understanding and implementing obe: enhancing obe through
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Understanding and Implementing OBE:
Enhancing OBE through
iCGPA
1
INTRODUCTION
2
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
3
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
4
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)
5
DESIGN OF AN OBE PROGRAMME
6
(Jantan, 2015)
(Jantan, 2015)
(Jantan, 2015)
OUTCOMES - MQF
10
What are Learning Outcomes?
• Programme Objectives/Aims/Goals
• Programme Outcomes
• Course Outcomes
• Lesson Outcomes
• Task Outcomes
• etc
11
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
13
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
14
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?
16
• 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
20
ASSESSMENT
Formative and Summative
Vs
Course work and Final Exam
21
ASSESSMENT
What instruments to use?
Which courses to report?
22
DELIVERY OF AN OBE PROGRAMME
23
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.
24
Time to wake up
25
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