What is OBE?
OBE is a process in which the outcomes drive the whole course content and assessment structure. It focuses on what students can actually do after they are taught. In other words, the desired outcomes that need to be achieved are first determined. The programme curriculum, teaching and learning methodology and supporting facilities are then designed and put into the place to achieve the intended outcome.
Throughout the process, various measurement methods are used to test the level of the outcomes that have been attained by the students. To further improve the attainment of the outcomes, various countermeasures are then applied. This process is meant to close the loops and it is known as Continual Quality Improvement (CQI).
Therefore, in OBE it is all about what the students learn; not on what is being taught. It involves documenting the intended results, how the results will be measured and monitored and taking action to make real learning happen. It is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of higher order learning and mastery rather than accumulation of course credits. Thus, the shift toward OBE can best be reflected by planning backward to determine the best way to get from here to there.
Why bother with OBE?
All good universities are outcome based. As an academician, we believe that all learners can learn and succeed although their rate of success could be different from one another. With OBE, we will have a better and proper learning environment to offer to our students. OBE addresses the following four key questions:
- What do you want the students to have or to be able to do?
- How can you best help students achieve it?
- How will you know whether they have achieved it?
- How do you measure the attainment (close the loop)?
Thus, with OBE, students will be able to have a clear understanding of what they are supposed to be learning and what they are being taught, have enough support, understand the standards of assessment within their course and understand why they are being assessed the way they are. In turn, they are more likely to engage in learning strategies and develop a deeper understanding of the subject matter they are studying.
How does OBE-SCL work?
OBE is the system, SCL is the operating system. Student Centered Learning (SCL) is defined as an environment where students will be equally responsible for their own learning and engagement of both students and lecturers will be visible.
Basically there are 4 cycles in implementing OBE-SCL at UiTM.
Who is responsible for OBE-SCL?
At UiTM Negeri Sembilan, everybody is responsible for OBE. All staff from all levels and departments has their own roles to play.
A) Roles of HEA (OBE-SCL Committee)
- Give information and advice regarding OBE-SCL
- Keep record of Entrance & Exit Survey
B) Roles of lecturer
- Inform the intended learning outcomes to the students
- Ensure that academic activity coincides with student learning time
- Develop creativity in teaching /to inculcate student centered learning
- Monitor students’ assessments
C) Role of students
- Monitor their performances in studies
- Be active learners
- Be responsible of their program plan
- Understand the importance of Student Learning Time
- Monitor their learning through student portfolio and seek guidance from Academic Advisor
I’m a new lecturer, where should I start?
All lecturers play an important role in OBE. If you are assigned to teach courses that are OBE-SCL oriented, there are a few criteria that you need to take into consideration. Some of the criteria you have to take into consideration are:
- Intended Learning Outcomes
- Be familiar with the Learning Outcomes (LOs).
- It is a list of statement on what students should know, understand and can do upon completion of a period of study.
- Course Information / Course Syllabus
- Get the updated course syllabus and course information.
- The latest of course syllabus and course information can be obtained from the faculty, coordinator or head of programme.
- Go through and understand all the elements of course information such as code, name of course, level, credit unit, face-to-face (hours), semester, course status, pre-requisite, course outcomes, course description, syllabus content, teaching methodology, student assessment, references, CO-PO/LO matrix and SLT calculation.
- Course Outcome
- Be acquainted with course outcomes as it describes what students should know, understand and can do upon completion of a course.
- Course Delivery
- Verify the learning-teaching methods that can help to achieve the course outcomes as according to Bloom’s Taxonomy domains and or any other taxonomy
- It involves planning for teaching and assessment, teaching, assessing, moderating, recording and reporting.
- Lecturers should be able to device the appropriate modes of delivery to achieve the learning outcomes and to make sure students take responsibility for their own learning.
- Course Assessment
- Identify the assessment tools.
- Assessment in every program can be done in two ways: direct and indirect ways.
- Direct measures: directly assess the skills and abilities described in the learning outcomes. It includes final exam, quizzes, tests, lab reports and portfolio.
- Indirect measures: measure the changes in students’ behavior, attitudes or values. In most cases, indirect measures are based on rubrics to assess students’ soft skills.
- Course Entrance & Exit Survey
- Conduct the Course Entrance and Exit Survey.
- Entrance Survey – measure the individual student’s level of knowledge at the beginning of the course.
- Exit Survey – assess individual student’s attainment of course outcomes at the end of the course.
- Table of Test Specification (Jadual Spesifikasi Ujian)
- Always refer to Table of Test Specification when you have to construct test and examination paper.
- It is a blueprint of a test/examination paper containing information or explanation on how they are going to be constructed.