Outcome-Based Education (OBE) Overview Mohamed Nadzri Mohd Yusoff (Hj.)

Mohamed Nadzri bin Mohd . Yusoff (Hj.) CURRICULUM VITAE Mohamed Nadzri bin Mohd . Yusoff (Hj.) MSc.Medical Imaging Science (Aus) Address : Lot.6471-B, Jalan Teratai, Kg.Paya Jaras Hilir, 47000 Sg Buloh Selangor D. E Malaysia Marital Status : Married (Three children) Telephone No. : 012 – 4558130 (HP) Current : Universiti Teknologi MARA (UiTM) Employer Fakulti Sains Kesihatan UiTM Kampus Puncak Alam

Presentation Outcomes At the end of the presentation, the participants will be able to: Explain the concept, philosophy, principles and applications of OBE Explain why MOE advocates OBE as the basis for higher education in Malaysia Explain the relevancy of OBE in Malaysian higher education and its relation to existing government’s policies and regulations Explain what is the Malaysian Qualification Agency (MQA) Explain what is the Malaysian Qualification Framework (MQF) State MOE’s 9 Learning Outcomes (LO) or graduate attributes

Why OBE? About 44,000 graduates are without jobs as they have nothing outstanding to offer to the job markets although they possess degrees and diplomas. Professor Emeritus Datuk Dr Khoo Kay Kim of Univ. Malaya said this was one problem which must be looked into. He said this had been mainly caused by students memorising facts without knowing how to apply them in a particular situation. “As a result, most of them can’t even do simple things or solve simple problems. Another factor is their laid-back attitude. This is one phenomenon that is evident today” NST August 20, 2002

NST August 20, 2003

Metro March 7, 2000

Employers rate the importance of candidate qualities/skills Communication (verbal & written) 4.69 Honesty/Integrity 4.59 Teamwork skills 4.54 Interpersonal skills 4.50 Strong work ethics 4.46 Motivation & initiative 4.42 Flexibility/adaptability 4.41 Analytical skills 4.36 Computer skills 4.21 Organisational skills 4.05 Detail oriented 4.00 Leadership skills 3.97 Self confidence 3.95 Friendly/outgoing personality 3.85 Well mannered / polite 3.82 Tactfulness 3.75 GPA (3.0 or better) 3.68 Creativity 3.59 Sense of humour 3.25 Entrepreneurial skills/risk taker 3.23 National Association of Colleges and Employers/ Nace Research, Job Outlokk, 2005

Why OBE? – OBE in PSPTN

Why OBE? – OBE in PSPTN

Why OBE? – OBE in Act 679

Why OBE? – OBE in Act 679

Why OBE? – OBE in Act679

Why OBE? – OBE in MQF

What is 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)

What is 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.

What is 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.

IT’S NOT WHAT WE TEACH, IT’S WHAT THE STUDENTS LEARN What is 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)

HISTORIC DEVELOPMENT OF OUTCOMES-BASED EDUCATION MASTERY LEARNING Acquisition of cognitive, affective and psychomotor skills under appropriate conditions. COMPETENCE-BASED EDUCATION Acquisition of a group of skills that bring about competence in specific field, which is assessed against pre-set benchmarks mostly defined by industry OUTCOMES-BASED EDUCATION Demonstration of acquired generic skills in different contexts, that are assessed against pre-set criteria agreed upon by all stakeholders (Robert E. Gerber, 1996)

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 )

Principles of OBE a) Clarity of focus about outcomes Always have the outcomes as the focus. Let the students know what they are aiming for. b) Designing backwards Design curriculum backward by using the major outcomes as the focus and linking all planning, teaching and assessment decisions directly to these outcomes. c) Consistent, high expectations of success Set the expectation that OBE is for ALL learners. Expect students to succeed by providing them encouragement to engage deeply with the issues they are learning and to achieve the high challenging standard set (Spady, 1994). d) Expanded opportunity Develop curriculum to give scope to every learner to learn in his/her own pace. Cater for individual needs and differences, for example, expansion of available time and resources so that all students succeed in reaching the exit outcomes.

ASSESSMENT OF OUTCOMES OBE Emphasis? 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

Relevancy of OBE Rating/Accreditation requirements: Quality Assurance Audit by the Ministry of Education: Malaysian Qualifications Framework (MQF) – emphasis on learning outcomes. Accreditation Requirement for Professional Programmes by professional bodies emphasizes learning outcomes

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

Therefore, 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)).

Therefore, 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))

OBE PROCESS Planning (1) Evaluating (4) Developing (2) Academic Level Curriculum PEO Program Learning Outcomes (PLO) Program Standards Planning (1) Evaluate / analyse Closing the Loop (CDL) CQI Report Curriculum REVIEW Course L. Outcomes (CLO) SLT Curriculum Assessments TL Activities Credit Hour Bloom’s Taxonomy Evaluating (4) Developing (2) Summative Assessment Curriculum Documenting Evidences Lesson Plan Test Blueprint Marking Scheme Student Portfolio Formative Assessment Entrance/Exit Surveys Rubrics Bloom’s Taxonomy Implementing (3)

Malaysian qualification agency (mqa)

Act 679 (Akta MQA 2007)

What is MQA? The Malaysian Qualifications Agency (Agensi Kelayakan Malaysia) or the MQA is a statutory body in Malaysia set up under the Malaysian Qualifications Act 2007 to: Implement MQF Accredit HE programmes and qualifications Supervise and regulate quality and standard of HEP Establish and maintain MQR

MALAYSIAN QUALIFICATIONS AGENCY (1/11/07) Malaysian Council for Qualifications 5 Accreditation Committees An Institutional Audit Committee The Agency (the executive arm) MQA Core Business-Quality Assurance Divisions (Accreditation Division, Institutional Audit Division, Standard Division, Reference Center) Accreditation of programmes/ Institutional audits, Rating (SETARA) Malaysian Qualifications Framework / Malaysian Qualifications Register Codes of QA Practice, Programme Standards, Guidelines of Good Practices (GGPs) Certification for self accreditation / Equivalency assessment/ Expertise development Stakeholders

TYPE OF QUALITY ASSURANCE Programme Accreditation Institutional Audit Audit for Self Accrediting Status (UM,UKM,USM,UPM, UTM, Monash Sunway, Nottingham Uni., Curtin Sarawak, Swinburne Sarawak) Equivalency assessment for local and foreign qualifications based on MQF, UK’s National Academic Recognition Information Centre(UK NARIC) and Australia’s Country Education Profiles(CEP Australia)

The Nine (9) Malaysian QA Areas Institutional Vision, Mission and Educational Goals Programme Aims, Learning Outcomes,  Curriculum Design and Delivery Assessment of Students Student Selection and Support Services Academic Staff Educational Resources Programme Leadership and Administration Programme Monitoring and Review Continual Quality Improvement

Guidelines Available – Quality Assurance Documents QUALITY DOCUMENTS Guidelines Available – Quality Assurance Documents Code of Practice for Programme Accreditation (COPPA) Code of Practice for Institutional Audit (COPIA) Code of Practice for Open and Distance Learning (COPODL) Programme Standards (16) Standards (4) Guides to Good Practice (3) Malaysia Qualification Framework (MQF) + Malaysia Qualification Register (MQR)

QUALITY ASSURANCE APPLICATION PROVISIONAL ACCREDITATION FULL ACCREDITATION MQA-01 MQA-02 Part A – General Information on the HEP Part B – Progamme Description Part C – Programme Standards Part D – Self Review Report (SRR)

MALAYSIAN QUALIFICATION FRAMEWORK (MQF)

MQF in Act 679 (Akta MQA 2007)

What is the 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. MQF.Roz.Roadshow

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

7 Principles of the MQF Recognition for qualifications (certificates to doctoral); Recognition of awarding sectors; Levels of Qualifications; Learning Outcomes; Credit and Academic Load; Flexibility of movement; Educational Pathways for Individual Development (Lifelong Learning) MQF.Roz.Roadshow

General Principles 3 & 5: Levels of Qualifications & Minimum Graduating Credits MGC* Sectors Skills Vocational & Technical Academic 8 80** Doctoral 7 40 30 20 Masters Postgraduate Dip Postgraduate Cert 6 120 60 Bachelor Graduate Dip Graduate Cert 5 Advanced Diploma 4 90 Diploma 3 Certificate 3 Certificate 2 - Certificate 2 1 Certificate 1 Accredited Prior Experiential Learning Note: * MGC = Minimum Graduating Credits Accredited Prior Experiential Learning MQF.Roz.Roadshow

General Principle 4: Learning Outcomes (MQF Para 15) – LO Domains Knowledge 1 2 Practical Skills 3 Social skills and responsibilities 4 5 6 Values, attitudes and professionalism Communication, leadership and team skills Problem solving and scientific skills Information management and lifelong learning skills 7 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 8 Managerial and entrepreneurial skills MQF.Roz.Roadshow

MQF – Akta 679 Compliance to MQF is mandatory Accreditation is voluntary BUT is advised

BENEFITS OF ACCREDITATION Accreditation is a status or achievement as a result of quality assessment by MQA. It is a commitment by MQA to all stakeholders in higher education i.e students, parents, employer that the programmes accredited by MQA is quality-assured. (MQA)

BENEFITS OF ACCREDITATION Public Service Department (PSD) will use this accreditation status to recognise the qualification for employment in the public service. Professional bodies such as the Board of Engineers Malaysia (BEM) will use the accreditation to recognise engineering graduates for registration as a professional engineers Students in accredited programmes are eligible to apply for loan from funding agencies such as National Higher Education Fund (PTPTN). (MQA)

BENEFITS OF ACCREDITATION Graduates are eligible to continue their studies in higher education institutions and obtain credit transfer. However, the final decision lies with the institution concerned. Graduates can be considered for employment in the public sector. In many cases, even private sector employer consider accredited programmes in their selection of graduates for employment. Institutions can franchise their accredited programmes to other institutions, subject to certain conditions. (MQA)

MQF – Akta 679 Compliance to MQF is mandatory Accreditation is voluntary BUT is advised

Accreditation – Act 679

Accreditation – Act 679

Accreditation – Act 679

MQF (1) : LEVEL OF QUALIFICATIONS

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

MQF(1) LEVEL OF QUALIFICATIONS These levels indicate their level of capabilities, and each level is described with generic features indicating the expected capabilities from students in terms of: the depth, complexity and comprehension of knowledge; the application of knowledge and skills; the degree of autonomy and creativity in decision making; the communication skills; and the breadth and sophistication of practices.  

MQF(1) LEVEL OF QUALIFICATIONS DESCRIPTION LO 1 (KNOWLEDGE) STATEMENT 1-3 CERTIFICATE use technical information; FOUNDATION show knowledge and comprehension in the field of study that is continued from secondary school as indicated in adv. text books; 4 DIPLOMA use knowledge, comprehension and practical skills at work; 5 ADV. DIPLOMA 6 BACHELORS demonstrate knowledge and comprehension on fundamental principles of a field study, acquired from advanced textbooks; 7 MASTERS demonstrate continuing and add. knowledge and comprehension above that of the bachelors degree and have capabilities to develop or use ideas, usually in the context of research; 8 DOCTORAL show a systematic comprehension and in depth understanding of a discipline and mastery of skills and research methods related to the field of study;

MQF(1) LEVEL OF QUALIFICATIONS MSc Suggested Courses Content Year 1.5 MQF Level 7 10-15 credit Year 1 30 credit Level MGC* Sectors Skills Vocational & Technical Academic 8 80* Doctoral 7 40 30 20 Masters Postgraduate Dip Postgraduate Cert 6 120 60 Bachelor Graduate Dip Graduate Cert 5 Advanced Diploma 4 90 Diploma 3 Certificate 3 Certificate 2 - Certificate 2 1 Certificate 1 BSc Suggested Courses Content Year 4 MQF Level 6 30 credit Year 3 MQF Level 5 Year 2 MQF Level 4/5 Year 1 MQF Level 4 * Credit Exemption = 1/3 total credit Bachelor = 40 credit = enter Sem.3 if have Diploma * Credit Exemption for Certificate 3 to Diploma 4 NOT allowed – Pekeliling MQA 2010 (???)

Mqf(2): LEARNING OUTCOMES

What are Learning Outcomes? Learning outcomes are statements of what students know and can do as a result of their respective courses of study Councils for Higher Education Accredition Board of Directors, USA 2002 ii.A learning outcome is a statement of what a learner is expected to know, understand or be able to do as a result of a learning process. Centre for the Advancement of Teaching and Learning, The Universty of Western Australia, 2004. http://www.jz-media.com

What are Learning Outcomes? Learning outcomes are statements that explain what students should know, understand and can do upon the completion of a period of study. Learning outcomes are references for standard and quality as well as for the development of curriculum in terms of teaching and learning, the determination of credits and the assessment of students. In MQF, learning outcomes are asserted in three categories: (i) levels of qualification; (ii) fields of study; and (iii) programme. (MQF,2011) http://www.jz-media.com

Why are learning 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. http://www.jz-media.com

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

Programme Educational Objectives (PEO) Attributes of graduates 4 to 5 years after graduation Example of PEO for Bachelor of Civil Engineering: A civil engineer who is knowledgeable and technically competent in civil engineering discipline in-line with the industry requirement. A civil engineer who is effective in communication and demonstrate good leadership quality in an organization. A civil engineer who is capable to solve civil engineering problems innovatively, creatively and ethically through sustainable approach. ujka

Programme Learning Outcome (PLO) What students will be able to do upon graduation Example of Programme Learning Outcomes (PLO) for Bachelor of Civil Engineering 1. Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field. (LO1) 2. Demonstrate comprehensive technical expertise in civil engineering. (LO2) 3. Identify, formulate and provide creative, innovative and effective solution to civil engineering problems. (LO3) 4. Communicate effectively both in written and spoken form with engineers, other professionals and community.(LO4) 5. Function individually or in teams, effectively, with a capability to be a leader.(LO5) ujka

Course Learning Outcome (CLO) What students will be able to do upon the completion of a course Example of CLO for the course: MANUFACTURING AND OPERATION ANALYSIS At the end of the course, the students will be able to:- Propose solution to manufacturing and operation problems using related theory and analytical methods (C5,A5, PO 3) Organise in groups to study and present the application of advanced manufacturing and operation analysis methods based on a given topics (C5, A4, P5, PO4, PO5) Explain the main concepts and methods obtained from literatures to professionally analyse the manufacturing and operation system (C6, A4, PO1, PO3, PO7) ujka

OBJECTIVES vs. OUTCOMES Objectives describe WHAT A TEACHER NEEDS TO DO TO TEACH, AND WHAT NEEDS TO BE PLANNED TO TEACH. Outcomes describes WHATSTUDENTS SHOULD KNOW,UNDERSTAND AND CAN DO UPON THE COMPLETION OF A STUDY PERIOD. Objectives require the use of BASIC THINKING SKILLS SUCH AS KNOWLEDGE, COMPREHENSION, AND APPLICATION. Outcomes require the use of HIGHER THINKING SKILLS SUCH AS ANALYSIS, SYNTHESIS, AND EVALUATION (as described in Bloom’s Taxonomy) Objectives DO NOT NECESSARILY RESULT IN A PRODUCT. OFTEN, THEY ARE SYNTHESIZED OR COMBINED TO PRODUCE SOMETHINGTHAT MEASURES AN OUTCOME. Outcomes result in a PRODUCT THAT CAN BE MEASURED AND ASSESSED.

OBJECTIVES vs. OUTCOMES e.g.(1.) - Economics students will understand the nature and functioning of the market system Economics students will be able to identify the role of supply and demand in a market economy and the necessary conditions to function well) e.g.(2.) - Management students will understand and use a variety of quantitative analysis techniques appropriate for business Management students will demonstrate a basic knowledge of calculus, statistics, and other quantitative tools necessary to solve real-world problems)

So…………???

RECAP 1 What is OBE? OBE is an educational process. Directed/focussed at achieving certain specified outcomes in terms of individual student learning.

RECAP 2 What is outcome? a statement on what students should know, understand and can do upon the completion of a period of study. (MQF)

RECAP 3 Why OBE? PSPTN – Pelan Strategik Pengajian Tinggi Negara Objective: Produce human capital with first-class mentality Method: Teaching and Learning in institution must be based on outcomes (what the students know, understand and can do)

RECAP 4 Why OBE? (Document of References) MQF- Malaysian Qualification Framework MQA Act 679 PSPTN Garispanduan Penulisan Akademik (JPT,KPM)

RECAP 5 What is MQF? Instrument that develops and classifies qualifications How? Clarifies: Levels of qualifications Learning outcomes Credit system based on student academic workload

RECAP 6 What is MQA ? a single quality assurance agency in Malaysia responsible to assure quality of programs offered by higher education providers. established under Act 679 to implement MQF

RECAP 7 (1) Level of Qualifications (3) Credit System What is MQF? MQF (2) Learning Outcomes (3) Credit System

RECAP 8 – Level of Qualifications MQF LEVEL DESCRIPTION LO 1 (KNOWLEDGE) STATEMENT 1-3 CERTIFICATE use technical information; FOUNDATION show knowledge and comprehension in the field of study that is continued from secondary school as indicated in adv. text books; 4 DIPLOMA use knowledge, comprehension and practical skills at work; 5 ADV. DIPLOMA 6 BACHELORS demonstrate knowledge and comprehension on fundamental principles of a field study, acquired from advanced textbooks; 7 MASTERS demonstrate continuing and add. knowledge and comprehension above that of the bachelors degree and have capabilities to develop or use ideas, usually in the context of research; 8 DOCTORAL show a systematic comprehension and in depth understanding of a discipline and mastery of skills and research methods related to the field of study;

RECAP 9 – 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

RECAP 10 MOE Learning Outcomes Learning Domains 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 Learning Domains Cognitive – “head” Affective – “heart” Psychomotor – “hand”

RECAP 11 – Credit System How to calculate credit for a course? Total Student 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

9 areas of evaluation Area 1: Vision, Mission, Educational Goals And Learning Outcomes Area 2: Curriculum Design And Delivery Area 3: Assessment Of Students Area 4: Student Selection And Support Services Area 5: Academic Staff Area 6: Educational Resources Area 7: Programme Monitoring And Review Area 8: Leadership, Governance And Administration Area 9: Continual Quality Improvement (MQA,2008)

OBE PROCESS Planning (1) Evaluating (4) Developing (2) Academic Level Curriculum PEO Program Outcomes (PO) Program Standards Area 1 MQF 1 Area 8 Planning (1) Evaluate / analyse Closing the Loop (CDL) CQI Report Curriculum REVIEW Area 7 Area 9 Course Outcomes (CO) SLT Curriculum Assessments TL Activities Credit Hour Bloom’s Taxonomy Area 2 Area 3 MQF 2 MQF 3 Evaluating (4) Developing (2) Summative Assessment Curriculum Documenting Evidences Lesson Plan Test Blueprint Marking Scheme Student Portfolio Formative Assessment Entrance/Exit Surveys Rubrics Bloom’s Taxonomy Implementing (3) Area 4 Area 5 Area 6