Assessment Strategy for an Outcome Based Education (original) (raw)
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A Model of Outcome-Based Education (OBE) for Engineering Education
2007
Outcome-Based Education (OBE) is an educational system which has been enforced on all engineering programmes. The driving force for this change is the current higher learning education development, which is an accreditation regulatory in the Malaysian Qualification Agency (MQA) Act. Shifting towards this new practice, the concept and delivery of OBE should first be recognised by any Institution of Higher Learning (IHL) provider for accreditation purposes. This paper focuses on the driving force and an implementation model of OBE practices in the Faculty of Civil Engineering (FCE) UiTM Pahang.
Outcome Based Education (OBE): Defining the Process and Practice for Engineering Education
IEEE Access
Outcome Based Education aka OBE is one of the de-facto standards for modern educational system. An outcome is a culminating demonstration of learning that the students should be able to do at the end of a course, and in process at end of the degree program. Therefore, OBE is an approach to education in which decisions about the curriculum are driven by the exit learning outcomes that the students should perform in their professional life. The curriculum thus defines all the learning outcomes clearly and unambiguously, along with the contents, teaching/learning methods, assessment strategies and academic quality control process to ensure all-round development of the students. An engineer is a unique combination of different skill sets that must be mastered to resolve nontrivial reallife engineering problems. Consequently, the adoption of OBE in engineering education is the compelling necessity. This study offers a comprehensive, ready to adopt OBE framework for tertiary level engineering programs complying with the benchmark mandates of the OBE and the guidelines of Washington Accord. Additionally, the framework is successfully deployed in the department of CSE, IUB for the design and implementation of the undergraduate CSE program, a transcript of which is also documented. This will assist the concerned institutions to design their program in OBE model to gain international academic equivalency and accreditation.
Outcomes based education is at the center of engineering education today. National board of accreditation (NBA) in accordance with Washington accord has laid down the requirements that must be satisfied by engineering graduates in order to make them compatible and acceptable by the world outside. It is learnt that, the effective implementation of Outcomes Based Education (OBE) framework definitely gives fruitful results in the form of attributes that are achieved by graduates passing out from the programme. At the same time, implementation of OBE is a tedious and time consuming exercise. This necessitates that the systematic plan is prepared and implemented to get the intended results after the implementation. The present paper focuses on the systematic and stepwise plan designed and executed to understand and experience OBE framework. An awareness was created amongst the students and faculty about OBE framework that includes design of Programme Educational Objectives, Program Outcomes, Course Learning Outcomes, their mapping and assessment procedure. A systematic methodology was developed to ensure system in place for design of formats and for exhaustive collection of required data for attainment of course outcomes, program outcomes and program educational objectives. Attainment of all the courses contributing to POs, attainment of all POs and attainment of PEOs was calculated with appropriate selection and use of direct and indirect assessment tools. Finally, results on level of attainment of CLOs, POs and PEOs are presented to be useful in removing lacunae if any, in curriculum design, delivery of instructions and assessment methods.
2008
Being a developing nation, Malaysia strives to compete within the global frontiers in science and technology. Compared with developed nations, educating and training of engineers is viewed as social needs and obligations. Over the last fifty years of independence, there has been a mushrooming of industries, resulting in a high demand for engineers. The expectation to produce quality engineers is high, and this role is not an easy task. Universiti Teknologi Malaysia (UTM) has been responsible for producing the majority of engineers for the country for more than 30 years. With the impact of the Engineering Criteria 2000 (EC2000), crafted by ABET, the university has been continuously stepping up efforts to improve its programmes to meet the above aspirations. Therefore, as Malaysia's premier university for engineering, UTM first embarked on the development and implementation of a model of Outcome-Based Education (OBE) from as early as 2002 to programmes offered in the university. During that year, an awareness program regarding OBE was introduced to academic staff of the Faculty of Science. OBE was deemed essential to meet the requirement for Malaysia to become a full signatory member of The Washington Accord. The objectives of OBE are to incorporate professional skills into the programme curriculum, as well as knowledge and technical competencies of students. UTM's Outcome-Based Education has involved three stages of development: (i) the planning stage (ii) the implementation stage, and (iii) the assessment stage. Discussion in this paper focuses on the process of implementation, and the challenges faced by university administrators to make OBE successful.
Journal of Advances in Education and Philosophy
Outcomes based education (OBE) is the highlighted trend these days in education area to manual students in their professional career and lead them to greater informed and creative. This could help them to development nicely in their working surroundings. To gain the attributes detailed for outcome based totally schooling via NBA right overview techniques are required, due to the fact assessment of the graduate attributes plays a key position in coaching gaining knowledge of system to enhance the device and to improve the overall performance of college students. This procedure will provide idea for the machine to bridge the distance among coaching and final results based totally mastering method. This paper initially lines the roots of final results-based training (OBE) and introduces key standards of implementation. It then proceeds with defining what effects are and discusses how the definition of consequences demands paradigm shift in evaluation and evaluation practices. Subsequently, the paper tackles crucial implications of sporting out the framework for the exercise and strategies of assessment and evaluation of college students" performance in engineering college. These implications are meshed with discussion of the four running ideas of OBE.
2005
Malaysia is currently a provisional member of the Washington Accord and the Engineering Accreditation Council (EAC) in the country is shifting its paradigm to an outcome based approach instead of being prescriptive in the assessment. Although the EAC's 1999 published manual listed the generic attributes for graduates, little effort was made to ensure engineering schools appreciate and implement it. The prescriptive mode of evaluation continued until recently where engineering schools are expected to describe their programmes according to the outcome-based mode. The Malaysian Engineering Education Model (MEEM) paved the way for engineering schools in 2000 to adopt the outcome-based education as well but the spirit of MEEM was not fully understood and there was no compulsion to follow the recommendations. Since early 2004 the interest in Outcome -Based Education (OBE) began to emerge with several engineering education providers leading the way. This paper explores the MEEM and the processes leading to an outcome based engineering education and cites the case of curriculum development at the Department of Civil Engineering at Universiti Putra Malaysia.
2020
, where he directs the ICTD; Human Development; Systems; Big Data Analytics; Networks (IHSAN) Research Lab. His primary research interests are in the areas of computer systems and networking, applied machine learning, using ICT for development (ICT4D); and engineering education. He is the author of more than 100 peer-reviewed research papers that have been published at various top conferences and journals. He currently serves as the Chairperson of the Electrical Engineering department at ITU. He was awarded the HEC Best University Teacher Award, the highest national teaching award in Pakistan, in 2012. He is a senior member of IEEE. He is an ACM Distinguished Speaker for a three-year term starting 2020 and an ACM Senior Member.
A New Outcome based Education System in Engineering Colleges
International Journal of Innovative Technology and Exploring Engineering, 2019
This paper propses a new Outcome Based Education and its benefits in the engineering colleges. The engineering education system has evolved in the past 10 years. The sustained innovation of ideas and products has produced a huge gap between the industry-academic interactions. The industries are well in advance of the technology taught in the curriculum. This mismatch of the academics and industries has created a change in the skills set requirement of the companies which are recruiting the young engineers in their field of interest. The main goal of the OBE is to reduce the distance between the industry-academic and provide versatile training that will be suitable and in demand for the current trend in the industries. This method will project on the importance of the OBE practiced in the engineering colleges so as to satisfy the skill set demand of the industries. This method is conducted with the students from the various departments of an engineering college. The result depicts th...
Implementation of Outcome Based Education: A Beginning
Journal of Engineering Education Transformations, 2016
Ever since Outcome Based Education (OBE) has been made mandatory for accreditation of an engineering programme by National Board of Accreditation (NBA), many engineering institutes have adopted OBE. OBE model of accreditation focuses on objectives and outcomes of an engineering programme. It requires evidences of attainment of the predefined outcomes. The basic difference between OBE and traditional learning is that OBE is more 'Learner Centric' and focuses on what a student has learnt rather than what the faculty teaches. 'Learner Centric' model places the student at the centre of the learning process. At the heart of OBE are the Graduate Attributes. Marathwada Mitra Mandal's College of Engineering (MMCOE) is implementing OBE in all its undergraduate programmes since semester-II of academic year 2014-2015. This paper is an attempt to put forth the initiatives taken by MMCOE to adopt OBE philosophy. A Microsoft Excel-based system is used for computation of CO-PO attainment.The system takes into account both direct and indirect tools of assessment.
2012
Malaysia is moving forward towards the effective implementation of outcome based education (OBE) system. As one of the steps for the enhancement of Malaysian knowledge to initiate and design new technology and product, implementation of systematic and innovative tools and methods through OBE system in the stage of structuring and managing engineering design education among institute of higher learning (IHL) is very much essential. In this study, our aim is to develop systematic teaching tools for the structuring, managing, monitoring, assessing and analyzing the engineering design education towards the effectiveness of OBE system using user friendly software. Systematic teaching scheduling was created to reflect the actual practice in industry for the benefit of both lecturers and students. Structural weightage index was formulated and utilized in organizing and preparing the overall lecture plan to ensure appropriateness of the lecture content and finally lead to the improvement of the teaching and learning activities. Using the index, suitable number of sub-chapter was identified and this has led to the optimum usage of lecture time. It was also observed that the overall student performance was increased in accordance with the utilization of the proposed tools.