outcome-based education – from curriculum to classroom practices presented by: prof. sr. ir. dr....
TRANSCRIPT
Outcome-based Education
– From Curriculum to Classroom practices
Presented by:Prof. Sr. Ir. Dr. Suhaimi Abdul Talib
Faculty of Civil Engineering, Universiti Teknologi MARA
COURSE ON BASIC TEACHING METHODOLOGY, UiTM, Shah Alam
16th - 21st November 2009
MQA 9 aspects of QAS.Understanding the OBE curriculumUnderstanding the OBE syllabusWriting specific and measureable course outcomes Selecting delivery methodPerformance criteriaExample on the application of OBE
OUTLINE OF PRESENTATIONOUTLINE OF PRESENTATION
The 9 aspects of quality assurance for Higher Education in Malaysia
Institutional Vision, Mission & Objectives
Learning Outcomes;
Curriculum Design & Delivery
Students: Selection and Support System
Student Evaluation System
Academic Staff and CPD
Teaching/Learning Resources
Program Evaluation Leadership, Governance and Administration
Continuous Quality
Improvement
What are the Implications of
MQA’s position on OBE ?
Implications…..
MQA essentially demands 2 major efforts :-1. Improvement of procedures, documentation,
criteria, etc - easily attainable
2. “a genuine shift towards OBE” in the Malaysian Education System - requires bigger effort
Existing: conventional prescriptive-based system
from curricula, resources and processes towards outcomes and
objectives.
Outcome-Based Education - A Shift in Focus- A Shift in Focus
Outcome-Based Education - A Shift in Focus- A Shift in Focus
The greater focus on outcomes and objectives means that all stakeholders must have a say in establishing them, and measuring them.
(Stakeholders – industry, faculty, students, government, alumni, etc.)
Program Objectives
What kind of graduates do stakeholders want?Definition of Program Objectives:
“…broad statements that describe the career & professional accomplishments that the program is preparing the graduates to achieve.”
(ABET Criteria 2004) “Broad goals that addresses institutional and program
mission statements and are responsive to the expressed interests of various groups of program stakeholders”
(Felder & Brent, 2003) Broad outcomes at career & professional level
Program Objectives (Full statements)
1. A competent engineer with strong understanding of fundamental engineering knowledge
2. An engineer with professional attitudes and ethics necessary in fulfilling his/her responsibilities towards the employer, client and the society
3. An engineer who is able to adapt him/herself to the international/global work environment
4. An engineer who is able to lead an organization based on experience and knowledge of important current issues in engineering.
5. An engineer who is able to conduct research in his/her own organization.
Programme Outcomes
Definition: “Statements that describe what
students are expected to know or be able to do by the time of graduation”
(ABET Criteria 2004)
Malaysian Qualification Framework (MQF) Learning Outcomes Domains
1. Knowledge of discipline areas2. Practical skills3. Social skills and responsibilities4. Value, attitude and professionalism5. Communication, leadership and team skills6. Problem solving and scientific skills7. Information mgmt. & life-long learning skills8. Managerial and entrepreneurial skills
11 Program Outcomes (Full statements from EAC Manual)
1.1. Ability to acquire and apply basic knowledge of science, mathematics and Ability to acquire and apply basic knowledge of science, mathematics and engineering.engineering..
2.2. Ability to communicate effectively, not only with engineer but also with the public.Ability to communicate effectively, not only with engineer but also with the public.3.3. Ability to identify, formulate and solve engineering problems. Ability to identify, formulate and solve engineering problems. 4.4. Ability to use a system approach to design and evaluate operational performance.Ability to use a system approach to design and evaluate operational performance.5.5. Ability to act effectively as an individual and in a group, with leadership, Ability to act effectively as an individual and in a group, with leadership,
entrepreneurial and managerial capabilities and managerial capabilities6.6. Understanding of the social, cultural, global and environmental responsibilities and Understanding of the social, cultural, global and environmental responsibilities and
ethics of a professional engineer and the need for sustainable developmentethics of a professional engineer and the need for sustainable development7.7. Recognizing the need to undertake lifelong learning and possessing/acquiring the Recognizing the need to undertake lifelong learning and possessing/acquiring the
capacity to do socapacity to do so8.8. Ability to design and conduct experiments, as well as to analyze and interpret dataAbility to design and conduct experiments, as well as to analyze and interpret data9.9. Ability to function on multi-disciplinary teamsAbility to function on multi-disciplinary teams10.10. Having Having technical competency technical competency and ability to apply to specific Civil Engineering and ability to apply to specific Civil Engineering
disciplinediscipline11. Having the knowledge of contemporary issues.
Programme Outcomes
3 levels of competence (ASCE 2004) :1. Recognition:
Reasonable level of familiarity, but lacks the knowledge to specify and procure solutions without additional expertise.
2. Understanding: Thorough mental grasp and comprehension, requiring more than abstract knowledge
3. Ability: Capability to perform with competence and full responsibility
Talking about OBE, there are 3 levels:
1. Philosophy / Theory / ”Broad Perspective”2. Curricula / structures / procedures3. Classroom practice (PBL, CL, AL, etc)
Make sure we’re talking at the same level
OBE CURRICULUM
Courses-PO mapping
Delivery and Assessment Based on Outcomes – A Course on
Research Methodology
ECW501 – RESEARCH METHODOLOGY
Mapping of Course Outcome to Programme Outcome
WRITING LEARNING OUTCOMES
LECTURE MATERIAL
Sample Lecture 1Sample Lecture 2
Developing Performance Criteria (Rubric) for various CO-PO
combinations
Outcome-Based Education
Some Immediate Advantages:-
• Always alert on quality of graduates• .More effective & innovative teaching
- PBL, CL, etc• More industry input
ASSESSMENT OF CQI
INSTITUTIONAL MISSION
Educational Objectives
Assess & Evaluate
Constituents
Evaluation: Interpretation of Evidence & Data
Assessment: Collection & Analysis of Evidence & Data
Program Learning Practices/Strategies
Measurable Performance CriteriaProgram Outcomes
Feedback for Continuous Improvement
