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OUTCOME-BASED EDUCATION (OBE)

Faculty of Engineering & Science

An

between bodies accrediting professional engineering degree programs in each of the . Recognizes the substantial accredited by those bodies

Recommends graduates of accredited programs in as having met the academic requirements for entry to the practice of engineering.

The signatories as of 2010:

United States, United Kingdom, Canada, Australia, New Zealand, Ireland, Hong Kong, South Africa, Japan, Singapore, South Korea, Taiwan, (2009), Turkey, Russia.

Washington Accord covers undergraduate engineering

degrees under

approach

In Malaysia, all engineering degrees are accredited by

Engineering Accreditation Council Malaysia ( (http://www.eac.org.my/) consisting of


the Board of Engineers (BEM), the Institution of Engineers Malaysia (IEM), Industry Employers, Malaysian Qualification Agency (MQA) and the Public Service Department (JPA).

EAC signed for Malaysia

In term of Problem Analysis Able to identify, formulate, research literature and solve engineering problems reaching substantiated conclusions using of

In term of Depth of Analysis Able to solve complex problems (have no obvious solution) that require abstract thinking and originality in analysis to formulate suitable models

Better than peers


covers Engineers covers Technologists covers Technicians who deal with who deal with who deal with Complex Problems Broadly-defined Problems Well-defined Problems that have no obvious that can be solved by that can be solved in solution and require well-proven analysis standardized ways abstract thinking and techniques originality in analysis to formulate suitable models

What do you want the students to learn? Why do you want them to learn it? How can you best help students to learn it? How will you know what they have learnt?

OBEs approach to these questions o Define to explicate what a student is expected to know, understand, or do o Providing which will help the student to reach these outcomes o Assessing the extent to which the student meets these outcomes through the use of explicit

OBEs instructional planning process is a

of that

associated with TE planning The is

All educational decisions are made based on how best to facilitate the desired outcomes

The curriculum, instructional materials, and assessments

are created to support the intended outcome OBE emphasizes , , and TE leads to passive learners by rote, limited by rigid syllabi and textbooks

It has
Effective Effective Effective and robust Assessment Planning and Practical

Assessment Tools

It is centered around the needs of the students and

the stakeholders It is objective and outcome driven, where every stated objective and outcomes and
Every learning outcome is intentional and therefore

the outcomes must be assessed using


Teaching/ Learning method may have to be

to include different delivery methods to complement the traditional lecturing method

Engineering Accreditation Council Employers or industrial supervisors Industrial Advisory Panel External examiner Public and Parents

Examples of PEO:

Has basic mastery of knowledge and skills needed to be an efficient engineer Has professional attitude and ethics in fulfilling his role Capable of adapting to the global work environment Capable of providing leadership in organization he works in Capable of conducting research for his organization

11

and Examples of PO:


Ability to apply acquired fundamental knowledge of science and engineering Ability to identify, formulate and solve problems of highand low-power circuits and systems Ability to design & evaluate an electrical or electronic system based on systems approach Ability to communicate effectively Ability to understand and commit to prevailing professional and ethical responsibilities

Examples of CO for course on Electromagnetism:

Student can apply the Maxwell's Equations in the studies on electromagnetic fields Student can describe the propagation of wave in a medium and understand the effect of wave reflection and transmission Student can illustrate radiation patterns from antenna in the far-field Student understands the effect of electromagnetic interference and ways to ensure electromagnetic compatibility (EMC)

Define, duplicate, list, memorize, recall, repeat, reproduce, state Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Appraise, argue, defend, judge, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write

UGNA2072 Open Channel Hydraulics


BTL
CO1 Discriminate various types of flows and determine the flow profiles in hydraulics II

CO2 Design economically most efficient channels and canals sections. Appraise the advantages and limitations of fluid transport systems and hydraulic structure.

VI

CO3

V VI

CO4 Design and estimate the flood wave through regular channels. BTL: Blooms Taxonomy Level

I : Remember; II: Understand; III: Apply; IV: Analyze; V: Evaluate; VI: Create (Synthesis)

COs for GNA2072 Open Channel Hydraulics Discriminate various types of flows and determine the flow profiles in hydraulics Design economically most efficient channels and canals sections. Appraise the advantages and limitations of fluid transport systems and hydraulic structure. Design and estimate the flood wave through regular channels.

PO1

PO2 PO3 PO4 PO5 PO6 PO7 PO8

PO9

PO10 PO11

CO1

CO2

CO3

CO4

provide critical information to lecturers and administrators on the effectiveness of the design, delivery, and direction of an educational program Improvements based on will close the system loop and the process will

Aims to 1. To measure Programme and Student Programme Outcome Attainment 2. To be used as a tool to monitor student academic progress 3. To provide students self assessment in their effort to achieve Programme Outcome (PO) Main features: Able to measure Course Outcome (CO) attainment & Programme Outcome (PO) at individual and cohort level Able to analyze attainment of CO and PO for CQI Able to be modified for future requirements

Course Assessment and CO Score


UGNA2072 Open Channel Hydraulics 1. Final Exam 2. Coursework 3. Practical e-OBE System Computation CO Score CO Attainment
(50/60)x 100% (50 + 15)x 100% 15/40x 100% (50 + 15) x 100%

CO1

CO2

CO3

CO4

Percentage
60 40

Actual Mark 50 15

= 83%

= 65%

= 37.5% x

= 65%

100%

65%

e-OBE auto generates CO Scores & Graphs for individual student and cohort of Intake % Score for CO attainment is

PO Attainment
COs for GNA2072 Open Channel Hydraulics
CO1 CO2
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11

CO3
CO4 PO attainment (contributed by UGNA2072)

x
= 75%

BACKUP

a comprehensive approach to organizing and operating an education system that is focused on and defined by the successful demonstrations of learning sought from each student

(Spady, 1994) A method of curriculum design and teaching that focuses on after they are taught

To ensure implementation of OBE


Will check on

Exam scripts/assignments/ lab reports EACs documents Labs and experiment equipments Facilities such as lecture hall, library, etc Lecturer and staffs Students And others

Year Y1 1 Year 2 Year 3 Year 4

Students

Industrial Advisory Panel

External Examiner

Industrial training

Analysis, Evaluation, Interpretation, Revision and Modification

COs

POs
PEOs

Alumni

Employer

Lecturers

Parents & Public

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