OBE IMPLEMENTATION
GUIDEBOOK
FACULTY OF ELECTRICAL & ELECTRONIC ENGINEERING
First Edition – 2010
Second Edition – 2012
Third Edition – 2014
Prepared by: OBE Committee, FKEE
Contents
FOREWORD ................................................................................................................................................. ii
1. Outcome Based Education (OBE) ...................................................................................................... 1
1.1 What is the flow of OBE?............................................................................................................... 2
1.2 Why we implement OBE? .............................................................................................................. 2
1.3 How we implement OBE? .............................................................................................................. 3
2. How we formulate PEO, PLO and CLO?............................................................................................ 4
2.1 Formulation of PEO ......................................................................................................................... 5
2.2 Formulation of PLO ......................................................................................................................... 6
2.3 Formulation of CLO ........................................................................................................................ 6
3. How we assess PEO, PLO and CLO? ................................................................................................. 7
3.1 Assessment Plan for PEO, PLO and CLO .................................................................................... 7
3.2 Assessment of PEO ......................................................................................................................... 8
3.3 Assessment of PLO ....................................................................................................................... 10
3.4 Assessment of CLO ....................................................................................................................... 11
4. How we improve PEO, PLO and CLO? ............................................................................................ 15
4.1 CQI for CLO .................................................................................................................................... 15
4.2 CQI for PLO .................................................................................................................................... 15
4.3 CQI for PEO .................................................................................................................................... 15
APPENDIX A – COGNITIVE, PSYCHOMOTOR & AFFECTIVE LEVEL ................................................ 16
A.1 Cognitive Level .............................................................................................................................. 16
A.2 Affective Level ............................................................................................................................... 17
A.3 Psychomotor Level ....................................................................................................................... 18
APPENDIX B – CQI Process ................................................................................................................... 19
B.1 CQI Process for CLOs ................................................................................................................... 19
B.2 CQI Process for PLOs ................................................................................................................... 20
B.3 CQI Process for PEOs ................................................................................................................... 20
i
FOREWORD
It is indeed a great pleasure to be given this opportunity to write a foreword
for this Guidebook entitled OBE Implementation Guidebook. My heartiest
congratulations to all OBE Committee members of FKEE for their
commitment and effort to come up with this guidebook.
OBE Implementation Guidebook is an important reference material for all
FKEE staffs in implementing OBE in their daily tasks. Outcome-Based
Education (OBE) is currently preferred globally to promote educational
revitalisation and has been implemented in many countries such as Canada,
the United States, Australia, Hong Kong, and New Zealand. It is thus my
heartfelt hope that the existence of this guidebook will benefits all FKEE
staffs.
I wish to thanks our readers for their helpful comments, which have
contributed their corrections and clarifications in the previous editions of
OBE Implementation Guidebook.
My compliments and best wishes to the authors.
Dean,
Faculty of Electrical and Electronic Engineering,
Universiti Tun Hussein Onn Malaysia.
ii
1. Outcome Based Education (OBE)
OBE is an approach of curriculum design and teaching that focuses on what
students should be able to do (attained) at the end of course/ programme.
Significant development of outcome based education approaches begins in
1960s by Carroll (1963), Bloom (1968), Spady (1988), among others.
Quoting definitions by Davis (2003):
"OBE is an approach to education in which decisions about the curriculum
are driven by the exit learning outcomes that the students should display at
the end of the course."
"In OBE, product defines process."
"OBE can be summed up as results-oriented thinking and is the opposite of
input-based education where the emphasis is on the educational process
and where we are happy to accept whatever is the result."
1
1.1 What is the flow of OBE?
Figure 1 shows an overview and decription of OBE flows.
Figure 1: OBE flows and desciption
1.2 Why we implement OBE?
Figure 2: OBE in Education Engineering – Professional and Qualification Bodies
(Source: Dr. Kok Boon Ching, Centre for Academic Development and Training CAD, 20 Feb. 2014 from Slide
OBE@Program Mesra Perdana FKEE 2014)
2
Undergraduate curriculum needs to be transformed into adopting OBE in
accordance with requirements from:
•
Engineering Accreditation Council (EAC), Board of Engineers Malaysia
(BEM) (Malaysia is the signatory of Washington Accord in 2009)
•
Malaysian Qualifications Framework of Malaysian Qualifications Agency
(MQA)
•
Sector of Higher Education, Ministry of Education Malaysia
Quoted from www.washingtonaccord.org (2013):
Professional Engineers are able to perform functions because of their:
i.
Knowledge,
ii.
Skills, and
iii.
Attitudes
Competence is developed by
i.
Education,
ii.
Training, and
iii.
Experience
The Washington Accord Agreement recognises that:
"Accreditation of engineering academic programmes is a key foundation for
the practice of engineering at the professional level in each of the countries or
territories covered by the Accord."
1.3 How we implement OBE?

Guided by EAC Accreditation Manual

Programme Educational Objectives (PEO) Assessment Methods

Programme Learning Outcomes (PLO) Assessment Methods

Course Learning Outcomes (CLO) Assessment Methods

Continual Quality Improvement (CQI)
3
2. How we formulate PEO, PLO and CLO?
Industrial and societal demands play important roles in formulating the
learning outcomes of programme offered by Higher Education Institution
(HEI).
Figure 3: Flow of Learning Outcomes Formulation and Implementation
(Source: Dr. Tan Lai Wai, Centre for Academic Development and Training CAD, 22 August 2013 from Slide
OBE@FKEE - FORMULATING AND ADDRESSING LEARNING OUTCOMES)
4
Faculty of Electrical and Electronic Engineering offers two undergraduate
academic programmes which are:
(i) Bachelor of Electronic Engineering with Honours (BEJ)
(ii) Bachelor of Electrical Engineering with Honours (BEV)
2.1 Formulation of PEO
The formulation of PEOs for each programme was based on the Vision,
Mission, Philosophy and Objectives of the University, as well as the Vision
and Mission of the Faculty. The PEOs were designed to address the
requirements and expectation of various stakeholders. The mapping of the
PEOs, Faculty’s Vision and Mission and the Stakeholders’ requirements is
shown in Figure 4.
It can be seen from the mapping that the PEOs are
mapped into the Vision and Mission of the Faculty as well as the
stakeholders’ requirements.
Stakeholders’
Requirements
FKEE Vision & Mission
VISION
Leading centre of
excellence in the
generation and
application of electrical
and electronic
engineering
knowledge.
MISSION
Produce dynamic,
creative and ethical
graduates who will lead
in the application of
electrical and electronic
engineering for the
prosperity of
humankind.
Graduates have good
personality.
Graduates have good
communication skills.
Graduates have positive
attitude.
Programme Objectives
Graduates have good
knowledge and/or soft
skills.
Graduates capable in
producing quality work.
Figure 4: PEO Formulation
The PEOs described the expected accomplishments of graduates after
five (5) years graduation. The achievement of PEOs will directly ensure the
achievement of the vision and mission of University and the Faculty as well
as the requirements of stakeholders.
5
2.2 Formulation of PLO
The Faculty recognises the importance of PLOs as the primary document in
the implementation of any academic programme. In 2008, the Faculty has
formulated PLOs for Specialization in Electronic Engineering Programme
according to the EAC 2007 Manual and MQA documents. On Mei 4-5, 2013, a
workshop organized by the CAD has been conducted to revise the PLOs and
the programme structure according to the EAC Manual 2012. Figure 5 shows
the PLO for FKEE’s undergraduate academic programme.
Figure 5: PLO for BEJ and BEV programme at FKEE
2.3 Formulation of CLO
Course learning outcome is developed using Bloom’s Taxonomy that involves
three learning domains: cognitive, affective, and psychomotor which has six
cognitive levels, five affective levels and seven physchomotor levels (refer
to Appendix A).
6
3. How we assess PEO, PLO and CLO?
Assessment is the formative and/ or summative determination for a specific
purpose of the student’s competence in demonstrating a specific outcome. It
is also the processes that identify, collect, use and prepare data that can be
used to evaluate achievement.
3.1 Assessment Plan for PEO, PLO and CLO
The purpose of this plan is to guide the continuous improvement of
undergraduate
engineering
programmes
at
Faculty
of
Electrical
and
Electronic Engineering (FKEE), University Tun Hussein Onn Malaysia (UTHM).
The focus of the plan is on the following criterion:
Criterion 1. Programme Educational Objectives (PEOs)
Criterion 2. Programme Learning Outcomes (PLOs)
Criterion 3. Course Learning Outcomes (CLOs)
On-going FKEE’s programme and curriculum assessment can be
implemented with a balance of both direct and indirect assessment
techniques. The tools of direct assessment techniques are as follows:
i.
Quiz, Test, Final Examination
ii.
Assignments, Projects
iii.
Final Year Project
iv.
PBL/ POPBL
v.
Laboratory Experiments
vi.
Exit Interview
7
On the other hand, the tools of indirect assessment techniques are as
follows:
i.
Industrial Training
ii.
Industrial Advisors
iii.
External Examiner
iv.
Student Exit Survey
v.
Alumni Survey
vi.
Employer Survey
In summary, the basic FKEE’s model of educational objective and
programme assessment can be viewed as requiring four different major
feedback systems, as shown in Figure 6.
Indirect Assessment
Direct Assessment
Indirect Assessment
Input from
Constituencies
and Evaluation of
Attainment
Educational
Objectives
Direct and Indirect Assessment
Programme
Learning
Outcomes
Course
Learning
Outcomes
Assessment of
Student Learning
Feedbacks
Feedbacks
Feedbacks
Feedbacks
Figure 6: Model of Educational Objectives and Learning Outcomes Assessment
3.2 Assessment of PEO
PEOs are identified and refined by the program in consultation with outside
constituencies and current students. This is a cyclical process. The goal is to
keep the PEOs current by having a process which identifies the needs of the
program’s
various
constituencies,
critically
assess
the
attainment
graduates and periodically reassesses and updates of the objectives.
8
of
Although elements of this process are continuous in nature and will
vary among programmes, each programme has responsibility to assure a
documented cycle of activity such that PEOs, as well as their linkage to
PLOs, are re-evaluated at least every three years. Recognizing that different
constituents may have competing needs and expectations, each program will
have a process in place to resolve potential conflicts while fulfilling as many
of the needs as practically as possible.
The PEOs of FKEE programme can be assessed by using the following
assessment tools:
i.
Report and minute of meeting with Industrial Advisors Panel
ii.
Report and minute of meeting with External Examiner
iii.
Alumni survey
iv.
Employer survey
The alumni’s and employer’s survey contained five areas which
defining the PEOs.
The five areas are: (1) Career, (2) Competency, (3)
Competitive, (4) Life-long Learning, and (5) Contribution. Data gathered
through these surveys will be accumulated and used as one key input to the
PEOs as well as the PLOs.
In summary, the PEOs assessment process and methods can be
viewed as shown in Figure 7.
Panel of Industrial
Advisors and
External Examiner
Employer
Indirect
Assessment
PEOs
Assessment
Indirect
Assessment
Survey
Alumni
Re-evaluate at least every three (3) years
Evaluation Report
and Minute of
Meeting
Feedbacks
(Career, Competency,
Competitive, Life-long
Learning, and
Contribution)
CQI
Figure 7: Programme Educational Objectives (PEOs) Assessment Methods
9
3.3 Assessment of PLO
Establishing and monitoring progress towards PLOs is an iterative process
taking place at two primary levels: Curriculum and Course. Although success
of students in accomplishing the PEOs is an indicator of success in achieving
the PLOs, progress towards PLOs can be most directly evaluated during and
at or near the time of completion of the formal instructional/ learning
process.
The PLOs of FKEE programme can be assessed by using the following
assessment tools:
a.
b.
Direct assessment
i.
Quizzes
ii.
Tests
iii.
Final Examination
iv.
Assignments
v.
Projects
vi.
Final Year Project
vii.
Lab Experiments
viii.
PBL/ POPBL
Indirect assessment
i.
Report and minute of meeting with Industrial Advisors
ii.
Report and minute of meeting with External Examiner
iii.
Alumni survey
iv.
Employer survey
Results may imply needed change in contents, the curriculum or the
PLOs. Figure 8 shows the suggestions for the appropriate inputs.
10
Quizzes,
Tests,
Final
Examination
Assignments,
Projects,
Final
Year Projects
Panel of
Industrial
Advisors
CLOs
Evaluation
Direct
Assessment
Lab
Experiments,
PBL/POPBL
PLOs
Assessment
Re-evaluated by the
time of graduation
PLOs, CLOs, Soft Skills
and Taxonomy
Achievement for each
Courses and Students
CQI
Indirect
Assessment
Curriculum
Evaluation
Report, Minute of Meeting and
Survey Data (Knowledge, Practical,
Communications, Problem Solving,
Team Working, Life-long Learning,
Entrepreneurship, Professionalism,
Leadership, Design and
Sustainable Development)
Survey
(Alumni,
and
Employer)
External
Examiner
Figure 8: Programme Learning Outcomes (PLOs) Assessment Methods
3.4 Assessment of CLO
Course learning outcomes are statements that describe significant and
essential learning that learners have achieved, and can reliably demonstrate
at the end of a course. This means learning outcomes identify what the
learner will know and be able to do by the end of a course.
Course learning outcomes should be measureable and observable via
cognitive, psychomotor and affective learning domains. In other
words, course learning outcomes should reflect essential knowledge, skills
and attitudes and finally, represent the minimum performances that must be
achieved to successfully complete a course.
On-going course learning outcomes assessment, with a balance of
direct and indirect assessment techniques will be the responsibility of the
departments and programmes. It is the responsibility of the lecturer for each
course to maintain a detailed course syllabus which carefully delineates both
the content and PLOs addressed by the course. The syllabus should also
contain course objectives, taxonomy levels, instructional techniques and
evaluation methods.
The CLO assessment is continuous starting from the first week until
the last week of lecture. The course learning outcome assessment is divided
11
into 2 parts: after test 1 (week 7) and after final examination (week 14). At
the end of the course learning process and assessment, all the lecturers
must do the course evaluation in order to analyse the student achievement
in terms of PLO and Taxonomy Level.
The CLOs of FKEE course can be assessed by using the following
assessment tools:
a.
b.
Direct assessment
i.
Quizzes
ii.
Tests
iii.
Final Examination
iv.
Assignments
v.
Projects
vi.
Final Year Project
vii.
Lab Experiments
viii.
PBL/ POPBL
Indirect assessment
i.
Rubric Matrix (Psychomotor and Affective)
ii.
Peer-assessment
Results may imply needed change in contents, CLO, curriculum or the
PLOs. Figure 9 shows some suggestions for the appropriate inputs.
Before a lecturer implements the direct assessment tools of CLO for
cognitive level such as test and final examination, the Table of Specification
(TOS) must be prepared first. The important information that should be
included in the TOS is the question’s numbers, marks and their relationship
with CLO, PLO and Taxonomy Level. Figure 10 shows the TOS template and
its example.
12
Quizzes,
Tests,
Final
Examination
Rubric Matrix
(Psychomotor
and Affective)
Assignments,
Projects,
Final
Year Projects
Student
Achievement
Evaluation
Direct
Assessment
Lab
Experiments,
PBL/POPBL
CLOs
Assessment
Indirect
Assessment
Re-evaluated at the end
of learning process
PLOs, CLOs, Soft Skills
and Taxonomy
Achievement for each
Courses and Students
CQI
Student Learning
Evaluation
Peerassessment
Evaluation and Survey Data
(Course Content, Teaching
and Learning, Feedback and
Assessment, Learning
Resources, Personal
Development and CLOs and
Taxonomy Achievement)
Figure 9: Course Learning Outcomes (CLOs) Assessment Methods
FACULTY OF ELECTRICAL AND ELECTRONIC ENGINEERING
TABLE OF SPECIFICATION FOR FINAL EXAMINATION
COURSE CODE: BEC10102
SEMESTER: II
CLO (Cognitive):
NAME OF COURSE: COMPUTER PROGRAMMING
SESSION: 2013 / 2014
Demonstrate the fundamental knowledge of C++ programming language for solving computer programming problems correctly.
C3-PLO1
Marks Distribution based on Bloom's Taxonomy
Question
Subject's Content/Topic
KN
CO
AP
Level 1
Q#
Chapter No.: Topic
1
(a)
Chapter 5: Array & String
Differences between arrays
1
(b)
Chapter 5: Array & String
Construct C++ using array
2
(a)
Chapter 3: Control Structure - break statement
Definition of break
(b)
Chapter 3: Control Structure - Selection
Rewrite the conditional operator into if-else
2
(c )
Chapter 2: Intro to C++
Latest value stored in variable
2
(d)
Chapter 3: Control Structures - Selection
Prove © using tracing method.
(a)
Chapter 4: Functions
return type of function
(b)
(i)
Chapter 4: Functions
Construct function definition
12
3
2
3
3
3
(b)
(ii)
Chapter 4: Functions
Construct function prototype
3
(c )
(i)
Chapter 4: Functions
Identify errors in function
(ii)
Chapter Functions
Fix the errors of function
3
4
(c )
(a)
Chapter 1: SDM
Construct program based on given pseudocode
(b)
Chapter 3: Control Structures - Loops
Determine whether there is an error in given loops
AN
SY
Level 2
EV
Subtotal
Level 3
Instruction: ANSWER ALL QUESTIONS
8
25
17
3
8
25
2
12
2
25
3
5
15
25
10
Subtotal based on taxonomy (Marks)
6
23
47
12
0
12
100
Subtotal based on taxonomy (Percentage)
6
23
47
12
0
12
100
Figure 10: Table of Specification Template and Example
13
After the test and final examination are implemented, the student
achievement evaluation is conducted in order to assess and to analyse the
achievement of CLO for CQI purposes. Figure 11 shows the template of
student achievement evaluation that can be retrieved form Online Student
Assessment System (SAS) at http://tcis.uthm.edu.my
(a) Assessment Details for CLOs
(b) Course Summary Report based on Student
(c) CLO Graph
Figure 11: Student’s Achievement Evaluation Template and Example
14
4. How we improve PEO, PLO and CLO?
Assessment is the formative and/ or summative determination for a specific
purpose of the student’s competence in demonstrating a specific outcome. It
is also the processes that identify, collect, use and prepare data that can be
used to evaluate achievement.
4.1 CQI for CLO
The CLOs attainment that uses direct and indirect measurement tools are
collected from online-based system called Student Assessment System
(SAS). The respective lecturer can do the analysis for determining the
achievement of related CLO. The analysis results will then determine the
appropriate actions for CQI. Appendix B.1 describes the CQI process of CLO.
4.2 CQI for PLO
In a direct measurement tool, since each course has its CLO mapped to a
PLO that has been set for each undergraduate academic programme, the
data obtained from SAS will be used as an input to measure the
achievement of PLOs. The indirect measurement tool is also carried out to
students in their graduating year. The analysis results form direct and
indirect measurement tools will then determine the appropriate actions for
CQI. Refer Appendix B.2 for CQI process of PLO.
4.3 CQI for PEO
The measurement of PEOs is conducted through survey on alumni and their
employers for at least three to five years after their graduation. The analysis
results will then determine the appropriate actions for CQI. Appendix B.3
describes the CQI process of PEO.
15
APPENDIX A – COGNITIVE, PSYCHOMOTOR &
AFFECTIVE LEVEL
A.1 Cognitive Level
LEVEL Attributes, Keywords and Example of CLO
according to Cognitive Level...
Cognitive
Level
Level
Attributes
C1
Knowledge
Rote
memorisation,
recognition, or
recall of facts.
Understanding
what the facts
mean.
Find, define, label, describe,
memorize,
locate,
recognize,
identify, record, name, tell, list,
recite, select, relate
Convert, transform, examples,
match,
restate,
paraphrase,
change, rewrite, give, express,
illustrate,
extend, generalize,
summarize, interpret, compare,
explain, predict
C3
Application
Correct use of
the facts, rules,
or ideas.
Use,
apply,
change,
solve,
choose, sketch, modify, make,
dramatize,
discover,
classify,
prepare,
show,
produce,
construct, paint, demonstrate,
illustrate
C4
Analysis
Breaking down
information
into component
parts.
C5
Synthesis
Combining
parts to make
a new whole.
Analyze,
classify,
survey,
separate,
distinguish,
infer,
categorize, subdivide, inquire,
differentiate, probe, attributes,
investigate, select, experiment,
point out, compare, contrast
Plan, role-play, compose, invert,
hypothesis,
design,
revise,
construct,
develop,
collect,
predict,
formulate,
create,
organize,
originate,
combine,
arrange
C6
Evaluation
Judging
the
value or worth
of information
or ideas.
C2
Comprehension
Keywords
Appraise,
deduce,
critique,
defend, recommend, conclude,
decide,
criticize,
evaluate,
consider, weight, judge, support,
rate
16
Example of
CLO
Define the basic of
electrical quantities
and laws in dc and
ac system.
Explain
and
summarise
the
working culture of
a
professional
engineers
in
society
and
organization
Apply
the
appropriate
assembly language
for microprocessor
(8086)
and
microcontroller
(PIC).
Investigate power
factor
problems
that arise during
the utilisation of
electrical energy.
Compose
systematically
engineering
problems and their
solutions
using
appropriate
hardware
or
software.
Evaluate the power
factor
problems
that arise during
the utilisation of
electrical energy
A.2 Affective Level
LEVEL Attributes, Keywords and Example of CLO
according to Affective Level...
Affective
Level
Keywords
Example of
CLO
Ask,
choose,
identify, point out,
reply, select, name,
give, follow, hold,
use, describe
Give respect to the
colleagues idea in
meeting
Individual
actively
participating in his or
her own learning.
Read,
answer,
select,
recite,
discuss, write, greet,
present, form, help,
practice,
perform,
conform,
comply,
aid, assist, read
Discuss importance
of ac and dc circuits
in
current
technology trend.
A3
Valuing
The ranges from simple
acceptance of a value to
one of commitment.
Work,
justify,
differentiate, invite,
initiate, study, join,
share,
propose,
report,
select,
explain, demonstrate
Study the current
technology applied
in control system
engineering.
A4
Organizing values
Individuals go through
as they bring together
different values, resolve
conflicts among them
and start to internalize
the values.
Integrate,
relate,
complete, organize,
defend,
identify,
synthesize, modify,
generalize,
formulate, prepare,
compare,
combine,
adhere, arrange
A5
Internalizing
value
Individual has a value
system in terms of their
beliefs,
ideas
and
attitudes that control
their behavior in a
consistent
and
predictable manner
Display,
discriminate, verify,
modify,
revises,
serve,
listen,
practice, influence
A1
Receiving
phenomena
A2
Responding
phenomena
Level Attributes
Willingness to
information.
receive
17
Generalize the role
of engineer to solve
engineering
problems
as
professional
commitment to the
nation.
Displays
professional
commitment
ethical practice.
a
to
A.3 Psychomotor Level
LEVEL Attributes, Keywords and Example of CLO
according to Psychomotor Level...
Psychomotor
Level
Example of
CLO
Level Attributes
Keywords
P1
Perception
The ability to use observed
cues to guide physical
activity.
Detect,
describe,
differentiate,
isolate, distinguish,
choose,
select,
relate, identify
Identify
the
passive and active
components
in
electronic circuit.
P2
Set
The readiness to take a
particular course of action
Begin,
explain,
show, volunteering,
proceed,
move,
state, display
P3
Guided Response
The trial-an-error attempts
at acquiring a physical
skill. With practice, this
leads
to
better
performance.
Copy, trace, react,
response,
reproduce, follow
Show
the
functioning
of
passive and active
components
in
electronic circuit.
Trace the path of
electrical signal in
digital system.
P4
Mechanism
Learned responses become
more
habitual
and
movements
can
be
performed
with
some
confidence and level of
proficiency.
P5
Complex Overt
Response
Responses are automatic
and proficiency is indicated
by accurate and highly
coordinated performance
with a minimum of wasted
effort.
Mix,
assemble,
measure,
dismantle,
construct,
calibrate, grind, fix,
fasten,
mend,
sketch, manipulate,
heat, display
Build,
organize,
mend,
sketch,
manipulate, heat,
display
P6
Adaptation
skills are well developed
and the individual can
modify movements to deal
with problem situations or
to fit special requirements.
The skills are so highly
developed that creativity
for special situations is
possible.
P7
Origination
18
Adapt,
change,
reorganize,
alter,
vary,
rearrange,
reorganize, revise
Arrange, originate,
create,
design,
initiate, compose,
combine
Construct a block
of
computer
architecture
systems
using
simulation tools.
Organise
effectively
good
quality final year
project in a form
of
system,
hardware,
software
that
have commercial
potential.
Rearrange
a
circuit model to
represent
the
behavior
of
a
system
Design a system
based
on
mathematical
model.
APPENDIX B – CQI Process
B.1 CQI Process for CLOs
FLOW OF CQI PROCESS
FOR DIRECT
MEASUREMENT OF CLO
1
2
3
4
5
Current Lecturer of the Course
get the CQI from Previous Lecturer of
the Course
(2nd week before the semester starts)
(Evidence: Form CQI-01)
5a
Faculty distribute
syllabus of the course
5b
Current Lecturer do the planning to
improve the performance of the course
(Evidence: Minute of Meeting / RPP04,
etc)
Implementation of the planning
(Week 1 to Week 7)
(Evidence: Students’ Attendance/
Lecture Notes/ Tutorial / etc)
Evaluation Process (Week 1 – Week 7)
(Evidence: Test 1 / Lab Reports /
TOS / Vetting Report / Sample of
Student’s Answer / Questions /
Answer Scheme/ etc.)
Current Lecturer analyse the mid
performance and proposed Mid CQI
(Evidence: CQI-02)
6
Implementation of the mid CQI
(Week 8 – Week 14)
(Evidence: Students’ Attendance/
Activity Report / Questions /
Sample of Student’s Answer / etc)
7
Evaluation Process
(Week 8–Final Exam)
(Evidence: Test 2 / Lab Reports /
Final Exam / TOS / Vetting Report for
Test / Sample of Student’s Answer /
Questions /
Answer Scheme/etc.)
8
FLOW OF CQI PROCESS
FOR INDIRECT
MEASUREMENT OF CLO
Current Lecturer analyse the overall
performance and proposed CQI
(Evidence: CQI-01)
19
Current Lecturer distributes the Lecture
Planning (RPP04)
(Week 1)
(Evidence: RPP04)
Student filled in Mid Course Survey
(Week 6 – Week 7)
(Evidence: Survey Questionnaires &
Feedback/etc.)
B.2 CQI Process for PLOs
Assessment of PLOs
Direct Assessment
Result from CLO
Assessment for each
course
(CLO vs PLO Analysis)
Evidence: report
Indirect Assessment
Faculty Members
External examiners
Action Plans
for CQI
Industrial Advisor
Committee
Evidence: minute meeting
Implementation
Evidence: report
Survey alumni,
employers, parents
Evidence: report
B.3 CQI Process for PEOs
Assessment of PEOs
Indirect Assessment
Industrial Advisor
Panels
External
Examiners
Adjunct
Professors
Faculty Members
Action Plans
for CQI
Visiting Professors
Evidence: minute meeting
Survey – Alumni,
Employer
Evidence: report
20
Implementation
Evidence: report