1. TRAINING ON OUTCOME BASED
EDUCATION
YEAR 2011

2. UNIT 2
OUTCOME-BASED EDUCATION
(OBE) CURRICULUM

3. 3.ELEMENTS OF OBE CURRICULUM

4. DOMAIN OF LEARNING OUTCOMES (MQF) GENERIC STUDENT ATTRIBUTES (MOHE)
CRITICAL THINKING &
Practical PROBLEM SOLVING
Knowledg SKILLS
Skills Social Skills &
e of
Responsibilitie
Discipline ENTREPRENEURSHIP
s
Areas SKILLS
Information
Management COMMUNICATION
Values, SKILLS
& Lifelong Attitudes &
Learning Professionalism
Skills INFORMATION
MANAGEMENT SKILLS
Managerial Communicatio & CONTINUOUS SKILLS
& n Leadership &
Entrepreneu Problem Team Skills MORAL &
rial Skills Solving & PROFESSIONAL SKILLS
Scientific
Skills TEAMWORK SKILLS
LEADERSHIP SKILLS

5. PAI & PLO Few years after
Graduation – 4 to 5 years
Program Aims (PAI)
Aims: Statements that describe the expected
accomplishments of graduates during the first few years
after graduation.
Upon graduation
Programme Learning Outcomes (PLO)
Outcomes: Statements that describe what
students are expected to know and be able to do
by the time of graduation.

6. PAI & PLO
PAI: Later / on the job
PLO: at the end of
Programme

7. Upon course / subject completion
Course Learning Outcomes (CLO)
Outcomes: Statements that describe what students are
expected to achieve and be able to do by the time of a
course or a subject completion.

8. RELATIONSHIP BETWEEN VISION, MISSION, PAI, PLO
& CLO

9. Different Levels of Learning Outcomes
Program Aims (PAI) Few years after
Graduation – 4 to 5 years
Programme Learning Outcomes (PLO) Upon graduation
Course Learning Outcomes (CLO) Upon course / subject completion

10. CONCLUSION
 OBE Curriculum will answer to the
questions of:
- what are the learning outcomes (LOs) to be
achieved by students
- how to align the curriculum, teaching &
learning strategies and assessment
- how to implement the curriculum and
evaluate the learning outcomes

11. IMPLEMENTING OUTCOME - BASED
ASSESSMENT (OBA)

12. Laporan MQA-Mock Audit
 Soalan peperiksaan banyak bertahap rendah walaupun
mengikut JSP
 Pencapaian pelajar tidak dianalisis bedasarkan
hubungkait dengan PAI, PLO dan CLO utk tujuan
semakan dan pemantauan
 Kesimpulan: proses persediaan ini dilihat bukan kpd
“how detail your document is” ttp kpd “how to use the
information” untuk penambahbaikan.

13. LEARNING OUTCOME
At the end of this session, participant
should be able to:
• describe what is OBA(C2,A2)
• relate between PAI, PLO, CLO AND GSA /
LD (C2,A2)
• determine the assessment plan for PAI, PLO
and CLO (C2,A2)
• set KPI for PAI, PLO and CLO (C3,P3)
• assess PAI, PLO and CLO (C3,A2)
• analyze PAI, PLO and CLO (C4,P3)
• determine CQI activities required (C3,A2)

14. 1. What is OBA?
• Outcome - Based Assessment : Educators explicitly
want to teach some ideas, skills or concepts and will
check from time to time to ensure these concepts are
indeed being grasped by students.
• Outcome - Based Assessment formalizes the idea
that the students will always know what to expect and
they will be ‘clued up’ to where they are within this
system (Murphy. J, 2007).

15. 2. RELATIONSHIP BETWEEN PAI, PLO, AND GSA / LD
MATRIX OF PLO VS PAI, GSA AND LD

16. MATRIX OF COURSES VS PLO, GSA AND LD

17. MATRIX OF LEARNING OUTCOMES VS PLO, GSA AND LD

18. KPI
 Key Performance Indicator (KPI) should be set
for each criterion. The KPIs should refer to and
reflect the statement of each PAI, PLO or CLO
and they can be measured.
 KPI needs to be SMART:
 Specific
 Measurable
 Achievable
 Realistic
 Timely

19. KPI for PAI
PROGRAMME AIMS (PAI) ANALYSIS
PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING
The Department of Electrical Engineering shall produce graduates who are able to:
No PROGRAMME AIMS (PAI) KEY PERFORMANCE INDICATOR (KPI) Target ASSESSMENT METHOD/TOOL
Tracer Study, Discussion with
Have knowledge, skills and attitude that will allow them to make tangible
1 Percentage of graduates promoted 15% stakeholders, Reports, Media, Alumni
contributions and meet new technical challenges.
Survey, Employer Survey
Possess entrepreneurial skills and practice good work ethics and be able to Percentage of the graduates involved in own
2 15%
promote good morality and behavior. business
Percentage of the graduates further their
studies 30%
3 Continuously enhance their knowledge and skills.
Percentage of the graduates working in foreign 20%
countries
Percentage of graduates comply to societal
4 Communicate and interact responsibly. 100%
norm
Contribute effectively as a team member. They will also be adaptable to Percentage of graduates comply to societal
5 100%
new changes at the work place. norm

20. KPI for PLO
PROGRAMME LEARNING OUTCOME (PLO) ANALYSIS
PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING
At the end of the programme, graduates should be able to:
No. PROGRAMME LEARNING OUTCOMES (PLO) KEY PERFORMANCE INDICATOR (KPI) Target
ASSESSMENT METHOD/TOOL
Apply knowledge of mathematics, science and engineering Percentage of students obtained 3.3 CPA in Direct Assessment (Quiz, Test,Project,
1 fundamentals to well defined electrical and electronic engineering Common Core Subject and Disipline Core 50% etc) & Indirect Assessment (Report from
procedures and practices; Subject Industrial Advisor, etc)
Demonstrate practical skills which includes the ability to troubleshoot,
2 repair and do maintenance work for electrical and electronics equipment
with specialization in the area of control;
Demonstrate awareness and consideration for societal, health,
3 safety, legal and cultural issues and the consequent responsibilities,
taking into account the need for sustainable development;
Communicate effectively with the engineering community and the society at
4
large;
Function individually or in teams, effectively, with a capability to be a
5
leader;
Demonstrate an understanding of professional ethics,
6 responsibilities and norms of electrical and electronic engineering
practices;
Apply creative and critical thinking in solving problem related to assigned
7
tasks;
8 Recognise the need for entrepreneurship;
Recognise the need for professional development and engage in
9
independent acquisition of new knowledge and skill.

21. KPI for CLO
COURSE LEARNING OUTCOME - KEY PERFORMANCE INDICATOR (KPI)
PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING
COURSE NAME: ELECTRICAL TECHNOLOGY
COURSE LEARNING OUTCOME (CLO)
DELIVERY METHOD ASSESSMENT METHOD KEY PERFORMANCE INDICATOR (KPI) TARGET (%)
Explain correctly the units associated with basic electrical quantities,
CLO 1 concepts of electric circuit, cells as the unit source of DC energy and Lecture/ Discussion Quiz, Test
the general features of batteries.
Students are able to apply and describe the
90
topic given. % achieving grade C and above
Demonstrate an understanding of DC network analysis techniques on
CLO 2 resistive networks. PBL Quiz, Test
Assignment are clear, correct and well
Describe the fundamentals of capacitive and inductive in DC network 85
CLO 3 correctly SF/CC Test, Final Exam presented. Assignment >65%.
100
% submit assignment.
Explain properly the principles of the magnetic circuit, Essay Question/Final Report are clear, correct and well presented.
CLO 4 electromagnetism and electromagnetic induction. Project Work
Exam Report >65 %
90
Conduct confidently experiments in a team and produce report within a Lab/Workshop Practical Work, Report are clear, correct and well presented.
CLO 5 stipulated time frame. Demonstration Practical Test, Rubric Report >65 %. Students work cooperatively .
90
>60 % - Attainment in Generic Skills 100
>50% - Attainment for CLO's & PLO's 100
100% student achieve 80% - attendance 100
<30% difference between continous assessment (CE) and final exam (FE) 90

22. Importance of CQI
 CQI provides suitable actions in improving the quality of CLOs, PLOs, and
PAIs according to targeted KPI.
 Provide critical information to the institutions and administrators on the
effectiveness of the design, delivery, assessment and direction of an
educational programmes.
 Improvement based on feedback from the assessment will close the system
loops and the process will continue year after year.
 Attainment of all outcomes (PAI, PLO and CLO) must be measured and
utilised as a gauge for its effectiveness.
 Following the checking stage, the results are analyzed. Any shortcomings on
the level of attainment for the outcomes can be addressed and further
improvements can be revised in the ‘re-Planning’ stage.
 The P-D-C-A (Plan-Do-Check-Act) cycle then continues until a sufficient
level of attainment is met for all outcomes. The overall P-D-C-A activities can
be summarized in the context of the CLO and PLO attainment,.

23. CADANGAN
 Item utk peperiksaan (CA & FE) perlu diperincikan mengikut CLO,
disimpan dan dianalisis untuk:
 melihat pencapaian CLO dan PLO.
 dianalisis bagi mengenalpasti aras kesukaran item dan mengkaji item yang
bermasalah.
 Pensyarah perlu diberi input bagaimana menggunakan instrumen-instrumen
dalam kurikulum untuk mencerap hasil pembelajaran
 Pensyarah perlu memberi maklumbalas terhadap elemen-elemen yang tidak
bertepatan dengan kursus masing-masing untuk penambahbaikan (CQI)
kepada kurikulum, instruksional dan pentaksiran
 Pensyarah/Jabatan perlu membangunkan instumen yang fleksibel dan
bersesuian dengan kursus masing-masing.
 Lembaran markah ISO tidak lagi relevan dan tidak dapat digunakan untuk
mengukur pencapian CLO dan PLO. Lembaran markah ISO perlu diubah
mengikut kehendak pentaksiran berasaskan OBE.
 Pensyarah mesti menghantar laporan analisis CLO dan PLO setiap semester
kepada Ketua Program