Azlan Abdul Aziz, Universiti Putra Malaysia

(Academic Advisor & Former Director, Engineering Accreditation

Department, Board of Engineers, Malaysia;
IEA WA Mentor for PEC )

2-Day Workshop on OBE System, 2018

Pakistan
1
OUTLINES
Introduction
Programmes Educational Objectives
Programme Outcomes
Complex Problem
Knowledge Profile
Outcome Based Education (OBE)
- Curricula Design & Implementation in OBE
- Teaching & Learning in OBE
- Assessment & Evaluation in OBE
- Case Study Teaching Method; PoPBL Method
2
 EDUCATION PRACTICE

WASHINGTON
ACCORD
ENGINEERS MOBILITY FORUM
SYDNEY
ACCORD APEC ENGINEER
DUBLIN ENGINEERING TECHNOLOGISTS
ACCORD MOBILITY FORUM
FEANI / EUR-ACE / ENAEE
(EUROPE) INTERNATIONAL
NABEEA ENGINEERING ALLIANCE
(ASIA) (IEA) /
UPADI formerly INTERNATIONAL
(CENTRAL & SOUTH AMERICA) ENGINEERING MEETING
3 (IEM)
INTRODUCTORY REMARKS
In Malaysia,
Purpose of accreditation – graduates of accredited
degree are able to register with the Board of Engineers
Malaysia (BEM)

Engineering Accreditation Council (EAC), a body

delegated by BEM to conduct accreditation of
engineering programmes. EAC has representatives
from BEM, IEM, Malaysian Quality Authority (MQA)
and Public Services Dept. (PSD)
4
INTRODUCTORY REMARKS
Focus of EAC
Ensuring the expected engineering education level is
maintained (breadth and depth)
Outcome-based engineering education (OBE) programme
is practised
Continual Quality improvement (CQI) on Programmes
applied
Quality Management System is practised

5
INTRODUCTORY REMARKS
Accreditation History
WA license renewed in June 2016 for a further 6 years. Visit
was made by WA Reviewers (UK, SA & S. Korea) as observers
on accreditation exercise to Institutions of Higher Learning
(IHL) in late 2016
Expectation in phases of transformation
1999-2005: Sufficient if IHL have OBE plans and infancy
implementation
2006-2012: Implement OBE in a systems approach. Full WA
signatory 2009
2013-2019: Efficacy/ Efficiency/ Effectiveness of OBE systems
2020 OBE at IHL is de rigueur

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ACCREDITATION PROCEDURE
Schedule a visit after application from IHL. 6 months
before final exams of first graduating cohort.
Accreditation Cycle: 5 years
Provide Self Assessment Report (SAR) in accordance
to criteria and as specified in manual.
Accreditation Visit (2 days incl. nightly meetings),
not limiting to:
Meeting with prog. admin., staff, students, alumni
and employers; visit facilities and check documents.

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ACCREDITATION PROCEDURE
VISIT DAY
Visit include
(1) Opening Meeting: led by EAC evaluators & followed by
IHL ‘short’ presentation
(2) Evaluation: Evidence-based through interviews, checking
documents and records, and observation (‘triangulation’)
(3) Closing/Exit Meeting for clarification or correction of
factual inaccuracies. No arguments nor solutions are
requested.

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ACCREDITATION PROCEDURE
Professionalism during Visit Day
Short and concise briefing from both evaluators and IHL at the
opening & closing meetings (Note: SAR is self-explanatory and
comprehensive). IHL should concentrate on what is NEW and
focus on NICHE of programmes
Organised
Punctual – keep to provided and prepared schedule
Courteous
Not argumentative
Well dressed
Not over friendly. Be formal

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ACCREDITATION PROCEDURE
Professionalism during Visit Day (Ctd…)
Working lunch/teas in evaluation room among panel evaluators
only
Do not provide tokens/gifts to evaluators
Provide name tags, signage, computer and printing facilities
Ensure right persons/ guides available at the appointed time

EAC Schedules
Accreditation Decision Meeting in April, August and December
every year. Submission deadline of SAR and planned visit by
January 31 every year.

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11
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Programme Objectives (PEO)
and Programme Outcomes (PO)
PEOs are specific goals consistent with the vision &
mission of IHL
Published statements of PEO
Clear linkages between PEO and PO
Involvement of constituents/ stakeholders
Expected to be achieved/analysed a few years after
graduation (usually for about 5 years of employment)
POs are statements that describe what students are
expected to know and be able to perform or attain by
the time of graduation
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Washington Accord Graduate Attributes (WA)
Programme Outcomes
OLD (2007) NEW based on IEA WA (2012)
(i) ability to acquire and apply WA1 Engineering Knowledge -
knowledge of science and Apply knowledge of mathematics,
engineering science, engineering fundamentals
fundamentals; and an engineering specialisation to
the solution of complex
engineering problems;
(ii) acquire in‐depth technical WA2 Problem Analysis - Identify,
competence in a specific formulate, research literature and
engineering analyse complex engineering
discipline; problems reaching substantiated
conclusions using first principles of
(iii) ability to undertake problem mathematics, natural sciences and
identification, formulation and engineering sciences;
solution;

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Programme Outcomes
OLD (2007) NEW (2012)
(v) understanding of the principles WA3 Design/Development of
of design for sustainable Solutions - Design solutions for
development; complex engineering problems and
design systems, components or
processes that meet specified needs
with appropriate consideration for
public health and safety, cultural,
societal, and environmental
considerations;

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Programme Outcomes
OLD (2007)
(iv) ability to utilise systems
approach to design and evaluate
operational performance;
NEW (2012)
WA4 Investigation - Conduct
investigation into complex
problems using research based
knowledge and research methods
including design of experiments,
analysis and interpretation of data,
and synthesis of information to
provide valid conclusions;
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Programme Outcomes
OLD (2007) NEW (2012)
WA5 Modern Tool Usage - Create,
select and apply appropriate
techniques, resources, and modern
engineering and IT tools, including
prediction and modelling, to
complex engineering activities,
with an understanding of the
limitations;

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Programme Outcomes
OLD (2007)
(vi) understanding of professional
and ethical responsibilities and
commitment to them;
(ix) understanding of the social,
cultural, global and environmental
responsibilities of a professional
engineer; and
NEW (2012)
WA6 The Engineer and Society - Apply
reasoning informed by contextual
knowledge to assess societal, health,
safety, legal and cultural issues and the
consequent responsibilities relevant to
professional engineering practice;
WA7 Environment and Sustainability -
Understand the impact of professional
engineering solutions in societal and
environmental contexts and demonstrate
knowledge of and need for sustainable
development;
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Programme Outcomes
OLD (2007)
(vi) understanding of professional
and ethical responsibilities and
commitment to them;
(vii) ability to communicate
effectively, not only with engineers
but also with the community at
large;
NEW (2012)
WA8 Ethics - Apply ethical principles and
commit to professional ethics and
responsibilities and norms of engineering
practice;
WA10 Communication - Communicate
effectively on complex engineering
activities with the engineering community
and with society at large, such as being
able to comprehend and write effective
reports and design documentation, make
effective presentations, and give and
receive clear instructions;
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Programme Outcomes
OLD (2007)
(viii) ability to function effectively
as an individual and in a group
with the capacity to be a leader or
manager ;
(x) recognising the need to
undertake life‐long learning, and
possessing/acquiring the capacity
to do so.
NEW (2012)
WA9 Individual and Team Work –
Function effectively as an individual, and
as a member or leader in diverse teams
and in multi-disciplinary settings;
WA12 Life-long Learning - Recognise the
need for, and have the preparation and
ability to engage in independent and life-
long learning in the broadest context
of technological change.
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Programme Outcomes
OLD (2007) NEW (2012)
WA11 Project Management and
Finance - Demonstrate knowledge and
understanding of engineering and
management principles and apply these to
one’s own work, as a member and leader
in a team, to manage projects and in
multidisciplinary environments;

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 Depth of Knowledge Required
Complex Problems Broadly Defined Well defined
(Engineer) Problems Problems
(Technologist) (Technician)

Can be solved
Requires in-depth
Requires using limited
knowledge that
knowledge of theoretical
allows a
principles and knowledge, but
fundamentals-based
applied procedures normally requires
first principles
or methodologies extensive practical
analytical approach
knowledge

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 Definition of Complex Problem
Solving (WP)
The range of complex problem solving as required by the Programme
Outcomes is defined as follows:

Attributes Complex Problems

1. Preamble Engineering problems which cannot be
resolved without in-depth engineering
knowledge, much of which is at, or
informed by, the forefront of the
professional discipline, and have some or
all
of the following characteristics listed below:
2. Range of conflicting Involve wide-ranging or conflicting
requirements (WP2) technical, engineering and other issues.
3. Depth of analysis required Have no obvious solution and require
(WP3) abstract thinking, originality in analysis to
formulate suitable models.
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 Definition of Complex Problem
Solving
Attributes Complex Problems
4. Depth of knowledge Requires research-based knowledge much
required (WP1) of which is at, or informed by, the forefront
of the professional discipline and which
allows a fundamentals-based, first
principles analytical approach.
5. Familiarity of issues (WP4) Involve infrequently encountered issues
6. Extent of applicable codes Are outside problems encompassed by
(WP5) standards and codes of practice for
professional engineering.
7. Extent of stakeholder Involve diverse groups of stakeholders with
involvement and level of widely varying needs.
conflicting requirements
(WP6)

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 Definition of Complex Problem
Solving
Attributes Complex Problems
8. Consequences (WP8/EP1) Have significant consequences in a range of
contexts.
9. Interdependence (WP7) Are high level problems including many
component parts or sub-problems.

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Definition of Complex Engineering
Activities
The range of complex engineering activities is defined as follows:

Attributes Complex Activities

1. Preamble Complex activities means (engineering)
activities or projects that have some or all
of the following characteristics listed below:
2. Range of resources Involve the use of diverse resources (and
for this purpose, resources include people,
money, equipment, materials, information
and technologies).
3. Level of interaction Require resolution of significant problems
arising from interactions between wide
ranging or conflicting technical,
engineering
or other issues.

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Definition of Complex Engineering
Activities
Attributes Complex Activities
4. Innovation Involve creative use of engineering
principles and research-based knowledge in
novel ways
5. Consequences to society Have significant consequences in a range of
and contexts, characterised by difficulty of
the environment prediction and mitigation.
6. Familiarity Can extend beyond previous experiences by
applying principles-based approaches.

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 Knowledge Profile (WK)
Curriculum
The curriculum shall encompass the knowledge profile as summarised in
the table below:
Knowledge Profile
WK1 A systematic, theory-based understanding of the natural sciences
applicable to the discipline (e.g. calculus-based physics)

WK2 Conceptually-based mathematics, numerical analysis, statistics

and formal aspects of computer and information science to support
analysis and modelling applicable to the discipline

WK3 A systematic, theory-based formulation of engineering

fundamentals required in the engineering discipline
WK4 Engineering specialist knowledge that provides theoretical
frameworks and bodies of knowledge for the accepted practice areas in
the engineering discipline; much is at the forefront of the discipline
WK5 Knowledge that supports engineering design in a practice area
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Knowledge Profile (Curriculum)
Knowledge Profile
WK6 Knowledge of engineering practice (technology) in the practice
areas in the engineering discipline
WK7 Comprehension of the role of engineering in society and identified
issues in engineering practice in the discipline: ethics and the professional
responsibility of an engineer to public safety; the impacts of engineering
activity: economic, social, cultural, environmental and sustainability

WK8 Engagement with selected knowledge in the research literature

of the discipline

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Exercise 1
Develop several programme educational objectives
(PEO) based on the kind of graduates your
programme intent to produce.
For a selected course, link the PEOs to the
appropriate WK, WA (i.e. PEC programme learning
outcomes, PLO) and WP items to your complex
assignment to the students

Course WK PEO WA WP Assignment/

Taxonomy
Level

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Outcome Based Education
OBE is a process that involves assessment and
evaluation practices in education to reflect the
attainment of expected learning outcomes and
showing mastery in the programme area
 OBE in a Nutshell
What do you want the students to have or able to do?
How can you best help students achieve it?
How will you know what they have achieved?
How do you close the loop

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OBE leads to:

• Improved Learning
• Increase in Institutional
effectiveness
• Enhanced Accountability
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Strategy of OBE

Top down curricula design

Appropriate Teaching & Learning
Methods
Appropriate Assessment &
Evaluation Methods
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Benefits of OBE
 More directed & coherent
curriculum
 Graduates will be more “relevant”
to industry & other stakeholders
(more well rounded graduates)
 Continual Quality Improvement
(CQI) is an inevitable consequence
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35
Developing OBE Curricula
Vision & Mission
Stakeholders Input
Malaysian Engineering Education Model
Global & strategic
Industrial
Humanistic
Practical
Scientific
Professional
SWOT Analysis
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 Institutional
Stakeholders Interest
Mission Statement

Programme Objectives

Programme Outcomes
(Knowledge, skills, attitudes of graduates)

Outcome-Related Course Learning Objectives

(Ability to: explain, calculate, derive, design)

Assessment of Attainment Level

Continual Improvement
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Characteristics of OBE curricula
It has programme objectives, programme outcomes,
course learning outcomes and performance
indicators. It is centered around the needs of the
students and the stakeholders.
It is objective and outcome driven, where stated
objective and outcomes can be assessed and
evaluated.
Suitable tools and methods are used to measure and
evaluate attainment of the outcomes
Results from evaluation are used for CQI
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 Characteristics of OBE curricula
Cont………….
Every learning outcome is intentional and
therefore the outcomes must be assessed using
suitable performance indicators.
Programme objectives address the graduates
attainment within 3-5 years after their graduation.
Programme outcomes, which consist of abilities
to be attained by students before they graduate,
are formulated based on the programme
objectives.

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 Characteristics of OBE curricula
Cont………….
Programme outcomes address the Domains of
Taxonomy to be attained by students.
Course outcomes are linked to the programme
outcomes and thus must satisfy the stated
programme outcomes. There is no need for ANY
(individual) course to address all programme
outcomes.
Teaching/ Learning method may have to be
integrated to include different delivery methods to
complement the traditional Lecture method.

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Linking topics to Programme
Educational Objectives
Each topic in a course have learning objectives
Groups of/individual learning objective/s lead to
course outcome
Course outcomes must relate to programme
outcomes
Programme outcomes address the programme
objectives (What kind of “animal” are we
producing?)

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 Course to Programme Outcomes Mapping

Course Outcomes Programme Outcomes

1 2 3 4 5 6 7 8 9 10
st
1 Semester Courses
Course 1
Outcome 1 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3

Outcome 2 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3
Outcome 2
1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3

Course 2

Course 3

2nd Semester Courses

3rd Semester Courses
4th Semester Courses
5th Semester Courses
6th Semester Courses
7th Semester Courses
8th Semester Courses
Creating a Course
Planning
Identify course content and defining measurable
learning outcomes
Instruction
Select and implement methods – deliver the specified
content and facilitate student achievement of the
outcomes
Assessment and Evaluation
Select and implement methods – determine how well
the outcomes have been achieved
Why are course outcomes important?

They are essential because they:

define the type and depth of learning students are expected to

achieve
provide an objective benchmark for formative, summative, and
prior learning assessment
clearly communicate expectations to learners
clearly communicate graduates’ skills to the stakeholders
define coherent units of learning that can be further subdivided
or modularized for classroom or for other delivery modes.
guide and organize the instructor and the learner.
3 components of a learning outcome
1) Action verb
Ability to:
 describe the principles used in designing X.
 evaluate the strengths and weakness of …
Try to avoid these:
Well-written verbs must - understand
be (SMART)
- Specific - appreciate
- Measurable - know
- Achievable
- Realistic - learn
- Time frame - aware
- Observable
- familiar
3 components of a learning outcome
2) Condition (context under which the behaviour is
to occur)
describe the principles used in designing X.(V)
orally describe the principles used in designing X.
(V&C)

design a beam. (V)

design a beam using Microsoft Excel design
template . (V&C)
3 components of a learning outcome
3) Standard (criteria of acceptable level of performance)
 describe the principles used in designing X.(V)
 orally describe the principles used in designing X. (V&C)
 orally describe the five principles used in designing X. (V&C&S)

 design a beam. (V)

 design a beam using Microsoft Excel design template . (V&C)
 design a beam using Microsoft Excel design template based on
BS 5950:Part 1. (V&C&S)
Learning outcomes by adding a condition and
standard
Open Ended (O.E.)
Students should be able to design research.

Moderately O.E. with condition

Students should be able to independently design
and carry out experimental and correlational
research.
Constrained by condition and standard
Students should be able to independently design
and carry out experimental and correlational research
that yields valid results.
Source: Bergen, R. 2000. A Program Guideline for Outcomes Assessment at Geneva
College
Course Outcomes
Statement … explain, calculate, derive,
design, critique.
Statement … learn, know, understand,
appreciate – not learning objectives but may
qualify as outcomes (non-observable).
Understanding cannot be directly observed,
student must do something observable to
demonstrate his/her understanding.
TEACHING AND LEARNING IN
OBE

50
Bloom’s Taxonomy
Categorised into three domains of taxonomy i.e.
Cognitive (Knowledge), Psychomotor (Skills) and
Affective (Attitude). Levels of cognitive domain:
Knowledge (list)
Comprehension (explain)
Application (calculate, solve, determine)
Analysis (classify, predict, model, derive)
Synthesis (design, improve)
Evaluation (judge, select, critique)

51
52
lower order Intermediate Higher order 53
54
Learning Style Model

Perception Sensing Intuitive

Input Modality Visual Verbal

Processing Active Reflective

Understanding Sequential Global

55
Visual (Vs) Learners Verbal (Vb) Learners
 “Show me”  “Explain it to me”
- pictures - spoken words
- diagrams - written words, symbols (seen,
- sketches but translated by brain into
their Oral equivalents)
- schematics
- flow charts
- plots

56
Active (A) Learners
 Tend to process actively (doing
something physical with presented
material, then reflecting on it)
 Think out loud
 “let’s try it out and see how it
goes”
 Tend to jump in prematurely
 Like group work
Reflective (R) Learners
 Tend to process reflectively
(thinking about presented material,
then doing something with it)
 Work introspectively
 “Let’s think it through and then
try it”
 Tend to delay starting
 Like solo or pair work
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Sequential (Sq) Learners
 Built understanding in logical
sequential steps
 Function with partial
understanding of information
 Make steady progress
 Explain easily
 Good at analytical thinking (the
trees)
Global (G) Learners
 Absorb information randomly,
then synthesize the big picture
 Need the big pictures
(interrelations, connections to other
subjects and personal experience)
in order to function with information
 Large leaps in understanding with
little progress between them
 Can’t explain easily
 Synthesis, holistic thinking (the
forest)
58
59
Student-Centered Learning

60
Socratic Concept
Knowledge originates from the pupils through the
skillful questioning of the teacher

61
Case Method
Case method is typically applied for graduate
supervision or teaching a small group seminar/class
at many places
Harvard Business School, however, has classes up to
180 pupils and organises its teaching through (10%)
lectures and (90%) cases

62
Case Method – cont…
It includes small group, buzz group and large
group discussion and a variety of other
approaches that enable wide engagement
between students and instructor
The faculty must master, communicate and also
manage classroom process
Educates students to think creatively about the
field and master it

63
Why are cases used?
Learn by doing and teaching others
Repetitive opportunity to identify, analyse and solve
a number of issues in a variety of settings – prepares
students for work
Allows to take the role of a specific
person/organisation – real life situation

64
Why are cases used? Cont….
Practice on real thing harmlessly
A tool to test the understanding of theory, connect
theory with application, and develop theoretical
insights
Cases provide information about how work is
planned and organised in various settings, how
systems operate and how organisation compete

65
Why are cases used? – cont….
Access to information may be limited as in real life,
helps to tolerate incompleteness
Discussion based format also provides self
confidence, ability to think independently and
work cooperatively
Cases engage students in the process of learning

66
Skills developed from Case
Method
Analytical – qualitative and quantitative frameworks
to analyse, problem identification, data handling,
critical thinking – carefully sifting data
Decision making – generate alternatives, select
decision criteria, evaluate alternatives, formulate
implementation plans

67
Skills developed from Case
Method – cont…..
Application – opportunity to practice using tools,
techniques, and theories the students had learned
Oral communication – Listening, expressing,
construct argument and convince a view – learning to
think on your feet, consider other viewpoints and
defend positions
Time management – schedule educational activities
within a time constraint

Megat Johari Megat Mohd Noor 68

Skills developed from Case
Method – Cont…..
Interpersonal – discussion allows learning
how to deal with peers – conflict resolution,
compromise
Creative – invites imagination in problem
solving, as there are multiple solutions
Written communication – note taking,
case report, case exam

69
Huat, B. B. K.,
Mohamed, Z. A.
and Salleh, A. (Eds.)
“CASE STUDY: A new
teaching-learning
method in Civil
Engineering”, Dept. of
Higher Education,
Ministry of Higher
Education, Malaysia,
2011, 172 p.

70
 ASSESSMENT AND
EVALUATION IN OBE

71
 ASSESSMENT:
Processes that identify, collect, use and
prepare data for evaluation of achievement
of programme outcomes or educational
objectives.
EVALUATION:
Processes for interpretation of data and
evidence from assessment practices that
determine the program outcomes are
achieved or result in actions to improve
programme.
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When assessing, an instructor must consciously assess and evaluate the
applicable elements (Knowledge, Skills, Attitude). An activity may be
used to examine all the three elements
Model A Model B
Competencies Competencies

Knowledge Knowledge

Skills Skills
Attitude Attitude

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Different Levels of Outcomes

Few years after

Program Educational Objectives Graduation – 4 to 5 years

Programme Outcomes Upon graduation

Course/subject Outcomes Upon course completion

Weekly/Topic Outcomes Upon weekly/topic completion

How will you know whether
they have achieved it?
 Formative Assessment
 Summative Assessment
 Course Assessment
 Program Assessment
 Assessment Tools
 Direct and Indirect Assessment
Course Outcomes (CO)Contribution to
Programme Outcomes (PO)
Broad education necessary to understand the impact of
engineering solutions in a global, environment and
societal context + knowledge of contemporary issues

Include structured controversies in engineering

course
Conduct class exercise or homework problems that
involve global/societal issues

Exercise:
Identify a course and discuss how it can be
implemented
 Course Outcomes (CO) Contribution to
Programme Outcomes (PO)
Life Long Learning
Teach students about learning styles and help them
identify the strength and weakness of their styles and
give them strategies to improve
Use active learning methods to accustom them to
relying on themselves
Give assignments that requires library and www
searches
Anything done to fulfil criteria on: (a) understanding
ethical and professional responsibility and (b)
understanding societal and global context of engineering
solutions, will automatically satisfy this criteria
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 Course Outcomes (CO) Contribution to
Programme Outcomes (PO)

Ability to function in multidisciplinary team

 Assign multidisciplinary design projects in

engineering courses.
 Implement design projects with
multidisciplinary teams

Exercise:
Identify a course and discuss how it can be
implemented
Exercise 2
Discuss on the different PEC Programme Outcomes,
and briefly explain how can they be measured.

Megat Johari Megat Mohd Noor 79

 Assessment/Evaluation tools
Exit surveys, Exit interviews (P)
Alumni surveys and interviews (P)
Employer surveys and interviews (P)
Job offers, starting salaries (relative to national
benchmark) (P)
Admission to graduate schools (P)
Performance in group and internship assignments and
in PBL situation (P,C)
Assignments, reports and tests in capstone design
course (P,C)
Standardized tests (P,C)
P: Programme C: Course
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Assessment tools (cont)
Student surveys, individual and focus group
interviews (P,C)
Peer-evaluations, self evaluations (P,C)
Student portfolios (P,C)
Behavioral observation (P,C)
Written tests linked to learning objectives (C)
Written project reports (C)
Oral presentation, live or videotape (C)
Research proposals, student-formulated
problems (C)
Classrooms assessment Techniques (C)
81
Expectations from Evaluators
on Assessment
Course Assessment links to Course Outcomes /
Programme Outcomes, Assignments to WP
definitions
Formative Assessment
Summative Assessment
Looking for content breadth & depth from direct
assessment
Looking for students ability to attain the highest level
(depth)
Assessing & Evaluating Course
Outcomes
Let us look at some examples in
assessment:
- Nutrition
- Natural Science

84
Course Outcomes (CO)
-NUTRITION
CO: Children know the importance of washing their
hands before eating as well as how to properly wash their
hands
Use observation in assessment
At specified times during the 2 weeks following the
session on hand washing, teachers recorded which
children spontaneously washed their hands when it was
time for a snack
Course outcomes (CO) - Natural
Science
CO: Able to draw life cycle of a salmon
Ask to make drawings of the salmon's life once before
the session, on the salmon's lifecycle and again at the
end of the session
Changes in the details of the two drawings provide a
demonstration of what had been learned
Rubric
It is a working guide for students and teachers,
usually handed out before the assignment begins in
order to get students to think about the criteria on
which their work will be judged.
Authentic assessment tool which is designed to
simulate real life activity where students are engaged
in solving real-life problems.
Rubrics - What are they good for?
It is a set of categories developed from the
performance criteria that define and describe
progression toward meeting important components
of work being completed, critiqued, or assessed.
Each category contains a gradation of levels of
completion or competence with a score assigned to
each level and a description of what performance
criteria need to be met to attain the score at each
level.
 Rubric for public speaking Adopted from G.Rogers
4 - Exceeds 3 - Meets 2 - Progressing 1 - Below
Criteria Criteria to Criteria Expectations
Content Provides ample Provides adequate Some details but Inconsistent or few
supporting detail supporting detail may include details that may
to support solution/ to support solution/ extraneous interfere with the
argument argument. or loosely meaning of the text.
related material.

Organization Organizational Organizational Little completeness Little evidence of

pattern is logical & pattern is logical & & wholeness, organization or any
conveys completeness conveys completeness though organization sense of wholeness
& wholeness. & wholeness attempted. & completeness.
with few lapses.

Style Uses effective Uses effective Limited & Limited or

language; makes language & predictable inappropriate
engaging, appropriate vocabulary, perhaps vocabulary for the
appropriate word word choices not appropriate for intended audience
choices for audience for intended audience intended audience & purpose.
& purpose. & purpose. & purpose.

Consistently follows Generally follows Generally does not Does not follow the
the rules of the rules for standard follow the rules of rules of standard
standard English. English. standard English. English.
Performance indicators: Public Speaking
Exercise 3
Identify a course and produce several learning
outcomes and their associated assessments
Propose a matrix of course learning outcomes and
assessments against PEC programme outcomes

Megat Johari Megat Mohd Noor 91

 Typical teaching plan format
Remember KSA

Topics Course Delivery Assessmen Indicator Students Instructors

outcome method t Method contact contact time
(Domain & time
Level)

Megat Johari Megat Mohd Noor 92

Exercise 4
Scenario
A University decided to start a new “general”
engineering programme (Bac of Eng) in addition to
the two existing programmes. The existing
programmes have only one programme objective, i.e.,
“to produce engineers (according to the related field).
The team which include you is responsible to develop
the new programme, and had decided to expand the
programme objectives to include
Global player
Leading in advanced design
Questions
Identify the appropriate POs for the new programme,
and link them to the PEOs
Identify suitable taxonomy level for the respective
POs.
A course, Strength of Materials, has been identified as
a fundamental course for the new programme.
Develop the course outcomes and identify the
appropriate taxonomy level.
Questions
How would you assess the course’s cognitive
outcomes?
If you have to include non-cognitive outcomes, what
are the possible assessment techniques to be
employed?
Establish a mechanism to demonstrate attainment of
the course outcomes (both formative and summative)
Show that the course outcomes contribute to the
programme outcomes.
Exercise 5
PO1 PO2 PO9 PO10

CO1 + +

CO2 + +

CO3 + +

CO4 + +

How would you design the assessment for the above matrix?
Exercise 6
Table 1
Q1 CO1 + Discuss on the attainment of COs
Q2 CO2 - and POs (using Exercise 5)for both
Tables, 1&2
Q3 CO3 +
Q4 CO4 +

Table 2
Q1 CO1 + CO2 +
Q2 CO2 + CO3 -
Q3 CO3 - CO4 +
Q4 CO4 + CO1 -
Exercise 7
PO1 PO2 PO3
C1 3 2 1
C2 2 1 2
C3 3 0 3
C4 2 1 3

Discuss on the potential problems, if any, where 3, 2, 1, and 0 refer to

High, Moderate, Low, and No emphasis, respectively. C1..4
refer to the courses, whereas PO1..3 refer to Programme
Outcomes.

How would cohort POs attainment be obtained?

Exercise 8
Delivery Assessment
Lecture
Laboratory
PBL
Case Method
Project Based

Identify suitable assessment techniques for the different delivery modes.

CONCLUDING REMARKS
Since the introduction of OBE & OBA, many
initiatives have been undertaken by M’sian IHL and
other institutions:
Training by EAC/ MySET/ IEM on OBE
Training by Higher Education Leadership Academy
(AKEPT) on active learning delivery methods:
Problem Based Learning (PBL), Project Oriented PBL,
Case Study Method, etc
Software development to ‘close the loop’ (CQI)

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