scholarly journals Implementation of Outcome-Based Education in Universiti Putra Malaysia: A Focus on Students’ Learning Outcomes

2008 ◽  
Vol 1 (4) ◽  
Author(s):  
Mohd Ghazali Mohayidin ◽  
Turiman Suandi ◽  
Ghazali Mustapha ◽  
Mohd. Majid Konting ◽  
Norfaryanti Kamaruddin ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Outcome Based Education

scholarly journals Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

2016 ◽  
Vol 9 (2) ◽  
pp. 132 ◽  
Author(s):  
Sa’adah Hassan ◽  
Novia Indriaty Admodisastro ◽  
Azrina Kamaruddin ◽  
Salmi Baharom ◽  
Noraini Che Pa
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Outcome ◽  
Teaching Plan ◽  
Outcome Based Education ◽  
Programme Outcomes ◽  
Examination Paper

<p class="apa">Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.</p>

Connecting Teacher-Made Assessments to Course Learning Outcomes Through Learning Analytics

2019 ◽  
pp. 101-125
Author(s):  
Julia Chen ◽  
Dennis Foung
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
Structural Equation ◽  
Data Driven ◽  
Equation Modeling ◽  
Curriculum Alignment ◽  
Outcome Based Education ◽  
Data Driven Approach ◽  
The Subject

This chapter explores the possibility of adopting a data-driven approach to connecting teacher-made assessments with course learning outcomes. The authors begin by describing several key concepts, such as outcome-based education, curriculum alignment, and teacher-made assessments. Then, the context of the research site and the subject in question are described and the use of structural equation modeling (SEM) in this curriculum alignment study is explained. After that, the results of these SEM analyses are presented, and the various models derived from the analyses are discussed. In particular, the authors highlight how a data-driven curriculum model can benefit from input by curriculum leaders and how SEM provides insights into course development and enhancement. The chapter concludes with recommendations for curriculum leaders and front-line teachers to improve the quality of teacher-made assessments.

scholarly journals A Review on Outcome Based Education and Factors That Impact Student Learning Outcomes in Tertiary Education System

2021 ◽  
Vol 14 (2) ◽  
pp. 1
Author(s):  
Hafiz Muhmmad Asim ◽  
Anthony Vaz ◽  
Ashfaq Ahmed ◽  
Samreen Sadiq
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Education System ◽  
English Language ◽  
Tertiary Education ◽  
Student Learning Outcomes ◽  
Specific Reference ◽  
Medline Search ◽  
Outcome Based Education

Education opens numerous revenues to register economic expansion all around the world with specific reference to developing nations. Advancement of Pakistan in education indicators has been severely insufficient during the previous decades. Decreased financing along with inefficiency in budget expenditure plus weak management system have crippled the education sector ensuing poor educational outcomes. Outcome-based Education (OBE) has recently gained much attention in Pakistan. OBE is used in education because it clearly focuses and organizes everything in an educational system around what is necessary for all students to be able to do at the end of their learning. OBE proposes an influential and interesting option of transforming and organizing medical education. Therefore, the basic aim of this review is to highlight the tertiary education system of Pakistan and the need to shift from teacher centered to Outcome Based Education system. The review also addresses the major factors that impact student learning outcomes. Data bases were searched including Cochrane and Medline. Search strategy was designed by combining Boolean operators and key terms related to review objectives. Seven studies were included in the paper regarding the effectiveness of Outcome Based Education in different disciplines of education. The findings suggested five important factors from the literature that impact student learning outcomes including, assessment strategies, learning objectives based on level of complexity, student preferred learning styles, English language competency and Employer requirements. However, limitations were recognized in the methodology section and further recommendations were given for future researchers.

scholarly journals Measuring Attitudinal Learning Outcomes in Electronics and Communication Engineering Experimental Instructions

2019 ◽  
Vol 9 (1) ◽  
pp. 413-417
Keyword(s):  
Engineering Education ◽  
Learning Outcomes ◽  
Core Competencies ◽  
Experimental Studies ◽  
Autonomous Learning ◽  
Survey Method ◽  
Social Survey ◽  
Outcome Based Education ◽  
Communication Engineering ◽  
Actual Learning

In traditional time bound linear teaching practices, learning outcomes are difficult to measure from the actual learning happened, as autonomous learning is not explicitly considered. Research studies and documents available on the practice of Outcome Based Education and the subsequent design and development of Learning Outcomes for measuring core competencies along with skills and attitudes of learners, which specifically concentrating on the Laboratory experimental courses in Electronics and Communication engineering is very rare. This paper attempts to make an experimental study on a selected set of experiments, to draw conclusions on the effectiveness of measuring learning outcomes that actually encourage students for autonomous learning. Demography and the subjects considered for the experimental studies are presented along with statistical outputs. The results are encouraging and would throw more light for further research in this area. Besides, the results will be highly useful to the generic area of engineering education. Validation of the results is done by social survey method, which includes statistical analysis. The experimental students are however limited to Indian conditions (and the current practices followed) of engineering education.

Learning outcomes and assessment methodology: Case study of an undergraduate engineering project

2018 ◽  
Vol 56 (2) ◽  
pp. 140-162 ◽  
Author(s):  
Syed Rameez Naqvi ◽  
Tallha Akram ◽  
Sajjad Ali Haider ◽  
Wilayat Khan ◽  
Muhammad Kamran ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Vision System ◽  
Engineering Problem ◽  
Assessment Methodology ◽  
Self Assessment ◽  
Engineering Project ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Outcome Based Education

Considering the effectiveness of outcome-based education and its increasing implementation in higher education, we propose a set of course learning outcomes that may be related to any engineering problem, in particular the final year project in undergraduate engineering programs. We also show how these outcomes may be mapped to program learning outcomes identified by the Washington Accord. Our case study is an embedded vision system developed by our own group, which we assess against these outcomes using the proposed self-assessment report rubrics. We conclude by presenting assessment reports for our project from two expert academics showing how well it managed to attain the course learning outcomes. This work is intended to give students a direction to professionally as well as ethically approach a particular design problem, and at the same time help the instructors evaluate their students’ projects by simply adopting the proposed assessment methodology.

scholarly journals A Student Primer On How to Thrive in Post-COVID-19 Engineering Education

2020 ◽  
Author(s):  
Junaid Qadir ◽  
Ala Al-Fuqaha
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Research Literature ◽  
Evidence Based ◽  
Outcome Based Education ◽  
Global Pandemic ◽  
The World ◽  
Educational Enterprise

In this paper, we strive to provide a primer for students on how to thrive and learn effectively in engineering education in the volatile, uncertain, complex, and ambiguous (VUCA) times following the onset of the COVID-19 global pandemic, which has disrupted the educational enterprise massively with universities physically closing in many parts of the world and students and faculty transitioning to remote learning. While our immediate focus in this paper is on engineering education functioning in an outcome-based education (OBE) environment, the global paradigm mandated by the Washington Accord that aims to standardize engineering competencies in terms of the attained student learning outcomes, our ideas are general and broadly useful for learners of all types. We will describe seven evidence-based steps that the students can adopt to thrive in OBE settings in these challenging times. The main contribution of this paper is practical: we present a synthesis of the vast research literature on effective student learning in normal, online, and disrupted settings to present practical insights that students can leverage to substantially improve their learning.

OBE Assessment Tools for Mapping Learning Outcomes Identifying Slow Learners

2021 ◽  
pp. 58-82
Author(s):  
Valiur Rahaman ◽  
Barkha Singh ◽  
Manikrao Madhavrao Salunkhe
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
English Language ◽  
Science And Technology ◽  
Assessment Tools ◽  
Slow Learners ◽  
Education Outcomes ◽  
Outcome Based Education ◽  
Teaching Learning ◽  
Intended Learning Outcomes

The chapter sets out to explore the “congruent approach” to the student-centric educational model called output-based education (OBE), and in the framework of this approach to teaching, learning, and evaluation, the authors experimented how teaching the English language help slow learners pursuing courses in science and technology to attain programme education outcomes. In the chapter, the authors defined OBE as NBA requirement related to teaching and learning in the institute of science and technology; its practices according to its defined constituents like ILOs, COs, POs, PEOs, PSOs, and Missions of an institute; and how these outcome-based education (OBE) learning constituents work together towards a fixed direction (i.e., intended learning outcomes, being integral to the requirements of the NBA accreditation that demands holistic and quality technical education). To achieve the intended outputs through OBE practices, the authors devise an approach to the OBE called “congruent approach.” The chapter supplements to existing mapping tools and delineates fundamentals of the approach.

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