Implementation of Outcome Based Education

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Implementation of Outcome Based Education

• Taklimat OBE
• Fakulti Teknologi Maklumat dan Sains Kuantitatif
• 22 Jun 2007

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Outcome of this session

• The participants would be able to -
• List the practical steps in implementing OBE
• Explain the programme outcome assessment
  procedures
• Identify the state of OBE implementation in the
  faculty

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Content

• Practical steps in implementing OBE
• Assessing programme outcomes

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A lot of work!!
How?
No time!!
None of my bussiness!!
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Practical steps in the implementation of OBE

• Formulate Programme Objectives
• Formulate Programme Outcomes
• How does the programmes outcomes addressed the
  programme objectives prepare the PEO vs PO
  matric
• Questions to ask -
• Who are our stakeholders?
• What services do we provide?
• Do stakeholders understand our objectives?
• How do the programme objectives support the
  mission and vision of the university/faculty

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Characteristics of Programme Objectives
Orientation of Technical Specialty
Programme Objectives
Accreditation Criteria
Institutional Mission
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Development of Programme Objectives
Needs of Stakeholders
Faculty Members
Used to Determine
Define Revise
Programme Objectives
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Achievement of Programme Objectives
Programme Outcomes
Facilities
Prepare for Achievement of
Support Achievement of
Programme Objectives
Determined by
Enable Achievement of
Competencies of Faculty Members, Breadth
Instructional Effectiveness
Programme Curricular Content
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Assessment Evaluation
Multiple Measures
Demonstrate Achievement of
Outcomes Programme Objectives
Assessment Results used to
Improve Develop the Programme
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CHARACTERISTICS OF GOOD OBJECTIVE STATEMENTS

• Each addresses one or more needs of one or more
  stakeholders
• Consistent with the mission vision of the
  institution
• Understandable by stakeholder addressed
• Number of statements should be limited and
  manageable
• Should not be simply restatement of outcomes
• Forward looking and challenging

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• Should be stated such that a graduate can
  demonstrate in their career or professional life
  after graduation (long term in nature)
• Distinctive/unique features/having own niche
• Specific, Measurable, Achievable, Result
  oriented, and having a Time frame (SMART)
• Clear, concise, consistent and reachable
• Has clear link to the programme outcomes
  curriculum design
• Reviewed, revised updated continually
• Publicised published

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CHARACTERISTICS OF GOOD OUTCOME STATEMENTS

• Responsive to objectives
• Take advantage of the unique character of the
  Institution
• Should meet the specific programme criteria
• Package COGNITIVE, PSYCHOMOTOR, ATTITUDE
• Cover the minimum of the 8 domains in the
  Malaysian Qualifications Framework (MQF), 7 Soft
  skills learning outcome and the specific
  discipline learning outcomes (Guidelines on
  Standard of Specific Disciplines at bachelor
  Degree Level)

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• Review the course structure and content
• Identify the course outcomes
• Taking in consideration of learning domain
  (cognitive, psychomotor, affective) and the
  Blooms taxonomy levels
• How does the course outcome address the program
  outcomes prepare the CO vs PO matrics.
• Questions-
• What are the best learning activities/delivery
  methods to be carried out in order to achieve the
  course outcomes.
• What services, facilities and policies must be
  present to support the outcomes?

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Blooms Taxonomy
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• Identify delivery/teaching method to ensure the
  students attainment of the PO PBL,
  co-operative learning, capstone project, etc.
• Identify instruments and methods to be used in
  assessing the students attainment of the PO
• Identify instruments and methods to be used in
  assessing the graduates attainment of the PEO

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• Study the delivery structure
• E.g

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Student-Centered Learning
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• 13. Identify the performance targets, i.e. the
  target criteria for the Outcome Indicators
• eg. the (average score, score earned by at least
  80 of) the programme graduates on the (capstone
  design report, portfolio evaluation) must be at
  least 75/100.
• eg. the (median rating for, rating earned by at
  least 80 of) the programme graduates on the
  (self-rating sheet, peer rating sheet, senior
  survey, alumni survey, employer survey, final
  oral presentation) must be at least (75/100, 4.0
  on a Likert scale, Very good)

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Designing Program Assessment and Evaluation Plan
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Assessment Loop
Gather evidence
How well do we achieve our program outcomes?
Interpret evidence
Enhance teaching/learning inform university
decision-making, budgeting
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The fundamentals of effective assessment

• Assessment should help students to learn.
• Assessment must be consistent with the objectives
  of the course and what is taught and learnt.
• Variety in types of assessment allows a range of
  different learning outcomes to be assessed. It
  also keeps students interested.
• Students need to understand clearly what is
  expected of them in assessed tasks.

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• Criteria for assessment should be detailed,
  transparent and justifiable.
• Students need specific and timely feedback on
  their work - not just a grade.
• Too much assessment is unnecessary and may be
  counter-productive.
• Assessment should be undertaken with an awareness
  that an assessor may be called upon to justify a
  student's result.

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• Group assessment needs to be carefully planned
  and structured.
• When planning and wording assignments or
  questions, it is vital to mentally check their
  appropriateness to all students in the class,
  whatever their cultural differences.
• Systematic analysis of students' performance on
  assessed tasks can help identify areas of the
  curriculum which need improvement.

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Characteristics of a GoodProgram Assessment Plan

• The plan is ongoing rather than periodic.
• The plan is manageable.
• The plan uses multiple measures, both qualitative
  quantitative and direct indirect measures.
• Students understand their role in assessment (how
  it will be used and how it can help them).
• The results of assessment activities are used by
  faculty/units to improve they are seen as a
  means rather than an end.

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ASSESSMENT METHODS

• Direct
• Commercial Standardized Exams
• Focus Group
• Portfolios
• Simulations
• Performance Appraisals
• External Examiner
• Oral examinations
• Behavioral Observations
• Locally Developed Exams
• Exit Interviews
• Quizzes, etc.

• Indirect
• Survey Questionnaires
• Archival Records
• Assessment by Peers
• Exit Surveys

At least one measure of the outcomes should be a
Direct Measure.
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3 steps to designing assessments

• Decide what tool will best demonstrate the
  students mastery of learning outcomes
• Portfolios
• Exams
• Written reports
• Logs or journals
• Simulated performances
• Classroom observations
• Interviews
• Papers
• Performances/demonstrations
• Products

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3 steps to designing assessments

• Define the criteria that will be used to measure
  the tool. Break the criteria down into specific
  components (rubric). What are the specific parts
  of the assessment that students need to master?
• Define specific levels of quality or proficiency

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Performance Criteria/ Indicators

• Specific, measurable statements identifying
  performances required to meet the outcomes
  confirmable through evidence

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A Rubric

• is a descriptive rating scale with several
  different observable levels of performance
  possible for each performance criteria being
  assessed.
• Each performance level is described and assigned
  a numeric score
• for example, 1 exemplary, 2 good, 3
  adequate, 4 marginal, and 5 unacceptable).
• The number of points on the scale will depend on
  the level of cognition or skill that the outcome
  requires

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• 14. What steps might be taken at the programme
  course levels to raise the level of achievement
  of the outcomes (PO)?

CQI
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CQI
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Results of Assessment - Evaluate

• How do we use these results for CQI?
• Are we achieving our objectives and improving?
• Are our constituencies satisfied?
• What can be done so that students learn more or
  succeed at higher rates?
• How can the faculty and university help?
• What do you need as a lecturer from your
  department or the faculty and university as a
  whole to better teach your students

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Program Assessment / Evaluation - In a Nutshell

• Develop clear PEO and PO linking PEO
• Decide on PC/ PI for each PEO PO
• Ensure Implementation Strategies mesh with PO and
  PC (how will PO met?, which activities/ courses
  help meet each outcomes)
• Select suitable assessment evaluation methods
  (How to collect and analyze data?, How you
  interpret data? )
• Decide Timeline for each assessment/ evaluation
• Provide feedback to respective stakeholder
• How to improve - CQI

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OBE
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Assessment for Quality Assurance
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Where are we?
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Thank you

• Acknowledgement -
• Prof. Dr Jailani Mohd Nor (UKM)
• Prof. Ir. Dr Wan Hamidon (UKM)
• Prof. Dr Shahrin Ahmad (UTM)
• Prof. Madya Ir Megat Johari (UPM)
• Prof. Madya Ir. Dr Salleh Jaafar (UPM)
• Ir Azlan (UPM)