Outcome-Based Education

(OBE)
Overview
Mohamed Nadzri Mohd Yusoff (Hj.)

CURRICULUM VITAE
Mohamed Nadzri bin Mohd . Yusoff (Hj.)
MSc.Medical Imaging Science (Aus)

Address
Telephone No.
Email

:
:
:

Lot.6471-B, Jalan Teratai, Kg.Paya Jaras Hilir, 47000 Sg Buloh, Selangor D. E

012 4558130 (HP)
nadzy65uitm@salam.uitm.edu.my
nadzy65uitm@puncakalam.uitm.edu.my

Website

https://sites.google.com/site/nadzy65/obe-learning -outcome
https://sites.google.com/site/nadzy65/module-1
https://sites.google.com/site/nadzy65/module-2

Current
Employer

Universiti Teknologi MARA (UiTM), Fakulti Sains Kesihatan , UiTM Kampus Puncak Alam

Senior Lecturer (UiTM),

PSMB Certified Trainer
MQA Training Centre Trainer
MQA Panel of Assessor

Presentation Outcomes
At the end of the presentation, the participants will be able to:
Explain the concept, philosophy, principles and applications
of OBE
Explain why MOE advocates OBE as the basis for higher
education in Malaysia
Explain the relevancy of OBE in Malaysian higher education
and its relation to existing governments policies and
regulations

Why OBE?
About 44,000 graduates are without jobs as they
have nothing outstanding to offer to the job
markets although they possess degrees and
diplomas.
Professor Emeritus Datuk Dr Khoo Kay Kim of
Univ. Malaya said this was one problem which
must be looked into.
He said this had been mainly caused by students
memorising facts without knowing how to apply
them in a particular situation.
As a result, most of them cant even do simple
things or solve simple problems. Another factor is
their laid-back attitude. This is one
phenomenon that is evident today
NST August 20, 2002

The number of unemployed graduates is quite

worrying. Some 53,000 graduates are unemployed
after six months of graduating, Prime Minister
Datuk Seri Najib Razak revealed in his budget
speech as he outlined measures to address the
problem.
Are our colleges and universities churning out too
many graduates beyond what the industry can
cope with or are they focusing too much on
courses that are no longer relevant to industry
needs?

(New Straits Time, 22/10/2014)

NST August 20, 2003

Metro March 7, 2000

Employers rate the importance of candidate

qualities/skills

Communication (verbal & written)

Honesty/Integrity
Teamwork skills
Interpersonal skills
Strong work ethics
Motivation & initiative
Flexibility/adaptability
Analytical skills
Computer skills
Organisational skills
Detail oriented
Leadership skills
Self confidence
Friendly/outgoing personality
Well mannered / polite
Tactfulness
GPA (3.0 or better)
Creativity
Sense of humour
Entrepreneurial skills/risk taker

National Association of Colleges and Employers/

4.69
4.59
4.54
4.50
4.46
4.42
4.41
4.36
4.21
4.05
4.00
3.97
3.95
3.85
3.82
3.75
3.68
3.59
3.25
3.23
Nace Research, Job Outlokk, 2005

Why OBE? OBE in PSPTN

Why OBE? OBE in Act 679

Why OBE? OBE in Act 679

Why OBE? OBE in MQF

What is OBE?
Outcome based does not mean curriculum based
with outcomes sprinkled on top. It is a
transformational way of doing business in
education. (William Spady, 1993)
OBE is an approach to education in which decisions
about the curriculum are driven by the learning
outcomes that students should display at the end of
the course.
These decisions include curriculum content,
educational strategies, student selection and
assessment.

What is OBE?
OBE is education based on producing
particular educational outcomes that:
focuses on what students can actually
do after they are taught;
expect all learners/students to
successfully achieve particular
(sometimes minimum) level of
knowledge and abilities.

What is OBE?
Education that is outcome-based, is a
learner centered, results oriented system
founded on the belief that all individuals
can learn
James Towers (1996)

What is OBE?
ITS NOT WHAT WE TEACH,
ITS WHAT THE STUDENTS LEARN

OBE vs. Traditional Education (ContentBased Learning)

Content Based Learning System
Passive students
Assessment process exam & grade
driven
Rote learning

Outcomes Based Learning System

Active learners
Continuous assessment

Critical thinking, reasoning, reflection &

action
Content based/broken into subjects
Integration knowledge, learning relevant/
connected real life situations
Textbook/worksheet focused & teacher Learner centred & educator/ facilitator use
centred
group/ teamwork
See syllabus as rigid & non negotiable Learning programmes seen as guides that
allow educators to be innovative &
creative in designing programmes/
activities
Teachers/trainers responsible for
Learners take responsibility for their
learning - motivated by personality of learning, learners motivated by constant
teacher
feedback/ affirmation of worth
Emphasis what teacher hopes to
Emphasis outcomes what learner
achieve
becomes & understands
Content placed in rigid time frames
Flexible time frames - learners work at

(Robert E. Gerber, 1996 in Shahrin Mohamed, 2007 )

Principles of OBE
a) Clarity of focus about outcomes
Always have the outcomes as the focus.
Let the students know what they are aiming for.
b) Designing backwards
Design curriculum backward by using the major outcomes as the focus
and linking all planning, teaching and assessment decisions directly to
these outcomes.
c) Consistent, high expectations of success
Set the expectation that OBE is for ALL learners.
Expect students to succeed by providing them encouragement to
engage deeply with the issues they are learning and to achieve the
high challenging standard set (Spady, 1994).
d) Expanded opportunity
Develop curriculum to give scope to every learner to learn in his/her
own pace.
Cater for individual needs and differences, for example, expansion of
available time and resources so that all students succeed in reaching
the exit outcomes.

(Chandrama Acharya, 2003)

OBE Emphasis?

ASSESSMENT
OF
OUTCOMES

 OBE is assessment driven

Assessment is used to determine whether or not
a qualification/ condition/ criterion/ skill has been
achieved
To determine whether learners are successful,
(i.e. whether students know they have learnt
well) the learners must be assessed using the
assessment criteria of the outcome

Relevancy of OBE
Rating/Accreditation requirements:
1.

Quality Assurance Audit by the Ministry of

Education: Malaysian Qualifications Framework
(MQF) emphasis on learning outcomes.

2.

Accreditation Requirement for Professional

Programmes by professional bodies emphasizes
learning outcomes

Allahyarham Prof. Datuk Dr.Ir Radin Umar Radin Suhadi

Real Benefits of OBE

Anticipation of real benefits
More directed & coherent curriculum
Graduates will be more relevant to
industry & other stakeholders (more well
rounded graduates)
Continuous Quality Improvement (CQI) is
an inevitable consequence

(Suhaimi Abu Talib,2007)

Therefore, OBE
OBE is an educational process.
Directed/focussed at achieving certain specified
outcomes in terms of individual student learning.
Outcomes - key things students should
understand and be able to do or the
qualities they should develop.
Both structures and curricula are designed to
achieve those capabilities or qualities.
Educational structures and curriculum are
regarded as means not ends. If they do not do
the job they are rethought (Continuous Quality
Improvement (CQI)).

Therefore, OBE
OBE is a process that involves the restructuring of
curriculum, assessment and reporting practices in
education to reflect the achievement of high order
learning and mastery rather than accumulation of
course credits.
Amongst Expected Changes:
Curriculum Restructuring/Revision
Innovative/Flexible Delivery Method
Variety of Assessment & Evaluation Methods
Collection of Evidences
Continuous Quality Improvement (Closing the Loop
(CDL))

OBE PROCESS
Curriculum
Curriculum REVIEW

Planning
(1)

CQI Report

PEO

Academic Level

Program
Standards

Program Learning
Outcomes (PLO)

Closing the Loop (CDL)

Curriculum

Evaluate / analyse

Evaluatin
g (4)

Developin
g (2)

Blooms
Taxonomy

Course L. Outcomes (CLO)

TL Activities

Assessments

Entrance/Exit Surveys
SLT

Test Blueprint
Lesson Plan
Marking Scheme

Rubrics

Student Portfolio
Formative Assessment
Summative Assessment

Blooms
Taxonomy

Implementin
g (3)
Evidences

Curriculum
Documenting

Credit Hour

Blooms
Taxonomy

SO???

RECAP 1
What is OBE?
OBE is an educational process.
Directed/focussed at achieving
certain specified outcomes in terms
of individual student learning.

RECAP 2
What is outcome?
a statement on what students should
know, understand and can do upon
the completion of a period of study.
(MQF)

RECAP 3
Why OBE?
PSPTN Pelan Strategik Pengajian
Tinggi Negara
Objective: Produce human capital
with first-class mentality
Method: Teaching and Learning in
institution must be based on
outcomes (what the students know,
understand and can do)

RECAP 4
Why OBE? (Document of References)
MQF- Malaysian Qualification
Framework
MQA Act 679
PSPTN
Garispanduan Penulisan Akademik
(JPT,KPM)

RECAP 5
What is MQF?
Instrument that develops and classifies
qualifications
How? Clarifies:
Levels of qualifications
Learning outcomes
Credit system based on student
academic workload

RECAP 6
What is MQA ?
a single quality assurance agency in
Malaysia responsible to assure quality of
programs offered by higher education
providers.
established under Act 679 to implement
MQF

MQF and Act 679:

Compliance to MQF and
Accreditation needs
Mohamed Nadzri Mohd Yusoff (Hj.)

Presentation Outcomes
At the end of the presentation, the participants will be able to:
Explain what is the Malaysian Qualification Agency (MQA)
Explain what is the Malaysian Qualification Framework
(MQF)
State MOEs 9 Learning Outcomes (LO) or graduate
attributes
Differentiate between learning outcomes and learning
domains
Explain what is learning outcomes in OBE
Explain different levels of outcomes in MOE/ MQA
Explain learning domains as describe by Blooms Taxonomy
of Learning Domains
Explain how to comply to MQF and what are the
consequences under ACT 679 if compliances are not met

Academic Program

HEP

Want to offer?

Provisional
Accreditation

Comply
with
MQF?
AUDIT

Approval
?
Accreditatio
n?

MQA

Recognitio
n?

JPA/ Prof.Bodies

Full Accreditation
Further studies
Malaysian
Qualifications
Register

MOE

MALAYSIAN
QUALIFICATION AGENCY
(MQA)

Act 679 (Akta MQA 2007)

What is MQA?
The Malaysian Qualifications Agency (Agensi
Kelayakan Malaysia) or the MQA is a statutory
body in Malaysia set up under the Malaysian
Qualifications Act 2007 to:
o Implement MQF
o Accredit HE programmes and qualifications
o Supervise and regulate quality and standard
of HEP
o Establish and maintain MQR

(Dato Prof.Dr Rujhan bin Mustafa)

TYPE OF QUALITY ASSURANCE

1. Programme Accreditation
2. Institutional Audit
3. Audit for Self Accrediting Status
(UM,UKM,USM,UPM, UTM, Monash Sunway,
Nottingham Uni., Curtin Sarawak, Swinburne
Sarawak)

Equivalency assessment for local and foreign

qualifications based on MQF, UKs National Academic
Recognition Information Centre(UK NARIC) and
Australias Country Education Profiles(CEP Australia)

The Nine (9) Malaysian QA Areas

QUALITY DOCUMENTS
Guidelines Available Quality Assurance
Documents
Code of Practice for Programme Accreditation (COPPA)
Code of Practice for Institutional Audit (COPIA)
Code of Practice for Open and Distance Learning
(COPODL)
Programme Standards (19)
Standards (4)
Guides to Good Practice (5)
Malaysia Qualification Framework (MQF) + Malaysia
Qualification Register (MQR)

QUALITY ASSURANCE
APPLICATION
PROVISIONAL
ACCREDITATION

FULL
ACCREDITATION

MQA-01

MQA-02

Part A General
Information on the
HEP
Part B Progamme
Description
Part C Programme
Standards

Part A General
Information on the
HEP
Part B Progamme
Description
Part C Programme
Standards
Part D Self Review
Report (SRR)

(The Star, 12/10/2014)

MALAYSIAN
QUALIFICATION
FRAMEWORK (MQF)

MQF in Act 679 (Akta MQA

2007)

MQF in Act 679 (Akta MQA

2007)

What is the MQF?

MQF* Para 1
MQF is an instrument that develops and
classifies qualifications based on a set of
criteria that is approved nationally and at
par with international practices, and which
clarifies the earned academic levels,
learning outcomes of study areas and
credit system based on student
academic load.
*

The Malaysian Qualifications Agency (2007), The Malaysian Qualifications

Framework, Kuala Lumpur.

MQF.Roz.Roadshow

3 MAIN FEATURES IN
MQF
(1) Level of
Qualifications
MQF
Outcomes

(2) Learning

(3) Credit System

MQF Akta 679

Compliance to MQF is mandatory

Accreditation is voluntary BUT is advised

BENEFITS OF
ACCREDITATION
Accreditation is a status or achievement as a result of
quality assessment by MQA.
It is a commitment by MQA to all stakeholders in higher
education i.e students, parents, employer that the
programmes accredited by MQA is quality-assured.

(MQA)

BENEFITS OF
ACCREDITATION
1. Public Service Department (PSD) will use this accreditation status
to recognise the qualification for employment in the public service.
2. Professional bodies such as the Board of Engineers Malaysia
(BEM) will use the accreditation to recognise engineering
graduates for registration as a professional engineers
3. Students in accredited programmes are eligible to apply for loan
from funding agencies such as National Higher Education Fund
(PTPTN).

(MQA)

BENEFITS OF
ACCREDITATION
4. Graduates are eligible to continue their studies in higher
education institutions and obtain credit transfer. However, the final
decision lies with the institution concerned.
5. Graduates can be considered for employment in the public sector.
In many cases, even private sector employer consider accredited
programmes in their selection of graduates for employment.
6. Institutions can franchise their accredited programmes to other
institutions, subject to certain conditions.

(MQA)

MQF Akta 679

Compliance to MQF is mandatory

Accreditation is voluntary BUT is advised

Accreditation Act 679

Accreditation Act 679

Accreditation Act 679

COMPLIANCE TO MQF
(1) Level of
Qualifications
MQF
Outcomes

(2) Learning

(3) Credit System

MQF (1) : LEVEL OF

QUALIFICATIONS

MQF(1) LEVEL OF
QUALIFICATIONS

Level
Level
Level
Level
Level
Level

1-3
4
5
6
7
8

Certificate
Diploma
Advance Diploma
Bachelors
Masters
Doctoral

MQF(1) LEVEL OF
QUALIFICATIONS
These levels indicate their level of capabilities,
and each level is described with generic features
indicating the expected capabilities from students
in terms of:
the depth, complexity and comprehension of knowledge;
the application of knowledge and skills;
the degree of autonomy and creativity in decision
making;
the communication skills; and
the breadth and sophistication of practices.

MQF(1) LEVEL OF
QUALIFICATIONS
DESCRIPTI LO 1 (KNOWLEDGE) STATEMENT

MQF
LEVE ON
L
1-3

CERTIFICAT use technical information;

E
FOUNDATI
ON

show knowledge and comprehension in the field of

study that is continued from secondary school as
indicated in adv. text books;

DIPLOMA

use knowledge, comprehension and practical skills at

work;

ADV.
DIPLOMA

use knowledge, comprehension and practical skills at

work;

BACHELOR
S

demonstrate knowledge and comprehension on

fundamental principles of a field study, acquired from
advanced textbooks;

MASTERS

demonstrate continuing and add. knowledge and

comprehension above that of the bachelors degree
and have capabilities to develop or use ideas, usually

MQF(2): LEARNING
OUTCOMES

What are Learning Outcomes?

i.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.

(MQF,2011)

1.
2.
3.
4.
5.

Knowledge
Practical Skills
Thinking and scientific skills
Communication skills
Social skills, teamwork and
responsibility
6. Values, ethics, moral and
professionalism
7. Information management and
lifelong learning skills
8. Managerial and entrepreneurial
skills

Different Levels of Learning Outcomes

Programme Educational Objectives
(PEO)

Programme Learning Outcomes

(PLO)

Few years after

Graduation 4 to 5 years
Employer Survey, Alumni Survey

Upon graduation Nine (9) MOE

Learning Outcomes

Competent engineers who

are leaders in ..

..will be able to demonstrate

critical thinking skills to solve

My3S, Exit Survey, Prog.Survey

Course Learning Outcomes (CLO)

Upon course completion

Use Blooms Taxonomy of
Learning Domains (C/A/P)

.. will be able to explain the

physical principles of

Sum/Form/Cont. Assessments

Weekly/Topic Outcomes

Upon topic completion

Use Blooms Taxonomy of
Learning Domains (C/A/P)
Sum/Form/Cont. Assessments

.. will be able to explain

Archimedes principle of
Shahrin Mohamed, 2007

Programme Educational
Objectives (PEO)

Attributes of graduates 4 to 5 years after

Example of PEO for Bachelor of Civil Engineering:

I)graduation
A civil engineer who is knowledgeable and
technically competent in civil engineering
discipline in-line with the industry
requirement.
II) A civil engineer who is effective in
communication and demonstrate good
leadership quality in an organization.
III)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

Example of Programme Learning Outcomes (PLO) for

Bachelor of Civil Engineering
Acquire and apply knowledge of sciences and engineering
1.
fundamentals to civil engineering field. (LO1)
Demonstrate comprehensive technical expertise in civil
2.
engineering. (LO2)
Identify, formulate and provide creative, innovative and
3.
effective solution to civil engineering problems. (LO3)
Communicate effectively both in written and spoken form
4.
with engineers, other professionals and community.(LO4)
Function individually or in teams, effectively, with a
5.
capability to be a leader.(LO5)

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)

OBJECTIVES vs. OUTCOMES

INSTRUCTIONAL
OBJECTIVES

OUTCOMES

Objectives describe WHAT A TEACHER

NEEDS TO DO TO TEACH, AND WHAT
NEEDS TO BE PLANNED TO TEACH.

Outcomes describes WHATSTUDENTS

SHOULD KNOW,UNDERSTAND AND CAN
DO UPON THE COMPLETION OF A STUDY
PERIOD.

Objectives require the use of BASIC

THINKING SKILLS SUCH AS KNOWLEDGE,
COMPREHENSION, AND APPLICATION.

Outcomes require the use of HIGHER

THINKING SKILLS SUCH AS ANALYSIS,
SYNTHESIS, AND EVALUATION (as
described in Blooms Taxonomy)

Objectives DO NOT NECESSARILY RESULT

IN A PRODUCT. OFTEN, THEY ARE
SYNTHESIZED OR COMBINED TO
PRODUCE SOMETHINGTHAT
MEASURES AN OUTCOME.

Outcomes result in a
PRODUCT THAT CAN BE MEASURED
AND ASSESSED.

OBJECTIVES vs. OUTCOMES

OBJECTIVES

OUTCOMES

e.g.(1.) - Economics students will

understand the nature and
functioning of the market system

Economics students will be able to

identify the role of supply and
demand in a market economy and the
necessary conditions to function well)

e.g.(2.) - Management students will

understand and use a variety of
quantitative analysis techniques
appropriate for business

Management students will

demonstrate a basic knowledge of
calculus, statistics, and other
quantitative tools necessary to solve
real-world problems)

LEARNING DOMAINS

Blooms Taxonomy
Bloom's Taxonomy is a classification of
learning objectives within education.
It refers to a classification of the
different objectives that educators set
for students (learning
objectives/outcomes).
Bloom's Taxonomy divides educational
objectives into three "domains" :
Affective, Psychomotor, and Cognitive.

Blooms Taxonomy
Within the taxonomy learning at
the higher levels is dependent on
having attained prerequisite
knowledge and skills at lower levels
(Orlich, et al. 2004).
A goal of Bloom's Taxonomy is to
motivate educators to focus on all
three domains, creating a more
holistic form of education.

The 3 Domains of Educational Goals

Cognitive
The Head

Affective
The Heart

Psychomotor
The Hand

3H

(GGP Student Assessment, MQA, 2013)

Learning Outcomes
Communication
Skill LO4
Critical Thinking
Problem Solving LO3

LEARNING
DOMAINS
Higher order

Ethics, Values
LO6

Entrepreneurial &
Managerial Skill LO8

Lifelong Learning &

Info.Mgt LO7

Leadership Skill
LO9

Knowledge
LO1

Practical
Skills LO2

Cognitive

Affective

Psychomotor / skills

Evaluation

Internalising
values

Origination

Synthesis

Adaptation

Organisation

Complex Overt
Response

Valuing

Mechanism

Comprehension

Responding

Guided Response

Knowledge

Receiving

Analysis

lower order

Teamwork
LO5

Application

Bloom,1956

Set
Krathwohl,1964

Perception
Simpson,1972

THE DEVELOPMENT OF
INTELLECTUAL SKILLS

lower order

Higher order
84

PSYCHOMOTOR DOMAIN INCLUDES

PHYSICAL MOVEMENT, COORDINATION &
USE OF THE MOTOR SKILL AREAS

lower order

Higher order
85

AFFECTIVE DOMAIN INCLUDES MANNER WE DEAL

WITH THINGS EMOTIONALLY (e.g. FEELINGS,
INTERESTS, ATTITUDES, APPRECIATION,
ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT
RESULT FROM INSTRUCTION)

Higher order

lower order

86

MQF(3): CREDIT SYSTEM

MQF Credit System

How to calculate credit for a course?
CREDIT = Total Std Learning Time (SLT) for
the course
40 (notional hour)
SLT must include preparation time and assessment time
NOT based on lecture hours, tutorial hours or
practical hours per week per semester

RECAP 1
What is MQF?
(1) Level of
Qualifications
MQF
Outcomes

(2) Learning

(3) Credit System

RECAP 2 Level of
Qualifications
DESCRIPTI LO 1 (KNOWLEDGE) STATEMENT

MQF
LEVE ON
L
1-3

CERTIFICAT use technical information;

E
FOUNDATI
ON

show knowledge and comprehension in the field of

study that is continued from secondary school as
indicated in adv. text books;

DIPLOMA

use knowledge, comprehension and practical skills at

work;

ADV.
DIPLOMA

use knowledge, comprehension and practical skills at

work;

BACHELOR
S

demonstrate knowledge and comprehension on

fundamental principles of a field study, acquired from
advanced textbooks;

MASTERS

demonstrate continuing and add. knowledge and

comprehension above that of the bachelors degree
and have capabilities to develop or use ideas, usually

RECAP 3 Learning
Outcomes
Few years after

Programme Educational Objectives

(PEO)

Programme Learning Outcomes (

PLO)

Graduation 4 to 5 years

Employer Survey, Alumni Survey

Upon graduation Nine (9) MOE

Learning Outcomes

Competent engineers who

are leaders in ..

..will be able to demonstrate

critical thinking skills to solve

My3S, Exit Survey, Prog.Survey

Course Learning Outcomes

(CLO)

Upon course completion

Use Blooms Taxonomy of
Learning Domains (C/A/P)

.. will be able to explain the

physical principles of

Sum/Form/Cont. Assessments

Weekly/Topic Outcomes

Upon topic completion

Use Blooms Taxonomy of
Learning Domains (C/A/P)
Sum/Form/Cont. Assessments

.. will be able to explain

Archimedes principle of

RECAP 4
MOE Learning Outcomes

Learning Domains

1.Knowledge
2.Practical Skills
3.Thinking and scientific skills
4.Communication skills
5.Social skills, teamwork and
responsibility
6.Values, ethics, moral and
professionalism
7.Information management and lifelong
learning skills
8.Managerial and entrepreneurial skills
9.Leadership skills

1.Cognitive head
2.Affective heart
3.Psychomotor hand

RECAP 5 Credit System

How to calculate credit for a course?
Total Student Learning Time (SLT) for the
course
40 (notional hour)
SLT must include preparation time and assessment time
NOT based on lecture hours, tutorial hours or
practical hours per week per semester