DrJJ-UiTM-Muzik-OBE-13012012 (ppt-pdf)

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Outcome Based Education 13/01/2012 How to Design Curriculum to Support PEOs Attainment http://drjj.uitm.edu.my 1. What are PLOs 2. Why PLOs 3. How many and why 4. What is the difference between PLOs & PEOs 5. How are PLOs related to PEOs Explain. 6. What are the verbs most appropriate to be used in each PLO What does the verb tell you 7. Given a set of PEOs, PLOs, its matrix, a curriculum matrix, the taxonomy matrix and the KI matrix, can you critically review them based on fundamental principles of OBE curriculum design 8. What is the significance of Bloom's original taxonomy, the revised taxonomy, Simpson's taxonomy and Krathwol taxonomy 9. How would I know that my program has serve its purpose What Purpose 10. How should I convince my stakeholders Copyright DrJJ, ASERG, FSG, UiTM. March 2011 39 MQA Code of Practice 1/13/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 40 Copyright DR JJ, ASERG, UiTM, Shah Alam 20
Outcome Based Education 13/01/2012 http://drjj.uitm.edu.my 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 13/01/2012 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 41 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 Copyright DR JJ, ASERG, UiTM, Shah Alam 21
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DrJJ-UiTM-Muzik-OBE-13012012 (ppt-pdf)

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