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

2. KANDUNGAN
Outcome-based Education (OBE)

3. 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)

5. OBE IN PSPTN

6. Why OBE? – OBE in Act 679

7. Why OBE? – OBE in MQF

8. 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.

9. 3 MAIN FEATURES IN MQF (1) Level of Qualifications (3) Credit System
MQF (2) Learning Outcomes
(3) Credit System

10. 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

11. OBE IN ACT 679

12. OBE IN MQF

13. 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

14. 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

15. 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

16. 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

17. 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.

18. 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.

19. 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)

20. 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

21. 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)

22. 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

23. 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.

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

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

26. 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

27. ASSESSMENT OF OUTCOMES
OBE EMPHASIS
ASSESSMENT OF OUTCOMES

28. 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

29. 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

30. 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)).

31. 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))

33. "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