DRJJ-PreKAP--PPT-color-01042011 (pdf) - UiTM

Outcome Based Education 30/03/2011 

http://drjj.uitm.edu.my 

First person to measure Earth’s s circumference was a Greek by the name of Eratosthenes. He 

travelled between two Italian cities and measured the angle of the sun in a well. 

Earth's Circumference at the Equator: 24,901.55 miles (40,075.16 km) 

Earth's Circumference Between the North and South Poles: 24,859.82 82 miles (40,008 km) 

Earth's Diameter at the Equator: 7,926.28 miles (12,756.1 km) 

Earth's Diameter at the Poles: 7,899.80 miles (12,713.5 km) 

Radius of Earth (the distance from the surface to 

the middle) = 6 378.1 kilometers or 

about 3961.3 miles. 

Read more: 

http://wiki.answers.com/Q/What_is_the_radius_of_earth#ixzz1Hpo9P 

COA 

30/03/2011 

Copyright DrJJ, ASERG, FSG, UiTM. March 2011 3 

The objective of Malaysian Higher Education system is to produce 

professionals as demanded by the nation for human resources 

One purpose of higher education is to graduate students who will become 

productive citizens. Skills employers consistently seek from university 

graduates: 

Scientific (problem-solving) skills 

communication skills 

decision-making skills which enable students to become leaders 

well developed analytical skills 

teamwork skills 

well-practiced leadership skills. 

good interpersonal skills 

30/03/2011 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 4 

Copyright DR JJ, ASERG, UiTM, Shah Alam 1


Howard 

Gardner 


DrJJ, Zollman, Law, TS Zul 


Born & Raised in the state of Hang Jebat… 

Early education at St. David’s, Science Malacca & SDAR (Seremban) 

B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) – Kansas St. Univ. 

Teaching Certificate (1986) – MPTI, Johor Bahru 

Served ITM – Jan 1987 

PhD Physics Education (1991-1994) - Kansas St. Univ. 

Physics & Education expert (Recipient of UiTM’s 2010 T&L Academic Award) 

Practiced OBE & Active Learning on my own since 1997. 

OBE, OBTL workshop speaker, facilitator & consultant at national level 

Vice-Chair Asian Physics Education Network (ASPEN), UNESCO 

Chair for ASPEN, Malaysia. 

Nominated for Innovative Teaching & Learning National & International 

Active Member, Science Educ. Committee, Academy Science Malaysia since 2005. 

Keynote, Plenary and Invited Speaker in Conferences Nationally & Internationally 




AIM: This half-day talk & workshop intends to provide you with an 

overview on the 21 st Century Outcomes-Based Curriculum Design & 

Assessment 

The objectives (what I plan to do) of this half-day workshop are: 

1. Describe the Malaysian Qualification Framework as the driving force for 

Outcomes-Based Education implementation in Malaysian Higher Education. 

2. Describe the characteristics of 21st Century Learning. 

3. Describe the Designing Backwards curriculum design in Outcomes-Based 

Education. 

4. Describe the Outcomes-Based Assessment & Grading in ensuring Constructive 

Alignment (CA) in Outcomes-Based Teaching & Learning (OBTL). 


AIM: This half-day talk & workshop intends to provide you with an 

overview on the 21st Century Outcomes-Based Curriculum Design & 

Assessment 

Learning Outcomes (what YOU will know and be able to do- this is your 

TAKE-AWAY AWAY for today) 

Upon successful completion of this workshop, you will be able to: 

1. Discuss the relevance of 21 st 

century learning to your current classroom 

practices. (LO1-C2) 

2. Explain the impact of Malaysian Qualification Framework on designing new 

curriculum. (LO1-C2) 

3. Discuss the Designing Down or Design Backwards in Outcomes-Based Education. 

(LO1-C2) 

4. Compare Outcomes-Based Assessment & Grading 

practices to traditional 

assessment practices. (LO3-C3) 




30/03/201 

1 



If you are, you breath. 

If you breath, you talk. 

If you talk, you ask. 

If you ask, you think. 

If you think, you search. 

If you search, you experience. 

If you experience, you learn. 

If you learn, you grow. 

If you grow, you wish. 

If you wish, you find. 

If you understand, you know. 

If you know, you want to know more… 

And if you want to know more, 

If you find, you doubt. 

If you doubt, you question. 

If you question, you understand. 

And if you want to know more, you are alive. 

Video courtesy of National Geographic Channel 

30/03/2011 





30/03/2011 


To promote confidence to the 

public; 

stakeholders (any group which has an interest in, 

involvement with, dependence on, contribution to, or 

is affected by, our graduates); 

that the quality of provision and standards of awards in 

higher education institutions (HEIs) are being safeguard 

and enhanced. 

30/03/201 

1 




• Point of reference & joint understanding of HE Qualifications in 

Malaysia 

• An instrument that 

• develops and classifies qualifications based on a set of criteria 

that are approved nationally and benchmarked against 

international best practices, 

• and which clarifies the earned academic levels, , learning 

outcomes of study areas and credit system based on student 

academic load (Student Learning Time, SLT). 

• These criteria are accepted and used for all qualifications awarded by 

recognised higher education providers. Hence, MQF integrates with 

and links all national qualifications. 

MQF 

30/03/201 

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MQF Framework for Diploma level-Outcomes: C3,P4, A3 


MQF 

30/03/201 

1 


MQF – Bachelors degree (Hons( 

Hons.) 

– C4, P4, A3 


MQF 

30/03/201 

1 




To implement MQF as a reference point for Malaysian 

Qualifications 

To develop standards and criteria and all other relevant 

instruments as national references for the conferment of 

awards with the cooperation of stakeholders 

To assure quality of HEIs and programmes 

To accredit courses that fullfill the set criteria and standards 

To facilitate the recognition and articulation of qualifications 

To maintain the Malaysian Qualification Register (MQR) 

30/03/201 

1 


MQA Code of Practice 

Good Practices: 

MQA 

Code of 

Practice 

MQA 

Self-study 

Report 30/03/201 

1 

….the quality assurance process is built on the following 

attributes: 

encourages a variety of teaching and learning methods 

ensures the choice of credible student assessment 

methods appropriate for the teaching and learning methods 

chosen; 

ensures there are adequate resources to deliver the 

curriculum; 

is concerned with good outcomes rather than detailed 

specifications of content 




MQA 

Code of 

Practice 







Developing 3 Domains of Education-Learn 

Affective 

Heart 

Feeling, The Heart 

The CARE, Emotions 

Cognitive 

Head 

Knowing, the Head 

The KNOWLEDGE (F,C,P) 

Intellectual Skills (FC) 


Psychomotor 

Hand, Body 

Doing, The Hand 

The SKILLS 

(3+1)H 

30/03/2011 





Learning is 

what students know (factual, conceptual, procedural & 

metacognitive knowledge). 

what they can do with what they know (functional knowledge) 

Knowledge, skills, and attitudes. 

The 21 st Century MUST HAVE skills: 

“Learning should be relevant to the variety of graduates 

‘roles included in their working, civic and personal life.” 

“It is an emphasis on what students can do with knowledge, 

rather than what units of knowledge they have, , that best 

describes the essence of 21st century skills.” 

Elena Silva in the Education Sector Report 2008 

30/03/2011 



“A university is an institution that provides experiences for intense interaction 

between students & teachers” – Syed Naquib quoted by Deputy Minister of 

HE at the opening of EDUCATE conference, Nikko Hotel, Oct 7 th , 2010 

One of the most important goals of a university is to develop 

individuals who have advanced literacy skills in 

their discipline: people who can participate effectively 

by critiquing information and ideas and by contributing with 

rigour and creativity to new insights and knowledge, 

who are self-aware as learners, and who are rhetorically 

versatile, confident communicators able to adapt and 

contribute to the demands of employment and life in a 

changing society and wider world. 

30/03/2011 





Can explain: provide thorough, supported, and justifiable accounts 

of phenomena, facts, and data. 

Can interpret: tell meaningful stories; offer apt translations; provide 

a revealing historical or personal dimension to ideas and events; 

make it personal or accessible through images, anecdotes, 

analogies, and models. 

Can apply: effectively use and adapt what we know in diverse 

contexts. 

Have perspective: see and hear points of view through critical eyes 

and ears; see the big picture. 

Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4. 

30/03/2011 



Sternberg suggests Curriculum must develop the other 3 R’s. 

• Reasoning 

• which include analytical, critical thinking, and problem solving skills 

• Resilience 

• which encompasses life skills such as flexibility, adaptability, and 

self-reliance 

• Responsibility 

• wisdom, which he defines as “the application of intelligence, 

creativity, and knowledge for a common good.” 

Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs: 

Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing. 

30/03/2011 








30/03/2011 







30/03/2011 


All engineers have in common the work they do: applying 

scientific knowledge to solve technical problems and develop 

products and services that benefit society. 

For example, electrical and electronics engineers conduct 

research, and design, develop, test, and oversee the 

development of electronic systems and the manufacture of 

electrical and electronic equipment and devices. From the 

global positioning system that can continuously provide the 

location of a vehicle to giant electric power generators, 

electrical and electronics engineers are responsible for a wide 

range of technologies. 

The core curriculum builds on a foundation of basic courses in 

calculus, physics, chemistry, and the humanities. 

GE 

ABET 





30/03/2011 



Transformation Framework 

Institutional Pillars 

Critical Agenda 

Human Capital with 

First-class Mentality 

Governance 

Leadership 

Academia 

Teaching and 

Learning 

Research and 

Development 

Apex 

Universities 

MyBrain15 

Lifelong 

Learning 

Academic 

Performance 

Audit 

Graduate 

Training 

Scheme 

Source: National Higher Education Action Plan 2007-2010 





Outcomes-Based 

Interdisciplinary 

Project-based 

Research-driven 

Thematic & NOT textbook-driven 

(textbook as a resource) 

Connected to community 

Incorporates 

Bloom’s s HOTS 

Multiple Intelligences 

Learning Preferences 

Technology & multimedia 

Multiple literacies 

Authentic Assessment (tasks) 

Students work independently & 

interdependently 

Knowledge is 

constructed through research 

and application, and connected 

to previous knowledge, personal 

experience, , interests, talents 

and passions 

is NOT memorization of facts 

Assessment is 

demonstration of understanding 

through application in a variety 

of contexts 

NOT REGURGITATION 

By self, peer & facilitators 

By multiple ATs to show 

achievement of CLOs 

By using holistic rubrics 

30/03/2011 



"Learning outcomes represent 

culminating demonstrations of learning and 

achievement. 

They are not simply a listing of discrete skills, nor broad 

statements of knowledge and comprehension. 

They describe performances that demonstrate 

that significant learning has been verified and 

achieved by graduates of the program." 

30/03/2011 





The Outcomes-Based approach to course design is intended to 

make the expectations of the designer/educator 

more transparent to both the student and any 

regulatory or accrediting body (KPT, MQA, EAC). 

Unlike the traditional model of course design in higher 

education (focus on coverage), where the lecturer would decide 

what to include on a syllabus, based on his or her own 

judgement of what was important for students to know; or on 

personal research or other interests; 

the outcomes-based approach starts with a specification of what 

the student will be expected to achieve by the end of the 

program/course/unit/lesson 

/lesson 

30/03/2011 


1. Clarity of focus about outcomes 

Always have the significant, culminating exit outcomes as the 

focus. 

Let the students know what they are aiming for. 

2. Designing backwards 

Design curriculum backward by using the major outcomes as 

the focus and linking all planning, teaching and assessment 

decisions directly to these outcomes 

CMAP-S 

CMAP-EDU 

CMAP-A 

CMAP-M 




3. Consistent, high expectations of success 

Set the expectation that OBE is for ALL learners. 

Expect students to succeed by providing them encouragement to 

engage deeply with the issues they are learning and to achieve the 

high challenging standard set (Spady, 1994b). 

4. Expanded opportunity 

Develop curriculum to give scope to every learner to learn in 

his/her own pace. 

Cater for individual needs and differences, for example, 

expansion of available time and resources so that all students 

succeed in reaching the exit outcomes. 


Traditional/Transitional OBE emphasises student mastery of 

traditional subject-related academic outcomes (usually with a strong 

focus on subject-specific specific content) and some cross-discipline 

outcomes (such as the ability to solve problems or to work co- 

operatively). 

Transformational OBE emphasises long-term, cross-curricular 

curricular 

outcomes that are related directly to students’ future life roles (such 

as being a productive worker or a responsible citizen or a parent). 

Spady (1994) 

Source: Killen, Roy (2005). Programming and assessment for quality teaching and 

learning. Chapter 2. Thomson Social Science Press 




General (not 

directly 

measurable) 

MOHE 

Institutional Attributes 

Program level (Still general) 

Very general (not 

measurable) 

General (not 

directly 

measurable) 

Course Level (Specific but not directly measurable) 

Lesson Level (Very specific & MUST be measurable) 

30/03/2011 



MQF LOs Domains MOHE LOs, 2009 

i. Knowledge 

ii. Practical skills 

iii. Social skills and responsibilities 

iv. Ethics, professionalism and 

humanities 

v. Communication, leadership and 

team skills 

vi. Scientific methods, critical thinking 

and problem solving skills 

vii. Lifelong learning and information 

management 

viii. Entrepreneurship and managerial 

skills 

1. Knowledge (K) 

2. Practical Skills (S) 

3. Thinking and scientific skills (K) 

4. Communication skills (A/S) 

5. Social skills, teamwork and responsibility 

(A/S) 

6. Values, ethics, moral and professionalism (A) 

7. Information management and lifelong learning 

skills (S/A) 

8. Managerial and entrepreneurial skills (S) 

9. Leadership skills (S/A) 

30/03/2011 





UiTM’s VISION 

To establish UiTM as a premier university of outstanding scholarship and academic excellence 

capable of providing leadership to Bumiputeras’ dynamic involvement in all professional fields 

of world-class standards in order to produce globally competitive graduates of sound ethical 

standing. 

Mission 

To enhance the knowledge and expertise of Bumiputeras in all fields of study through professional 

programmes, research work and community service based on moral values and professional 

ethics. 

Programme Educational Objectives are specific goals consistent with the 

mission and vision of the IHL, contains the 9 MOHE attributes, responsive to the 

expressed interest of programme stakeholders and describing the expected 

achievements or milestone of graduates in their career and professional life few 

years after graduation. PEOs are employability attributes and selling points of 

your program. The sentences begin with: Three to five years upon successful 

completion the program, our graduates will be…. 

EAC ABET WA 



30/03/2011 





ABET’s s definition of PEOs: 

The program must have published Program Educational Objectives that are 

consistent with the mission of the institution, the needs of the 

program’s s various constituencies, and these criteria. 

There must be a documented and effective process, involving program 

constituencies, for the periodic review and revision of these program 

educational objectives. 

EAC’s definition 

Programme Objectives are specific goals consistent with the mission 

and vision of the IHL, that are responsive to the expressed interest of 

programme stakeholders, describing the expected achievements of 

graduates in their career and professional life few years after 

graduation. 

EAC ABET WA Copyright DrJJ, ASERG, FSG, UiTM. March 2011 45 


TCM Health EAC Eng Tech ABET WA 

Generic Program Educational Objectives (PEOs are employability attributes and selling 

points of your program) for FSG Diploma Programs. The sentences begin with 

Three to five years upon successfully completing the program, our graduates will be: 

1. semiprofessionals in applied sciences who analyze and apply the knowledge, 

understanding and laboratory experiences to provide quality products and services to 

the government agencies and science-related industries. 

2. semiprofessionals in applied sciences who lead and engage in teams in problem 

solving tasks across disciplines through effective communicative abilities 

3. semiprofessionals in applied sciences who continue to advance their knowledge and 

abilities by utilizing ICT to explore business opportunities in the science-related 

industry 

4. semiprofessionals in applied sciences who practice ethical and professional values in 

providing services to the recipients and provider of the science-related industry. 

Task 




TCM Health EAC Eng Tech ABET WA 


Generic Program Learning Outcomes (PLOs are what graduates will know and be able to 

do to attain PEOs) for FSG Degree Programs. The sentences begin with 

Upon successful completion of the program, our bumiputra graduates will be able to: 

1. apply and acquire knowledge and understanding of laws, theories and principles of 

science and mathematics. (LO1) 

2. safely prepare samples and operate a range of machineries and laboratory equipments. 

(LO2) 

3. conduct experiments, process, interpret and analyze experimental data. (LO2) 

4. apply the scientific reasoning in solving authentic problems. (LO3) 

5. verbally communicate scientific ideas with experts and non-experts. (LO4) 

6. articulate scientific investigations in written form. (LO4) 

7. effectively engage in a multidisciplinary team. (LO5) 

8. apply values, ethics, morality and professionalism in their scientific pursuit. (LO6) 

9. manage information and engage in life-long learning. (LO7) 

10.apply managerial and entrepreneurial skills. (LO8) 

11.demonstrate leadership skills. (LO9) 






Bloom Cognitive 

Action Verbs 

Bloom 


Bloom 




LO: 

What the 

students are able 

to know & do 

Teaching: 

Getting the 

students be able 

to know & do 

Assessment: 

How well has 

the students 

know & 

have done 

30/03/2011 


“The principle goal of education is to create men who are 

capable of doing new things, not simply of repeating what other 

generations have done -- men who are creative, inventive and 

discoverers” Jean Piaget 

“Teachers are powerful people and keepers of the future. Help 

your students dream big!” Leslie Owen Wilson 












Defined in this manner, assessment asks you to think about the following 

questions: 

What should students be learning and in what ways should they be 

growing 

What are students actually learning and in what ways are they actually 

growing 

What should you be doing to facilitate student learning and growth 




To many, the word “assessment” simply means the process by 

which we assign students grades. Assessment is much more 

than this, however. 

Assessment is a mechanism for providing instructors with 

data for improving their teaching methods and for guiding 

and motivating students to be actively involved in their 

own learning. 

As such, assessment provides important feedback to both 

instructors and students. 

SOURCE: Excerpted from National Institute for Science Education (2001b) 


Assessment gives us essential information about what our 

students are learning and about the extent to which we 

are meeting our teaching goals. 

But the true power of assessment comes in also using it to give 

feedback to our students. Improving the quality of 

learning in our courses involves not just determining to what 

extent students have mastered course content at the end of 

the course; improving the quality of learning also involves 

determining to what extent students are mastering 

content throughout the course. 

SOURCE: Excerpted from National Institute for Science Education (2001b) 




In OBTL, assessment is 

Judging and grading how well the CLOs have been achieved by 

students. 

the contextual factor which most strongly affects how students 

learn. 

THE curriculum for students 

drives how students learn. 

OBTL is criterion-referenced (CRA) in that the CLOs supply the criteria 

for the assessment tasks. The difference between OBTL and traditional 

CRA is in how students’ grades are determined. 


1. In OBTL, assessment is about making a judgement and providing a 

grade to how well the CLOs have been achieved – Outcomes-based 

based. 

2. Designed to align with the CLOs to be assessed – Constructive 

Alignment. 

3. Assessment tasks are selected to provide the means for students to 

present evidence of their learning and achievement of the CLOs. 

4. Student performance is judged on evidence of achievement of the 

CLOs (criteria) presented in the assessment task - criterion-referenced 

referenced. 




1. Grading should be outcomes based (OBG( 

OBG). Grades are awarded to 

reflect the level of understanding /performance achieved in relation to 

the ILOs to be assessed. 

2. It is important to remember that it is the students' achievement of the 

LLOs (CLOs) that is to be assessed and graded not their performance 

on the assessment tasks themselves. 

3. Feedback should be specific to the LLOs (CLOs) to enhance learning. 


Traditional 

Summative 

Norm-referenced 

Decontextualized 

(unauthentic) 

Measurement Model 

OBA 

Formative 

Criterion-referenced 

referenced 

Contextualized 

(authentic) 

Standards Model 




Different methods of assessment assess different learning outcomes. 

A range of different methods of assessment may be required to address dress the 

range of CLOs of a course 

Questions to be asked in selecting assessment methods: 

1. What CLOs are to be assessed 

2. Are the assessment methods concerned able to address those CLOs 

3. Will the assessment methods encourage students to relate to real-life 

life 

contexts Are they authentic 

4. Are the assessment methods practicable with respect to time 

allowance and available resources 

5. Taking the course as a whole, will the different assessment methods 

offer a balanced assessment of all the course CLOs 

6. Is the assessment workload realistic for teachers and students 



Assessing declarative 

knowledge: 

Essay examinations 

Multiple choice questions 

Open-book examinations 

Closed-book examinations 

Tests and quizzes 

Assignments 

Ordered outcome items 

Letter to a friend 

Presentations 

Assessing functioning 

knowledge: 

Projects (individual) 

Projects (group) 

Portfolios 

Practicums 

Laboratories 

Reflective journals 

Case studies 

Presentations 

Assignments 

Rapid assessments 

methods (for large 

classes): 

Concept maps 

Venn diagrams 

Three-minute essays 

Gobbets (artifacts) 

Source: Biggs & Tang (2007). “Teaching for Quality Learning at University”. Third Edition. McGraw Hill Companies. 





SYLL 

Test 

Lab 

A “C” student’s s response could be: 

Forces are agents of change. Physically, a force can be 

visually observed as changing the position of a stationary 

object or changing either the speed or the direction or 

both if the object was initially in motion. 

An “A” student’s s response: As 

like a “C” student plus 

Newton’s laws of motion best 

describes how these changes 

occur. In fact, he asserts that 

forces cause an object’s 

position and hence its speed to 

change. Prolong and constant 

exertion of the force will cause 

a constant change of its speed 

or direction or both. But in the 

world of atoms and subatomic 

particles, Newton’s laws begin 

to breakdown especially at 

speeds close to the speed of 

light… In addition to visible 

forces, invisible forces also 

exist. …. & more 









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