8/10/2019 (360301354) OBE in Polytechnic Education
1/39
OB
E
InPolytechnic
EducationMesyuarat Timbalan Pengarah Bil1/2010
8/10/2019 (360301354) OBE in Polytechnic Education
2/39
THE
JOURNEY..WHAT
4
3
SO
OBEPrinciples
OBEElements
WHAT
CIA
21stcentury
Transformasi Poly
NOW WHAT
ConstructiveAllignment
Systemic CA
Alligning PLO-CLO
Alligning CIA
Poly Roadmap????
(CA)
8/10/2019 (360301354) OBE in Polytechnic Education
3/39
WHAT ?
8/10/2019 (360301354) OBE in Polytechnic Education
4/39
Areviewof educationsystem
education system adequately prepare
21ststudents for centurylife
and work ?
Is Traditional Education
(TE)
adequate?
8/10/2019 (360301354) OBE in Polytechnic Education
5/39
HE Sector-widemovement
fromtraditional
education
(TE)
toOB
E
Pre-2004
INput Measure
Content base
taught, examined
Teacher-centeredNorm-referenced
Marks, Grades
Transcripts
OBE
TE
8/10/2019 (360301354) OBE in Polytechnic Education
6/39
T
E
deficiencie
sGraduates are notfor the workforce.
completely prepared
Lack of emphasis on softskills
needed
in jobs e.g. communication, thinking,self-
management, human relationships,
english proficiency, ...
8/10/2019 (360301354) OBE in Polytechnic Education
7/39
Birth
of
OB
EIn 1989, 5 countries signed the Washington
Accord. They are: Australia, New
Zealand,
the UK, Canada, Ireland & the USA.
Other full signatories are Hong Kong(1995)South Africa (1999), Japan (2005),
Singapore (2006), Taiwan (2007), Korea
(2007)Provisional members include
Malaysia,
Germany, India, Russia and Sri Lanka.
8/10/2019 (360301354) OBE in Polytechnic Education
8/39
The Washington
AccordThe Accord recognises the substantial
equivalency
of accreditation systems of member states, &
graduates from member states may work in
other member states.The Public Service Department (PSD), Board of
Engineers Malaysia (BEM), Malaysian
Qualifications
Agency (MQA) & Institute of Engineers (IEM)
together form the Engineering AccreditationCouncil
(EAC).
8/10/2019 (360301354) OBE in Polytechnic Education
9/39
WHAT
is
OBE
?A method
of curriculum design andteaching
that focuseson what students can
after
actually do
they are taught
8/10/2019 (360301354) OBE in Polytechnic Education
10/39
OBE
asksWhat do
learn?
Why do
you want the students to
you want them to learnit?How
learn
How
can
it?
wil
l
you best help studentsto
you know what they have
learnt it?
8/10/2019 (360301354) OBE in Polytechnic Education
11/39
OBE vs
TEOBEs instructional planning process is a
reverse of that associated with TE
planning.
The desired outcome is selected first and
the curriculum, instructional materials andassessments are created to support the
Intended outcome.
All educational decisions are made based
on how best to facilitate the desired
outcomes.
8/10/2019 (360301354) OBE in Polytechnic Education
12/39
4 OBE Priciples
1. Clarity ofoutcome
s
2.
Designing
Focusas the focus; made
Down
known tostudents
1stOUTCOME, thenCI.Adesigned,
alligned
3. High Expectationshigh standard of performance or all
4. Expanded Opportunities
opportunities for all to achieve
outcome
8/10/2019 (360301354) OBE in Polytechnic Education
13/39
3 OBE
elements..CIA
1.Curriculum[Intended Learning Outcomes (ILO) ]
WHY teach ?
WHAT students should know, do, beafter learning ?NOT A list of topics to be covered!!!
8/10/2019 (360301354) OBE in Polytechnic Education
14/39
8/10/2019 (360301354) OBE in Polytechnic Education
15/39
OBE
elements..CIA
3.Assessment
WHAT assessment tasks (tests,
assignments) would really tell us
how well students have achieved
the ILOs?
8/10/2019 (360301354) OBE in Polytechnic Education
16/39
SO WHAT ?
8/10/2019 (360301354) OBE in Polytechnic Education
17/39
BERSAMA MELAKSANA TRANSFORMASI
GREAT
NATION2050WAWASA
N2020
INTEGRITY
MODEL
EKONO
MI BARU1MALAYSIARMKe-10
VALUE FOR MONEY
TRANSFORMASI SEKTOR AWAM(2010
(TSA 15)
2015)
17
8/10/2019 (360301354) OBE in Polytechnic Education
18/39
WH
Y
OB
E
inPoly
?QUALITY and ACCOUNTABILITY ineducation
OUTCOME -- the new educationeffectivenesscurrency
HE Sector-wide movement from TE to OBE
MQA requirement is based on OBEphilosophy
8/10/2019 (360301354) OBE in Polytechnic Education
19/39
WHY OBE? .Transformasi
PolyOBJEKTIF..menghasilkan graduat berkualiti yang berdaya
usahawan (enterprising),
berkebolehpasarandan berdaya saing
JPP
tinggi
2009: 14
HASIL ke2 (2105)
Employable/entrepreneurial
graduates
Ibid:37
KPI 2 (2020)
85% graduat politeknik mendapat pekerjaan
(termasuk melanjut pelajaran)
ibid:70
8/10/2019 (360301354) OBE in Polytechnic Education
20/39
The need to implementOBE
Undergraduate curriculum needs to be
transformed into OBE in accordance
with requirements from:Engineering Accreditation Council(EAC),
Malaysia1.
Malaysian Qualification Framework(MQF)
introduced by the Ministry of HigherEducation (MOHE), Malaysia
2.
8/10/2019 (360301354) OBE in Polytechnic Education
21/39
NOW WHAT ?
8/10/2019 (360301354) OBE in Polytechnic Education
22/39
Graduan
Mentaliti Kelas Pertama
Visi JPP: Menjana modalinsaninovatif melalui
pendidikan dan latihan transformational
bagimemenuhi keperluan tenagaglobal menjelang2015
memiliki 7 Generic Skill Attributes(GSA)
Menjayakan Model Ekonomi Baharu berteraskaninovasi dan kreativiti
8/10/2019 (360301354) OBE in Polytechnic Education
23/39
What are expectedof
OBE?
studentsunder
Students are expected to be able to do more
challenging tasks other than memorise
and
reproduce what was taught.
Students should be able to: write projectproposals, complete projects, analyse case
studies, give case presentations, show
their abilities to think, question, research,and make decisions based on the
findings.
8/10/2019 (360301354) OBE in Polytechnic Education
24/39
OBE expectations(cont.)
Students are also expected to be
creative, able to analyse and synthesise
information able to plan and organise tasks,
able to work in a team as a community or
inentrepreneurial service teams to propose
solutions to problems and market
their solutions
8/10/2019 (360301354) OBE in Polytechnic Education
25/39
Assessments inOBE
The learning outcomes are set out
sequentially on a gradation of increasing
complexity that students are expected to
master.
OBE focuses on how much and howwell
students have learnt.
Weaker students may have to follow a
different learning path & finish later.
the
8/10/2019 (360301354) OBE in Polytechnic Education
26/39
HOW?........ Constructive Allignment
(CA)Constructive students construct
meaning
through relevant learning activitiesAllignment educators design TLAs
and
ATs that are alligned to the ILOs. Bestachieved by designing TLAs and ATs
that activate the same ILO verbs.
8/10/2019 (360301354) OBE in Polytechnic Education
27/39
Allignin
g
PEO
s
PLO
s
,CLO
sGLO/InstitutionalLO/ProgrammeEducationalObjectives (PEO)address society
demand ? GAPs?
Program LearningOutcomes (PLOs)addressPEOs/GLO/Institut
i onal LOs?GAPs?CourseLearningOutcomes
(CLOs) addressPLOs? GAPs?
8/10/2019 (360301354) OBE in Polytechnic Education
28/39
PEO,
PLOPLO are outcomes the students should
have
achieved by graduation time.PEO are objectives that have to be
achieved by a graduate several years after
graduation.
Has mastery of knowledge and
skills efficient technician.
needed to be an effective and
Has professional attitude and ethics in fulfilling his role.
Capable of adapting to the global work environment.
Capable of providing leadership in the organisation he works
in.
8/10/2019 (360301354) OBE in Polytechnic Education
29/39
Allignin
g
CI
A
troubleshoot has met the
LO
troubleshoot
LO verb
troubleshoot
8/10/2019 (360301354) OBE in Polytechnic Education
30/39
HE Sector-widemovement
from traditional
education(TE
)
toOB
E
OUTcome Measure
Outcome driven
Student-centered
PBL, WBL, Case study,
Projects, CL,
internships,presentations, e-learning, mobile
learning, OVDL
Standard-referenced
Potfolios, Journals,Rubrics
OBE
TE
8/10/2019 (360301354) OBE in Polytechnic Education
31/39
4OBE principles
....i
fapplied consistently,
systematically, creatively and
simultaneously would ensure thatallstudents were equipped with the
knowledge, competence and qualities
necessary for successful fulfilmentof their various life roles
Khodori (2010):2
8/10/2019 (360301354) OBE in Polytechnic Education
32/39
SystemicImplementation
of
CA
/KJ/KP/lecturersProgramPLO/CL
O
QA Policy&
Procedur
e Unit Q
Design
&
Management
ULPL/UMS/
UICT
ULPL/R&D/UBK/
UMS/UICT/UK
K
CATP(A)/TP(SA)
/GLO/ILO
TP(A)/K
J
8/10/2019 (360301354) OBE in Polytechnic Education
33/39
8/10/2019 (360301354) OBE in Polytechnic Education
34/39
The
Approach.
8/10/2019 (360301354) OBE in Polytechnic Education
35/39
8/10/2019 (360301354) OBE in Polytechnic Education
36/39
OBE & QualityManagement
OBE is implemented to ensure that our
academic programmes, delivery system,
assessment methods and our graduates are
of high quality.
The paradigm shift to OBE is driven bythe
the Quality Assurance Department at theMinistry of Higher Education, Malaysia
currently known as Malaysia QualityAgency
(MQA).
8/10/2019 (360301354) OBE in Polytechnic Education
37/39
CIDOS WEBSITE
8/10/2019 (360301354) OBE in Polytechnic Education
38/39
CIDOS E-LEARNING
8/10/2019 (360301354) OBE in Polytechnic Education
39/39
Resource
s 3rdBiggs, J. B. and Tang, C. (2007, edition) Teaching for Quality Learning at University,Maidenhead, UK: Open University Press/McGraw Hill, 2007.
Ibid. Consctructive Allignment. AKEPT Quality Teaching in Higher Education Workshopon February 23, 2010
Demoken, Suleyman. Developing the Preferred Graduates: Our Experience at HK
PolyU, Fifth QS Asia Pacific Professional Leaders In Education ConferenceAnd Exhibition on November 24, 2009.
Khodori (2010), OBE, OBC & OBA Bengkel Pengembangan dan Pentaksiran kkurikulum on 17-19 Feb 2010.
Killen, R. (2000). Outcome-based Education:Principles and Possibilities.Newcastle, Faculty of Edu
General Descriptions of CA http://senate.gla.ac.uk/academic/assessment/index.html
University of
www.scu.edu.au/services/tl/sdonline/consalign.htmlwww.engsc.ac.uk/er/theory/constructivealignment.aspCELT at HKULST
OBE Institutional Practices University of Glascow Hong Kong Polytechnic University
http://www.cdtl.nus.edu.sg
http://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.cdtl.nus.edu.sg/http://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.engsc.ac.uk/er/theory/constructivealignment.asphttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://www.scu.edu.au/services/tl/sdonline/consalign.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.htmlhttp://senate.gla.ac.uk/academic/assessment/index.html