SESI 2…

Self reflection 1

1. Apa yang kita tahu mengenai kurikulumprogram 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

Constructive Alignment and CQI

Outcomes/Assessment Feedback Loop

State desired learning outcomes

Determine assessment activities

Develop and implement learning activities

Assess and interpret data

…re

flect

/ ac

t…

reflect / act

Mount Royal College, CalgaryMount Royal College, Calgary

Source: Mount Royal College, Calgary

OUTCOMES???

Learning Outcome

LD MQA

GSA KPT PLO

Learning Outcome

1. Pengetahuan2. Kemahiran Praktikal3. Kemahiran dan

tanggungjawab sosial4. Nilai, sikap dan

profesionalisme5. Komunikasi,

kepimpinan dan kerjaberpasukan

6. Penyelesaian masalahdan kemahiransaintifik

7. PengurusanMaklumat dan PSH

8. Pengurusan danKeusahawanan

MQA – Learning Domain KPT – LOKI (GSA)

1. Komunikasi2. Pemikiran kritikal dan

penyelesaian masalah3. Pengurusan maklumat

dan PSH4. Kerja berpasukan5. Keusahawanan6. Nilai, etika dan

profesionalisme7. Kepimpinan

JKE – PLO

+

1. Pengetahuan2. Kemahiran praktikal3. Kemahiran Sosial4. Komunikasi5. Kepimpinan dan kerja

berkumpulan6. Profesionalisme dan

etika7. Pemikiran Kritikal dan

Penyelesaian Masalah8. PSH dan Pengurusan

Maklumat9. Keusahawanan dan

Pengurusan

Back to Basic - Prinsip OBE

4 prinsip OBE1. Clarity of focus – fokus kepada apa yang pelajar boleh

buat dengan jayanya. (Adakah pelajar tahu dengan jelas sebelum mereka memulakanpembelajaran apa yang mereka sepatutnya tahu dan boleh buat apabila selesai pembelajaran?)

2. Design down – rekabentuk kurikulum bermula dari definisiyang jelas mengenai apa yang pelajar akan capai di akhirpendidikan formal mereka. (Adakah kurikulum telah digubal bermula dari hasilpembelajaran dengan cara yang sistematik supaya laluan untuk mencapainya jelas?)

3. High expectation – pensyarah meletakkan standard prestasi yang tinggi kepada pelajar. (Adakah harapan dan cabaran untukberjaya diberikan kepada semua pelajar secara saksama – tiada bell curve?

4. Extended opportunities – Pensyarah mesti menyediakanpeluang yang secukupnya untuk berjaya. (Adakah pelajar diberi lebih darisatu peluang untuk mencapai standard yang ditetapkan?)

Back to Basic