Outcome Based

Education: Assessment
Sisilia Setiawati Halimi, Ph.D.
Universitas Indonesia
Outline

Outcome Based Education

Expected Learning Outcome
Assessment
Rubrics
Outcome Based Education

 Things we can do because of learning are called outcomes of learning.

 Outcome based education (OBE) was propounded by William Spady in
the 90s to bring the focus of formal education to what the students learn
rather than what they were taught.
 OBE is a system of education that gives priority to ends, purpose,
accomplishments, and results
 All decisions about the curriculum, assessment, and instruction are driven
by the exit learning outcomes the students should display at the end of
a program or a course.
 Determine the evaluation level(s) to
measure

Select the appropriate evaluation

Evaluation tools

Process Collect, analyse & report results

Improve
 Level Measures Indicators Tools
• Questionnaire
Satisfaction & enjoyment (lecturer,
Reaction Learning environment • Interviews
classroom, delivery, content, etc)
• Focus groups
• Pencil and paper test
• Oral examination
Acquisition of • Knowledge
Learning • Work sample
knowledge and skills • Skills
• Observation
• Performance ratings
• Observation
Changes in attitudes, behaviour,
Behaviour Performance • Performance ratings
motivation
• Third-party feedback
• Student academic performance
• Productivity, quality, costs, time
Organisational statistics
Results • Student enrolments
improvement • Enrolment/graduate statistics
• Graduation
• HR Statistics
ROI (Return Currency value Cost-benefit analysis
on
Investment)
Expected Learning Outcome

 Outcomes for a higher education program are defined at two levels

as program learning outcomes (PLOs), and course learning outcomes
(CLOs).
 The most important aspect of an outcome is that it should be observable
and measurable.
 Tagging CLOs and PLOs facilitates the computation of attainment of COs
and POs
 Measuring ELOs

Objective Measures Measuring ELOs Subjective Measures

Assessment Plan & Student Course

ELOs Exit Survey
Assessment Feedback

Internship &
Final Project
Courses Improvement Courses

CLOs Achievement CLOs

PLOs
 Assessment Plan
Assessment Component Weight Date of Testing/Submission

Class participation 10% Throughout the course

Class test (individual) 20% Week 5

Group project 20% Week 9

Final examination 50% Week 16

Total 100%
 Assessment Plan

Assessment CLO1 CLO2 CLO3 CLO4 CLO5

Component (CPMK1) (CPMK2) (CPMK3) (CPMK4) (CPMK5)

Participation Participation Participation Participation

Participation
Class participation (Rubric) (Rubric) (Rubric) (Rubric)
(Rubric)

MCQ Essay Essay

Class test (individual)
Q1-10 Q1-2 Q3

Research Research
Group project
Rubric Rubric

Written Test Written Test Written Test Written Test

Final examination
Q1-2 Q3-5 Q6-8 Q9-10
Presentation Rubrics

Input session: Interactive lecture/asynchronous session

Presentation Task: In groups – work collaboratively, communicate each other,
reflect on your experience; 15-20 minutes
Example: In the discussion of constructivism as a school of thought,
Vygotsky is cited as a major influence in our understanding of
social constructivism. Restate Vygotsky’s philosophy in your own
words (e.g, the ZPD, how social interactions helped or hindered
learning) and offer some classroom examples of Vygotsky’s
theories in action. Reflect on your own learning experience.
Discussion Rubrics
Discussion: In groups - reflect on your experience, communicate each
other; 60 minutes
Example: Describe your language teacher’s error treatment style.
Does he/she over-correct or under-correct? Did your
teacher use any forms of feedback described in the
chapter? If so, which ones and how effective do you think
they were in stimulating you to notice them and then to
repair or self-correct?
Reflection Rubrics

Teaching Practices: 3 times

Observations: 3 times
Discussions: 2 times + interactive lectures
Reflection: After each teaching practice
At the end of the course
Exercise

 Works in a group of 4/5 participants

 Choose one of the RPSs of one of the courses that you
teach.
 Evaluate if the assessment plan is in line with the PLOs
and CLOs.
 If yes, are the evaluation tools use to measure the
achievement available?
 If not, how can you improve it and what are the
evaluation tools needed to measure the achievement?
Thank you