UTAR Guidelines on

Outcome-Based Education (OBE)

Glossary ................................................................................................................................. iii
Figures ..................................................................................................................................... v
Tables ....................................................................................................................................... v
1.0 Purpose of UTAR Guidelines on OBE ......................................................................... 1
2.0 What is OBE? ............................................................................................................... 1
3.0 Why OBE? .................................................................................................................... 2
3.1 Malaysian Qualifications Framework (MQF) ........................................................... 3
3.2 Requirements of MQA and Professional Bodies ...................................................... 3
3.3 Malaysia Education Blueprint (2015-2025) Higher Education ................................ 4
3.4 Integrated Cumulative Grade Point Average (iCGPA) ............................................. 4
3.5 Continual Quality Improvement (CQI) ..................................................................... 5
4.0 MQF Learning Outcome Domains ............................................................................... 6
5.0 OBE Processes .............................................................................................................. 8
5.1 UTAR Six Educational Pillars .................................................................................. 8
5.2 Programme Educational Objectives (PEOs) ............................................................. 8
5.3 Programme Outcomes (POs)..................................................................................... 9
5.4 Course Outcomes (COs) ........................................................................................... 9
5.4.1 Mapping of COs to POs ................................................................................... 10
5.4.2 Constructive Alignment (CA) .......................................................................... 11
5.5 Programme Structure, Syllabus and Teaching Plan ................................................ 12
5.6 Assessment Moderation .......................................................................................... 13
5.7 CO Attainment and PO Attainment ........................................................................ 14
5.8 Course Report.......................................................................................................... 16
5.9 iCGPA Attainment .................................................................................................. 16
Concluding Remarks.............................................................................................................. 17
References .............................................................................................................................. 18
Appendices............................................................................................................................. 19
i
Appendix A: Sample Programme Educational Objectives (PEOs) ................................... 19
Appendix B: Sample Programme Outcomes (POs) ........................................................... 19
Appendix C: Sample Mapping of POs to PEOs ................................................................ 21
Appendix D: Sample Mapping of POs to 8 MQF LODs ................................................... 21
Appendix E: Sample Mapping of CO to PO, Teaching Methods and Assessment ........... 21
Appendix F: Transferable Skills ........................................................................................ 22

ii
Glossary
Bloom’s Taxonomy: Refers to three learning domains of Benjamin Bloom’s
taxonomy of educational objectives i.e. Cognitive, Affective and Psychomotor. Each
domain underpins the classical “Knowledge, Attitude, Skills” structure of learning
with progressive levels or hierarchies.

Constructive Alignment (CA): Refers to principles that require lecturers to align

each course outcome (CO) to appropriate curriculum design, delivery methods and
teaching and learning activities and to base assessment tasks on the attainment of
learning outcomes by students.

Continual Quality Improvement (CQI): A system of regular reflection and

refinement to improve processes and outcomes aimed at quality education, where the
university staff strives to constantly improve students’ quality and attributes.

Course: Subject offered in an academic programme.

Course Outcome (CO): Statement that describes what students are expected to know
and be able to perform or attain upon completion of a course. Course Outcome is
Learning Outcome (LO) at course level.

Higher Education Institutions (HEIs): Include all public and private universities,
university colleges and polytechnics in Malaysia that offer and deliver higher
education programmes accredited by the MQA.

Integrated Cumulative Grade Point Average (iCGPA): A more comprehensive

assessment of university students’ performance across vital developmental domains
including knowledge, communication, problem solving skills, entrepreneurship, ethics
and values.

Learning Outcome (LO): Statement that describes what students are expected to
know, understand and can do upon completion of a period of study.

Malaysian Qualifications Agency (MQA): The official national accreditation body

for all higher education academic programmes in Malaysia.

Malaysian Qualifications Framework (MQF): A basis for quality assurance of

higher education and national qualifications that clarifies the academic levels,
qualifications, learning outcomes and credit systems based on student’s academic load
and achievement.

iii
MQF Learning Outcome Domains (MQF LODs): Identified by MQF as 8 learning
outcome domains significant to HEIs in Malaysia, i.e.
1. Knowledge
2. Practical skills
3. Social skills and responsibilities
4. Values, attitudes and professionalism
5. Communication, leadership and team skills
6. Problem solving and scientific skills
7. Information management and lifelong learning skills
8. Managerial and entrepreneurial skills

Outcome-Based Education (OBE): An approach that focuses on students’

attainment of learning outcomes based on effective curriculum development, course
delivery and assessment, where students are assessed holistically within the context of
their learning.
Programme: The sequence of structured educational experience normally through
courses undertaken by students leading to successful completion of study, upon
satisfactory assessment of performance and attainment of learning outcomes.

Programme Educational Objective (PEO): Specific goal consistent with the

mission and vision of the university and the requirements of professional bodies. PEO
is responsive to the expressed interest of programme stakeholders. PEO describes the
expected achievements of graduates in their career and professional life a few years
after graduation.

Programme Outcome (PO): Statement that describes what students are expected to
know and be able to perform or attain upon graduation. These relate to the skills,
knowledge, and behaviour that students acquire through the programme.

Transferable Skill: Refers to a skill which is first developed in a course and can be
further applied and enhanced to improve students’ learning experience and outcomes
in other courses thereafter.

iv
Figures
Figure 1: Flowchart of UTAR Curriculum Design and Revision ........................................ 5
Figure 2: Process of UTAR Curriculum Design and Revision ............................................ 5
Figure 3: UTAR Quality Assurance Framework .................................................................. 6
Figure 4: Connectivity between UTAR Six Educational Pillars and 8 MQF LODs, UTAR
Soft Skills Development Certification and Extra-Curricular Activities in OBE
Implementation ..................................................................................................... 8
Figure 5: CO Attainment of a Selected Course .................................................................. 14
Figure 6: PO Attainment by Student Intake........................................................................ 15
Figure 7: PO Attainment of Individual Student .................................................................. 15
Figure 8: Sample iGPA and iCGPA Scores of a Student based on 8 MQF LODs ............. 16

Tables
Table 1 Paradigm Shift from Traditional Education to Outcome-Based Education .......... 2
Table 2: Bloom’s Taxonomies with Levels and Relevant Verbs ........................................ 7
Table 3: Constructive Alignment for Ethnic Relations (3-Credit Course) ........................ 11
Table 4: Constructive Alignment for Polymer Science and Technology (3-Credit Course)
............................................................................................................................................... 12

v
1.0 Purpose of UTAR Guidelines on OBE

UTAR Guidelines on Outcome-Based Education (OBE) is established to facilitate

OBE implementation at faculty and departmental levels. It informs lecturers on how
teaching, course design and assessment are to be carried out in the context of an
outcome-based curriculum.

Using the UTAR Guidelines on OBE, lecturers will be able to:

 Explain the basic concepts of Outcome-Based Education (OBE);

 Align each Course Outcome (CO) to specific Programme Outcome (PO);

 Develop curriculum and instructions for CO attainment; and

 Justify how each assessment method systematically measures each CO.

2.0 What is OBE?

Outcome-Based Education (OBE) is an approach that focuses on the attainment of
intended learning outcomes where students develop behaviours that are authentic to
their discipline and are assessed holistically within the context of their learning.
Bloom recommended three learning outcomes domains, i.e. Cognitive, Affective and
Psychomotor as educational objectives (Bloom, Hastings & Madaus, 1971).

OBE requires a curriculum that emphasises assessment methods and tasks that can be
qualitatively and holistically assessed. An OBE should have these attributes:

 It is centred around the needs of students and stakeholders;

 It is outcome driven where curriculum is designed to achieve specific COs;

 Each CO is assessed using appropriate assessment task;

 CO attainment and delivery methods are integrated where different methods

cater to students’ diverse capabilities, traits and talents.

1
3.0 Why OBE?
The OBE approach caters to measureable Course Outcomes (COs) and Programme
Outcomes (POs) via:

 Defining course outcomes to explicate what a student is expected to know,

understand or do;

 Providing learning activities that help students attain these outcomes;

 Assessing the extent to which students these outcomes through the use of
explicit assessment criteria as performance indicator.

Table 1 Paradigm Shift from Traditional Education to Outcome-Based Education

Aspect Traditional Education Outcome-Based Education

Learner Learners may be more passive, learn Learners may be more active, learn
Attribute by rote with grade/mark in mind with purpose/outcome in mind

Instructional Focus on the cognitive domain, with Focus on the intended learning
Planning emphasis on learning materials and/or outcomes, i.e. cognitive, affective and
Process activities in class psychomotor

Curriculum Prone to adhere to rigid syllabi, Support attainment of learning

Design and curriculum and textbook materials outcomes using appropriate
Delivery assessment tools/tasks

Assessment Use formative and summative Facilitate student’s learning and

Methods assessment based on the norm and/or capabilities as evidence of attainment
lecturer’s preference of course outcomes

Outcome Produce learners with adherence to Enhance active learning experience

Orientation curriculum and delivery methods using assessment tasks with rubric

(Adapted from UTAR Student Academic Handbook, 2017; MOHE, 2015 and Biggs, 2013)

2
3.1 Malaysian Qualifications Framework (MQF)

The Malaysian Qualifications Agency (MQA) is the national quality

assurance agency that oversees qualifications and quality of Higher
Education Institutions (HEIs) in Malaysia. The Malaysian Qualifications
Framework (MQF) serves as an instrument that develops and classifies
qualifications based on a set of criteria that are approved nationally and
benchmarked against international best practices. To ensure quality and as a
reference point, MQF systematically clarifies the earned academic levels,
learning outcomes of study areas and credit system based on student’s
academic load. MQF also provides educational pathways that enable students
to progress through credit transfers and accreditation of prior experiential
learning, in the context of lifelong learning (MQA, 2017).

There are two levels in programme accreditation - Provisional Accreditation

and Full Accreditation. Both are seen as a conferment to denote that a
programme has met all the criteria and standards set for that purpose and in
compliance with MQF requirements. With OBE implementation, programme
owners can closely monitor each student’s progressive attainment in order to
meet the above standards.

Since 20 March 2017, UTAR has been awarded the self-accreditation status
by the MQA. This self-accreditation status authorises UTAR to conduct its
own self-assessment and accredit its programmes in accordance to the criteria
set by the MQA. Upon accreditation by UTAR Senate, the accreditation
status of the programme will be conveyed to MQA and updated in the
Malaysia Qualifications Register (MQR). For programmes that require
recognition of a professional body, accreditation is at the discretion of the
professional body.

3.2 Requirements of MQA and Professional Bodies

To fulfill the requirements of quality assurance evaluation, programme

owners shall abide by the following guides - the Malaysian Qualifications
Framework (MQF), The Code of Practice for Programme Accreditation
(COPPA 2), The Code of Practice for Institutional Audit (COPIA),
Programme Discipline Standards and Guides to Good Practices. From time to
time, the MQA develops new programme standards and guidelines on good
practices and reviews these periodically to ensure relevance and currency.
Professional programmes must fulfill the requirements of the respective
professional bodies according to their accreditation manual and guidelines.

3
3.3 Malaysia Education Blueprint (2015-2025) Higher Education

The Ministry of Higher Education (MOHE) identified 10 shifts of learned

value-driven talent development in the Malaysia Education Blueprint 2015-
2025 Higher Education (MEB-HE, 2015). Shift No.1 is to inculcate graduate
attributes to be holistic, entrepreneurial and balanced by:

 Enhancing student learning experience

 Devising an Integrated Cumulative Grade Point Average (iCGPA)
system
 Creating opportunities for students and academic staff to acquire
entrepreneurial skills and pursue their own enterprises.
(MEB-HE, 2015)

In response to the MOHE and industry’s demand for quality graduates, HEIs
are required to embed and assess students’ soft skills and value orientations
within the curriculum design and framework of the university. OBE focuses
on the attainment of intended learning outcomes via comprehensive
continuous assessments and final examination. Within the scope of formal
education curriculum, OBE prepares students to acquire graduate attributes
that can elevate competitive ability of Malaysia in the global economy:

 Ethics and spirituality

 Leadership skills
 National identity
 Language proficiency
 Thinking skills, and
 Knowledge (MEB-HE, 2015)

3.4 Integrated Cumulative Grade Point Average (iCGPA)

According to the Blueprint, key initiatives in developing more holistic and

integrated curricula include devising an integrated Cumulative Grade Point
Average (iCGPA) system to assess students’ primary attributes that comprise
Malaysia’s student aspirations (MEB-HE, 2015b).

The iCGPA is an integrated assessment and reporting mechanism on

individual attainment of professional ethics, knowledge and abilities in a
programme. With this shift, assessing all learning domains, i.e. Cognitive,
Affective and Psychomotor is now essential as evidence of PO attainment for
all programmes. By 2025, all graduates nationwide will obtain CGPA and
iCGPA scores upon graduation.

4
3.5 Continual Quality Improvement (CQI)

CQI is a system of regular reflection and refinement to improve processes

and outcomes to provide quality education. Programme owners continuously
review and improve the quality of curriculum, relevance of course outcomes,
revise the existing POs, course delivery methods, assessment and benchmark
with other universities offering the same or similar programme. The
flowchart below shows UTAR curriculum design and revision process:

UTAR Curriculum Design and Revision

Flow

Curriculum Review/
Stakeholders Delivery Assessment
Development Approval

Analysis/Feedback

Figure 1: Flowchart of UTAR Curriculum Design and Revision

Amendments related to the Programme Structure (PEO/PO), Syllabus, CO-

PO mapping or CO at the programme level will undergo a thorough
reviewing process prior to approval of the Senate:

Figure 2: Process of UTAR Curriculum Design and Revision

5
 CQI enhances the competitive edge of UTAR academic programmes and the
acceptance level of the industry via the following processes:

 Ongoing assessment and evaluation processes that provide critical

information to lecturers on the effectiveness of the design, delivery,
outcome attainment of student and direction of an educational
programme;

 Improvements based on feedback from stakeholders and outcome

analysis to support successful implementation of CQI process.

Figure 3: UTAR Quality Assurance Framework

4.0 MQF Learning Outcome Domains

The MOHE recommends that all programme outcomes when combined must cater to
the three Bloom’s taxonomies of educational objectives, i.e. Cognitive, Affective and
Psychomotor underpinning the classical 'Knowledge, Attitude, Skills' structure of
learning methods (Biggs & Tang, 2011, p.15). There are hierarchies in 5 to 6 levels,
and normally the lower level is acquired before progressing upward to a higher level,
with an increase in difficulty and complexity.

6
The following taxonomies in assessing course outcomes are adopted:

1. Bloom’s Taxonomy for Cognitive Domain (6-level);

2. Bloom’s Taxonomy for Affective Domain (5-level); and
3. Dave’s Taxonomy for Psychomotor Domain (5-level).
Table 2: Bloom’s Taxonomies with Levels and Relevant Verbs

Cognitive Affective Psychomotor

Levels 1-6 Levels 1-5 Levels 1-5
Knowledge-based Attitude-based Skills-based
1. Remembering 1. Receiving phenomena 1. Imitating
(recall data) (aware of phenomena) (copy as a novice)

2. Understanding 2. Responding 2. Manipulating

(comprehend, explain) (react to phenomena) (follow instructions)

3. Applying 3. Valuing 3. Developing precision

(use, practise, apply) (understand and act) (perform task)

4. Analysing 4. Organising personal 4. Articulating

(make sense of structure) value system (combine/integrate
(respond, reflect) skills)
5. Evaluating 5. Internalising value 5. Naturalising
(assess, judge, compare) system (adopt (automate, become
behaviour as habitual) expert)
6. Creating
(synthesise, design, build)

Reference: “Bloom’s taxonomy: Learning domains”. Retrieved from

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

The above taxonomies are embedded in the 8 MQF LODs listed below:

1. Knowledge (Cognitive)
2. Practical Skills (Psychomotor)
3. Social Skills & Responsibilities (Affective)
4. Values, Attitudes & Professionalism (Affective)
5. Communication, Leadership & Team Skills (Psychomotor and/or Affective)
6. Problem-Solving & Scientific Skills (Cognitive)
7. Information Management & Lifelong Learning Skills (Psychomotor and/or
Affective)
8. Managerial and Entrepreneurial Skills (Psychomotor and/or Affective)

7
5.0 OBE Processes
The UTAR six educational pillars support OBE and the 8 MQF LODs that emphasise
the holistic development of students in three domains, i.e. cognitive, affective and
psychomotor. Figure 3 further illustrates how UTAR Soft Skills Development
certification system and extra-curricular activities provide further pathways to
complement the current GCPA attainment.

5.1 UTAR Six Educational Pillars

 Virtue and Morality

 Knowledge and Intellect
 Physical and Mental Health
 Sociality and Humanitarianism
 Aesthetics and Harmony
 Creativity and Innovation

Figure 4: Connectivity between UTAR Six Educational Pillars and 8 MQF LODs, UTAR Soft Skills
Development Certification and Extra-Curricular Activities in OBE Implementation

5.2 Programme Educational Objectives (PEOs)

PEOs refer to specific goals consistent with the university’s mission and
vision that are responsive to the expressed interest of programme
stakeholders, in particular the requirements of professional bodies. PEOs
describe the expected achievements of graduates in their career and
professional life a few years after graduation (refer to Appendix A).

8
5.3 Programme Outcomes (POs)

POs refer to statements that describe what students are expected to know and
be able to perform or attain by the time of graduation (refer to Appendix B).
These relate to the skills, knowledge, and behaviour that students acquire
through the programme. It is vital for lecturers and students to visualise the
relevance of POs in achieving the overarching PEOs of their programme.

Appendix C shows an example of explicit PO-PEO mapping of a selected

programme in Lee Kong Chian Faculty of Engineering and Science.
Appendix D shows how each PO is mapped to one of the 8 MQF LODs.

5.4 Course Outcomes (COs)

Course Outcome is a statement that describes what students are expected to

know and be able to perform or attain upon completion of a course. Each CO
contributes to the achievement of PO via curriculum design, course delivery
and assessment tasks that are most appropriate to attain that CO.

There are two different types of knowledge, declarative and functioning:

 Declarative knowledge, which is knowledge about the discipline or

topic. Typical verbs are “classify”, “explain” and “compare”.
 Functioning knowledge, which is knowledge that leads to decision-
making and informed action. Typical verbs are “apply, “solve”,
“design” and “reflect”.

Traditional university teaching on declarative knowledge realise the need to

shift toward applied functioning knowledge as it leads to informed actions as
professionals. In comparison, verbs used in acquiring functioning knowledge
allow for higher level of creativity and flexibility, evidence-based opinions,
responses or answers, instead of following a rigid or standardised marking
scheme.

Biggs (2013) proposes the framework for constructive alignment, as follows:

 Write Course Outcome (CO) using one suitable verb for each learning
outcome to achieve an intended level according to Bloom’s Taxonomy.
 Describe how the content or topics are to be dealt with and in what
context.
 Indicate a teaching/learning activity that requires students to engage in
according to the verb used.
 Use assessment rubrics to judge how well students’ performances meet
the criteria.
 Transform these judgments into CO attainment based on marks/scores
using grading rubrics.

9
The following COs contain both declarative (CO1-3) and functioning (CO4-
5) knowledge:

“Upon successful completion of this course, students should be able to:

1. Apply the principles of mechanical kinetics to single degree of

freedom vibration systems. (Cognitive)
2. Outline the fundamental theory of friction and wear and its
applications in engineering. (Cognitive)
3. Describe the basic theories of fluid mechanics and heat transfer.
(Cognitive)
4. Apply the basic engineering mechanics principles to the design and
implementation of a simple engineering system to evaluate its
performance. (Cognitive)
5. Work as a team member in a small-scale engineering project.
(Affective)
Adapted from Biggs and Tang (2011, p.15)

COs enable the generic outcomes to be contextualised and relevant to the

discipline needs. COs are written based on course nature, disciplinary
terminology and professional requirement. As a general principle, CO
statements must be measurable and observable (SMART - Specific,
Measurable, Achievable, Realistic and Timely). Whenever applicable, avoid
overloading with too much content and context. Write CO statement with
simple sentence structure, with accurate terminology and specific context.
Avoid ambiguous action verbs such as KLUA (Know, Learn, Understand and
Appreciate) (Biggs, 2013). 


5.4.1 Mapping of COs to POs

Assessment practice in OBE must be aligned to specific Course

Outcome by applying the principles of constructive alignment. At
UTAR, the CO-PO mapping shall adhere to the following:

 Each CO is mapped to one Domain only (Cognitive/ Affective/

Psychomotor)
 Each CO is mapped to one PO only.
 Each CO must be adequately assessed, regardless of students’
choice of answering optional questions in continuous assessment
and the final examination.
 Each assessment task is mapped to one CO only.
(*Assessment task refers to any coursework components such as
each quiz, test, assignment, practical; as well as final examination
or more specifically each final examination question asked.)

10
 5.4.2 Constructive Alignment (CA)
‘Constructive’ refers to lecturer actively constructs and designs
teaching activities and instructions than can enhance students’ learning
experience. ‘Alignment’ means the lecturer carefully plans, designs and
carries out learning activities in relation to students’ CO attainment.
Constructive Alignment principles require lecturers to align each CO to
appropriate teaching and learning activities; and base assessment tasks
on effective marking scheme and rubric. Here are two examples of
constructive alignment table, i.e. mapping of CO to MQF LOD, CO to
PO, delivery method, learning domain and assessment task for
MPU3113 Ethnic Relations (Hubungan Etnik) in Table 3 and
UEMT2123 Polymer Science and Technology in Table 4.

Table 3: Constructive Alignment for Ethnic Relations (3-Credit Course)

Assessment Task
No Course Outcomes MQF Delivery C/A/P Quiz/
PO Written Total
. (COs) LOD Method Domain MOOC/ Presenta- Written
Examina-
Online/ tion Report
tion
Reflection
Analyse issues and Interactive
challenges in the lecture,
Affective
1 context of ethnic 3 3 e-learning and 30% 30%
Domain
relations in group
Malaysia activities.
Assess the
importance of
Group field Affective
2 national identity 4 4 15% 30% 45%
work Domain
towards building
responsible citizens
Build relationship Interactive
and social lecture,
interaction among Affective
3 3 3 e-learning and 10% 15% 25%
various ethnic Domain
group
groups activities.
TOTAL 30% 15% 25% 20% 100%
* Source: Garis Panduan Matapelajaran Pengajian Umum (MPU) (MOHE 2016, p. 11, 14, 15, 19-21) and
Integrated Cumulative Grade Point Average, iCGPA (MOHE 2016, p. 122).

11
Table 4: Constructive Alignment for Polymer Science and Technology (3-Credit Course)

Assessment Task
No Course Outcomes MQF Delivery C/A/P
PO Written Total
. (COs) LOD Method Domain Assign- Practical
Examina- Test
ment Report
tion
Analyze the Lecture,
Cognitive
1 polymers and types 1 1 mind- 15% 10% 25%
Domain
of polymerization mapping
Identify
degradation,
Lecture, case Cognitive
2 mechanical 1 1 15% 10% 25%
study Domain
properties and
stability of polymers
Analyze chemical
structure and Demonstrati
copolymer on, class Cognitive
3 1 1 15% 10% 25%
composition using discussion, Domain
spectroscopy assignment
Apply concept and
sketch diagram
related to the Flipped Cognitive
4 1 2 15% 15%
polymer processing Classroom Domain
techniques
Construct
experiments with
Psycho-
data analysis using
5 2 5 Practical motor 10% 10%
polymer
Domain
characterization
tools
TOTAL 60% 10% 20% 10% 100%

Before deciding on the appropriate assessment task and rubric, lecturers

must be clear which of the 8 MQF LODs are to be assessed, and how.
For example, a group assignment can be used to assess cognitive
domain (e.g. research skills, critical thinking, problem analysis,
application of knowledge), affective domain (e.g. teamwork skills,
leadership skills, presentation skills) or psychomotor domain (e.g.
practical skills, computer programming skills).

CO attainment can be based on the final product i.e. the written

research paper with academic rigours, scientific explanations offered
for lab experiments, findings of research, or completion of diagnosis. It
can also be based on the processes of learning, i.e. teamwork skills
where individual student contributes and shares ideas, prepares drafts,
and contributes to theoretical formation of research paper. Assessment
tasks for teamwork skills include peer review, reflective journal,
students’ cooperative behaviour and engagement in group discussion.

5.5 Programme Structure, Syllabus and Teaching Plan

Programme Structure contains a listing of courses that a student needs to

complete upon graduation, such as prerequisites, academic credits and
relevant information on a particular programme. Incorporating the COPPA 2
requirements, updated syllabi for all courses are accessible via UTAR Portal.

12
 Syllabus provides essential course information as follows:

 Course Code and Name

 Course Synopsis
 Name(s) of Academic Staff
 Trimester and Year Offered
 Credit Hours
 Prerequisite/Co-requisite (if any)
 Course Outcomes (COs)
 Assessment Methods: Continuous Assessment & Final Examination
 Mapping of COs to POs, delivery methods and assessment task (Refer
to Appendix E)
 Transferable Skills (Refer to Appendix F)
 Distribution of Student Learning Time (SLT)
 Main/Additional References
 Date of Senate Approval

This syllabus format is adapted from the syllabus format in MQA COPPA 2.

Teaching Plan provides comprehensive details of weekly topics, delivery

methods, teaching and learning activities in three sections:

A. Course Information
 Course Code & Name
 Year of Study (Programme)
 Credit Hours
 Trimester and Year Offered
 Name(s) of Academic Staff
 Course Outcomes (COs)
 References

B. Constructive Alignment (Refer to Table 3)

C. Lecture, Tutorial/Practical and Assessment Plan

 Lecture Topic (by week)

 Tutorial/Practical Topic (by week)
 Assessments / Specific Tasks (by week)

5.6 Assessment Moderation

The assessment moderation exercise, in particular the Final Examination

Moderation is a self-monitoring internal auditing mechanism to ensure all
courses are assessed at appropriate levels using proper rubrics and tools.
These exercises require course leaders to review consistency and taxonomies
of assessment. Here are key features in the Internal and External Moderation
of Final Examination forms:

13
  Course Code & Name
 Programme
 Alias Course Code & Name
 Examiner
 Internal Moderator
 Trimester and Year Offered
 Academic Year
 Final Examination Title
 Weightage of Final Examination
 Distribution of COs Covered
 Bloom Taxonomies Covered

The Moderator will rate the questions and CO covered based on the
following criteria:

 Relevance of questions to course syllabus and outcomes

 Overall level of difficulty of the paper
 Appropriate allocation of time
 Appropriate allocation of marks
 Clarity of language
 Overall quality of examination paper
 Format of examination paper

5.7 CO Attainment and PO Attainment

CO attainment of a selected course in Figure 5 can be generated using UTAR

online OBE system. This data is particularly useful for course leader to
evaluate students’ performance and complete course report for CQI process.

Figure 5: CO Attainment of a Selected Course

14
The eOBE2 system can also generate PO attainment by student intake and by
individual student, as shown in Figure 6 and 7. This data is useful for
programme owner to analyse the achievement of students in the programme
and prepare the annual programme monitoring report for CQI process.

Figure 6: PO Attainment by Student Intake

Figure 7: PO Attainment of Individual Student

15
5.8 Course Report

Course Report provides essential course information as follows:

(Updated Course Report can be accessed via UTAR Portal)

 Course Code & Name

 Programme
 Course Leader
 Year and Trimester
 No of students
 Average Mark
 Failure Rate
 Plan for this Trimester/Action Taken/ Proposed Improvement Action
based on:
- CO Attainment
- Course Delivery (Lecture/Tutorial/Practical)
- Assessment (Final Examination/Continuous Assessment/Others)

5.9 iCGPA Attainment

OBE embeds three domains of learning, i.e. cognitive, affective and

psychomotor, focusing on content understanding, attitude fostering and skill
attainment. All domains should be integrated, as they are interrelated and
interdependent in students’ learning processes (Orlich et al., 2010). With this
shift reflected in continuous assessment and final examination, graduates
would be assessed holistically starting with new intake students in January
trimester 2018. By academic year of 2020/2021, UTAR graduates will be
able to obtain both CGPA and Integrated Cumulative Grade Point Average
(iCGPA) scores upon graduation. The “spider web” below is a sample iGPA
for the current trimester and the iCGPA attainment for prior trimesters of a
graduate:

Figure 8: Sample iGPA and iCGPA Scores of a Student based on 8 MQF LODs

16
Concluding Remarks

UTAR Guidelines on OBE is implemented to empower programme owners for the

attainment of CO, PO and PEO by students via self-administered CQI, to meet the
expectations of MQF in programme self-accreditation, fulfill professional bodies’
requirements, as well as cater to the needs of stakeholders, particularly the graduates
and their respective employers. By 2020, UTAR graduates will obtain both CGPA and
iCGPA that truly reflect their attainment in the cognitive, affective and psychomotor
domains upon graduation. Successful implementation of OBE would make
programme owners take pride in UTAR graduates’ attributes, quality and high
standard; and be confident of the overall academic rigour of the courses offered in the
programme.

17
References
Biggs, J. (2013). Constructive alignment in university teaching. HERDSA Review of Higher
Education, 1 (1), 5-22. www.herdsa.org.au

Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. UK:
McGraw-Hill Education.

Biggs, J. B, & Tang, C. (2011). Train-the-Trainers: Implementing outcomes-based education in

Malaysia, Malaysian Journal of Learning and Instruction, 8, 1-19.

Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on formative and
summative evaluation of student learning. Studies in Art Education, 14 (1), 68-72.

Bloom, B. S., et al. (1956). Taxonomy of educational objectives: Handbook 1, The cognitive
domain. Allyn & Bacon, Boston USA.

“Bloom’s taxonomy: Learning domains”. Retrieved from

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

Chen, K. P. (2016). Assessment and Evaluation in Teaching and Learning. In-house Training
Handouts. 19-20 December 2017. UTAR: Centre for Extension Education, UTAR.

Dave, R. H. (1967). Developing and writing behavioral objectives.

Malaysian Qualifications Agency. (2017a). Malaysian Qualifications Framework (MQF).

Retrieved from MQA website http://www2.mqa.gov.my/mobile/mqf.html

Malaysian Qualifications Agency. (2017b). Malaysian Qualification Framework (MQF)

version 2.0 (draft): Stakeholders’ Consultation. Workshop Handouts. 29-31 March
2017. Putrajaya: Marriott Hotel.

Ministry of Education, Malaysia. (2015a). Malaysia Education Blueprint 2015-2025 (Higher

Education). MOE.

Ministry of Education, Malaysia. (2015b). Executive Summary: Malaysia Education Blueprint

2015-2025 (Higher Education). MOE.

Ministry of Higher Education, Malaysia. (2016a). Garis Panduan Matapelajaran Pengajian

Umum (MPU). MOHE.

Ministry of Higher Education, Malaysia. (2016b). Integrated Cumulative Grade Point Average
iCGPA. MOHE.

Orlich, D. C., et al. (2010). Teaching strategies: A guide to effective instruction (9th ed.).
Boston: Wadsworth.

Universiti Tunku Abdul Rahman. (2017). UTAR Student Academic Handbook. Retrieved from
UTAR website http://portal.utar.edu.my/stuIntranet/UTARHandBook/index.jsp

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Appendices
Appendix A: Sample Programme Educational Objectives (PEOs)

Bachelor of Engineering (Hons) Materials and Manufacturing Engineering

aims to produce:

1. Graduates who practise material and manufacturing engineering with

elements of design and optimise the application of technology.
2. Graduates who engage in activities that demonstrate communication and
leadership roles in the area of engineering.
3. Graduates who perform as responsible, professional and ethical engineers
and engage in lifelong learning.

Appendix B: Sample Programme Outcomes (POs)

Upon completion of the programme, Bachelor of Engineering (Hons.)

Materials and Manufacturing Engineering students will be able to:

1. Acquire and apply fundamental knowledge of science, engineering and

mathematics, with an engineering focus in solving complex engineering
problems;

2. Apply first principles of mathematics, natural and engineering sciences to

identify, study, formulate and evaluate complex engineering problems
based on systematic approach and leading to authenticated conclusions;

3. Devise solutions for complex engineering problems and design systems,

components or processes by taking into consideration cost-effectiveness
and specific concerns for public health, safety and environment;

4. Make use of research based knowledge and methodology through critical

thinking to interpret, analyse, and study complex engineering problems,
designs and operational performances to reach convincing conclusions;

5. Apply original engineering techniques and state of the art engineering

and IT resources to model, simulate and analyse complex engineering
problems within the relevant constraints and range of validity;

6. Apply appropriate knowledge in the evaluation and assessment of subject

matters pertinent to the professional engineering practice with
considerations of public health and safety, community welfare and
cultural perspectives as well as legal, moral and ethical responsibilities;

7. Recognise the significance of sustainable development when devising

professional solutions to engineering problems with a clear
understanding and pro-active considerations of environmental concerns
as well as needs for eco-friendly continual growth for local and global
community;

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8. Apply professional virtues and principles with strong commitment to
moral and ethical responsibilities during the course of engineering
practice;

9. Demonstrate the ability to convey ideas and information effectively

within the engineering profession and the general community when
addressing complex engineering issues and activities, including
unambiguous interpretation of data and instructions, enlightening oral
presentations and writing skills evident in accurate documentation of
designs and solutions;

10. Display capability to work competently in the context of a diverse team

within multidisciplinary environment, as an individual member with
teamwork fortitude or as an inspiring leader with effective management
skills;

11. Recognise the need to take on independent lifelong learning and

continuous self-improvement in the context of scientific and engineering
advancement and professional development;

12. Show capability to comprehend and apply engineering and management

philosophy to manage projects of in cross disciplinary content, as a
member or a leader in a team realising the importance of cost-effective
design and solution for sustainable development.

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Appendix C: Sample Mapping of POs to PEOs
PEO PO 1 PO 2 PO 3 PO 4 PO 5 PO 6 PO 7 PO 8 PO 9 PO 10 PO 11 PO 12
PEO1 √ √ √ √ √
PEO2 √ √ √
PEO3 √ √ √ √

Appendix D: Sample Mapping of POs to 8 MQF LODs

PO PO PO
No MQF LOD PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9
10 11 12

Knowledge C √ √
1
Practical/ Technical
P √
2 Skills
Social Skills and
A √ √
3 Responsibilities
Values, Attitude and
A √
4 Professionalism
Communication,
A
Leadership and √ √
5 /P
Teamworking Skills
Problem Solving and
C √ √
6 Scientific Skills
Information
Management Skills A
√
7 and Lifelong /P
Learning
Managerial and
A
Entrepreneurial √
8 /P
Skills
* The 1 PO-1 MQF LOD mapping is subject to the requirement and current needs of the programme.

Appendix E: Sample Mapping of CO to PO, Teaching Methods and

Assessment

Course Programme Outcomes (POs)

Outcomes Delivery Method Assessment
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
(COs)
Written
Lecture/ Tutorial/ examination/
CO1 √
Practical Practical
report
Group field work/ Group
CO2 √
Role play/ Case study assignment
Interactive lecture/ e-
Peer
CO3 √ learning/ group
assessment
activities.
Flipped classroom/ Online
CO4 √
MOOC participation
TOTAL 1 1 2

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Appendix F: Transferable Skills

MQF stresses the importance of transferable skills, personal development and

ethics beyond the discipline knowledge requirements (MQA, 2017). A
transferable skill is first developed in a course and can be further applied and
enhanced to improve students’ learning experience and outcomes in other
courses thereafter. Transferable skills embedded in some fundamental or core
courses need to be gradually developed and adequately assessed so that they
can be carried forward to enhance student learning abilities in other courses.

Generic transferable skills include people skills, management skills, practical/

technical skills, entrepreneurial skills, research and planning skills:

 People Skills include interpersonal communication (oratory skills,

presentation, public speaking), language proficiency, multilingual traits,
intercultural competency, etiquette, counseling, leadership and team skills;

 Management Skills include information management, event organisation,

financial management, time management, stress/crisis management,
project management, human resource management, industrial work
experiences;

 Practical/Technical Skills refer to psychomotor traits such as numeracy

skills (mathematical calculation using calculator), computer literacy
(programming skills, multimedia audio visual presentation), secretarial
skills (typing, short-hand, minute-taking), photography, event protocols,
diagnosis procedures when handling patients, on-site occupational safety
measures, practical skills when handling lab or studio equipment;

 Entrepreneurial Skills refer to integrated social skills, business acumen,

presenting business proposal, writing business plan, conducting market
survey, rationalising marketing strategies, piloting or developing a
business project;

 Research and Planning Skills refer to students’ scientific and analytical

skills, such as problem solving, critical enquiry, decision-making, research
proposal writing and APA referencing skills.

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