One Day Workshop on

Outcome Based Education

20 April 2014
UET, Lahore, Pakistan
 Programme
Time Topic / Activity
09.00 – 09.30 Introduction
09.30 – 10.30 Linking Programme Objectives and Outcomes & Course Outcomes
10.30 – 10.45 Refreshment
10.45 – 11.45 Exercise 1
11.45 – 12.45 Developing Course Outcomes that address the taxonomy
12.45 – 14.00 Lunch
14.00 – 15.00 Exercise 2
15.00 – 16.00 Ensuring attainment of outcomes through assessments
16.00 – 17.00 Exercise 3 & Closing
17.00 Refreshment
 Reminder
• A unified template is not the way forward
• This is an attempt to allow contemplation and
creativity
• Diversity in approach is expected but unified
in outcome
 Expectations of Accreditation

• Education content and level are maintained

• Programme Continual Quality Improvement
(CQI)
• Outcome-based Education (OBE) Programme
• Systematic (QMS)
Introduction
 ACCULTURALISATION
QUALITY EDUCATION
• Knowledge
• Behaviour Establish, Maintain & Improve
System
• Attitude
Resources

Management Commitment
 Students

Curriculum Program Staff

Objectives
&
Outcomes

Facilities QMS
Professional
Engineers Technologist Others
Engineers

ENGINEERING GRADUATES OUTCOMES

Professional
Engineers Technologists Others
Engineers

PAE
+
3 years
Work Registered
Experience with the
(Normally Board
5 year
+
Registered
with the
Board

ENGINEERING GRADUATES OUTCOMES

 ENGINEERING PROGRAMME

Education Training
(Knowledge & Understanding) (Skill)

Psycho
Cognitive Affective
motor
(Knowledge – K) (Attitude – A)
(Skill – S)
 Depth of Knowledge Required

Complex Broadly Defined Well defined

Problems Problems Problems

Can be solved
Requires in-depth
Requires using limited
knowledge that
knowledge of theoretical
allows a
principles and knowledge, but
fundamentals-based
applied procedures normally requires
first principles
or methodologies extensive practical
analytical approach
knowledge
Attributes Complex Problems
Preamble Engineering problems which cannot be resolved without in-
depth engineering knowledge and having some or all of the
following characteristics:

Range of conflicting Involve wide-ranging or conflicting technical, engineering and

requirements other issues
Depth of analysis required Have no obvious solution and require abstract thinking,
originality in analysis to formulate suitable models
Depth of knowledge Requires in-depth knowledge that allows a fundamentals-based
required first principles analytical approach
Familiarity of issues Involve infrequently encountered issues
Level of problem Are outside problems encompassed by standards and codes of
practice for professional engineering
Extent of stakeholder Involve diverse groups of stakeholders with widely varying needs
involvement and level of
conflicting requirements

Consequences Have significant consequences in a range of contexts

Interdependence Are high level problems possibly including many component
parts or sub-problems
Attributes Broadly-defined Problems
Preamble Engineering problems having some or all of the following
characteristics:
Range of conflicting Involve a variety of factors which may impose conflicting constraints
requirements
Depth of analysis Can be solved by application of well-proven analysis techniques
required

Depth of knowledge Requires knowledge of principles and applied procedures or

required methodologies
Familiarity of issues Belong to families of familiar problems which are solved in well-
accepted ways;
Level of problem May be partially outside those encompassed by standards or codes
of practice
Extent of stakeholder Involve several groups of stakeholders with differing and occasionally
involvement and level of conflicting needs
conflicting requirements
Consequences Have consequences which are important locally, but may extend
more widely
Interdependence Are parts of, or systems within complex engineering problems
 (i) Knowledge of Engineering Sciences
Differentiation WA SA DA
Characteristic

Breadth and depth Apply knowledge of Apply knowledge of Apply knowledge of

of mathematics, mathematics, mathematics,
education and science, engineering science, engineering science, engineering
type of fundamentals and fundamentals and fundamentals
knowledge, both an engineering an engineering and an engineering
Theoretical and specialization to the specialization to specialization to
Practical solution of complex defined and applied wide practical
engineering engineering procedures and
problems procedures, practices.
(conceptualization processes, systems
of engineering or methodologies.
models)
 (ii) Problem Analysis
Differentiation WA SA DA
Characteristic

Complexity of Identify, formulate, Identify, formulate, Identify and solve

analysis research literature research literature well-defined
and analyse (solve) and solve broadly- engineering
complex defined engineering problems reaching
engineering problems reaching substantiated
problems reaching substantiated conclusions using
substantiated conclusions using codified methods of
conclusions using analytical tools analysis specific to
first principles of appropriate to their their field of
mathematics, discipline or area of activity.
natural sciences specialisation.
and
engineering
sciences.
 (iii) Design/ development of solutions
Differentiation WA SA DA
Characteristic

Breadth and Design solutions for Design solutions for Design solutions for
uniqueness of complex engineering broadly- defined well-defined
engineering problems problems and design engineering technical problems
i.e. the extent to systems, components technology problems and assist with
which or processes that and the design of systems,
problems are original meet specified needs contribute to the components or
and to which solutions with appropriate design of systems, processes to meet
have previously been consideration for components or specified needs
identified or codified public health and processes to meet with appropriate
safety, cultural, specified needs with consideration for
societal, and appropriate public health and
environmental consideration for safety, cultural,
considerations. public health and societal, and
safety, cultural, environmental
societal, and considerations.
environmental
considerations.
 (iv) Investigation
Differentiation WA SA DA
Characteristic

Breadth and depth of Conduct Conduct Conduct investigations

investigation and investigations (of) investigations of of
experimentation into complex broadly-defined well-defined problems;
problems using problems;
research based locate and search
knowledge and locate, search and relevant codes and
research methods select relevant data catalogues,
including design of from codes, data
experiments, bases and literature, conduct standard tests
analysis and and
interpretation of design and conduct measurements.
data, and synthesis of experiments to
information to provide valid
provide valid conclusions.
conclusions.
 (v) Modern Tool Usage
Differentiating Characteristic: Level of Understanding of the Appropriateness of the
Tool

Engineer – Engineering Engineering

Washington Technologist – Technician –
Accord Sydney Accord Dublin Accord

Create, select, and Select and apply Apply appropriate

apply appropriate appropriate techniques,
techniques, techniques, resources,
resources, resources, and modern
and modern and modern engineering tools
engineering and IT engineering tools, to well-defined
tools, including including engineering
prediction and prediction and activities, with
modelling, modelling, to an awareness
to complex broadly defined of the limitations
engineering engineering
activities, with activities, with
an understanding an understanding
of the limitations of the limitations
 (vi) The Engineer and Society
Differentiation WA SA DA
Characteristic

Level of knowledge Apply reasoning Demonstrate Demonstrate

and responsibility informed by understanding of the knowledge of the
contextual knowledge societal, health, societal, health,
to assess safety, legal and safety, legal and
(Demonstrate cultural issues and the cultural issues and the
understanding of the) consequent consequent
societal, health, responsibilities responsibilities
safety, legal and relevant to relevant to
cultural issues and the engineering engineering
consequent technology practice. technician practice.
responsibilities
relevant to
professional
engineering practice.
 (vii) Environment and Sustainability
Differentiation WA SA DA
Characteristic

No differentiation in Understand the Understand the Understand the

this characteristic impact of professional impact of engineering impact of engineering
engineering solutions in a societal solutions in a societal
solutions in a societal context and context and
and environmental demonstrate demonstrate
contexts and knowledge of and knowledge of and
demonstrate need for need for
knowledge of and sustainable sustainable
need for development. development.
sustainable
development.
 (viii) Ethics
Differentiating Characteristic: None

Engineering Engineering
Engineer –
Technologist – Technician –
Washington Accord
Sydney Accord Dublin Accord

Apply ethical Understand Understand

principles and commit and commit
(Understand) to professional to professional
and commit ethics, ethics,
to professional responsibilities, responsibilities,
ethics, and norms of and norms of
responsibilities, engineering engineering
and norms of practice practice
engineering
practice
 (ix) Communication
Differentiation WA SA DA
Characteristic

Level of Communicate Communicate Communicate

communication effectively on complex effectively on effectively on
according to type of engineering activities broadly-defined well-defined
activities performed with the engineering engineering activities engineering activities
community and with with the engineering with the engineering
society at large, such community and community and
as being able to with society at large, with society at large,
comprehend and by being able to by being able to
write effective reports comprehend and comprehend the work
and design write effective reports of others,
documentation, and design document their own
make effective documentation, make work, and give and
presentations, and effective receive clear
give and receive clear presentations, and instructions
instructions. give and receive clear
instructions
 (x) Individual and Teamwork
Differentiation WA SA DA
Characteristic

Role in and diversity Function effectively as Function effectively as Function effectively as

of team an individual, and as a an individual, and as a an individual,
member or leader in member or leader in and as a member in
diverse teams and in diverse diverse technical
multi-disciplinary technical teams. teams.
settings.
 (xi) Life long learning
Differentiation WA SA DA
Characteristic

No differentiation in Recognize the need Recognize the need Recognize the need
this characteristic for, and have the for, and have the for, and have the
preparation and ability to engage in ability to engage in
ability to engage in independent and independent and
independent and life-long learning. life-long learning.
life-long [Link]
the broadest context
of technological
change
 (xii) Project Management and Finance
Differentiation WA SA DA
Characteristic

Level of management Demonstrate Demonstrate an Demonstrate an

required for differing knowledge and awareness and awareness of
types of activity understanding of understanding of management and
engineering and management and business practices,
management business practices, such as risk and
principles and apply such as risk and change management.
these to one’s own change management,
work, as a member and understand
and leader in a team, their limitations.
to manage projects
and in
multidisciplinary
environments
(business practices,
such as risk and
change management,
and understand their
 MEASURE &
EVALUATE
Direct & Indirect

University Assessment & Evaluation

Linking Programme Objectives and
Outcomes & Course Outcomes
1. ASSIGN YOURSELF AN ANONYMOUS NAME
2. RATE BETWEEN 1 TO 5 WITH 1 “NOT AT ALL” AND 5 “YES A LOT”

Before After
Workshop Workshop

A My knowledge of outcome-based
education is at level

(i) I would like to know more about …..

(ii) Comments:
Megat Johari Megat Mohd Noor 28
Introduction to OBE
 OBE Meets IHL (Before ... 2005)

Who is the Smart

Alex that brought this
OBE idea ?
Why do we need OBE?

This is American
(WASHINGTON)
hegemony!

Canada, Hong Kong,

Singapore ... are not OBE
 OBE Training 2005 - 2008
2008 WA Reviewer UKM, UPM
2008 WA Mentor KLIUC, UNITEN, UiTM
2007 WA Mentor UniMAP, UTP
2005 WA Mentor UTM UTeM
2004 WA Mentor UKM, MMU
2002 WA Sponsor UiTM, UIA 2009: OBE Effective
2008: OBE Widespread
2007: CQI Visible
2006: OBE Implementation
2005: OBE Plan
2007: OBE Manual
2006: OBE Manual
2003: OBE Manual
1999: OBE Manual

99 00 01 02 03 04 05 06 07 08 09 10 (Year)
 Buy-in
• Universities
– Have to
– Paradigm shift – give us time
• EAC
– Impatient
– Process
• EAC panels
– Paradigm shift
 OBE Meets IHL (Now ... 2010)

May God bless the

Smart Alex that
OBE makes us brought the idea!
accountable

What is the best way of

doing OBE?

Let us assess and evaluate

the learning of students the
right way
 Outcome Based Education

OBE is a process that involves

assessment and evaluation practices in
education to reflect the attainment of
expected learning and showing mastery
in the programme area
 OBE leads to:

• Improved Learning
• Increase in Institutional effectiveness
• Enhanced Accountability
 Benefits of OBE
– More directed & coherent
curriculum
– Graduates will be more “relevant”
to industry & other stakeholders
(more well rounded graduates)
– Continual Quality Improvement
(CQI) is an inevitable consequence
 OBE in a nut shell

 What do you want the students to have or

able to do?  Knowledge, Skill, Affective

 How can you best help students achieve

it?  Student Centred Delivery

 How will you know what they have

achieved it?  Assessment

 How do you close the loop

 PDCA
 Strategy of OBE
• Top down curricula design
• Appropriate Teaching & Learning Methods
• Appropriate Assessment & Evaluation
Methods
 Developing OBE Curricula
• Vision & Mission
• Stakeholders Input
• Malaysian Engineering Education Model
– Global & strategic
– Industrial
– Humanistic
– Practical
– Scientific
– Professional
• SWOT Analysis

Megat Johari Megat Mohd Noor 40

Characteristics of OBE curricula

• It has programme objectives, programme

outcomes, course learning 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.

Megat Johari Megat Mohd Noor 41

Characteristics of OBE curricula cont….

• Every learning outcome is intentional and

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

Megat Johari Megat Mohd Noor 42

Characteristics of OBE curricula cont….

• Programme outcomes address Knowledge, Skills

and Attitudes to be attained by students.
• Course outcomes must satisfy the stated
programme outcomes. There is no need for ANY
(individual) course to address all programme
outcomes.
• Teaching/ Learning method may have to be
integrated to include different delivery methods to
complement the traditional Lecture method.

Megat Johari Megat Mohd Noor 43

 Issues on Implementation of OBE
 Effective Programme Educational Objectives (PEO)
 Effective Programme Outcomes (PO).
 Practical Assessment Tools.
 Effective Assessment Planning.
 Robust Evaluation Planning.
 CQI procedures in place

Management Driven! Management Commitment!

 Different Levels of Outcomes

Programme Educational Objectives Few years after

Graduation – 4 to 5 years

Programme Outcomes Upon graduation

Course/subject Outcomes Upon subject completion

Weekly/Topic Outcomes Upon weekly/topic

completion
 Institutional
Stakeholders Interest
Mission Statement

Programme Objectives

Programme Outcomes
(Knowledge, skills, attitudes of graduates)

Outcome-Related Course Learning Objectives

(Ability to: explain, calculate, derive, design)

Assessment of Attainment Level

Continual Improvement
 Model B: Greater emphasis on skills and attitude at
the early years but lesser toward the middle years
and back to greater emphasis near graduation

Semester 8 Skills &

Attitude
Development Concept of Outcome-based Education

1. programmeme 2. programmeme
Objectives Outcomes
Knowledge
EAC requirements EAC requirements

Employers’ requirements ABET requirements

NGOs requirements Faculties’ expectations

Semester 1
School’s vision and MEEM requirements
mission
Semester 8 Skills &
Attitude

3. Develop Curriculum Structure

4. Develop Course learning outcomes

Knowledge

5. Develop Course outcomes

Semester 1

Model A: Equal emphasis on the

knowledge, skills and attitude from
Assessment and Evaluation for Continual Improvement
the early years until graduation
Megat Johari Megat Mohd Noor 47
 Educational Process - Stakeholders Internal Stakeholders
Teachers
Students
Pull Programme EO / O Development/ Review University
Specification

factor
External Stakeholders
Course O / Content Potential Employers / Industry
Development / Review Alumni
1, 2, 3 …… Regulatory Body
Formative / Summative

Course Implementation Internal Stakeholders

1, 2, 3 …… Teachers

Course Assessment Internal Stakeholders

1, 2, 3 …… Teachers
Teacher – Knowledge, Skills, Affective Technicians
Students – Teaching
Students
Teacher – Descriptive Self Assessment
on Cohort’s Achievement
Internal Stakeholders
Teachers
Programme Evaluation Students
Summative - direct
Summative

Exit Survey - indirect

Industry Survey - indirect External Stakeholders
Alumni Survey - indirect Potential Employers / Industry
External – direct Alumni
Accreditation - direct Regulatory Body
External Assessor
A CQI
Programme Course
Outcomes Outcomes

Teaching Plan 1
CQI Implementation
Contents 2 CQI

Levels

Contact Time
3
Learning Time Cohort’s
Evaluation
Assessments
 5
Intervention
3 for the following year
Cohort’s
Evaluation
4
Summative
at year
6
Summative
4 years

A CQI
Programme Course
Outcomes Outcomes

B
Other
Stakeholders
Programme Objectives
 Programme Objectives
What is expected (3-5 years) upon
graduation (What the programme is
preparing graduates in their career and
professional accomplishments)

Engineering Accreditation Council 52

 CHARACTERISTICS OF GOOD PROGRAMME
OBJECTIVE (PEO) STATEMENTS

 Each addresses one or more needs of one or more

stakeholders
 Consistent with the mission & vision of the institution
 Number of statements should be limited and
manageable
 Should not be simply restatement of outcomes
 Forward looking and challenging
 CHARACTERISTICS OF GOOD POGRAMME
OBJECTIVE (PEO) 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)
 Has clear link to the programme outcomes &
curriculum design
eg. Programme Educational Objectives
• To provide graduates with sufficient
knowledge in engineering and possess the
necessary skills for work in the industry.
• To produce graduates who are sensitive and
responsible towards the society, culture and
environment.
• To prepare graduates for work in advanced
design and innovation at international level.

Megat Johari Megat Mohd Noor 55

Programme Outcomes
 Programme Outcomes

• What the graduates are expected to know

and able to perform or attain by the time of
graduation (skills, knowledge and
behaviour/attitude)

There must be a clear linkage between

Objectives and Outcomes
Need to distribute the outcomes throughout
the programme, and not one/two courses only
addressing a particular outcome
Employers Rating of Skills/Qualities – 2002
1. Communication (verbal & written) 4.69
2. Honesty/Integrity 4.59
3. Teamwork skills 4.54
4. Interpersonal skills 4.50
5. Strong work ethics 4.46
6. Motivation & initiative 4.42
7. Flexibility/adaptability 4.41
8. Analytical skills 4.36
9. Computer skills 4.21
10. Organisational skills 4.05
11. Detail oriented 4.00
12. Leadership skills 3.97
13. Self confidence 3.95
14. Friendly/outgoing personality 3.85
15. Well mannered / polite 3.82
16. Tactfulness 3.75
17. GPA (3.0 or better) 3.68
18. Creativity 3.59
19. Sense of humour 3.25
20. Entrepreneurial skills/risk taker 3.23
 PEC 2014 Manual
Programme Outcomes
• Expected to know and able to perform or
attain by the time of graduation. (knowledge,
skills, and behaviour/attitude - KSA)
• Outcomes (i) to (xii)

59
 PROGRAMME OUTCOME
(i) Engineering Knowledge
Apply knowledge of mathematics, science,
engineering fundamentals and an engineering
specialisation to the solution of complex
engineering problems;
 PROGRAMME OUTCOME
(ii) Problem Analysis
Identify, formulate, research literature and
analyse complex engineering problems reaching
substantiated conclusions using first principles of
mathematics, natural sciences and engineering
sciences
 PROGRAMME OUTCOME
(iii) Design/Development of Solutions
Design solutions for complex engineering
problems and design systems, components or
processes that meet specified needs with
appropriate consideration for public health and
safety, cultural, societal, and environmental
considerations
 PROGRAMME OUTCOME
(iv) Investigation
Conduct investigation into complex problems using
research based knowledge and research methods
including design of experiments, analysis and
interpretation of data, and synthesis of
information to provide valid conclusions
 PROGRAMME OUTCOME
(v) Modern Tool Usage
Create, select and apply appropriate techniques,
resources, and modern engineering and IT tools,
including prediction and modelling, to complex
engineering activities, with an understanding of the
limitations
 PROGRAMME OUTCOME
(vi) The Engineer and Society
Apply reasoning informed by contextual knowledge
to assess societal, health, safety, legal and cultural
issues and the consequent responsibilities relevant
to professional engineering practice
 PROGRAMME OUTCOME
(vii) Environment and Sustainability
Understand the impact of professional engineering
solutions in societal and environmental contexts
and demonstrate knowledge of and need for
sustainable development
 PROGRAMME OUTCOME
(viii) Ethics
Apply ethical principles and commit to professional
ethics and responsibilities and norms of
engineering practice
 PROGRAMME OUTCOME
(ix) Communication
Communicate effectively on complex engineering
activities with the engineering community and with
society at large, such as being able to comprehend
and write effective reports and design
documentation, make effective presentations, and
give and receive clear instructions
 PROGRAMME OUTCOME
(x) Individual and Team Work
Function effectively as an individual, and as a
member or leader in diverse teams and in multi-
disciplinary settings
 PROGRAMME OUTCOME
(xi) Life-long Learning
Recognise the need for, and have the preparation
and ability to engage in independent and life-long
learning in the broadest context of technological
change
 PROGRAMME OUTCOME
(xii) Project Management & Finance
Demonstrate knowledge and understanding of
engineering and management principles and apply
these to one’s own work, as a member and leader
in a team, to manage projects and in
multidisciplinary environments
 Exercise 1
• Develop several programme objectives based
on the kind of graduates your programme
intent to produce.
• Link the POs to PEC 2014 programme
outcomes

Megat Johari Megat Mohd Noor 72

Curricula
 Curricula Models
Distribution of Knowledge, Skills & Attitude
elements throughout the 4 years

S&A
Yr. 4 S&A 30%
30%

Yr. 3 K 70% K 70% K 70% K 70%

Yr. 2
S&A
30%
Yr. 1 S&A
30%

A B C D
 Curriculum
• 50% devoted to project work
• 25% to courses related to the project
• 25% to courses related to the curriculum
• Theme – increase knowledge, broad range of
subjects, professional input

Megat Johari Megat Mohd Noor 75

 Lecture & Project

Introduction Evaluation

Course

Project work

Megat Johari Megat Mohd Noor 76

 Problem Organised Project Work
or POPBL (Project Oriented Problem Based
Learning)
Literature Lectures Group Studies

Problem Analysis Problem Solving Report

Tutorials Field Work Experiment

Megat Johari Megat Mohd Noor 77

 Requirements
• High degree of supervision
• Office space
• Lectures to be constantly changing or
renewed
• Flexibility in the distribution of resources

Megat Johari Megat Mohd Noor 78

 Graduates

AALBORG UNIV TECHNICAL UNIV

• Strong in problem • Specialist knowledge
solving • Technical
• Communication methodology
• Cooperation
• General technical
knowledge

Megat Johari Megat Mohd Noor 79

 Chinese Proverb

Tell me and I will forget

Show me and I will remember
Involve me and I will understand
Step back and I will act

Megat Johari Megat Mohd Noor 80

 Instructors/Supervisors

• Pedagogical skills
• Scientific skills
• Time management
• Project based on staff research

Megat Johari Megat Mohd Noor 81

 Requirements for the students
• Active role – must come prepared for each
class; contribute by teaching others, actively
participating, taking risks, learning from
instructor/classmates
• Ethics – respect, trust and openess
• Committed to learning – continual
improvement

Megat Johari Megat Mohd Noor 82

 Linking topics to Programme
Educational Objectives
• Topics lead to learning objectives
• Group/individual learning objectives lead to
course outcome
• Course outcomes must relate to programme
outcomes
• Programme outcomes address the programme
objectives (What kind of “animal” are we
producing?)

Megat Johari Megat Mohd Noor 83

 Course to Programme Outcomes Mapping

Course Outcomes Programme Outcomes

1 2 3 4 5 6 7 8 9 10
st
1 Semester Courses
Course 1
Outcome 1 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3

Outcome 2 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3
Outcome 2
1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3 1.2 or 3

Course 2

Course 3

2nd Semester Courses

3rd Semester Courses
4th Semester Courses
5th Semester Courses
6th Semester Courses
7th Semester Courses
8th Semester Courses
Ensuring attainment of outcomes
through assessments
1. ASSIGN YOURSELF AN ANONYMOUS NAME
2. RATE BETWEEN 1 TO 5 WITH 1 “NOT AT ALL” AND 5 “YES A LOT”

Before After
Workshop Workshop

C My knowledge of assessment and

evaluation is at level

(i) I would like to know more about …..

(ii) Comments:
Megat Johari Megat Mohd Noor 86
Topic Outcomes

• Participants can apply the

principles of assessment and
evaluation for programme
objectives, programme outcomes
and course outcomes.
Introduction
 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.
 Assessment
– drives learning (necessary evil!)
– is formative or/and summative; to
demonstrate student’s competence in
demonstrating a specific outcome
– is the process that identify, collect, use
and prepare data that can be used to
evaluate attainment.
 Assessment
• Do not assess those that have not been taught
 What Assessment?
• Assessing Student/Cohort (Course Outcome)
• Assessing Student/Cohort & Faculty
(Programme Outcome)
 Course vs Programme Outcomes
Assessment
• Degree of complexity
• Time span
• Accountability
• Level of Faculty buy-in
• Precision of measurement
 Assessment Process

– Anecdotal vs. measured results

– Reliance on course grades only
– Over-reliance on indirect assessment (survey)

94
 COURSE COVERAGE
Breadth of coverage is subject to the required outcomes,
(Knowledge (K) = 70-80 %, Skills (S) = 10-20%, Attitude (A) = 10-20%)

K S A
(70-80%) (10-20%) (10-20%)

3 3 1 2 1 3 3 3 3 2 2 1 2 3 2 3 2 3 1 1 1 1

Depth of coverage is subject to the required level of outcomes,

1(low), 2 (medium) or 3 (high)

COURSE ASSESSMENT
 Course Coverage & Assessment
When assessing, an instructor must consciously assess and evaluate the
applicable elements (Knowledge, Skills, Attitude). An activity may be
used to examine all the three elements
Model A Model B
Competencies Competencies

Knowledge Knowledge

Skills Skills
Attitude Attitude
 Assessment tools
• Exit surveys, Exit interviews (P)
• Alumni surveys and interviews (P)
• Employer surveys and interviews (P)
• Job offers, starting salaries (relative to national
benchmark) (P)
• Admission to graduate schools (P)
• Performance in group and internship assignments
and in PBL situation (P,C)
• Assignments, report and tests in capstone design
course (P,C)
• Standardized tests (P,C) P: Program C: Course
 Assessment tools (cont)

• Student surveys, individual and focus group

interviews (P,C)
• Peer-evaluations, self evaluations (P,C)
• Student portfolios (P,C)
• Behavioral observation (P,C)
• Written tests linked to learning objectives (C)
• Written project reports (C)
• Oral presentation, live or videotape (C)
• Research proposals, student-formulated
problems (C)
• Classrooms assessment Techniques (C)
 Expectations from Evaluators
on Assessment
• Course Assessment links to Course Outcomes
/ Programme Outcomes
• Formative Assessment
• Summative Assessment
• Looking for content breadth & depth from
direct assessment
• Looking for students ability to attain the
highest level (depth)
 Lessons learnt from accreditation
activities related to assessment
 Does not know the teaching plan
 Done without referring to the plan
 Does not know how to translate plan into
assessment
 Assessing at low-medium level (not challenging)
 No feedback to students except at end of
semester
 Does not know how to relate assessment to
expected outcomes
 Repetition
 Bulk marking
 Traditional assessments
 Course
Summary
Sheet
 Assessing & Evaluating Course
Outcomes
• Let us look at some examples in assessment:
– Nutrition
– Natural Science
 Course Outcomes (CO) -
NUTRITION
• CO: Children know the importance of washing
their hands before eating as well as how to
properly wash their hands
• Use observation in assessment
• At specified times during the 2 weeks following
the session on hand washing, teachers recorded
which children spontaneously washed their
hands when it was time for a snack
 Course outcomes (CO) - Natural
Science
• CO: Able to draw life cycle of a salmon
• Ask to make drawings of the salmon's life once
before the session, on the salmon's lifecycle and
again at the end of the session
• Changes in the details of the two drawings
provide a demonstration of what had been
learned
Observation
 What skills do observers need?

• Ability to take in what is seen, heard, and felt in

an event, and to report those impressions and
details clearly in writing.
• Someone with good attention and writing skills
is more likely to assemble a useful observation
report than someone who struggles with these
tasks.
 Write notes / capture

• Students working in a small group might talk

excitedly while working out the solution to a
problem
• Recording their comments can provide valuable
testimonial to the benefits of cooperative
learning
• Audiotapes, videotapes, or photographs may
prove useful in capturing the essence of
observed events
 Observing

• Be attentive and open to discovering behaviours, both verbal

and nonverbal, that suggest the presence or lack of student
motivation
• Observations alone are not sufficient evidence for convincing
others that a programme has caused lasting change (eg.
observations of students working with each other during a 20-
minute activity do not necessarily mean that students are
more inclined to work cooperatively in general)
• It is always important to look for several sources of evidence
that support whatever changes you think have occurred in
students
 Indicators of student interest

• How many students are participating in the

discussion?
• What are they saying?
• How do students look? Are they distracted or
bored, or are they listening with interest?
• How much personal experience do the
students bring into their responses?
• How excited do they seem about the subject?
• What do they say?
 Know the student
• You will need to know the students in order to
be able to observe and record students
participation
Rubrics
 Rubric
• It is a working guide for students and
teachers, usually handed out before the
assignment begins in order to get students to
think about the criteria on which their work
will be judged.
• Authentic assessment tool which is designed
to simulate real life activity where students
are engaged in solving real-life problems.
 Rubrics - What are they good for?
• It is a set of categories developed from the
performance criteria that define and describe
progression toward meeting important
components of work being completed, critiqued,
or assessed.
• Each category contains a gradation of levels of
completion or competence with a score assigned
to each level and a description of what
performance criteria need to be met to attain the
score at each level.
 3 common features of rubrics
• focus on measuring a stated objective
(performance, behaviour, or quality).
• use a range to rate performance.
• contain specific performance characteristics
arranged in levels indicating the degree to
which a standard has been met (Pickett and
Dodge).
 Rubric Adopted from [Link]

4 - Exceeds 3 - Meets 2 - Progressing 1 - Below

Criteria Criteria to Criteria Expectations
Content Provides ample Provides adequate Some details but Inconsistent or few
supporting detail supporting detail may include details that may
to support solution/ to support solution/ extraneous interfere with the
argument argument. or loosely meaning of the text.
related material.

Organization Organizational Organizational Little completeness Little evidence of

pattern is logical & pattern is logical & & wholeness, organization or any
conveys completeness conveys completeness though organization sense of wholeness
& wholeness. & wholeness attempted. & completeness.
with few lapses.

Style Uses effective Uses effective Limited & Limited or

language; makes language & predictable inappropriate
engaging, appropriate vocabulary, perhaps vocabulary for the
appropriate word word choices not appropriate for intended audience
choices for audience for intended audience intended audience & purpose.
& purpose. & purpose. & purpose.

Consistently follows Generally follows Generally does not Does not follow the
the rules of the rules for standard follow the rules of rules of standard
standard English. English. standard English. English.
 Types of Rubrics
• An analytic rubric provides specific information about student
performance on any given performance criterion.
• A holistic rubric is broad in nature and provides information
about the overall, general status of student performance
(instead of creating separate categories for each criterion, the
criteria are grouped under each level of the rubric).
• A generic rubric can be used across a variety of activities where
students get an opportunity to demonstrate their performance
on an outcome (e.g., communication skills, where it could be
used in a writing course or a design course).
• A task-specific rubric is developed with a specific task in mind
(focused and would not be appropriate to use outside of the task
for which it was designed).
 Rubric Scoring
• The use of rubrics when scoring student work
provides the programme with valuable
information about how students are progressing
and also points to specific areas where students
need to improve.
– For example, when a staff member is grading a
student’s paper, he/she can also score the paper for
the student’s writing skills using the rubric provided.
– The scores obtained by each student can be
aggregated and used for programme assessment.
 Levels?
• How many points (levels) should a rubric have?
• It is important to consider both the nature of the
performance (complexity) and the purpose of the scoring.
• If the rubric aims to describe student performance at a
single point in time, then three to five points are
recommended.
• If student performance is to be tracked over time and the
focus is on developmental growth, then more points are
needed.
• Remember, the more points on the scale, the more difficult
it is to get multiple raters to agree on a specific rating.
 Effective Rubrics
• For programme assessment, the most effective
rubrics (generally speaking) are analytic, generic,
and the use of a three- to five-point scale.
• Good websites designed to help with the
development of rubrics.
[Link]
• Many examples of rubrics on the web, but just
because they are on the web, it doesn’t mean
they’re good examples. Proceed with caution.
 Presenting Assessment Results
• A staff member can represent the data
graphically.
• How many students meet the expected
standard of “meets criterion” , the number
who exceed standard and the number that are
making progress can be determined.
• Staff should think through how the data are
going to be used before developing a rubric.
 Advantages
• Rubrics improve student performance by clearly
showing the student how their work will be
evaluated and what is expected.
• Rubrics help students become better judges of
the quality of their own work.
• Rubrics allow assessment to be more objective
and consistent.
• Rubrics force the teacher to clarify his/her criteria
in specific terms.
• Rubrics reduce the amount of time teachers
spend evaluating student work.
 Advantages (cont)
• Rubrics promote student awareness about the
criteria to use in assessing peer performance.
• Rubrics provide useful feedback to the teacher
regarding the effectiveness of the instruction.
• Rubrics provide students with more informative
feedback about their strengths and areas in need
of improvement.
• Rubrics accommodate heterogeneous classes by
offering a range of quality levels.
• Rubrics are easy to use and easy to explain.
 Outcome-based Assessment
Implementation Assessment Data
Strategy Strategy Sources/Assessment
instruments
Industrial project Exams, interview, Reports, interview
Improve student survey, observe, schedule, survey,
competence in assess skill level, observation records,
communication, monitor grades of exams and
teamwork, and project development of projects, exit skill
management skills checklist
Design course Assessment criteria List of assessment
Address industry from literature, by criteria, observation,
needs industry, and reports, interview,
lecturers students evaluation,
exams, exit skill
checklist
 Some Thoughts

• Provide clear guidelines for all work

– Report writing – nature and structure of the
information required
– Oral presentation – detailed evaluation criteria:
clarity, effective use of visual aids, eye contact
• Use of higher order thinking skills
• Team involvement to be defined
 Unified key outcomes
• Allow lecturer to decide on the
criteria/indicator
• Provide a standard and calibration
• Get definition (perception from lecturer) and
then standardise the definition

Megat Johari Megat Mohd Noor 125

 Performance Criteria/ Indicators -
Good Teamwork
Students are able to demonstrate

1. Positive contribution to the team project (minutes of

meeting)
2. Well prepared and participate in discussion (observation)

3. Volunteer to take responsibility

4. Prompt and sufficient attendance

5. Aplomb and decorum

Performance Criteria/ Indicators – Public
Speaking
 Programme Outcome Assessment
Matrix
Outcome indicators Outcome 1 Outcome 2
& core courses
Project Report A B
Course 1 B B
Course 2 C B

A: slightly, B: moderately, C:substantively - base on a review of course

materials (syllabus, learning objectives, tests, other assessment…..)

Outcome 1: ability to …..

Outcome 2: ability to …..

 Course Assessment Matrix
Outcome-related Outcome 1 Outcome 2
learning objectives
Explain A C
Perform calculation B B
Identify B B
Solve B C

A: slightly, B: moderately, C:substantively

Outcome 1: ability to …..

Outcome 2: ability to …..

 Exercise 2
• Discuss on the different EAC Programme
Outcomes, and briefly explain how can they
be measured.

Megat Johari Megat Mohd Noor 130

Developing Course Outcomes that
address the taxonomy
 Course Development

 Content - typical stuff

 Learning (Topic) Outcomes - teaching plan
 Course Outcomes - group of learning (topic) outcomes
 CO-PO matrix – is it satisfactory?

Things to consider
 Depth – [Link]’s taxonomy
 Delivery and assessment
 Students’ time and competencies covered
 Creating a Course
• Planning
– Identify course content and defining measurable learning
outcomes
• Instruction
– Select and implement methods – deliver the specified
content and facilitate student achievement of the
outcomes
• Assessment and Evaluation
– Select and implement methods – determine how well the
outcomes have been achieved
 Why are course outcomes important?

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 outcome
1) Action verb
Ability to:
• describe the principles used in designing X.
• evaluate the strengths and weakness of …
Try to avoid these:
Well-written verbs must - understand
be (SMART)
- Specific
- appreciate
- Measurable - know
- Achievable
- Realistic - learn
- Time frame - aware
- Observable
- familiar
 3 components of a learning outcome

2) Condition (context under which the behaviour is to

occur)
• describe the principles 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 outcome
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 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 correlational
research.
Best
• Students should be able to independently design
and carry out experimental and correlational
research that yields valid results.
Source: Bergen, R. 2000. A Program Guideline for Outcomes Assessment at Geneva College
 Course Outcomes
• Statement … explain, calculate, derive, design,
critique.
• Statement … learn, know, understand,
appreciate – not learning objectives but may
qualify as outcomes (non-observable).
• Understanding cannot be directly observed,
student must do something observable to
demonstrate his/her understanding.
 Bloom’s Taxonomy
• Knowledge (list)
• Comprehension (explain)
• Application (calculate, solve, determine)
• Analysis (classify, predict, model,derived)
• Synthesis (design, improve)
• Evaluation (judge, select, critique)
lower order Intermediate Higher order
lower order Intermediate Higher order
 Course Outcomes (CO) Contribution to
Programme Outcomes (PO)
Ability to function in multidisciplinary team

 Assign multidisciplinary design projects in

engineering courses.
 Implement design projects with
multidisciplinary teams

Exercise:
Identify a course and discuss how it can be
implemented
 Course Outcomes (CO)Contribution to
Programme Outcomes (PO)
Broad education necessary to understand the impact of
engineering solutions in a global, environment and
societal context + knowledge of contemporary issues

• Include structured controversies in engineering

course
• Conduct class exercise or homework problems
that involve global/societal issues

Exercise:
Identify a course and discuss how it can be
implemented
 Course Outcomes (CO) Contribution to
Programme Outcomes (PO)
Life Long Learning
• Teach students about learning styles and help them
identify the strength and weakness of their styles and give
them strategies to improve
• Use active learning methods to accustom them to relying
on themselves
• Give assignments that requires library and www searches
• Anything done to fulfil criteria on: (a) understanding
ethical and professional responsibility and (b)
understanding societal and global context of engineering
solutions, will automatically satisfy this criteria
 Typical teaching plan format
Remember KSA

Topics Course Delivery Assessment Indicator Students Instructors

outcome method contact contact time
time

Megat Johari Megat Mohd Noor 148

 Exercise 3
• Identify a course and produce several learning
outcomes and their associated assessments
• Propose a matrix of course learning outcomes
and assessments against EAC programme
outcomes

Megat Johari Megat Mohd Noor 149

 Job as a Lecturer
• What do you think of your job as a lecturer?

• TOO MUCH WORK

• IT SUCKS

Megat Johari Megat Mohd Noor 150

Megat Johari Megat Mohd Noor 151
Appendix
1. ASSIGN YOURSELF AN ANONYMOUS NAME
2. RATE BETWEEN 1 TO 5 WITH 1 “NOT AT ALL” AND 5 “YES A LOT”

Before After
Workshop Workshop

B My knowledge of delivery method is

at level

(i) I would like to know more about …..

(ii) Comments:
Megat Johari Megat Mohd Noor 154
Students Learning
 Know your students
• Academic background
• Learning styles
• Cultural background
 Learning Style Model

• Perception Sensing Intuitive

• Input Modality Visual Verbal

• Processing Active Reflective

• Understanding Sequential Global

Visual (Vs) Learners Verbal (Vb) Learners
 “Show me”  “Explain it to me”
- pictures - spoken words
- diagrams - written words, symbols (seen,
- sketches but translated by brain into
their Oral equivalents)
- schematics
- flow charts
- plots
Active (A) Learners Reflective (R) Learners
 Tend to process actively (doing  Tend to process reflectively
something physical with presented (thinking about presented material,
material, then reflecting on it) then doing something with it)
 Think out loud  Work introspectively

 “let’s try it out and see how it  “Let’s think it through and then
goes” try it”
 Tend to jump in prematurely  Tend to delay starting

 Like group work  Like solo or pair work

Sequential (Sq) Learners Global (G) Learners

 Built understanding in logical  Absorb information randomly,

sequential steps then synthesize the big picture
 Function with partial  Need the big pictures
understanding of information (interrelations, connections to other
subjects and personal experience)
in order to function with information
 Make steady progress  Large leaps in understanding with
little progress between them
 Explain easily  Can’t explain easily

 Good at analytical thinking (the  Synthesis, holistic thinking (the

trees) forest)
 Sensor & Intuitor
• SENSOR – favours information that comes in through
their senses. Attentive to details and do not like
abstract concepts. Like well-defined problems that
can be solved by standard methods
• INTUITORS – favours internally generated
information (memory, conjecture, interpretation).
Can handle abstraction and bored by details. Prefer
problems that call for innovation.
 Approach
• Professors are mostly intuitors, who
emphasise basic principles, mathematical
models and thought problem
• Engineering students are mostly sensors,
favour observable phenomena, hard facts,
problems with well defined solution methods
• Thus the disparity between the teacher and
the learner
 Learning and Teaching Styles
SO WHAT?
Mismatch between learners & teachers. Teachers
usually intuitors but learners can be any of the 4
types.
WHAT TO DO?
Include various active teaching techniques to address
ALL learning styles centered on the students i.e.
Student Centered Learning (SCL)
Student-Centered Learning
How can you best help students
achieve it?

• Lectures, demonstration, laboratories

• Projects (design, research) and field experience
• Multimedia lectures and tutorials, interactive
simulations, web based instruction
• Writing, speaking assignments
• Student centred learning
 Socratic Concept
• Knowledge originates from the pupils through
the skillful questioning of the teacher

Megat Johari Megat Mohd Noor 167

 Case Method
• Case method is typically applied for graduate
supervision or teaching a small group
seminar/class at many places
• Harvard Business School, however, has classes
up to 180 pupils and organises its teaching
through (10%) lectures and (90%) cases

Megat Johari Megat Mohd Noor 168

 Case Method – cont…
• It includes small group, buzz group and large group
discussion and a variety of other approaches that
enable wide engagement between students and
instructor
• The faculty must master, communicate and also
manage classroom process
• Educates students to think creatively about the field
and master it

Megat Johari Megat Mohd Noor 169

 Why are cases used?
• Learn by doing and teaching others
• Repetitive opportunity to identify, analyse
and solve a number of issues in a variety of
settings – prepares students for work
• Allows to take the role of a specific
person/organisation – real life situation

Megat Johari Megat Mohd Noor 170

 Why are cases used? Cont….
• Practice on real thing harmlessly
• A tool to test the understanding of theory,
connect theory with application, and develop
theoretical insights
• Cases provide information about how work is
planned and organised in various settings,
how systems operate and how organisation
compete

Megat Johari Megat Mohd Noor 171

 Why are cases used? – cont….
• Access to information may be limited as in real
life, helps to tolerate incompleteness
• Discussion based format also provides self
confidence, ability to think independently
and work cooperatively
• Cases engage students in the process of
learning

Megat Johari Megat Mohd Noor 172

 Skills developed from Case
Method
• Analytical – qualitative and quantitative
frameworks to analyse, problem identification,
data handling, critical thinking – carefully
sifting data
• Decision making – generate alternatives,
select decision criteria, evaluate alternatives,
formulate implementation plans

Megat Johari Megat Mohd Noor 173

 Skills developed from Case
Method – cont…..
• Application – opportunity to practice using
tools, techniques, and theories the students
had learned
• Oral communication – Listening, expressing,
construct argument and convince a view –
learning to think on your feet, consider other
viewpoints and defend positions

Megat Johari Megat Mohd Noor 174

 Skills developed from Case
Method – Cont…..
• Time management – schedule educational activities
within a time constraint
• Interpersonal – discussion allows learning how to
deal with peers – conflict resolution, compromise
• Creative – invites imagination in problem solving, as
there are multiple solutions
• Written communication – note taking, case report,
case exam

Megat Johari Megat Mohd Noor 175

 Problem-based Learning
• Difference between problem-based learning
and case method is not much as both pose
problem but case looks for feasible solutions
(not single answer) and identify the best

Megat Johari Megat Mohd Noor 176

 PROJECT/PROBLEM BASED
• Project (design) oriented organised from first year
– Deals with know-how problems
– Solved by theories and knowledge from lectures
• Problem oriented
– Deals with unsolved problems
– Within science and engineering
– Know-why approach
– Supported by relevant lectures

Megat Johari Megat Mohd Noor 177

How will you know what they
have achieved it?
 Formative Assessment
 Sumative Assessment
 Course Assessment
 Program Assessment
 Assessment Tools
 Direct and Indirect Assessment
How do you close the loop ?

• Assessment Plan
• Who is doing what and when
• Stakeholder participation
• CQI in place
Exercise 4
 Scenario
• OneMalaysia University decided to start a new
“general” engineering programme (Bac of Eng) in
addition to the existing two programmes. The
existing programmes have only one common
programme objective, i.e., “to produce engineers
(according to the related field). The team which
includes you is responsible to develop the new
programme, and had decided to expand the
programme objectives to include
– Global player
– Leading in advanced design
 Questions
• Identify the appropriate POs for the new
programme, and link them to the PEOs
• Identify the suitable taxonomy level for the
respective POs.
• A course, Strength of Materials has been
identified as a fundamental course for the
new programme. Develop the course
outcomes and identify the appropriate
taxonomy level.
 Questions
• How would you assess the course’s cognitive
outcomes?
• If you have to include non-cognitive outcomes,
what are the possible assessment techniques to
be employed?
• Establish a mechanism to demonstrate
attainment of the course outcomes (both
formative and summative)
• Show that the course outcomes contribute to the
programme outcomes.
 Exercise 5
PO1 PO2 PO9 PO10
CO1 + +
CO2 + +
CO3 + +
CO4 + +

How would you design the assessment for the above matrix?
 Exercise 6
Table 1
Q1 CO1 + Discuss on the attainment of COs
Q2 CO2 - and POs (using Exercise 5)for both
Tables, 1&2
Q3 CO3 +
Q4 CO4 +

Table 2
Q1 CO1 + CO2 +
Q2 CO2 + CO3 -
Q3 CO3 - CO4 +
Q4 CO4 + CO1 -
 Exercise 7
PO1 PO2 PO3
C1 3 2 1
C2 2 1 2
C3 3 0 3
C4 2 1 3

Discuss on the potential problems, if any, where 3, 2, 1, and 0 refer to

High, Moderate, Low, and No emphasis, respectively. C1..4
refer to the courses, whereas PO1..3 refer to Programme
Outcomes.

How would cohort POs attainment be obtained?

 Exercise 8
Delivery Assesment
Lecture
Laboratory
PBL
Case Method
Project Based

Identify suitable assessment techniques for the different delivery modes.