OUTCOME-BASED EDUCATION (OBE) 20 Ogos 2015 PN. VASANTHI A/P SUBRAMANIAM SETIAUSAHA AKADEMIK

KANDUNGAN Outcome-based Education (OBE)

HIGHER EDUCATION PROVIDER (HEP) Institutions, corporate bodies which conducts higher education or training programmes including skills training programme which leads to a higher education qualification Matriculation Colleges, IPG, public and private universities, examination and certification bodies Higher Education Ministry in 2007 came up with the National Higher Education Action Plan (2007 – 2010)

OBE IN PSPTN

Why OBE? – OBE in Act 679

Why OBE? – OBE in MQF

MALAYSIAN QUALIFICATION FRAMEWORK (MQF) MQF* Para 1 MQF is an instrument that develops and classifies qualifications based on a set of criteria that is approved nationally and at par with international practices, and which clarifies the earned academic levels, learning outcomes of study areas and credit system based on student academic load. * The Malaysian Qualifications Agency (2007), The Malaysian Qualifications Framework, Kuala Lumpur.

3 MAIN FEATURES IN MQF (1) Level of Qualifications (3) Credit System MQF (2) Learning Outcomes (3) Credit System

MQF(1) LEVEL OF QUALIFICATIONS Level 1-3 Certificate Level 4 Diploma Level 5 Advance Diploma Level 6 Bachelors Level 7 Masters Level 8 Doctoral

OBE IN ACT 679

OBE IN MQF

LEARNING OUTCOMES (MOE-LO) Knowledge Practical Skills Thinking and scientific skills Communication skills Social skills, teamwork and responsibility Values, ethics, moral and professionalism Information management and lifelong learning skills Managerial and entrepreneurial skills Leadership skills ujka

DIFFERENT LEVELS OF LEARNING OUTCOMES Few years after Graduation – 4 to 5 years Programme Educational Objectives (PEO) Competent engineers who are leaders in ….. Employer Survey, Alumni Survey Upon graduation - Nine (9) MOE Learning Outcomes Programme Learning Outcomes (PLO) ..will be able to demonstrate critical thinking skills to solve My3S, Exit Survey, Prog.Survey Upon course completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) .. will be able to explain the physical principles of …… Course Learning Outcomes (CLO) Sum/Form/Cont. Assessments .. will be able to explain Archimedes principle of …… Upon topic completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) Weekly/Topic Outcomes Sum/Form/Cont. Assessments Shahrin Mohamed, 2007

Complex Overt Response Learning Outcomes Teamwork LO5 Ethics, Values LO6 Lifelong Learning & Info.Mgt LO7 Entrepreneurial & Managerial Skill LO8 Leadership Skill LO9 Critical Thinking Problem Solving LO3 Communication Skill LO4 Knowledge LO1 Practical Skills LO2 LEARNING DOMAINS Cognitive Affective Psychomotor / skills Higher order Creating Evaluating Analysing Applying Understanding Remembering Internalising values Organisation Valuing Responding Receiving Origination Adaptation Complex Overt Response Mechanism Guided Response Set Perception lower order Anderson & Krathwohl, 2001 Krathwohl,1964 Simpson,1972 http://www.jz-media.com

MQF CREDIT SYSTEM How to calculate credit for a course? CREDIT = Total Std Learning Time (SLT) for the course 40 (notional hour) SLT must include preparation time and assessment time NOT based on lecture hours, tutorial hours or practical hours per week per semester

OUTCOME-BASED EDUCATION (OBE) ‘‘Outcome based does not mean curriculum based with outcomes sprinkled on top. It is a transformational way of doing business in education.’’ (Spady, 1993) OBE is an approach to education in which decisions about the curriculum are driven by the learning outcomes that students should display at the end of the course. These decisions include curriculum content, educational strategies, student selection and assessment.

OBE OBE is education based on producing particular educational outcomes that: focuses on what students can actually do after they are taught; expect all learners/students to successfully achieve particular (sometimes minimum) level of knowledge and abilities.

OBE “Education that is outcome-based, is a learner centered, results oriented system founded on the belief that all individuals can learn” James Towers (1996)

IT’S NOT WHAT WE TEACH, IT’S WHAT THE STUDENTS LEARN OBE IT’S NOT WHAT WE TEACH, IT’S WHAT THE STUDENTS LEARN

BASIC TYPES OF OUTCOMES FROM EDUCATIONAL SYSTEM First: Includes performance indicators such as test results, completion rates, post-course employment rates, etc Second: Less tangible Usually expressed in terms of : What students know What they are able to do What are they like as a result of their education (Killen R.,2000)

OBE VS. TRADITIONAL EDUCATION (CONTENT-BASED LEARNING) Content Based Learning System Outcomes Based Learning System Passive students Active learners Assessment process – exam & grade driven Continuous assessment Rote learning Critical thinking, reasoning, reflection & action Content based/broken into subjects Integration knowledge, learning relevant/ connected real life situations Textbook/worksheet focused & teacher centred Learner centred & educator/ facilitator use group/ teamwork See syllabus as rigid & non negotiable Learning programmes seen as guides that allow educators to be innovative & creative in designing programmes/ activities Teachers/trainers responsible for learning - motivated by personality of teacher Learners take responsibility for their learning, learners motivated by constant feedback/ affirmation of worth Emphasis what teacher hopes to achieve Emphasis outcomes – what learner becomes & understands Content placed in rigid time frames Flexible time frames - learners work at own pace

PARADIGM SHIFT IN THE EDUCATION & TRAINING PHILOSOPHY From teacher-centered (TCL) Traditional teaching teacher owns” the knowledge and convey it to the students. Teacher brings the content and the answers into the classroom/ training room with him / her. To a student-centered (SCL) SCL Based teaching : students (trainee) to learn as much as possible. Teacher as a coach who asks questions and provides guidelines for the acquisition of knowledge.

(R.E. Gerber, 1996 in Shahrin Mohamed, 2007 )

(R.E. Gerber, 1996 in Shahrin Mohamed, 2007 )

OBE REQUISITES What the students learn must be clearly identified. The student’s progress is based on demonstrated achievement. Multiple instructional and assessment strategies need to be available to meet the needs of each student. Adequate time and assistance need to be provided so that each student can reach the maximum potential

ASSESSMENT OF OUTCOMES OBE EMPHASIS ASSESSMENT OF OUTCOMES

ASSESSMENT OF OUTCOMES OBE is assessment driven Assessment is used to determine whether or not a qualification/ condition/ criterion/ skill has been achieved To determine whether learners are successful, (i.e. whether students know they have learnt well) the learners must be assessed using the assessment criteria of the outcome

REAL BENEFITS OF OBE Anticipation of real benefits More directed & coherent curriculum Graduates will be more “relevant” to industry & other stakeholders (more well rounded graduates) Continuous Quality Improvement (CQI) is an inevitable consequence

OBE OBE is an educational process. Directed/focussed at achieving certain specified outcomes in terms of individual student learning. Outcomes - key things students should understand and be able to do or the qualities they should develop. Both structures and curricula are designed to achieve those capabilities or qualities. Educational structures and curriculum are regarded as means not ends. If they do not do the job they are rethought (Continuous Quality Improvement (CQI)).

OBE OBE is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than accumulation of course credits. Amongst Expected Changes: Curriculum Restructuring/Revision Innovative/Flexible Delivery Method Variety of Assessment & Evaluation Methods Collection of Evidences Continuous Quality Improvement (Closing the Loop (CDL))

"There are a thousand excuses for failure but never a good reason" "There are a thousand excuses for failure but never a good reason" - MARK TWAIN