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, Facultys 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
FKEE Vision & Mission
Requirements

VISION Graduates have good

Leading centre of personality.
excellence in the
generation and Graduates have good
application of electrical communication skills.
and electronic
engineering
knowledge. Graduates have positive
attitude.
MISSION Programme Objectives
Produce dynamic,
Graduates have good
creative and ethical
knowledge and/or soft
graduates who will lead
skills.
in the application of
electrical and electronic
engineering for the Graduates capable in
prosperity of producing quality work.
humankind.

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 FKEEs undergraduate academic programme.

Figure 5: PLO for BEJ and BEV programme at FKEE

2.3 Formulation of CLO

Course learning outcome is developed using Blooms 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 students 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 FKEEs 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 FKEEs 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 Direct and Indirect Assessment

Input from
Programme Course
Constituencies Educational Assessment of
Learning Learning
and Evaluation of Objectives Student Learning
Outcomes Outcomes
Attainment

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
programs various constituencies, critically assess the attainment of
graduates and periodically reassesses and updates of the objectives.

8
 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 alumnis and employers 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.

Employer
Panel of Industrial
Indirect PEOs Indirect
Advisors and Assessment Assessment
Survey
External Examiner Assessment Alumni

Re-evaluate at least every three (3) years

Feedbacks
Evaluation Report (Career, Competency,
and Minute of CQI Competitive, Life-long
Meeting Learning, and
Contribution)
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. Direct assessment
i. Quizzes
ii. Tests
iii. Final Examination
iv. Assignments
v. Projects
vi. Final Year Project
vii. Lab Experiments
viii. PBL/ POPBL

b. 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, Panel of
Tests, Industrial
Final Advisors
Examination

Assignments, Survey
Projects, CLOs Direct PLOs Indirect Curriculum (Alumni,
Final Evaluation Assessment Assessment Assessment Evaluation and
Year Projects Employer)

Lab
Re-evaluated by the External
Experiments,
time of graduation Examiner
PBL/POPBL Report, Minute of Meeting and
Survey Data (Knowledge, Practical,
PLOs, CLOs, Soft Skills
Communications, Problem Solving,
and Taxonomy
Achievement for each CQI Team Working, Life-long Learning,
Entrepreneurship, Professionalism,
Courses and Students
Leadership, Design and
Sustainable Development)

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. Direct assessment
i. Quizzes
ii. Tests
iii. Final Examination
iv. Assignments
v. Projects
vi. Final Year Project
vii. Lab Experiments
viii. PBL/ POPBL
b. 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 questions numbers, marks and their relationship
with CLO, PLO and Taxonomy Level. Figure 10 shows the TOS template and
its example.

12
 Quizzes,
Rubric Matrix
Tests,
(Psychomotor
Final
and Affective)
Examination

Assignments,
Student
Projects, Direct CLOs Indirect Student Learning
Achievement Assessment Assessment
Final Assessment Evaluation
Year Projects Evaluation

Lab
Re-evaluated at the end Peer-
Experiments,
of learning process assessment
PBL/POPBL Evaluation and Survey Data
(Course Content, Teaching
PLOs, CLOs, Soft Skills
and Learning, Feedback and
and Taxonomy
Achievement for each CQI Assessment, Learning
Resources, Personal
Courses and Students
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 NAME OF COURSE: COMPUTER PROGRAMMING
SEMESTER: II SESSION: 2013 / 2014

CLO (Cognitive): 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 AN SY EV Subtotal
Level 1 Level 2 Level 3
Q# Chapter No.: Topic Instruction: ANSWER ALL QUESTIONS

Chapter 5: Array & String

1 (a) 8
Differences between arrays
25
Chapter 5: Array & String
1 (b) 17
Construct C++ using array

Chapter 3: Control Structure - break statement

2 (a) 3
Definition of break

Chapter 3: Control Structure - Selection

2 (b) 8
Rewrite the conditional operator into if-else
25
Chapter 2: Intro to C++
2 (c ) 2
Latest value stored in variable

Chapter 3: Control Structures - Selection

2 (d) 12
Prove using tracing method.

Chapter 4: Functions
3 (a) 2
return type of function

Chapter 4: Functions
3 (b) (i) 12
Construct function definition

Chapter 4: Functions
3 (b) (ii) 3 25
Construct function prototype

Chapter 4: Functions
3 (c ) (i) 3
Identify errors in function

Chapter Functions
3 (c ) (ii) 5
Fix the errors of function

Chapter 1: SDM
4 (a) 15
Construct program based on given pseudocode
25
Chapter 3: Control Structures - Loops
(b) 10
Determine whether there is an error in given loops

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: Students 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 students 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 Example of

Keywords
Level Attributes CLO
C1 Rote Find, define, label, describe, Define the basic of
Knowledge memorisation, memorize, locate, recognize, electrical quantities
recognition, or identify, record, name, tell, list, and laws in dc and
recall of facts. recite, select, relate ac system.
C2 Understanding Convert, transform, examples, Explain and
Comprehension what the facts match, restate, paraphrase, summarise the
mean. change, rewrite, give, express, working culture of
illustrate, extend, generalize, a professional
summarize, interpret, compare, engineers in
explain, predict society and
organization
C3 Correct use of Use, apply, change, solve, Apply the
Application the facts, rules, choose, sketch, modify, make, appropriate
or ideas. dramatize, discover, classify, assembly language
prepare, show, produce, for microprocessor
construct, paint, demonstrate, (8086) and
illustrate microcontroller
(PIC).
C4 Breaking down Analyze, classify, survey, Investigate power
Analysis information separate, distinguish, infer, factor problems
into component categorize, subdivide, inquire, that arise during
parts. differentiate, probe, attributes, the utilisation of
investigate, select, experiment, electrical energy.
point out, compare, contrast
C5 Combining Plan, role-play, compose, invert, Compose
Synthesis parts to make hypothesis, design, revise, systematically
a new whole. construct, develop, collect, engineering
predict, formulate, create, problems and their
organize, originate, combine, solutions using
arrange appropriate
hardware or
software.
C6 Judging the Appraise, deduce, critique, Evaluate the power
Evaluation value or worth defend, recommend, conclude, factor problems
of information decide, criticize, evaluate, that arise during
or ideas. consider, weight, judge, support, the utilisation of
rate electrical energy
16
A.2 Affective Level

LEVEL Attributes, Keywords and Example of CLO

according to Affective Level...

Affective Example of
Level Attributes Keywords
Level CLO
Ask, choose,
A1 identify, point out, Give respect to the
Willingness to receive
Receiving reply, select, name, colleagues idea in
information.
phenomena give, follow, hold, meeting
use, describe

Read, answer,
select, recite,
Discuss importance
A2 Individual actively discuss, write, greet,
of ac and dc circuits
Responding participating in his or present, form, help,
in current
phenomena her own learning. practice, perform,
technology trend.
conform, comply,
aid, assist, read

Work, justify,
differentiate, invite, Study the current
The ranges from simple
A3 initiate, study, join, technology applied
acceptance of a value to
Valuing share, propose, in control system
one of commitment.
report, select, engineering.
explain, demonstrate

Integrate, relate, Generalize the role

Individuals go through complete, organize, of engineer to solve
as they bring together defend, identify, engineering
A4 different values, resolve synthesize, modify, problems as
Organizing values conflicts among them generalize, professional
and start to internalize formulate, prepare, commitment to the
the values. compare, combine, nation.
adhere, arrange

Individual has a value

system in terms of their Display,
Displays a
A5 beliefs, ideas and discriminate, verify,
professional
Internalizing attitudes that control modify, revises,
commitment to
value their behavior in a serve, listen,
ethical practice.
consistent and practice, influence
predictable manner

17
A.3 Psychomotor Level

LEVEL Attributes, Keywords and Example of CLO

according to Psychomotor Level...

Psychomotor Example of
Level Attributes Keywords
Level CLO
P1 The ability to use observed Detect, describe, Identify the
Perception cues to guide physical differentiate, passive and active
activity. isolate, distinguish, components in
choose, select, electronic circuit.
relate, identify
P2 The readiness to take a Begin, explain, Show the
Set particular course of action show, volunteering, functioning of
proceed, move, passive and active
state, display components in
electronic circuit.
P3 The trial-an-error attempts Copy, trace, react, Trace the path of
Guided Response at acquiring a physical response, electrical signal in
skill. With practice, this reproduce, follow digital system.
leads to better
performance.

P4 Learned responses become Mix, assemble, Construct a block

Mechanism more habitual and measure, of computer
movements can be dismantle, architecture
performed with some construct, systems using
confidence and level of calibrate, grind, fix, simulation tools.
proficiency. fasten, mend,
sketch, manipulate,
heat, display
P5 Responses are automatic Build, organize, Organise
Complex Overt and proficiency is indicated mend, sketch, effectively good
Response by accurate and highly manipulate, heat, quality final year
coordinated performance display project in a form
with a minimum of wasted of system,
effort. hardware,
software that
have commercial
potential.
P6 skills are well developed Adapt, change, Rearrange a
Adaptation and the individual can reorganize, alter, circuit model to
modify movements to deal vary, rearrange, represent the
with problem situations or reorganize, revise behavior of a
to fit special requirements. system
P7 The skills are so highly Arrange, originate, Design a system
Origination developed that creativity create, design, based on
for special situations is initiate, compose, mathematical
possible. combine model.

18
 APPENDIX B CQI Process

B.1 CQI Process for CLOs

FLOW OF CQI PROCESS FLOW OF CQI PROCESS
FOR DIRECT FOR INDIRECT
MEASUREMENT OF CLO MEASUREMENT OF CLO

1 Current Lecturer of the Course 5a Current Lecturer distributes the Lecture

get the CQI from Previous Lecturer of
Faculty distribute Planning (RPP04)
the Course
syllabus of the course (Week 1)
(2nd week before the semester starts)
(Evidence: RPP04)
(Evidence: Form CQI-01)

2 Current Lecturer do the planning to 5b Student filled in Mid Course Survey

improve the performance of the course (Week 6 Week 7)
(Evidence: Minute of Meeting / RPP04, (Evidence: Survey Questionnaires &
etc) Feedback/etc.)

3 Implementation of the planning

(Week 1 to Week 7)
(Evidence: Students Attendance/
Lecture Notes/ Tutorial / etc)

4 Evaluation Process (Week 1 Week 7)

(Evidence: Test 1 / Lab Reports /
TOS / Vetting Report / Sample of
Students Answer / Questions /
Answer Scheme/ etc.)

5
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 Students Answer / etc)

7 Evaluation Process
(Week 8Final Exam)
(Evidence: Test 2 / Lab Reports /
Final Exam / TOS / Vetting Report for
Test / Sample of Students Answer /
Questions /
Answer Scheme/etc.)

8
Current Lecturer analyse the overall
performance and proposed CQI
(Evidence: CQI-01)

19
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
Implementation
for CQI
Industrial Advisor
Committee Evidence: minute meeting 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
Visiting Professors Implementation
for CQI

Evidence: minute meeting Evidence: report

Survey Alumni,
Employer

Evidence: report

20