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Understanding and Implementing OBE –
The Experience at Faculty of Civil
Engineering, UiTM
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PROGRAMME
2
08:30 – 09:00 Registration
09:00 – 10:30 Module 1 – Philosophy of OBE and Regulators
Requirements
10:30 – 11:00 Coffee Break
11:00 – 01:00 Module 2 – Designing for OBE programme
01:00 – 02:00 Lunch Break
02:00 – 03:15 Module 3 –Planning for OBE programme
03:15 – 0430 Module 4 – Delivery of OBE programmes
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MODULE 1
INTRODUCTION
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OUTCOMES
At the end of this module participants will be
able to
a. Make presentations on the Principles of
OBE
b. Relate the importance of the MQA 9
Areas to OBE
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Nine Aspects That is Guaranteed in
Malaysian Higher Education
Institutional
Vision, Mission
& Objectives
Learning
Outcomes,
Program
Design &
Delivery
Student: Selection
and Support
System
Student
Evaluation
System
Academic Staff
/ Training
Academic
Resources
Program Evaluation
Leadership,
Governance &
Adiministration
CQI System
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7
Principles Underpinning COPPA
Improvement
Responsibility
Accountability
Vitality
Allignment
Organization
Engagement
Review
Abdullah, 2012
Distribution of Benchmarked & Enhanced Standards
No. Domains/Areas of Evaluation BM EH
1 Vision, Mission, Educational Goals, and Learning Outcomes 7 4
2 Curriculum Design and Delivery 19 11
3 Assessment of Students 11 5
4 Student Selection & Support Services 21 13
5 Academic Staff 11 4
6 Educational Resources 12 10
7 Programme Monitoring and Review 5 4
8 Leadership, Governance and Administration 11 6
9 CQI 3 2
Total 100 59
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Abdullah, 2012
A Five-STAGE OBE
IMPLEMENTATION
PROGRAMME
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Stage I
• Understanding The Big Picture
- Main aim is to achieve CQI: both the inner loop and outer loop
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SIGNIFICANCE OF
QUALITY ASSURANCE IN PUBLIC &
PRIVATE UNIVERSITIES OF MALAYSIA
An endorsement that the education system has
demonstrated a strong, long-term commitment to quality assurance
in producing graduates ready for industry practice at national and international levels.
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Move Towards OBE
• An exercise in
internationalization
Demands the attainment of
a global level of quality assurance
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Implications…..
• MQA essentially demands 3 major efforts :-
1. Improvement of procedures, documentation, criteria, etc - easily attainable & ISO 9001:2000
2. “a genuine shift towards OBE” in the Malaysian Education System - requires bigger effort Existing: conventional prescriptive-based system
3. Benchmarking: Move towards internationalization
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Culture shift towards OBE
MOTIVATION:
• Regulatory:
– MQA/ MQF requires OBE
– Accreditation Manuals being revised to incorporate OBE
• Anticipation of real benefits
– More directed & coherent curriculum
- “An antidote to curriculum chaos.” – Felder 2003
– Graduates will be more “relevant” to industry & other stakeholders
– Continual Quality Improvement (CQI) is an inevitable consequence
The Way Forward:
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from curricula, resources and processes
towards outcomes and objectives.
Outcome-Based Education
- A Shift in Focus
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Curricula & teaching are means, not
ends.
If they do not do the job they are
rethought.
Talking about OBE,
there are 3 levels:
1. Philosophy / Theory / ”Broad Perspective”
2. Curricula / structures / procedures
3. Classroom practice (PBL, CL, AL, etc)
Make sure we’re talking at the same level
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Key characteristics of OBE :
1. Clarity of outcomes
2. “Designing back” (of curriculum) - based on the designated outcomes
3. Expanded opportunity for outcomes achievement (by more effective teaching methods)
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Outcome-Based Education
Some Immediate Advantages:-
• Always alert on quality of graduates
• .More effective & innovative teaching
- PBL, CL, etc
• More industry input
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MODULE 2
DESIGN OF AN OBE PROGRAMME
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OUTCOMES
At the end of this module participants will be
able to
a. Formulate Programme Objectives and
Programme Outcomes
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OBE Curriculum
Recall
The expectations of the various degree programmes
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TEASERS
As a group discuss the purpose of the
following programmes:
a. Diploma
b. Bachelors
c. Masters
d. Doctoral
Selected groups will be selected to present
their opinion 22
Modern Tool Usage Differentiating Characteristic: Level of Understanding of the Appropriateness of
the Tool
Engineer – Washington
Accord
Engineering Technologist – Sydney Accord
Engineering Technician – Dublin Accord
Create, select, and apply appropriate
techniques, resources,
and modern engineering tools,
including prediction and modelling,
to complex engineering
activities, with an understanding of the limitations
Select and apply appropriate techniques, resources,
and modern engineering tools,
including prediction and modelling, to
broadly defined engineering
activities, with an understanding of the limitations
Apply appropriate techniques, resources,
and modern engineering tools to well-defined
engineering activities, with an awareness
of the limitations
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Ethics Differentiating Characteristic: None
Engineer –
Washington Accord
Engineering Technologist –
Sydney Accord
Engineering Technician –
Dublin Accord
Understand and commit
to professional ethics,
responsibilities, and norms of engineering
practice
Understand and commit
to professional ethics,
responsibilities, and norms of engineering
practice
Understand and commit
to professional ethics,
responsibilities, and norms of engineering
practice
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What are Learning Outcomes?
• Programme Objectives/Aims/Goals
• Programme Outcomes
• Course Outcomes
• Lesson Outcomes
• Task Outcomes
• etc
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OUTCOMES - MQF
Programme (Educational) Objectives
Programme Outcomes
Course Outcomes
of Course etc.
Course Outcomes
of Course 2
Course Outcomes
of Course 1
Course Outcomes
of Course 3 26
Stage II
• Setting Objectives and Outcomes
(Breadth)
• Identifying Domains & Taxonomies
(Depth)
• Performance Criteria for the Outcomes
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Steps towards implementing
OBE in curriculum design
Formulate PEO
Formulate PO
Ensure that your dream is realistic
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EXAMPLE OF PEO (MOHE)
• Knowledgeable and technically competent in
civil engineering discipline in-line with the
industry requirement
• Effective in communication and demonstrate
good leadership quality in an organization
• Capable to solve civil engineering problems
innovatively, creatively and ethically through
sustainable approach
• Able to demonstrate entrepreneurship skills and
recognize the need of life long learning for
successful career advancement
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PO – FCE, UITM •Ability to acquire and apply basic knowledge
of science, mathematics and engineering.
•Ability to communicate effectively, not only with
engineer but also with the public.
•Ability to identify, formulate and solve engineering
problems.
•Ability to use a system approach to design and
evaluate operational performance
•Ability to act effectively as an individual and in a
group, with leadership, entrepreneurial and
managerial capabilities
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PO – FCE, UITM •Understanding of the social, cultural, global
and environmental responsibilities and ethics
of a professional engineer and the need for
sustainable development
•Recognizing the need to undertake lifelong
learning and possessing/acquiring the capacity to
do so
•Ability to design and conduct experiments, as well
as to analyze and interpret data
•Ability to function on multi-disciplinary teams
•Having technical competency and ability to apply
to specific Civil Engineering discipline
•Having the knowledge of contemporary issues. 31
Employers Rating of Skills/Qualities – 2002 1. Communication (verbal & written) 4.69 2. Honesty/Integrity 4.59 3. Teamwork skills 4.54 4. Interpersonal skills 4.50 5. Strong work ethics 4.46 6. Motivation & initiative 4.42 7. Flexibility/adaptability 4.41 8. Analytical skills 4.36 9. Computer skills 4.21 10. Organisational skills 4.05 11. Detail oriented 4.00 12. Leadership skills 3.97 13. Self confidence 3.95 14. Friendly/outgoing personality 3.85 15. Well mannered / polite 3.82 16. Tactfulness 3.75 17. GPA (3.0 or better) 3.68 18. Creativity 3.59 19. Sense of humour 3.25 20. Entrepreneurial skills/risk taker 3.23
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Stage II
• Setting Objectives and Outcomes
(Breadth)
• Identifying Domains & Taxonomies
(Depth)
• Performance Criteria for the Outcomes
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Higher order lower order Intermediate
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Higher order lower order Intermediate
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Higher order lower order Intermediate
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Stage II
• Setting Objectives and Outcomes
(Breadth)
• Identifying Domains & Taxonomies
(Depth)
• Performance Criteria for the Outcomes
39
Performance Criteria/
Indicators
Specific, measurable statements identifying
performances required to meet the outcomes:
confirmable through evidence
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1 2 3 4 5
PO11
Aware and
appreciate
contemporary
issues
Demonstrate
understanding
of
contemporary
issues
Understand
and discuss
contemporary
issues
Able to
analyze the
contemporary
issues
Evaluate the
implications
of
contemporary
issues
Performance Criteria for PO
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MODULE 3
PLANNING FOR AN OBE PROGRAMME
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OUTCOMES
At the end of this module participants will be
able to
a. Develop the various mapping of
Programme Outcomes
b. Interpret the Course-PO mapping
c. Develop the CO-PO matrices for courses
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Stage III
• Mapping of PEO-PO
• Mapping of PO against Regulators
Requirement – See Tasks 2 and 3
• Mapping of Courses-PO
• Mapping of CO-PO
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Steps towards implementing
OBE in curriculum design
Prepare a matrix of courses against PO (Course-
PO Matrix) Indicate the PO to be delivered by
each course.
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Example of Course – PO Matrix
1 = CO address CO slightly , 2 = moderately 3 = substantive 46
Steps towards implementing
OBE in curriculum design
For each core course define a set of one or more COs (Example 1; Example 2)
Prepare a matrix of CO against PO (CO-PO Matrix)
- Indicate the level of emphasis on PO by each CO
Indicate the level of emphasis whether slightly,
moderately, or substantively addressed.
Example 1; Example 2
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Example of a CO-PO Matrix
Tutorial
classes &
Laboratory
Reports
Lecture and
group activities 2 3 3 3 Ability to solve problems
through computation on
dynamic/vibration
characteristic of strings
2
Tutorial
classes &
Quizzes
Lecture and
group activities
3 2 3 2
Ability to solve
engineering problems
related to building acoustic
and environmental noise
pollution
1
Assessment
Methods
Delivery
Methods
P
O
1
1
P
O
1
0
P
O
9
P
O
8
P
O
7
P
O
6
P
O
5
P
O
4
P
O
3
P
O
2
P
O
1
Course Outcomes (CO)
1 = CO address CO slightly , 2 = moderately 3 = substantive 48
MODULE 4
DELIVERY OF AN OBE PROGRAMME
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OUTCOMES
At the end of this module participants will be
able to
a. Develop lesson plans that address the
Cos incorporating SLT
b. Ensure balance of Contents and COs
c. Develop lecture notes/exercises/tasks to
address COs and SLT
d. Develop assessment instruments for
course evaluation
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Delivery of OBE Courses
• The Syllabus
• The Lesson Plan
• The Lecture Notes
• Learning Styles
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Stage IV: Delivery of OBE Courses
• Delivery of OBE Content
- Lesson Outcomes
- Student Learning Time (SLT)
• Assessment of OBE Courses
- Assignment/Projects
- Tests/Exams : Examination Specification
Table
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MODULE 5
EVALUATION OF AN OBE PROGRAMME
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OUTCOMES
At the end of this module participants will be
able to
a. Make direct measurements of POs
through course assessments
b. Develop identify and select instruments
for indirect measurements of POs
c. Interpret results of direct PO
assessments and evaluate the
effectiveness of the Programme
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Stage V
• Closing the inner loop
• Closing the outer loop
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Concluding Remarks
Lecturers must understand the concept of OBE
and have a feel of what is required to deliver
and assess an OBE-programme.
It must be accepted that there are several ways
of achieving a specified outcome, and the
diversity in approach (as long as they are
based on the OBE concept) must be allowed.
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Tel: 013 328 6408 (SMS ONLY)
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CHECKPOINTS 58
