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OBE IMPLEMENTATION
GUIDEBOOK
FACULTY OF ELECTRICAL & ELECTRONIC ENGINEERING
First Edition – 2010
Second Edition – 2012
Third Edition – 2014
Prepared by: OBE Committee, FKEE
i
Contents
FOREWORD ................................................................................................................................................. ii
1. Outcome Based Education (OBE) ...................................................................................................... 1
1.1 What is the flow of OBE?............................................................................................................... 2
1.2 Why we implement OBE? .............................................................................................................. 2
1.3 How we implement OBE? .............................................................................................................. 3
2. How we formulate PEO, PLO and CLO?............................................................................................ 4
2.1 Formulation of PEO ......................................................................................................................... 5
2.2 Formulation of PLO ......................................................................................................................... 6
2.3 Formulation of CLO ........................................................................................................................ 6
3. How we assess PEO, PLO and CLO? ................................................................................................. 7
3.1 Assessment Plan for PEO, PLO and CLO .................................................................................... 7
3.2 Assessment of PEO ......................................................................................................................... 8
3.3 Assessment of PLO ....................................................................................................................... 10
3.4 Assessment of CLO ....................................................................................................................... 11
4. How we improve PEO, PLO and CLO? ............................................................................................ 15
4.1 CQI for CLO .................................................................................................................................... 15
4.2 CQI for PLO .................................................................................................................................... 15
4.3 CQI for PEO .................................................................................................................................... 15
APPENDIX A – COGNITIVE, PSYCHOMOTOR & AFFECTIVE LEVEL ................................................ 16
A.1 Cognitive Level .............................................................................................................................. 16
A.2 Affective Level ............................................................................................................................... 17
A.3 Psychomotor Level ....................................................................................................................... 18
APPENDIX B – CQI Process ................................................................................................................... 19
B.1 CQI Process for CLOs ................................................................................................................... 19
B.2 CQI Process for PLOs ................................................................................................................... 20
B.3 CQI Process for PEOs ................................................................................................................... 20
ii
FOREWORD
It is indeed a great pleasure to be given this opportunity to write a foreword for this Guidebook entitled OBE Implementation Guidebook. My heartiest
congratulations to all OBE Committee members of FKEE for their commitment and effort to come up with this guidebook.
OBE Implementation Guidebook is an important reference material for all
FKEE staffs in implementing OBE in their daily tasks. Outcome-Based Education (OBE) is currently preferred globally to promote educational
revitalisation and has been implemented in many countries such as Canada, the United States, Australia, Hong Kong, and New Zealand. It is thus my
heartfelt hope that the existence of this guidebook will benefits all FKEE staffs.
I wish to thanks our readers for their helpful comments, which have contributed their corrections and clarifications in the previous editions of
OBE Implementation Guidebook.
My compliments and best wishes to the authors.
Dean,
Faculty of Electrical and Electronic Engineering, Universiti Tun Hussein Onn Malaysia.
1
1. Outcome Based Education (OBE)
OBE is an approach of curriculum design and teaching that focuses on what
students should be able to do (attained) at the end of course/ programme.
Significant development of outcome based education approaches begins in
1960s by Carroll (1963), Bloom (1968), Spady (1988), among others.
Quoting definitions by Davis (2003):
"OBE is an approach to education in which decisions about the curriculum
are driven by the exit learning outcomes that the students should display at
the end of the course."
"In OBE, product defines process."
"OBE can be summed up as results-oriented thinking and is the opposite of
input-based education where the emphasis is on the educational process
and where we are happy to accept whatever is the result."
2
1.1 What is the flow of OBE?
Figure 1 shows an overview and decription of OBE flows.
Figure 1: OBE flows and desciption
1.2 Why we implement OBE?
Figure 2: OBE in Education Engineering – Professional and Qualification Bodies
(Source: Dr. Kok Boon Ching, Centre for Academic Development and Training CAD, 20 Feb. 2014 from Slide
OBE@Program Mesra Perdana FKEE 2014)
3
Undergraduate curriculum needs to be transformed into adopting OBE in
accordance with requirements from:
• Engineering Accreditation Council (EAC), Board of Engineers Malaysia
(BEM) (Malaysia is the signatory of Washington Accord in 2009)
• Malaysian Qualifications Framework of Malaysian Qualifications Agency
(MQA)
• Sector of Higher Education, Ministry of Education Malaysia
Quoted from www.washingtonaccord.org (2013):
Professional Engineers are able to perform functions because of their:
i. Knowledge,
ii. Skills, and
iii. Attitudes
Competence is developed by
i. Education,
ii. Training, and
iii. Experience
The Washington Accord Agreement recognises that:
"Accreditation of engineering academic programmes is a key foundation for
the practice of engineering at the professional level in each of the countries or
territories covered by the Accord."
1.3 How we implement OBE?
Guided by EAC Accreditation Manual
Programme Educational Objectives (PEO) Assessment Methods
Programme Learning Outcomes (PLO) Assessment Methods
Course Learning Outcomes (CLO) Assessment Methods
Continual Quality Improvement (CQI)
4
2. How we formulate PEO, PLO and CLO?
Industrial and societal demands play important roles in formulating the
learning outcomes of programme offered by Higher Education Institution
(HEI).
Figure 3: Flow of Learning Outcomes Formulation and Implementation
(Source: Dr. Tan Lai Wai, Centre for Academic Development and Training CAD, 22 August 2013 from Slide
OBE@FKEE - FORMULATING AND ADDRESSING LEARNING OUTCOMES)
5
Faculty of Electrical and Electronic Engineering offers two undergraduate
academic programmes which are:
(i) Bachelor of Electronic Engineering with Honours (BEJ)
(ii) Bachelor of Electrical Engineering with Honours (BEV)
2.1 Formulation of PEO
The formulation of PEOs for each programme was based on the Vision,
Mission, Philosophy and Objectives of the University, as well as the Vision
and Mission of the Faculty. The PEOs were designed to address the
requirements and expectation of various stakeholders. The mapping of the
PEOs, Faculty’s Vision and Mission and the Stakeholders’ requirements is
shown in Figure 4. It can be seen from the mapping that the PEOs are
mapped into the Vision and Mission of the Faculty as well as the
stakeholders’ requirements.
Figure 4: PEO Formulation
The PEOs described the expected accomplishments of graduates after
five (5) years graduation. The achievement of PEOs will directly ensure the
achievement of the vision and mission of University and the Faculty as well
as the requirements of stakeholders.
FKEE Vision & Mission
VISION Leading centre of excellence in the generation and
application of electrical and electronic
engineering knowledge.
MISSION Produce dynamic,
creative and ethical graduates who will lead
in the application of electrical and electronic
engineering for the prosperity of humankind.
Programme Objectives
Stakeholders’ Requirements
Graduates have good personality.
Graduates have good communication skills.
Graduates have positive attitude.
Graduates have good knowledge and/or soft
skills.
Graduates capable in producing quality work.
6
2.2 Formulation of PLO
The Faculty recognises the importance of PLOs as the primary document in
the implementation of any academic programme. In 2008, the Faculty has
formulated PLOs for Specialization in Electronic Engineering Programme
according to the EAC 2007 Manual and MQA documents. On Mei 4-5, 2013, a
workshop organized by the CAD has been conducted to revise the PLOs and
the programme structure according to the EAC Manual 2012. Figure 5 shows
the PLO for FKEE’s undergraduate academic programme.
Figure 5: PLO for BEJ and BEV programme at FKEE
2.3 Formulation of CLO
Course learning outcome is developed using Bloom’s Taxonomy that involves
three learning domains: cognitive, affective, and psychomotor which has six
cognitive levels, five affective levels and seven physchomotor levels (refer
to Appendix A).
7
3. How we assess PEO, PLO and CLO?
Assessment is the formative and/ or summative determination for a specific
purpose of the student’s competence in demonstrating a specific outcome. It
is also the processes that identify, collect, use and prepare data that can be
used to evaluate achievement.
3.1 Assessment Plan for PEO, PLO and CLO
The purpose of this plan is to guide the continuous improvement of
undergraduate engineering programmes at Faculty of Electrical and
Electronic Engineering (FKEE), University Tun Hussein Onn Malaysia (UTHM).
The focus of the plan is on the following criterion:
Criterion 1. Programme Educational Objectives (PEOs)
Criterion 2. Programme Learning Outcomes (PLOs)
Criterion 3. Course Learning Outcomes (CLOs)
On-going FKEE’s programme and curriculum assessment can be
implemented with a balance of both direct and indirect assessment
techniques. The tools of direct assessment techniques are as follows:
i. Quiz, Test, Final Examination
ii. Assignments, Projects
iii. Final Year Project
iv. PBL/ POPBL
v. Laboratory Experiments
vi. Exit Interview
8
On the other hand, the tools of indirect assessment techniques are as
follows:
i. Industrial Training
ii. Industrial Advisors
iii. External Examiner
iv. Student Exit Survey
v. Alumni Survey
vi. Employer Survey
In summary, the basic FKEE’s model of educational objective and
programme assessment can be viewed as requiring four different major
feedback systems, as shown in Figure 6.
Educational
Objectives
Programme
Learning
Outcomes
Input from
Constituencies
and Evaluation of
Attainment
Assessment of
Student Learning
Indirect Assessment
Feedbacks
Course
Learning
Outcomes
Indirect Assessment Direct Assessment
Direct and Indirect Assessment
Feedbacks
FeedbacksFeedbacks
Figure 6: Model of Educational Objectives and Learning Outcomes Assessment
3.2 Assessment of PEO
PEOs are identified and refined by the program in consultation with outside
constituencies and current students. This is a cyclical process. The goal is to
keep the PEOs current by having a process which identifies the needs of the
program’s various constituencies, critically assess the attainment of
graduates and periodically reassesses and updates of the objectives.
9
Although elements of this process are continuous in nature and will
vary among programmes, each programme has responsibility to assure a
documented cycle of activity such that PEOs, as well as their linkage to
PLOs, are re-evaluated at least every three years. Recognizing that different
constituents may have competing needs and expectations, each program will
have a process in place to resolve potential conflicts while fulfilling as many
of the needs as practically as possible.
The PEOs of FKEE programme can be assessed by using the following
assessment tools:
i. Report and minute of meeting with Industrial Advisors Panel
ii. Report and minute of meeting with External Examiner
iii. Alumni survey
iv. Employer survey
The alumni’s and employer’s survey contained five areas which
defining the PEOs. The five areas are: (1) Career, (2) Competency, (3)
Competitive, (4) Life-long Learning, and (5) Contribution. Data gathered
through these surveys will be accumulated and used as one key input to the
PEOs as well as the PLOs.
In summary, the PEOs assessment process and methods can be
viewed as shown in Figure 7.
PEOs
Assessment
Panel of Industrial
Advisors and
External ExaminerSurvey
Indirect
Assessment
Evaluation Report
and Minute of
Meeting
Indirect
Assessment
Feedbacks
(Career, Competency,
Competitive, Life-long
Learning, and
Contribution)
Employer
Alumni
Re-evaluate at least every three (3) years
CQI
Figure 7: Programme Educational Objectives (PEOs) Assessment Methods
10
3.3 Assessment of PLO
Establishing and monitoring progress towards PLOs is an iterative process
taking place at two primary levels: Curriculum and Course. Although success
of students in accomplishing the PEOs is an indicator of success in achieving
the PLOs, progress towards PLOs can be most directly evaluated during and
at or near the time of completion of the formal instructional/ learning
process.
The PLOs of FKEE programme can be assessed by using the following
assessment tools:
a. Direct assessment
i. Quizzes
ii. Tests
iii. Final Examination
iv. Assignments
v. Projects
vi. Final Year Project
vii. Lab Experiments
viii. PBL/ POPBL
b. Indirect assessment
i. Report and minute of meeting with Industrial Advisors
ii. Report and minute of meeting with External Examiner
iii. Alumni survey
iv. Employer survey
Results may imply needed change in contents, the curriculum or the
PLOs. Figure 8 shows the suggestions for the appropriate inputs.
11
PLOs
Assessment
CQI
CLOs
Evaluation
Curriculum
EvaluationDirect
Assessment
PLOs, CLOs, Soft Skills
and Taxonomy
Achievement for each
Courses and Students
Indirect
Assessment
Report, Minute of Meeting and
Survey Data (Knowledge, Practical,
Communications, Problem Solving,
Team Working, Life-long Learning,
Entrepreneurship, Professionalism,
Leadership, Design and
Sustainable Development)
Re-evaluated by the
time of graduation
Panel of
Industrial
Advisors
External
Examiner
Survey
(Alumni,
and
Employer)
Quizzes,
Tests,
Final
Examination
Assignments,
Projects,
Final
Year Projects
Lab
Experiments,
PBL/POPBL
Figure 8: Programme Learning Outcomes (PLOs) Assessment Methods
3.4 Assessment of CLO
Course learning outcomes are statements that describe significant and
essential learning that learners have achieved, and can reliably demonstrate
at the end of a course. This means learning outcomes identify what the
learner will know and be able to do by the end of a course.
Course learning outcomes should be measureable and observable via
cognitive, psychomotor and affective learning domains. In other
words, course learning outcomes should reflect essential knowledge, skills
and attitudes and finally, represent the minimum performances that must be
achieved to successfully complete a course.
On-going course learning outcomes assessment, with a balance of
direct and indirect assessment techniques will be the responsibility of the
departments and programmes. It is the responsibility of the lecturer for each
course to maintain a detailed course syllabus which carefully delineates both
the content and PLOs addressed by the course. The syllabus should also
contain course objectives, taxonomy levels, instructional techniques and
evaluation methods.
The CLO assessment is continuous starting from the first week until
the last week of lecture. The course learning outcome assessment is divided
12
into 2 parts: after test 1 (week 7) and after final examination (week 14). At
the end of the course learning process and assessment, all the lecturers
must do the course evaluation in order to analyse the student achievement
in terms of PLO and Taxonomy Level.
The CLOs of FKEE course can be assessed by using the following
assessment tools:
a. Direct assessment
i. Quizzes
ii. Tests
iii. Final Examination
iv. Assignments
v. Projects
vi. Final Year Project
vii. Lab Experiments
viii. PBL/ POPBL
b. Indirect assessment
i. Rubric Matrix (Psychomotor and Affective)
ii. Peer-assessment
Results may imply needed change in contents, CLO, curriculum or the
PLOs. Figure 9 shows some suggestions for the appropriate inputs.
Before a lecturer implements the direct assessment tools of CLO for
cognitive level such as test and final examination, the Table of Specification
(TOS) must be prepared first. The important information that should be
included in the TOS is the question’s numbers, marks and their relationship
with CLO, PLO and Taxonomy Level. Figure 10 shows the TOS template and
its example.
13
CLOs
Assessment
CQI
Student
Achievement
Evaluation
Student Learning
EvaluationDirect
Assessment
PLOs, CLOs, Soft Skills
and Taxonomy
Achievement for each
Courses and Students
Indirect
Assessment
Evaluation and Survey Data
(Course Content, Teaching
and Learning, Feedback and
Assessment, Learning
Resources, Personal
Development and CLOs and
Taxonomy Achievement)
Re-evaluated at the end
of learning processPeer-
assessment
Quizzes,
Tests,
Final
Examination
Assignments,
Projects,
Final
Year Projects
Lab
Experiments,
PBL/POPBL
Rubric Matrix
(Psychomotor
and Affective)
Figure 9: Course Learning Outcomes (CLOs) Assessment Methods
Figure 10: Table of Specification Template and Example
COURSE CODE: BEC10102
SEMESTER: II
C3-PLO1
KN CO AP AN SY EV
Chapter No.: Topic
1 (a)Chapter 5: Array & String
Differences between arrays8
1 (b)Chapter 5: Array & String
Construct C++ using array17
2 (a)Chapter 3: Control Structure - break statement
Definition of break3
2 (b)Chapter 3: Control Structure - Selection
Rewrite the conditional operator into if-else8
2 (c )Chapter 2: Intro to C++
Latest value stored in variable2
2 (d)Chapter 3: Control Structures - Selection
Prove © using tracing method.12
3 (a)Chapter 4: Functions
return type of function2
3 (b) (i)Chapter 4: Functions
Construct function definition12
3 (b) (ii)Chapter 4: Functions
Construct function prototype3
3 (c ) (i)Chapter 4: Functions
Identify errors in function3
3 (c ) (ii)Chapter Functions
Fix the errors of function5
4 (a)Chapter 1: SDM
Construct program based on given pseudocode15
(b)Chapter 3: Control Structures - Loops
Determine whether there is an error in given loops10
6 23 47 12 0 12 100
6 23 47 12 0 12 100
FACULTY OF ELECTRICAL AND ELECTRONIC ENGINEERING
Subject's Content/Topic
Marks Distribution based on Bloom's Taxonomy
Subtotal
Level 1 Level 2
25
Subtotal based on taxonomy (Marks)
Subtotal based on taxonomy (Percentage)
TABLE OF SPECIFICATION FOR FINAL EXAMINATION
Q# Instruction: ANSWER ALL QUESTIONS
NAME OF COURSE: COMPUTER PROGRAMMING
SESSION: 2013 / 2014
Question
CLO (Cognitive): Demonstrate the fundamental knowledge of C++ programming language for solving computer programming problems correctly.
Level 3
25
25
25
14
After the test and final examination are implemented, the student
achievement evaluation is conducted in order to assess and to analyse the
achievement of CLO for CQI purposes. Figure 11 shows the template of
student achievement evaluation that can be retrieved form Online Student
Assessment System (SAS) at http://tcis.uthm.edu.my
(a) Assessment Details for CLOs
(b) Course Summary Report based on Student
(c) CLO Graph
Figure 11: Student’s Achievement Evaluation Template and Example
15
4. How we improve PEO, PLO and CLO?
Assessment is the formative and/ or summative determination for a specific
purpose of the student’s competence in demonstrating a specific outcome. It
is also the processes that identify, collect, use and prepare data that can be
used to evaluate achievement.
4.1 CQI for CLO
The CLOs attainment that uses direct and indirect measurement tools are
collected from online-based system called Student Assessment System
(SAS). The respective lecturer can do the analysis for determining the
achievement of related CLO. The analysis results will then determine the
appropriate actions for CQI. Appendix B.1 describes the CQI process of CLO.
4.2 CQI for PLO
In a direct measurement tool, since each course has its CLO mapped to a
PLO that has been set for each undergraduate academic programme, the
data obtained from SAS will be used as an input to measure the
achievement of PLOs. The indirect measurement tool is also carried out to
students in their graduating year. The analysis results form direct and
indirect measurement tools will then determine the appropriate actions for
CQI. Refer Appendix B.2 for CQI process of PLO.
4.3 CQI for PEO
The measurement of PEOs is conducted through survey on alumni and their
employers for at least three to five years after their graduation. The analysis
results will then determine the appropriate actions for CQI. Appendix B.3
describes the CQI process of PEO.
16
APPENDIX A – COGNITIVE, PSYCHOMOTOR &
AFFECTIVE LEVEL
A.1 Cognitive Level
LEVEL Attributes, Keywords and Example of CLO according to Cognitive Level...
Cognitive Level
Level Attributes
Keywords Example of
CLO C1
Knowledge
Rote
memorisation,
recognition, or
recall of facts.
Find, define, label, describe,
memorize, locate, recognize,
identify, record, name, tell, list,
recite, select, relate
Define the basic of
electrical quantities
and laws in dc and
ac system.
C2
Comprehension
Understanding
what the facts
mean.
Convert, transform, examples,
match, restate, paraphrase,
change, rewrite, give, express,
illustrate, extend, generalize,
summarize, interpret, compare,
explain, predict
Explain and
summarise the
working culture of
a professional
engineers in
society and
organization
C3
Application
Correct use of
the facts, rules,
or ideas.
Use, apply, change, solve,
choose, sketch, modify, make,
dramatize, discover, classify,
prepare, show, produce,
construct, paint, demonstrate,
illustrate
Apply the
appropriate
assembly language
for microprocessor
(8086) and
microcontroller
(PIC).
C4
Analysis
Breaking down
information
into component
parts.
Analyze, classify, survey,
separate, distinguish, infer,
categorize, subdivide, inquire,
differentiate, probe, attributes,
investigate, select, experiment,
point out, compare, contrast
Investigate power
factor problems
that arise during
the utilisation of
electrical energy.
C5
Synthesis
Combining
parts to make
a new whole.
Plan, role-play, compose, invert,
hypothesis, design, revise,
construct, develop, collect,
predict, formulate, create,
organize, originate, combine,
arrange
Compose
systematically
engineering
problems and their
solutions using
appropriate
hardware or
software.
C6
Evaluation
Judging the
value or worth
of information
or ideas.
Appraise, deduce, critique,
defend, recommend, conclude,
decide, criticize, evaluate,
consider, weight, judge, support,
rate
Evaluate the power
factor problems
that arise during
the utilisation of
electrical energy
17
A.2 Affective Level
LEVEL Attributes, Keywords and Example of CLO
according to Affective Level...
Affective
Level Level Attributes Keywords
Example of
CLO
A1
Receiving
phenomena
Willingness to receive
information.
Ask, choose,
identify, point out,
reply, select, name,
give, follow, hold,
use, describe
Give respect to the
colleagues idea in
meeting
A2
Responding
phenomena
Individual actively
participating in his or
her own learning.
Read, answer,
select, recite,
discuss, write, greet,
present, form, help,
practice, perform,
conform, comply,
aid, assist, read
Discuss importance
of ac and dc circuits
in current
technology trend.
A3
Valuing
The ranges from simple
acceptance of a value to
one of commitment.
Work, justify,
differentiate, invite,
initiate, study, join,
share, propose,
report, select,
explain, demonstrate
Study the current
technology applied
in control system
engineering.
A4
Organizing values
Individuals go through
as they bring together
different values, resolve
conflicts among them
and start to internalize
the values.
Integrate, relate,
complete, organize,
defend, identify,
synthesize, modify,
generalize,
formulate, prepare,
compare, combine,
adhere, arrange
Generalize the role
of engineer to solve
engineering
problems as
professional
commitment to the
nation.
A5
Internalizing
value
Individual has a value
system in terms of their
beliefs, ideas and
attitudes that control
their behavior in a
consistent and
predictable manner
Display,
discriminate, verify,
modify, revises,
serve, listen,
practice, influence
Displays a
professional
commitment to
ethical practice.
18
A.3 Psychomotor Level
LEVEL Attributes, Keywords and Example of CLO
according to Psychomotor Level...
Psychomotor
Level Level Attributes Keywords
Example of
CLO P1
Perception
The ability to use observed
cues to guide physical
activity.
Detect, describe,
differentiate,
isolate, distinguish,
choose, select,
relate, identify
Identify the
passive and active
components in
electronic circuit.
P2
Set
The readiness to take a
particular course of action
Begin, explain,
show, volunteering,
proceed, move,
state, display
Show the
functioning of
passive and active
components in
electronic circuit.
P3
Guided Response
The trial-an-error attempts
at acquiring a physical
skill. With practice, this
leads to better
performance.
Copy, trace, react,
response,
reproduce, follow
Trace the path of
electrical signal in
digital system.
P4
Mechanism
Learned responses become
more habitual and
movements can be
performed with some
confidence and level of
proficiency.
Mix, assemble,
measure,
dismantle,
construct,
calibrate, grind, fix,
fasten, mend,
sketch, manipulate,
heat, display
Construct a block
of computer
architecture
systems using
simulation tools.
P5
Complex Overt
Response
Responses are automatic
and proficiency is indicated
by accurate and highly
coordinated performance
with a minimum of wasted
effort.
Build, organize,
mend, sketch,
manipulate, heat,
display
Organise
effectively good
quality final year
project in a form
of system,
hardware,
software that
have commercial
potential.
P6
Adaptation
skills are well developed
and the individual can
modify movements to deal
with problem situations or
to fit special requirements.
Adapt, change,
reorganize, alter,
vary, rearrange,
reorganize, revise
Rearrange a
circuit model to
represent the
behavior of a
system
P7
Origination
The skills are so highly
developed that creativity
for special situations is
possible.
Arrange, originate,
create, design,
initiate, compose,
combine
Design a system
based on
mathematical
model.
19
APPENDIX B – CQI Process
B.1 CQI Process for CLOs
Current Lecturer of the Course
get the CQI from Previous Lecturer of
the Course
(2nd
week before the semester starts)
(Evidence: Form CQI-01)
Current Lecturer do the planning to
improve the performance of the course
(Evidence: Minute of Meeting / RPP04,
etc)
Implementation of the planning
(Week 1 to Week 7)
(Evidence: Students’ Attendance/
Lecture Notes/ Tutorial / etc)
Evaluation Process (Week 1 – Week 7)
(Evidence: Test 1 / Lab Reports /
TOS / Vetting Report / Sample of
Student’s Answer / Questions /
Answer Scheme/ etc.)
Current Lecturer analyse the mid
performance and proposed Mid CQI
(Evidence: CQI-02)
Implementation of the mid CQI
(Week 8 – Week 14)
(Evidence: Students’ Attendance/
Activity Report / Questions /
Sample of Student’s Answer / etc)
Evaluation Process
(Week 8–Final Exam)
(Evidence: Test 2 / Lab Reports /
Final Exam / TOS / Vetting Report for
Test / Sample of Student’s Answer /
Questions /
Answer Scheme/etc.)
Current Lecturer analyse the overall
performance and proposed CQI
(Evidence: CQI-01)
FLOW OF CQI PROCESS
FOR DIRECT
MEASUREMENT OF CLO
FLOW OF CQI PROCESS
FOR INDIRECT
MEASUREMENT OF CLO
Current Lecturer distributes the Lecture
Planning (RPP04)
(Week 1)
(Evidence: RPP04)
Student filled in Mid Course Survey
(Week 6 – Week 7)
(Evidence: Survey Questionnaires &
Feedback/etc.)
Faculty distribute
syllabus of the course
1
2
3
4
5
6
7
8
5a
5b
20
B.2 CQI Process for PLOs
Action Plans
for CQIImplementation
Faculty Members
Assessment of PLOs
Evidence: minute meeting Evidence: report
Direct Assessment
(CLO vs PLO Analysis)
Result from CLO
Assessment for each
course
External examiners
Indirect Assessment
Evidence: report
Survey alumni,
employers, parents
Evidence: report
Industrial Advisor
Committee
B.3 CQI Process for PEOs
Action Plans
for CQIImplementation
Faculty Members
Assessment of PEOs
Evidence: minute meeting Evidence: report
Indirect Assessment
Evidence: report
Industrial Advisor
Panels
External
Examiners
Survey – Alumni,
Employer
Adjunct
Professors
Visiting Professors
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