MAPPING OF OUM OUTCOME BASED

EDUCATION (OBE) SYSTEM

AhmadZulkarnian Ramli
Hii Yah Mee
 Objectives

• Identify the relevant information necessary to

close the loop in the OBE cycle
• Illustrate the assessment tools required in the
development of the OBE System
Outcome based approach
to education ….

Clearly specifies what students are expected

to learn and arranges the curriculum such
that these intended outcomes are achieved -
Harden, 2007.
Moving forward with OBE
• Superior on the quality of our learning
environment
• Committed to OBE and Quality Assurance
Statutory and
Regulatory
Requirements

MOE Requirements MQA

Standards & COPs

OUM
Standards

Act 555

• Continue to design and engage in many

innovative initiatives to enhance students’
learning experiences
Are we new to Learning Outcomes?

• LOs have long been established and deeply set

in as a feature of the delivery and assessment
at OUM

• Lecturers are engaged in articulating and

assessing learning outcomes to account for
and ensure quality in our educational
programs
Our focus …
• Each individual in the academic unit express
learning outcomes that are appropriate to the
discipline
• Consistent with OUM’s mission, degree level
expectations and academic plans
• Curriculum becomes coherent, aligned and
evidenced.
Constructive Alignment
Intended Learning Outcomes

What should our

learners know or
be able to do

How will learning How will our

be measured? learners learn

Assessment Tasks Teaching & Learning Activities

OUTCOME BASED CURRICULUM ALIGNMENT

Institutional expression
of an ideal graduate Institutional Learning Outcomes

Essential enduring
& integrated
disciplinary
Program Learning Outcomes learning of
academic
program

Course specific
knowledge, skills
& values
Course Learning Outcomes

Teaching &
learning activities,
assignment
Classroom Outcomes
strategies
OBE:CLOSING THE LOOP

CLOSE THE LOOP

ALIGNED DELIVERY
(LEARNING ACTIVITIES
CQI
& ENVIRONMENTS) TO
THE INTENDED
LEARNING OUTCOMES

MAKE THE ALIGNED

LEARNING ASSESSMENT TO
OUTCOMES THE INTENDED
EXPLICIT AND LEARNING
VISIBLE OUTCOMES
What kind of information will be needed
to close the loop and for CQI ?
Plan delivery
and
assessment
methods

Review of
delivery and CLO Delivery and
assessment assessment
attainment of course
methods

Analyse CLO
*students
marks
*surveyQ
Current Practices

• Analysis of CLOs, PLOs and CQI have been

conducted manually by the PDs and CLs at the
various clusters
• Each programme is offered three times per
year.
• Practices are tedious and time consuming.
The need to have the OBE System

• OBE System is proposed to automate the task

of CLs and PDs.
• Ease the documentation work for the
programme.
• Allow proper and systematic CQI of the
programme at PEO, PLO and CLO levels
Two types of measurement

• Direct measures- measuring level of

achievement of student learning on specific
outcomes
• Usually through exam/tests, projects,
presentations, portfolios
• Indirect measures include self reports,
surveys, interviews, reports on retention,
graduation and placement.
COURSE LEARNING OUTCOME TOOLS

CLOs are designed to specify skills or domains

required to be achieved by students at the end
of the course
• Table of Test Specification
• CLO-PLO Matrix
• CLO Analysis Matrix
• CQI Analysis tools
Table of Test Specifications
Cluster:
Programme:
Course Code:
Course Name:
Semester:
SME's Name:

Assessment Taxanomy Weightage

Type Part # Q# Topic CLO# Learning Domain Level SLT(%) Raw Marks (%) (%)
Assignment - 1
2
TOTAL

SEQ / Refelctive
Report week # 1
2
3
4
TOTAL

Final Exam
(MCQ) A 1
2
…
40
TOTAL

Final Exam
(Subjective) A 1
2
3
4
5
B 1
2
3
C 1
2
TOTAL
GRAND TOTAL
Course Learning Outcome & Programme Learning
Outcome Matrix

Cluster:
Programme:
Course with
Code :
Semester:
Cohort of
Student:
Course
Leader:

PL PL PL PL PL PL PL PL
O1 O2 O3 O4 O5 O6 O7 O8
C P C A A C A A
Taxonomy Level
Course Learning Please (X) once only for each T& L Assessme Weightag
Outcome (CLO) CLO Methods nt Type e (%) KPI
CLO 1
CLO 2
CLO 3
Course Learning Outcome Analysis Matrix
 CLO 1 (C) CLO 2 (C) CLO 3 (A)
Assessment tool FE Essay Essay
Assessment value 60% 40% 3Q
No sem Matric No. 60 % 40
1 143 5082 40.13 66.8833333 35 87.5
2 143 5259 48 80 30 75
3 143 5261 39.75 66.25 31 77.5
4 143 5265 35.25 58.75 27 67.5
5 143 5385 36 60 28 70
6 143 5564 24 40 26 65
7 143 5619 20.25 33.75 31 77.5
8 143 5840 34.5 57.5 35 87.5
9 143 5849 18 30 18 45
10 143 6057 16.5 27.5 33 82.5
11 143 6268 40.5 67.5 30 75

No of Student achieved 55% of each CLO 7 10

Average CLO 29.42 49.03 29.45 73.64

Achievement FAIL PASS
 CLO 1 CLO 2 CLO 3
Assessment tool FE Essay Essay
Assessment value 60% 40%
No sem Matric No. 60 % 40
1 153 5104 32.25 53.75 31.75 79.375
2 153 5239 19.5 32.5 32.38 80.95
3 153 5273 26.25 43.75 31.588 78.97
4 153 5297 18.75 31.25 16 40
5 153 5355 15.75 26.25 32.88 82.2
6 153 5555 25.5 42.5 26.12 65.3
7 153 6263 28.5 47.5 40 100
8 153 6281 27.75 46.25 29.62 74.05
9 153 6291 27 45 29.75 74.375
10 153 7389 18 30 25.75 64.375

No of Student achieved 55% of each CLO 0 9

Average CLO 23.93 39.88 29.58 73.96

Achievement FAIL PASS
 CLO 1 CLO 2 CLO 3
Assessment tool FE Essay Essay
Assessment value 50% 50%
No sem Matric No. 50 % 50
1 163 5529 31.25 62.5 37.13 74.26
2 163 5949 28.75 57.5 37.58 75.16
No of Student achieved 55% of
2 2
each CLO
Average CLO 30 60 37.36 74.71
Achievement PASS PASS
Overall Achievement of CLO
Average score of CLO

Average of CLO

CLO Achievement
CLO 1 CLO 2 CLO 3
Average CLO
Achievement

Example:
Average CLO Achievement
100
90
80
70
60
50
40
30
20
10
0
CLO 1 CLO 2 CLO 3
CQI in CLO Analysis

Cluster:
Programme:
Programme Director's Name:

CLO1 Final Examination CLO2 Laboratory Marks- Rubrics to be developed

teaching style need to be improved; to assess the psychomotor domain.
some of the course material need to be revised.

CLO3 Improve assessment method;

rubrics to assess affective domain
PROGRAMME LEARNING OUTCOME
TOOLS
• PLOs are statements that describe what
students are expected to know and able to
perform or attain by the time they graduate
(Cognitive, Psychomotor and Affective
Domains).

• Courses –PLO Analysis Matrix

• CQI
 NO
Cluster:

CODE
Programme:

KPI Status
Programme Director's Name:

Number of courses

Average PLO Achievement

COURSE NAME

PLO1
PLO1
Knowledge

PLO2
PLO2
PLO Analysis Tool

Knowledge & Practical Skills

Courses- PLO Analysis Matrix

PLO3
PLO3

Social Skills and Responsibility

PLO4
PLO4

Ethics, professionalism & humanities

PLO5
PLO5

Communication, teamwork & leadership

PLO6
PLO6

Scientific methods, critical thinking &

problem solving skills
PLO7
PLO7

Lifelong learning and information

management skills
PLO8
PLO8

Entrepreneurial and managerial skills

CQI in PLO Analysis

Cluster:
Programme:
Programme Director's Name:

PLO1 Final Examination paper- PLO2 Laboratory Marks- Rubrics to be developed

lesson plans to be given to all tutors to ensure to assess the psychomotor domain.
all topics are discussed before the exam

PLO4 Improve assessment method;

rubrics to assess affective domain
Courses –PLO Analysis Matrix
Course- Method of Assessment Matrix
THE OBE SYSTEM
Work in progress; first
things first …
• Identification and communication of clearly
defined learning outcomes
• Articulation of meaningful and measurable
learning outcomes that are contextualised
within the discipline of the program
• Constantly plan for feedback strategies for the
purpose of CQI of the programme (CLOs, PLOs
& PEOs)