copyright dr jj, aserg, uitm, shah alam 1 fsg dec07/obejan2010...outcome based education 15/03/2010...

Outcome Based Education 15/03/2010

Copyright DR JJ, ASERG, UiTM, Shah Alam 1

3/15/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 1

email: [email protected], [email protected]; [email protected]

Website: http://drjj.uitm.edu.my; http://www2.uitm.edu.my/drjj/

Me with the

Director General of UNESCO

Me with the Howard Gardner


email: [email protected], [email protected]; [email protected]

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

Me with the




From the universe, nebulaes, stars, solar system, planets, our earth, magnetic field, charged particles, light years, acceleration, forces, nature, ionization, aurora,

earthquake, tsunami, Ketsana, H1N1, to human & people interactions, humankind will never stop enduring and exploring in finding the truth…





Learning Outcomes

At the end of this session, my respectable intellects will be

able to:

1. Describe the purpose of education.2. Describe attributes of the 21st century university undergraduates3. List out the 9 MOHE learning outcomes and the 7 generic student’s

(graduates) attributes (GSA).4. Suggest classroom action plans which are consistent with the

National Higher Education Plan of Action to produce knowledgeable, skillful and responsible graduates.


““The principle goal of education is to create men who are The principle goal of education is to create men who are

capable of doing new things, not simply of repeating what capable of doing new things, not simply of repeating what

other generations have done other generations have done ---- men who are creative, men who are creative,

inventive and discoverers. inventive and discoverers. ““ Jean Piaget Jean Piaget

““The only person who is educated is the one who has The only person who is educated is the one who has

learned how to learn and change.learned how to learn and change.”” Carl RogersCarl Rogers

Me with the



““Teachers are powerful people and keepers of the future. Teachers are powerful people and keepers of the future.

Help your students dream big!Help your students dream big!”” Leslie Owen WilsonLeslie Owen Wilson




Developing 3 Domains of Education-Learn

CognitiveKnowing, the HeadHeadThe KNOWLEDGE

Intellectual Skills

3H

http://drjj.uitm.edu.my

AffectiveFeeling, The HeartHeartThe CARE, Emotions

PsychomotorDoing, The HandHand, Body

The SKILLS




Learning isLearning is

�� what students know ANDwhat students know AND

�� what they can do with what they knowwhat they can do with what they know

�� Knowledge, Knowledge, skills, and attitudesskills, and attitudes. .


2121stst Century Century MUST HAVEMUST HAVE skills:skills:

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

included in their working, civic and personal life.included in their working, civic and personal life.

“It is an emphasis on what students can do with knowledge, rather than what units of knowledge they have, that best describes the essence of 21st century skills.”Elena Silva in the Education Sector Report 2008




� Born & Raised in the state of Hang Jebat…

� Early education at St. David’s, Science Malacca & SDAR (Seremban)� B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) - KSU

� Teaching Certificate (1986) – MPTI

� Served ITM – Jan 1987� PhD Physics Education (1991-1994)

� Physics & Education expert• Practiced OBE & Active Learning especially on his own since 1997.

• 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

Me with Edward De Bono

COPPA


Tucker, M.S. & Codding, J.B. (2002/1998)

Marc Tucker and Judy Codding urges adoption of

thinking curriculum thinking curriculum (TSWZ is strongly for this)(TSWZ is strongly for this)

that provides a deep understandingdeep understanding of the subjectof the subject and the ability toability to apply that understandingapply that understanding to the to the

complex, realcomplex, real--world problemsworld problems that the student will that the student will

face as an adultface as an adult


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 by

critiquing information and ideas and by contributing with rigourrigour

and creativity to new insights and knowledgeand creativity to new insights and knowledge, who are

self-aware as learners, and who are rhetorically versatile, rhetorically versatile,

confident communicators able to adapt and contribute confident communicators able to adapt and contribute

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

society and wider worldsociety and wider world.




Source: Malaysia and the Knowledge Economy: Building a World-Class Higher Education SystemHuman Development Sector Reports. East Asia and the Pacific Region, World Bank, March 2007

Steering the Future of Higher EducationSteering the Future of Higher Education

The attainment of world class status by Malaysian universities hinges, in

part, on keeping a fine balance betweenkeeping a fine balance between two competing objectives:

expanding the system and improving qualityexpanding the system and improving quality. The achievement of both

objectives calls for careful development of a strategic plan that supports

concrete policy reforms in the areasconcrete policy reforms in the areas of governance, financing,

curriculum, and pedagogycurriculum, and pedagogy needed to facilitate the transformation of the

university system.


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.

•• ReasoningReasoning• which include analytical, critical thinking, and problem solving skills

•• ResilienceResilience• which encompasses life skills such as flexibility, adaptability, and

self-reliance

•• ResponsibilityResponsibility• wisdom, which he defines as “the application of intelligence,

creativity, and knowledge for a common good.”

3/15/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 15Source: 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.




Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.

Can empathizeCan empathize: find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior direct experience.

Have selfHave self--knowledgeknowledge: perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; we are aware of what we do not understand and whyunderstanding is so hard


If you were to fall in a hole through the center of the earth, how long before you land in a bowl of authentic dim sum in Beijing?





“The MOHE will thus introduce a holistic programme that willcut across all disciplines and focus on communication and

entrepreneurial skills. The programme, which is intended to builda balanced perspective in all students, will expose them to

subjects beyond their area of specialisation. For example, studentsreading for degrees in the sciences such as medicine, engineeringand chemistry will be exposed to courses covering literature and

philosophy. Likewise, students in the humanities will be exposed tothe rudiments of science and technology, and certainly, ICT.”

Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010

“We must produce confident students with a sense of balanceand proportion. While an individual may specialise in a certain

area, his or her perspective should be enriched by otherexperiences as well.”


Interpersonal Attributes:

• Able

communicator

and effective

presenter.

• Able to relate and

be comfortable with

people at all levels.

• Able to develop and

leverage on

personal and

professional

networks to achieve

goals.

• Natural leader.

• Team player.

Personal Attributes:

• Goal-oriented: proactive,

self-starting, self-

disciplined, confident,

resilient, motivated, and

fiercely competitive.

• Intellectually engaging:

creative, innovative, and

possessing critical

thinking skills.

• Quick learner, adaptable,

and flexible.

• Entrepreneurial.

• Ethically and morally upright.

• Spiritually grounded.

• Compassionate and caring

(through volunteerism and

social services).

Knowledge Attributes:

• Mastery of core subjects and

ability to apply that knowledge

• Mastery of Bahasa Malaysia and

English, and at least one other

global language.

• A continuing passion for knowledge through lifelong

learning.

• Excellent general knowledge and

interest in current events.

• Appreciation of the arts, culture

and sports.

• Sound analytical and problem-

solving skills.

• Awareness of business and

management principles, and

technology.

MOHEMOHE’’ss Attributes of Human Capital with FirstAttributes of Human Capital with First--Class Mentality*.Class Mentality*.


1.Knowledge (K)

2.Practical Skills (P)

3.Thinking and scientific skills (K,S)

1.Communication skills (S,A)

2.Social skills, teamwork and responsibility (A)

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

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

8.Managerial and entrepreneurial skills (K/P/A)

9.9.LeadershipLeadership skills

Technical skillsTechnical skills Professional skillsProfessional skills




1. Critical thinking and problem solving skills (K,S)-LO3)2. Communication skills (S,A)-LO43. Group working skills (A)-LO54. Ethics and professionalism (A)-LO65. Lifelong learning and information management (S,A)-LO76. Entrepreneurship skills (S)-LO87. Leadership skills (A)-LO9

Pro

fes

sio

nal s

kills

Pro

fes

sio

nal s

kills



If you were to fall in a hole through the center of the earth, how long before you land in a bowl of authentic dim sum in Beijing?




Aligning Outcome-Based Curriculum Instruction; Assessment

YELL?? WHERE?? YELL?? WHERE??

WHAT TIME?? WHO WHAT TIME?? WHO

WITH?? ARE WE WITH?? ARE WE

GETTING PAID OR IT GETTING PAID OR IT

PAYS FOR OUR PAYS FOR OUR

COFFEE??COFFEE??

WHO TAKES THE TIME?WHO TAKES THE TIME?

HOW MUCH IS THE COFFEE? HOW MUCH IS THE COFFEE?

JAVA OR JANTANJAVA OR JANTAN’’S??S??

WHAT IF HOW LOUD & HOW LONG WHAT IF HOW LOUD & HOW LONG

INSTEAD OF JUST HOW LONG??INSTEAD OF JUST HOW LONG??


Learning Outcomes

At the end of this session, UiTM intellects will be able to:

1. Operationalize and explain the concept of curriculum design.2. List out and explain the characteristics of OBE.3. Compare and contrast between Program Educational Objectives

(PEOs) and Program Outcomes (POs).4. Apply the concept of Intended (Desired) Learning Outcomes to the

different levels of curriculum design.5. Describe and apply Bloom’s taxonomy to the design of a course.6. Embed and justify the GSA to the design of a program and course


� first of all a policy statement about a piece of education, and � secondly an indication as to the ways in which that policy is to be

realised through a programme of action.

Coles (2003) argues that:A curriculum is more than a list of topics to be covered by an educational programme, for which the more commonly accepted word is a ‘syllabus’. A curriculum is:




� the sum of all the activities, experiences and learning opportunities for which an institution (such as the Society) or a teacher (such as a faculty member) takes responsibility – either deliberately or by default.

� This includes in such a broad concept of curriculum: the formal and the informal, the overt and the covert, the recognised and the overlooked, the intentional and the unintentional.

In practice, a working definition of a curriculum is


• All the planned learning experiences of a school or educational institution

• A series of experiences that will result in them learning what you intend

them to learn

• It includes consideration of aims, intended learning outcomes, aims, intended learning outcomes,

program structure, syllabus, learning and teaching activities, program structure, syllabus, learning and teaching activities,

assessment tasks and systematic review and evaluationassessment tasks and systematic review and evaluation--CQI.CQI.






The OutcomesThe Outcomes--based approach to course design is intended to based approach to course design is intended to

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

transparent to both the student and any regulatory or transparent to both the student and any regulatory or

accrediting body. accrediting body. Unlike the traditional model of course design Unlike the traditional model of course design

in higher education, where the lecturer would decide what to in higher education, where the lecturer would decide what to

include on a syllabus, based on his or her own judgement of include on a syllabus, based on his or her own judgement of

what was important for students to know; or on personal what was important for students to know; or on personal

research or other interests; the outcomesresearch or other interests; the outcomes--based approach based approach

starts with a specification of what the student will be expectedstarts with a specification of what the student will be expected

to achieve by the end of the unitto achieve by the end of the unit







OBE is:OBE is:

�� driven by educators in response to demands for greater driven by educators in response to demands for greater

accountability & how higher education institutions teach studentaccountability & how higher education institutions teach students. s.

�� emphasizes emphasizes change from change from ‘‘teachingteaching’’ to to ‘‘learninglearning’’ thru thru studentstudent--

centered approachcentered approach by providing a framework for teaching and by providing a framework for teaching and

learning that is student focused and relevant. learning that is student focused and relevant.

�� stresses how students obtain the capabilities that they will neestresses how students obtain the capabilities that they will need in d in

the highly competitive real world (Chang, and Wang, 2005).the highly competitive real world (Chang, and Wang, 2005).

�� NOTNOT how much percentage of students pass the courses.how much percentage of students pass the courses.�� cultivates the knowledge and skills students will need to succeecultivates the knowledge and skills students will need to succeed d

after graduation.after graduation.

�� emphasizes the emphasizes the end products or outputs of an education processend products or outputs of an education process

rather than its inputs.rather than its inputs.



““Deliberate and focused instructional design requires us as Deliberate and focused instructional design requires us as

teachers and curriculum writers to make an important shift in teachers and curriculum writers to make an important shift in

our thinking about the nature of our job. The shift involves our thinking about the nature of our job. The shift involves

thinking a great deal, first, about the specific learning soughtthinking a great deal, first, about the specific learning sought, ,

and the evidence of such learning, before thinking about what and the evidence of such learning, before thinking about what

we, as the teacher, will do or provide in teaching and learning we, as the teacher, will do or provide in teaching and learning

activities. activities. Though considerations about what to teach and how Though considerations about what to teach and how

to teach it may dominate our thinking as a matter of habit, the to teach it may dominate our thinking as a matter of habit, the

challenge is to focus first on the desired challenge is to focus first on the desired learningslearnings from which from which

appropriate teaching will logically followappropriate teaching will logically follow””


Source: Understanding by Design by Grant Wiggins and Jay McTighe


Breadth –– the courses offered opportunities for achieving all the LOsthe courses offered opportunities for achieving all the LOs


DepthDepth –– the courses offered opportunities for achieving mastery in the courses offered opportunities for achieving mastery in

the subject matter or in the skills acquired.the subject matter or in the skills acquired.

Depth in the Depth in the cognitive domainscognitive domains using the Bloomusing the Bloom’’s taxonomy levels s taxonomy levels

(& Webb(& Webb’’s Depth Of Knowledge or DOK), s Depth Of Knowledge or DOK), psychomotor domainspsychomotor domains

using Simpsonusing Simpson’’s and s and affective domainaffective domain (Krathwohl)(Krathwohl)





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..

WebbWebb’’s DOKs DOK

Create

Evaluate

Analyze

Apply

Understand

Remember

Revised BloomRevised Bloom’’s Taxonomys 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

BloomBloom’’s Taxonomys Taxonomy

Higher

order

Lower

order

Biggs SOLO TaxonomyBiggs SOLO Taxonomy



Set

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Perception

SimpsonSimpson’’s Taxonomys Taxonomy--SkillsSkills

Higher

order

Lower

order

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL

MOVEMENT, COORDINATION & USE OF THE

MOTOR SKILL AREAS

LO2, LO3, LO4,LO7,LO8LO2, LO3, LO4,LO7,LO8

KrathwolKrathwol’’s Taxonomys 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



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..

WebbWebb’’s DOKs DOK


Set

Origination

Adaptation

Complete Overt Response

Mechanism

Guided Response

Perception

KrathwolKrathwol’’s Taxonomys TaxonomySimpsonSimpson’’s Taxonomys Taxonomy

Internalizing

Organisation

Valuing

Responding

Receiving



3/15/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010Copyright DrJJ, ASERG, FSG UiTM, April 2008 40




"Learning outcomes represent

culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and culminating demonstrations of learning and

achievementachievementachievementachievementachievementachievementachievementachievement.

They are not simply a listing of discrete skills, nor broad statements of knowledge and comprehension.

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

that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and that significant learning has been verified and

achieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the programachieved by graduates of the program."


�The result or consequence of a performance (in terms of success and failure).

�the way a thing turns out; a consequence

�The outcomes of my discussion with ILQAM is…

�Upon completion of this 1-day OBE session, UiTMintellects will be able to…

�Upon completion of a 3-day interview by Sime Darby, the most knowledgeable and skillful candidate will be chosen for the scholarship.


CMAP-S CMAP-ACMAP-EDU CMAP-M




• Learning Outcomes are statements that explain what students statements that explain what students

should know, understand and should know, understand and can docan do upon the completion of upon the completion of

a period of studya period of study.

• Learning outcomes are references for standard and qualityreferences for standard and quality as well as for the development of curriculum in terms of teaching and development of curriculum in terms of teaching and

learninglearning, determination of credits and the assessmentdetermination of credits and the assessment of students.

• Learning outcomes are linked to the credit system which gives gives

value to all student learning time (value to all student learning time (1credit hour = 40 hours 1credit hour = 40 hours

Student Learning TimeStudent Learning Time)) and are not based on the contact not based on the contact

hours between lecturers and studentshours between lecturers and students.







What is a Program/Course/Lesson Outcome??

�A description of what the students will be able to do �The conditions under which the students will perform the task. �The criteria for evaluating students’ performance (optional)

A statement of what students will be able to do when they have A statement of what students will be able to do when they have

completed the program/course/lesson and it involves graduate's completed the program/course/lesson and it involves graduate's

skills and knowledge that arise from the educational activities skills and knowledge that arise from the educational activities of of

the program/course/lesson which lead to the achievement of the the program/course/lesson which lead to the achievement of the

Program ObjectivesProgram Objectives

An outcome has three major components:






At the end of this activity,

you will be able to write at least 5 attributes of your graduates

for the program you are developing.

condition

Action

ObservableMeasurable

Criteria




MOHE

Institutional Attributes

Program level (Still general)

Course Level (Specific but not directly measurable)

Lesson Level (Very specific & MUST be measurable)Lesson Level (Very specific & MUST be measurable)

General (not

directly measurable)

Very general (not measurable)

General (not

directly measurable)



DrJJ’s WEB








3/15/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 50Copyright DrJJ, ASERG, FSG UiTM, April 200850

A sample lesson from Thermodynamics

Course outcomeCourse outcome for Thermodynamics: (address LO1)(address LO1)�Apply the energy balance of the first law of thermodynamics to closed

and open systems.

Lesson outcomes: Upon completion of this unit, students will Lesson outcomes: Upon completion of this unit, students will

be able to:be able to:

1.1. StateState the conservation of energy principle and name allname all the forms of energy entering & leaving a system and energy changes within thesystem. (C1)

2.2. DiscussDiscuss the energy exchange process and writewrite mathematical

expressions representing the energy balanceenergy balance in units of kJ, for a general system undergoing any process. (C2)

3.3. RewriteRewrite the energy balance in the unitunit--mass basismass basis and unitunit--time basis time basis

(or rate(or rate--form basis)form basis) for a general system undergoing any process.(C3)



Course Outcomes: Upon completion of this course, students will be able to:

1.1. ApplyApply the concepts, laws and theories in electrostatics, electricity,the concepts, laws and theories in electrostatics, electricity,

magnetism, light, introductory atomic physics and modern physicsmagnetism, light, introductory atomic physics and modern physics to to

solve qualitative & quantitative problems visually, algebraicallsolve qualitative & quantitative problems visually, algebraically and y and

occasionally, numerically.occasionally, numerically. (LO1(LO1--C3C3--DOK2)DOK2)

2.2. Observe, predict, conduct and analyzeObserve, predict, conduct and analyze results of scientific results of scientific

investigations in areas of electrostatics and electricity.investigations in areas of electrostatics and electricity.. (LO2(LO2--P4, LO3P4, LO3--

CTPS3)CTPS3)

COURSE: PHY407COURSE: PHY407





Course Outcomes: Upon completion of this course, students will be able to:

3. Verbally communicate with peers and the facilitator on how to operate instruments and how to conduct authentic and meaningful investigations in areas of electrostatics and electricity . (LO4(LO4--CS3)CS3)

4.4. CollaborateCollaborate with team members in both the labs and in the classroomwith team members in both the labs and in the classroom.

(LO5(LO5--TS3, LO6TS3, LO6--EM2)EM2)

COURSE: PHY407COURSE: PHY407



At the end of this activity students will be able to:

1. Draw the electric force exerted by one point charge onto another and describe the motion of charges in the presence of other point charges.

2. Describe the cause of motion between point charges.3. Describe and produce a model of the force in terms of the

strength and direction that are acting on and by a point charge and on and by many point charges.




4. Describe and draw the electric field patterns created by point charges surrounding a point charge.

5. Describe and draw the electric field patterns surrounding two like point charges and two unlike point charges.

6. Measure the strength of an electric field produced by a point charge at various localities and produce a mathematical model of the strength.






Draw the electric force exerted by one point charge

onto another and describe the motion of charges in the presence of other point charges.


3/15/2010 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 56Copyright DrJJ, ASERG, FSG UiTM, June 2009 56


Describe and draw the electric field patterns created by point charges surrounding a point charge.



Using the the Electric Field Hockey PHET simulation and choose the hockey putt be

the negatively charged particle feeling the force, move a negative charge near it to “see” the force exerted on the putt. Then draw the force diagram based on your

observation. Using a ruler, measure the length of each force line. Now compare the

force diagram for each of the electrons to your predicted diagram. How different are they? Explain the similarity and differences you observed in terms of the direction and

length of the force line.

LAB

4

3

2

1





ReflectionReflectionReflectionReflection

““““““““The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education The goal of intellectual education is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or is not how to repeat or

retain readyretain readyretain readyretain readyretain readyretain readyretain readyretain ready--------made truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truthsmade truths…………………… . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master . It is in learning to master

the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and the truth by oneself at the risk of losing a lot of time and

going thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout waysgoing thru all the roundabout ways that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in that are inherent in

real activity.real activity.real activity.real activity.real activity.real activity.real activity.real activity.””””””””

(Jean Piaget, Swiss cognitive psychologist, 1896-1980)





MQF 31





MQF Framework for University Preparatory levelMQF Framework for University Preparatory level--OutcomesOutcomes

MQF



MQF Framework for Preparatory levelMQF Framework for Preparatory level--OutcomesOutcomes

Knowledge & ComprehensionKnowledge & Comprehension• basic concepts of the relevant academic disciplines that enable

students to enter Arts or Science based university courses

Intellectual SkillsIntellectual Skills

• skills of the different approaches to solving problems

Psychomotor SkillsPsychomotor Skills• basic laboratory skills, project work, group work and field activities.

Generic SkillsGeneric Skills• communicate accurately, effective use of ICT• Some exercise of personal responsibility

MQF



MQF Framework for Diploma levelMQF Framework for Diploma level--OutcomesOutcomes

MQF

MQF





MQF Framework for Diploma levelMQF Framework for Diploma level--OutcomesOutcomes

Knowledge & ComprehensionKnowledge & Comprehension• breadth, depth and complexity of knowledge for complex skills (degree of

emphasis on breadth as against depth of knowledge may vary between qualifications granted at this level)

Intellectual SkillsIntellectual Skills• substantial degree of judgment for problem solving

Psychomotor SkillsPsychomotor Skills• perform a broad range of complex technical operations

Generic SkillsGeneric Skills• Communication & participation in teams • Exercise responsibility and substantial autonomy for own continuing

learning Some exercise of personal responsibility• work related attitudes and ethics shown in exercise of responsibility and

substantial autonomy for own output in work and responsibility for the work

of others

MQF



MQF – Bachelors degree (Hons.)

MQF



MQF Framework for Degree levelMQF Framework for Degree level--OutcomesOutcomes

Knowledge & ComprehensionKnowledge & Comprehension• systematic and coherent body of complex knowledge, some of it at the

boundaries of an academic discipline • major studies in which significant literature is available. Course content is

taken to a significant depth and progressively developed to a high level which provides a basis for postgraduate study and professional careers.

Intellectual SkillsIntellectual Skills• analytical techniques and problem solving skills that can be applied in many

types of employment, including in a professional

MQF





MQF Framework for Degree levelMQF Framework for Degree level--OutcomesOutcomes

Psychomotor SkillsPsychomotor Skills• Practical/technical skills relevant to the discipline

Generic SkillsGeneric Skills• communicate effectively. • interpersonal and team skills appropriate for employment

• prepared to undertake research, comprehend and evaluate new information and concepts from a range of sources, weigh evidence, arguments and assumptions, to reach sound judgments,

• have developed a foundation for self-directed and life long learning• exercise of substantial personal responsibility and decision-making in

complex and unpredictable circumstances.

• Observation of professional ethics

MQF



MQF – Masters Degree

MQF



MQF – Doctoral

MQF




Copyright DrJJ, ASERG, FSG, UiTM. March 2010 73Copyright DR JJ, ASERG, UiTM, Shah Alam 73

Higher order

lower order

INVOLVES KNOWLEDGE AND

THE DEVELOPMENT OF

INTELLECTUAL SKILLS

Copyright DrJJ, ASERG, FSG, UiTM. March 2010 7474

Categories in the Cognitive Domain

(Taxonomy of Educational Objectives, Bloom, 1956)

Level 1 – Knowledge

The remembering of previously learned material. This may

involve the recall of a wide range of material, from specific

facts to complete theories, but all that is required is the

bringing to mind of the appropriate information. Knowledge

represents the lowest level of learning outcomes in the

cognitive domain.

Defines, describes, identifies, labels, lists, matches, names,

outlines, reproduces, selects, states.

Eg.

� List the six levels in the cognitive domain of Bloom’s

taxonomy.

� Define…

� State the main principles of Theory X.

Level 2 – Comprehension

The ability to grasp the meaning of material. This may be

shown by translating material from one form to another, by

interpreting material (explaining or summarising), and by

estimating future trends (predicting consequences or

effects). These learning outcomes go one step beyond the

simple remembering of material, and represent the lowest

level of understanding.

Converts, defends, distinguishes, estimates, explains, extends,

generalises, gives examples, infers, paraphrases, predicts,

rewrites, summarises.

Eg.

� Describe three main features of …

� Explain the 3 main components of a learning outcome.

� Summarise the main causes of the American war in Iraq.


Copyright DrJJ, ASERG, FSG, UiTM. March 2010 7575

Level 3 – Application

The ability to use learned material in new and concrete

situations. This may include the application of such things as

rules, methods, concepts, principles, laws and theories.

Learning outcomes in this area require a higher level of

understanding than those under ‘Comprehension’.

Changes, computes, demonstrates, discovers, manipulates,

modifies, operates, predicts, prepares, produces, relates,

shows, solves, uses.

E.g.:

�Construct measurable learning outcomes that include

lower and higher order cognitive skills for a one-semester

course.

Level 4 – Analysis

The ability to break down material into its component parts so

that its organisational structure may be understood. This may

include the identification of the parts, analysis of the

relationships between parts, and recognition of the

organisational principles involved. Learning outcomes here

represent a higher intellectual level than ‘Comprehension’ and

‘Application’ because they require an understanding of both

the content and the structural form of the material.

Breaks down, differentiates, discriminates, distinguishes,

identifies, illustrates, infers, outlines, points out, relates,

selects, separates, subdivides

e.g.:

�Analyse authentic data from various sources and

prepare…





Level 5 – Synthesis

The ability to put parts together to form a new whole. This may

involve the production of a unique communication (theme or

speech), a plan of operations (research proposal), or a set of

abstract relations (scheme for classifying

information). Learning outcomes in this area stress creative

behaviours, with major emphasis on the formulation of new

patterns or structures.

Categorises, combines, compiles, composes, creates,

devises, designs, explains, generates, modifies, organises,

plans, rearranges, revises, rewrites, summarises, tells,

writes.

e.g.:

�Analyse authentic data from various sources and prepare

a recommendation report for a specified audience.

Level 6 – Evaluation

The ability to judge the value of material. The judgements are

to be based on definite criteria. These may be internal criteria

(organisational) or external criteria (relevance to the purpose)

and the student may determine the criteria or be given them.

Learning outcomes in this area are highest in the cognitive

hierarchy because they contain elements of all the other

categories, plus conscious value judgements based on clearly

defined criteria.

Appraises, compares, concludes, contrasts, criticises,

describes, discriminates, explains, justifies, interprets,

relates, summarises, supports.

e.g

�Evaluate the strengths and weaknesses of the cognitive

domain of Bloom’s taxonomy in relation to the National

Educational Philosophy.



Higher order

lower order

PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL

MOVEMENT, COORDINATION & USE OF THE

MOTOR SKILL AREAS


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)








Education, we see, is not merely gaining knowledge or skills helEducation, we see, is not merely gaining knowledge or skills helpful toward productive pful toward productive

work, though certainly that is a part of it. Rather it is a replwork, though certainly that is a part of it. Rather it is a replenishment and an expansion of enishment and an expansion of

the natural thirst of the mind and soul. Learning is a gradual pthe natural thirst of the mind and soul. Learning is a gradual process of growth, each step rocess of growth, each step

building upon the other. It is a process whereby the learner orgbuilding upon the other. It is a process whereby the learner organizes and integrates not anizes and integrates not

only facts but attitudes and values. The Lord has told us that wonly facts but attitudes and values. The Lord has told us that we must open our minds and e must open our minds and

our hearts to learn. There is a Chinese proverb: Wisdom is as thour hearts to learn. There is a Chinese proverb: Wisdom is as the moon rises, perceptible e moon rises, perceptible

not in progress but in result. As our knowledge is converted to not in progress but in result. As our knowledge is converted to wisdom, the door to wisdom, the door to

opportunity is unlocked. opportunity is unlocked.

Barbara W. WinderBarbara W. Winder

The great aim of education is not knowledge, but action. The great aim of education is not knowledge, but action.

Herbert Spencer Herbert Spencer

The one real goal of education is to leave a person asking questThe one real goal of education is to leave a person asking questions. ions.

Max Max BeerbohmBeerbohm





Diploma Degree

Cognitive 20%-30% 40%-60%

Skills 45%-60% 15%-45%

Affective 15%-25% 15%-25%

Source: MPTN


copyright dr jj, aserg, uitm, shah alam 1 fsg dec07/obejan2010...outcome based education 15/03/2010...

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