TAKLIMAT

OUTCOME BASED EDUCATION

(OBE)
3 MAC 2011 OLEH: PUAN DALMATAKSIAH BINTI MOHD ZAIN

OBJEKTIF
1. Meningkatkan pengetahuan pensyarah JKE mengenai kandungan dokumen kurikulum program kejuruteraan elektrik dan elektronik 2. Menaikkan tahap keyakinan pensyarah JKE dalam melaksanakan OBE di jabatan masingmasing

OUTCOME
Diakhir bengkel ini pensyarah JKE akan dapat;

1. Menyatakan maksud OBE dengan perkataan sendiri. 2. Menyenaraikan PLO program di JKE 3. Menyenaraikan 8 Learning Domain MQA dengan betul 4. Menyenaraikan 9 Areas of Quality Assurance MQA. 5. Menerangkan kandungan JSP 6. Menjelaskan kaitan CQI dan Constructive Alignment

OBE
(Education)

The Process Flow

What the student should achieved?

OBC
(Curriculum)

How to make the student achieve the outcome?

OBLT
(Learning & Teaching)

How to measure what the student has achieved?

OBA
(Assessment)

Self reflection 1
1. Apa yang kita tahu mengenai kurikulum program JKE? 2. Apa yang kita tahu/faham mengenai OBE? 3. Berapa kali taklimat/bengkel/mesyuarat yang kita hadiri yang menyebut tentang OBE? 4. Berapa banyak artikel yang kita dah download dan baca? 5. Adakah kita bersedia untuk menghadapi audit oleh MQA untuk FA pada tahun 2012?

OBE

OBE
a model of education a comprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each student (Spady, 1994) an education approach that focuses on the graduate attributes or outcomes after completing an academic programme (Barr et al., 2006; Mansor et al., 2008) a student-centered learning philosophy

OBE
an education philosophy that focuses on the graduate attributes or outcomes after completing an academic programme focuses on empirically measuring student performance emphasis in an OBE education system is on measured outcomes does not specify or require any particular style of teaching or learning requires that students demonstrate that they have learned the required skills and content

OUTCOME BASED EDUCATION

Program Educational Objectives(PAIs)

Few years after Graduation 4 to 5 years

Programme Learning Outcomes (PLO)

Upon graduation Upon subject completion

Course Learning Outcomes (CLO)

OBE Model Hierarchy

1. Programme educational objectives (PAIs) are developed from a number of sources including professional accreditation bodies, employer groups, the polytechnic educational principles and the professional experience of staff teaching in the discipline. 2. The programme outcomes(PLO) for a diploma and advanced diploma are clearly written statements about the knowledge, skills and attitudes of its graduates. It should link to the PAIs. 3. From these POs (CLO) the curriculum of the course is constructed, the subdivision of structure into units is made, and the outcomes specific to each of the units are derived.
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5-stage implementation of OBE curriculum

Stage 1: Understand the big picture. Main aim is to achieve CQI Stage 2: Setting Objectives and Outcomes. Identifying Domains & Taxonomies

Stage 3: Map Pai-PLO Map Courses-PLO Map CLO-PLO

5-stage implementation of OBE curriculum

Stage 4: Delivery of OBE Courses. Assessment of OBE courses Stage 5: Closing the Loops

OUTCOME BASED EDUCATION

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 learning happens
constructive alignment

Constructive Alignment (CA) C + I +A + Penilaian = CA

CQI

Mount Royal College, Calgary

Constructive Alignment and CQI

Outcomes/Assessment Feedback Loop
State desired learning outcomes
reflect

reflect

Determine assessment activities Develop and implement learning activities Assess and interpret data

/ act

Source: Mount Royal College, Calgary

/ act

Learning Outcome

LD MQA

GSA KPT

PLO

OBE
OBE addresses the following questions: What do you want the students to learn? Why do you want them to learn? How can you best make students learn it? How will you know what they have learnt?

Back to Basic -

Prinsip OBE

Back to Basic 4 prinsip OBE

1. Clarity of focus fokus kepada apa yang pelajar boleh buat dengan jayanya. (Adakah pelajar tahu dengan jelas sebelum mereka memulakan
pembelajaran apa yang mereka sepatutnya tahu dan boleh buat apabila selesai pembelajaran?)

2. Design down rekabentuk kurikulum bermula dari definisi yang jelas mengenai apa yang pelajar akan capai di akhir pendidikan formal mereka. (Adakah kurikulum telah digubal bermula dari hasil
pembelajaran dengan cara yang sistematik supaya laluan untuk mencapainya jelas?)

3. High expectation pensyarah meletakkan standard prestasi yang tinggi kepada pelajar. (Adakah harapan dan cabaran untuk
berjaya diberikan kepada semua pelajar secara saksama tiada bell curve?

4. Extended opportunities Pensyarah mesti menyediakan peluang yang secukupnya untuk berjaya. (Adakah pelajar diberi lebih dari
satu peluang untuk mencapai standard yang ditetapkan?)

OBCOUTCOME BASED CURRICULUM

Contents of OBC document

Vision dan Mission Programme Educational Objectives (PEO)s /

Programme Aims (PAIs) Programme Learning Outcomes (PLOs) Course Learning Outcomes (CLOs) Syllabus / JSP / SLT / TOLD / Matrix for all courses in a programme.

3. PAI, PLO and CLO

1. Programme Educational Objectives (PEOs) 2. Programme Learning Outcomes (PLOs)
Few years after Graduation (4 to 5 years)

Upon graduation Upon course completion

3. Course Learning Outcomes (CLOs)

RELATIONSHIPS BETWEEN CLOS, PLOS, PEOS and COMPLIANCE TO THE STAKEHOLDERS

Regulatory /Professional Bodies KPT/MQA IHL requirements
STAKEHOLDERS PRORGRAME PROGRAMME EDUCATIONAL LEARNING OBJECTIVES OUTCOMES COURSE LEARNING OUTCOMES

Industrires students .. etc

PEO-1

PEO-2

PEO-3

PEO-4

PEO-5 .. etc

PLO-1

PLO-2

PLO-3

PLO-4

PLO-5 .. etc

Subject CLO-1

Subject CLO-2

Subject CLO-3

Subject CLO-4

Subject CLO-5

Management support and commitment

MATRIX OF PLO & PAI RELATIONSHIP

MATRIX OF PLO & PAI RELATIONSHIP (contd)

Matrix of CLOs vs PLOs & LDs

Generic Student Attributes (GSA) & Learning Domains (LD)

Generic Student Attributes GSA) Learning Domain (LD)

GSA 1 Communications Skills GSA 2 Critical Thinking and Problem Solving Skills GSA 3 Teamwork Skills GSA 4 Moral & Professional Ethics GSA 5 Leadership Skills GSA 6 Information Management Skills and Continuous Learning GSA 7 Entrepreneurship Skills

LD 1 Knowledge LD 2 Technical Skills LD 3 Professionalism & Ethics LD 4 Social Skills LD 5 Communication Skills LD 6 Critical Thinking LD 7 Life Long Learning LD 8 Entrepreneurial Skills

4.

Course Learning Outcome (CLOs) Example # 1

ET101 Electrical Technology Upon completion of this course, students should be able to:1. explain correctly the units associated with basic electrical quantities, concepts of electric circuit, cells as the unit source of DC energy and the general features of batteries. 2. demonstrate an understanding of DC network analysis techniques on resistive networks. 3. describe the fundamentals of capacitive and inductive in DC network correctly. 4. explain properly the principles of the magnetic circuit, electromagnetism and electromagnetic induction. 5. demonstrate team working efficiently while doing practical work.
knowledge (PLO1) &

practical skill (PLO2)

generic skills (PLO3-PLO9)

Course Learning Outcome (CLOs) - contd Example # 2

EC201 Fundamental Programming Upon completion of this course, students should be able to:1. solve various problem systematically using the 6 step procedure and specified design tools. 2. select the appropriate data types for a particular solution. 3. perform data handling in solving a given problem correctly. 4. execute the whole process of programming, using a high level programming language, in solving a variety of engineering and scientific problems. 5. deliver a presentation and answer questions with confidence on a well-organized assigned group project inclusive of a report within a stipulated time frame.
knowledge (PLO1) & practical skill (PLO2)

generic skills (PLO3-PLO9)

5. Content of course syllabus

GO - General Outcome SO - Specific Outcome

6. Learning & Teaching Strategies.

Lecture Practical Work Demonstration Question & Answer Brainstorming Discussion Tutorial

Industrial Visit Problem Based Learning (PBL) Work Based Learning (WBL) Project Based Learning etc

Learning & Teaching Strategies for EC201

7. Assessment Tasks (ATs)

Quiz Test Practical Work Final Exam Presentation End of Chapter Problem Essay

Types of Assessment Tasks

Case study Peer to peer Capstone Project Reflective Journal etc

Assessment tasks for ET101 Electrical Techno

8. Assessment Specification Table (AST) / JSP

Memahami Kandungan Jadual Spesifikasi Pentaksiran JSP (Assessment Specification Table AST)

OBLT
OUTCOME BASED LEARNING AND TEACHING

Learning Outcomes
Information Transmission/Teacher-focused (ITTF) teaching approach Conceptual Change/Student-focused (CCSF) teaching approach Surface Learning learning approach Deep Learning learning approach

The question is.

How can teaching encourage students to learn actively and interactively, and in this way, develop the ability to seek creative and innovative solutions to future issues, problems and situations?

40

Teaching approach 1 (ITTF)

1: It is important to present a lot of facts to students so that they know what they have to learn for this subject. 2: In this subject my teaching focuses on the good presentation of information to students. 3: I think an important reason for running teaching sessions in this subject is to give students a good set of notes
41

Teaching approach 2 (CCSF)

1: In teaching sessions for this subject, I deliberately provoke debate and discussion. 2: I see teaching as helping students develop new ways of thinking in this subject. 3: It is better for students in this subject to generate their own notes rather than copy mine.

42

Model of teaching-learning
Teachers conceptions of teaching Teachers approaches to teaching Teachers perceptions of context Outcomes Students approaches to learning

Model of teaching-learning
Teachers conceptions of teaching Teachers approaches to teaching Teachers perceptions of context Outcomes Students approaches to learning

Approaches to learning
Deep approach

Students focus their attention on the overall meaning or message in a class session, text or situation. They attempt to relate ideas together and construct their own meaning, possibly in relation to their own experience.
Surface approach Students focus their attention on the details and information in a class session or text. They are trying to memorise these individual details in the form they appear in the class or text or to list the features of the situation in order to pass the examinations.

APPROACHES TO LEARNING
Surface Approach Deep Approach

Intention to reproduce
- rote memorise information needed for assessment - failure to distinguish principles from examples - treat tasks as external impositions - focus on discrete elements without integration

Intention to understand meaningfully memorise

information for later use

- relate new ideas to previous knowledge - relate concepts to everyday experiences

relate evidence to
conclusions

Approaches to learning & outcomes

Degree Class by Deep Approach Scale
Class I Class II Div 1 Class II Div 2 Class III/Pass 3 3.2 3.4 3.6 3.8 4

Mean of DA (Scale 1-5)

N = 740 University of Oxford, 2004

Approaches to learning & outcomes

Degree Class by Surface Approach Scale
Class I Class II Div 1 Class II Div 2 Class III/Pass 2 2.5 3 3.5 4

Mean of SA (Scale 1-5)

N = 740 University of Oxford, 2004

Model of teaching-learning
Teachers conceptions of teaching Teachers approaches to teaching Teachers perceptions of context Outcomes Students approaches to learning

Approaches to teaching
Information Transmission/Teacher-focused (ITTF)
Staff focus their attention on what they do (forward planning, good management skills, an armoury of teaching competencies, use of the literature, ability to use IT ). They attempt to transmit the information about the curriculum on the assumption that students will learn from that process. That information is often complex and requires organisation and presentation skill.

Approaches to teaching
Conceptual Change/Student-focused (CCSF)
Staff focus their attention on the students and monitor their perceptions, activity and understanding. Transmission is seen to be not enough. They assume students construct their own knowledge, and the task of the teacher is to involve the student, and challenge current ideas through questions, discussion and presentation. Includes mastery of techniques, including those associated with transmission, but this is an empty display without learning.

A CCSF approach includes elements of an ITTF approach, but not vice versa

Characteristics Of T&L Environments Supporting Quality Student Learning

If students think the : teaching and feedback is good goals and standards are clear students get help and advice on how to study subject is well organised then they are likely to be adopting deep approaches to study If students think the : assessment is inappropriate testing short term reproduction workload is inappropriate too high to understand it then they are likely to be adopting surface approaches to their studies.

Using buzz groups in a lecture theatre

Do you know what buzz groups are?

What do others think they are? Turn to the people near you and ask them.

Please finish your conversations when I raise my arm.

Using buzz groups in a lecture theatre

A transmission, teacher-focused approach Buzz groups give me and the students a break. Research shows students lose concentration if there are no breaks in a one-hour lecture.
A conceptual change student-focused approach Buzz groups are a means by which students can try out their understanding, and in so doing also give me an awareness of that understanding.

Approaches to teaching & satisfaction

Variable Variable
Satisfaction with teaching R

Inform. Transm./Teacher-focus (ITTF)

Conceptual Change/Student-focus (CCSF)

-.03
.34*

*p < .001; N = 497; Trigwell and Lindblom-Ylnne, 2004

Approaches to teaching & satisfaction

ITTF

R = - .03

Satisfaction

Approaches to teaching & satisfaction

CCSF

R = .34

Satisfaction

A high CCSF approach is more likely to be satisfying for teachers than a high ITTF approach

Approaches to teaching & learning

Learning Variable Teaching Variable
Inform. Transm. Teacher-focus (ITTF ) Surface Approach (SA) .37** Concept. Change Student-focus (CCSF) -.46**

Deep Approach (DA)

-.14

.34*

N = 55 Trigwell, Ramsden, Prosser, Martin (1998)

Approaches to teaching & learning

Learning Variable Teaching Variable
Inform. Transm. Teacher-focus (ITTF ) Surface Approach (SA) .37** Concept. Change Student-focus (CCSF) -.46**

Deep Approach (DA)

-.14

.34*

N = 55 Trigwell, Ramsden, Prosser, Martin (1998)

Approaches to teaching & learning

CCSF

R = .34

Deep approach

A higher CCSF approach is associated with a deeper approach to learning and to higher quality learning outcomes

Conceptions of teaching
Information transfer/teacher-focused (ITTF)approach Level 1 Focus: What the student is

Level 2 Focus: What the teacher does

Level 3 Focus: What the student does

Level 4 Focus: What the student perceives

Conceptual change/student-focused (CCSF)approach

The way teachers think about teaching is a key factor in the approach they adopt to their teaching

Model of teaching-learning
Teachers conceptions of teaching Teachers approaches to teaching Teachers perceptions of context Outcomes Students approaches to learning

Approaches to teaching & context

Variable ITTF Transformative leadership -.04 .13 Variable CCSF

Collaborative management
Support for student learning Class size

-.13
-.22 -.11 .20

.05
.10

Student characteristics
Teacher control
N = 439, Ramsden, Prosser, Trigwell, Martin (2006)

-.14
-.22

.18
.15

Approaches to teaching & context

Variable ITTF Transformative leadership -.04 .13 Variable CCSF

Collaborative management
Support for student learning Class size

-.13
-.22 -.11 .20

.05
.10

Student characteristics
Teacher control
N = 439, Ramsden, Prosser, Trigwell, Martin (2006)

-.14
-.22

.18
.15

University leaders have a key role in creating an environment in which teachers feel a CCSF approach is afforded

The Concept: Teaching & Learning

Edgar Dale 1969, The cone of learning

OBAOUTCOME BASED ASSESSMENT

Outcome Based Assessment (OBA) Part 1

Continuous Assessment and Item Specification Table (IST)

Presented by : Noorfozila binti Bahari Ancassa Port Dickson 21st 24th February 2011

Transformasi Pendidikan Politeknik Mengapa perlu?

1. Prestasi pelajar yang dipersoalkan institusi lain. 2. Kelemahan soft skills / employability skills 3. Untuk mendapat Pengiktirafan Malaysia Qualification Agency (MQA) Mesti laksana Outcome Based Education, Outcome Based Curriculum dan Outcome Based Assessment

TRANSFORMASI PENTAKSIRAN

ISU

STRATEGI

HASIL

ISU
Mematuhi kehendak Kerangka Kelayakan Malaysia
Membuktikan sistem pentaksiran politeknik adalah sama dan setara

STRATEGI
Pemahaman dan penterjemahan yang seragam ke atas

HASIL
Menjadikan sistem pentaksiran lebih objektif, sah, bolehpercaya , adil dan fleksibel

kurikulum
(9 hasil pembelajaran) semasa melaksanakan

P&P
dan proses

penilaian
bagi memastikan hasil pembelajaran yang berkesan dapat dicapai.
Perkara 3, COPPA

TRANSFORMASI PENTAKSIRAN
Dahulu Output % pelajar lulus Sekarang Outcome pelajar memperoleh hasil pembelajaran
Perkara 15, Kerangka Kelayakan Malaysia

JADUAL SPESIFIKASI ITEM (JSI) /

ITEM SPECIFICATION TABLE (IST)

Dokumen yang diperlukan semasa menghasilkan Jadual Spesifikasi Item (JSI)

1. Silibus kursus 2. Jadual Spesifikasi Pentaksiran (JSP)

Soalan-soalan yang dibina hendaklah mencapai nisbah 5 : 3 : 2

50% soalan pada aras kesukaran rendah (low)
30% soalan pada aras kesukaran sederhana (medium) 20% soalan pada aras kesukaran tinggi (high)

Soalan mengikut Aras Kesukaran Contoh 1

1. Draw the CMOS static logic gate for an inverter. (Low) 2. Draw the CMOS static logic gate for a 4-input AND gate. (Medium) 3. Draw a 4 to 1 multiplexer using transmission gates. (High)

Soalan mengikut Aras Kesukaran Contoh 3

1. Design an asynchronous 2-bit counter using T flip-flops. (Low) 2. Design a synchronous modulo-5 counter using JK flip-flops with control gate. (Medium) 3. Design a synchronous multi-mode counter using JK flip-flops that will count the given number sequence. (High)

Outcome-Based Assessment (OBA) Part 2

Assessing Generic Skill Outcomes ( LD3 - LD9 )

Learning Outcomes of this session

Generic Skill Assessment

Rubrics

Learning Outcomes Definition

Learning Outcomes are statements on what a learner should know, understand and can do upon the completion of a period of study.

Generic Skill Learning Outcomes

Politeknik KPTM telah mengenalpasti GS outcomes seperti berikut:
Tanggungjawab Kemasyarakatan Komunikasi Kerja Berpasukan Tanggungjawab beretika Pemikiran Kritikal & Penyelesaian Masalah Keusahawanan Pembelajaran Sepanjang Hayat

GENERIC SKILL OUTCOME IS MEASURED USING RUBRICS.

What is RUBRICS?

A rubric is a scoring tool for subjective assessments. It is a set of criteria and standards linked to learning objectives that is used to assess a student's performance on papers, projects, essays, and other assignments. a scoring tool that lists the criteria for a piece of work or 'what counts. list of things the student must have included to receive a certain score or rating.

Prosedur

1. 2.

Kenalpasti LEARNING OUTCOMES generic skill.

Lakukan mapping outcomes terhadap kursuskursus dalam program.

Mapping learning outcomes dengan kursus-kursus adalah untuk menunjukkan kursus mana membina learning outcome tertentu.

3.

Seterusnya LEARNING OUTCOME tersebut dinyatakan di dalam Course Learning Outcome (CLO) kursus tersebut.

Peringatan: Lebih banyak outcome di taksir untuk satu-satu kursus tidak bermakna lebih baik!

4. Pentaksiran outcome generic skill mestilah

berstrategi dan boleh dipertahankan.

Tujuannya ialah untuk mentaksir outcome generic skill sekurang-kurangnya sekali dan sebaiknya tiga hingga lima kali sepanjang karier akademik pelajar.

Generic Skills Learning Outcomes

PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 LD3 LD5 LD9 LD4 LD6 LD7 LD8

Social Skill & Responsibility Communication skill Team working / Leadership skill Professionalism & Ethics Critical thinking & Problem solving Life-long learning Entreprenuership

Matrix of Courses vs PLOs & LDs DTK sem1

Matrix of Courses vs PLOs & LDs DTK sem2

Link the GS OUTCOME to the CLO

EC201 Fundamental Programming Upon completion of this course, students should be able to:-

1. solve various problem systematically using the 6 step procedure and specified design tools. 2. select the appropriate data types for a particular solution. 3. perform data handling in solving a given problem correctly. 4. execute the whole process of programming, using a high level programming language, in solving a variety of engineering and scientific problems. 5. deliver a presentation and answer questions with confidence on a well-organized assigned group project inclusive of a report within a stipulated time frame.

knowledge & practical skill

generic skills

4. Mentaksir Generic Skill

Memilih Aktiviti / Instrumen Pentaksiran yang tepat Contohnya: Oral communication presentation Written communication practical / project report Team working group project / work Instrumen pentaksiran mestilah difokuskan pada outcome atau pada satu daripada komponen outcome. 1 soalan dalam ujian atau 1 term paper setebal 10 muka surat (written communication).

4. Mentaksir Generic Skill (contd)

Gred ujian atau gred kursus lazimnya tidak sesuai sebab gred-gred itu mewakili agregat prestasi pelbagai bidang kemahiran dan pengetahuan.

Pentaksiran Generic skill dilakukan menggunakan RUBRICS.

OUTCOMES CRITERIA ITEM RUBRICS MATRIKS

Generic Skill Assessment Flow

Continuous Quality Improvement (CQI)

OBE

Penambahbaikan Program (CQI)

Bagaimana boleh seseorang menangani

kekurangan dalam, sebagai contoh, outcome communication kecuali perkara yang khusus tentang kelemahannya dikenalpasti?

Kelemahannya mungkin dalam komunikasi

lisan, komunikasi secara bertulis yang umum, laporan teknikal, atau bidang lain.

Jadual Pentaksiran Learning Outcomes

Pada Amnya :

Bukan semua kriteria prestasi harus diukur pada seseorang pelajar sampel memadai. TIDAK SEMESTINYA semua learning outcome atau kriteria prestasi ditaksir setiap semester.

Outcome-Based Education - Evaluation (Closing the Loops)

Assessment Assessment Alumni Missions Assessment
Analysis Analysis Analysis

Visions
Stakeholders Advisory committee

Program Aims

Program Outcomes

Course Outcomes

CQI CQI CQI

Penting!

Pentaksiran (Assessment) BUKAN sesuatu yang one off atau one shot. Ia sesuatu yang berterusan dan menyokong pembelajaran sepanjang hayat. Memberikan maklumat yang berguna untuk penambahbaikan aspek pembelajaran. Assessment in cycles of improvement. Taking responsibility for quality enhancement.

OBE
(Education)

OBC
(Curriculum)

What the student should achieved?

OBLT
(Learning & Teaching)

What have we looked into till now ?

How to make the student achieve the outcome?

How to measure what the student has achieved?

OBA
(Assessment)

Glossary
OBE OBC OBLT OBA CA PEO PAi PLO CLO GO SO SLT TOLD AST JSP AT IST JSI Aspek Konstruk Rubric LD GSA Aras Kesukaran Soalan

ANDA MULA RASA RISAU?

Acknowledgement

Dr. Khodori Ahmad Naluri Pintar Sdn Bhd Dr. Wahid Razzaly UTHM Dr. Ishak Baba UTHM Dr. Sattar, Bahagian Peperiksaan JPP Prof. Michael Prosser University of Hongkong Prof Keith Trigwell University of Sydney Pn.Noorfozila binti Bahari POLISAS (DH48)

TERIMA KASIH