SESI 2
Self reflection 1 1. Apa yang kita tahu mengenai kurikulum program JKE? 2. Apa yang kita tahu/faham mengenai OBE? 3. Berapa kali taklimat/bengkel/mesyuarat yang kita hadiri yang menyebut tentang OBE? 4. Berapa banyak artikel yang kita dah download dan baca? 5. Adakah kita bersedia untuk menghadapi audit oleh MQA untuk FA pada tahun 2012?
OBE An educational philosophy that states education ought to be aimed at producing particular educational outcomes : Giving students a particular, minimum level of knowledge and abilities. OBE addresses the following questions: What do you want the students to learn? Why do you want them to learn? How can you best make students learn it? How will you know what they have learnt?
OBE a model of education a comprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each student (Spady, 1994) an education approach that focuses on the graduate attributes or outcomes after completing an academic programme (Barr et al., 2006; Mansor et al., 2008) a student-centered learning philosophy
OBE an education philosophy that focuses on the graduate attributes or outcomes after completing an academic programme focuses on empirically measuring student performance emphasis in an OBE education system is on measured outcomes does not specify or require any particular style of teaching or learning requires that students demonstrate that they have learned the required skills and content
5-stage implementation of OBE curriculum Stage 1: Understand the big picture. Main aim is to achieve CQI Stage 2: Setting Objectives and Outcomes. Identifying Domains & Taxonomies Stage 3: Map Pai-PLO Map Courses-PLO Map CLO-PLO
5-stage implementation of OBE curriculum Stage 4: Delivery of OBE Courses. Assessment of OBE courses Stage 5: Closing the Loops
OUTCOME BASED EDUCATION Starting with a clear picture of what is important for students to be able to do Then organizing the curriculum, instruction and assessment to make sure learning happens constructive alignment
Constructive Alignment (CA) C + I +A + Penilaian = CA CQI
Mount Royal College, Calgary Constructive Alignment and CQI Outcomes/Assessment Feedback Loop State desired learning outcomes reflect / act Determine assessment activities Develop and implement learning activities reflect / act Assess and interpret data Source: Mount Royal College, Calgary
OUTCOMES???
Learning Outcome LD MQA GSA KPT PLO
Learning Outcome MQA Learning Domain KPT LOKI (GSA) JKE PLO 1. Pengetahuan 2. Kemahiran Praktikal 3. Kemahiran dan tanggungjawab sosial 4. Nilai, sikap dan profesionalisme 5. Komunikasi, kepimpinan dan kerja berpasukan 6. Penyelesaian masalah dan kemahiran saintifik 7. Pengurusan Maklumat dan PSH + 1. Komunikasi 2. Pemikiran kritikal dan penyelesaian masalah 3. Pengurusan maklumat dan PSH 4. Kerja berpasukan 5. Keusahawanan 6. Nilai, etika dan profesionalisme 7. Kepimpinan 1. Pengetahuan 2. Kemahiran praktikal 3. Kemahiran Sosial 4. Komunikasi 5. Kepimpinan dan kerja berkumpulan 6. Profesionalisme dan etika 7. Pemikiran Kritikal dan Penyelesaian Masalah 8. PSH dan Pengurusan Maklumat 9. Keusahawanan dan Pengurusan 8. Pengurusan dan Keusahawanan
Back to Basic - Prinsip OBE
Back to Basic 4 prinsip OBE 1. Clarity of focus fokus kepada apa yang pelajar boleh buat dengan jayanya. (Adakah pelajar tahu dengan jelas sebelum mereka memulakan pembelajaran apa yang mereka sepatutnya tahu dan boleh buat apabila selesai pembelajaran?) 2. Design down rekabentuk kurikulum bermula dari definisi yang jelas mengenai apa yang pelajar akan capai di akhir pendidikan formal mereka. (Adakah kurikulum telah digubal bermula dari hasil pembelajaran dengan cara yang sistematik supaya laluan untuk mencapainya jelas?) 3. High expectation pensyarah meletakkan standard prestasi yang tinggi kepada pelajar. (Adakah harapan dan cabaran untuk berjaya diberikan kepada semua pelajar secara saksama tiada bell curve? 4. Extended opportunities Pensyarah mesti menyediakan peluang yang secukupnya untuk berjaya. (Adakah pelajar diberi lebih dari satu peluang untuk mencapai standard yang ditetapkan?)