FAST1132_LO at program level

FAST1132:

Crafting Learning Outcomes:

Planning at Program Level

By
UMT OBE Team

(Amiza Mat Amin, Rosliza Md. Zin, Nur Asma Ariffin & Mariam Taib)

At the end of the session, you will be
able to:

Explain what is Outcome-
Based Education (OBE)

Explain what are learning Write PEO, PLO, program aims
outcomes (LOs) based on MQA requirement

Map courses with PLOs
and PEOs

Identify 3 domains of learning
taxonomy

.

Introduction

"Outcome-based "OBE is a process that
Education is NOT a focuses on what is to be
program, a package, a learned - the outcomes."
technique, a fad, a quick-
fix, a panacea, a miracle (Kudlas, 1994)

or an event. It is
transformational way of

doing business in
education." (Spady, 1993)

Outcome Based Education (OBE)

• “Outcome-based education means starting with a
clear picture of what is important for students to be
able to do, then organising the curriculum,
instruction, and assessment to make sure that this
learning ultimately happens.” (Spady, 1994)

9 areas in VISION, MISSION, EDUCATIONAL OBJECTIVES AND LEARNING OUTCOMES
Code of
Practice for Area 1
Program
Accreditation CURRICULUM DESIGN AND DELIVERY

Area 2

ASSESSMENTS OF STUDENTS

Area 3

Area 4 STUDENT SELECTION AND SUPPORT SERVICES

Area 5 ACADEMIC STAFF

EDUCATIONAL RESOURCES

Area 6

PROGRAM MONITORING AND REVIEW

Area 7

LEADERSHIP, GOVERNANCE AND ADMINISTRATION

Area 8

CONTINUOUS QUALITY IMPROVEMENT

Area 9

Area 8 Area 1
Area 9
Area 2
Area 7 Area 3

Area 4

Area 6 Area 5

Crafting of aims, PEO, PLO of a program are needed:

When preparing COPPA document for NEW program

Or improving COPPA document for existing program

Area 1 of COPPA document: VISION, MISSION,
EDUCATIONAL GOALS AND LEARNING OUTCOMES

We have to answer the questions asked in COPPA
All program must abide by the requirements of Malaysian
Qualification Framework (endorsed by MQA) and MOHE
Details on learning domains and its levels are explained in Modul Pembangunan
Kemahiran Insaniah untuk Institusi Pengajian Tinggi Malaysia (UPM, 2006)
Garispanduan Penulisan Program Akademik (KPT) also
guides in crafting LOs

Malaysian Qualification Framework

Learning Outcomes 15. MQF emphasizes eight domains of
learning outcomes, which are significant for
14. Learning outcomes are statement that Malaysia;
explain what student should know,
understand and can upon the completion a I. Knowlegde
period od study. Learning outcomes ae II. Practical skills;
references for standard and quality as well as III. Social skills and responsibilities;
for the development of curriculum in terms of IV. Values, attitudes and professionalism;
teaching and learning, the determination of V. Communicatin, leadership and team skills;
credits and the assessment of students. In VI. Problem solving and scientific skills;
MQF learning outcomes are asserted in three VII. Information management and lifelong
categories;
learning skills; and
I. levels of qualificayion ; VIII.Managerial and entrepreneurial skills.,
II. Fields of study; and
III. prgramme

Malaysia Qualification

Framework Programs with 6. Learning outcome for fields of
program standard 16. Lsetuardnyinwghoicuhtccoomveerfsour bfijeelcdtss oofr
APEL can dsitsucdipyliwnheiacrhecmovoerer ssupbejceicfitcstohran the
complement LO must follow PS, disciplelianrenianrge omuotrceomspeescfifoicr ltehvaenlsthoef
otherwise follow MQF
attainment lqeuaarnliifnicgaotiuotncso.mThesesfeoralreevdeelsveolfoped
qualifibcyataiocnosm. Tmhiettseee acroendseisvteinlogpoefd Naming of
program
embpylaoyceorms,mthitetegeocvoenrnsmisetinntgaonfd other
empreloleyvearnst, tphaertgieosvefornr ma erenstpaencdtiovethfeilred
relevant parties foofr saturedsypective filed

of study

18. The benefits of learning 17. The programme
outcomes are the emphasis on “students and learning outcomes are
developed at the level of the higher
learning” and the attainment thereof education provider based on learning outcomes
and not only on how they are achieved. of the field. It covers all components such as
courses, units or modules that form a programme
Therefore, the methods of achieving and lead to qualification nomenclatures. A
learning outcomes are not just limited to programme containing only one main area is name
formal education. The attainments of learning according to its respective specialization in at least
outcomes are opened up to assessment and 25% of the main field, the specialization is indicated
Accreditation of Prior Experiential Learning in brackets, for example , Computer Science
(APEL) that are acquired through formal, (Programming). For double major programmes that
contain fundamental components of two main fields
non- formal and informal learning. with the percentage of 50- 50, the qualification is
named using the connector “AND”, for example,
Economics and Political Science. A major- minor
programme that contains at leat 25% component
in other fields of study is named using the
connector “WITH”, for example,
Economids with Mathematics

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.

.

MQA- 8 PLO Domains & HOME – 9 PLO Domains

MQF Los DomainsFirst Must
MOHE Los, 2009- KSAdefree-
must fulfil fulfil
C4, P4, A3
KIM
• Knowledge
• Practical skills • Knowledge
• Social skills and • Practical skills
• Thinking and scientific
responsibilities
• Ethics, professionalism, skills
• Communication skills
and humanities • Social skills, teamwork
• Communication,
and responsibility
leadership and team skills • Values, ethics, moral and
• Scientific methods, critical
professional
thinking and problem • Information management
solving skills
• Lifelong learning and and lifelong skills
information management • Managerial and
• Entrepreneurship and
managerial skills entrepreneurs skills
• Leadership skills

Characteristics of MEASUREABLE RELEVANT
Learning Outcomes:
must be measurable ACHIEVABLE Must be relevant TIME-BASED
SMART SPECIFIC through identified with the curriculum,
5
1 assessment method educational
and crafted using objectives and PEO
action verb and can be shown
objectively through

mapping

3

2 4

SPECIFIC MEASUREABLE RELEVANT TIME-BASED

must be crafted ACHIEVABLE Must be measurable
according to and achievable
appropriate Must consider the
student’s ability and within the stipulated
taxonomy levels time frame
and must comply achievable by
to MQF/Program average student and
its achievement can
standard be displayed by the

student

COPPA: Statements of program aims, PEO and PLO must

08- Must shows 08 01 - Be expressed
how the student is explicitly
able to demonstrate
the LO, e.g.: 01
summative 02 02 - Made known to
assessments
students and other
stakeholders

07- Must show how 07 COPPA 03 03 - Reflect LO as
the courses

contribute to PLO stipulated by

MQA/MOHE

06-The program must 06 04
define the competencies
05 04 - Be developed
in consultation with
that the student should stakeholders and
lecturers
demonstrate on 05- Be consistent

completion of the and supportive of
program - for each LO HEP’s vision and

mission

The big pictures -Learning Outcomes

(Shahrin, 2007)

Programme Educational Objectives (PEO) Few years after Competent engineers who
(desired skills of alumni) Graduation – 4 to 5 years are leaders in …..

Employer Survey, Alumni Survey

Programme Learning Outcomes (PLO) Upon graduation - ..will be able to
(desired knowledge, skills and Nine (9) MOE demonstrate
attitude of graduating students) Learning Outcomes critical thinking skills to
solve
Course Learning Outcomes (CLO) My3S, Exit Survey, CQi
Weekly/Topic Outcomes
Upon course completion .. will be able to explain the
Use Bloom’s Taxonomy of
Learning Domains (C/A/P) principles of food
preservation ……
Sum/Form/Cont. Assessments

Upon topic completion .. will be able to explain
Use Bloom’s Taxonomy of
Learning Domains (C/A/P) effect of pH on microbial
growth ……
Sum/Form/Cont. Assessments

3 LEARNING DOMAIN TAXONOMY

OBE- ALL ABOUT HUMAN BEING

1

MIND/ MENTAL
COGNITIVE
DOMAIN

3 2

BODY PHYSICAL SOUL/ HEART
PSYCHOMOTOR
AFFECTIVE
DOMAIN DOMAIN













Constructive Alignment T-L and assessment methods are
(CA) designed to best achieve those
outcomes and to assess the standard
01 at which they have been achieved.

CA will contribute to implementation of 02
OBE and thus supports implementation
of ICGPA with evidences.

03 CA is the root of OBE and i-CGPA







WRITING PROGRAM EDUCATIONAL
OBJECTIVES (PEO)

Objektif Pendidikan Program

Pelaksanaan OBE mewajibkan setiap program Pengetahuan Kemahiran Sosial / Kerja
akademik perlu mempunyai Objektif Pendidikan Pasukan/ Pertanggungjawab
Program (ProgrammeEducational Objectives) atau Kemahiran Psikomotor/
PEO. PEO perlu dibuat penambahbaikan secara Amali/ Teknik Permbelajaran Sepanjang
Hayat & Pengurusan
bersepadu dengan penglibatan pihak- pihak Pemikiran kritikal & Maklumat
berkepentingan (stakeholders) agar menepati Pendekatan Saintifik
keperluan & kehendak mereka. PEO yang disemak Kemahiran Pengurusan &
semula juga perlu dihubungkaitkan dengan visi & Kemahiran komunikasi Keusahawanan
misi IPTA umumnya & Fakulti/ Pusat khasnya.
Setiap program perlu mempunyai beberapa Profesionalisme, Nilai, Sikap
& Etika
pernyataan PEO. Penyatan tersebut perlu
merangkumi domain hasil pmbelajara seperti Kemahiran Kepimpinan

berikut:

Contoh bagi penyataan PEO adalah seperti di Lampiran 1

Can include non- measurable
verbs such as understand,
know, acquire, etc.

PEOs Usually in-line with the 05 06
industry/profession’s needs 04
Must be in- line with
4-5 statements on 03 mission & vision of
what the graduates
are in 4-5 years time university

after graduation

Describes the career 01 02 Must include all 8 MQF / 9
MOHE learning outcomes in
and professional the statements (for degree

accomplishments that program and above)

programs are preparing

graduates to attain

within a few years of

graduation

Consider these examples: PEO must A PEO must
• General: Graduates of the be observable be focused on
Criminal Justice program will be learning outcomes
and
critical thinkers. measurable rather than
• Program-specific: Graduates of curricular inputs
(WHY?).
the Criminal Justice program will 12
11 It is possible to measure how well a
analyze a current issue in criminal student solves a problem, presents an
10 argument, or gives a dance performance.
justice, evaluate evidence, and • Not observable: Graduates of the
BA program will think critically.
construct an argument. • Observable: Graduates of the BA
program will interpret, analyze,
PEO must be directly 07 09 evaluate and construct
related to the 08 arguments.
academic .

discipline of the Avoid PEOs that are more related to the general education
program. component. Writing and critical thinking, for example, are
important educational outcomes, but it is unlikely that your
PEO must flow directly from, program can demonstrate that your graduates acquired
and support, the university
their writing or critical thinking skills through their
and school/department coursework in the program. You may, however, incorporate
mission. The connection
between the mission and the writing and critical thinking into program outcomes
outcome should be clear. directly linked to the academic discipline of the program.

.

Programme Educational Objectives (PEO)

:The Faculty’s engineering programme shall produce Civil Engineers who are

Knowledgeable Effective in
and technically communication and
competent in demonstrate good
civil engineering leadership quality
discipline in- line in an organization
with the industry
Capable to solve
requirement. civil engineering

problems Able to democrat
innovatively, entrepreneurship
creatively and
ethically through skills and
sustainable recognize the need

approach of mood of long
learning



WRITING PROGRAMME LEARNING
OUTCOMES(PLO)

1.4.2 Hasil Pembelajaran Program

Setelah PEO disediakan,hasil pembelajaran program (Programme Learning Outcomes, PLO)
perlu dirangka ejajar dengan PEO. PLO mestilah dinyatakan secara eksplisit merangkumi
pengetahuan, kemahiran & sikap yang perlu dicapai oleh graduan

Secara umumnya, etiap program perlu mempunyai sembilan pernyataan
PLO seperti yang dinyatakan dalam Para 1.4.1

Analisis pencapaian PLO bergantung kepada indeks prestasi
utama (Key Performance Indicators, KPI) yang telah ditetapkan
dalam program yang direka bentuk. Lazimnya pencapaian PLO
terhadap graduan bagi sesuatu program dinilai atau diukur
sebaik sahaja pelajar bergraduat. Conoh bagi penyataan PLO
adalah seperti di Lampiran 1.1

PLO Statements on what skills the students Must include all 9 MOHE
will have upon graduation (in line with learning outcomes in the
programme standards or professional statements (for degree
bodies) programmes and above) i.e
at least 9 PLOs
A PLO must communicate a single
outcome rather than combine multiple 01 02 Usually a one-to-one
outcomes into a single statement. 06 03 mapping to the 9 MOE
learning outcome (i.e PLO1
• Multiple outcomes: Graduates 05 04 map to MOHE LO1, PLO2
of the psychology program map to MOHE LO2)
will be lifelong learners who
understand the concepts of Can include non-measurable
psychology and can apply verbs such as understand,
those concepts to the design know, acquire, etc
and application of real
research problems.

• Single outcome: Graduates of
the psychology program will
be able to design a research
study.

Must be in-line with mission
and vision of university

PLO are typically PLO e.g: “communicate
broadly written to effectively” would include
keep the number of The broad PLO can be • ability to organize a
outcomes to a further defined by
manageable considering the presentation in a
number components required to
achieve the outcome. coherent fashion
• ability to research a

topic
• ability to create a

persuasive argument
• ability to write

grammatically correct

sentences and

paragraphs

Upon completion of the undergraduate degree program in
physics at the College of Wooster, students will be able to:

4 Demonstrate both an 4 3 3 Demonstrate their ability to
5
understanding and the practical present information clearly,
application of the ethical standards logically, and critically, both orally
implicit in science, such as and in writing.
appropriate attribution of ideas,
good recordkeeping, and truthful 2 2 Demonstrate their ability to
presentation of data and
conclusions. read, understand, and critically
analyse the physical ideas
5 Demonstrate their ability to presented in published textbooks
and journal articles.
present information clearly,
logically, and critically, both orally 1 1 Demonstrate a proficiency in the
and in writing.
fundamental concepts in each of the
major areas of physics.







Mapping of courses to PEO and
PLO

Outcome: Write effective PLOs which address what knowledge and skills should the students
have upon graduation and include 9 MOE Loa as well as in- line with the industry/ profession’s

needs Reflection: Do the PLOs

In each PLO address knowledge &
statement- identify the skills which in – line with

keyword/s used to industry/ profession’s
adress MOHE LOs
needs

01 02 03 04 05

Output: Corrected version of PLOs of your programme

Refer to the Reflection: Do the Refining: If necessary
current version PLOs address all 9 -> correct the PLOs
statement
of PLOs MOHE LOs

A course to program curriculum map is useful for a variety of reasons
and can provide your program with the following information:

It can identify how different courses 01 It can identify courses where
serve different purposes in achieving 05 02 specific PLOs are likely to be
student learning within a program. achieved, as well as courses that
are not related to any PLOs.
It may lead faculty to address a need 04 03
for sequencing courses within the It can identify courses that include
curriculum or to modify the existing an assignment that might be used
sequences of courses. as an embedded program level
assessment tool.

It can identify gaps in curriculum.
For instance, through curriculum
mapping faculty may realize that a
PLO may not be addressed
properly and may only be mapping
to a few courses.

A course to program curriculum map is useful for a variety of
reasons and can provide your program with the following
information:

It may lead This is a sample

It can identify It can identify It can identify gaps faculty to text. Insert your It
courses where courses that in curriculum. For
specific PLOs include an instance, through address a can identify how
are likely to be assignment curriculum mapping
achieved, as that might be faculty may realize need for different courses
well as used as an that a PLO may not
courses that embedded be addressed sequencing serve different
are not related program level properly and may
to any PLOs. assessment only be mapping to a courses within purposes in
tool. few courses.
the curriculum achieving student

or to modify learning within a

the existing program

sequences of desired text here.

courses.





For UMT, refer
to myCA Excel
sheet

iCGPA=Change
these ticks to

numbers

References 02 MQA (2010). 04 MQA (2010). 06 KPT (2006). Modul Pembangunan

Guidelines to Good Guidelines to Good Kemahiran Insaniah (Soft Skills)
Practices: Curriculum Practices: Curriculum Untuk Institusi Pengajian Tinggi
Design and Delivery. Design and Delivery. Malaysia. Penerbit UPM. UMT, 2017.
KL. KL. Outcome-Based Education Handbook
Universiti Malaysia Terengganu.
Penerbit UMT.

01 02 03 04 05 06 07

01 KPT. (2010) 03 MQA (2008). 05 MQA (2011). 07 UMT (2017).

Garispanduan Code of Practice for MQF According to Outcome-Based
Penulisan Program Programme Qualification Level Education Handbook
Akademik. Accreditation and Pathway. Universiti Malaysia
(COPPA). Terengganu. Penerbit
UMT.