Understanding and Implementing OBE:

Enhancing OBE through

iCGPA

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INTRODUCTION

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OUTCOMES

At the end of this lecture participants will be

able to

a. Conduct briefing on the relationship

between OBE and iCGPA

b. Ensure Constructive Alignment of the

Curriculum at their respective campuses

and faculties

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Talking about OBE,

there are 3 levels:

1. Philosophy / Theory / ”Broad Perspective”

2. Curricula / structures / procedures

3. Classroom practice (PBL, CL, AL, etc)

Make sure we’re talking at the same level

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Key characteristics of OBE :

1. Clarity of outcomes

2. “Designing back” (of curriculum)- based on the designated outcomes

3. Expanded opportunity for outcomes achievement

(by more effective teaching methods)

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DESIGN OF AN OBE PROGRAMME

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(Jantan, 2015)

(Jantan, 2015)

(Jantan, 2015)

OUTCOMES - MQF

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What are Learning Outcomes?

• Programme Objectives/Aims/Goals

• Programme Outcomes

• Course Outcomes

• Lesson Outcomes

• Task Outcomes

• etc

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Programme (Educational) Objectives

Programme Outcomes

Course Outcomes

of Course etc.

Course Outcomes

of Course 2

Course Outcomes

of Course 1

Course Outcomes

of Course 312

• Setting Objectives and

Outcomes (Breadth)

• Identifying Domains &

Taxonomies (Depth)

• Performance Criteria for the

Outcomes

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PO – FCE, UITM•Ability to acquire and apply basic knowledge

of science, mathematics and engineering.

•Ability to communicate effectively, not only with

engineer but also with the public.

•Ability to identify, formulate and solve engineering

problems.

•Ability to use a system approach to design and

evaluate operational performance

•Ability to act effectively as an individual and in a

group, with leadership, entrepreneurial and

managerial capabilities

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PO – FCE, UITM•Understanding of the social, cultural, global

and environmental responsibilities and ethics

of a professional engineer and the need for

sustainable development

•Recognizing the need to undertake lifelong

learning and possessing/acquiring the capacity to

do so

•Ability to design and conduct experiments, as well

as to analyze and interpret data

•Ability to function on multi-disciplinary teams

•Having technical competency and ability to apply

to specific Civil Engineering discipline

•Having the knowledge of contemporary issues.15

• Test of Domain?

• Test of Discipline?

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• Mapping of PO against

Regulators Requirement –

See Tasks 2 and 3

• Mapping of Courses-PO

• Mapping of CO-PO

Planning Stage – Satisfying the Regulators

Evidences:

– PEOs are adequately supported?

- POs are adequately supported by Courses?

- POs are adequately supported by COs? 17

Example of Course – PO Matrix

1 = CO address CO slightly , 2 = moderately 3 = substantive18

Steps towards implementing

OBE in curriculum designPrepare a matrix of courses against PO (Course-

PO Matrix) Indicate the PO to be delivered by

each course.

Is the mapping balance?

Are we producing graduates of the discipline?

Are all domains addressed appropriately?

Evidence of task groups formed to progressively enhance

PO achievements?

Can we address PO with multiple components?

Should we have two COs addressing one PO or vice versa?

Can we balance student work load?

Can we address the depth (taxonomy)?

Can we relate and explain student achievement?

Can we relate to CQI activities?

Can ensure that PO selected are consistent and complementary? 19

ASSESSMENT

What to report?

Cumulative OR Summative

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ASSESSMENT

Formative and Summative

Vs

Course work and Final Exam

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ASSESSMENT

What instruments to use?

Which courses to report?

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DELIVERY OF AN OBE PROGRAMME

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CONTENT AND DELIVERY THAT ARE

CONSISTENT WITH SELECTED

DOMAINs

Concluding Remarks

Lecturers must understand the concept of OBE

and have a feel of what is required to deliver

and assess an OBE-programme.

It must be accepted that there are several ways

of achieving a specified outcome, and the

diversity in approach (as long as they are

based on the OBE concept) must be allowed.

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Time to wake up

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