventories.

3.3. ApplyApply the philosophical approach in analyzing and justifying the scientific methods, principles, laws and theories about the natural world.

4.4. IdentifyIdentify their science reasoning skills.5.5. Argue and justifyArgue and justify their opinion on issues in philosophy of science 6.6. Critically writeCritically write an original 3000 words position paper in favor or

against issues on science that concern ethics and morality.





The 3 Domains of Educational GoalsThe 3 Domains of Educational Goals

Psychomotor

AffectiveCognitive

The Heart

The Hand

The Head

3H


Course outcomes

Cognitive Affective Psychomotor / skillsDOMAINS

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Receiving

Responding

Valuing

organisation

Exhibit,display, demonstrate

Imitation

Manipulation

Precision

Articulation

Naturalisation

Higher order

lower order




Higher order

lower order

INVOLVES KNOWLEDGE AND THE DEVELOPMENT OF INTELLECTUAL SKILLS


Eg.Describe three main features of …Explain the 3 main components of a learning outcome.Summarise the main causes of the American war in Iraq.

Converts, defends, distinguishes, estimates, explains, extends, generalises, gives examples, infers, paraphrases, predicts, rewrites, summarises.

Level 2 – Comprehension

The ability to grasp the meaning of material. This may be shown by translating material from one form to another, by interpreting material (explaining or summarising), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

Eg. List the six levels in the cognitive domain of Bloom’s taxonomy.Define…State the main principles of Theory X.

Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.

Level 1 – Knowledge

The remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.

Categories in the Cognitive Domain(Taxonomy of Educational Objectives, Bloom, 1956)

BloomBloom’’s Taxonomys Taxonomy




e.g.:Analyse authentic data from various sources and

prepare…

Breaks down, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, points out, relates, selects, separates, subdivides

Level 4 – Analysis

The ability to break down material into its component parts so that its organisational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organisational principles involved. Learning outcomes here represent a higher intellectual level than ‘Comprehension’ and ‘Application’ because they require an understanding of both the content and the structural form of the material.

E.g.:Construct measurable learning outcomes that include lower and higher order cognitive skills for a one-semester course.

Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

Level 3 – Application

The ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws and theories. Learning outcomes in this area require a higher level of understanding than those under ‘Comprehension’.



e.gEvaluate the strengths and weaknesses of the cognitive

domain of Bloom’s taxonomy in relation to the National Educational Philosophy.

Appraises, compares, concludes, contrasts, criticises, describes, discriminates, explains, justifies, interprets, relates, summarises, supports.

Level 6 – Evaluation

The ability to judge the value of material. The judgements are to be based on definite criteria. These may be internal criteria(organisational) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgements based on clearly defined criteria.

e.g.:Analyse authentic data from various sources and prepare

a recommendation report for a specified audience.

Categorises, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organises, plans, rearranges, revises, rewrites, summarises, tells, writes.

Level 5 – Synthesis

The ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifyinginformation). Learning outcomes in this area stress creative behaviours, with major emphasis on the formulation of new patterns or structures.





Higher order

lower order

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL MOVEMENT, COORDINATION & USE OF THE

MOTOR SKILL AREAS


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)




A sample lesson from Thermodynamics

Course outcomeCourse outcome for Thermodynamics: (address PO1)(address PO1)Write energy balance representing the first law of thermodynamics and use it in both closed and open systems.

Lesson outcomes: Upon completion of this unit, students will Lesson outcomes: Upon completion of this unit, students will be able to:be able to:

1.1. StateState the conservation of energy principle and name allname all the forms of energy entering & leaving a system and energy changes within thesystem.

2.2. DiscussDiscuss the energy exchange process and writewrite mathematical expressions representing the energy balanceenergy balance in units of kJ, for a general system undergoing any process.

3.3. RewriteRewrite the energy balance in the unitunit--mass basismass basis and unitunit--time basis time basis (or rate(or rate--form basis)form basis) for a general system undergoing any process.






Education, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helpful toward productive pful toward productive work, though certainly that is a part of it. Rather it is a replwork, though certainly that is a part of it. Rather it is a replenishment and an expansion of enishment and an expansion of the natural thirst of the mind and soul. Learning is a gradual pthe natural thirst of the mind and soul. Learning is a gradual process of growth, each step rocess of growth, each step building upon the other. It is a process whereby the learner orgbuilding upon the other. It is a process whereby the learner organizes and integrates not anizes and integrates not only facts but attitudes and values. The Lord has told us that wonly facts but attitudes and values. The Lord has told us that we must open our minds and e must open our minds and our hearts to learn. There is a Chinese proverb: Wisdom is as thour hearts to learn. There is a Chinese proverb: Wisdom is as the moon rises, perceptible e moon rises, perceptible not in progress but in result. As our knowledge is converted to not in progress but in result. As our knowledge is converted to wisdom, the door to wisdom, the door to opportunity is unlocked. opportunity is unlocked. Barbara W. WinderBarbara W. Winder

The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action. Herbert Spencer Herbert Spencer

The one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questions. ions. Max Max BeerbohmBeerbohm




15%-25%15%-25%Affective15%-45%45%-60%Skills40%-60%20%-30%CognitiveDegreeDiploma

Source: MPTN

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