Outcome-based Approach to Education by

Engineering Accreditation Unit

Introducing OBE
OBE is an educational 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 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)

Philosophy of OBE
Institutions and Programmes define mission and objectives to meet the needs of their stakeholders-thus enabling programme differentiation. Programmes may more readily to: Adapt to emerging technologies, changing disciplines, and blurring among boundaries. Adapt to evolving educational paradigms (method of delivery, type of institution). Emphasis is now on outcomes preparation for professional practice. Programmes responsible to demonstrate how criteria and educational objectives are being met.

Key Accreditation Issues

The focus is on outcomes, but also considers process and inputs. Judgment is based on two main questions: Are the operating environment, programme structure, content and quality systems demonstrably appropriate to ensure that all graduates are equipped with the necessary outcomes? Is the range and depth of technical competence in all graduates appropriate to the discipline specialization ?

OBE
OBE is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than accumulation of course credits

Amongst Expected Changes

Curriculum Restructuring/Revision Innovative/Flexible Delivery Method Variety of Assessment & Evaluation Methods Collection of Evidences Continuous Quality Improvement (Closing the Loop)

Towards Outcomes-Based Approach to Education & Accreditation A Shift in Focus Programme structures & curricula are means, not ends. From a Resource or input-Based or Process-Based Approach to an Outcome-Based Approach.

The Relevancy of OBE

Rating/Accreditation requirements:
1. Quality Assurance Audit by Ministry of Higher Education: Malaysia Qualifications Framework (MQF) emphasises on learning outcomes. 2. Accreditation requirement for Engineering Programme by the Engineering Accreditation Council (EAC): The New Accreditation Manual emphasises on learning outcomes-Related to the Washington Accord A Global Dimension.

Some Real Benefits of OBE

Anticipation of real benefits
More directed & coherent curriculum. Graduates will be more relevant to industry & other stakeholders (more well rounded graduates) Continuous Quality Improvement (CQI) is an inevitable consequence

Continuous Quality Improvement

Everyone talks about quality
In what we obtain from others as consumers In what we provide to others.

Rating/accreditation seeks to assess quality Quality: fitness for purpose

Not so easily measured in higher education
Many stakeholders

All stakeholders must be comfortable that the graduates are suitably equipped for their roles.

SOME BASIC QUESTIONS

Who are our stakeholders? What services do we provide? Do stakeholders understand our objectives? What services, facilities and policies must be present? How do we measure our results? How do we use these results for CQI? Are we achieving our objectives and improving? Are our stakeholders satisfied? WE ARE NOT ALL THINGS FOR ALL PEOPLE

OBE Approach
Requires approaches to external stakeholders feedback. CQI climate with feedback from all stakeholders for programme evolution and delivery.

Foundation of CQI is Assessment

Assessment of inputs & process only establishes the capability or capacity of a programme. Assessment of achievement of outcomes determines what is done with that capability Outcomes assessment leads to:
Improved Learning Increase in Institutional effectiveness Enhanced Accountability.

The accreditation criteria

The new allowing diversity: More loosely specified structure & content elements Allowance for more flexibility in approach Room for diversity in direction & emphasis Stimulate innovation Retain core, FOCUS ON OUTCOMES

Stakeholders Requirement
Employers
Prospective employees have appropriate skills and knowledge

Graduates and Students

Qualification acceptable in marketplace globally

University
Programme standards independently judged

Funding bodies including government

Resources being used productively

Regulatory/Professional Institutions
Academic programme meets agreed competency standards

Employers Rating of Skill/Qualities - 2002

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Communication (verbal & written) Honesty/Integrity Teamwork skills Interpersonal skills Strong work ethics Motivation & initiative Flexibility / adaptability Analytical skills Computer skills Organizational skills Detail oriented Leadership skills Self confidence Friendly/Outgoing personality Well mannered / polite Tactfulness GPA (3.0 or better) Creativity Sense of humour Entrepreneurial skills/risk taker 4.69 4.59 4.54 4.50 4.46 4.42 4.41 4.36 4.21 4.05 4.00 3.97 3.95 3.85 3.82 3.75 3.68 3.59 3.25 3.23

Some Current Issues for Educators

OBE concept is quite new to most universities. The main focus to impart, assess and evaluate only technical outcomes therefore less wellrounded graduates. Some non-technical outcomes assessed and evaluated formally only in design subjects and industrial training and non-engineering subjects. Curriculum not designed to prepare students and graduates towards achieving the outcomes and objectives of pragramme.

Some Current Issues for Educators

Generic Attributes
Everyone acknowledges them, but they are often misunderstood so treated superficially, not explained to students. How to use them to drive a top-down curriculum design and review approach. Misconception about loss of capacity to establish technical competence

Ensuring a systematic approach to educational design and review (academics resist!) How to obtain input, feedback and advice from external stakeholders?
It is often superficial and not outcomes linked

Some Current Issues for Educators

Limited professional exposure for students inadequate explanation of its objectives and intended learning outcomes. Limited lab exposure: use of virtual labs. External benchmarking not practiced enough . Obtaining adequate student input to review and .continuous improvement processes (many academics resist this). Business and management skills development are often poorly defined engineering academics are usually inexperienced in this.

Some Current Issued for Educators

The old style approach:
Prescribed essentially rigid structure Specified content and proportions Little scope for flexibility
Maths x%

Physics y%

Design d%

Chemistry 2%

Project P%

Some Current Issues for Educators

Too much focus on curriculum and educational process. Very prescriptive
For example: Subject KF 1234 Prescriptive: Student would be exposed to the C language what is taught As compared to the OBE approach Outcomes: Students should be able to make use of the C language in programming what is learde.

Some Current Issues for Educators

Students not informed of the levels of achievement of non-technical outcomes. Programme normally reviewed based on a five-year cycle- CQI not implemented. No documented evidences on the processes of measuring, assessing and evaluating the degree of achievement of the graduate attributes.

Some Current Issues for Educators

Effective quality system tends to be limited to checking:
The quality processes surrounding the setting of examination papers. The security of the examination papers. The moderation of the assessment process The policy, processes and practices in place for the proposal and approval of new academic programmes.

No quality system to ensure the achievement of the graduate attributes.

Some Current Issues for Educators

The quality system doesnt embrace and assure:
The whole cycle of setting objectives and targets. Learning design, delivery and performance measurement across a wide range of targeted graduate capabilities.

Some Current Issues for Educators

Accreditation exercise tends to be pre-occupied with:
A step by step validation of quantitative data provided by the university Fine turning the technical contents parameters in an already crowded and technically intense curriculum. Making statements of need with regard to staff profile and physical resources.

Some Current Issues for Educators

The above contrast with the alternative of simply checking the existence and effectiveness of quality assurance systems which, can guarantee that these particular quantitative outcomes will be automatically satisfied by the University itself.

PROGRAMME OBJECTIVES:
Specific goals consistent with the mission and vision of the institution of Higher Learning, and are responsive to the expressed interest of programme stakeholders describing expected achievements of graduates in their career and professional life after graduation.

PROGRAMME OUTCOMES:
Statements that describe what students are expected to know and be able to perform or attain by the time of graduation. These related to the skills, knowledge and behaviours that students acquire through the programme.

ASSESSMENT:
Processes that identify, collect, use and prepare data for evaluation of achievement of programme outcomes or educational objectives. EVALUATION: Processes for interpretation of data and evidence from assessment practices that determine the program outcomes are achieved or result in actions to improve programme.

Characteristics of Programme Objectives

Orientation of Technical Specialty

Programme Objectives

Accreditation Criteria

Institutional Mission

Development of Programme Objectives

Needs of Stakeholders Faculty Members Used to Determine

Define & Revise

Programme Objectives

Programme Objectives

Facilities

Prepare for Achievement of

Programme Outcomes

Support Achievement of

Programme Objectives Enable Achievement of

Determined by

Programme & Curricular Content

Competencies of Faculty Members, Breadth & Instructional Effectiveness

Assessment & Evaluation

Multiple Measure

Demonstrate Achievement of

Outcomes & Programme Objectives

Assessment Results used to

Improve & Develop theProgramme

FOCUSSING ON PROGRAMME OBJECTIVES AND OUTCOMES IN THIS PRESENTATION

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.

CHARACTERISTICS OF GOOD OBJECTIVE STATEMENTS

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

Sample Programme Educational Objectives

Produce graduates who:
1.
2. 3.

4.

5.
6.

Are competent with strong understanding of fundamental engineering knowledge. Have professional attitudes and ethics necessary in fulfilling his/her responsibilities towards the Creator, client and the society. Will uphold the Malay Language as a language of knowledge in the engineering field and at the same time has the ability to communicate in English. Is able to adapt him/herself to the international/global work environment. Is able to lead an organization based on experience and knowledge of important current issues in engineering. Is able to conduct research in his/her own organization.

CHARACTERISTICS OF GOOD OUTCOME STATEMENTS

Each describes an area of knowledge and/or skills that a person can process. Should be stated such that a student can demonstrate before or by the time of graduation. Should be supportive/responsive of/to one or more programme objectives (must be linked to the programme objectives. Do not have to include measures or performance expectations.

CHARACTERISTICS OF GOOD OUTCOME STATEMENTS

Responsive to objectives Take advantage of the unique character of the Institution. Should meet the specific programme criteria Package: knowledge, skills, attitude, etc Cover the minimum of the 8 domains in the Malaysian Qualifications Framework (MQF) or the (a) (j) of the EAC manual requirements for engineering programmes in Malaysia.

Sample Programme Outcomes Required by the EAC Manual

Student of an engineering programme are expected to have the following outcomes by the time of graduation.
a) b) c) d) Ability to acquire and apple knowledge of science and engineering fundamentals. Acquiring in-depth technical competence in a specific engineering discipline. Ability to undertake problem identification, formulation and solution. Ability to utilize systems approach to design and evaluate operational performance. Understanding of the principles of sustainable design and development.

e)

Sample Programme Outcomes Required by the EAC Manual

f) g) h)

i)

j)

Understanding of professional and ethical responsibilities and commitment to them Ability to communicate effectively, not only with engineers but also with the community at large. Ability to function effectively as an individual and in a group with the capability to be a leader or manager as well as an effective team member. Understanding of the social, cultural, global and environmental responsibilities of a professional engineer, and the need for sustainable development. Recognizing the need to undertake life-long learning, and processing/acquiring the capability to do so.

Developing an effective course outcomes

At the end of this workshop the participants are able

Describe orally the importance of developing an effective course outcomes. Link between the course learning outcomes and the programme outcomes. Write effective learning outcomes for different taxonomy level of the cognitive, psychomotor and affective domains based on 3 components. Describe briefly the correct teaching and learning strategies and activities to achieve the intended course outcomes. State briefly the strategies and tools to assess whether the students are able to achieve the intended course outcomes

Course Outline
Reflections What is learning outcomes Mapping course learning outcomes with the programme outcomes Learning outcomes considering 3 domains of educational goal and taxonomy level. How to write an effective learning outcomes

Five Guiding Principles-Revisited

1. People learn best when they understand what theyre supposed to know and why they need to know it
The message Write clear learning outcomes for all critical knowledge and skills Establish real-world context for all new course materials (eg PBL)

Five Guiding Principles-Revisited

2. All knowledge and skills defined in program outcomes are best learned through intergration in engineering class . The message
Put both technical and non-technical skills (communication, ethics, contemporary issues) in required engineering courses, not just general education and electives

Five Guiding Principles-Revisited

3. People learn by doing and reflecting, not watching and listening The message
use active learning in addition to lecturing

Five Guiding Principles-Revisited

4. Repetition throughout the curriculum leads to mastery by graduation
The message Spread experimental work, design work, teamwork, presentation etc through entire curriculum.

Five Guiding Principles-Revisited

5. The assessment drives learning The message if its important , assess it and make sure it counts

In one minute, please list down the key words to describe learning outcomes and why it is important.

in 2 minutes, please share it with your friend..

..key words to describe learning outcomes and why it is important.

Definitions of Learning Outcomes

I. Learning outcomes are statements of what students know and can do as a result of their respective courses of study
Councils for Higher Education Accredition Board of Directors, USA 2002

II.

A learning outcome is a statement of what a learner is expected to know, understand or be able to do as a result of a learning process.
centre for the Advancement of Teaching and learning. The University of Western Australia, 2004

What are Learning Outcomes?

Demonstrations, or performance reflects
What the student knows. What the student can actually do with what they know The students confidence and motivation in demonstrating what they know.

They have implications for qualifications, curriculum design, teaching, learning and assessment, as well as quality assurance

Outcomes Based Education?

Outcomes Based Education focuses on student learning by:
Using learning outcome statements to make explicit what the student is expected to be able to know. Providing learning activities which will help the student to reach these outcomes. Assessing the extent to which the student meets these outcomes through the use of explicit assessment criteria.

Why are learning outcomes important?

Learning outcomes are the most important section of your. They are essential because they:
Define the type and depth of learning students are expected to achieve. Provide an objective benchmark for formative, summative, and prior learning assessment. Clearly communicate expectations to learners Clearly communicate graduates skills to the stakeholders Define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes. Guide and organize the instructor and the learner.

3 components of a learning outcomes

1. Action verb
By the end of this course/semester, students should be able to:
describe the principles used in designing X. evaluate the strengths and weakness of..

3 components of a learning outcomes

2. Condition (context under which the behavior is to occur) Describe the used in designing X (V) Orally describe the principles used in designing X (V&C)

Design a beam. (V)

Design a beam using Microsoft Excel design template. (V & C)

3 components of a learning outcomes

3. Standard (criteria of acceptable level of performance) Describe the principles used in designing X. (V) Orally describe the principles used in designing X. (V&C) Orally describe the five principles used in designing X. (V&C&S) Design a beam. (V) Design a beam using Microsoft Excel design template. (V & C) Design a beam using Microsoft Excel design template based on BS 5950: Part 1 (V &C & S)

Learning outcomes for this component of the workshop By the end of the workshop, participants should be able to: 1. Write an effective learning outcomes that include lower and higher order cognitive skills for a one-semester course. 2. Develop learning outcomes that show the incorporation of affective and psychomotor skills through the content area of the course. 3. Analyze and evaluate learning outcomes, and make suggestions for improvement.

Common weaknesses in writing LO

Non-observable/Non-measurable LO Vague LO or LO that are too board or general
At the end of the course, the students are able to: 1. Understand the theory of X. 2. Know how to write an effective learning outcomes 3. Appreciate the importance of keeping the environment clean By the end the course, students should be able to: 1. Use the computer 2. Make presentations. 3. Comment on designs. 4. Design research.

Improve on the following learning outcomes by adding a condition and standard.

Poor
Students should be able to design research.

Better
Students should be able to independently design and carry out experimental and correlation research.

Best
Students should be able to independently design and carry out experimental and correlation research that yields valid result.

TEAM WORKING
Team working incorporates the ability to work with other people with different background to achieve a common goal.
TW 1 TW 2 TW 3 Ability to establish good rapport , interact with others and work effectively with them to meet common objectives. Ability to comprehend and assume the interchangeable role of leaders and followers. Ability to recognize and respect the attitudes , actions and beliefs of others. Ability to contribute to the planning and coordination of the groups Endeavour. Commitment to collective decision.

TW 4
TW 5

PROBLEM SOLVING
Problem solving incorporates the ability to think critically, logically, creatively and analytically.
PS 1 Ability to define and analyse problems in complex, overlapping, ill-defined domains and make well-supported judgment.

PS 2
PS 3 PS 4

Ability to visualise and conceptualise.

Ability to look for alternative ideas and solutions. Ability to think outside the box

ADAPTABILITY
Adaptability incorporates the ability to respond readily to changing situations and priorities.
AD 1 AD 2 AD 3 AD 4 AD 5 Ability to recognise potential for improvement. Ability to apply know solutions to new situations Ability to initiate and implement change. Ability to work and remain effective under pressure. Ability to comprehend and adapt to the culture of a new community and work environment. Ability to be resilient and persistent, and stay focused on the task.

AD 6

LIFELONG LEARNING
Lifelong learning incorporates the ability to continue learning independently in the acquisition of new knowledge and skills.
1. 2. 3. Ability to seek relevant information from a variety of source. Openness to new ideas and capacity for self-directed or autonomous learning. Passion for learning.

SELF-ESTEEM
Self-esteem incorporates the following traits:
SE 1 Se 2 SE 3 SE 4 SE 5 Positive thinking. Commitment to upload dignity and honour Self-confidence Assertive qualities Emotional and spiritual balance

ETHICS AND INTEGRITY

Ethics incorporates the ability to apply high ethical standards in professional practice and social interactions. ET 1 Act ethically, with integrity and social responsibility. ET 2 Understand the economic, environmental and sociocultural impacts of professional practice. ET 3 Analyse and make decisions to solve problems involving ethical issues.

Writing Learning Outcomes for Psychomotor and Affective Domains

By the end of the course, students should be able to: 1. Independently seek and present information on the collapse of the WTC (Lifelong Learning & Communication Skills) Participate actively in class discussion on issues related to...(Communication Skills) Work collaboratively in groups to complete an assigned project on (Team working) Demonstrate positive team working attributes by contributing actively in group projects. (Team working)

2. 3. 4.

Learning Outcomes for Generic Skills

5. 6. State and critically evaluate the main principles of .. (Problem solving) Analyse data gathered from a target situation analysis and design instructional materials for a specific group of learner. (Problem Solving) Orally present information and answer questions with confidence on an assigned project. (Comm. Skills and Self-Esteem) Apply principles of management in organising an assigned project within stipulated and with available resources. (Team working & Adaptability)

7.

8.

Planning LO at Subject Level: A Reminder

Examine the curriculum and refer to the programme

outcomes.
Examine the type of students and resources available. Include course outcomes for cognitive, psychomotor and affective domains. Include higher order skills/taxonomy level. As far as possible, embed the affective and psychomotor domain in content (eg. Incorporate generic skills through the content of the course).

Checklist for writing learning outcomes

Focus on outcomes, not processes Start each outcomes with an action verb. Its good to use only one action verb per learning outcome. Avoid vague verbs such as know and understand. Check that the verbs used reflect the level of learning required. Ensure that outcomes are observable measure able. Write the outcomes in terms of what the learner does, not what the instructor does. Check that the outcomes reflect knowledge, skills or attitudes required in the workplace. Include outcomes that are woven into the entire course (such as work effectively in terms) Check that there are the appropriate number of outcomes (no more than three per major topic) List the sub-outcomes for each outcome Check that the outcomes fit within program and course goals.

ACTIVITY FOR COURSE DESIGN -1

Choose one course to work with in the beginning and write the course outcome for the course. Develop or improve the course outcomes of the course. Complete the course outcome matrices for the course making sure the competencies show in the curriculum matrix are addressed.

Thank You