(talk 1 : an overview)...measurable learning outcomes – from assignments, tests, final exam,...

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Outcome Based Education(Talk 1 : An Overview)

YAHYA BIN [email protected]

[email protected]

Deputy Director IICentre of Teaching & Learning

UTM

FKA, UTM - 06th. May 2013


Expected Outcomes

Explain to yourself and othersabout OBE (its definition,approach and implementation) ina better and convincing manner

At the end of this talk, you should be able to…….


OBE – Why ?OBE – DefinitionOBE – ApproachOBE – OutcomesOBE – DeliveryOBE – AssessmentOBE – Implementation StrategyOBE – CQI

Talk 1 : CONTENTS


OBE – Why ?


Why OBE – Washington Accord


The Washington Accord, signed in 1989, is aninternational agreement among bodies responsiblefor accrediting engineering degree programs. Itrecognizes the substantial equivalency of programsaccredited by those bodies and recommends thatgraduates of programs accredited by any of thesignatory bodies be recognized by the other bodies ashaving met the academic requirements for entry tothe practice of engineering.

Why OBE – Washington Accord


Engineering Accreditation Council (EAC)Formed in 2004

Previous accreditation for engineering programs :PSD (1957) IEM (1959) BEM (1967) LAN(1996)

EACIEM

LAN/MQA PSDBEM

Employers fromindustryand academics

Why OBE – EAC


OBE – Definition


( Psychomotor Domain)

OBE – all About Human being

MIND / MENTAL

BODY / PHYSICAL

SOUL / HEART

HUMAN DEVELOPMENT

TECHNICAL KNOWLEDGE

GENERIC SKILLS

BALANCED

(Cognitive Domain)

(Affective Domain)


FACTORY

UNIVERSITY

Raw Material Product

CL

IEN

TS

Students Graduates

MeetMinimum

Specification

Meet EntryQualification

Process, Tools,Facilities, Workers,

Planning, Managing,QC Packaging etc

Curriculum, Syllabus,Lecturer, T&L activities,Assessment, Co-Q etc

ProductSpec, Quality

ProgrammeSpec,

Outcomes

UNIVERSITY is a FACTORY


OBE – broad Definition

OBE :Outcomes Based Education

Education System that focus /emphasison the development and achievement ofstudent’s outcomes


Outcomes / results – are no longer judgedmerely from Grade (or CPA/GPA) achieved, butmore importantly the Intellectual Quality,Behavioral Changed and Correct Attitude.Hence, mastering the technical contents alone,while still very important, is not adequate. OBErequire the development of other aspects ofhuman being, i.e. Generic Skills.

OBE – OUTCOMES

Outcomes : The ability / behaviour / Attitude /Attributes / Values of the students


“Outcome-based education means startingwith a clear picture of what is important forstudents to be able to do, then organising thecurriculum, instruction, and assessment tomake sure that this learning ultimatelyhappens.” (Spady, 1994)

OBE - Definition


OBE – Constructive Alignment

OUTCOMESBloom’s

TaxonomyCourse-specific

goals & objectives

Program Outcomes

Act/Coop Lrn.PBL

LecturesLabs

Otherexperiences

DELIVERY

Technology

ASSESSMENT

Classroomassessmenttechniques

Final ExamTests

Othermeasures

Students


Provides crystal clear statement of outcomes (abilities)that students should achieved at the end of theprogramme and each courses within the programme[Outcomes]

Know and plan in advance what, where, when and how tomeasure, analyse and report the achievement of thedesired outcomes correctly and effectively[Assessment]

Plan, develop and execute the curriculum, syllabus andlearning activities that enable the outcomes to bedeveloped and assessed [Delivery]

OBE – What does it really mean ?


Comparison of Education Systems

1. Content Based Education : Focusing on the amountof information transfered or chapters to be deliveredby the instructors.

2. Activities Based Education : Focusing on theteaching strategies or learning experienced providedduring the T&L activities.

3. Competency Based Education : Focusing on theMastery of skills (hands on) to be achieved by thestudents.

4. Outcomes Based Education : Focusing on whatstudents will learn and be able to do on completion ofthe programme.


OBE – Approach


Choose Text

Identify Chapters Covered

Develop Lectures

Create Exams

COMMON / CONVENTIONAL APPROACH


3 Stages of Backward Design

Are the desired results, assessments, and learningactivities ALIGNED?

Identify the Desired Results

Determine Acceptable Evidence

Plan Learning Experiences

OBE APPROACH







OUTCOMESWhat should studentsknow, understand, and beable to do?

OBE APPROACH







ASSESSMENTHow will we know if thestudents have achievedthe desired results?

What will be accepted asevidence of studentunderstanding andproficiency?

OBE APPROACH







DELIVERYWhat activities will equipstudents with the neededknowledge and skills?

What materials andresources will be useful?

OBE APPROACH


SET/SELECT PO

DEVELOP CLO

KNOWLEDGE GENERIC SKILLS

DECIDE ON TAXONOMY & LEVEL

ASSESSMENT TOOLST & L METHODS

SELECT GS ELEMENTS

OBE - The Approach


OBE – Outcomes


Program Educational Objectives (PEO)

Programme Outcomes (PO)

Course Learning Outcomes (CLO)

Upon graduation

After completingeach course

3 to 5 years aftergraduation

What students able to doLevels of Outcomes

OUTCOMES

See SomeExample


CUSTOMERS,STAKEHOLDERS,CONSTITUENTS

PRORGRAMEEDUCATIONALOBJECTIVES

Management support and commitment

PEO-1

ProfessionalBodies eg/EACBEM

QualityAssuranceJPT

Institutionalrequirementseq UTMGraduateAttributes

Industrires

Parents….. etc

PEO-2 PEO-3 PEO-4 PEO-5 ….. etc

PO-1 PO-2 PO-3 PO-4 PO-5 ….. etc

PROGRAMME LEARNINGOUTCOMES

CLO-1 ….. etcCLO-2 CLO-3 CLO-4 CLO-5

TDA’s, KJ’s, KP’s,KK’s, JKA and JKKS

TDA’s, KJ’s, KP’s,KK’s, JKA and JKKS

Subject coordinator,Academic Staff

COURSELEARNINGOUTCOMES

Programme Specs

Programme Specs

Course Outlines

OUTCOMES


PEO (5 years after graduation)Description

Mapped to EAC-BEM

PEO 1Graduates are competent, innovative andentrepreneurial in acquiring and applying knowledgetowards solving complex civil engineering problems.

i, ii, iii, iv, v

PEO 2Graduates possess leadership qualities, able to work,manage in diverse teams and serve the society in multidisciplinary environment.

vi, x, xii

PEO 3Graduates demonstrate professionalism and upholdethical values with emphasis on sustainableenvironment

vii, viii

PEO 4Graduates are able to communicate effectively, possessstrong self confidence and recognise the need for life-long learning

ix, xi


PO (Upon graduation)Description Mapped to EAC-BEM

PO 1Ability to apply knowledge of science, mathematics, civilengineering principles and other relevant field of studiesto solve complex engineering problems

IEngineering Knowledge

PO 2Ability to analyse and use appropriate techniques,resources and modern tools to solve complexengineering problems and activities

ii, vAnalysis

Modern Tool

PO 3

Ability to design solutions for complex problems anddesign components, systems, or processes that complyspecific requirement with appropriate consideration ofother requirements.

iiiDesign

PO 4

Ability to resolve complex problems based oninvestigation or research using integration of knowledgeand the consequent responsibilities relevant toprofessional practice.

iv, viInvestigation

Engineer and Society

PO 5Ability to communicate effectively and with confidenceincluding complex engineering activities.

ixCommunication


PO – cont.Description Mapped to EAC-BEM

PO 6Ability to apply engineering, management and financeprinciples in managing project

xiiManagement and

Finance

PO 7Ability to function effectively as an individual or in ateam to achieve common goals in diverse teams and inmulti-disciplinary settings.

xTeam Work

PO 8Ability to perpetually seek and acquire contemporarytechnological changes.

xiLife-long Learning

PO 9Ability to demonstrate entrepreneurial skills, lead andmanage a team effectively in multidisciplinaryenvironment with self- assurance

xiiManagement and

Finance

PO 10Ability to understand the impact of engineeringdecisions and apply professional ethics for sustainabledevelopment.

vii, viiiEnvironment and

SustainabilityEthics


CLO (Upon completing a course)


Overall PO Mapping


1. COMPLEX ENGINEERING PROBLEMS ?(PO 1 , PO 2, PO 3, PO 4)

2. COMPLEX ENGINEERING ACTIVITIES ?(PO 2, PO 5)

What do understand about

See Attribute


OBE – Delivery


OBE -T & LMETHODS

LECTURESACTIVE LEARNING

E-LEARNING

COOPERATIVE LEARNING

LIFE LONG

LEARNING

PROBLEM BASED / LABWORK, / PROJECT

FIELD STUDY / LI / VISITS


36

OBE – SCL

In doing so, the students will not only enhancing theirlearning ability, but also developing the desiredTHINKING and GENERIC SKILLS.

OBE is about Student Centered – Student should takecharge of his/her own learning


About SCL

Problem Based Learning / Case Study / Modular /

Inquiry-based learning / Discovery learning /

Case-based learning / Project-based learning /

Problem-oriented project-based learning /

Cooperative learning /Brainstorming / Field-based

learning / Constructivist learning / Web-based

learning /Computer-based learning / Experiential

learning / Peer Instruction / Scenario Based………..


OBE – Assessment


OBE – The Assessment

Assessment is a process of measuring andcollecting the data (mark / score) in a mannerthat enable us to analyse the achievement ofthe intended learning outcomes and theeffectiveness of the learning activities.

…..It is similar to conducting experiment or research works


Formative Assessment: “The collection of data and thefeedback of the results on an ongoing basis” (G. Rogers &J. Sando, 1996) – For Continuous Improvement to studentslearning and T&L activities

Summative Assessment: “Designed to produceinformation that can be used to make decisions aboutthe overall success of the project or process.” (G. Rogers &J. Sando, 1996) – For grading purposes

ASSESSEMENT – Types



■ Direct measures provide for the direct examination orobservation of student knowledge or skills againstmeasurable learning outcomes – From Assignments,tests, final exam, reports, presentation, etc, where the COsand POs can be measured directly.

■ Indirect measures of student learning ascertain theperceived extent or value of learning experiences –From course end survey, exit survey, stake holder survey,interview etc.



■Assessment Of Learning (AoL)

■Assessment For Learning (AfL)

■Assessment As Learning (AaL)


Outcomes Possible Assessment Tasks

Describe essay question, exam, oralpresentation (peer assessment)

Explain assignment, essay questionexam, oral, letter-to-a-friend

Integrate project, assignmentAnalyse case study, assignmentApply project, case study, experimentSolve problem case study, project, experimentDesign, create project, experimentReflect reflective diary, portfolio,

self-assessmentCommunicate a range of oral, writing or

listening tasks, e.g. presentation,debate, role play, reporting,assignment, paraphasing,answering questions etc.

ASSESSEMNT - The Tools

Source : Professor John Biggs


OBE – IMPLEMENTATION STRATEGY


CLO DEVELOPMENT

PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8 Ethics and IntegrityPLO 9PLO 10

COURSE A

COURSE B

COURSE C

COURSE D

COURSE E

CLO 1

CLO 2

CLO 3

CLO 4

CLO 5

CLO 6 10%

CLO STATEMENT : Able to identify and discusspotential conflict of interest between financial,environment and social needs within thecontext of the course / subject learned

EM 1 /ET 3

AFFECTIVEDOMAIN

LEVEL 2(RESPOND)


CLO DELIVERY & ASSESSMENTCO STATEMENT : Able to identify and discusspotential conflict of interest between financial,environment and social needs within thecontext of the course / subject learned

EM 1 /ET 3

AFFECTIVEDOMAIN

LEVEL 2(RESPOND)

T&L ACTIVITIES :Assignment given to students, working in group of 3-4 members.Reading and Searching for information on related issues & cases fromvarious sources (Internet, New papers etc). Brainstorming andDiscussion Session within the group. Preparing Presentation Slide.Rehearsal Session within the group.

SCHEDULE :Week 3 : Briefing on the outcomes andassignment. Week 4 : Initial Brainstormingwithin the group. Week 5 - 8 : Searching forinformation. Week 9 -11 : Further Discussion.Week 12 : Preparing Slides and RehearsalSession

ASSESSMENT :Based on group Presentation and Q&A Session in Class. Assessed byLecturer and Students of other groups. Mark will also be given to thegroup that asked the questions during the Q&A Session. Assessmentdone using rubric based on appropriate criteria.

SCHEDULE :Week 6 - 11 : Monitoring progress, formativeassessment. Week 13-14 : Presentation andQ&A Session by all groups


OBE – CQI


PLANEstablish the objectives and processes necessary to deliver results in accordance with theexpected output. By making the expected output the focus, it differs from other techniques inthat the completeness and accuracy of the specification is also part of the improvement.

DOImplement the new processes. Often on a small scale if possible.

CHECKMeasure the new processes and compare the results against the expected results to ascertainany differences.

ACTAnalyze the differences to determine their cause. Each will be part of either one or more of theP-D-C-A steps. Determine where to apply changes that will include improvement. When a passthrough these four steps does not result in the need to improve, refine the scope to whichPDCA is applied until there is a plan that involves improvement.

OBE – CQI (PDCA Cycle)


OBE – The CQI (Model)

PEO

PO

CLO

Analysis

Analysis

Analysis

Assessment

Assessment

Assessment

CQI

CQI

CQIProgramme

Level

CourseLevel

Source : FKM, UTM CQI -SAR Report 2008


Source : IMPLEMENTING CONTINUAL QUALITY IMPROVEMENT (CQI) PROCESS IN AN OUTCOME-BASED EDUCATION (OBE) APPROACHProceedings of the 2nd International Conference of Teaching and Learning (ICTL 2009)NTI University College, Malaysia

OBE – The CQI (Model)


OBE – The Conclusion

OBE is all about……………

Begins with END in mind (Outcomes)

DO what you SAY (Delivery & Assessment)

and

SAY what you DO (CQI & Documentation)


FromGrade Oriented toOutcomes Oriented

FromContent Based toAbility Based

From Lecturer Centred to Student Centred

OBE – Paradigm shift

The success of OBE requires the following paradigm shift;

(talk 1 : an overview)...measurable learning outcomes – from assignments, tests, final exam,...

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