OBE IMPLEMENTATION GUIDEBOOK

Transcription

1 OBE IMPLEMENTATION GUIDEBOOK FACULTY OF ELECTRICAL & ELECTRONIC ENGINEERING First Edition 2010 Second Edition 2012 Third Edition 2014 Prepared by: OBE Committee, FKEE

2 Contents FOREWORD... ii 1. Outcome Based Education (OBE) What is the flow of OBE? Why we implement OBE? How we implement OBE? How we formulate PEO, PLO and CLO? Formulation of PEO Formulation of PLO Formulation of CLO How we assess PEO, PLO and CLO? Assessment Plan for PEO, PLO and CLO Assessment of PEO Assessment of PLO Assessment of CLO How we improve PEO, PLO and CLO? CQI for CLO CQI for PLO CQI for PEO APPENDIX A COGNITIVE, PSYCHOMOTOR & AFFECTIVE LEVEL A.1 Cognitive Level A.2 Affective Level A.3 Psychomotor Level APPENDIX B CQI Process B.1 CQI Process for CLOs B.2 CQI Process for PLOs B.3 CQI Process for PEOs i

3 FOREWORD It is indeed a great pleasure to be given this opportunity to write a foreword for this Guidebook entitled OBE Implementation Guidebook. My heartiest congratulations to all OBE Committee members of FKEE for their commitment and effort to come up with this guidebook. OBE Implementation Guidebook is an important reference material for all FKEE staffs in implementing OBE in their daily tasks. Outcome-Based Education (OBE) is currently preferred globally to promote educational revitalisation and has been implemented in many countries such as Canada, the United States, Australia, Hong Kong, and New Zealand. It is thus my heartfelt hope that the existence of this guidebook will benefits all FKEE staffs. I wish to thanks our readers for their helpful comments, which have contributed their corrections and clarifications in the previous editions of OBE Implementation Guidebook. My compliments and best wishes to the authors. Dean, Faculty of Electrical and Electronic Engineering, Universiti Tun Hussein Onn Malaysia. ii

4 1. Outcome Based Education (OBE) OBE is an approach of curriculum design and teaching that focuses on what students should be able to do (attained) at the end of course/ programme. Significant development of outcome based education approaches begins in 1960s by Carroll (1963), Bloom (1968), Spady (1988), among others. Quoting definitions by Davis (2003): "OBE is an approach to education in which decisions about the curriculum are driven by the exit learning outcomes that the students should display at the end of the course." "In OBE, product defines process." "OBE can be summed up as results-oriented thinking and is the opposite of input-based education where the emphasis is on the educational process and where we are happy to accept whatever is the result." 1

5 1.1 What is the flow of OBE? Figure 1 shows an overview and decription of OBE flows. Figure 1: OBE flows and desciption 1.2 Why we implement OBE? Figure 2: OBE in Education Engineering Professional and Qualification Bodies (Source: Dr. Kok Boon Ching, Centre for Academic Development and Training CAD, 20 Feb from Slide OBE@Program Mesra Perdana FKEE 2014) 2

6 Undergraduate curriculum needs to be transformed into adopting OBE in accordance with requirements from: Engineering Accreditation Council (EAC), Board of Engineers Malaysia (BEM) (Malaysia is the signatory of Washington Accord in 2009) Malaysian Qualifications Framework of Malaysian Qualifications Agency (MQA) Sector of Higher Education, Ministry of Education Malaysia Quoted from (2013): Professional Engineers are able to perform functions because of their: i. Knowledge, ii. Skills, and iii. Attitudes Competence is developed by i. Education, ii. Training, and iii. Experience The Washington Accord Agreement recognises that: "Accreditation of engineering academic programmes is a key foundation for the practice of engineering at the professional level in each of the countries or territories covered by the Accord." 1.3 How we implement OBE? Guided by EAC Accreditation Manual Programme Educational Objectives (PEO) Assessment Methods Programme Learning Outcomes (PLO) Assessment Methods Course Learning Outcomes (CLO) Assessment Methods Continual Quality Improvement (CQI) 3

7 2. How we formulate PEO, PLO and CLO? Industrial and societal demands play important roles in formulating the learning outcomes of programme offered by Higher Education Institution (HEI). Figure 3: Flow of Learning Outcomes Formulation and Implementation (Source: Dr. Tan Lai Wai, Centre for Academic Development and Training CAD, 22 August 2013 from Slide - FORMULATING AND ADDRESSING LEARNING OUTCOMES) 4

8 Faculty of Electrical and Electronic Engineering offers two undergraduate academic programmes which are: (i) Bachelor of Electronic Engineering with Honours (BEJ) (ii) Bachelor of Electrical Engineering with Honours (BEV) 2.1 Formulation of PEO The formulation of PEOs for each programme was based on the Vision, Mission, Philosophy and Objectives of the University, as well as the Vision and Mission of the Faculty. The PEOs were designed to address the requirements and expectation of various stakeholders. The mapping of the PEOs, Faculty s Vision and Mission and the Stakeholders requirements is shown in Figure 4. It can be seen from the mapping that the PEOs are mapped into the Vision and Mission of the Faculty as well as the stakeholders requirements. FKEE Vision & Mission VISION Leading centre of excellence in the generation and application of electrical and electronic engineering knowledge. MISSION Produce dynamic, creative and ethical graduates who will lead in the application of electrical and electronic engineering for the prosperity of humankind. Programme Objectives Figure 4: PEO Formulation Stakeholders Requirements Graduates have good personality. Graduates have good communication skills. Graduates have positive attitude. Graduates have good knowledge and/or soft skills. Graduates capable in producing quality work. The PEOs described the expected accomplishments of graduates after five (5) years graduation. The achievement of PEOs will directly ensure the achievement of the vision and mission of University and the Faculty as well as the requirements of stakeholders. 5

9 2.2 Formulation of PLO The Faculty recognises the importance of PLOs as the primary document in the implementation of any academic programme. In 2008, the Faculty has formulated PLOs for Specialization in Electronic Engineering Programme according to the EAC 2007 Manual and MQA documents. On Mei 4-5, 2013, a workshop organized by the CAD has been conducted to revise the PLOs and the programme structure according to the EAC Manual Figure 5 shows the PLO for FKEE s undergraduate academic programme. Figure 5: PLO for BEJ and BEV programme at FKEE 2.3 Formulation of CLO Course learning outcome is developed using Bloom s Taxonomy that involves three learning domains: cognitive, affective, and psychomotor which has six cognitive levels, five affective levels and seven physchomotor levels (refer to Appendix A). 6

10 3. How we assess PEO, PLO and CLO? Assessment is the formative and/ or summative determination for a specific purpose of the student s competence in demonstrating a specific outcome. It is also the processes that identify, collect, use and prepare data that can be used to evaluate achievement. 3.1 Assessment Plan for PEO, PLO and CLO The purpose of this plan is to guide the continuous improvement of undergraduate engineering programmes at Faculty of Electrical and Electronic Engineering (FKEE), University Tun Hussein Onn Malaysia (UTHM). The focus of the plan is on the following criterion: Criterion 1. Programme Educational Objectives (PEOs) Criterion 2. Programme Learning Outcomes (PLOs) Criterion 3. Course Learning Outcomes (CLOs) On-going FKEE s programme and curriculum assessment can be implemented with a balance of both direct and indirect assessment techniques. The tools of direct assessment techniques are as follows: i. Quiz, Test, Final Examination ii. Assignments, Projects iii. Final Year Project iv. PBL/ POPBL v. Laboratory Experiments vi. Exit Interview 7

11 On the other hand, the tools of indirect assessment techniques are as follows: i. Industrial Training ii. Industrial Advisors iii. External Examiner iv. Student Exit Survey v. Alumni Survey vi. Employer Survey In summary, the basic FKEE s model of educational objective and programme assessment can be viewed as requiring four different major feedback systems, as shown in Figure 6. Indirect Assessment Indirect Assessment Direct Assessment Direct and Indirect Assessment Input from Constituencies and Evaluation of Attainment Educational Objectives Programme Learning Outcomes Course Learning Outcomes Assessment of Student Learning Feedbacks Feedbacks Feedbacks Feedbacks Figure 6: Model of Educational Objectives and Learning Outcomes Assessment 3.2 Assessment of PEO PEOs are identified and refined by the program in consultation with outside constituencies and current students. This is a cyclical process. The goal is to keep the PEOs current by having a process which identifies the needs of the program s various constituencies, critically assess the attainment of graduates and periodically reassesses and updates of the objectives. 8

12 Although elements of this process are continuous in nature and will vary among programmes, each programme has responsibility to assure a documented cycle of activity such that PEOs, as well as their linkage to PLOs, are re-evaluated at least every three years. Recognizing that different constituents may have competing needs and expectations, each program will have a process in place to resolve potential conflicts while fulfilling as many of the needs as practically as possible. The PEOs of FKEE programme can be assessed by using the following assessment tools: i. Report and minute of meeting with Industrial Advisors Panel ii. Report and minute of meeting with External Examiner iii. Alumni survey iv. Employer survey The alumni s and employer s survey contained five areas which defining the PEOs. The five areas are: (1) Career, (2) Competency, (3) Competitive, (4) Life-long Learning, and (5) Contribution. Data gathered through these surveys will be accumulated and used as one key input to the PEOs as well as the PLOs. In summary, the PEOs assessment process and methods can be viewed as shown in Figure 7. Panel of Industrial Advisors and External Examiner Indirect Assessment PEOs Assessment Indirect Assessment Survey Employer Alumni Evaluation Report and Minute of Meeting Re-evaluate at least every three (3) years CQI 9 Feedbacks (Career, Competency, Competitive, Life-long Learning, and Contribution) Figure 7: Programme Educational Objectives (PEOs) Assessment Methods

13 3.3 Assessment of PLO Establishing and monitoring progress towards PLOs is an iterative process taking place at two primary levels: Curriculum and Course. Although success of students in accomplishing the PEOs is an indicator of success in achieving the PLOs, progress towards PLOs can be most directly evaluated during and at or near the time of completion of the formal instructional/ learning process. The PLOs of FKEE programme can be assessed by using the following assessment tools: a. Direct assessment i. Quizzes ii. Tests iii. Final Examination iv. Assignments v. Projects vi. Final Year Project vii. Lab Experiments viii. PBL/ POPBL b. Indirect assessment i. Report and minute of meeting with Industrial Advisors ii. iii. iv. Report and minute of meeting with External Examiner Alumni survey Employer survey Results may imply needed change in contents, the curriculum or the PLOs. Figure 8 shows the suggestions for the appropriate inputs. 10

14 Quizzes, Tests, Final Examination Panel of Industrial Advisors Assignments, Projects, Final Year Projects CLOs Evaluation Direct Assessment PLOs Assessment Indirect Assessment Curriculum Evaluation Survey (Alumni, and Employer) Lab Experiments, PBL/POPBL PLOs, CLOs, Soft Skills and Taxonomy Achievement for each Courses and Students Re-evaluated by the time of graduation CQI Report, Minute of Meeting and Survey Data (Knowledge, Practical, Communications, Problem Solving, Team Working, Life-long Learning, Entrepreneurship, Professionalism, Leadership, Design and Sustainable Development) Figure 8: Programme Learning Outcomes (PLOs) Assessment Methods External Examiner 3.4 Assessment of CLO Course learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course. This means learning outcomes identify what the learner will know and be able to do by the end of a course. Course learning outcomes should be measureable and observable via cognitive, psychomotor and affective learning domains. In other words, course learning outcomes should reflect essential knowledge, skills and attitudes and finally, represent the minimum performances that must be achieved to successfully complete a course. On-going course learning outcomes assessment, with a balance of direct and indirect assessment techniques will be the responsibility of the departments and programmes. It is the responsibility of the lecturer for each course to maintain a detailed course syllabus which carefully delineates both the content and PLOs addressed by the course. The syllabus should also contain course objectives, taxonomy levels, instructional techniques and evaluation methods. The CLO assessment is continuous starting from the first week until the last week of lecture. The course learning outcome assessment is divided 11

15 into 2 parts: after test 1 (week 7) and after final examination (week 14). At the end of the course learning process and assessment, all the lecturers must do the course evaluation in order to analyse the student achievement in terms of PLO and Taxonomy Level. The CLOs of FKEE course can be assessed by using the following assessment tools: a. Direct assessment i. Quizzes ii. Tests iii. Final Examination iv. Assignments v. Projects vi. Final Year Project vii. Lab Experiments viii. PBL/ POPBL b. Indirect assessment i. Rubric Matrix (Psychomotor and Affective) ii. Peer-assessment Results may imply needed change in contents, CLO, curriculum or the PLOs. Figure 9 shows some suggestions for the appropriate inputs. Before a lecturer implements the direct assessment tools of CLO for cognitive level such as test and final examination, the Table of Specification (TOS) must be prepared first. The important information that should be included in the TOS is the question s numbers, marks and their relationship with CLO, PLO and Taxonomy Level. Figure 10 shows the TOS template and its example. 12

16 Quizzes, Tests, Final Examination Rubric Matrix (Psychomotor and Affective) Assignments, Projects, Final Year Projects Student Achievement Evaluation Direct Assessment CLOs Assessment Indirect Assessment Student Learning Evaluation Lab Experiments, PBL/POPBL PLOs, CLOs, Soft Skills and Taxonomy Achievement for each Courses and Students Re-evaluated at the end of learning process CQI Evaluation and Survey Data (Course Content, Teaching and Learning, Feedback and Assessment, Learning Resources, Personal Development and CLOs and Taxonomy Achievement) Peerassessment Figure 9: Course Learning Outcomes (CLOs) Assessment Methods FACULTY OF ELECTRICAL AND ELECTRONIC ENGINEERING COURSE CODE: BEC10102 SEMESTER: II TABLE OF SPECIFICATION FOR FINAL EXAMINATION NAME OF COURSE: COMPUTER PROGRAMMING SESSION: 2013 / 2014 CLO (Cognitive): Demonstrate the fundamental knowledge of C++ programming language for solving computer programming problems correctly. C3-PLO1 Marks Distribution based on Bloom's Taxonomy Question Subject's Content/Topic KN CO AP AN SY EV Level 1 Level 2 Level 3 Q# Chapter No.: Topic Instruction: ANSWER ALL QUESTIONS Subtotal 1 (a) 1 (b) Chapter 5: Array & String Differences between arrays Chapter 5: Array & String Construct C++ using array (a) Chapter 3: Control Structure - break statement Definition of break 3 2 (b) 2 (c ) Chapter 3: Control Structure - Selection Rewrite the conditional operator into if-else Chapter 2: Intro to C++ Latest value stored in variable (d) Chapter 3: Control Structures - Selection Prove using tracing method (a) Chapter 4: Functions return type of function 2 3 (b) (i) Chapter 4: Functions Construct function definition 12 3 (b) (ii) Chapter 4: Functions Construct function prototype (c ) (i) Chapter 4: Functions Identify errors in function 3 3 (c ) (ii) Chapter Functions Fix the errors of function 5 4 (a) (b) Chapter 1: SDM Construct program based on given pseudocode Chapter 3: Control Structures - Loops Determine whether there is an error in given loops Subtotal based on taxonomy (Marks) Subtotal based on taxonomy (Percentage) Figure 10: Table of Specification Template and Example 13

17 After the test and final examination are implemented, the student achievement evaluation is conducted in order to assess and to analyse the achievement of CLO for CQI purposes. Figure 11 shows the template of student achievement evaluation that can be retrieved form Online Student Assessment System (SAS) at (a) Assessment Details for CLOs (b) Course Summary Report based on Student (c) CLO Graph Figure 11: Student s Achievement Evaluation Template and Example 14

18 4. How we improve PEO, PLO and CLO? Assessment is the formative and/ or summative determination for a specific purpose of the student s competence in demonstrating a specific outcome. It is also the processes that identify, collect, use and prepare data that can be used to evaluate achievement. 4.1 CQI for CLO The CLOs attainment that uses direct and indirect measurement tools are collected from online-based system called Student Assessment System (SAS). The respective lecturer can do the analysis for determining the achievement of related CLO. The analysis results will then determine the appropriate actions for CQI. Appendix B.1 describes the CQI process of CLO. 4.2 CQI for PLO In a direct measurement tool, since each course has its CLO mapped to a PLO that has been set for each undergraduate academic programme, the data obtained from SAS will be used as an input to measure the achievement of PLOs. The indirect measurement tool is also carried out to students in their graduating year. The analysis results form direct and indirect measurement tools will then determine the appropriate actions for CQI. Refer Appendix B.2 for CQI process of PLO. 4.3 CQI for PEO The measurement of PEOs is conducted through survey on alumni and their employers for at least three to five years after their graduation. The analysis results will then determine the appropriate actions for CQI. Appendix B.3 describes the CQI process of PEO. 15

19 APPENDIX A COGNITIVE, PSYCHOMOTOR & AFFECTIVE LEVEL A.1 Cognitive Level LEVEL Attributes, Keywords and Example of CLO according to Cognitive Level... Cognitive Level C1 Knowledge C2 Comprehension C3 Application C4 Analysis C5 Synthesis C6 Evaluation Level Attributes Rote memorisation, recognition, or recall of facts. Understanding what the facts mean. Correct use of the facts, rules, or ideas. Breaking down information into component parts. Combining parts to make a new whole. Judging the value or worth of information or ideas. Keywords Find, define, label, describe, memorize, locate, recognize, identify, record, name, tell, list, recite, select, relate Convert, transform, examples, match, restate, paraphrase, change, rewrite, give, express, illustrate, extend, generalize, summarize, interpret, compare, explain, predict Use, apply, change, solve, choose, sketch, modify, make, dramatize, discover, classify, prepare, show, produce, construct, paint, demonstrate, illustrate Analyze, classify, survey, separate, distinguish, infer, categorize, subdivide, inquire, differentiate, probe, attributes, investigate, select, experiment, point out, compare, contrast Plan, role-play, compose, invert, hypothesis, design, revise, construct, develop, collect, predict, formulate, create, organize, originate, combine, arrange Appraise, deduce, critique, defend, recommend, conclude, decide, criticize, evaluate, consider, weight, judge, support, rate 16 Example of CLO Define the basic of electrical quantities and laws in dc and ac system. Explain and summarise the working culture of a professional engineers in society and organization Apply the appropriate assembly language for microprocessor (8086) and microcontroller (PIC). Investigate power factor problems that arise during the utilisation of electrical energy. Compose systematically engineering problems and their solutions using appropriate hardware or software. Evaluate the power factor problems that arise during the utilisation of electrical energy

20 A.2 Affective Level LEVEL Attributes, Keywords and Example of CLO according to Affective Level... Affective Level Level Attributes Keywords Example of CLO A1 Receiving phenomena Willingness to receive information. Ask, choose, identify, point out, reply, select, name, give, follow, hold, use, describe Give respect to the colleagues idea in meeting A2 Responding phenomena Individual actively participating in his or her own learning. Read, answer, select, recite, discuss, write, greet, present, form, help, practice, perform, conform, comply, aid, assist, read Discuss importance of ac and dc circuits in current technology trend. A3 Valuing The ranges from simple acceptance of a value to one of commitment. Work, justify, differentiate, invite, initiate, study, join, share, propose, report, select, explain, demonstrate Study the current technology applied in control system engineering. A4 Organizing values Individuals go through as they bring together different values, resolve conflicts among them and start to internalize the values. Integrate, relate, complete, organize, defend, identify, synthesize, modify, generalize, formulate, prepare, compare, combine, adhere, arrange Generalize the role of engineer to solve engineering problems as professional commitment to the nation. A5 Internalizing value Individual has a value system in terms of their beliefs, ideas and attitudes that control their behavior in a consistent and predictable manner Display, discriminate, verify, modify, revises, serve, listen, practice, influence Displays professional commitment ethical practice. a to 17

21 A.3 Psychomotor Level LEVEL Attributes, Keywords and Example of CLO according to Psychomotor Level... Psychomotor Level P1 Perception Level Attributes The ability to use observed cues to guide physical activity. Keywords Detect, describe, differentiate, isolate, distinguish, choose, select, relate, identify Example of CLO Identify the passive and active components in electronic circuit. P2 Set P3 Guided Response The readiness to take a particular course of action The trial-an-error attempts at acquiring a physical skill. With practice, this leads to better performance. Begin, explain, show, volunteering, proceed, move, state, display Copy, trace, react, response, reproduce, follow Show the functioning of passive and active components in electronic circuit. Trace the path of electrical signal in digital system. P4 Mechanism P5 Complex Overt Response P6 Adaptation P7 Origination Learned responses become more habitual and movements can be performed with some confidence and level of proficiency. Responses are automatic and proficiency is indicated by accurate and highly coordinated performance with a minimum of wasted effort. skills are well developed and the individual can modify movements to deal with problem situations or to fit special requirements. The skills are so highly developed that creativity for special situations is possible. Mix, assemble, measure, dismantle, construct, calibrate, grind, fix, fasten, mend, sketch, manipulate, heat, display Build, organize, mend, sketch, manipulate, heat, display Adapt, change, reorganize, alter, vary, rearrange, reorganize, revise Arrange, originate, create, design, initiate, compose, combine Construct a block of computer architecture systems using simulation tools. Organise effectively good quality final year project in a form of system, hardware, software that have commercial potential. Rearrange a circuit model to represent the behavior of a system Design a system based on mathematical model. 18

22 APPENDIX B CQI Process B.1 CQI Process for CLOs FLOW OF CQI PROCESS FOR DIRECT MEASUREMENT OF CLO FLOW OF CQI PROCESS FOR INDIRECT MEASUREMENT OF CLO 1 Current Lecturer of the Course get the CQI from Previous Lecturer of the Course (2 nd week before the semester starts) (Evidence: Form CQI-01) Faculty distribute syllabus of the course 5a Current Lecturer distributes the Lecture Planning (RPP04) (Week 1) (Evidence: RPP04) 2 Current Lecturer do the planning to improve the performance of the course (Evidence: Minute of Meeting / RPP04, etc) 5b Student filled in Mid Course Survey (Week 6 Week 7) (Evidence: Survey Questionnaires & Feedback/etc.) 3 Implementation of the planning (Week 1 to Week 7) (Evidence: Students Attendance/ Lecture Notes/ Tutorial / etc) 4 Evaluation Process (Week 1 Week 7) (Evidence: Test 1 / Lab Reports / TOS / Vetting Report / Sample of Student s Answer / Questions / Answer Scheme/ etc.) 5 Current Lecturer analyse the mid performance and proposed Mid CQI (Evidence: CQI-02) 6 Implementation of the mid CQI (Week 8 Week 14) (Evidence: Students Attendance/ Activity Report / Questions / Sample of Student s Answer / etc) 7 Evaluation Process (Week 8 Final Exam) (Evidence: Test 2 / Lab Reports / Final Exam / TOS / Vetting Report for Test / Sample of Student s Answer / Questions / Answer Scheme/etc.) 8 Current Lecturer analyse the overall performance and proposed CQI (Evidence: CQI-01) 19

23 B.2 CQI Process for PLOs Assessment of PLOs Direct Assessment Result from CLO Assessment for each course (CLO vs PLO Analysis) Evidence: report Indirect Assessment External examiners Industrial Advisor Committee Action Plans for CQI Faculty Members Evidence: minute meeting Implementation Evidence: report Survey alumni, employers, parents Evidence: report B.3 CQI Process for PEOs Assessment of PEOs Indirect Assessment Industrial Advisor Panels External Examiners Adjunct Professors Faculty Members Visiting Professors Survey Alumni, Employer Evidence: report Action Plans for CQI Evidence: minute meeting Implementation Evidence: report 20