Outcome Based Educa on OBE Apa dan Baga
Outcome‐Based Educa/on (OBE)
…… Apa dan Bagaimana?
Facilitator:
Asst. Prof. Hanafi Hamzah
UCSI University
MQA Panel for Tourism and Hospitality Programme
Today’s Outlines
•
•
•
•
•
•
•
What is OBE?
Malaysia Qualifica/on Agency (MQA)
Malaysia Qualifica/on Framework (MQF)
Wri/ng Learning Outcomes
Wri/ng Course Learning Outcomes
Mapping Outcomes and Assessment
Student Learning Time (SLT)
Presenta/on Outcomes
At the end of the presenta/on, the par/cipants
will be able to:
• Explain the concept, philosophy, principles
and applica/ons of OBE
• Explain why MOE advocates OBE as the basis
for higher educa/on in Malaysia
• Explain the relevancy of OBE in Malaysian
higher educa/on and its rela/on to exis/ng
government’s policies and regula/ons
• 1996‐Act 546 –NATIONAL COUNCIL ON HIGHER EDUCATION ACT
• 1996‐Act 555 –PRIVATE HIGHER EDUCATIONAL INSTITUTIONS ACT
1996
• 1997‐Lembaga Akreditasi Negara (LAN)
• 2002‐Kod Amalan Jaminan KualiU IPTA di Malaysia, BJK, KPM
• 2002‐DraZ of Malaysian QualificaUons Framework (MQF)
• 2005‐MQF tabled in Parliment –not passed
• 2006‐Revision of MQF
• 2007‐NaUonal Higher EducaUon Strategic Plan (PSPTN)
• 2007‐MQF retabled in Parliament ‐PASSED
• 2007‐Act 679 –Malaysian QualificaUons Agency Act
Why OBE? – OBE in Act 679
Why OBE? – OBE in Act 679
Why OBE? –OBE in Act 679
What is OBE?
OBE is educa/on based on producing par/cular
educa/onal outcomes that:
• focuses on what students can actually do aWer
they are taught;
• expect all learners/students to successfully
achieve par/cular (some/mes minimum) level
of knowledge and abili/es.
What is OBE?
IT’S
NOT
WHAT WE WANT TO TEACH,
IT’S
WHAT THE STUDENTS SHOULD LEARN
OBE Requisites
• What the students learn must be clearly
iden/fied.
• The student’s progress is based on
demonstrated achievement.
• Mul/ple instruc/onal and assessment strategies
need to be available to meet the needs of each
student.
• Adequate /me and assistance need to be
provided so that each student can reach the
maximum poten/al
Relevancy of OBE
Ra/ng/Accredita/on requirements:
1. Quality Assurance Audit by the Ministry of
Educa/on: Malaysian Qualifica/ons Framework
(MQF) –emphasis on learning outcomes.
2. Accredita/on Requirement for Professional
Programmes by professional bodies emphasizes
learning outcomes
Therefore, OBE ………………
• OBE is an educa/onal process.
• Directed/focused at achieving certain specified
outcomes in terms of individual student learning.
• Outcomes ‐key things students should understand and
be able to do or the quali/es they should develop.
• Both structures and curricula are designed to achieve
those capabili/es or quali/es.
• Educa/onal structures and curriculum are regarded as
means not ends. If they do not do the job they are
rethought (Con/nuous Quality Improvement (CQI)).
Therefore, OBE ………………
OBE is a process that involves the restructuring of curriculum,
assessment and repor/ng prac/ces in educa/on to reflect the
achievement of high order learning and mastery rather than
accumula/on of course credits.
Amongst Expected Changes:
• Curriculum Restructuring/Revision
• Innova/ve/Flexible Delivery Method
• Variety of Assessment & Evalua/on Methods
• Collec/on of Evidences
• Con/nuous Quality Improvement (Closing the Loop (CDL))
How does it all link up?
OBE Design
MQF and Act 679: Compliance to
MQF and AccreditaUon needs
_______________________________
Presenta/on Outcomes
At the end of the presenta/on, the par/cipants will be able to:
• Explain what is the Malaysian Qualifica/on Agency (MQA)
• Explain what is the Malaysian Qualifica/on Framework (MQF)
• State MOE’s 9 Learning Outcomes (LO) or graduate afributes
• Differen/ate between learning outcomes and learning domains
• Explain what is learning outcomes in OBE
• Explain different levels of outcomes in MOE/ MQA
• Explain learning domains as describe by Bloom’s Taxonomy of Learning
Domains
• Explain how to comply to MQF and what are the consequences under ACT
679 if compliances are not met
MALAYSIAN QUALIFICATION
AGENCY (MQA)
Act 679 (Akta MQA 2007)
The Nine (9) Malaysian QA Areas
QUALITY DOCUMENTS
Guidelines Available –Quality Assurance Documents
• Code of Prac/ce for ProgrammeAccredita/on (COPPA)
• Code of Prac/ce for Ins/tu/onal Audit (COPIA)
• Code of Prac/ce for Open and Distance Learning (COPODL)
• ProgrammeStandards (20)
• Standards (4)
• Guidelines to Good Prac/ce (9)
• Malaysia Qualifica/on Framework (MQF) + Malaysia
Qualifica/on Register (MQR)
QUALITY ASSURANCE APPLICATION
MALAYSIAN QUALIFICATION
FRAMEWORK (MQF)
MQF in Act 679 (Akta MQA 2007)
What is the MQF?
MQF*Para 1
• MQF is an instrument that develops and
classifies qualifica/ons based on a set of criteria
that is approved na/onally and at par with
interna/onal prac/ces, and which clarifies the
earned academic levels, learning outcomes of
study areas and credit system based on student
academic load.
* The Malaysian Qualifica/ons Agency (2007), The Malaysian Qualifica/ons
Framework, Kuala Lumpur.
3 MAIN FEATURES IN MQF
1. Level of Qualifica/ons
MQF
2. Learning Outcomes
3. Credit System
MQF (1) : LEVEL OF QUALIFICATIONS
MQF(1) LEVEL OF QUALIFICATIONS
These levels indicate their level of capabili/es, and each level is
described with generic features indica/ng the expected
capabili/es from students in terms of:
• the depth, complexity and comprehension of knowledge;
• the applica/on of knowledge and skills;
• the degree of autonomy and crea/vity in decision making;
• the communica/on skills; and
• the breadth and sophis/ca/on of prac/ces.
MQF(1) LEVEL OF QUALIFICATIONS
MQF(1) LEVEL OF QUALIFICATIONS
MQF(2): LEARNING OUTCOMES
Different Levels of Learning Outcomes
Programme Educa/onal Objec/ves (PEO)
Afributes of graduates 4 to 5 years aWer gradua/on
Example of PEO for Bachelor of Civil Engineering:
1. A civil engineer who is knowledgeable and technically
competent in civil engineering discipline in‐line with the
industry requirement.
2. A civil engineer who is effec/ve in communica/on and
demonstrate good leadership quality in an organiza/on.
3. A civil engineer who is capable to solve civil engineering
problems innova/vely, crea/vely and ethically through
sustainable approach.
Programme Learning Outcome (PLO)
What students will be able to do upon gradua/on
Course Learning Outcome (CLO)
What students will be able to do upon the comple/on of a
course
Example of CLO for the course: MANUFACTURING AND OPERATION ANALYSIS
At the end of the course, the students will be able to:‐
Proposesolu/ontomanufacturingandopera/onproblemsusingrelatedtheory
andanaly/calmethods(C5,PLO3)
Organiseingroupstostudyandpresenfheapplica/onofadvancedmanufacturi
ngandopera/onanalysismethodsbasedonagiventopics(A4,PLO5)
Explainthemainconceptsandmethodsobtainedfromliteraturestoprofessional
lyanalysethemanufacturingandopera/onsystem(A4,PLO7)
LEARNING DOMAINS
Bloom’s Taxonomy
• Refers to a classificaUon of the different
objecUves that educators set for students
(learning objecUves/outcomes).
• Bloom's Taxonomy divides educaUonal
objecUves into three "domains" :
Affec/ve, Psychomotor, and Cogni/ve.
Bloom’s Taxonomy
• Within the taxonomy, learning at the higher levels is
dependent on having afained prerequisite
knowledge and skills at lower levels (Orlich, et al.
2004).
• (i.e. If we want the students to afain C3, first, the students need to afain
C1, then, C2, then only we can teach them C3, in order for them to afain
it.)
• A goal of Bloom's Taxonomy is to moUvate
educators to focus on all three domains, creaUng a
more holisUc form of educaUon.
The 3 Domains of Educa/onal Goals
Table 1: MQA and MOE LO domains to be addressed by HEPs
(GGP Student Assessment, MQA, 2013)
WHAT IS THE SIGNIFICANCE OF
THESE THINGS?
MQF(3): CREDIT SYSTEM
MQF Credit System
How to calculate credit for a course?
CREDIT = Total Std Learning Time (SLT) for the course
40 (no/onal hour)
• SLT must include prepara/on /me and assessment /me
Wri/ng Learning Outcomes
Presenta/on Outcomes
At the end of the presenta/on, the par/cipants
will be able to:
• Explain the components in an outcome statement
• Write effec/ve learning outcomes for different
taxonomy level of the cogni/ve, psychomotor and
affec/ve domains based on 3 components
WRITING PROGRAMME
EDUCATIONAL OBJECTIVES (PEO)
PEOs
• 4‐5 statements on what the graduates are in 4‐5
years /me
• Must include all 9 MOE learning outcomes in the
statements (for degree programmes and above)
• Usually in‐line with the industry/profession’s needs
• Can include non‐measurable verbs such as
understand, know, acquire, etc.
WRITING PROGRAMME LEARNING
OUTCOMES(PLO)
PLOs
• Statements on what skills the students will have upon
gradua/on (in line with programme standards or professional
bodies)
• Must include all 9 MOE learning outcomes in the statements
(for degree programmes and above) i.e. at least 9 PLOs
• Usually a one‐to‐one mapping to the 9 MOE learning outcome
(i.e. PLO1 map to MOE LO1, PLO2 map to MOE LO2)
• Can include non‐measurable verbs such as understand, know,
acquire, etc.
WRITING COURSE LEARNING
OUTCOMES (CLO)
Characteris/cs of a Good Course Outcome
• Should be mapped to the learning domain in Blooms or other
Taxonomy .
• Must state the major skills, knowledge, astude or ability that
students will acquire.
• Expressed in terms of measurable and/or observable
behaviors (hint: ask yourself how you would test the
outcome).
• More general than behavioural objec/ves.
Outcomes vs. Objec/ves
• Outcomes
– The student will be able to: orally present a new pa/ent's case.
• Behavioural Objec/ves
– The student will be able to: orally present a new pa/ent's case in a logical manner,
chronologically developing the present illness, summarising the per/nent posi/ve and
nega/ve findings as well as the differen/al diagnosis and plans for further tes/ng and
treatment.
Instruc/onal objec/ve focuses on what will be taught and how it will be
taught.
Behavioural objec/ve focuses on any visible ac/vity displayed by a learner or
what the learner can demonstrate what has been learned.
Characteris/cs of a Good Course Outcome (Cont.)
• Each course is suggested to have between 3 to 5
CLOs. (Garispanduan Penulisan Akademik , JPT, KPM)
• Each course will address between 3 to 4 PLOs.
(Garispanduan Penulisan Akademik , JPT, KPM)
Note for Wri/ng CLO
It is NOT compulsory for every CLO to have all 3 learning
domains (C,A,P)
Note for wri/ng CLO
• Each CLO is mapped to one learning domain only
• It is NOT compulsory for every CLO to have all 3 learning
domains (C,A,P)
Characteris/cs of a Good Course Outcome (Cont.)
• Should be wrifen in clear language and in the future tense
• Begin with an ac/on verb (e.g., write, install, solve, and
apply).
At the end of the course the students WILL be able to:
CLO1 – explain the basic .................................................
At the end of the course the students SHOULD be able to:
CLO1 – explain the basic .................................................
3 components of a course outcome
1. VERB (V)
2. CONDITION (C)
3. STANDARD (S)
•
•
•
It is NOT compulsory for every CLO to have all 3 components (i.e. V+C+S)
But must have at least V+C or V+S
CANNOT have 2 “verbs” in the same domain (e.g. state and explain the
basic principles.....), use the highest level of taxonomy only (i.e. explain
the basic principles....)
3 components of a course outcome
3 components of a course outcome
3 components of a course outcome
Common weaknesses in wri/ng CO
Poor CLOs
Poor
• Students will demonstrate knowledge of the history,
literature and func/on of the theatre, including works
from various periods and cultures.
Befer:
• Students will be able to explain the theore/cal bases
of various drama/c genres and illustrate them with
examples from plays of different eras.
Poor CLOs
Poor
• Students will understand how to use technology
effec/vely.
Befer:
• Students will be able to use word processing,
spreadsheets, databases, and presenta/on graphics in
preparing their final research project and report.
Poor CLOs
Poor
• Students will develop an apprecia/on of cultural
diversity in the workplace.
Befer:
• Students will summarize in wri/ng their feelings about
cultural diversity in the workplace.
CLO in iCGPA
Wri/ng Course Outcomes for Psychomotor
and Affec/ve Domains (Example)
By the end of the course, student should be able to:
1. Independently seek and present informa/on on the collapse
of the WTC (Lifelong Learning & Communica/on Skills)
2. Par/cipate ac/vely in class discussion on issues related to ...
(Communica/on Skills)
3. Work collabora/vely in groups to complete an assigned
project on... (Teamworking)
4. Demonstrate posi/ve teamworking afributes by
contribu/ng ac/vely in group projects. (Teamworking)
Wri/ng Course Outcomes for Psychomotor and
Affec/ve Domains (Example)
Cont…
5. State and cri/cally evaluate the main principles of ....
(Problem Solving)
6. Analyse data gathered from a target situa/on analysis and
design instruc/onal materials for a specific group of learners.
(Problem Solving)
7. Orally present informa/on and answer ques/ons with
confidence on an assigned project. (Comm. Skills and Self‐
Esteem)
8. Apply principles of management in organising an assigned
project within s/pulated schedules and with available
resources. (Teamworking & Adaptability)
WRITING CLO THAT ADDRESSES
PLO/MOE LO DOMAIN
CLO addressing MOE LO Domain
Wri/ng Course Learning
Outcomes (CLO)
Mapping Outcomes and
Assessment
Outcome
At the end of the presenta/on, the par/cipants will be able to:
• Map various level of outcomes to each other
• Evaluate the rela/onship between various level of outcomes
• Explain types of assessments suitable for different levels of
taxonomy
MAPPING PLO to PEO
MAPPING PLO to MOE LO
MAPPING CLO to PLO
Example:
CLO1: Propose soluUon to manufacturing and operaUon problems using
related theory and analyUcal methods (C6, PLO3)
MAPPING CLO to PEO
WHAT TO DO WITH THESE
MAPPINGS?
What to access?
Learning Outcomes (MOE‐LO)
WHAT TRANSFERABLE SKILLS IS THIS COURSE
EXPECTING STUDENTS TO ACHIEVE?
Issues?
• How do we know how to teach a learning
outcome?
• How do we know what types of assessments
to use for a learning outcome?
HOW TO TEACH AND ASSESS THE SKILLS?
Construc/ve Alignment (CA)
• Construc/ve Alignment is aligning the CLOs to the
Teaching Methods and Assessment Methods.
• To ensure that each course will be able to achieve
the intended learning outcomes u/lizing the
appropriate teaching and learning ac/vi/es and
making sure that the learning outcomes are
measured using the appropriate assessment
methods.
Construc/ve Alignment (CA)
• Alignment is about gesng students to take responsibility for
their own learning, and establishing trust between student
and teacher.
• We must have a clear idea of what we want students to be
able to do at the end of a unit of study, and communicate
these intended learning outcomes to students so they can at
least share in the responsibility of achieving them.
The Challenge
• Inability of lecturer to establish the logic between
the CO and PO, between PO and LO and between PO
and PEO hence graduate afributes
• Inability of students to engage themselves ac/vely in
the learning process
ASSESSMENT AND EVALUATION
Assessment, in general, serves the purposes to:
1. promote learning;
2. measure performance, by awarding grades which indicate whether and
how well a parUcular student has amained the stated LOs;
3. determine whether a par/cular student is sufficiently well prepared in a
subject area to proceed to the next level of instruc/on;
4. provide feedback to students which indicates levels of afainment and
diagnoses misunderstandings and learning difficulUes; and
5. provide feedback to teaching staff to iden/fy and diagnose ineffecUve
teaching methods/ techniques.
RelaUonship between Assessment and Learning
1. Assessment for learning
• To gauge the progress of students in their learning (i.e. to see whether the
students are learning)
• To indicate the next step to be taken to advance the student’s learning
• Assess student’s progress and learning needs in rela/on to the curricular
outcomes
• Example: Forma/ve assessment
RelaUonship between Assessment and Learning
2. Assessment of Learning
• Involves assessing students’ achievement by grading and cer/fica/on
• Used for ins/tu/onal accountability and quality assurance purposes
• Example: Summa/ve assessment
RelaUonship between Assessment and Learning
3. Assessment as Learning
• Requires students to play an ac/ve role of becoming independent in their
own learning and assessment
• Focuses on students’ capacity over /me to be their own best assessors to
assess themselves.
• Assess student’s thinking about his or her learning
• Example: Self‐evalua/on
TYPES OF ASSESSMENTS
• 1. FORMATIVE
• 2. CONTINUOUS
• 3. SUMMATIVE
1. Forma/ve Assessment
• This type of evalua/on is carried out during a programme of
instruc/on.
• It provides the learners with feedback on how they are doing
in class so far.
• It provides the teachers with informa/on on the suitability of
learning ac/vi/es and materials.
• Used to improve student afainment
• DOES NOT usually form part of a summa/ve grade or mark.
2. Con/nuous Assessment
• Takes place during the course of learning
• Usually involves a series of tasks, individually assessed
• Used when there are several dis/nct module learning
outcomes that need to be achieved at various stages of a
module
• Used to lessen the burden of summa/ve assessment
3. Summa/ve Assessment
• This type of evalua/on is carried out at the end of a
programme of instruc/on.
• Used to demonstrate competence
• Used to evaluate or make judgment of the merit or value of
the programmme.
• Usually contributes to final grade in a course, module, or level
Jadi…
ISSUES
• Which one to use.....MQF 8 Learning Outcome
Domains or MOE 9 Learning Outcome
Domains?
Student Learning Time (SLT)
EffecUve and Quality Time
• Understanding of nominal available /me in human life – 2
major components:
– Time for rou/ne/nature ac/vi/es, i.e. sleeping, physical exercise,
traveling, to maintain a healthy lifestyle, etc
– Time leW to be benefited from or for self improvement, i.e. for work or
study
• Could be evaluated on daily, weekly, monthly or yearly basis
• Availability of quality /me for self improvement : =>
Approximately 50 ± 5 hours per week (for a normal or an
average person!)
EffecUve and Quality Time
• Effec/ve Learning Time or Student Academic Load or Learning
Volume can be seen from different angles, such as:
– About 8 hours per day; or 40 working hours per week; or 670 hours
study hours for 14 weeks;
– Nominal of 15~16 credits per semester; – Maximum of 22 credits per
semester;
– 1 credit = 40 SLT (per semester);
• Appropriate alloca/on of SLT reflects in the quality of
student’s achievement;
STUDENT QUALITY TIME MANAGEMENT AND SLT
Credit System....ShiZ
DEFINITION OF CREDIT & SLT:
MQF APPROACH
• Student‐centred output‐oriented approach(MQF):
– Valuing the student effort.
– A no/onal value of 40 hours effort (learning /me) for a
credit.
– a nominal effort of an average achiever in a semester of 14
weeks (delivery) dura/on.
– includes all the learning components or learning ac/vi/es
(afending the formal instruc/on (guided) and
independent study).
– Credit = Total SLT ÷ 40
Zainai Mohamed, 2006
What is Student Learning Time (SLT) ?
• Effec/ve learning /me or student effort in learning or the
learning volume (a quanUtaUve measurement of ALL
learning acUviUes), in order to achieve the specified learning
outcomes;
• includelecture, tutorial, seminar, pracUcal, self‐study,
retrieval of informaUon, research, fieldwork, as well as
preparing for and sivng of an examinaUon.
• i.e. Official Contact Time + Guided Learning Time + Self Study
Time (Independent learning) + Assessment Time.
(MQF,2007, Zainai Mohamed,2006)
Why noUonal 40 hours Student Learning
Time (SLT) for a credit?
• MQF Credit System (No/onal Credit Hour Concept):
– The Student academic load is the learning effort or volume of learning an
“average student” must undertake to achieve a defined group of learning
outcomes.
– It represents all forms of learning in hours, whether lecture‐based, tutorial,
work‐based, research, experien/al, prac/cal ac/vi/es, private study,
prepara/on for assessment or whatever that is required of an average student
to achieve a specified set of learning outcomes.
– It does not simply relate to formal teaching but the “knowledge currency”,
hence the concept of no/onal credit hour.
Why noUonal 40 hours Student Learning Time
(SLT) for a credit?
• If a course have only 1 hour lecture per week per 14 weeks
(and no other TLA and no assessments);
• a student is expected to spend about 2 hours addi/onal for
every 1 hour lecture ‐a nominal effort of an average achiever
in a semester of 14 weeks (delivery) dura/on.
• Thus a total of 42 hours SLT [(1+2)X14] for a credit in a
semester – (round‐down = 40)
•
In England, Wales and Northern Ireland as well as in New Zealand, one credit is equivalent to
10 hours of no
…… Apa dan Bagaimana?
Facilitator:
Asst. Prof. Hanafi Hamzah
UCSI University
MQA Panel for Tourism and Hospitality Programme
Today’s Outlines
•
•
•
•
•
•
•
What is OBE?
Malaysia Qualifica/on Agency (MQA)
Malaysia Qualifica/on Framework (MQF)
Wri/ng Learning Outcomes
Wri/ng Course Learning Outcomes
Mapping Outcomes and Assessment
Student Learning Time (SLT)
Presenta/on Outcomes
At the end of the presenta/on, the par/cipants
will be able to:
• Explain the concept, philosophy, principles
and applica/ons of OBE
• Explain why MOE advocates OBE as the basis
for higher educa/on in Malaysia
• Explain the relevancy of OBE in Malaysian
higher educa/on and its rela/on to exis/ng
government’s policies and regula/ons
• 1996‐Act 546 –NATIONAL COUNCIL ON HIGHER EDUCATION ACT
• 1996‐Act 555 –PRIVATE HIGHER EDUCATIONAL INSTITUTIONS ACT
1996
• 1997‐Lembaga Akreditasi Negara (LAN)
• 2002‐Kod Amalan Jaminan KualiU IPTA di Malaysia, BJK, KPM
• 2002‐DraZ of Malaysian QualificaUons Framework (MQF)
• 2005‐MQF tabled in Parliment –not passed
• 2006‐Revision of MQF
• 2007‐NaUonal Higher EducaUon Strategic Plan (PSPTN)
• 2007‐MQF retabled in Parliament ‐PASSED
• 2007‐Act 679 –Malaysian QualificaUons Agency Act
Why OBE? – OBE in Act 679
Why OBE? – OBE in Act 679
Why OBE? –OBE in Act 679
What is OBE?
OBE is educa/on based on producing par/cular
educa/onal outcomes that:
• focuses on what students can actually do aWer
they are taught;
• expect all learners/students to successfully
achieve par/cular (some/mes minimum) level
of knowledge and abili/es.
What is OBE?
IT’S
NOT
WHAT WE WANT TO TEACH,
IT’S
WHAT THE STUDENTS SHOULD LEARN
OBE Requisites
• What the students learn must be clearly
iden/fied.
• The student’s progress is based on
demonstrated achievement.
• Mul/ple instruc/onal and assessment strategies
need to be available to meet the needs of each
student.
• Adequate /me and assistance need to be
provided so that each student can reach the
maximum poten/al
Relevancy of OBE
Ra/ng/Accredita/on requirements:
1. Quality Assurance Audit by the Ministry of
Educa/on: Malaysian Qualifica/ons Framework
(MQF) –emphasis on learning outcomes.
2. Accredita/on Requirement for Professional
Programmes by professional bodies emphasizes
learning outcomes
Therefore, OBE ………………
• OBE is an educa/onal process.
• Directed/focused at achieving certain specified
outcomes in terms of individual student learning.
• Outcomes ‐key things students should understand and
be able to do or the quali/es they should develop.
• Both structures and curricula are designed to achieve
those capabili/es or quali/es.
• Educa/onal structures and curriculum are regarded as
means not ends. If they do not do the job they are
rethought (Con/nuous Quality Improvement (CQI)).
Therefore, OBE ………………
OBE is a process that involves the restructuring of curriculum,
assessment and repor/ng prac/ces in educa/on to reflect the
achievement of high order learning and mastery rather than
accumula/on of course credits.
Amongst Expected Changes:
• Curriculum Restructuring/Revision
• Innova/ve/Flexible Delivery Method
• Variety of Assessment & Evalua/on Methods
• Collec/on of Evidences
• Con/nuous Quality Improvement (Closing the Loop (CDL))
How does it all link up?
OBE Design
MQF and Act 679: Compliance to
MQF and AccreditaUon needs
_______________________________
Presenta/on Outcomes
At the end of the presenta/on, the par/cipants will be able to:
• Explain what is the Malaysian Qualifica/on Agency (MQA)
• Explain what is the Malaysian Qualifica/on Framework (MQF)
• State MOE’s 9 Learning Outcomes (LO) or graduate afributes
• Differen/ate between learning outcomes and learning domains
• Explain what is learning outcomes in OBE
• Explain different levels of outcomes in MOE/ MQA
• Explain learning domains as describe by Bloom’s Taxonomy of Learning
Domains
• Explain how to comply to MQF and what are the consequences under ACT
679 if compliances are not met
MALAYSIAN QUALIFICATION
AGENCY (MQA)
Act 679 (Akta MQA 2007)
The Nine (9) Malaysian QA Areas
QUALITY DOCUMENTS
Guidelines Available –Quality Assurance Documents
• Code of Prac/ce for ProgrammeAccredita/on (COPPA)
• Code of Prac/ce for Ins/tu/onal Audit (COPIA)
• Code of Prac/ce for Open and Distance Learning (COPODL)
• ProgrammeStandards (20)
• Standards (4)
• Guidelines to Good Prac/ce (9)
• Malaysia Qualifica/on Framework (MQF) + Malaysia
Qualifica/on Register (MQR)
QUALITY ASSURANCE APPLICATION
MALAYSIAN QUALIFICATION
FRAMEWORK (MQF)
MQF in Act 679 (Akta MQA 2007)
What is the MQF?
MQF*Para 1
• MQF is an instrument that develops and
classifies qualifica/ons based on a set of criteria
that is approved na/onally and at par with
interna/onal prac/ces, and which clarifies the
earned academic levels, learning outcomes of
study areas and credit system based on student
academic load.
* The Malaysian Qualifica/ons Agency (2007), The Malaysian Qualifica/ons
Framework, Kuala Lumpur.
3 MAIN FEATURES IN MQF
1. Level of Qualifica/ons
MQF
2. Learning Outcomes
3. Credit System
MQF (1) : LEVEL OF QUALIFICATIONS
MQF(1) LEVEL OF QUALIFICATIONS
These levels indicate their level of capabili/es, and each level is
described with generic features indica/ng the expected
capabili/es from students in terms of:
• the depth, complexity and comprehension of knowledge;
• the applica/on of knowledge and skills;
• the degree of autonomy and crea/vity in decision making;
• the communica/on skills; and
• the breadth and sophis/ca/on of prac/ces.
MQF(1) LEVEL OF QUALIFICATIONS
MQF(1) LEVEL OF QUALIFICATIONS
MQF(2): LEARNING OUTCOMES
Different Levels of Learning Outcomes
Programme Educa/onal Objec/ves (PEO)
Afributes of graduates 4 to 5 years aWer gradua/on
Example of PEO for Bachelor of Civil Engineering:
1. A civil engineer who is knowledgeable and technically
competent in civil engineering discipline in‐line with the
industry requirement.
2. A civil engineer who is effec/ve in communica/on and
demonstrate good leadership quality in an organiza/on.
3. A civil engineer who is capable to solve civil engineering
problems innova/vely, crea/vely and ethically through
sustainable approach.
Programme Learning Outcome (PLO)
What students will be able to do upon gradua/on
Course Learning Outcome (CLO)
What students will be able to do upon the comple/on of a
course
Example of CLO for the course: MANUFACTURING AND OPERATION ANALYSIS
At the end of the course, the students will be able to:‐
Proposesolu/ontomanufacturingandopera/onproblemsusingrelatedtheory
andanaly/calmethods(C5,PLO3)
Organiseingroupstostudyandpresenfheapplica/onofadvancedmanufacturi
ngandopera/onanalysismethodsbasedonagiventopics(A4,PLO5)
Explainthemainconceptsandmethodsobtainedfromliteraturestoprofessional
lyanalysethemanufacturingandopera/onsystem(A4,PLO7)
LEARNING DOMAINS
Bloom’s Taxonomy
• Refers to a classificaUon of the different
objecUves that educators set for students
(learning objecUves/outcomes).
• Bloom's Taxonomy divides educaUonal
objecUves into three "domains" :
Affec/ve, Psychomotor, and Cogni/ve.
Bloom’s Taxonomy
• Within the taxonomy, learning at the higher levels is
dependent on having afained prerequisite
knowledge and skills at lower levels (Orlich, et al.
2004).
• (i.e. If we want the students to afain C3, first, the students need to afain
C1, then, C2, then only we can teach them C3, in order for them to afain
it.)
• A goal of Bloom's Taxonomy is to moUvate
educators to focus on all three domains, creaUng a
more holisUc form of educaUon.
The 3 Domains of Educa/onal Goals
Table 1: MQA and MOE LO domains to be addressed by HEPs
(GGP Student Assessment, MQA, 2013)
WHAT IS THE SIGNIFICANCE OF
THESE THINGS?
MQF(3): CREDIT SYSTEM
MQF Credit System
How to calculate credit for a course?
CREDIT = Total Std Learning Time (SLT) for the course
40 (no/onal hour)
• SLT must include prepara/on /me and assessment /me
Wri/ng Learning Outcomes
Presenta/on Outcomes
At the end of the presenta/on, the par/cipants
will be able to:
• Explain the components in an outcome statement
• Write effec/ve learning outcomes for different
taxonomy level of the cogni/ve, psychomotor and
affec/ve domains based on 3 components
WRITING PROGRAMME
EDUCATIONAL OBJECTIVES (PEO)
PEOs
• 4‐5 statements on what the graduates are in 4‐5
years /me
• Must include all 9 MOE learning outcomes in the
statements (for degree programmes and above)
• Usually in‐line with the industry/profession’s needs
• Can include non‐measurable verbs such as
understand, know, acquire, etc.
WRITING PROGRAMME LEARNING
OUTCOMES(PLO)
PLOs
• Statements on what skills the students will have upon
gradua/on (in line with programme standards or professional
bodies)
• Must include all 9 MOE learning outcomes in the statements
(for degree programmes and above) i.e. at least 9 PLOs
• Usually a one‐to‐one mapping to the 9 MOE learning outcome
(i.e. PLO1 map to MOE LO1, PLO2 map to MOE LO2)
• Can include non‐measurable verbs such as understand, know,
acquire, etc.
WRITING COURSE LEARNING
OUTCOMES (CLO)
Characteris/cs of a Good Course Outcome
• Should be mapped to the learning domain in Blooms or other
Taxonomy .
• Must state the major skills, knowledge, astude or ability that
students will acquire.
• Expressed in terms of measurable and/or observable
behaviors (hint: ask yourself how you would test the
outcome).
• More general than behavioural objec/ves.
Outcomes vs. Objec/ves
• Outcomes
– The student will be able to: orally present a new pa/ent's case.
• Behavioural Objec/ves
– The student will be able to: orally present a new pa/ent's case in a logical manner,
chronologically developing the present illness, summarising the per/nent posi/ve and
nega/ve findings as well as the differen/al diagnosis and plans for further tes/ng and
treatment.
Instruc/onal objec/ve focuses on what will be taught and how it will be
taught.
Behavioural objec/ve focuses on any visible ac/vity displayed by a learner or
what the learner can demonstrate what has been learned.
Characteris/cs of a Good Course Outcome (Cont.)
• Each course is suggested to have between 3 to 5
CLOs. (Garispanduan Penulisan Akademik , JPT, KPM)
• Each course will address between 3 to 4 PLOs.
(Garispanduan Penulisan Akademik , JPT, KPM)
Note for Wri/ng CLO
It is NOT compulsory for every CLO to have all 3 learning
domains (C,A,P)
Note for wri/ng CLO
• Each CLO is mapped to one learning domain only
• It is NOT compulsory for every CLO to have all 3 learning
domains (C,A,P)
Characteris/cs of a Good Course Outcome (Cont.)
• Should be wrifen in clear language and in the future tense
• Begin with an ac/on verb (e.g., write, install, solve, and
apply).
At the end of the course the students WILL be able to:
CLO1 – explain the basic .................................................
At the end of the course the students SHOULD be able to:
CLO1 – explain the basic .................................................
3 components of a course outcome
1. VERB (V)
2. CONDITION (C)
3. STANDARD (S)
•
•
•
It is NOT compulsory for every CLO to have all 3 components (i.e. V+C+S)
But must have at least V+C or V+S
CANNOT have 2 “verbs” in the same domain (e.g. state and explain the
basic principles.....), use the highest level of taxonomy only (i.e. explain
the basic principles....)
3 components of a course outcome
3 components of a course outcome
3 components of a course outcome
Common weaknesses in wri/ng CO
Poor CLOs
Poor
• Students will demonstrate knowledge of the history,
literature and func/on of the theatre, including works
from various periods and cultures.
Befer:
• Students will be able to explain the theore/cal bases
of various drama/c genres and illustrate them with
examples from plays of different eras.
Poor CLOs
Poor
• Students will understand how to use technology
effec/vely.
Befer:
• Students will be able to use word processing,
spreadsheets, databases, and presenta/on graphics in
preparing their final research project and report.
Poor CLOs
Poor
• Students will develop an apprecia/on of cultural
diversity in the workplace.
Befer:
• Students will summarize in wri/ng their feelings about
cultural diversity in the workplace.
CLO in iCGPA
Wri/ng Course Outcomes for Psychomotor
and Affec/ve Domains (Example)
By the end of the course, student should be able to:
1. Independently seek and present informa/on on the collapse
of the WTC (Lifelong Learning & Communica/on Skills)
2. Par/cipate ac/vely in class discussion on issues related to ...
(Communica/on Skills)
3. Work collabora/vely in groups to complete an assigned
project on... (Teamworking)
4. Demonstrate posi/ve teamworking afributes by
contribu/ng ac/vely in group projects. (Teamworking)
Wri/ng Course Outcomes for Psychomotor and
Affec/ve Domains (Example)
Cont…
5. State and cri/cally evaluate the main principles of ....
(Problem Solving)
6. Analyse data gathered from a target situa/on analysis and
design instruc/onal materials for a specific group of learners.
(Problem Solving)
7. Orally present informa/on and answer ques/ons with
confidence on an assigned project. (Comm. Skills and Self‐
Esteem)
8. Apply principles of management in organising an assigned
project within s/pulated schedules and with available
resources. (Teamworking & Adaptability)
WRITING CLO THAT ADDRESSES
PLO/MOE LO DOMAIN
CLO addressing MOE LO Domain
Wri/ng Course Learning
Outcomes (CLO)
Mapping Outcomes and
Assessment
Outcome
At the end of the presenta/on, the par/cipants will be able to:
• Map various level of outcomes to each other
• Evaluate the rela/onship between various level of outcomes
• Explain types of assessments suitable for different levels of
taxonomy
MAPPING PLO to PEO
MAPPING PLO to MOE LO
MAPPING CLO to PLO
Example:
CLO1: Propose soluUon to manufacturing and operaUon problems using
related theory and analyUcal methods (C6, PLO3)
MAPPING CLO to PEO
WHAT TO DO WITH THESE
MAPPINGS?
What to access?
Learning Outcomes (MOE‐LO)
WHAT TRANSFERABLE SKILLS IS THIS COURSE
EXPECTING STUDENTS TO ACHIEVE?
Issues?
• How do we know how to teach a learning
outcome?
• How do we know what types of assessments
to use for a learning outcome?
HOW TO TEACH AND ASSESS THE SKILLS?
Construc/ve Alignment (CA)
• Construc/ve Alignment is aligning the CLOs to the
Teaching Methods and Assessment Methods.
• To ensure that each course will be able to achieve
the intended learning outcomes u/lizing the
appropriate teaching and learning ac/vi/es and
making sure that the learning outcomes are
measured using the appropriate assessment
methods.
Construc/ve Alignment (CA)
• Alignment is about gesng students to take responsibility for
their own learning, and establishing trust between student
and teacher.
• We must have a clear idea of what we want students to be
able to do at the end of a unit of study, and communicate
these intended learning outcomes to students so they can at
least share in the responsibility of achieving them.
The Challenge
• Inability of lecturer to establish the logic between
the CO and PO, between PO and LO and between PO
and PEO hence graduate afributes
• Inability of students to engage themselves ac/vely in
the learning process
ASSESSMENT AND EVALUATION
Assessment, in general, serves the purposes to:
1. promote learning;
2. measure performance, by awarding grades which indicate whether and
how well a parUcular student has amained the stated LOs;
3. determine whether a par/cular student is sufficiently well prepared in a
subject area to proceed to the next level of instruc/on;
4. provide feedback to students which indicates levels of afainment and
diagnoses misunderstandings and learning difficulUes; and
5. provide feedback to teaching staff to iden/fy and diagnose ineffecUve
teaching methods/ techniques.
RelaUonship between Assessment and Learning
1. Assessment for learning
• To gauge the progress of students in their learning (i.e. to see whether the
students are learning)
• To indicate the next step to be taken to advance the student’s learning
• Assess student’s progress and learning needs in rela/on to the curricular
outcomes
• Example: Forma/ve assessment
RelaUonship between Assessment and Learning
2. Assessment of Learning
• Involves assessing students’ achievement by grading and cer/fica/on
• Used for ins/tu/onal accountability and quality assurance purposes
• Example: Summa/ve assessment
RelaUonship between Assessment and Learning
3. Assessment as Learning
• Requires students to play an ac/ve role of becoming independent in their
own learning and assessment
• Focuses on students’ capacity over /me to be their own best assessors to
assess themselves.
• Assess student’s thinking about his or her learning
• Example: Self‐evalua/on
TYPES OF ASSESSMENTS
• 1. FORMATIVE
• 2. CONTINUOUS
• 3. SUMMATIVE
1. Forma/ve Assessment
• This type of evalua/on is carried out during a programme of
instruc/on.
• It provides the learners with feedback on how they are doing
in class so far.
• It provides the teachers with informa/on on the suitability of
learning ac/vi/es and materials.
• Used to improve student afainment
• DOES NOT usually form part of a summa/ve grade or mark.
2. Con/nuous Assessment
• Takes place during the course of learning
• Usually involves a series of tasks, individually assessed
• Used when there are several dis/nct module learning
outcomes that need to be achieved at various stages of a
module
• Used to lessen the burden of summa/ve assessment
3. Summa/ve Assessment
• This type of evalua/on is carried out at the end of a
programme of instruc/on.
• Used to demonstrate competence
• Used to evaluate or make judgment of the merit or value of
the programmme.
• Usually contributes to final grade in a course, module, or level
Jadi…
ISSUES
• Which one to use.....MQF 8 Learning Outcome
Domains or MOE 9 Learning Outcome
Domains?
Student Learning Time (SLT)
EffecUve and Quality Time
• Understanding of nominal available /me in human life – 2
major components:
– Time for rou/ne/nature ac/vi/es, i.e. sleeping, physical exercise,
traveling, to maintain a healthy lifestyle, etc
– Time leW to be benefited from or for self improvement, i.e. for work or
study
• Could be evaluated on daily, weekly, monthly or yearly basis
• Availability of quality /me for self improvement : =>
Approximately 50 ± 5 hours per week (for a normal or an
average person!)
EffecUve and Quality Time
• Effec/ve Learning Time or Student Academic Load or Learning
Volume can be seen from different angles, such as:
– About 8 hours per day; or 40 working hours per week; or 670 hours
study hours for 14 weeks;
– Nominal of 15~16 credits per semester; – Maximum of 22 credits per
semester;
– 1 credit = 40 SLT (per semester);
• Appropriate alloca/on of SLT reflects in the quality of
student’s achievement;
STUDENT QUALITY TIME MANAGEMENT AND SLT
Credit System....ShiZ
DEFINITION OF CREDIT & SLT:
MQF APPROACH
• Student‐centred output‐oriented approach(MQF):
– Valuing the student effort.
– A no/onal value of 40 hours effort (learning /me) for a
credit.
– a nominal effort of an average achiever in a semester of 14
weeks (delivery) dura/on.
– includes all the learning components or learning ac/vi/es
(afending the formal instruc/on (guided) and
independent study).
– Credit = Total SLT ÷ 40
Zainai Mohamed, 2006
What is Student Learning Time (SLT) ?
• Effec/ve learning /me or student effort in learning or the
learning volume (a quanUtaUve measurement of ALL
learning acUviUes), in order to achieve the specified learning
outcomes;
• includelecture, tutorial, seminar, pracUcal, self‐study,
retrieval of informaUon, research, fieldwork, as well as
preparing for and sivng of an examinaUon.
• i.e. Official Contact Time + Guided Learning Time + Self Study
Time (Independent learning) + Assessment Time.
(MQF,2007, Zainai Mohamed,2006)
Why noUonal 40 hours Student Learning
Time (SLT) for a credit?
• MQF Credit System (No/onal Credit Hour Concept):
– The Student academic load is the learning effort or volume of learning an
“average student” must undertake to achieve a defined group of learning
outcomes.
– It represents all forms of learning in hours, whether lecture‐based, tutorial,
work‐based, research, experien/al, prac/cal ac/vi/es, private study,
prepara/on for assessment or whatever that is required of an average student
to achieve a specified set of learning outcomes.
– It does not simply relate to formal teaching but the “knowledge currency”,
hence the concept of no/onal credit hour.
Why noUonal 40 hours Student Learning Time
(SLT) for a credit?
• If a course have only 1 hour lecture per week per 14 weeks
(and no other TLA and no assessments);
• a student is expected to spend about 2 hours addi/onal for
every 1 hour lecture ‐a nominal effort of an average achiever
in a semester of 14 weeks (delivery) dura/on.
• Thus a total of 42 hours SLT [(1+2)X14] for a credit in a
semester – (round‐down = 40)
•
In England, Wales and Northern Ireland as well as in New Zealand, one credit is equivalent to
10 hours of no