USIM-OBE Overview (ppt-pdf)

Copyright DrJJ, ASERG, FSG, UiTM. March 2012 1 1

http://padlet.com/wall/kn9xrv8ov

Or Google “dr jj”. Or Google “dr jj”.

Click Click 2013/20142013/2014

Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2

2/18/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 2

Dr JJ was

conferred the

coveted &

prestigious (HE)

2010 Anugerah

Akademik

Negara,

(Science

Teaching)

Award, Oct 10th,

2011

UniversitiUniversiti SainsSains Islam Malaysia Islam Malaysia

Lecture & Workshop on OutcomesLecture & Workshop on Outcomes--Based Education Based Education

(OBE)(OBE) Library, USIMLibrary, USIM, , NilaiNilai, , NegeriNegeri SembilanSembilan

Jaafar Jantan aka Dr JJJaafar Jantan aka Dr JJ. . 1919thth Feb, 2014Feb, 2014

Howard

Gardner

Edward

DeBono

Edward

DeBono

Koïchiro Matsuura

Director General of

UNESCO 1999-2009

This presentation is available on my website: Link 2013/2014

DrJJ-USIM-OBE-Overview-19022014 ((ppt-pdf)

“You have to learnlearn the rules of the gamethe rules of the game, and then you have to play then you have to play

better than anyone elsebetter than anyone else.” - Einstein

“If we always do what we've always done, “If we always do what we've always done, we will get what we've we will get what we've

always gotalways got.” Adam Urbanski

2/18/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 3 3

http://drjj.uitm.edu.my

Upon completion of this learning activity, you will be able to:

(YOUR TAKE AWAY)YOUR TAKE AWAY)

1)1) (significant outcome(significant outcome) ) DISCUSSDISCUSS the the advantages advantages of OBE Approach to of OBE Approach to

Malaysian Higher Education in achieving Vision 2020Malaysian Higher Education in achieving Vision 2020..

(Enabling outcomes(Enabling outcomes))

a)a) ExplainExplain the basic principles and core fundamentals of OBEthe basic principles and core fundamentals of OBE

b)b) SummarizeSummarize the Outcomesthe Outcomes--Based Curriculum Design.Based Curriculum Design.

TLATLAs: Interactive Engagement & Collaborative Learning.

Evidence/Performance IndicatorEvidence/Performance Indicator:

Significant LO: Letter to a friend. Enabling LOs: (a): Mind-map, concept map

and/or pictorial representation. (b): Flow chart or Concept Map

Objective (what I will do)Objective (what I will do):

1)1) Describe National HE Strategic Plan towards influencing implementation of Describe National HE Strategic Plan towards influencing implementation of

OutcomesOutcomes--Based Education (OBE) in Malaysian Higher Education.Based Education (OBE) in Malaysian Higher Education.

2)2) Facilitate collaborative learning in answering the question “What is OBE?”.Facilitate collaborative learning in answering the question “What is OBE?”.

3)3) Describe the big picture of OBE Curriculum design.Describe the big picture of OBE Curriculum design.

http://drjj.uitm.edu.my/

Copyright DrJJ, ASERG, FSG, UiTM. March 2012 4


A discussion involves examining the various reasons for and examining the various reasons for and

againstagainst some claim, or a multi-faceted exploration of some topic/issue. The

core meaning of ‘discussion’ is a conversation between two or more people,

and so a discussion here should have at its heart the eveneven--handed handed

consideration of a topic, looking at it from various consideration of a topic, looking at it from various

sidessides. This involves more than reciting facts . This involves more than reciting facts

oror describingdescribing somethingsomething. It is closer toIt is closer to evaluationevaluation, ,

only only it neither requires nor expects you to come down it neither requires nor expects you to come down

on one side of the issueon one side of the issue. You need to make use of background

information surrounding that claim or topic/issue.

The verb DiscussDiscuss:


2/19/2014 Copyright DrJJ,

ASERG, FSG, 5


Paradigm ShiftParadigm Shift is a change from one way of change from one way of

thinking to anotherthinking to another


PurposePurpose: develop individual’s potential develop individual’s potential (existing potential??)(existing potential??).

MethodMethod: holistic & integratedholistic & integrated.

TargetTarget: Balanced & hamonious Balanced & hamonious HumanHuman capital. capital.

Intellect, emotion, spiritual, physicalIntellect, emotion, spiritual, physical. Guiding PrincipleGuiding Principle: Belief & devotion to GODBelief & devotion to GOD

Ultimate targetUltimate target: Malaysian citizens who are knowledgeable, of Malaysian citizens who are knowledgeable, of

noble/distinguished characters/morals, responsible, able to noble/distinguished characters/morals, responsible, able to

selfself--prosper and contribute to the harmony & prosperity of the prosper and contribute to the harmony & prosperity of the

family, society and countryfamily, society and country.

Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010;

Triggering Higher Education Transformation AUGUST 27, 2007

Education ACT 1996: For Higher Education

Education in Malaysia is a continuous effortEducation in Malaysia is a continuous effort


Phase 1: Laying the Foundation (2007-2010)

Phase 2: Strengthening and Enhancement (2011-2015)

Phase 3: Excellence (2016-2020)

Phase 4: Glory and Sustainability (beyond 2020)



The National Higher Education Strategic Plan outlines the key thrusts

in four distinct phases:

PSPTN documents can be downloaded ftom

http://www.mohe.gov.my/transformasi/ . Retrieved June 2012

http://www.mohe.gov.my/transformasi/


Source: Mentransformasikan Pengajian Tinggi melalui Pelan Strategik Pengajian Tinggi Negara (PSPTN).

PEJABAT PENGURUSAN PROGRAM (PMO) MINISTRY OF HIGHER EDUCATION

PSPTN documents can be downloaded ftom

http://www.mohe.gov.my/transformasi/ . Retrieved June 2012

1.1. Elevate our economy in an ever increasing chain of values.Elevate our economy in an ever increasing chain of values.

2.2. Elevate our country’s knowledge and innovative abilities Elevate our country’s knowledge and innovative abilities

along with nurturing FIRST CLASS MENTALITIESalong with nurturing FIRST CLASS MENTALITIES. .

3.3. Deal with the prolonged socioeconomic imbalance constructively and Deal with the prolonged socioeconomic imbalance constructively and

productively.productively.

4.4. Elevate the level of life quality and it preservationElevate the level of life quality and it preservation. .

5.5. Strengthening the institutional abilities and its implementation Strengthening the institutional abilities and its implementation

strategies.strategies.

http://www.mohe.gov.my/transformasi/



Transformation Framework

Institutional Pillars

Human Capital with

First-class Mentality

Govern

ance

Leaders

hip

Academ

ia

Teachin

g a

nd

Learn

ing

Researc

h a

nd

Develo

pm

ent

Academic

Performance

Audit

Apex

Universities

Lifelong

Learning

MyBrain15

Graduate

Training

Scheme

1.1. Ensure attainment of Generic Ensure attainment of Generic

Student Attributes (Transferable Student Attributes (Transferable

skills)skills)

2.2. Improve Quality of:Improve Quality of:

CurriculumCurriculum

HE Teachers (Professional)HE Teachers (Professional)

Supporting StaffSupporting Staff

Learning EnvironmentLearning Environment

5 T&L CAP Strategic Objectives5 T&L CAP Strategic Objectives


MQATALK-Sept10/MQASTANDARDS-Std Edisi 1/2_bi.pdf



““Life presents us & the graduates as Life presents us & the graduates as ill definedill defined, complex, , complex,

unreliableunreliable, , andand contradictorycontradictory with difficult practical problemswith difficult practical problems

andand moral,moral, socialsocial, , andand personal choicespersonal choices. .

Richard J. Shavelson (2007). Assessing Student Learning Responsibly:

From History to a Bodacious Proposal1. Stanford University. CHANGE magazine.

http://www.changemag.org/Archives/Back%20Issues/January-February%202007/abstract-assessing-

responsibly.html. Accessed July 3rd, 2007.

Graduates need Graduates need the the capacity to capacity to identifyidentify and and define problemsdefine problems, ,

recognize reliable from unreliable informationrecognize reliable from unreliable information, , analyze this analyze this

informationinformation, and , and integrate it from diverse, often conflicting sources,integrate it from diverse, often conflicting sources,

making logical,making logical, concise argumentsconcise arguments for or against specific for or against specific

positions...positions...””


Generic PEOs-POs-DrJJ-FSG-30082010.pdf

http://www.changemag.org/Archives/Back Issues/January-February 2007/abstract-assessing-responsibly.html








Your task:Your task: Brainstorm and discuss characteristics of:

3rd class mentality human capital

2nd class mentality human capital

1st class mentality human capital

RuleRule: Everyone in the group MUST contribute

Ask the question, HOW will we KNOW the different classes HOW will we KNOW the different classes

when we observe or engage with an individual?when we observe or engage with an individual?

Which class would you rate yourself/group??Which class would you rate yourself/group??

Copyright DrJJ, ASERG, FSG, UiTM. March 2012 13 13



11stst class Mentality Human class Mentality Human

Capitals: Thinkers, visionary Capitals: Thinkers, visionary

leaders, intellectuals, leaders, intellectuals,

committed, confident, riskcommitted, confident, risk--

takerstakers

33rdrd class Mentality Human class Mentality Human

Capitals: Having Potential to Capitals: Having Potential to

change, Begin to think seriously, change, Begin to think seriously,

can accept challenges, begin to can accept challenges, begin to

reflect on one’s abilitiesreflect on one’s abilities


“The illiterate of the 21st century will not be those who can’t read or write

but rather those who can’t learn, unlearn & relearn”

Alvin Toffler


“If you stand for nothing you will fall for anythingIf you stand for nothing you will fall for anything‘

'Control your own destiny or someone else willControl your own destiny or someone else will'.

““EducationEducation either functions as either functions as an instrument which is an instrument which is

used to used to facilitatefacilitate integration of the younger generation into integration of the younger generation into

the logic of the present systemthe logic of the present system and and bring about conformity bring about conformity

OR itOR it becomes the practice of freedom, becomes the practice of freedom, the means by which the means by which

men and women men and women deal critically and creatively deal critically and creatively

with realitywith reality and and discover how to participate in discover how to participate in

the transformation of their worldthe transformation of their world..”” - Paulo Freire, Pedagogy

of the Oppressed

AND Making Meaning of their experiencesAND Making Meaning of their experiences


http://www.goodreads.com/author/show/41108.Paulo_Freire

http://www.goodreads.com/author/show/41108.Paulo_Freire

http://www.goodreads.com/work/quotes/915602

http://www.goodreads.com/work/quotes/915602


Lifecycle of the Monarch Butterfly.mp4


One of the most important goals of a university is to develop develop

individuals who have advanced literacy skills in individuals who have advanced literacy skills in

their disciplinetheir discipline: people who can participate effectively participate effectively

by critiquing information and ideasby critiquing information and ideas and by contributing with

rigour and creativity to new insights and knowledgerigour and creativity to new insights and knowledge,

who are selfself--aware as learnersaware as learners, and who are rhetorically rhetorically

versatile, confident communicators versatile, confident communicators able to adaptable to adapt and and

contributecontribute to the demands of employment and life to the demands of employment and life in a in a

changing society and wider worldchanging society and wider world.


“A university is an institution that provides experiences for intense

interaction between students & teachers” – Syed Naquib quoted by Deputy Minister

of HE at the opening of EDUCATE conference, Nikko Hotel, Oct 7th, 2010


18/02/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 18 Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.

Can explainCan explain: provide thorough, supported, and justifiable accounts

of phenomena, facts, and data.

Can interpretCan interpret: tell meaningful stories; offer apt translations; provide

a revealing historical or personal dimension to ideas and events;

make it personal or accessible through images, anecdotes,

analogies, and models.

Can applyCan apply: effectively use and adapt what we know in diverse

contexts.

Have perspectiveHave perspective: see and hear points of view through critical eyes

and ears; see the big picture.




Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs:

Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing.

Sternberg suggests Curriculum must develop the other 3 R’s.

•• Reasoning (analyze, criticize, solve, propose, develop)Reasoning (analyze, criticize, solve, propose, develop) • which include analytical, critical thinking, and problem solving skills

•• Resilience (persistence)Resilience (persistence) • which encompasses life skills such as flexibility, adaptability, and

self-reliance

•• ResponsibilityResponsibility • wisdom, i.e. “the application of intelligence, creativity, and

knowledge for a common goodfor a common good.”



VIDEOS/National Geographic Channel - IF. Live curious..flv


Learning isLearning is

what students know what students know (factual, conceptual, procedural & metacognitive (factual, conceptual, procedural & metacognitive

knowledge) knowledge) -- growth in the knowledge dimensions.growth in the knowledge dimensions.

what they can do with what they know what they can do with what they know (functional knowledge) (functional knowledge) ––

cognitive dimension process.cognitive dimension process.

AttitudesAttitudes –– making choices making choices –– how we respondhow we respond..

SkillsSkills--acting on choices with precision.acting on choices with precision.


“Learning should be relevant to the variety of graduates ‘roles included “Learning should be relevant to the variety of graduates ‘roles included

in their working, civic and personal life.” in their working, civic and personal life.” Transformational OBETransformational OBE

“It is an emphasis on what students It is an emphasis on what students can do with knowledge, rather than can do with knowledge, rather than

what units of knowledge they havewhat units of knowledge they have, that best describes the essence of , that best describes the essence of

21st century skills21st century skills.” – attaining learning outcomes

The 21The 21stst Century Century MUST HAVEMUST HAVE skills:skills:

Elena Silva in the Education Sector Report 2008


Copyright DrJJ, ASERG, FSG, UiTM. March 2012 21 2/18/2014


Cognitive Knowing, the HeadHead

The KNOWLEDGE from declarative to functioning

Intellectual Skills (FC) Reasoning Skills-Evidences

(3+1)H?


Affective Feeling, The HeartHeart The CARE, Emotions

The way to RESPONDRESPOND

Psychomotor Doing, The HandHand, Body

The SKILLS

Psychomotor Doing, The HandHand, Body

The SKILLS

MetaCognition The KNOWLEDGE of self, the way

We learn & think


Copyright DrJJ, ASERG, FSG, UiTM. March 2012 23 2/18/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 23

If you are, you breath.

If you breath, you talk.


If you understand, you If you understand, you knowknow..

If you know, you want to know more…If you know, you want to know more…

And if you want to know more, And if you want to know more, you are aliveyou are alive..

If you talk, you If you talk, you askask..

If you ask,If you ask, you you thinkthink..

If you think, you If you think, you searchsearch..

If you search, you If you search, you experienceexperience..

If you experience, you If you experience, you learnlearn..

If you find, you If you find, you doubtdoubt..

If you doubt, you If you doubt, you questionquestion..

If you question, you If you question, you understandunderstand..

If you learn, you growgrow.

If you grow, you wish.

If you wish, you findfind.

WISWIS--

DOMDOM



2/18/2014


Paulo Freire (1993): Chapter 2, PEDAGOGY OF THE OPPRESSED. New York: Continuum Books, 1993..

http://www2.webster.edu/~corbetre/philosophy/education/freire/freire-2.html . Accessed Oct 28th, 2013.

“KnowledgeKnowledge emerges only through

invention (learn, unlearn, construct, understand invention (learn, unlearn, construct, understand

concepts and its application)concepts and its application), and

rere--invention (reinvention (re--learn, relearn, re--configure, innovate, create)configure, innovate, create)

through the restless, impatient, continuingrestless, impatient, continuing,

hopeful inquiry human beings pursuehopeful inquiry human beings pursue

in the world, with the world, andin the world, with the world, and

with each otherwith each other.”.”



http://www2.webster.edu/~corbetre/philosophy/education/freire/freire-2.html




“...Many of our students are epistemological Dualists: They view the world They view the world

in rigid categories of blackwhite, rightin rigid categories of blackwhite, right--wrong, and goodwrong, and good--

bad, and their knowledge is passively received from bad, and their knowledge is passively received from

“Authorities.”“Authorities.” These students, and many othersThese students, and many others—— the the

MultiplistsMultiplists——don’t understand that don’t understand that knowledge is knowledge is

constructed by a very active, personal constructed by a very active, personal

making of meaningmaking of meaning. They don’t understand the role played by

evidence when they select from among competing hypotheses, opinions, and values.

In other words, they do not understand critical thinking they do not understand critical thinking

processesprocesses...”

Lion F. Gardiner. “Why We Must Change: The Research Evidence”. THE NEA HIGHER EDUCATION JOURNAL.

../MQA-JPA-OBEFSG Jan09/SIDC/ILQAMTALK-120310/PRINT/AS22xxxdip-LOKI-DRJJ-140320102-s4.pdf


“...All three of these important dimensions of cognition—using abstract using abstract

symbols, epistemology, and principled, ethical reasoningsymbols, epistemology, and principled, ethical reasoning

— as well as the ability to work cooperatively in teams with people as well as the ability to work cooperatively in teams with people

different from oneself, different from oneself, require for their development that students require for their development that students

be actively involved in learningbe actively involved in learning. It is unlikely that lectures It is unlikely that lectures

alonealone can bring about the profound cognitive can bring about the profound cognitive

reorganizations required, produce the interpersonal reorganizations required, produce the interpersonal

skills that must be developed, and foster the substantial skills that must be developed, and foster the substantial

changes in disposition toward learning and human changes in disposition toward learning and human

diversity required for these important changes to occurdiversity required for these important changes to occur...”

Lion F. Gardiner. “Why We Must Change: The Research Evidence”. THE NEA HIGHER

EDUCATION JOURNAL.

../MQA-JPA-OBEFSG Jan09/SIDC/ILQAMTALK-120310/PRINT/AS22xxxdip-LOKI-DRJJ-140320102-s4.pdf

28

2/18/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012


Paulo Freire (1993): Chapter 2, PEDAGOGY OF THE OPPRESSED. New York: Continuum Books, 1993..

http://www2.webster.edu/~corbetre/philosophy/education/freire/freire-2.html . Accessed Oct 28th, 2013.

The “banking conceptThe “banking concept,” as termed by Freire, is essentially an act that an act that

hinders the intellectualhinders the intellectual growthgrowth of students by turning them into, of students by turning them into,

figuratively speaking, comatose “receptors” and “collectors” of figuratively speaking, comatose “receptors” and “collectors” of

information that have no real connection to their livesinformation that have no real connection to their lives.

"Implicit in the banking concept is the assumption of a dichotomy between human

beings and the world: a person is merely in the world, not with the world a person is merely in the world, not with the world

or with others; the individual is a spectator, not reor with others; the individual is a spectator, not re--creatorcreator. …"

Education thus becomes an act of depositingEducation thus becomes an act of depositing, in which the students are in which the students are

the depositories and the teacher is the depositorthe depositories and the teacher is the depositor. Instead of communicating, the

teacher issues communiques and makes deposits which the students patiently the students patiently

receive, memorize, and repeatreceive, memorize, and repeat..”









The The ProblemProblem--Posing Approach (The Learning Paradigm)Posing Approach (The Learning Paradigm)????

Which approach of education have you/we and will you/we Which approach of education have you/we and will you/we

embrace, practice and assess?embrace, practice and assess?

Hope this talk will motivate you to Hope this talk will motivate you to reflect on your reflect on your L&T approaches L&T approaches

and how it links to the bigger picture in developing a holistic and how it links to the bigger picture in developing a holistic

individual who can further contribute to the country’s & the individual who can further contribute to the country’s & the ummahummah

Philosophical Approach to L&T Philosophical Approach to L&T & Assessment& Assessment

Do We Understand How Students Do We Understand How Students Learn & What & How to Learn & What & How to

Collect Evidences of Learning??Collect Evidences of Learning??

Do We Understand Why We Teach the Way We Do?Do We Understand Why We Teach the Way We Do?

Banking Approach (Instruction Paradigm)Banking Approach (Instruction Paradigm) oror

Are We Contented with the Way We Teach??Are We Contented with the Way We Teach??




1. Knowledge (K)

2. Practical Skills (S)

3. Thinking and scientific skills (K)

4.4. Communication skillsCommunication skills (A/S)

5. Social skills, teamworkteamwork and responsibility (A/S)

6. Values, ethics, moral and professionalism (A)

7. Information management and lifelong learning skills (S/A)

8. Managerial and entrepreneurial skills (S)

9.9. LeadershipLeadership skills (S/A)

MQF LOs DomainsMQF LOs Domains MOHE LOs, 2009MOHE LOs, 2009

i. Knowledge

ii. Practical skills

iii. Social skills and responsibilities

iv. Ethics, professionalism and

humanities

v.v. CommunicationCommunication, leadershipleadership and

team skillsteam skills

vi. Scientific methods, critical thinking

and problem solving skills

vii. Lifelong learning and information

management

viii. Entrepreneurship and managerial

skills




OutcomesOutcomes--BasedBased

Curriculum InterdisciplinaryCurriculum Interdisciplinary

ProjectProject--basedbased

ResearchResearch--drivendriven

Thematic & NOT textbookThematic & NOT textbook--driven driven

(textbook as a resource(textbook as a resource))

Connected to communityConnected to community

IncorporatesIncorporates

Bloom’s HOTSBloom’s HOTS

Multiple IntelligencesMultiple Intelligences

Learning PreferencesLearning Preferences

Technology & multimediaTechnology & multimedia

Multiple literacyMultiple literacy

Authentic Assessment (tasks)Authentic Assessment (tasks)

Students work independently & Students work independently &

interdependentlyinterdependently


Knowledge is Knowledge is

constructedconstructed through research through research

and application, and and application, and connected connected

to previous knowledge, personal to previous knowledge, personal

experienceexperience, interests, talents , interests, talents

and passions and passions

is NOT memorization of factsis NOT memorization of facts

Assessment isAssessment is

demonstration of understanding demonstration of understanding

through application in a variety through application in a variety

of contextsof contexts

NOT REGURGITATIONNOT REGURGITATION

By self, peer & facilitatorsBy self, peer & facilitators

By By multiplemultiple ATs to show ATs to show

achievement of CLOsachievement of CLOs

By using By using holistic rubricsholistic rubrics

MQATALK-Sept10/20th Century Classroom vs.pdf



"If a child can’t learn the way we teach, maybe we should "If a child can’t learn the way we teach, maybe we should teach the way they learn."teach the way they learn." Ignacio ‘Nacho’ Estrada


Enabling Outcome 1:Enabling Outcome 1:

ExplainExplain the basic principles and core fundamentals of OBEthe basic principles and core fundamentals of OBE

Reading MaterialReading Material: Killen, R. (2000). Outcomes: Killen, R. (2000). Outcomes--based based

education: Principles and possibilities. Unpublished education: Principles and possibilities. Unpublished

manuscript, University of Newcastle, Faculty of Educationmanuscript, University of Newcastle, Faculty of Education Google “Google “drjjdrjj killenkillen principles and possibilities”principles and possibilities”



ExplainExplain the basic principles and core fundamentals of the basic principles and core fundamentals of OBEOBE

TLA: Individual and Collaborative LearningTLA: Individual and Collaborative Learning

Individual Reading Task:Individual Reading Task:

Persons 1: Section 1, pp 1Persons 1: Section 1, pp 1-- pp 2pp 2

Persons 2: Section 2, pp2 (Persons 2: Section 2, pp2 (parapara 4) 4) –– pp 4pp 4

Persons 3: Section 3, pp 4 Persons 3: Section 3, pp 4 –– pp 6pp 6

Persons 4: Section 4 pp 6 Persons 4: Section 4 pp 6 –– pp 8pp 8

Persons 5: Section 5, pp 8 Persons 5: Section 5, pp 8 –– pp 10 ( end of pp 10 ( end of parapara 3)3)

Persons 6: Section 5, pp 10 (Persons 6: Section 5, pp 10 (parapara 4) 4) –– pp 12pp 12



ExplainExplain the basic principles and core fundamentals of the basic principles and core fundamentals of OBEOBE

TLA: Individual and TLA: Individual and

Collaborative LearningCollaborative Learning

1

2

3

4

5

6

Prepare

learning

materials

1

1

1

1

1

1

Prepare

learning

materials

2

2

2

2

2

2

BREAK

Use

learning

materials

to teach

others

1

2

3

4

5

6

Regroup

Take turn to

“teach”

Learning Material to

answer the question

“What is OBE?

Pro

du

ce

44 2/19/2014

Copyright DrJJ, ASERG, FSG, UiTM. March 2012


OutcomesOutcomes--Based EducationBased Education (OBE)

is a philosophyphilosophy, an approachapproach to

educationeducation based on products of

learning experiences

Integrates Constructively Aligned Constructively Aligned

TLAs, Assessment & Grading to the TLAs, Assessment & Grading to the

Finished Product, the Finished Product, the Learning Learning

OutcomesOutcomes

InvolvedInvolved Every Every

stakeholders of stakeholders of

higher educationhigher education

Prepares Prepares

graduates as graduates as

knowledgeable knowledgeable

& responsible & responsible

citizenscitizens


Traditional/Transitional OBETraditional/Transitional OBE emphasises student mastery of traditional emphasises student mastery of traditional

subjectsubject--related academic outcomes (usually with a strong focus on subjectrelated academic outcomes (usually with a strong focus on subject--

specific content) and some crossspecific content) and some cross--discipline outcomes (such as the ability to discipline outcomes (such as the ability to

solve problems or to work cosolve problems or to work co--operatively). operatively).

Transformational OBETransformational OBE emphasises longemphasises long--term, crossterm, cross--curricular outcomes that curricular outcomes that

are related directly to students’ future life roles (such as being a productive are related directly to students’ future life roles (such as being a productive

worker or a responsible citizen or a parent). “worker or a responsible citizen or a parent). “Outcomes are high quality, Outcomes are high quality,

culminating demonstrations of culminating demonstrations of significant learningsignificant learning in contextin context””

“Outcomes “Outcomes reflect the complexities of real lifereflect the complexities of real life and give prominence to the and give prominence to the

lifelife--roles that learners will face after they have finished their formal education” roles that learners will face after they have finished their formal education”

Spady (1994). Spady (1994).

Source: Killen, Roy (2005). Programming and assessment for quality teaching and

learning. Chapter 2. Thomson Social Science Press

Basic premises:Basic premises:

All students can learn and succeed, but not all in the same time or in the All students can learn and succeed, but not all in the same time or in the

same way.same way.

Successful learning promotes even more successful learning.Successful learning promotes even more successful learning.

Schools (and teachers) control the conditions that determine whether or Schools (and teachers) control the conditions that determine whether or

not students are successful at school learningnot students are successful at school learning

1.1. Clarity of Focus: Clarity of Focus: focus on helping learners to develop the knowledge, skills

and dispositions that will enable them, ultimately, to achieve significant

outcomes that have been clearly expressed.



Principles of OBE

2.2. Designing Backwards: Designing Backwards: all planning, teaching and assessment decisions

should be linked directly to the significant long term outcomes (desired significant long term outcomes (desired

end resultsend results) that students are ultimately to achieve



Principles of OBE

3.3. High Expectations for ALL learners: High Expectations for ALL learners: establish high, challenging standards

of performance in order to encourage students to engage deeply with the

issues about which they are learning

4.4. Expanded opportunity for ALL learners: Expanded opportunity for ALL learners: This principle is based on the

idea that not all learners can learn the same thing in the same way and in

the same time (Spady, 1994)


2/19/2014


“Student-Centred Learning represents both a mindseta mindset and a culturea culture

within a given higher education institution and is a learning approach a learning approach

which is broadly related to, and supported by, constructivist which is broadly related to, and supported by, constructivist

theories of learningtheories of learning. It is characterised by innovative methods characterised by innovative methods

of teachingof teaching which aim to promote learning in communication aim to promote learning in communication

with teachers and other learners and which take students with teachers and other learners and which take students

seriously as active participants in their own learningseriously as active participants in their own learning,

fostering transferable skills such as problemfostering transferable skills such as problem--solving, critical solving, critical

thinking and reflective thinkingthinking and reflective thinking.

Source: Student-Centred Learning: Toolkit for students, staff and higher education institutions

European International & The European Students Union. Brussels 2010. Accessed Jan 5th, 2012. http://www.esu-

online.org/resources/6068/Student-Centred-Learning-Toolkit/



http://www.esu-online.org/resources/6068/Student-Centred-Learning-Toolkit/











SummarizeSummarize the Outcomesthe Outcomes--Based Curriculum Design.Based Curriculum Design.


The OutcomesThe Outcomes--Based approach to course design is intended to Based approach to course design is intended to make the make the

expectations of the designer/educator more expectations of the designer/educator more

transparent to both the student and any transparent to both the student and any

regulatory or accrediting bodyregulatory or accrediting body (KPT, MQA, EAC)(KPT, MQA, EAC). .


Unlike the traditional modelUnlike the traditional model of course design in higher educationof course design in higher education

((focus on coveragefocus on coverage), ), where the lecturer would decide what to include on where the lecturer would decide what to include on

a syllabus, based on his or her own judgement of what was important for a syllabus, based on his or her own judgement of what was important for

students to know; or on personal research or other interests;students to know; or on personal research or other interests;

the outcomesthe outcomes--based approachbased approach starts with a specification of what the starts with a specification of what the

student will be expected to achieve student will be expected to achieve (significant learning)(significant learning) by by

the end of the program/course/unitthe end of the program/course/unit/lesson/lesson

../ACCOUNTANCY/PRINT/LOs-PC-Assessment.pdf









"Learning outcomes represent

culminating demonstrations of learning and achievementculminating demonstrations of learning and achievement.

They are not simply a listing ofnot simply a listing of discrete skills, nor

broad statements of knowledge and comprehension.

They describe performances that demonstrate that They describe performances that demonstrate that

significant learning has been verified and achieved by significant learning has been verified and achieved by

graduates of the programgraduates of the program."

A description of the Competency for the KSA attainment

appropriate of university graduates.

LOs: Describe

events on a bus

LOs: Imitate the hop,

jump and leap

UiTM-Philosophy.pdf







MISC 2013/UniMy CYBERJAYA/The Wheels on the Bus - Mother Goose Club Nursery Rhymes.mp4

MISC 2013/UniMy CYBERJAYA/The Bunny Hop - Mother Goose Club Nursery Rhymes.mp4




MQATALK-Sept10/Generic%20PEOs-POs-DrJJ-FSG-30082010.pdf


Generic%20PEOs-POs-DrJJ-FSG-30082010.pdf

UiTM-Philosophy.pdf










Lifecycle%20of%20the%20Monarch%20Butterfly.mp4



A programme’s stated A programme’s stated aimsaims, objectives and , objectives and learning outcomeslearning outcomes reflect what it reflect what it

wants the learner to achieve. It is crucial for these aims, objectives and learning wants the learner to achieve. It is crucial for these aims, objectives and learning

outcomes to be outcomes to be expressed explicitly and be made known to learners and other expressed explicitly and be made known to learners and other

stakeholders alikestakeholders alike..

Benchmarked Standard (pp 25)Benchmarked Standard (pp 25) • The programme objectives must reflect the key elements of the outcomes of programme objectives must reflect the key elements of the outcomes of

higher education that are in line with national and global developmentshigher education that are in line with national and global developments.

• The programme aims, objectives and learning outcomes mustmust be developed in

consultation with principal stakeholders which should include the academic staff.

• The programme aims, objectives and learning outcomes mustmust be consistent with,

and supportive of, the HEP’s vision and mission.

Programme AimsProgramme Aims Programme aim/s is an overarching statement on the purpose, philosophy and an overarching statement on the purpose, philosophy and

rationale in offering the programmerationale in offering the programme.

EAC ABET WA COPPA



UMP-Nov2-2010/eacmanual2006.pdf

abet-eac-criteria-2011-2012.pdf

UMP-Nov2-2010/WashingtonAccordAttributes.pdf

DRJJ-COPPA.pdf



Consistently be a prepre--eminent centre of academic excellence eminent centre of academic excellence

in teaching and learningin teaching and learning in the field of management

VisionVision: Become an Eminent Management Universityan Eminent Management University

Source: http://www.uum.org.my/en/vision-and-mission

Note: The bullets were extracted by Dr JJ from UUM official mission statement

Consistently be a prepre--eminent centre of academic excellence in eminent centre of academic excellence in

research, consultancy, and publicationresearch, consultancy, and publication in the field of management,

Mission Statement:

Consistently bring forth highly competent human capital that is bring forth highly competent human capital that is

commited to serving in the development of the nation and all commited to serving in the development of the nation and all

humanityhumanity.


http://www.uum.org.my/en/vision-and-mission







Vision : " Integrating Naqli (revealed) and Aqli (human) knowledge to

transform and create value for country, ummah and humanity“

MissionMission: Committed to be an advanced knowledge institution based

on Islamic Studies, and to spearhead new knowledge using cutting

edge technologies to produce innovations, which can transform the

country, the ummah and humanity.





Vision To be an internationally renowned institution of higher learning in research, innovation, publication and teaching. Mission To advance knowledge and learning through quality research and education for the nation and for humanity. Value Integrity, Professionalism, Respect, Mertocracy, Academic Freedom, Teamwork, Open-mindedness, Creativity, Accountabily, Social Responsibility





Vision

To become an exemplary university of internationally acknowledged stature

and a scholarly institution of choice for both students and academics through

the pursuit of excellence in teaching, research and scholarship

Mission

To generate, disseminate and apply knowledge strategically and innovatively

to enhance the quality of the nation's culture and prosperity of its people.





Vision

To become a university of international repute

Mission

To make meaningful contributions towards wealth creation, nation building

and universal human advancement through the exploration and dissemination

of knowledge.





Vision

To establish UiTM as a premier universitypremier university of outstanding scholarship and academic

excellence capable of providing leadership to Bumiputeras’s dynamic involvement in all

professional fields of world-class standards in order to produce globally competitive graduates of

sound ethical standing.

Mission

To enhance the knowledge and expertise of Bumiputeras in all fields of studyenhance the knowledge and expertise of Bumiputeras in all fields of study through

professional programmes, research work and community service based on moral values and

professional ethics.





EAC ABET WA COPPA

The IT Baccalaureate programIT Baccalaureate program aims to

support Malaysia’s aspirations of becoming an

industrialized nation by producing globally

recognized ITIT graduates with unwavering

commitment and professionalism while critically

and creatively provide solutions that are

relevant to societal and Malaysia’s economic

growth.











DRJJ-COPPA.pdf



EAC ABET WA COPPA

Universiti Teknologi MARA’s DiplomaDiploma/

Baccalaureate Music programBaccalaureate Music program aims to support

Malaysia’s aspirations of becoming an

industrialized nation by nurturing world-class

bumiputra music professionals with unwavering

integrity and commitment in critically and

creatively providing ethical and responsible

solutions that are relevant to 1Malaysia’s societal

and economic growth.











DRJJ-COPPA.pdf



Bloom

LOKI Guide Taxonomies of

Learning


Blooms-levels-of-thinking.pdf

A Brief Guide to LOKI-DRJJ 280109.pdf

DrJJ-Taxonomy-OutcomeIndicators-30092011-.pdf

Generic-PEOs-POs-DrJJ-FSG-26062011.pdf



ABET’s definition of PEOsABET’s definition of PEOs:

The program must have publishedpublished Program Educational Objectives that are

consistent with the mission of the institution, the needs of the consistent with the mission of the institution, the needs of the

program’s various constituencies, and these criteriaprogram’s various constituencies, and these criteria.

There must be a documented and effective process, involving program documented and effective process, involving program

constituencies, for the periodic review and revision of these program constituencies, for the periodic review and revision of these program

educational objectiveseducational objectives.

EAC’s definitionEAC’s definition

Programme Objectives are specific goals consistent with the mission specific goals consistent with the mission

and vision of the IHL, that are responsive to the expressed interest of and vision of the IHL, that are responsive to the expressed interest of

programme stakeholders, programme stakeholders, describing the expected achievements of describing the expected achievements of

graduates in their career and professional life few years after graduates in their career and professional life few years after

graduationgraduation.

EAC ABET WA COPPA






DRJJ-COPPA.pdf



EAC ABET WA

specific goals consistent with & supportive of the mission and vision specific goals consistent with & supportive of the mission and vision

of the IHLof the IHL

reflect the key elements of higher education (reflect the key elements of higher education (knowledge, skills & knowledge, skills &

responsesresponses))

in line with the national & global developments (contains the 9 MOHE contains the 9 MOHE

LO domains or 8 MQF LO domains)LO domains or 8 MQF LO domains)

responsive to the expressed interest of programme stakeholders and responsive to the expressed interest of programme stakeholders and

describing the expected achievements or milestone of graduates in describing the expected achievements or milestone of graduates in

their career and professional life few years after graduationtheir career and professional life few years after graduation

employability attributes and selling points of your programemployability attributes and selling points of your program. The

sentences begin with: (Within) Within a few years upon successful

completion the program, our graduates (are) will be….

COPPA





DRJJ-COPPA.pdf




Generic Program Educational Objectives (PEOs are employability attributes and selling

points of your program) for FSG Pre Diploma Programs. The sentences begin with

Within few years upon successfully completing the program, our graduates (are) will be:

1. Bumiputra higher education students who deepens their knowledge and understanding of

science concepts, laws, principles and laboratory experiences in their field of study.

2. Bumiputra higher education students who collaborate in teams and enhance leadership roles

in learning by utilizing proficient verbal and writing abilities to solve problems in their field of

study.

3. Bumiputra higher education students who enhance their self-learning abilities and their

proficiency of using the internet and information communication technology to explore new

ways of learning in their field of study.

4. Bumiputra higher education students who demonstrate academic integrity and moral values

in completing their academic and college learning tasks.

Task

TCM Health EAC ABET WA Eng Tech MQA-Std-Business



MQASTANDARDS-Std%20Edisi%201/Bioteknologi-DRJJ.pdf

MQASTANDARDS-Std%20Edisi%201/Law%20and%20Syariah_201006-DRJJ.pdf

MQASTANDARDS-Std%20Edisi%201/Traditional%20and%20Complementary%20Medicine-DRJJ.pdf

MQASTANDARDS-Std%20Edisi%201/Medical%20and%20Health%20Sciences-DRJJ.pdf




DrJJ-MQF-ProgStd-Eng-EngTech.pdf

MQA-ProgSTD-Business-Edition2005.pdf




Generic Program Educational Objectives (PEOs are employability attributes and selling

points of your program) for FSG Diploma Programs. The sentences begin with

Within few years upon successfully completing the program, our graduates (are) will be:

1. semiprofessionals in applied sciences who analyze and apply the knowledge,

understanding and laboratory experiences to provide quality products and services to

the government agencies and science-related industries.

2. semiprofessionals in applied sciences who lead and engage in teams in problem

solving tasks across disciplines through effective communicative abilities

3. semiprofessionals in applied sciences who continue to advance their knowledge and

abilities by utilizing ICT to explore business opportunities in the science-related

industry

4. semiprofessionals in applied sciences who demonstrate ethical and professional

values in providing services to the recipients and provider of the science-related

industry.

Task
















Program Educational Objectives (PEOs are employability attributes and selling points of

your program) for UniMY Foundation Program.

1. Students have strong knowledge in the field of electronics, computing and

information technologies

2. Attain knowledge of contemporary issues in technology through research and life-

long learning activities.

3. Ability to function as an effective team player with the capability to lead and

appreciate team work and leadership qualities.

4. Appreciate and uphold professional attitudes and ethics necessary in fulfilling their

responsibilities towards the Almighty, clients and the society.

Task
















What should graduating students know & be able to do What should graduating students know & be able to do

upon successful completion of the program?upon successful completion of the program?

Will these be enough to support attainment of the Will these be enough to support attainment of the

Program Educational Objectives?Program Educational Objectives?



19/02/201

4 Copyright DrJJ, ASERG, FSG, UiTM. March 2011 72


MQF



19/02/201


MQF Framework for Diploma levelMQF Framework for Diploma level--Outcomes: Median C3,P4, A3Outcomes: Median C3,P4, A3 http://drjj.uitm.edu.my

MQF


19/02/201


MQF MQF –– Bachelors degree (Hons.) Bachelors degree (Hons.) –– Median C4, P4, A3Median C4, P4, A3 http://drjj.uitm.edu.my

MQF




PLOs are what graduates will know and be able to do (upon successfully completing the

program) to support attainment of PEOs. It is the minimum, practical & attainable

competency level. The sentences begin with

1. Demonstrate knowledge and understanding of music (for example: music

performance, historical studies, cultural studies, musicianship and music theories)

and …….

2. Apply knowledge and understanding of ….. (music performance, historical studies,

cultural studies, musicianship and music theories).

3. Display music competency skills including the use of music notation in reading,

performing, composing, analyzing, and hearing music.;

4. Critically analyze musical performance, musical composition and formulate solutions

to music-related well-defined (vaguely-defined; broadly-defined) problems;


Upon successfully completing the program, our bumiputra graduates will be able:

Example of the first 3/4 Music LOs. Standards will follow the MQF certification level

(refer to the MQF generic LOs for diploma or degree). The rest can be adopted from

other sources (generic attributes) or from MQF.



AS22xxxdip-LOKI-DRJJ-140320102-s4.pdf













Generic Program Learning Outcomes (PLOs are what graduates will know and be able to

do to attain PEOs) for FSG Pre-Diploma Programs. The sentences begin with

Upon successfully completing the program, our bumiputra graduates will be able to:


MQF LOs

Degree

1.Construct and acquire introductory and intermediate knowledge of science and

mathematics at the Diploma level.

2.Plan and safely conduct simple scientific investigations, organize and transform raw data

into tables and graphs and propose appropriate mathematical models from the evidence

of the investigations.

3.Identify, classify and make clear the outcomes and procedures to solve ill-defined

problems found in an introductory undergraduate science-related textbook.

4.Communicate their ideas and arguments proficiently both verbally and in writing.

5.Demonstrate collaboration with team members across gender and ethnic background

while performing and completing academic tasks.

6.Practice honesty and integrity in performing and completing their academic tasks.

7.Demonstrate abilities to be independent in completing their academic tasks.

8.Explore new and efficient strategies to become deep-learners.

9.Demonstrate leadership abilities in completing a team-related academic tasks
















Generic Program Learning OutcomesGeneric Program Learning Outcomes (PLOs are what graduates will know and be able to

do to attain PEOs) for FSG Diploma ProgramsFSG Diploma Programs. The sentences begin with Upon successful completion of the program, our bumiputra graduates will be able to:

1. Apply knowledge and understanding of science and mathematics (& engineering).

2. Safely prepare samples and operate a range of machineries and laboratory equipments.

3. Plan, conduct and conclude scientific investigations in their field of study.

4. Apply the scientific reasoning in proposing solutions for authentic problems in their

field of study.

5. Verbally communicate scientific ideas with semiprofessionals and non-experts.

6. Articulate scientific investigations in written form with semiprofessionals and non-

experts.

7. Effectively engage in a multidisciplinary team.

8. Demonstrate values, ethics, morality and professionalism in their semiprofessional

pursuit.

9. Manage information and engage in life-long learning.

10.Apply managerial and entrepreneurial skills.

11.Demonstrate leadership skills.


MQF LOs

Diploma
















MQF-SciStd MQF



mqf-standasrds4science.pdf

DRJJ-MQF.pdf



MQF-SciStd

MQF

Malaysia’s Aspirations

MQF/MOHE LO Domains

HEP’s Vision & Mission

PEO1 PEO2 PEO3 PEO4

LO5 LO4 LO6 LO9 LO7 LO8 LO2 LO1 LO3

CLO2 CLO1 CLO3 CLO3 CLO1 CLO2 CLO2 CLO1 CLO3 CLO3 CLO1 CLO2

Program Aims

11--Knowledge & 2Knowledge & 2--SkillsSkills 66--Ethics &Ethics &

ProfessionalismProfessionalism

33--Reasoning, 4Reasoning, 4--Communication,Communication,

55--Teamwork, 9Teamwork, 9--LeadershipLeadership

77--Lifelong Learning,Lifelong Learning,

Management &Management &

88--EntrepreneushipEntrepreneuship

Course1 Course3 Course2 Course4



DRJJ-MQF.pdf



MQF-SciStd MQF




DRJJ-MQF.pdf



MQF-SciStd MQF 3 MOHE LOs addressed by each course


DrJJ-LOKI-HSxxxtest-FKM-01072011.xls

LOKI-DrJJ-blank-13012011.xls



CurrMapExample-ASxxxdip-DRJJ-17042011.pdf


DRJJ-MQF.pdf

UMPFKMLOKI-03072011.pdf



MQF-SciStd MQF

3 MOHE LOs addressed by each course





DRJJ-MQF.pdf





MQF-SciStd MQF





DRJJ-MQF.pdf




How do we How do we rise above challengesrise above challenges, announce “here I am”, announce “here I am”

To To see hopesee hope where others see nonewhere others see none..

To find our own way, to To find our own way, to step into the unknownstep into the unknown..

To discover new wonders and new horizon. To discover new wonders and new horizon. To To never say i can’tnever say i can’t..

To To be the one that makes a differencebe the one that makes a difference.. The one who dares to dreamThe one who dares to dream

How do we surpass our limitsHow do we surpass our limits. . To find the strength we never knew we hadTo find the strength we never knew we had

To keep learning and keep growingTo keep learning and keep growing. . With no fear of failureWith no fear of failure

To To reach out to othersreach out to others, , no matter who they areno matter who they are

To To stand tall and stand firm for what we believe instand tall and stand firm for what we believe in

To To keep tryingkeep trying, to , to color the lives of otherscolor the lives of others

F:/VIDEOS-SCIENCE/Astro Go Beyond TVC.mov.mp4

F:/VIDEOS-SCIENCE/Astro Go Beyond TVC.mov.mp4

Copyright DrJJ, ASERG, FSG, UiTM. March 2012 89 2/18/2014


Born & Raised in the state of Hang JEBATJEBAT…

Early education at St. David’s, Science Malacca (MOZAC-’78) & SDAR (Seremban-’79)

B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) – Kansas St. Univ.

Teaching Certificate (1986) – MPTI, Johor Bahru

Served ITM – Jan 1987

PhD Physics Education (1991-1994) - Kansas St. Univ.

Physics & Education expert (Recipient of UiTM’s 2010 T&L Academic Award)

Practiced OBE & Active Learning on my own since 1997.

OBE, OBTL workshop speaker, facilitator & consultant at national level

Vice-Chair Asian Physics Education Network (ASPEN), UNESCO

Chair for ASPEN, Malaysia.

Nominated for Innovative Teaching & Learning National & International

Active Member, Science Educ. Committee, Academy Science Malaysia since 2005.

Keynote, Plenary and Invited Speaker in Conferences Nationally & Internationally

MQA Expert Panel on Assessment of Students (2011-present)

DrJJ, Zollman, Law, TS Zul




““When I really understand something, When I really understand something,

it is as if I had discovered it myself “it is as if I had discovered it myself “

JJourneyourney towards

EEnrichmentnrichment and

BBalancealance utilizing

AArts and Sciencesrts and Sciences of

TTeaching & Learningeaching & Learning

Richard Feynman, Physicist & Nobel laureate

in 1965 (Quantum Electrodynamics)

JJourney ourney towards EEnrichment & nrichment & BBalance alance utilizingutilizing

AArts rts & & sciences sciences of of TTeaching eaching & & LearningLearning

Dr JJ’s Teaching PhilosophyDr JJ’s Teaching Philosophy

Howard

Gardner

JJourneyourney towards

EEnrichmentnrichment and

BBalancealance utilizing

AArts and Sciencesrts and Sciences in

TTeaching & Learningeaching & Learning TSWZ,

DIB, me

Copyright DrJJ, ASERG, FSG, UiTM. March 2012 94 2/18/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2012 94 94



2/19/2014



Level 1Level 1:

Recall or

recognition of

fact,

information or

concept

Level2Level2:

Basic application of

skill/concept: Use

info, conceptual

knowledge, follow

procedures

Level 3Level 3:

Strategic

thinking/reasoning:

Develop plan to solve probs;

require justification &

decision-making

Level 4Level 4:

Extended Thinking

Solving authentic real-

world problem requiring

time & research,

patience, perseverance..

Webb’s DOKWebb’s DOK

Create

Evaluate

Analyze

Apply

Understand

Remember

Revised Bloom’s TaxonomyRevised Bloom’s Taxonomy

Source for the revised

Bloom Taxonomy: A

Taxonomy for Learning,

Teaching and Assessing: A

Revision of Bloom’s

Taxonomy of Educational

Objectives, 2001.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s TaxonomyBloom’s Taxonomy

Higher

order

Lower

order

Biggs SOLO TaxonomyBiggs SOLO Taxonomy

D:/drjj/Documents and Settings/DRJJ/MQA-JPA-OBEFSG Jan09/ACCOUNTANCY/PRINT/LOs-PC-Assessment.pdf


D:/drjj/Documents and Settings/DRJJ/MQA-JPA-OBEFSG Jan09/SIDC/ILQAMTALK-120310/DRJJ-NHEAP-Bloom-activities-LO--SOLO-130310.pdf

D:/drjj/Documents and Settings/DRJJ/MQA-JPA-OBEFSG Jan09/ILQAMTALK-120310/PRINT/DRJJ-NHEAP-Bloom-activities-LO--SOLO-130310.pdf


http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/


Use

this list

for

Your

CLO &

LLO

2/19/2014



Set

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Perception

Simpson’s TaxonomySimpson’s Taxonomy--SkillsSkills

Higher

order

Lower

order

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL

MOVEMENT, COORDINATION & USE OF THE

MOTOR SKILL AREAS

LO2, LO4, LO5, LO7,LO8, LO9LO2, LO4, LO5, LO7,LO8, LO9

Krathwohl’s TaxonomyKrathwohl’s Taxonomy--

AffectiveAffective Internalizing

Organisation

Valuing

Responding

Receiving

Higher

order

Lower

order

AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL

WITH THINGS EMOTIONALLY (e.g. FEELINGS,

INTERESTS, ATTITUDES, APPRECIATION,

ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT

RESULT FROM INSTRUCTION): LO4,LO5,LO6,LO9LO4,LO5,LO6,LO9



2/19/2014



Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Level 1Level 1:

Recall or

recognition of

fact,

information or

concept

Level2Level2:

Basic application of

skill/concept: Use

info, conceptual

knowledge, follow

procedures

Level 3Level 3:

Strategic

thinking/reasoning:

Develop plan to solve probs;

require justification &

decision-making

Level 4Level 4:

Extended Thinking

Solving authentic real-

world problem requiring

time & research,

patience, perseverance..

Webb’s DOKWebb’s DOK

Bloom’s TaxonomyBloom’s Taxonomy

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Set

Perception

Krathwol’s TaxonomyKrathwol’s Taxonomy Simpson’s TaxonomySimpson’s Taxonomy

Internalizing

Organisation

Valuing

Responding

Receiving



2/19/2014 Copyright DrJJ, ASERG, FSG, UiTM. March 2011

100





Source: Biggs &

Tang (2007).

“Teaching

for Quality

Learning at

University”.

Third

Edition.

McGraw Hill

Companies.


USIM-OBE Overview (ppt-pdf)

Documents

Transcript of USIM-OBE Overview (ppt-pdf)