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General Principle 4: Learning Outcomes (MQF Para 15) – LO Domains 1 Knowledge 2 Practical Skills Social skills and responsibilities 3 4 5 6 Values, attitudes and professionalism Communication, leadership and team skills Problem solving and scientific skills 7 Information management and lifelong learning skills • MOE - LO • Knowledge • Practical Skills • Thinking and scientific skills • Communication skills • Social skills, teamwork and responsibility • Values, ethics, moral and professionalism • Information management and lifelong learning skills • Managerial and entrepreneurial skills • Leadership skills 8 Managerial and entrepreneurial skills MQF.Roz.Roadshow
What are Learning Outcomes? • Learning outcomes are statements of what students know and can do as a result of their respective courses of study • Councils for Higher Education Accredition Board of Directors, USA 2002 • ii.A learning outcome is a statement of what a learner is expected to know, understand or be able to do as a result of a learning process. • Centre for the Advancement of Teaching and Learning, The Universty of Western Australia, 2004.
What are Learning Outcomes? • Learning outcomes are statements that explain what students should know, understand and can do upon the completion of a period of study. • Learning outcomes are references for standard and quality as well as for the development of curriculum in terms of teaching and learning, the determination of credits and the assessment of students. • In MQF, learning outcomes are asserted in three categories: • (i) levels of qualification; • (ii) fields of study; and • (iii) programme. • (MQF,2011)
Why are learning outcomes important? They are essential because they: • define the type and depth of learning, students are expected to achieve • provide an objective benchmark for formative, summative, and prior learning assessment • clearly communicate expectations to learners • clearly communicate graduates’ skills to the stakeholders • define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes. • guide and organize the instructor and the learner.
Learning Outcomes (MOE-LO) • Knowledge • Practical Skills • Thinking and scientific skills • Communication skills • Social skills, teamwork and responsibility • Values, ethics, moral and professionalism • Information management and lifelong learning skills • Managerial and entrepreneurial skills • Leadership skills
Different Levels of Learning Outcomes Few years after Graduation – 4 to 5 years Programme Educational Objectives (PEO) Competent engineers who are leaders in ….. Employer Survey, Alumni Survey Upon graduation - Nine (9) MOE Learning Outcomes Programme Learning Outcomes (PLO) ..will be able to demonstrate critical thinking skills to solve My3S, Exit Survey, Prog.Survey Upon course completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) .. will be able to explain the physical principles of …… Course Learning Outcomes (CLO) Sum/Form/Cont. Assessments .. will be able to explain Archimedes principle of …… Upon topic completion Use Bloom’s Taxonomy of Learning Domains (C/A/P) Weekly/Topic Outcomes Sum/Form/Cont. Assessments Shahrin Mohamed, 2007
Programme Educational Objectives (PEO) • Attributes of graduates 4 to 5 years after graduation • Example of PEO for Bachelor of Civil Engineering: • A civil engineer who is knowledgeable and technically competent in civil engineering discipline in-line with the industry requirement. • A civil engineer who is effective in communication and demonstrate good leadership quality in an organization. • A civil engineer who is capable to solve civil engineering problems innovatively, creatively and ethically through sustainable approach.
Programme Learning Outcome (PLO) • What students will be able to do upon graduation
Course Learning Outcome (CLO) • What students will be able to do upon the completion of a course • Example of CLO for the course: MANUFACTURING AND OPERATION ANALYSIS • At the end of the course, the students will be able to:- • Propose solution to manufacturing and operation problems using related theory and analytical methods (C5,A5, PO 3) • Organise in groups to study and present the application of advanced manufacturing and operation analysis methods based on a given topics (C5, A4, P5, PO4, PO5) • Explain the main concepts and methods obtained from literatures to professionally analyse the manufacturing and operation system (C6, A4, PO1, PO3, PO7)
The 3 Domains of Educational Goals Cognitive Affective The Head The Heart Psychomotor 3H The Hand
Learning Outcomes LEARNING DOMAINS Psychomotor / skills Affective Cognitive Higher order lower order
INVOLVES KNOWLEDGE AND THE DEVELOPMENT OF INTELLECTUAL SKILLS lower order Higher order
PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL MOVEMENT, COORDINATION & USE OF THE MOTOR SKILL AREAS lower order Higher order
AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL WITH THINGS EMOTIONALLY (e.g. FEELINGS, INTERESTS, ATTITUDES, APPRECIATION, ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT RESULT FROM INSTRUCTION) lower order Higher order
9 areas of evaluation • Area 1: Vision, Mission, Educational Goals And Learning Outcomes • Area 2: Curriculum Design And Delivery • Area 3: Assessment Of Students • Area 4: Student Selection And Support Services • Area 5: Academic Staff • Area 6: Educational Resources • Area 7: Programme Monitoring And Review • Area 8: Leadership, Governance And Administration • Area 9: Continual Quality Improvement (MQA,2008)
OBE PROCESS Area 1 Area 8 MQF 1 Curriculum Program Standards PEO Planning (1) Curriculum REVIEW Academic Level Program Outcomes (PO) Area 9 CQI Report MQF 2 Area 2 Closing the Loop (CDL) Curriculum Bloom’s Taxonomy Evaluating (4) Developing (2) Evaluate / analyse Course Outcomes (CO) Area 3 Area 7 TL Activities Assessments Entrance/Exit Surveys Bloom’s Taxonomy MQF 3 SLT Test Blueprint Implementing (3) Lesson Plan Credit Hour Marking Scheme Rubrics Evidences Curriculum Area 4 Student Portfolio Documenting Bloom’s Taxonomy Area 5 Formative Assessment Area 6 Summative Assessment