Reka Bentuk Kurikulum &Pengurusan Pendidikan Berasaskan

Hasil (OBE)

Nor K Noordin, Ph.DFakulti Kejuruteraan

(anknordin@upm.upm.my)

Amir Affan Abdul Azim, Ph.DFakulti Perhutanan dan Alam Sekitar

(amir_affan@upm.upm.my)02.03.2022

WHY ARE YOU HERE?

A prominent eighth-century Islamic religious scholar from Mecca.

At the end of this session, participants are able to:

•explain definition and process of OBE

•describe the different levels of learning outcomes

•differentiate three domains in learning taxonomy

•construct a good learning outcomes

Matlamat Program (PEO)

Hasil Pembelajaran Program (PO / PLO)

Hasil Pembelajaran Kursus(CO / CLO)

Hasil Pembelajaran Topik

Hasil Pembelajaran (LO)

Pernyataan umum yang menggambarkan kerjaya danpencapaian profesional yang disediakan oleh program kepadagraduan selepas tamat program pengajian.

Hasil pembelajaran khusus untuk program pengajian.Pengetahuan, kemahiran teknikal dan insaniah yang dapatdimanfaatkan oleh pelajar, setelah tamat pengajian

Hasil pembelajaran khusus untuk sesuatu kursus. Pengetahuan, kemahiran teknikal dan insaniah yang dapatdimanfaatkan oleh pelajar di akhir kursus

Hasil pembelajaran khusus bagi topik-topik yang terkandungdalam sesuatu kursus. Pengetahuan, kemahiran teknikal daninsaniah yang dapat dimanfaatkan oleh pelajar di akhir topik

Istilah umum yang boleh digunakan secara bergantian padamana-mana tahap hasil pembelajaran. Pernyataan tentangapa yang pelajar dapat lakukan setelah tamat pembelajaran.

COPPA Ed 2.0 2017

Area 7Area 1

Area2

Area 3Area 4

Area 5

Area 6

01

02

0304

05

06

07

Programme monitoring, review and continual quality improvement.

Programme management

Educational resources

Academic staffStudent selection

and support services.

Assessment of student learning.

Programme development and delivery

2. Curriculum Design and Delivery

3. Assessment of Students

4. Student Selection and Support Services

5. Academic Staff 6. Educational Resources

7. Programme Monitoring and Review

8. Leadership, Governance and Administration

9. Continual quality improvement.

1. Vision, Mission, PEO, PO

Is that common?

“A way of designing, developing, deliveringand documenting instruction in terms of its intended goals and outcomes” (Spady, 1988).

“….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 the accumulation of course credits” (Tucker, 2004)

Focu

s in

OB

E

A theory / philosophy of education

A systematic structure for curriculum, infrastructures and management system

A classroom practice including course delivery and assessments

Three Different Focuses in OBEScenario:1. Globalization Challenge

• Diversity of knowledge sources

• Market and employer demand

2. Graduate Qualities• Imbalance growth of

– Jasmani (Physical), – Emosi (Emotional), – Rohani (Spiritual),– Intelektual (Intellectual)– Teknologi (Technology)

• Examination oriented• Learning Skills are not

optimal

1. Perancangan / Semakan

2. Pembangunan & Reka bentuk

3. Pelaksanaan & Pemantauan

4. Penilaian

Kurikulum TahapAkademik

PEO

PO

Standard Program

Kurikulum

CO

AktivitiPdP

AktivitiPentaksiran

JPP

TaksonomiBloom

Kredit

KurikulumDokumentasiBukti

Survei awal dan akhir

Rancangan Pengajaran

Penilaian formatif

Penilaian sumatif

Skema pemarkahan

Portfolio pelajar

Rubrik penaksiran

Penaksiran & analisis

PenambahbaikanKualiti Berterusan

(CQI)

Semakankurikulum

LEARNING OUTCOMES

Defined by

Focused on

Organised around

Directed by

Content based

Teaching

Teacher centered

Surface learning

Evaluation

Traditional technologies

To …

Outcome based

Learning Student centered

Deep and meaningful learning

Assessment

New digital technologies

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

OBE addresses the following questions…

1 2

34

Teaching andLearning activities

How do we help our students to achieve it?

Assessments

How do we knowthey have achieved it?

Learning Outcomes

What do we want our students to have or able

to do?

CQIHow do we close the loop?

CQI at three different levels

Program Outcomes (PO)

Program Educational Objectives (PEO)

Mission & VisionStakeholders

AlumniAdvisory Committee

Course Outcomes (CO)

Assessment

Assessment

Assessment

CQI

CQI

CQI

Analysis

Analysis

Analysis1 2 3

• Employer/Stakeholders do not match with graduates’ competencies

• Students main concern is GRADES but Employers’ concern are their abilities, attitudes and skills

• Traditional method is a PROCESS-based

• OBE is OUTCOME-basedInput Process Outcome

Why OBE?

3H

CognitiveThe Head

(1)

PsychomotorThe Hand

(2)

AffectiveThe Heart

(3)

Curriculum Approach

1 2

4 3

Curriculum as a body of knowledge to be

transmitted(Kelly, 1985)

Curriculum as an attempt to achieve certain ends in students – product (Tyler, 1949)

Curriculum as process(Stenhouse, 1975)

Curriculum as praxis: informed, committed

action (Grundy, 1987)

Process Based vs Outcomes

Based

Lecturer Centered vs

StudentCentered

Assumed vsAssured

Piece meal vsIntegrated

Curriculum Design

• From teacher-centered learning (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 learning (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.

Paradigm Shift in the Education and Training Philosophy

Perkembangan badan pengetahuan (BoK), kajian pasaran, CQI, dan faktor-faktor lain yang berkaitan

Pengenalpastian dan penetapan Matlamat Program (PEO)

Pengenalpastian dan penetapan Hasil Pembelajaran Program (PO)

Reka bentuk kurikulum berteraskan penjajaran dan pencapaian PEO dan PO

Pengenalpastian dan penetapan Hasil Pembelajaran Kursus (CO)

Penetapan kandungan kursus dan Jumlah Jam Pembelajaran Pelajar (JJPP)

REKA

BEN

TUK

KURI

KULU

M

PROG

RAM

AK

ADEM

IK

What are Learning Outcome (LO) ?

“… think first about what is essential that students know or be able to do after the course or program – what students need to know and could make powerful use of to enhance their lives and more effectively contribute to society. We believe that such reflection will lead instructors to focus on a broad synthesis of abilities that combine

knowledge, skills and values into a whole that reflects how people really use knowledge.” (Mark Battersby, 1999)

Learning outcomes are statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course, or program, and help students understand why that knowledge

and those skills will be useful to them. They focus on the context and potential applications of knowledge and skills, help students connect

learning in various contexts, and help guide assessment and evaluation.

Why Develop Learning Outcome (LO) ?

For Students For Instructors For Institution & Administrators

more connected to their learningand to the material of the course

process of developing LO itself offers an opportunity for reflection on the content of the course in the context of its potential applications

development of a coherent curriculum within a decentralized institution while maintaining instructor autonomy, and helps to ensure that students are prepared for future work and learning.

helps students draw connections between courses and other kinds of knowledge, enhancing student engagement

context of the learning will always be emphasized, and courses focus on the knowledge and skills that will be most valuable to the student now and in the future

LO reflect and support the contemporary nature and priorities of the university, enhancing student engagement, uncovering opportunities for interdisciplinary, and providing guidance and support for students with many different kinds of previous academic preparation.

understand the conditions and goals of their assessment

LO guides instructors to useful methods of assessment

LO provide structures from which courses and programs can be evaluated and can assist in program and curricular design, identify gaps or overlap in program offerings, and clarify instructional, programmatic, and institutional priorities.

LO allow instructors to set the standards by which the success of the course will be evaluated.

01

02

03

06

05

04

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

Why are learning

outcomes important?

What is PEO? What is PO? What is CO?Broad statements describe the career and professional accomplishment that the program is preparing graduates to achieve

Statements that describe what students are expected to know and be able to do by the time of graduation.

These relate to the knowledge (C), skills (P)

and behaviours (A) that the student acquire in their

programs

Measurable statements what

students are expected to know and able to do by

the end of each individual

courses

Few years after Graduation – 3 to 5 years

Different Level of Learning Outcomes

Programme Outcomes (PO)

Course Outcomes (CO)/ Course Learning Outcomes

(CLO)

Weekly / Topic Outcomes

Upon graduation -10 UPM POs

Upon course completion Use Taxonomy ofLearning Domains (C/A/P)

Few years after Graduation – 3 to 5 years

.. able to demonstratecritical thinking skills to solve

.. able to explain the physical principles of ..

Competent engineers who are leaders in ..

.. able to explain Archimedes principle of ..

Employer Survey, Alumni Survey

Exit Survey, Prog.Survey

Sum/Form/Cont. Assessments

Upon topic completion Use appropriate Taxonomy ofLearning Domains (C/A/P)Sum/Form/Cont. Assessments

Assessment Methods in Different Levels of Learning Outcomes

Inte

rrel

ated

and

Com

plem

ent E

ach

Oth

er

Shor

t-ter

m

Out

com

esLo

ng-te

rm

Out

com

esVision and Mission of the

Institution

Programme Educational Objectives (PEO)

24

25

26

27

28

Questions?

Hasil Pembelajaran Program (PO)Pernyataan yang menggambarkan pengetahuan, kemahiran dan tingkah laku yang perlu dicapai

oleh graduan setelah tamat pengajian

Knowledge (C)

Skills/Psychomotor

(P)

Affective/Attitude(A)

JKKU Ke-290

SenatKe-658

30 Januari2019

7 Feb. 2019

Cadangan pemetaandomain PO dan

deskripsi PO generikUPM berdasarkan

kluster hasilpembelajaran MQF

Edisi Kedua. Senat 658.11

• MQF Edisi Keduamengelompokkan lapan (8) domain hasil pembelajarankepada lima (5) kluster hasilpembelajaran yang perlu adadalam setiap program pengajian.

• Pengelompokan ini selaridengan aspirasi FalsafahPendidikan Kebangsaan(1961), Pelan Pembangunan Pendidikan Malaysia 2013-2025 dan PelanPembangunan PendidikanMalaysia 2015-2025 (Pendidikan Tinggi).

Semua permohonan Akreditasi Sementara (bagi program pengajian baharu) di UPM akan mengguna pakai MQF Edisi Kedua mulai 1 April 2019. Manakala, permohonan Akreditasi Penuh atau Audit Pengekalan (bagi program pengajian sedia ada) akan mengguna pakai MQF Edisi Kedua mulai 1 April 2020 [Pekeliling MQA Bil. 2/2018 bertarikh 20 Mac 2018]. Pemakaian perubahan dalam MQF Edisi Kedua ini terpakai kepada program pengajian yang bukan di bawah badan profesional, tiada dokumen standard dan standard program.

(2007)(2017)

AQRF-ASEAN Qualifications Reference Framework

Numeracy skills

These are the quantitative skills that require learners to acquire increasingly higher levels of numerical abilities. It is acknowledged as an important living skill relevant in study, work and daily life. Within the MQF levels, this learning outcome may not be specifically mentioned for every level but it is expected that numerical skills are required as an outcome ought to be indicated for every specific programme.

financial

statistic

commission

marketing

mathematic

measure

budget

symbol

Fundamental/Analysis/Design/Project

1. Pelajar dapat mengaplikasi pengetahuan dan kefahaman tentang maklumat, fakta, prinsip, konsep dan teori secara sistematik dalam bidang sains dan teknologi kayu.

2. Pelajar boleh melaksanakan kemahiran kerja dengan alatan/kaedah/prosedur yang sesuai secara kompeten dalam bidang sains dan teknologi kayu.

3. Pelajar dapat menganalisis masalah, membangunkan strategi penyelesaian dan menggunakannya bagi menyelesaikan masalah dalam bidang sains dan teknologi kayu.

4. Pelajar boleh menyampaikan maklumat serta idea secara berkesan, melalui lisan atau bertulis dengan menggunakan bahasa yang sesuai.

5. Pelajar boleh berinteraksi, berkolaborasi dan bekerja secara berpasukan dalam bidang sains dan teknologi kayu.

6. Pelajar boleh mengamalkan sikap beretika, berintegriti dan profesional dalam bidang sains dan teknologi kayu.

7. Pelajar boleh menggunakan teknologi dan aplikasi digital secara beretika bagi menyelesaikan masalah dalam bidang sains dan teknologi kayu.

8. Pelajar dapat menggunakan pengetahuan dan kemahiran personal dalam aktiviti keusahawanan.9. Pelajar boleh memimpin dan memikul tanggungjawab secara profesional dalam bidang sains dan

teknologi kayu.10. Pelajar mempamerkan kemahiran kuantitatif dan numerasi yang relevan dalam pembelajaran, pekerjaan

dan aktiviti berkaitan dengan bidang sains dan teknologi kayu.

Hasil Pembelajaran Program (PO) Contoh

Questions?

•A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.

Learning Domain

Cognitive

AffectivePsychomotor

C1

C2

C3

C4

C5

C6

Low

er o

rder

Hig

her

orde

r

Cognitive Domain

Psychomotor Domain (Simpson’ Model, 1972)

ORIGINATION : Creating new movement patterns to fit a particular situation

ADAPTATION : Skills are well developed & can be modified to fit special requirements

COMPLEX OVERT RESPONSE : The skillful performance of complex movements

MECHANISM : Learned responses have become habitual

GUIDED RESPONSE : Early stages in learning a complex skill

SET : Readiness to act. It includes mental, physical and emotion sets

PERCEPTION : Ability to use sensory cues to guide motor activity

P7

P6

P5

P4

P3

P2

P1 Low

er o

rder

Hig

her

orde

r

Lowe

r ord

erHi

gher

orde

r

A1

A2

A3

A4

A5

Affective Domain

C1Remember

C2Understand

C3Apply

C4Analyze

C5Evaluate

C6Create

P1Perception

P2Set

P3Response

P4Mechanism

P5Complex

Overt Response

P6Adaptation

P7Origination

A1Receiving

A2Responding

A3Valuing

A4Organization

A5Internalizing

Higher orderLower order

Psyc

hom

otor

Cog

nitiv

eA

ffect

iveKnowledge (C), skills (P) and behaviors (A)

should be mapped to the

learning domain in Blooms or

other Taxonomy

Must state the majorskills, knowledge,

attitude or ability that students will acquire

expressed in terms of measurable

and/or observable behaviors (hint:

ask yourself how you would test the

outcome

Each course will usually have between 3 to 5 major outcomes. (Garis Panduan Penulisan

Akademik, JPT, KPM)

Should be written in clear language and in the future

tense

These outcomes

should be the same across courses with

the same code

Begin with an action verb (e.g., write,

install, solve, and apply)

Characteristics of a Good Course Outcome

more general than objectives

1 2 3 4 5 6 7 8

Development of Learning Outcomes• Includes:

– Action Verb • Based on Bloom Taxonomy action verbs (C-P-A)• Illustrate the level of thinking / motor skills / behavior

– Condition• Context in which level of thinking / motor skills / behavior is to occur

– Standard• Criteria of acceptable level of performance or referable standards

• Measurable by INSTRUCTORS and achievable by STUDENTS

• Suitable with included topics

Bloom’s Taxonomy of Learning– Cognitive, Psychomotor, Affective,

• Diploma (C3, P4, A3)• Undergraduate (C4, P4, A3)• Masters (C5/C6, P5/P6, A4/A5)• PhD (C6/C7, P6/P7, A5)

What level of learning should the subjects offer?

• Course Outcomes (CO) must be aligned to PO

• Must state level of learning taxonomy

• Must be written clearly– Action verb >

condition/performance > standard/ criteria

For each course/subject what are the outcomes?

• Must have at least V+C or V+S• Can have more than 1 action verb, BUT must measure them

• UPM only practice 1 action verb

Mentions particular learning domain (cognitive / psychomotor / affective)

Relates to the standards (level of attainment)

Specific

Measurable

Achievable

Relevant

Time-bound

ObservableUsing particular assessment method

Develop using action verbs

Align to PO and PEO, and within course contents

According to student’s abilities

Achievement can be demonstrated

Can be attained within the given learning time

Can be applied, practiced and observed

GOOD ACTIONVERBS

Avoid these words- understand - appreciate- know- learn- aware- familiar

Soft SkillsA cluster of personality traits

Skills, abilities, traits pertaining to personality, attitude and behavior

Soft Skills

CTPSCS

TS

EMNS

LL

KK

LS

Problem Solving & Scientific Skill

Communication Skill

Social skills & responsibility

Professionalism, values, attitudes and ethics

Digital skill, Lifelong Learning & Information Management

Personal & Entrepreneurial skill

Leadership Skill

Numerical Skill

Learning Domain Action verb

Level(Domain + Soft Skills)

Example

(Action verb – Condition – Standard)

Cognitive (C)

explain (menerang)

relate (menghubung kait)

compare (membanding)

C2, CS

C4, LL

C5, CTPS, NS

Menerangkan struktur dan fungsi sel yang terkandung di dalamkayu keras

Menghubung kait pembentukan sel kayu dengan ekologi persekitaran

Membandingkan spesies kayu berpandukan kepada sifat anatomi kuantitatif sel salur

Psychomotor (P)

perform (melaksana)

build (membangun)

P3, LL

P7, CTPS, NS

Melaksanakan pengecaman kayu berpandukan kekundi dikotomus

Membangunkan pangkalan data sistematik kayu daripadasampel kayu yang diekstrak dari hutan

Affective (A)

justify (memberi justifikasi)

solve (menyelesai)

A3, EM

A4, KK, LS

Memberi justifikasi kepentingan pengecaman kayu dalam pengurusan hutan

Menyelesaikan masalah penggunaan spesies kayu dalam projek perumahan kos rendah

• In a course, it can be C+P+A or C+P or C+A• “C” and “P” CAN be written together with “SS” (eg. C2, CS); (eg. P4, TS), • “CTPS” CAN be added when there’s HIGHER ORDER “C” (C4, C5, C6) and/or “P” (P4, P5, P6, P7)• “NS” CAN be added to all “C” and/or “P” level (if numeracy skill is involved in technical skill of a course)• It is NOT recommended to assign “A” ALONE. BETTER EMBED “A” together in “SS” (CS, TS, EM, LL, KK, LS)• It is NOT recommended to assign “A” with CTPS (difficulty to assess “A” in problem solving and scientific skills)

CONSTRUCTIVE ALIGNMENT

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Constructive Alignment

“A good teaching system aligns teaching method and assessment to the learning activities stated in the objectives, so that all aspects of this system are in accord in supporting appropriate student learning. This system is called constructive alignment, based as it is on the twin principles of constructivism in learning and alignment in teaching.”

John Biggs (1999)

TOT: Setting of CEP and CEA in Course Delivery and Assessment @ UMPby Nor K Noordin 08 Feb 2022

CONSTRUCTIVE ALIGNMENT

EXAMPLE

EXAMPLEConstructive Alignment

25 TOT: Setting of CEP and CEA in Course Delivery and Assessment @ UMPby Nor K Noordin 08 Feb 2022

1. Pelajar dapat mengaplikasi pengetahuan dan kefahaman tentang maklumat, fakta, prinsip, konsep dan teori secara sistematik dalam bidang sains dan teknologi kayu.

2. Pelajar boleh melaksanakan kemahiran kerja dengan alatan/kaedah/prosedur yang sesuai secara kompeten dalam bidang sains dan teknologi kayu.

3. Pelajar dapat menganalisis masalah, membangunkan strategi penyelesaian dan menggunakannya bagi menyelesaikan masalah dalam bidang sains dan teknologi kayu.

4. Pelajar boleh menyampaikan maklumat serta idea secara berkesan, melalui lisan atau bertulis dengan menggunakan bahasa yang sesuai.

5. Pelajar boleh berinteraksi, berkolaborasi dan bekerja secara berpasukan dalam bidang sains dan teknologi kayu.

6. Pelajar boleh mengamalkan sikap beretika, berintegriti dan profesional dalam bidang sains dan teknologi kayu.

7. Pelajar boleh menggunakan teknologi dan aplikasi digital secara beretika bagi menyelesaikan masalah dalam bidang sains dan teknologi kayu.

8. Pelajar dapat menggunakan pengetahuan dan kemahiran personal dalam aktiviti keusahawanan.9. Pelajar boleh memimpin dan memikul tanggungjawab secara profesional dalam bidang sains dan

teknologi kayu.10. Pelajar mempamerkan kemahiran kuantitatif dan numerasi yang relevan dalam pembelajaran, pekerjaan

dan aktiviti berkaitan dengan bidang sains dan teknologi kayu.

Hasil Pembelajaran Program (PO)

Circuit TheoryWrite your most dominant CO

CO1

CO2

Able to analyse DC and AC circuits using the principle of circuit theory

CO3

CO4

Able to determine First and Second Order circuit response

Able to apply Laplace transformation in circuit analysis

Able to evaluate for optimal solution for any given AC/DC circuit

26

Circuit Theory

CO1

CO2

Able to analyse DC and AC circuits using the principle of circuit theory {PO1, C3]

CO3

CO4

Able to to work in team to determine the First and Second Order circuit response [PO2, P5], [PO5, A3]

Able to apply Laplace transformation in circuit analysis [PO1, C4]

Able to determine the optimal solution for any given AC/DC circuit[PO3, C5]

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Identify PO for each CO and its level of taxonomy

ASSESSMENT

LAB WORKe.g. Ask students to work in group using

Simulink to solve 1st/2nd order ckt

ASSIGNMENT(Case Study/ PBL)

https://www.tandfonline.com/doi/pdf/10.3130/jaa

be.14.679

What is appropriate?

EXAMINATION/TESTe.g. Translate an

appliance into circuit diagram?

e.g. Given a complex circuit, analyse possible methods to solve it, whyyou choose that method?

31

32

Case Study

Reporting of Outcome Attainment (Summary)

Reporting of Outcome Attainment (Detail)

Questions?

1. Code of Practice for Programme Accreditation (COPPA) 2. Malaysian Qualifications Framework3. Garis Panduan Pembangunan Program Akademik Universiti Awam4. Programme Standards: Accounting5. Programme Standards: Art and Design6. Programme Standards: Biotechnology7. Programme Standards: Computing8. Programme Standards: Creative Multimedia9. Programme Standards: Dental Specialties10. Programme Standards: Early Childhood Education11. Programme Standards: Education12. Programme Standards: Finance13. Programme Standards: Language14. Programme Standards: Medical and Health Science15. Engineering Programme Accreditation Standard 202016. …..Garis Panduan Badan Akreditasi yang lain-lain

Rujukan / Panduan

http://putramooc.upm.edu.my/mooc/my/

THANK YOU…