OUTCOME-BASED EDUCATION Assoc. Prof. Ir. Dr. Hayati Abdullah PEng - PowerPoint PPT Presentation

OUTCOME-BASED EDUCATION Assoc. Prof. Ir. Dr. Hayati Abdullah PEng CEng CMarEng ASEAN Eng REEM M. AFEO FIMarEST FIEM MIEEE UTMLead

The Outcome At the end of this module, participants are expected to be able to: Explain correctly the concept and importance of OBE system in HE to their colleagues and students .

DEFINITION OF EDUCATION • Plato : Process for forming a virtuous individual • Socrates : Give a moral training of good citizenship • Aristotle : Ethical and political knowledge that lead to happiness in life

DEFINITION OF EDUCATION • John Mc Donald : Specific training to gain knowledge and skill through learning. • John Dewey : Individual growth process to increase the existing knowledge to get a better and more secure life.

DEFINITION OF EDUCATION • Syed Qutb : Process of establishing a holistic and balanced human being. The main purpose of education is to develop the potential of intellectual, physical, emotional and spiritual level of mankind towards perfectionist [Insan Kamil) • Al Ghazali: Include aspects of physical training and intellectual development of a noble character, brave and respect.

COGNITIVE GENERIC / SOFT SKILSS AFFECTIVE PSYCHOMOTO R Rounded, holistic and balanced human being

EXPLICIT COGNITIVE OUTCOME based EDUCATION TANGIBLE AFFECTIVE OBSERVABLE PSYCHOMOTOR

OBE grows out of concern that the education system cannot adequately prepare students for life & work in the 21 st Century ……

WHICH OF THE FOLLOWING IS AN OUTC OUTCOME OME ? Degree Transcript CPA / GPA Thesis Report Portfolio ?????

OUT OUTCOME COME • Is a culminating demonstration of learning • is what the student should be able to do • Outcomes are usually expressed as knowledge , skills , or attitudes

“Outcome -based education means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction, and assessment to make sure that this learning ultimately happens. ” (Spady, 1994) “ Begin with END in mind ” “ Curricula & Teaching are means, not ends ”

4 PRIN 4 PRINCIPLE CIPLES S OF OBE OF OBE Clarity of Clarity of High High Focus ocus Expec Expecta tations tions OB OBE Des Designing igning Ex Expand panded ed Bac Back Oppor Opportunities tunities

4 Principles of OBE (… spady ) ➢ Clarity of Focus • Clearly defined Learning Outcomes (Explicit and visible ) ➢ Designing Back • Aligned assessment with Intended Learning Outcomes (ILO’s) • Aligned delivery of teaching and learning with ILO’s • Provide necessary infrastructures and support system for the above to happen ➢ High Expectation • Higher Standard, Deeply Engaged in the learning process ➢ Expanded Opportunity • For outcomes achievement by more effective teaching methods • Not all learners can learn the same thing in the same way & in the same time

OBE Begin with the END in mind

3 S 3 Sta tages of ges of B Bac ackw kwar ard Desi d Design gn • Identify the Desired 1 Results • Determine Acceptable 2 Evidences • Plan Learning 3 Experiences Are the desired results, assessments, and learning activities ALIGNED?

WHA WHAT ARE L T ARE LEAR EARNING NING OUT OUTCOMES COMES? • what learners will know or be able to do as a result of a learning activity • Outcomes are usually expressed as knowledge , skills , or attitudes

Vision & Mission of Faculty Vision & Mission of Department Programme Educational Objectives Programme Learning Outcomes Course Learning Outcomes

DIFFERE DIFFERENT LEV NT LEVELS O ELS OF F LEARNING LEARNING OUT OUTCOMES COMES LEVELS OF OUT LEVELS OF OUTCOM COMES ES WHA WHAT S T STUDENT TUDENTS S AR ARE E ABLE T AB LE TO DO O DO Few years after Programme Educational Objectives (PEO) Graduation – 3 to 5 years Programme Learning Outcomes (PLOs) Upon graduation Upon course Course Learning Outcomes (CLOs) completion

RELATI RELA TIONSHI ONSHIPS PS BETWE BETWEEN EN PE PEOs Os CL CLOs Os PLOs Os AND AND COMPLI COM PLIANC ANCE T E TO THE O THE ST STAKEHOLDERS AKEHOLDERS Regulatory STAKEHOLDERS IHL Quality Industrires /Professional requirements Assurance Bodies JPT Parents ….. etc EDUCATIONAL PRORGRAME OBJECTIVES ….. etc PEO- PEO- TDA’s, KJ’s, KP’s, PEO- PEO- PEO- 1 2 3 4 5 KK’s, JKA and Programme Specs JKKS PROGRAMME OUTCOMES LEARNING ….. etc PLO- PLO- PLO- PLO- PLO- TDA’s, KJ’s, KP’s, 2 3 4 5 1 KK’s, JKA and Programme Specs JKKS C LO-1 C LO-2 C LO-3 C LO-4 C LO-5 Course OUTCOMES LEARNING ….. etc COURSE coordinator, Academic Staff Course Outlines Management support and commitment

CHAR CHARACTE CTERISTICS RISTICS OF OF OBE OBE CURR CURRICULA ICULA  Have programme objectives, programme outcomes, course outcomes and performance indicators/criteria or rubrics.  Programme outcomes address Knowledge, Skills and Attitudes to be attained by students.  Centered around the needs of the students.  Stated outcomes can be assessed and evaluated.  Aligned delivery of teaching and learning and assessment with the intended learning outcomes (Constructive Alignment)

WHY OBE WHY OBE ?

Why OBE ? Quality Assurance of Higher Education MQF EAC Washington Code of Practice for Programme Accord Accreditation (COPPA) Code of Practice for Programme EAC Institutional Audit (COPIA) Manual

Washington Accord The Washington Accord, signed in 1989, is an international agreement among bodies responsible for accrediting engineering degree programs. It recognizes the substantial equivalency of programs accredited by those bodies and recommends that graduates of programs accredited by any of the signatory bodies be recognized by the other bodies as having met the academic requirements for entry to the practice of engineering.

18th June 2009 The Board of Engineers Malaysia (BEM) was accepted as the 13 th signatory of the Washington Accord • The Engineering Profession is Governed by the REGISTRATION OF ENGINEERS ACT 1967 (Revised 2015) • Mandatory for Graduate engineers to register with BEM before taking up employment as an engineer

No OBE………. No ACCREDITATION !!!

What are Expected of Students under OBE? • Students are expected to be able to do more challenging tasks other than memorize and reproduce what was taught. • Students should be able to: write project proposals, complete projects, analyze case studies, give case presentations, show their abilities to think, question, research, and make decisions based on the findings. • Be more creative, able to analyze and synthesize information. • Able to plan and organize tasks, able to work in a team as a community or in entrepreneurial service teams to propose solutions to problems and market their solutions

OBE OBE RE REQUIRE QUIRES S THE THE FOLL FOLLOWING WING PAR ARAD ADIGM IGM SHI SHIFT FT ⚫ From Grade-Oriented to Outcome-Oriented ⚫ From Content-Based to Ability-Based ⚫ From Lecturer-Centred to Student-Centred

Content Based Learning Outcomes Based Approach Passive students Active learners Assessment process – exam & grade driven Continuous assessment Rote learning Critical thinking, reasoning, reflection & action Content based/broken into subjects Integration knowledge, learning relevant/ connected real life situations Textbook/worksheet focused & teacher centred Learner centred & educator/ facilitator use group/ teamwork See syllabus as rigid & non negotiable Learning programmes seen as guides that allow educators to be innovative & creative in designing programmes/ activities Teachers/trainers responsible for learning - motivated by Learners take responsibility for their learning, learners motivated by constant feedback/ personality of teacher affirmation of worth Emphasis what teacher hopes to achieve Emphasis outcomes – what learner becomes & understands Content placed in rigid time frames Flexible time frames - learners work at own pace Stay in single learning institution until complete Learners can gather credits different institutions until achieve Qualification Previous knowledge & experience in learning field ignored Recognition of prior learning: after pre-assessment, learners credited outcomes – Each time attends whole course demonstrated or transfer credits elsewhere

OBE Essential Questions What do you want the students to have or able to do? ◼ Knowledge, Skill, Attitude ◼ How can you best help students achieve it? ◼ Student Centred Delivery ◼ How will you know what they have achieved it? ◼ Assessment ◼ How do you close the loop ? ◼ Continuous Quality Improvements ◼

Outcome-Based Education (Closing the Loops) Assessment Assessment Assessment Alumni Analysis Analysis Analysis Missions Program Course Visions Program Outcomes Outcomes Objectives (PLO) (CLO) (PEO) Stakeholders Advisory committee CQI CQI CQI https://goo.gl/images/Re7kuY