1

What do you want the

students to learn or
able to do?
How can you best
help students achieve
it?
How will you know
what they have
achieved it?
How do you close the
loop?
2

The Process
Flow

OBE
(Education)

What the
student should
achieved?

OBC

(Curriculum)

How to make
the student
achieve the
outcome?

OBLT
(Learning &
Teaching)

How to measure
what the student
has achieved?

OBA
(Assessment)

a model of education
a comprehensive approach to organizing
and operating an education system that is
focused in and defined by the successful
demonstrations of learning sought from
each student (Spady, 1994)
an education approach that focuses on the
graduate attributes or outcomes after
completing an academic programme (Barr
et al., 2006; Mansor et al., 2008)
a student-centered learning philosophy

focuses on the graduate attributes or

outcomes after completing an academic
programme
focuses on empirically measuring student
performance
Emphasis is on measured outcomes
does not specify or require any particular
style of teaching or learning
requires that students demonstrate that
they have learned the required skills and
content

OUTCOME BASED EDUCATION

Program Educational Objectives(PAIs)

Few years after
Graduation 4 to 5 years
Programme Learning Outcomes (PLO)

Course Learning Outcomes (CLO)

Upon
graduation
Upon
subject completion

Focuses on student learning by:

Using learning outcome statements to make
explicit what the student is expected to be able
to know, understand or do;
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.

Constituents requirements (Develop objectives)

Curriculum,
Staff &
Facilities

Teaching &
Learning

Graduates
with
Outcomes

Constituents satisfaction (Achieving objectives)

Continual Quality Improvement

8

Effective Program Educational Objectives.

Effective Program Outcomes.
Practical Assessment Tools.
Effective Assessment Planning.
Robust Evaluation Planning.
CQI procedures in place

It has program objectives, program outcomes,

course outcomes and performance indicators.
It is objective and outcome driven, where every
stated objective and outcomes can be assessed
and evaluated.
It is centered around the needs of the students
and the stakeholders.

10

Every learning outcome is intentional and

therefore the outcomes must be assessed
using suitable performance indicators.
Program objectives address the
graduates attainment within 3-5 years
after their graduation.
Program outcomes, which consist of
abilities to be attained by students before
they graduate, are formulated based on
the program objectives.

11

Program outcomes address Knowledge

(K), Skills (S) and Attitudes (A) to be
attained by students.
Teaching / Learning method may have to be
integrated to include different delivery
methods to complement the traditional
Lecturing method.

12

Curriculum - requires
Restructuring/Revision
Delivery method becomes
more innovative/Flexible

Expecte
d
Changes

Assessment & Evaluation

Methods more varieties
All claims must be based
on evidences
Continuous Quality
Improvement is emphasized

13

PROGRAM
GOALS

PROGRAM OUTCOMES AND ASSESSMENT MEASURES

COURSE
OUTCOMES &
ASSESSMENT
MEASURES

LESSON

LESSON

COURSE
OUTCOMES &
ASSESSMENT
MEASURES

LESSON

LESSON

COURSE
OUTCOMES &
ASSESSMENT
MEASURES

LESSON

LESSON

14

Nyatakan
objektif

Ajar tingkah
laku untuk
mencapai
objektif

Uji tingkah laku

untuk tentukan
pencapaian
objektif

15

16

1.
2.
3.
4.
5.
6.

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

17

18

1.
2.
3.
4.
5.

Receiving
Responding
Valuing
Organizing
Internalizing

19

From the Latin word affectus, meaning

"feelings
Includes values, attitude, feelings, beliefs,
interest and motivation
Happens together with the cognitive domain
not separately
Introduced by Krathwohl, Bloom, Masia
(1964)
5 main categories and arranged in sequence
from the simplest affective behavior.

20

1.0

Receiving

1.1 Awareness
1.2 Willingness to Receive
1.3 Controlled or Selected Attention

2.0

Responding

2.1 Acquiescence in Responding

2.2 Willingness to Respond
2.3 Satisfaction in Response

3.0 Valuing

3.1 Acceptance of a Value

3.2 Preference for a Value
3.3 Commitment

4.0 Organisation

4.1 Conceptualization of a Value

4.2 Organization of a Value System

5.0 Characterise by a Value

Complex

5.1 Generalisation
5.2 Characterisation
21

Menerima (A1)

Bertanya/menghuraikan/memilih
/mengikut/memberi/menamakan/
menerang/menjawab/mengenalpasti/
menunjukkan/menggunakan

Memberikan
Maklumbalas (A2)

Membantu/menjawab/mematuhi/
berbincang/menolong/melaksanakan/
mengucap/mengamengamalkan/
membentangkan/membaca/
mendeklamasi/melaporkan/memilih/
menulis/akur

Menilai (A3)

Menunjukcara/menerangkan/
membezakan/memulakan/mempelawa/
mengajuk/memilih/membentuk/menyerti/
mewajarkan/mengkaji/mencadangkan/
melaporkan/mengerjakan/berkongsi

22

Mengorganisasi (A4)

mengatur/mencantum/menyelesaikan/
membanding/mempertahankan/
menghurai/merumus/menyatupadu/
membuat kesimpulan/menyedia/
mengubahsuai/mengorganisasi/
mengenal pasti/menghubungkait/
membuat sintesis

Menghayati Nilai (A5)

mengesahkan/melayan/menyemak/
mencadangkan/mengubahsuai/
menyelesaikan/mengamalkan/
melaksanakan/mempamerkan/
mempengaruhi/mendiskriminasi

23

The teacher needs to challenge the student to

think and evaluate his or her attitude, feelings,
beliefs and values.

Teaching of affective values include the following

aspects:
Value consideration
Emotional development
Character development /good behavior

24

Normative statements NOT descriptive statements

are used
Normative statements- good, appropriate, true,
must & should
Descriptive statements - facts

25

1.
2.
3.
4.
5.

6.
7.

Perception
Set
Guided response
Mechanism
Complex overt
response
Adaptation
Origination

26

1.

2.
3.

4.

5.

6.

7.

Persepsi langkah pertama tindakan motor

hubungan luar melalui alat deria
Set/kesediaan (Mental, Fizikal, Emosional)
Gerakan terbimbing Perlakuan kemahiran
dengan bimbingan guru
Mekanisme melakukan kemahiran dengan baik
dan yakin
Gerak balas nyata yang kompleks kemahiran
kompleks secara automatik
Adaptasi Dapat digunakan dalam sebarang
situasi
Organisasi Mereka cipta pergerakan baru
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Communications Skills
Critical Thinking and Problem Solving
Skills
Teamwork Skills
Moral & Professional Ethics
Leadership Skills
Information Management Skills and
Continuous Learning
Entrepreneurship Skills

Specified action by students must be

observable (Action taken can be seen and
described)
Specified action by students must be
measurable (some results must come from
their action)
Specified action by students must be
carried out by students (Who is doing it?)

29

In one sentence, describe what students will do

(in terms of knowledge, skill, ability or attitude)
by the end of the class not content, activities
or hours. Be concise.
Use action verbs. Be careful when describing
attitudes in LO. They are to be assessed.
Use simple language.
Make sure that the outcome can be assessed or
tested.
For most courses, advisable to have 4 to 6 LOs
only. They are the major skills a student will be
able to demonstrate.
30

31

Kod
Kurs
us

CS
Kemahiran Komunikasi

C
S
1
GR
U
601
4

Kaed
ah
Peny
elidik
an
Pendi
dikan

PPE Kaed
602 ah
4
Peny
elidik
an
Kualit
atif
PPE Kaed
603 ah

C
S
2

CT
Pemikiran Kritis dan
Penyelesaian
Masalah

C
S
3

C C C C C C
S S S S S T
1
4 5 6 7 8

TS
Kerja
Berpasukan

C C C C C C T T T T T
T T T T T T S S S S S
2 3 4 5 6 7 1
2 3 4 5

LL
Pembelaj
KK
EM
LS
aran
Kemahiran Etika dan Kemahira
Berterusa Keusahawa
Moral
n
n dan
nan
Profesion Kepemimp
Pengurus
al
inan
an
Maklumat
L
L
1

L
L
2

L
L
3

K K K K E E E
K K K K M M M
1
1
3
2 3 4
2

L L L L
S S S S
1
2 3 4

32

1.

2.

3.

4.

Menganalisis aspek-aspek penyelidikan

kualitatif yang berkaitan dengan perniagaan,
pengurusan dan bidang berkaitan dan memberi
justifikasi. (C4)
Mengaplikasikan pendekatan alternatif dalam
mengendalikan penyelidikan dalam perniagaan,
pengurusan dan bidang berkaitan. (C6,P6)
Berunding dan memperoleh persetujuan
daripada responden kajian. (CT6, A3)
Menganalisis data penyelidikan dan
menyediakan laporan. (C6, P5, A3)

33

Have you used action verbs in describing

your LOs?
Is it written as an outcome rather than
objective?

Describe what students can DO

Asks students to apply what they have learned by
producing/ showing something
Addresses students competency rather than
content coverage

34

Is the LO appropriate for the course?

Represents fundamental result of the course
Aligns with other courses in a sequence, if
applicable

Is the LO feasible for both you and your

students in terms of workload and
grading?
How many major assignments do you have?
Will students have enough time to produce
them?
Will you have enough time to grade them?

35

Do your major assignments match your

outcomes?
Do they provide students with an opportunity to
demonstrate their mastery of the course
outcomes?

Check once again that the LO prepared is

focused on assignments rather than the
content covered.

36