1 / 22

Academic Colloquium 1/2011 Understanding Outcome-Based Education (OBE)

Academic Colloquium 1/2011 Understanding Outcome-Based Education (OBE). By Rosmawati Hamzah Organised by Learning and Teaching Transformers (LTT) Faculty of Computer Science and Information Technology 14 December 2011. Self-Reflection.

olive
Download Presentation

Academic Colloquium 1/2011 Understanding Outcome-Based Education (OBE)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Academic Colloquium 1/2011Understanding Outcome-Based Education (OBE) By Rosmawati Hamzah Organised by Learning and Teaching Transformers (LTT) Faculty of Computer Science and Information Technology 14 December 2011

  2. Self-Reflection • How much do we know about the curriculum in our faculty? • What do we understand about OBE? • How many briefings/ seminars/ workshops/ meeting that we have attended mentioned about OBE? • How many articles on OBE have we downloaded and read? • Are we ready to be audited on our OBE implementation?

  3. Objectives The objectives of this session are to: • Share the OBE philosophy and principles. • Improve the confidence level among KPTM lecturers in implementing OBE in their departments.

  4. Learning Outcomes At the end of this session, lecturers will be able to: • Explain OBE in their own words. • List the Programme Learning Outcomes (PLO) in their respective faculty. • List the eight (8) Learning Domains (MQF) of MQA correctly. • List the MQA Programme Standards in nine (9) Areas of Evaluation in Quality Assurance. • Explain the Assessment Specification Table (AST). • Adapt appropriate assessment features for continual improvement at course level.

  5. What is OBE? • a model of education • a student-centred learning philosophy • focuses on graduates attributes after completing an academic programme • focuses on empirically measuring students performance. • emphasis is on measured outcomes • does not specify or require any particular style of teaching or learning • outcomes emphasise on capacity rather than just on content knowledge • learning process is capacity building rather than content delivery • requires that students demonstrate that they have learned the required skills and content

  6. Programme Objectives (PO) 4-5 Years After Graduation Upon Graduation Programme Learning Outcomes (PLO) Upon Subject Completion OBE WHAT? WHEN? Course Learning Outcomes(CLO)

  7. OBC (Curriculum) OBLT (Learning & Teaching) OBA (Assessment) The Process Flow(Backward Design Process) OBE (Education) What the students should achieve How to make the students achieve the objectives Process through which the students can achieve the objectives How to measure what the students have achieved

  8. OBE OBE addresses the following questions: • What do you want the students to learn? • Why do you want them to learn? • How can you best make them learn it? • How will you know what they have learnt? • Course content • Intended Learning Outcomes (ILOs) • Learning and Teaching Activity/ Method (LTAs) • Assessment

  9. OBE Principles

  10. OBE Principles • Clarity of focus - focus on what the students can do successfully.(Adakah pelajar tahu dengan jelas sebelum mereka memulakan pembelajaran apa yang mereka sepatutnya tahu dan boleh buat apabila selesai pembelajaran?) • Designing Down - the curriculum design starts with a clear definition on what the students will achieve upon completing their formal education.(Adakah kurikulum telah digubal bermula dari hasil pembelajaran dengan cara yang sistematik supaya laluan untuk mencapainya jelas?) 3. High Expectation – the lecturers set a high standard of achievement on the students.(Adakah harapan dan cabaran untuk berjaya diberikan kepada semua pelajar secara saksama – tiada bell curve? 4. Extended Opportunity – the lecturers provide enough opportunities for the students to succeed.(Adakah pelajar diberi lebih dari satu peluang untuk mencapai standard yang ditetapkan?) • Clarity of focus - focus on what the students can do successfully.(Adakah pelajar tahu dengan jelas sebelum mereka memulakan pembelajaran apa yang mereka sepatutnya tahu dan boleh buat apabila selesai pembelajaran?) • Designing Down - the curriculum design starts with a clear definition on what the students will achieve upon completing their formal education.(Adakah kurikulum telah digubal bermula dari hasil pembelajaran dengan cara yang sistematik supaya laluan untuk mencapainya jelas?) 3. High Expectation – the lecturers set a high standard of achievement on the students.(Adakah harapan dan cabaran untuk berjaya diberikan kepada semua pelajar secara saksama – tiada bell curve?) 4. Extended Opportunity – the lecturers provide enough opportunities for the students to succeed.(Adakah pelajar diberi lebih dari satu peluang untuk mencapai standard yang ditetapkan?)

  11. Malaysian Qualification Framework (MQF) • Knowledge • Practical Skills • Social Skills and Responsibilities • Values, Attitudes and Professionalism • Communication, Leadership and Teamskills • Problem Solving and Scientific Skills • Information Management and Lifelong Learning Skills • Managerial and Entrepreneurial Skills

  12. MQA Standards for Quality Assurance • Vision, Mission, Educational Goals and Learning Outcomes • Curriculum Design and Delivery • Assessment of Students • Student Selection and Support Services • Academic Staff • Education Resources • Programme Monitoring and Review • Leadership, Governance and Administration • Continual Quality Improvement (CQI)

  13. The 5-Stage OBE Implementation Stage 1 Understand the big picture Main aim is to achieve CQI Stage 2 Set Objectives and the Outcomes Identify Domains and Taxonomies Stage 3 Map PO – PLO Map Courses – PLO Map CLO – PLO Stage 4 Delivery of OBE Courses Assessment of OBE Courses Stage 5 Closing the loops (reflect & act)

  14. Traditional Mode vs OBE

  15. Delivery and Assessment of OBE Courses Requirements: Assessment Specification Table (AST) sample Contains: • CLO • PLO • LTAs • Assessment

  16. Delivery and Assessment of OBE Courses

  17. Some guidelines in Delivery and Assessment of OBE Courses

  18. More on LTAs and Assessment What learning activities will best prepare students to do well on the assessments? Reading Writing Research Discussion Lecture Problem-solving Case studies Projects Presentations Building web sites Group activities Role-play Simulations More examples: Assessment Strategy /Method List Selecting Methods of Assessment

  19. Analysis Analysis Analysis Alumni Missions Course Outcomes Program Outcomes Program Aims Visions Stakeholders Advisory committee OBE Evaluation (Closing the Loop) Assessment Assessment Assessment CQI CQI CQI

  20. Summary OBE reflects a belief that the best way for individuals and organizations (yes! US) to get where we are going is: • first to determine where we are (HERE) • next, determine where we want to be (THERE) • then, plan backwards to determine the best way to get from HERE to THERE. • Finally, use the plan so that we can reach THERE.

  21. Thank you

  22. Reference 1. Puan Dalmataksiah Mohd Zain Politeknik Tuanku Sultanah Bahiyah 2. Dr Aishah Abu Bakar, Universiti Malaya 3. Anna Kwan, City University, Hong Kong 4. Jenny Moon, Exeter University 5. Malaysian Qualifications Agency • Oxford Brookes University • University of Idaho

More Related