OBE Awareness

PM Ir. Dr. Mohd Shukry bin Abdul Majid

Universiti Malaysia Perlis
Contents
 Introductory remark
 OBE awareness
 Programme Objectives (PEO)
 Programme Outcomes (PO)
Introductory remarks
 In December 2005, the Malaysian Cabinet decided to merge the National
Accreditation Board (Lembaga Akreditasi Negara, LAN) and the Quality
Assurance Division (QAD) of the MOHE
 The Malaysian Qualifications Agency (MQA) created, the single quality
assurance agency in the country, whose scope now covers both the public
and private Higher Education Providers (HEP).
 The MQA responsibilities are:
 to implement the Malaysian Qualifications Framework (MQF) as a
reference point for Malaysian qualifications;
 to develop, with the co-operation of stakeholders, standards, criteria and
instruments as a national reference for the conferment of awards;
 to quality assure higher education providers and programmes;
 to accredit programmes that fulfil a set of criteria and standards;
 to facilitate the recognition and articulation of qualifications;
 to establish and maintain the Malaysian Qualifications Register (MQR); and
 to advise the Minister on any matter relating to quality assurance in
higher education.
6
New 2017 EAC Manual requirement
MQA requirement from CoPPA
What Is Outcome Based Engineering Education?

IT’S NOT WHAT WE TEACH,

IT’S WHAT YOU (student) LEARN

9
Outcome-Based Education
• OBE is an educational process.
• Directed/focussed at achieving certain specified outcomes in terms of individual
student learning.
• Outcomes - key things students should understand and be able to do or the
qualities they should develop.
• Both structures and curricula are designed to achieve those capabilities or qualities.
• Educational structures and curriculum are regarded as means not ends. If they
do not do the job they are rethought (Continuous Quality Improvement (CQI)).

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Outcome-Based Education

Corrective
Planning
action

Assessment Implementation

12
Outcome-Based Education

Say what you do

Improve it Do what you say

Prove it

13
Outcome-Based Education
Roles of lecturers
 Review PEOs, POs, course structures and syllabi.
 Teach the relevant engineering, maths, and other
relevant subjects.
 Conduct relevant tutorials and laboratory practical
sessions.
 Give appropriate guide on assignments and projects.
 Conduct empirical measurements of POs.
 Prepare the required documentation.
 Obtain and maintain accreditation from MQA through
Continuous Quality Improvement (CQI).
Roles of students
 Know the required Programme Outcomes and Programme
Objectives - make it available from first lecture.

 Be more proactive in the learning process to acquire the

Learning Outcomes of subjects.

 Give constructive feedbacks -- Online Teaching Evaluation,

Academic Advisory System, dialog sessions with Dean,
buddy system, etc.
Outcome-Based Education

OBE addresses the following key questions:

• What do we want the students to have or be able to do? - planning
• How can we best help students achieve it? - delivery
• How will we know whether they students have achieved it? - assessment
• How do we close the loop for further improvement (Continuous Quality
Improvement (CQI))? - CQI

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 EAC’s Outcomes Expectation
Vision & Mission of
the Institution/Faculty

Section Programme Objectives or Early Expected achievement of

3.0 EAC Graduates Career Goals (PEOs) graduates/alumni 4 -5 years after
Manual graduation

Section Min. 12 Programme Outcomes or Graduates

4.0 EAC Competencies abilities/competencies by the
Manual time of/upon graduation
(POs)

Students abilities/
Teaching & Learning Processes (Academic Curriculum – competencies after
structure, content, course outcomes, delivery, completing
assessments) courses/subjects
 Outcome-Based Education implementation
(Closing the Loops)
Assessment

Assessment

Assessment
Alumni

Analysis

Analysis

Analysis
Missions
Visions Program Program Course
Objectives Outcomes Outcomes
Stakeholders

Advisory committee CQI

CQI

CQI
 EXCO
University Senate
LPU Delivery

JITU MPPS
Quality Assurance Assessment
System
JKJITU School Board
Analysis & CQI
JKIT Exam Board

Programme
Committee /
Stakeholders
Outcome-Based Education implementation
(Closing the Loops) - μe
OBE – Delivery modes
Face-
Lecture
• Practical to- 

Guest Speaker
• Industrial Training Face 

Work-
• Work Attachment
Based
• Field Trip Learning Active • Presentation
• Visit (WBL) • Tutorial
• Seminar
Delivery • Colloquium
Modes
• Lab
• Demonstration Experiential Cooperative/
• Problem-Based
Collaborative
• Workshop Method • Case Study
• Project-Based
Technolog
y-Based
• Online learning Delivery
• Teleconference
• Simulation
How can we best help students achieve it? -
delivery
OBE - delivery
Effective Course Delivery
• Responsibility of Lecturers:
– carefully planned – NOT ADHOC
– teaching strategy in accordance with lesson
– incorporated new delivery strategies to address specific problem of the
students.

• Responsibility of Students:
- must be responsible for their own learning.
- define clearly student Learning Time (SLT)
How will you know what they have
achieved it? - delivery
 Formative Assessment
 Summative Assessment
 Course Assessment
 Programme Assessment
 Assessment Tools
 Direct and Indirect Assessments
How will you know what they have
achieved it? - Assessment
Example of direct assessments
 Samples of individual student work
 Pre-test and post-test evaluations
 Standardized tests
 Performance on licensure exams
 Blind scored essay tests
 Internal or external juried review of student work
 Case study/problems
 Capstone papers, projects or presentations
 Project or course imbedded assessment
 Documented observation and analysis of student behavior/performance
 Externally reviewed internship or practicum
 Collections of work (portfolios) of individual students
 Activity logs
 Performances
 Interviews (including videotaped)

30
Examples of indirect assessments
 Questionnaires and Surveys
 Students
 Graduating Seniors
 Alumni
 Employers
 Syllabus and curriculum analysis
 Transcript analysis

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Student support
OBE – Problems in the house
OBE – Problems in the house
 Do you disclose the CO at the beginning of lecture?
 No monitoring – CW marked at the end of semester
 No good planning in the delivery
 Assessment did not help the student achieving CO
 No feedback
 Mismatch assessments
 Ineffective lectures/one way communication
OBE – Problems in the house
 Immature assessment
 suitability of the taxonomy level of the assessment
 lesser assessments results “covers up” more significant
assessments
 Only grading correct answer rather than rewarding
understanding
 Moderation to ensure attainment – suppressing the correct
CQI
 EAC’s Outcomes Expectation
Vision & Mission of
the Institution/Faculty

Section Programme Objectives or Early Expected achievement of

3.0 EAC Graduates Career Goals (PEOs) graduates/alumni 4 -5 years after
Manual graduation

Section Min. 12 Programme Outcomes or Graduates

4.0 EAC Competencies abilities/competencies by the
Manual time of/upon graduation
(POs)

Students abilities/
Teaching & Learning Processes (Academic Curriculum – competencies after
structure, content, course outcomes, delivery, completing
assessments) courses/subjects
Programme Objectives
 Programme Objectives (PEO) are specific goals consistent with the
mission and vision of the IHL, are responsive to the expressed interest
of programme stakeholders, and describe the expected
achievements of graduates in their career and professional life a
few years after graduation.

 Programme objectives are specific statements on what a learner is

expected to learn to achieve the programme aims – CoPPA.

 What do we expect our graduate to accomplish in broader society as a

result of Programme’s education, 3-5 years after graduation.

 Broad statements – long term target (3-5 years after graduation)

Characteristics of Good PEO Statement

 Consistent with vision & mission of IHL

 Number of statements should be limited and
manageable
 Should not be simply restatement of programme
outcomes
 Reviewed, revised & updated continually
 Has clear link to the programme outcomes &
curriculum design
Characteristics of Good PEO Statement
Programme Objectives

42
Programme Objectives

43
Programme Objectives

44
PEO for Electrical Engineering

PEO Statement
PEO1 Become electrical engineers who are competent, innovative
and productive in addressing customer needs

PEO2 Grow professionally with proficient soft skills

PEO3 Demonstrate high standard of ethical conduct, positive

attitude and societal responsibilities
PEO for Mechanical Engineering
Programme
PEO Statement

PEO1 Graduates who are competent, responsible and practice

professionalism in the global context

PEO2 Graduates who are knowledgeable and capable to apply the

evolving technology in mechanical engineering field
PEO for Mechanical Engineering
Programme
PEO Statement
PEO1 Demonstrate leadership in professional activities such as
research, experimental studies, and industrial projects

PEO2 Be capable of working effectively in cross-functional teams,

communicating effectively and participating in the practice of
mechanical engineering

PEO3 Contribute to professional societies and demonstrate ethical

conduct
PEO for Mechanical Engineering
Programme
PEO Statement
PEO1 Graduates who are competent and adaptable in multi industries by
practicing the knowledge in mechanical engineering that relevant to
professional engineering practice.

PEO2 Graduates who will pursue study in graduate works and others
professional education.

PEO3 Graduates who will be leader at note-worthy level and provide

solutions that benefited the respective organization, society and
nation.
PEO Attainment Assessment

 On-going process, covers all cohorts which have graduated from the Programme.
 Assessment are performed after each cohort been in the industry for 3-5 years.
 The assessment of the attainments of the PEOs utilized the performance indicators as
given earlier.
 Types of survey:
 Alumni Survey
 Employer Survey
 Methods of survey:
 Printed forms
 Online forms
 Telephone interviews

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Performance Criteria, PC
 PEO needs performance criteria or indicator as it is general

 Criteria should be specific and measurable

 Target should be achievable

PEO- PI and target
Programme Objectives (PO)
Doctor of Philosophy (PhD)

PO1
1.Graduates who are skilled and have extended
knowledge that is profound in areas of specific
expertise.

PO2
1.Graduates who think critically and capable of
analyzing the results of research in their purpose
field of interest.

PO3
Graduates who are highly knowledgeable and capable
of knowledge and innovation toward new products
and services at national/international level.
53
Programme Objectives (PO)
Master of Science (MSc)

PO1

1.Graduates who are skilled and have extended

knowledge in areas of specific expertise.

PO2

1.Graduates who are capable of conducting research

in their purpose field of interest.

PO3
Graduates who are capable of contributing
knowledge and innovation toward new products and
services at national/international level.
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PEO - The big picture

55
Points panels look for;
 Is the PEO statement reflective of the programme expectation of the
graduates 3 –5 years after graduation?
 Are they well define, measureable & achievable?
 Where are PEOs published and publicized?
 Are the PEOs supportive of the mission & vision of the IHL?
 Is there a clear link between the PEOs and POs
 Is there an established process for assessing and evaluating achievement
of PEOs? Please explain how the IHL do this!
 Explain how the measurement is done and what do the IHL do with the
outcome of assessment and used in the CQI of the programme?
 Is there a high degree involvement of stakeholder in the process? Please
deliberate
Learning Outcomes (LO)
Doctor of Philosophy (PhD)

Show high degree of scholarship in the field of research

Contribute to original research that broadens the

boundaries of knowledge through thesis writing or
dissertation

Conduct critical analysis and evaluate along with

synthesize of new ideas

Plan and perform independent research professionally,

ethically and responsibly and able to lead / supervise
research projects

Report research findings to peers at a level appropriate

for publication in the international stage

Recognize the need for continuing professional

development
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Learning Outcomes (LO)
Master of Science (MSc)

Show advanced and continuous knowledge and has the ability to

continue to develop or use this knowledge in new situations or
in the context of a multidisciplinary

Analyze and evaluate critically problems in disciplines in

situations with limited information and to provide solutions
through the application of appropriate instruments and
techniques
Assess existing information and research evidence and apply it
in the context of engineering

Plan and implement research tasks professionally, ethically and

responsibly

Report technical findings in writing and verbal forms

Recognize the need for continuing professional development 60

PO Attainment for PhD
LO vs Assessment Components

Assessment

Viva/Thesis
Pub
PD

PR
Learning Outcomes (LO)

1 Show high degree of scholarship in the field of research /

2 Contribute to original research that broadens the / /

boundaries of knowledge through thesis writing or
dissertation
3 Conduct critical analysis and evaluate along with /
synthesize of new ideas
4 Plan and perform independent research professionally, / /
ethically and responsibly and able to lead / supervise
research projects
5 Report research findings to peers at a level appropriate /
for publication in the international stage
6 Recognize the need for continuing professional / /
development
PD: Proposal Defense 61
PR: Progress Report
Pub: Publication
PO Attainment for MSc
LO vs Assessment Components

Assessment

Viva / Thesis
Pub
PD
PR
Learning Outcomes (LO)

Show advanced and continuous knowledge and has the ability to

1 continue to develop or use this knowledge in new situations or in the / /
context of a multidisciplinary
Analyse and evaluate critically problems in disciplines in situations with
2 limited information and to provide solutions through the application of / /
appropriate instruments and techniques
3 Assess existing information and research evidence and apply it in the / /
context of engineering
4 Plan and implement research tasks professionally, ethically and / /
responsibly
5 Report technical findings in writing and verbal forms / /

6 Recognize the need for continuing professional development / /

PD: Proposal Defense 62

PR: Progress Report
Pub: Publication
Programme Outcomes (PO)
 Statements that describe what students are
expected to know and able to do/perform or attain
upon graduation
 These relate to the skills, knowledge, and
behaviours that student acquire through the
programme
Cont.
 Directly map to relevant courses and support the
PEOs
 Explicitly map to the COs of the related courses
 Performance Indicators or targets (PI)
 Process put in place to measure the PO
 Measurement must be realistic and reflective of the
performance of the class
 An established PO model
 A CQI process instituted for PO at the programme
level
Process flow of PO review in UniMAP

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 EXCO
University Senate
LPU Delivery

JITU MPPS
Quality Assurance Assessment
System
JKJITU School Board
Analysis & CQI
JKIT Exam Board

Programme
Committee /
Stakeholders
CQI process for non-attainment of PO
START

PO Assessment

Programme Outcomes Report (PER) for cohort/student

PO attainment evaluation Yes

Finish
>50%

No
New HEA01 / Non-attainment analysis
HEA03

Yes
System/process

No

Student

Finishing school/Value added

program
68

Finish
Characteristics of Good PO Statement
Course outcomes (CO)
 Learning outcomes are statements of what a learner is expected
to know, understand and/or be able to demonstrate after
completion of a process of learning.
 These statements are course specific and relate to the course
content
 COs are linked to specific POs and thus serve as direct
evidence of the achievement of PO
 COs are assessed and evaluated through various measurement
tools
CQI for PO
Points EAC panels look for;
 Is the mapping between courses and POs realistic?
 Is there any issue with constructive alignment i.e. outcomes-assessment-
activities?
 Is there a process instituted at the programme level for the measurement
of COs and POs? Please deliberate!
 Is the programme measuring all the 12 ETAC POs and do the results
demonstrate the achievement of the said PO?
 What is their PO assessment model? Please explain clearly how they do
this!
 Is there Performance Indicators set for the outcome assessment? Is the
target realistic?
 Explain how do they use the outcome assessment results in the CQI at
the course level and programme level
Cont.
 How do the final PO achievement of the graduating
students are determine?
 Are the students informed of their PO results?
 Who are the stakeholders involve in the PO process and
assessment –please deliberate! … for example, industrial
partner involved in the assessment of specific POs etc.
 Is the IAP involve in any part of the POs i.e. at the
formulation, measurement, assessment or CQI stage?
 Is there evidence of strong participation in the delivery of
the OBE curriculum in the programme from the academic
staff