Documente Academic
Documente Profesional
Documente Cultură
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Engineering
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Changing Realities in Engineering
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Problem :Nurturing Quality in Education
Assessment
Delivery
Design
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Quality Assurance Basis: (1)
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Executive Order No. 83
INPUTS OUTPUTS
Industry needs Qualification Levels
Basic Education
Technical and
Vocational Education
Higher Education
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THE PHL QUALIFICATIONS FRAMEWORK
LEVEL BASIC TECHNICAL HIGHER EDUCATION
EDUCATION EDUCATION AND
DOCTORAL AND
L8 SKILLS DEVELOPMENT
POST DOCTORAL
L7 POST BACCALAUREATE
L6 BACCALAUREATE
BACCALAUREATE
L5 DIPLOMA
L4 NC IV
NC IV
L3 NC III
L2 GRADE 12 NC II
L1 GRADE 10 NC I
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Quality Assurance Basis: (2)
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Quality Assurance Basis: (3)
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OBE at GLANCE
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Background: OBE
• OBE has its origin in the USA in the 1980s
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Academic Quality Assurance
outcomes ?
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In the beginning ……
Criticism of TCL
– Effective for „good‟ students only.
– Not suited for non-auditory students.
– Environment is threatening/competitive
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Paradigm Shift
• From Teacher-centered (TCL)
to Student-centered (SCL).
• What is SCL?
1. Student constructs the knowledge
2. Student is actively involved
3. Cooperative / supportive environment
• Outcomes
- SCL necessitates a focus on outcomes
- what can students do?
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Outcome-Based Education
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Outcome-Based Education
The focus is on …
what students can actually do
after they are taught.
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What are Learning Outcomes (LO)
• Statements that specify what learners know or are able to do
as a result of a learning activity.
• For example:
– “The student is able to perform the Gangnam style dance.”
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Learning outcomes is first
• All 4 issues are focused on learning outcomes
Learning
Outcomes
Learning Outcomes
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Why OBE?
• Paradigm shift towards SCL
• Accreditation requirements
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OBE PLANNING & STRATEGIES
PDCA Cycle
OBE PHILOSOPHY
DO
PLAN LEARNING
DESIGN OUTCOMES
ACTION CHECK
ASSESSMENT
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Outcome-based Education
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Outcome-based Education
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Outcome-based Education
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Outcome-based Education
1. Clarity of focus
2. Mapping back
3. Student-centered •Evaluate the assessment
4. CQI results.
• Act upon the findings to
improve.
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OBE – 4 key issues
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So, to the first issue of OBE
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What does it mean for HEIs?
Programmes
Practicals
A Model Hierarchy of Outcomes
VMGO of HEI/Faculty/Stakeholders/APO/Employers
Interrelated and
Outcomes
Short-term
OutcomesIntended Learning Outcomes (ILO) of Subjects
PT Manual
VMGO of HEI/Faculty/Stakeholders/APO/Employers
Programme
Educational Objectives
– PEO are broad goals
describing expected
Programme Educational Objectives (PEO)
achievements of
graduates in their career
and professional life after
graduation (3 – 5 years
Student Outcomes (SO) after graduation).
PTC Manual
Student Outcomes -
Intended Learning OutcomesStatements
(ILO) of that
Subjects
describe
what students are
expected to know, think,
Weekly /Topic Outcomes and able to do by the 33
time of graduation.
PEO
• Example:
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Student Outcome level
• What outcomes should the students have upon
completion of the programme (ECE, EE, ME, etc.)?
Student Outcomes
(upon graduation)
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The 12 Student Outcomes as prescribed
by the PTC criteria.(1)
These are:
a) ability to apply knowledge of mathematics and science to solve
engineering problems
b) ability to design and conduct experiments, as well as to analyze and
interpret data
c) ability to design a system, component, or process to meet the
desired needs within realistic constraints such as economic,
environmental, social, political, ethical, health and safety,
manufacturability, and sustainability, in accordance to standards
d) ability to function on multidisciplinary teams
e) ability to identify, formulate, and solve engineering problems
f) understanding of professional and ethical responsibility
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The 12 Student Outcomes* as
prescribed by the PTC criteria. (2)
g) ability to communicate effectively
h) broad education necessary to understand the impact of engineering
solutions in a global, economic, environmental, and societal context
i) recognition of the need for, and an ability to engage in life-long
learning
j) knowledge of contemporary issues
k) ability to use techniques, skills, and modern engineering tools
necessary for engineering practice
l) knowledge and understanding of engineering and management
principles as a member and leader in a team, to manage projects
and in multidisciplinary environments.
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What’s next?
• Course level
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Course Outcomes (CO)
• 3 – 5 per course
• Must be measureable!!
• Level must be specified
• The outcome can be assessed
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Course Document (syllabus)
• Very important document for OBE
• Contains:
– Course topics
– Course objectives
– Course outcomes - Intended Learning Outcomes (ILO)
– Delivery methods
– Assessment methods
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Intended Learning Outcomes
(ILO)
Students can
DO WHAT
(how)
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Good or Poor ILO
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Criteria for good ILO
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Bloom Taxonomy (Cognitive)
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Bloom’s Taxonomy
Level Meaning Action Verbs / Behaviour
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Bloom‟s Taxonomy (cont‟d)
Level Meaning Action Verbs / Behaviour
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How does the LO help teachers?
• Plan the content of teaching.
• Select appropriate
teaching/learning methods.
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How it helps students…
– Feedback mechanism
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What’s next? Topic level
• Lesson / Topic outcomes
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Putting it together
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a) CMO b) External Stakeholders needs c) Professional Bodies
d) Faculty Expertise e) Vision & Missions
Student Outcomes
(upon graduation) How to create CO?
Outcome-based
Student
Assessments
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Delivery
• Delivery is crucial
– Our teaching has big impact on student learning
• Student-centered learning
– Active-learning methods
– Rapport with students
• Group work
– Pair-wise
– Corporative / Collaborative / Jigsaw
– Video presentation (role playing)
• Experiential Learning
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Now, to issue #3
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Assessment
Learning outcomes,
not topics !!!
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Assessment
• Feedback is crucial
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What about?
b) Lecturer evaluation
2. Direct measurements
a) Using numbers
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Pause and Assess
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Now, to the final issue
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Evaluating
What is it we are evaluating?
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PDCA cycle
Implement it
1. Plan 2. Do
4. Act 3. Check
For
improvement Assess &
Evaluate
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Evaluation & CQI (Check / Act)
Are we
achieving Gather the
evidence –
the assessment
outcomes? results
Take corrective
actions to
improve Analyze/Interpret the
results
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Evaluation & CQI
1. Analysis of results
• Looking for patterns/anomalies in results
• Why CO achieved / not achieved
2. Determine causes
• What caused those patterns / anomalies
• Assessment
– assessment methods?
– assessment content?
• Delivery
– Delivery methods
• Other causes?
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Putting OBE Together
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Relationships between subject LO’s, Course LO’s PO’s and compliance to the
stakeholders
Professional
STAKEHOLDERS,
Institutional
CONSTITUENTS
Quality
CUSTOMERS,
Bodies eg Industries
Assurance requirements
/APO, IIEE PTC eq
Graduate Parents
Attributes
….. etc
EDUCATIONAL
PRORGRAME
OBJECTIVES
Programme Specs
OUTCOMES
STUDENT
Subject
SUBJECT
Course Outlines
Entry/Exit Survey
Customer survey Exams, projects,
Learning Style Survey graduate survey
External advisor quizzes,test etc Check
Academic auditing Peer evaluations Info from professional
Visiting Profs Observations bodies
External examiner report Learning Portfolios
Approach
Actions
E-Learning
Stage
Course
Program Plan
Setting SO’s Outlines
E-Learning
Specification
Mapping Template Weekly
Documented
Manuals course notes
HEI Graduate Attributes
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•Provisional Members –Pakistan, Bangladesh, Philippines, China,
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PTC Framework for QA
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And Finally…
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The End
Thank you
for your patience …
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