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OBE@RETI

9 MAR 2019
OBE IMPLEMENTATION
RANACO EDUCATION & TRAINING INSTITUTE

18-19 MARCH 2019

SITI HAWA HAMZAH

Phd, P.Eng, FIEM, Hon. MAFEO ASEAN Engr, MRM, PSWM
Associate Director (Civil Engineering),
Engineering Accreditation Department, BEM Malaysia
sitihawabthamzah@gmail.com
SITI HAWA HAMZAH
PhD, P.Eng, FIEM, Hon MAFEO ASEAN Engr, MRM, PSWM
Retired Professor (Civil & Structural Engineering), Faculty of Civil Engineering, UiTM, 40450 Shah
Alam, MALAYSIA
sitihawabthamzah@gmail.com
Associate Director (Civil) AD, Associate Director (Structural) AD, Past Council Member IEM,
Past Excomm IEM, EAD Lead Panel, P.Eng Principle Interviewer, BEM T&E Comm. Member

33 years teaching & academic experience

20 years experience managing engineering programmes
Accreditation experience in more than 120 programmes
Completed 21 funded research projects
Authored 11 books in structural engineering, more than 165 technical papers, accreditation videos
on You Tube
External examiner to B. Eng Civil programmes at Monash University Malaysia, Universiti Malaysia
Sarawak, INTI International University, Universiti Tun Hussein Onn Malaysia.
EAC Advisor to Universiti Malaya
OBE Advisor to Universiti Industri Selangor
IEM Women Engineer Award
Honorary Member to ASEAN Federation of Engineering Organisation
Three times recipient of UiTM excellence service award
More than 20 research accolades

*IEM – The Institution of Engineers Malaysia, BEM – Board of Engineers Malaysia, AD – Engineering
Accreditation Department, EAC – Engineering Accreditation Council, UiTM – Universiti Teknologi
MARA,
 4 WORKSHOP LEARNING OUTCOMES
At the end of the workshop, participants are able to;
1. Clearly explain the definition and purpose of OBE and the concept of
constructive alignment in enhancing the effectiveness of HE system
and the quality of graduates
2. Effectively involve in curriculum development process
3. Write the learning outcomes correctly to the intended students ability
and level of taxonomy
4. Identify and adapt the appropriate learning and teaching methods
that ensures the development and achievement of the intended
learning outcomes
5. Plan and uses appropriate assessment methods that enable the
learning outcome to be measured and analysed correctly
6. Contribute to CQI process in the effort of improving learning process
and achievement of the learning outcomes of the students
OBE@RETI MAR 2019
OBE : AT A GLANCE
MALAYSIAN QUALIFICATION FRAMEWORK
ACT 679
ACCREDITATION NEEDS
 6 OBE : WHAT & WHY
 Outcome Based Education (OBE) - process that involves the
restructuring of curriculum, assessment and reporting practices in
education to reflect the achievement of high order learning and
mastery.
 The system measured OUTCOMES, making students/learners
demonstrate that they have learned the required knowledge and
developed the required skill and attributes.
 Main components - curriculum development process, learning
outcomes - intended student’s ability and level of taxonomy,
learning and teaching methods – alignment to learning outcomes,
assessment and continual quality improvement (CQI).
 OBE shifts the paradigm from TEACHER-CENTERED to the STUDENT-
CENTERED learning.
OBE@RETI MAR 2019
1
www.mqa.gov.my
Engineering Accreditation Council,
Board of Engineers Malaysia

2 MALAYSIA : WA – 2009, SA & DA - 2018

2018 – 20 (WA), 11(SA), 9(DA)

Australia, Canada, China, Taiwan, Hong Kong, India, Ireland, Japan, Korea, Malaysia, New Zealand,
Pakistan, Peru, Russia, Singapore, South Africa, Sri Lanka, Turkey, United Kingdom and United States

The Need for an Outcome Approach

forOBE@RETI
Continual Programme Improvement 7
MAR 2019
 8 MALAYSIA : MOHE 2018
HE4.0: Knowledge, Industry, Humanity

HE4.0 : 4IR – Automation, AI and Robotic

21ST CENTURY TVET 4.0 FRAMEWORK

PEDAGOGY
• HEUTAGOGY – self FLUID & ORGANIC
determined Learning without CURRICULUM
learning lectures
• PARAGOGY – peer LATEST T&L
Evaluation without TECHNOLOGIES
oriented learning
examination
• CYBERGOGY – REDESIGNING
virtual basedOBE@RETI
Knowledge without LEARNING SPACES MAR 2019

learning borders
9
ACT 679 - Malaysian Qualifications
Agency Act 2007 (MQA)
an act to establish the Malaysian Qualification
Agency as the national body to implement the
Malaysian Qualifications Framework, to accredit
higher educational programmes and qualifications, to
supervise and regulate the quality and standard of
higher education providers, to establish and maintain
the Malaysian Qualification Register and to provide
for related matters.

ACCREDITATION IS VOLUNTARY BUT is advised

OBE@RETI MAR 2019
10 WHY ACCREDIT ?
 Accreditation - achievement as a result of quality assessment by
MQA. A commitment by MQA to all stakeholders in higher
education i.e students, parents, employer that the programmes
accredited by MQA is quality-assured.
 Professional bodies such as the Board of Engineers Malaysia (BEM),
Malaysian Medical Council (MMC), Malaysian Nursing Board will use
the accreditation to recognise graduates for registration as
professional.
 Public Service Department (PSD) will use this accreditation status to
recognise the qualification for employment in the public service.
 Students in accredited programmes are eligible to apply for loan
from funding agencies such as PTPTN.
OBE@RETI MAR 2019
 MQF - an instrument that develops and classifies qualifications
based on a set of criteria that are approved nationally and
benchmarked against international best practices, and which

11 MQF 2nd edition 2018 clarifies the earned academic levels, learning outcomes of study
areas and credit system based on student academic load.
MQF MIN GRADUATING ACADEMIC SECTOR TVET LIFELONG LEARNING / APEL (A)
LEVEL CREDIT SECTOR – all MUST passed APEL
assessment except MQF 1&2
8 No credit rating PhD by Research Min 35 yrs old, Bachelor’s Degree,
80 Doctoral Degree by Mixed Mode &CW 5 yrs work experience
7 No credit rating Master’s by Research Min 30 yrs old,
40 Master’s by Mixed Mode & CW STPM/Diploma/Equivalent,
30 Postgraduate Diploma Relevant work expereince
20 Postgraduate Certificate
6 120 Bachelor’s Degree Min 21 yrs old, Relevant work
66* (inc 6cr gen studies) Graduate Diploma experience
36* (inc 6cr gen studies) Graduate Certificate
5 40 Advanced Diploma 5

4 90 Diploma MQF 2nd edition 4 Min 2 yrs old, Relevant work

considered experience
60 Certificate ASEAN Qualifications 3 Min 19 yrs old, Relevant work
3 Reference Framework experience
(AQRF)
2 30 OBE@RETI Certificate 2 3R MAR 2019

15 Certificate wef 1/4/2019 NP 1 3R

1
 GUIDELINES & QUALITY ASSURANCE
12
DOCUMENTS
 Code of Practice for Programme Accreditation (COPPA – 2nd edition
2017)
 Code of Practice for Institutional Audit (COPIA – 2nd edition 2009)
 Code of Practice for Open and Distance Learning (COP-ODL)
 Programme Standards (22)
 Standards (4)
 Guidelines to Good Practices (11)
 Malaysia Qualification Framework (MQF – 2nd edition 2018) + Malaysia
Qualification Register (MQR)

LAN (1996) – certification/accreditation of academic programmes in private IHL

QAD-MOE (2002) – quality assurance system in public IHL
OBE@RETI MQF (2007) – LAN and QAD dissolved MAR 2019
 OBE AWARENESS OBE IMPLEMENTATION
13

2019 2019
2015 2016 STANDARDS

Outcomes

1999 2003 2006 2012

(Rev. 2007) 2017
Fully prescriptive with Direct monitoring of
qualitative outcomes (cohort &
assessment OBE@RETI individual) MAR 2019
 MQA CODE OF PRACTICE : 9 ASPECTS
14
/CRITERIA - STANDARDS FOR HEP (IHL)

Vision, mission,
Curriculum Design &
educational goals and Assessment of Students
Delivery
learning outcomes

Student Selection
Academic Staff Educational Resources
& Support Services

Programme Leadership, Continual

Monitoring & Governance & Quality
Review OBE@RETI
Administration Improvement MAR 2019
 8 MQF LO DOMAINS 5 CLUSTERS MQF edition 2, 2018

15 CLUSTER 1
1.Knowledge
Knowledge & Understanding

Practical Skills CLUSTER 2

Cognitive Skills
Social Skills and Responsibilities
CLUSTER 3 **
Ethics, Professionalism and
Functional & Work Skills
Humanities
CLUSTER 4
Communication, Leadership and Personal & Entrepreneurial Skills
Team Skills

Scientific Methods, Critical CLUSTER 5

Thinking and Problem Solving Ethics & Professionalism
Skills MQF 2nd edition
considered
Lifelong Learning and Information CLUSTER 3 ** ASEAN Qualifications
Management Skills a. Practical skills Reference Framework
b. Interpersonal & Communication Skills (AQRF)
Entrepreneurship
OBE@RETI and Managerial c. Digital & Numeracy Skills MAR 2019

Skills d. Leadership, Autonomy & Responsibility wef 1/4/2019 NP

 Broad/Long
Term (Few

PEO • Educational Objectives/

LEVEL OF LEARNING years after
16 graduation
Programme Objectives – 3 to 5
OUTCOMES years)

PO • Programme Outcomes/ Programme

Learning Outcomes
Upon
graduation

Upon
CO • Course Outcomes/ Course Learning
outcomes/ Learning Objectives
course
completion

Upon

LO • Weekly/ Topic/ Lesson Outcomes

weekly /
topic
completion

OBE is an education system that emphasize on Learning Outcomes

OBE@RETI MAR 2019
 example PO
17 DIPLOMA IN BUSINESS STUDIES
Upon completion of the programme, graduates should be able to

 PO1 - outline the relevant concepts and theories;

 PO2 - apply practical and theoretical understanding to solve
business problems;
 PO3 - show entrepreneurial skills in addressing business issues;
 PO4 - demonstrate teamwork, interpersonal, effective
communication and social skills;
 PO5 - display professional and ethical business conduct; and
 PO6 - use the skills and principles of lifelong learning in their
academic and career development.

(FROM MQA STANDARD)

OBE@RETI MAR 2019
 example PO
18 BACHELOR DEGREE IN BUSINESS STUDIES
Upon completion of the programme, graduates should be able to

 PO1 - evaluate theories and concepts in business studies;

 PO2 - communicate creative and innovative ideas effectively;
 PO3 - apply critical thinking skills for decision making;
 PO4 - display innovative entrepreneurial skills;
 PO5 - demonstrate leadership, teamwork, communication and social
skills in accordance with ethical and legal practices; and
 PO6 - apply the skills and principles of lifelong learning in their
academic and career development.

(FROM MQA STANDARD)

OBE@RETI MAR 2019
 example PO
19 DIPLOMA IN HOSPITALITY & TOURISM
Upon completion of the programme, graduates should be able to

 PO1 - demonstrate technical knowledge and associated hands-on skills

in the area of specialisation;
 PO2 - demonstrate creativity and entrepreneurship in operational issues;
 PO3 - demonstrate supervisory ability, teamwork, interpersonal, and
social skills;
 PO4 - communicate effectively and solve operational problems;
 PO5 - use information from multiple sources;
 PO6 - demonstrate professionalism in accordance with ethical and legal
practices; and
 PO7 - nurture intellectual and professional growth through lifelong
learning activities.
OBE@RETI (FROM MQA STANDARD) MAR 2019
 example PO
20 BACHELOR DEGREE IN HOSPITALITY &
TOURISM
Upon completion of the programme, graduates should be able to

 PO1 - apply in-depth knowledge and skills in the area of specialisation;

 PO2 - communicate ideas and information effectively;
 PO3 - seek and analyse information for decision making;
 PO4 - display leadership and entrepreneurship qualities ethically;
 PO5 - demonstrate creativity and innovativeness in operational issues;
 PO6 - demonstrate managerial attributes, teamwork, interpersonal, and
social skills;
 PO7 - apply professionalism in accordance with ethical and legal
practices; and
 PO8 - nurture intellectual and professional growth through lifelong
learning activities.
OBE@RETI MAR 2019
(FROM MQA STANDARD)
 example PO
PhD BY MIXED MODE & RESEARCH (INFO. SC.)
21 Upon completion of the programme, graduates should be able to
 PO1 - demonstrate a systematic comprehension and in-depth understanding of the discipline;
 PO2 - demonstrate a mastery of research methods related to the field of information science and other related
fields;
 PO3 - critically analyse, evaluate and synthesise new and complex ideas;
 PO4 - show scholarly capabilities to generate, design, implement and adopt the integral part of the research
process;
 PO5 - contribute to original research that broadens the boundary of knowledge through an in-depth study, which
has been presented and defended according to international standards, including writing in refereed publications;
 PO6 - communicate with peers, scholarly communities and society at large through the preparation, publication
and presentation of scholarly materials;
 PO7 - promote technological, social and cultural progress in a knowledge based society in both the academic and
professional contexts;
 PO8 - demonstrate behaviour that is consistent with codes of professional ethics, legal requirements and
responsibility;
 PO9 - display leadership qualities through communicating and working effectively with peers and stakeholders;
 PO10 - manage and advocate information for lifelong learning;
 PO11 - generate solutions to problems using scientific and critical thinking skills; and
OBE@RETI MAR 2019
 PO12 - apply values, ethics, morality and professionalism in the pursuit of their goals
(FROM MQA STANDARD)
 example PO
IEA ACCORDS (EAC & ETAC)
22

SYDNEY
ACCORD
(SA)
WASHINGTON DUBLIN
TECHNOLOGISTS
ACCORD ACCORD
(WA) (DA)
ENGINEERS PO TECHNICIANS

GRADUATE
ATTRIBUTES
OBE@RETI MAR 2019
 Graduate Attributes
23
Characteristics SK SP/ TA
Apply knowledge of mathematics, natural science, engineering
SK1, SK2,
Engineering
Knowledge
fundamentals and an engineering specialization to defined and applied
engineering procedures, processes, systems or methodologies. SK3, SK4 SP
Identify, formulate, research literature and analyse broadly-defined
SK1, SK2,
Problem
Analysis
engineering problems reaching substantiated conclusions using analytical
tools appropriate to the discipline or area of specialisation. SK3, SK4 SP
Design/ Design solutions for broadly- defined engineering technology problems and
Development
of Solutions
contribute to the design of systems, components or processes to meet
specified needs with appropriate consideration for public health and safety,
cultural, societal, and environmental considerations
SK5 SP
Conduct investigations of broadly-defined problems; locate, search and
Investigation select relevant data from codes, data bases and literature, design and
conduct experiments to provide valid conclusions.
SK8 SP
Select and apply appropriate techniques, resources, and modern
Modern Tool
Usage
engineering and IT tools, including prediction and modelling, to broadly-
defined engineering problems, with an understanding of the limitations.
SK6 SP
Demonstrate understanding of the societal, health, safety, legal and cultural
The EngineerOBE@RETI
issues and the consequent responsibilities relevant to engineering
and Society technology practice and solutions to broadly defined engineering
problems.
SK7 SP
MAR 2019
 Graduate Attributes
24
Characteristics SK SP/ TA
Understand and evaluate the sustainability and impact of engineering
Environment and
Sustainability
technology work in the solution of broadly defined engineering problems in
societal and environmental contexts
SK7 SP
Ethics
Understand and commit to professional ethics and responsibilities and norms
of engineering technology practice. SK7 -
Individual and
Team work
Function effectively as an individual, and as a member or leader in diverse
teams. - -
Communicate effectively on broadly defined engineering activities with the
Communication
engineering community and with society at large, by being able to
comprehend and write effective reports and design documentation, make
effective presentations, and give and receive clear instructions.
- TA
Project Demonstrate knowledge and understanding of engineering management
Management
and Finance
principles and apply these to one’s own work, as a member or leader in a
team and to manage projects in multidisciplinary environments.
- -
-
OBE@RETI MAR 2019
Recognize the need for, and have the ability to engage in independent
Lifelong learning and life-long learning in specialist technologies. -
 Graduate Attributes
25
Characteristics DK DP/NA
Apply knowledge of mathematics, natural science, engineering
DK1, DK2,
Engineering
Knowledge
fundamentals and an engineering specialization to wide practical
procedures and practices. DK3, DK4 DP
Identify and analyse well-defined engineering problems reaching
DK1, DK2,
Problem
Analysis
substantiated conclusions using codified methods of analysis specific to
their field of activity. DK3, DK4 DP
Design/ Design solutions for well-defined technical problems and assist with the
Development
of Solutions
design of systems, components or processes to meet specified needs with
appropriate consideration for public health and safety, cultural, societal,
and environmental considerations.
DK5 DP
Conduct investigations of well-defined problems; locate and search
Investigation relevant codes and catalogues, conduct standard tests and
measurements.
DP
Apply appropriate techniques, resources, and modern engineering and IT
Modern Tool
Usage
tools to well defined engineering problems, with an awareness of the
limitations.
DK6 DP
Demonstrate knowledge of the societal, health, safety, legal and cultural
The EngineerOBE@RETI
DP
MAR 2019

and Society
issues and the consequent responsibilities relevant to engineering DK7
technician practice and solutions to well defined engineering problems.
 Graduate Attributes
26
Characteristics DK DP/NA
Environment Understand and evaluate the sustainability and impact of engineering
and
Sustainability
technician work in the solution of well defined engineering problems in
societal and environmental contexts.
DK7 DP
Ethics
Understand and commit to professional ethics and responsibilities and
norms of technician practice DK7 -
Individual and
Team work
Function effectively as an individual, and as a member in diverse
technical teams. - -
Communicate effectively on well-defined engineering activities with the
Communication
engineering community and with society at large, by being able to
comprehend the work of others, document their own work, and give and
receive clear instructions
- NA
Project Demonstrate knowledge and understanding of engineering
Management
and Finance
management principles and apply these to one’s own work, as a
member or leader in a technical team and to manage projects in
multidisciplinary environments
- -

-
OBE@RETI MAR 2019
Recognize the need for, and have the ability to engage in independent
Lifelong learning updating in the context of specialized technical knowledge -
 Individual
Engineering
Ethics and Team
Knowledge
27

work
12 PO Trays
Environment
Problem
and Communication
Analysis
Sustainability

Design/ Project
The Engineer
Development Management
and Society
of Solutions and Finance

Modern Tool Lifelong

Investigation
OBE@RETI Usage learning MAR 2019
28
BEM : EAC MANUAL 2017 & ETAC
STANDARDS 2019
Academic
Curriculum
(Criteria 1)
Quality
Management Students
Systems (QMS) (Criteria 2)
(Criteria 5)
OBE
Academic &
Facilities Support Staff
(Criteria 4) (Criteria 3)
OBE@RETI MAR 2019
 29 The Shift From Inputs to
Outcomes
Traditional Outcome-Based
TEACHER-CENTERED Education
STUDENT-CENTERED
Quality in terms of
input: Quality in terms of
• Intention & Efforts
• Institutions & Services
outputs :
• Goals and Ends
• Resources &
• Products & Results
Spending
• Outcomes & Effects
OBE@RETI MAR 2019
 Outcome-based education means starting with a clear picture of what is
important for students to be able to do, then organising the curriculum, instruction,
and assessment to make sure that this learning ultimately happens. (Spady, 1994)

to which extent
statements to the student meets
explicitly inform these outcomes
what student is
Focus on OUTCOMES through the use
expected to be of explicit
able to know or assessment
do criteria

Assessment of the
Learning Outcomes Learning
Teaching Outcomes
and
activities which help the Learning
student to achieve these
OBE@RETI

outcomes
activities MAR 2019
 example LO
31
LO : TRADITIONAL vs OBE
Student enjoy physical education class

TRANSPARENT &
EVIDENT BASED
versus
TC/SC
Student can run 50 meters in less than 1 minute

Student write a good report

versus
TC/SC
Student analyse the social context of World War II in an
essay.

Student understand the Principle of Archimedes

TC/SC versus
Student apply the Principle of Archimedes in buoyancy of a
ship
OBE@RETI MAR 2019
Kul Sharif Mosque (White Mosque) Saint Basil’s Cathedral, Red Square
Kazan Kremlin, Russia, 16th century B Moscow (built 1555-1561) since
32 (rebuilt 1996-2005) 1991 as State Historical Museum
R
E
A
K

T
I
M
E
OBE@RETI MAR 2019
OUTCOMES
REVIEW AND REALIGN CURRICULUM WITH PROGRAMME OUTCOME
PEO STATEMENTS
PO STATEMENTS
PEO-PO MATRIX (LINK)
C:P:A RATIOS
34

OBE@RETI MAR 2019

 Broad/Long
Term (Few

PEO • Educational Objectives/

LEVEL OF LEARNING years after
35 graduation
Programme Objectives – 3 to 5
OUTCOMES years)

PO • Programme Outcomes/ Programme

Learning Outcomes
Upon
graduation

Upon
CO • Course Outcomes/ Course Learning
outcomes/ Learning Objectives
course
completion

Upon

LO • Weekly/ Topic/ Lesson Outcomes

weekly /
topic
completion

OBE is an education system that emphasize on Learning Outcomes

OBE@RETI MAR 2019
 36 OBE CURRICULA

OUTCOMES
CONSTRUCTIVE
Course Teaching/
Have ALIGNMENT C/P/A outcomes Learning CQI
programme must satisfy method may
educational Programme have to be
Stated the stated Learning
objectives, outcomes integrated
objectives Centered programme outcomes
programme address to include
and around the outcomes. are
outcomes, Knowledge, There is no different
outcomes needs of the intentional
course Skill & delivery
can be students and need for and assessed
outcomes Attitude methods to
assessed the ANY using suitable
and (C,P,A) to be complement
and stakeholders (individual) performance
performance attained by the
evaluated course to indicators
indicators/ students address all traditional
criteria or STUDENT programme LECTURING
rubrics outcomes. method.
CENTRED
PEO,PO, OBE@RETI
ACTIVE MAR 2019

CO,LO LEARNING
 Learning outcomes focus on what the Learning outcomes focus on what the
37 learner has achieved rather than the learner can demonstrate at the end of a
intentions of the teacher. learning activity

LEARNING OUTCOMES  defines the type and depth of learning students are expected
to achieve
 provides an objective benchmark for formative, summative,
and prior learning assessment
 clearly communicates expectations to learners
 clearly communicates graduates’ skills to the stakeholders
 guides and organizes the instructor and the learner
 guides the selection/design of appropriate assessments
 allows educators to match teaching strategies to stated
outcomes
 allows us to assess the impact of instruction
 acts as a template for course design
OBE@RETI MAR 2019
 38 WRITING LEARNING OUTCOME
 It is always expressed in terms of the learner.
CHARACTERISTICS

 It is precise and supports only one interpretation.

 It describes an observable behavior
 It specifies conditions under which the behavior is
performed
 It specifies criteria for accomplishment

COMPONENTS
 First, clarify what you are trying to assess.
 Second, the outcome must be measurable.
 Third, the intended outcome must measure something useful
and meaningful
OBE@RETI MAR 2019
39

Specific – to one learning behavior

Measurable - includes the criteria for success
Actionable - can be demonstrated with
evidence, or observed
Relevant – to future experiences or work place
Timed – to be achieved within certain time
constraints

LO HAS TO BE SMART
OBE@RETI MAR 2019
 PROGRAMME EDUCATIONAL OBJECTIVES
40
MISSION / VISION STATEMENT
UNIVERSITY / 1.What’s constitute behind the statement?
FACULTY MISSION 2.What are the indicators to measure the achievement of
& VISION the Mission / Vision?
PEO STATEMENTS
1.How does PEO relates to Mission / Vision?
2.Who are the stake holders?
3.Where do you foresee your students 5 years after
PEO STATEMENTS graduation?
4.What are their roles in organization and community?
5.How do they contribute to the achievement of mission /
vision?
PEO MEASUREMENT
1.What are the indicators that show the PEO are being
PEO achieved?
MEASUREMENT 2.From whom should we measure the achievement.
3.Where and When to measure?
OBE@RETI MAR 2019
4.How (Method / Tool) to measure?
5.What are you going to do with the data collected?
 41 EXAMPLE OF PEO
PEO Description
Graduates are competent, innovative and entrepreneurial in acquiring
PEO 1 and applying knowledge towards solving complex civil engineering
problems.

Graduates possess leadership qualities, able to work, manage in

PEO 2
diverse teams and serve the society in multi-disciplinary environment.

Graduates demonstrate professionalism and uphold ethical values

PEO 3
with emphasis on sustainable environment
Graduates are able to communicate effectively, possess strong self-
PEO 4 OBE@RETI MAR 2019
confidence and recognise the need for life-long learning
 42 PROCESS TO DEVELOP PEO
PEO Statements Processes & Results Stakeholder
 Defined, measurable and  Established process for  High degree of
achievable. formulating PEOs involvement in defining
 Linked to Programme  Established process for PEO statements
Outcomes assessing achievement  High degree of
 Have own niche of PEOs involvement in assessing
 Detailed out and  Established process for the achievement of PEO
documented evaluating  High degree of
 Published achievement of PEOs involvement in assessing
 Consistent and linked to  Performance target of improvement cycles
mission & vision of IHLs the PEOs is achieved (CQI)
and stakeholder needs  Evaluation results are  Involved in strategic
 Linked to curriculum used in the CQI of the partnership
design programme
 Reviewed and updated
OBE@RETI MAR 2019

EAC Manual 2017, BEM

43 PROGRAMME OUTCOMES
Statement of necessary ability / attribute / quality
(Knowledge, Skills and Attitude) students need to have
upon graduation (upon finishing their study) in order to
prepare them to be who there are in future.
In developing PO, the requirements / inputs from the
stake holders must be taken into account including the
requirement from accreditation authority (Malaysia –
MQA, BEM, MMC and others)

OBE@RETI MAR 2019

44 PROGRAMME OUTCOMES
PO STATEMENTS
PO 1.Knowing exactly the expectation that graduate
DEVELOPMENT should achieved in each PO
2.Use appropriate verb
3.Identify domain and highest taxonomy level to be
achieved.
4.Mapping To PEO
PO 5.PO Distribution – Courses Mapping
STATEMENTS

PO MEASUREMENT & DELIVERY

1.What, when and where to measure PO
PO 2.How to measure PO
MEASUREMENT 3.What, when, where and how to deliver PO (T&L
& DELIVERY activities)
OBE@RETI
4.How to verify the result of PO MAR 2019

achievement(Triangulation)
 45 PROCESS TO DEVELOP PO
PO Statements
 Covers EAC’s POs
 Linked to PEOs.
 Have own wordings.
 Have own niche.
 Defined, measurable and
achievable.
 Detailed out and
documented.
 Published.
 Consistent and tied to
Programme Objectives.
 Outcomes in line with
national needs.
 Reviewed and updated.
OBE@RETI
Processes & Results Stakeholder
 Processes for all elements of criteria are  High degree of
quantitatively/qualitatively understood and involvement in
controlled. defining PO
 Processes are clearly linked to mission, PEOs, statements.
and stakeholder needs.  High degree of
 Systematic evaluation and process involvement in
improvement in place. assessing the
 CQI involved support areas. achievement of PO.
 Processes are deployed throughout the  High degree of
programme, faculty, and IHLs involvement in
 Sound and highly integrated system. assessing
 Common sources of problems understood and improvement cycles
eliminated. (CQI).
 Sustained results.  Involved in strategic
 Results clearly caused by systematic approach. partnership.
 Assessments of each of the 12 EAC’s POs are
obtained by explicit direct assessment and not
by inference. MAR 2019
EAC Manual 2017, BEM
 46 DISTRIBUTING POs

TOP
BOTTOM UP MIX
DOWN
Its started with course owner
1.PO distribution is Done from the bottom, in (Bottom Up) identifying the POs to
determined / which the course owner be implemented in his/her
dictated by the identify which PO that course. The data is the collected
management team / he/she will be addressing by the management to prepare
committee members in his/her course. The
and the course information is then the draft mapping. Once the
owners are collected and map to the draft mapping emerged, the
instructed to programme structure. The process of balancing /
implement without management has no or bargaining is carried out to reach
argument. very little say. a consensus POs distribution to
OBE@RETI
be implemented. MAR 2019
 Individual
Engineering
Ethics and Team
Knowledge
47

work
12 PO Trays
Environment
Problem
and Communication
Analysis
Sustainability

Design/ Project
The Engineer
Development Management
and Society
of Solutions and Finance

Modern Tool Lifelong

Investigation
OBE@RETI Usage learning MAR 2019
48
EXAMPLE OF PO (EAC)
WP/
Characteristics WK
EA
Apply mathematics, natural science, engineering fundamentals and
Engineering WK1, WK2,
Knowledge
engineering specialization to the solution of complex engineering WP
problems WK3, WK4
Identify, formulate, research literature & analyse complex engineering
WK1, WK2,
Problem Analysis problems using first principles of mathematics, natural sciences and WP
engineering sciences WK3, WK4

Design/ Design solutions for complex engineering problems and design systems,
Development of components or processes with appropriate consideration for public WK5 WP
Solutions health and safety, cultural, societal, and environmental considerations.

Conduct investigations of complex problems using research-based

Investigation knowledge and research methods WK8 WP

Modern Tool Create, select and apply modern engineering and IT tools including
Usage prediction and modelling to complex engineering problems WK6 WP

Apply reasoning to assess societal, health, safety, legal and cultural

The EngineerOBE@RETI
and Society
issues and the consequent responsibilities relevant to professional WK7 MAR 2019
WP
engineering practice and solutions to complex engineering problems
IEA Graduate Attributes 2013
49
EXAMPLE OF PO (EAC)
WP/
Characteristics WK
EA
Environment and Understand and evaluate the sustainability and impact of professional
Sustainability engineering work in the solution of complex engineering problems WK7 WP

Apply ethical principles and commit to professional ethics and

Ethics responsibilities and norms of engineering practice. WK7 -

Individual and Team Function effectively as an individual, member or leader in diverse teams
work and in multi-disciplinary settings - -

Communicate effectively on complex engineering activities with the

Communication engineering community and with society able to comprehend, write, - EA
present, give and receive instructions

Demonstrate knowledge and understanding of engineering

Project Management management principles and economic decision-making, apply to own
and Finance work, as a member and leader in a team, manage projects and in - -
multidisciplinary environments

OBE@RETI MAR 2019

Recognize the need, prepare and engage in independent and life-long
Lifelong learning learning - -
IEA Graduate Attributes 2013
50
PO ASSESSMENT MODELS
• ACCUMULATED MODEL – ALL courses contributing to
1 the PO measurements

• DOMINATING MODEL – SELECTED courses contributing

to the PO measurements, normally accounted in
2 several CORE courses.

• CULMINATING MODEL – SELECTED FEW usually between

3 -5 courses contributing to the PO measurements,
3 normally conducted during the final year of study.
OBE@RETI MAR 2019
 12 PO Trays
A-Culminating-Enabling
B-Accumulated/Average
51
C-Dominant
PO1 How many courses contributed to
PO1?
Level of difficulty
Which assessment tools contributed to

Problems Solving
Complex
PO1?

Explicit

Engr
Activities
Implicit
Direct
C Indirect
P %C/P %C/P/A
A TRUE ATTAINMENT
OBE@RETI
PO12 MAR 2019
 NO
CODE NAME
COURSE COURSE

5 EC500 COURSE E
4 EC400 COURSE D
3 EC300 COURSE C
2 EC200 COURSE B
1 EC100 COURSE A
52

OBE@RETI
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12

WK3

WK4

WK5
WP1

WK6
DEPTH OF KNOWLEDGE

WK8
RANGE OF CONFLICTING
REQUIREMENT

DEPTH OF ANALYSIS REQUIRED

FAMILIARITY OF ISSUES
COMPLEX PROBLEM SOLVING (WP)

EXTENSIVE APPLICABLE CODES

EXTEND OF STAKEHOLDERS
INVOLVEMENT & CONFLICTING
REQUIREMENT

INTERDEPENDENCE

RANGE OF RESOURCES

LEVEL OF INTERACTIONS

INNOVATION
CONSEQUENCES TO SOCIETY &
ENVIRONMENT
EXAMPLE OF CO-PO MAPPING
COMPLEX ACTIVITIES

FAMILIARITY OF ISSUES
WP2 WP3 WP4 WP5 WP6 WP7 EA1 EA2 EA3 EA4 EA5

NATURAL SCIENCES
Engr~WP,EA,WK

MATHEMATIC
PO1

ENGINEERING FUNDAMENTAL

SPEACIALIST KNOWLEDGE

NATURAL SCIENCES

MATHEMATIC
PO2

ENGINEERING FUNDAMENTAL

SPEACIALIST KNOWLEDGE

ENGINEERING DESIGN
KNOWLEDGE PROFILE

RESEARCH LITERATURE

ENGINEERING PRACTICE
MAR 2019

COMPREHENSION

COMPREHENSION
PO3 PO4 PO5 PO6 PO7 PO8

COMPREHENSION
WK1 WK2 WK3 WK4 WK1 WK2 WK3 WK4 WK5 WK8 WK6 WK7 WK7 WK7
 53 EXAMPLE OF CO-PO MATRIX
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
YR C/P/A C C C P P C C C A A C C
Y1 C1A X X Establish threading courses
or lineage of prerequisites
Y1 C1B X X
Be informed of taxonomy
domain & it’s appropriate level
Y2 C2A X X

Y2 C2B X X X

Y3 C3A X X X
Y3 C3B X X X
Y4 C4A X X X X X
Y4 C4B OBE@RETI
X X X X X X X X MAR 2019
X
TOTAL 3 8 4 2 4 1 1 1 1 2 1 1
 of

CO
PO

of the
54

semester
At the end
At the time

Graduation
Courses
PEO

after

Courses

OBE@RETI
graduation
3 to 5 years

Courses
PO1

Courses PO2

PO3
Courses
PO4

Courses PO5

PO6
Courses
PO7

Courses PO8

PO9
Courses
PO10

Courses PO11

PO12
Courses

Courses
MAR 2019
 What if we have the following …
55
Q1 (12.5%)

Final Exam Q2 (12.5%)

50%
CO1
Q3 (12.5%)

Q4 (12.5%)
CO2
Mid-Term Test Q1 (10%) PO3
20% Q2 (10%) CO3

Assignments A1 (10%)
CO4 PO4
20% A2 (10%)

Case Study 1
10% OBE@RETI This is now DIRECT and EXPLICIT ! MAR 2019
 What if we have the following …
56

CO1 CO2 CO3 CO4 CO5 CO6 CO7 CO8

Prototype Demo

Oral Prest.
Logbook / MoM
Literature

Proj. Mgt.
Written Comm.

Environment &
Modern Tools

Sustainability
Design
Usage (10%)

(20%)

(10%)

(10%)
(5%)

Teamwork

(10%)
(10%)

(10%)
(10%)

(5%)

Project Report (60%) Progress Report (20%) Presentation

(20%)
… use of relevant RUBRICS
OBE@RETI MAR 2019

where applicable! This is now DIRECT and EXPLICIT !

 B
57
R
E
A
K

T
I
M
OBE@RETI MAR 2019
E
58 OBE – KEY QUESTIONS

What are students How to know what

Assessemnt
able to do? the students
achieved?
C,P,A

How best to help How do you close

students achieve it? the loop?
Instruction CQI

OBE@RETI MAR 2019

 WHAT Bloom’s Taxonomy
59 Standard/EAC 2017 Course specific goals & objectives

ELEMENTS OF
COURSE DESIGN
learning HOW TO KNOW
Formative, Summative,
outcomes Course, Programme,
Tools, Direct and Indirect
CLOSE LOOP
Instructional Technology

Lectures STUDENT Classroom assessment

techniques
Labs HOW TO HELP
instruction assessment
Active & cooperative learning Tests Surveys Others
CDIO

Problem based learning

OBE requires T&L activities to be
Other learning techniques
OBE@RETI
CONSTRUCTIVELY ALIGNED to MAR 2019

intended learning outcomes

FELDER & BRENT, JEE, JAN., 2003
60 Edgar Dale
(1900-1985)
faculty@Ohio
State Univ (1929-
1970) –
renowned
pioneer audio
visual in
instruction

OBE@RETI MAR 2019

61 COURSE SYLLABUS
Code/Name/Credit Hour/Sem/Perequisite
Course Description

Course Outcome
CO1 : addressing PO?/(C/P/A)/Domain + level of difficulty
CO2 : addressing PO?/(C/P/A)/Domain + level of difficulty

Course Content (Topics) – distribution of hrs (LO), SLT (F2F,

NF2F)
Course Assessment
Text book/List of References
OBE@RETI MAR 2019
62

OBE@RETI MAR 2019

lower order Intermediate Higher order
63

OBE@RETI MAR 2019

lower order Intermediate Higher order
64

OBE@RETI MAR 2019

lower order Intermediate Higher order

 COURSE COVERAGE
65
Breadth of coverage is subjected to the required outcomes,
(Cognitive (C) = 70%, Psychomotor (P) = 20%, Affective (A) = 10%)
C:P:A RATIO

C P A
(70%) (20%) (10%)

12 34 56 56 12 34 12 56 56 56 56 34 34 12 34 56 34 56 12 34 567 34 567 12 34 5

Depth of coverage is subjected to the required level of outcomes

COURSE ASSESSMENT
OBE@RETI MAR 2019
 WA3 : Design solutions for complex engineering problems and
design systems, components or processes that meet specified needs
CO66 with appropriate consideration for public health and safety, cultural,
societal, and environmental considerations. (WK5)
WP1 WP2 WP3 WP4 WP5 WP6 WP7

DEPTH OF ANALYSIS

APPLICABLE CODES

INTERDEPENDENCE
FAMILIARITY OF

INVOLVEMENT &
REQUIREMENTS
CONFLICTING

STAKEHOLDERS

REQUIREMENTS
KNOWLEDGE

CONFLICTING
Some possible outcomes

RANGE OF

EXTENSIVE

EXTEND OF
No.

DEPTH OF

LEVEL OF
ISSUES
Identify significance and nature of open-ended
1
problems
Identify problem and constraints including health
2
and safety, environmental and societal issues
3 Identify customer or user or client needs
Produce multiple potential solutions to meet
4
functional specifications
5 Create and test simulations/models/prototypes
OBE@RETI MAR 2019
Assess design performance based on specification
6
and requirements
 WA4 : Conduct investigation into complex problems using
research-based knowledge and research methods including design
CO67 of experiments, analysis and interpretation of data, and synthesis of
information to provide valid conclusion. (WK8)
WP1 WP2 WP3 WP4 WP5 WP6 WP7

INVOLVEMENT & LEVEL

DEPTH OF ANALYSIS

APPLICABLE CODES

INTERDEPENDENCE
OF CONFLICTING
FAMILIARITY OF
REQUIREMENTS
CONFLICTING

STAKEHOLDERS

REQUIREMENTS
KNOWLEDGE
Some possible outcomes

RANGE OF

EXTENSIVE

EXTEND OF
No.

DEPTH OF

ISSUES
1 Reviews the open research literature
2 Identifies the needs for research or investigation
Identifies appropriate research or investigation
3
methodologies
Designs and executes valid forms of research,
4
experimentation or measurement
Calibrates or validates the data collection methods and
5
equipment
6 Analyses the data including
OBE@RETI considering sources of error MAR 2019

7 Draws valid conclusions and justifies those conclusions

 WA5 : Create, select and apply appropriate techniques, resources,
and modern engineering and information technology tools, including
CO68 prediction and modelling, to complex engineering problems, with
an understanding of the limitations. (WK6)
WP1 WP2 WP3 WP4 WP5 WP6 WP7

INVOLVEMENT & LEVEL

DEPTH OF ANALYSIS

APPLICABLE CODES

INTERDEPENDENCE
OF CONFLICTING
FAMILIARITY OF
REQUIREMENTS
CONFLICTING

STAKEHOLDERS

REQUIREMENTS
KNOWLEDGE
Some possible outcomes

RANGE OF

EXTENSIVE

EXTEND OF
No.

DEPTH OF

ISSUES
Select and apply appropriate instrumentation
1 or measurement techniques or models or
simulations.
Analyse limitations and errors of
2 instrumentation or measurement techniques or
models or simulations.
Evaluate appropriateness of results from
3 instrumentation OBE@RETI
or measurement techniques or MAR 2019

model or simulations.
 WA7 : Understand and evaluate the sustainability and impact of
professional engineering work in the solution of complex
CO69 engineering problems in societal and environmental contexts.
(WK7)
WP1 WP2 WP3 WP4 WP5 WP6 WP7

INVOLVEMENT & LEVEL OF

DEPTH OF KNOWLEDGE

EXTENSIVE APPLICABLE
FAMILIARITY OF ISSUES
DEPTH OF ANALYSIS

INTERDEPENDENCE
REQUIREMENTS
CONFLICTING

STAKEHOLDERS

REQUIREMENTS
CONFLICTING
Some possible outcomes

RANGE OF
No.

EXTEND OF
CODES
Identifies both direct and indirect, and short
1 and long-term impacts on people and the
environment
Identifies and justifies specific actions required
2 for environmental protection in the event of
failure
Undertakes life-cycle
OBE@RETI
analysis to determine the MAR 2019
3
sustainability of any proposed outcomes
 ENGINEERS IN SOCIETY (COURSE OUTCOMES)
This course deals with interaction between engineers and society at large. Regulations and
laws relating to civil engineering practice in Malaysia become pivotal, acquire central
EIS70 knowledge prior to working as a registered graduate engineer.
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12

Lifelong Learning
Environment and

Communication
Development of

The Engineer

Individual and
and Society

Management
Sustainability
investigation

and Finance
Modern Tool
Engineering
Knowledge
At the end of this course, the

Team work
Solutions
Problem
Analysis
Design/

Project
Ethics
Usage
students should be able to:-

Explain the Malaysian legal system

a
(PO8/C2). X
Explain the role of engineering provide clear
b
professional bodies (PO6/C2). X
and explicit
Analyse the Code of Ethics and Course
c Professional Conduct for engineers Learning X
(PO8/C4). Outcomes
Explain the local and federal authorities (CO). COs must
d
regulation (PO6/C2). be mapped to X
Discuss Occupational Safety and Health
the appropriate
Act 1994 and FMM Act 1967 on PO
X
OBE@RETI MAR 2019
e
construction in relation to the
71
CQI

TRANSPARENT &
EVIDENT BASED
CQI
PEO
CQI PO
CO
CQI
OBE
LO
OBE@RETI
CURRICULA MAR 2019
OBE IMPLEMENTATION
RANACO EDUCATION & TRAINING INSTITUTE

18-19 MARCH 2019

SITI HAWA HAMZAH

Phd, P.Eng, FIEM, Hon. MAFEO ASEAN Engr, MRM, PSWM
Associate Director (Civil Engineering),
Engineering Accreditation Department, BEM Malaysia
sitihawabthamzah@gmail.com
SITI HAWA HAMZAH
PhD, P.Eng, FIEM, Hon MAFEO ASEAN Engr, MRM, PSWM
Retired Professor (Civil & Structural Engineering), Faculty of Civil Engineering, UiTM, 40450 Shah
Alam, MALAYSIA
sitihawabthamzah@gmail.com
Associate Director (Civil) AD, Associate Director (Structural) AD, Past Council Member IEM,
Past Excomm IEM, EAD Lead Panel, P.Eng Principle Interviewer, BEM T&E Comm. Member

33 years teaching & academic experience

20 years experience managing engineering programmes
Accreditation experience in more than 120 programmes
Completed 21 funded research projects
Authored 11 books in structural engineering, more than 165 technical papers, accreditation videos
on You Tube
External examiner to B. Eng Civil programmes at Monash University Malaysia, Universiti Malaysia
Sarawak, INTI International University, Universiti Tun Hussein Onn Malaysia.
EAC Advisor to Universiti Malaya
OBE Advisor to Universiti Industri Selangor
IEM Women Engineer Award
Honorary Member to ASEAN Federation of Engineering Organisation
Three times recipient of UiTM excellence service award
More than 20 research accolades

*IEM – The Institution of Engineers Malaysia, BEM – Board of Engineers Malaysia, AD – Engineering
Accreditation Department, EAC – Engineering Accreditation Council, UiTM – Universiti Teknologi
MARA,
75 WORKSHOP LEARNING OUTCOMES
At the end of the seminar, participants are able to;
1. Clearly explain the definition and purpose of OBE and the concept of
constructive alignment in enhancing the effectiveness of HE system
and the quality of graduates
2. Effectively involve in curriculum development process
3. Write the learning outcomes correctly to the intended students ability
and level of taxonomy
4. Identify and adapt the appropriate learning and teaching methods
that ensures the development and achievement of the intended
learning outcomes
5. Plan and uses appropriate assessment methods that enable the
learning outcome to be measured and analysed correctly
6. Contribute to CQI process in the effort of improving learning process
and achievement of the learning outcomes of the students
OBE@RETI MAR 2019
CONSTRUCTIVE ALIGNMENT
& CQI
ASSESSMENT TOOLS
DIFFERENTIATE ASSESSMENT TOOLS AS DIRECT AND INDIRECT
MEASUREMENTS
EVALUATE MEASUREMENTS DATA FOR CQI
USE MEASUREMENTS TO TRIANGULATE FINDINGS
PROPOSE COURSE OF ACTIONS FOR CQI
TRUE ATTAINMENT OF THE OUTCOMES OF ALL STUDENTS
CLOSE THE LOOP
 ASSESSMENT LEVELS

LEARNING OUTCOME written based on the highest

ASSESSMENT to be aligned to learning outcomes

expectation to be achieved by the students &
PEO – Programme Educational
Objectives
3-5 yrs after graduation
PO – Programme Outcomes /
Graduate Attributes
Upon graduation
CO – Course Outcomes / Course
Learning Outcomes
Upon course completion
LO – Weekly/Topic Learning
Outcomes
Upon weekly/topic completion
 What the students should to
be able to do as a result of
78 teaching and learning?

learning
outcomes
CLOSE LOOP How do you ensure
What TL activities to adopt that they have
in order to achieve the
intended LO?
STUDENT achieved the learning
outcomes ?

instruction assessment

OBE requires T&L activities to be

CONSTRUCTIVELY ALIGNED to intended
OBE@RETI learning outcomes MAR 2019

FELDER & BRENT, JEE, JAN., 2003

79

TEACHING
CO – What
ALIGNMENT - T&L
– Engaging
the student
the student
CONSTRUCTIVE
has to
in the verb
learn
of the CO

ASSESSMENT –
How well the
student has
achieved the CO
OBE@RETI MAR 2019
 Assessment - process of
When & How to Assess? measuring and collecting
the data (mark / score)
80 that enable us to analyse
the achievement of the
Individual intended learning outcomes
and the effectiveness of
the learning activities.
Individual Gatekeeping
improvement
Who to What to
Assess? Assess?
Course Course C/P/A
programme programme
improvement evaluation

Programme/Group
Learning / Teaching Accountability
(Summative)
Why Assess?
OBE@RETI MAR 2019
(Formative)
 Assessment – process that determines
the level of attainment of the outcomes
PURPOSE OF ASESSMENT

Improvement
Accountability Accreditation
– curriculum,
– institution, – quality
instructional
public, assurance,
practice,
resource accrediting
student
provider bodies
services
OBE@RETI MAR 2019
81
3 Interrelated & Complementary Approaches

Assessment as
Assessment for
learning – students Assessment of
learning – instructor
use self assessment learning – assessing
provide feedback
and instructor’s student’s learning
to students on
feedback to against the
their learning and
acquire learning outcomes
how to improve -
knowledge - - SUMMATIVE
FORMATIVE
FORMATIVE
OBE@RETI MAR 2019
82
 ASSESSMENT - a
systematic process of
looking at student
How can an achievement within
instructor know his and across courses by How did
students had gathering, interpreting the students
learnt the learning
and using information know what
outcome to the
expected level of
about student learning they have
performance? for educational learnt?
improvement
(American Association of Higher Education
OBE@RETI (AAHE)) MAR 2019
83
 ASSESSMENT VS EVALUATION

Assessment - a complex process requiring multiple

methods of data collection and careful analysis, to
inform both the instructor and the student as to how
the course is progressing (formative) or how it has
ended (summative).
Evaluation - to judge the effectiveness of instructional
methods, the course contents, and the achievement of
course outcomes

OBE@RETI MAR 2019

84
 FORMATIVE & SUMMATIVE
Formative Assessments - used to provide feedback to
guide learning, helps students to form. FOR learning
because educators use the results to modify and
improve teaching techniques during an instructional
period
Summative Assessments - used to contribute marks
toward final grades or for the determination of final
grades. OF learning because educators evaluate
academic achievement at the end of an
instructional period.
OBE@RETI MAR 2019
85
86

Common Assessment Tools

1. FINAL EXAM
2. TESTS
3. ASSIGNMENTS
4. PROJECT REPORTS
5. CLASS PRESENTATIONS
6. ?????
OBE@RETI MAR 2019
 WHAT TO ASSESS

COGNITIVE DOMAIN PSYCHOMOTOR DOMAIN AFFECTIVE DOMAIN

• Knowledge outcomes - • Behavioral and Skills • Attitudes and values

core concepts and
material knowledge of
a particular discipline;
intellectual/mental
ability
• Knowledge, • Perception, Set, guided
Comprehension,
Application, Analysis,
Synthesis, Evaluation
OBE@RETI
outcomes - what a outcomes - those
student can do; educators believe to
physical ability; be important; habits of
behavior crucial to the mind
curriculum’s impact • Receiving, Responding,
Valuing, Organisation,
Response, Mechanism, Internalising
Complete Overt
Response, Adaption,
Organisation
MAR 2019
87

Bloom’s Domain (1956)

 ASSESSMENT METHODS AND TOOLS

Range of assessment methods

produce valid decisions

Assessment tool consist of instruments

& instructions to gather & interpret
evidence

Assessment instruments are tasks

administered to the students with criteria
used to judge quality of performance
OBE@RETI MAR 2019
88
Activity 1

Produce a list of assessment methods

used in your PROGRAMME
Produce a list of assessment methods
used in your COURSE

OBE@RETI MAR 2019

89
Activity 2

From Activity 1, identify whether the

assessment method is FORMATIVE or
SUMMATIVE or BOTH.

OBE@RETI MAR 2019

90
Activity 3

Think-Pair-Share – Design an assessment

tool to measure
a. COGNITIVE DOMAIN
b. PSYCHOMOTOR DOMAIN

OBE@RETI MAR 2019

91
 ASSESSMENTS LEVELS PEO-PO-CO-LO

Institutional assessment (PEO)

Types of assessment

Curricular and programme assessment

(PO)

Course and learner-centered assessments

(CO)

OBE@RETI Weekly or topic outcomes (LO) MAR 2019

92
 PEO ASSESSMENT
To establish graduates
EMPLOYER
career pathway aligned to SURVEY
the qualification acquired
and intended educational INDIRECT
objectives attained ALUMNI
SURVEY
PEO
ASSESSMENT
PROFESSIONAL
AFTER MEMBERSHIP
GRADUATION DIRECT
GARDUATES
OBE@RETI
CAREER DATA MAR 2019
93
Assessment methods valid to measure
the PEO achievements :

Employer Survey, Alumni Survey,

Professional Membership, Graduates
Career Data, Professional
Advancement
OBE@RETI MAR 2019
94
 PO ASSESSMENT

• Accumulated model – ALL courses contributing to the

1 PO measurements

• Dominating model – SELECTED courses contributing to

the PO measurements, normally accounted in several
2 CORE courses.

• Culminating model – SELECTED FEW usually between 3-

5 courses contributing to the PO measurements,
3 normally conducted during the final year of study.
OBE@RETI MAR 2019
95
 TRIANGULATION
PO important to ensure
GRADUATION

ATTAINMENT
attainment TRUE attainment –
can be EE Report,
UPON

TRUE
collected Moderation of
from few to Examination Paper,
several Stakeholder
courses Feedbacks

OBE@RETI MAR 2019

96
Assessment methods and tools valid to measure
and triangulate PO attainments :

External Examiner Report, Moderation of Final

Examination Paper, Industry Advisory Panels
Feedback, Benchmarking at Programme Level,
Comprehensive Design Projects, Portfolios, Exit
Exam/Interviews
OBE@RETI MAR 2019
97
 • DIRECT examination
PO ASSESSMENT or observation
includes assignment,
test, final exam,
report & presentation
where CO-PO
measured directly
and explicitly.

DIRECT INDIRECT • INDIRECT

ascertained
perceived value of
learning experiences
usually from survey
or questionnaire
OBE@RETI MAR 2019
98
 CO ASSESSMENT
• Gauging students
attainment of
learning outcomes
during and at the
end of the
semester
FORMATIVE SUMMATIVE
• Measurements
contributed to the
measurement
attainments at the
end of the course
and programme
OBE@RETI MAR 2019
99
 Formulate
statements of LO

Discuss & use Develop &

assessment results EFFECTIVE Select
to improve ASSESSMENT assessment
learning measures

Create
experiences
leading to
OBE@RETI
outcomes MAR 2019
100

HUBA & FREED (2000)

 FULL CQI
101
CYCLE Programme
Educational
LOOPS
Objective

CQI PEO
CQI Actions PO setting and
T&L activities
Assessment
Methods
heart of CO setting PO
OBE CQI and T&L
activities assessment
actions methods
CQI CO
assessment
actions methods
every
semester, Data Analysis

year, full Data Analysis

every
cycle semester
OBE@RETI
Data Analysis MAR 2019
 102 FOUNDATION OF CQI IS ASSESSMENT
 exists only when it is done systematically  essential to synchronize educational
 dynamic behavior of an organization objectives, mission of IHL and needs of

FACTS ON CQI
 does NOT result from external factors, stakeholders to achieve CQI
comes from within an institution  CQI can be proven through well
 can’t be achieved in isolation documented report and data.
 exists when the continuous pursuit of  success is achieved through meeting
excellence motivates and guides the the needs of those we serve.
 most problems are found in processes.
philosophies, planning, policies and
CQI does not seek to blame, but rather
processes of the organization
to improve processes.
 focus of CQI in education is NOT on the  possible to achieve continual
curriculum improvement through small,
 requires integration of defined incremental changes using the scientific
objectives, performance metrics, & method
regular assessment  most effective when it becomes a
 cyclical, assessment of performance is natural part of the way everyday work is
OBE@RETI MAR 2019
the baseline for future assessment done.
 Know the
assessment levels
(PEO/PO/CO/LO)

T&L activities –
In
CQI summary
Constructive
Alignment
(C/P/A)

Choose reliable
assessments –
Direct vs Indirect
Formative vs summative
104
2
0
1
OBE@RETI

9 MAR 2019
INDUSTRIAL TRAINING
- PO ATTAINMENT &
TRIANGULATION
Knowledge Sharing on Accreditation Tips : Malaysian Experience

SITI HAWA HAMZAH

PhD, P. Eng, FIEM, Hon MAFEO ASEAN Engr, MRM, PSWM
sitihawabthamzah@gmail.com
LIEW CHIA PAO
P. Eng, MIEM
liewcp@tarc.edu.my
106 TRAINING PROVIDERS
ACT ENGINEERING WORKS – all works which include any
A1479 publicly or privately owned public utilities, buildings,
REA machines, equipment, processes, works or projects
1967 that require the application of engineering
(REV principles and data.
2015)
PROFESSIONAL ENGINEERING SERVICES –
ACT engineering services and advice in conjunction with
A1158 any feasibility study, planning, survey, design,
REA construction, commissioning, operation,
1967 maintenance and management of engineering
(REV works or projects and include any other engineering
2015) services approved by the Board.
Series Eight August 2018
 EAC MANUAL 2017 has made INDUSTRIAL TRAINING as a
107 QUALIFYING REQUIREMENT prior to any accreditation visit can
be conducted

MINIMUM DURATION of 8 WEEKS CONTINUOUS TRAINING

ONE (1) CREDIT is allocated for EVERY TWO (2) WEEKS of

TRAINING subjected to a MAXIMUM OF SIX (6) CREDITS

THE TRAINING SHALL BE ADEQUATELY STRUCTURED, SUPERVISED

and RECORDED IN LOG BOOKS/REPORT

IT MUST BE CONDUCTED BEFORE THE FINAL SEMESTER

Series Eight August 2018

108

PO1 PO2 PO3 PO4 PO5 PO6

Which PO?

PO7 PO8 PO9 PO10 PO11 PO12

Series Eight August 2018

 Noyes et al. (2011) performed an analysis with data from 9,870
109 undergraduate students enrolled in six engineering majors at a
Carnegie Research University (very high research activity) with an
extensive history of student involvement in cooperative education
(co-op). Some of the findings include:
• Experiential learning obtained through co-op is a superior method
of inculcating communication skills (both oral and written) as well
as teamwork skills.
• Courses that include “soft skills” are more likely to demonstrate a
co-op effect than courses that stress hard skills only.
Key Skills Other Soft Skills

PO10 PO9 PO6 PO7 PO8 PO12

Communication Teamwork Engineer & Environment & Ethics Lifelong
Society Sustainability Learning
 Baber and Fortenberry (2008) reported that the
110
following outcomes can be strengthen by co-op:

PO3 PO6
Design or Engineer &
Development
PO2 Society
PO8
Problem
Analysis Ethics

PO1 PO9
Engineering Teamwork
Knowledge
PO10
Communication

Series Eight
August 2018
The attributes of complex engineering activities, some of which might reasonably
be encountered
111 by a professional engineering undergraduate (eg. during
capstone design or a period of industry experience) (IEA, 2014)

EA1: Involve the use of diverse resources (people, money,

Range of resources equipment, materials, information and technologies).

EA2: Require resolution of significant problems arising from

Level of interactions interactions between wide-ranging or conflicting technical,
engineering or other issues.

EA3: Involve creative use of engineering principles and research

Innovation based knowledge in novel ways.

Consequences to
EA4: Have significant consequences in a range of contexts,
society and the characterised by difficulty of prediction and mitigation.
environment
Series Eight
EA5: Can extend beyond previous experience by applying
Familiarity
August 2018

principles-based approaches.
112 POs THAT COULD BE ASSESSED
IMPORTANCE
PO10
Communication

PO6 PO8 PO9

Engineer & Ethics Teamwork
Society

PO X PO Y
Series Eight August 2018
 113
PO10:COMMUNICATION ~ COMPLEX
ENGINEERING ACTIVITIES
COMMUNICATE report,
effectively on prototype,
complex WRITTEN drawings, video
engineering
activities with the
engineering
community and
with society, able
PO10 ENGINEERING
ACTIVITIES
to comprehend,
write, present, give
and receive
VERBAL presentation,
instructions viva, video
Series Eight August 2018
 EXAMPLE : Aligning LEARNING OUTCOMES &
114 ASSESSMENT (COMPLEX ENGINEERING ACTIVITIES)

QUESTION PO10 EA
PROPOSE Assessment Range of
(Verbs)
Learning Outcomes

EA1
DEFEND Methods resources
RELATE Level of
WRITTEN – EA2
SHARE interactions
Log book,
EXPLAIN EA3 Innovation
Report,
PRESENT Video Consequences
RECITE VERBAL – EA4 to society and
CHOOSE Presentation, the environment
NAME
Series Eight Viva, Video EA5 Familiarity
August 2018
 EXAMPLE : Aligning LEARNING OUTCOMES
115
& ASSESSMENT (AFFECTIVE)
HIGH QUESTION
BLOOM

Which PO?
LEVEL PROPOSE

Assessment Methods
Learning Outcomes
(Verbs)
LOGBOOK
DEFEND
RELATE INTERVIEW
SHARE QUESTIONNAIRE
EXPLAIN PRESENTATION
PRESENT ROLE PLAY
RECITE OBSERVATIONS
LOW
BLOOM
CHOOSE
LEVEL Series Eight
NAME August 2018
116
REFERENCES
 EAC Manual 2017, Board of Engineers Malaysia
 IEA Graduate Attributes and Professional Competency Profiles, Version
3: 21 June 2013
 25 Years of the Washington Accord, International Engineering Alliance,
June 2014
 Noyes, C. R., Gordon, J. and Ludlum, J. (2011). The academic effects of
cooperative education experiences: Does co-op make a difference in
engineering coursework?. 2011 ASEE Annual Conference & Exposition
 Baber, T. and N. Fortenberry (2008). The academic value of cooperative
education: A literature review. 2008 ASEE Annual Conference &
Exposition

POINTS FOR CLARIFICATIONS

 sitihawabthamzah@gmail.com
 liewcp@tarc.edu.my
Series Eight August 2018
117

Just sharing –
worthy points to
consider in
designing RUBRICS
OBE@RETI MAR 2019
 118 QQT
Quantitative Qualitative Taxonomy
 Quantitative learning  Qualitative learning focus on  Taxonomy – C, P, A
focus on amount of a CHANGING & DEVELOPING (Blooms, 1956). Useful
course a student learn students understanding of a in planning &
where learning is about course & learning is a question evaluation of
adding new pieces of of combining, relating & teaching &
information. Nature of interpreting new material with assessment to
learning outcome is what is already known. Nature investigate and
quantitative & assessment of learning outcome is evaluate student’s
focus on REPRODUCING qualitative & assessment focus intellectual and
knowledge. on the LEVEL of qualitative ethical development
 Quantitative – related to understanding of a course.  Check out the verbs
number, amount or size,  Qualitative – comparisons
capable being measured based on qualities, satisfaction
OBE@RETI
levels MAR 2019
 Rating scale to provide good judgement
119 RUBRICS Where?

towards the award of a grade

Essay
Why? Research paper
Mechanism to judge Response item
quality work
Performance assessments –
Clarity debate, speech
Diagnose Assessment Presentations – skills
for learning vis-a-vis
Assessment of (psychomotor )
learning Procedures
Reduce subjectivity ++++
OBE@RETI MAR 2019
 TYPES OF INDICATORS OF
120 RUBRICS RUBRICS
HOLISTIC – one QUANTITATIVE
general descriptor
for performance as
a whole
QUALITATIVE
RUBRIC HAS
EVALUATIVE ANALYTIC – multi
CRITERIA, dimensional PROXY
INDICATORS & corresponding to INDICATORS
SCORING each independent
SCALES dimension INDICES
OBE@RETI MAR 2019
 121 EXAMPLE – HOLISTIC RUBRIC
SCORE DESCRIPTION
5 Demonstrates complete understanding of the problem. All
requirements of task are included in response

4 Demonstrates considerable understanding of the problem. All

requirements of task are included

3 Demonstrates partial understanding of the problem. Most requirements

of task are included

2 Demonstrates little understanding of the problem. Many requirements

of task are missing

1 Demonstrates no understanding of the problem

OBE@RETI MAR 2019

0 No response or task not attempted

122 EXAMPLE - QQT RUBRICS

QQT rubrics aid good assessment conduct because :

 it is measurable and effective,
 provides true attainment of the course and programme
outcomes,
 shows students’ cognitive, psychomotor and affective
skills development, and
 fulfils OBE requirements (achievement must be
measurable, evident and continually improved).

OBE@RETI MAR 2019

 ASSESSMENT TOOLS & WEIGHTAGE (FYP)

P – Psychomotor
C – Cognitive

A - Affective
123 E Marks % Distribution/Weightage %
S 40 C/Report/50 + P/lab or comp/30 +
A/consultation/20
E1 20 C/Report/50 + (C+A)/viva/(25+25)
E2 20 C/Report/50 + (C+A)/viva/(25+25)
I1 10 A/communication & poster presentation/100
I2 10 A/communication & poster presentation/100

E Marks % Tools
Construct C 100 report
rubrics and P 100 lab or comp
performance A 100 consultation

criteria for C+A 50+50 viva

each tool
OBE@RETI A 100
communication & poster
presentation
MAR 2019
124

OBE@RETI MAR 2019

EXAMPLE – ANALYTIC RUBRIC FOR REPORT WRITING

125

OBE@RETI MAR 2019

EXAMPLE – ANALYTIC RUBRIC FOR OTHER ASSESSMENT

 12 PO Trays A-Culminating-Enabling
B-Accumulated/Average
C-Dominant
Level of difficulty
PO1 How many courses contributed to PO1?

Problems Solving
WP/BD/WD
Which assessment tools contributed to PO1?

EA/TA/NA
Engr Activities
Explicit
Implicit
C Direct
P Indirect
%C/P %C/P/A
A TRUE ATTAINMENT PO12
MAR2019 OBE@RETI
 Engineering Individual and
Ethics
Knowledge Team work

Environment
Problem
and Communication
Analysis
Sustainability

Design/ Project
The Engineer
Development Management
and Society
of Solutions and Finance

Modern Tool Lifelong

Investigation
Usage learning
MAR2019 OBE@RETI
 SUMMARY
• Acquire in-depth knowledge the expectations of the Programme
OUTCOMES;
• Comprehend the requirements of OBE and the CONSTRUCTIVE
ALGINMENT;
• Conduct systematic assessments according to the TAXONOMY and
LEARNING DOMAINS;
• Verify the moderation process; and
• Justify TRUE attainment of the Programme OUTCOMES

MAR2019 OBE@RETI
129 ADDITIONAL REFERENCES
 EAC Manual 2017, Board of Engineers Malaysia
 Engineering Technician Education Programme Accreditation
Standard (2019), Board of Engineers Malaysia;
 Engineering Technology Programme Accreditation Standard (2019),
Board of Engineers Malaysia;
 http://www.mqa.gov.my/
 IEA Graduate Attributes and Professional Competency Profiles,
Version 3: 21 June 2013
 Siti Hawa Hamzah, Knowledge Sharing on Accreditation Tips:
Malaysian Experience, You Tube Channel, 2016 & 2018

OBE@RETI MAR 2019

130

OBE@RETI MAR 2019