Introduction to OBE Module

Outcome-Based Education (OBE) Module:
Introduction to Learning Outcome
Mohamed Nadzri Mohd Yusoff
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FOREWORD
“Outcome-Based Education” or OBE has been advocated by the Malaysian Ministry of Education as
the basis for higher education in Malaysia. The module will attempt to introduce the readers to the
philosophy, principles and processes of OBE, and the why and how OBE should be implemented in
higher education in line with existing government’s policies and regulations.
This module is design to facilitate the readers understanding and comprehension of OBE processes,
and will attempt to highlight references and guidelines that can be used in the process of curriculum
planning and designing.

Table of Content
CHAPTER PAGE
Chapter 1: OBE Overview the BIG Picture
Chapter 2: Learning Outcomes and Learning Domains
Chapter 3: Writing Learning Outcomes
Chapter 4: Mapping Outcomes
Chapter 5: Assessment
Chapter 6: Student Learning Time (SLT)
Chapter 7: Table of Test Specification

Chapter 1: OBE Overview the BIG Picture
At the end of the topic, the readers will be able to:
 Explain the philosophy, principles and processes of outcome-based education (OBE)
 Explain why Malaysian Ministry of Education (MOE) advocates OBE as the basis for higher
education in Malaysia
 Explain the relevancy of OBE in Malaysian higher education and its relation to the Malaysian
Qualification Framework, the Malaysian Qualification Agency Act 2007 (Act 679) and the
Pelan Strategik Pengajian Tinggi Negara.
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Why outcome-based education (OBE) in Malaysia?
Introduction
Concerns about the quality of education has its root from how it is highly valued by the community
and by nations; as it is seen as fundamental to being successful in this knowledge-economy. What
matters today is that, good education and training has become one of the key aspects of the
requirements for being successful in life. It is too time-consuming for learners to attend academic
institutions; get qualifications and then still have to get in-service training to be able to do the job.
Therefore, good education and training should not only be of an academic nature, but it should also
prepare learners adequately for the workplace. The proof of good education and training is in finding
whether:
 learning has really taken place
 learning has equipped learners with the skills and knowledge that will enable them to solve
authentic problems in a workplace situation.
New Straits Times reported in August 20, 2002, that about 44,000 graduates are without jobs as they
have nothing outstanding to offer to the job markets although they possess degrees and diplomas. The
paper also quoted Professor Emeritus Datuk Dr Khoo Kay Kim of Universiti Malaya as saying that
this was one problem which must be looked into. He also said this had been mainly caused by
students memorising facts without knowing how to apply them in a particular situation, and as a
result, most of them cannot even do simple things or solve simple problems.
A year later, the same newspaper published an article titled “Jobless graduates lack critical skills”,
which quoted the then Minister of Human Resources, Datuk Dr. Fong Chan Onn, who said that an
increasing number of unemployed graduates are unable to use computers and lack team spirits. On top
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of that, many of these graduates lack communication skills, and feedbacks from employers indicated
that most of them were from public universities.
(NST, 2002)
In a survey carried out by the National Association of Colleges and Employers (NACE) called Job
Outlook in 2005, the top three qualities deemed most important by the employers are communication
(verbal or written), honesty and integrity, and interpersonal skills. GPA score of 3.0 or better, ended
17th in a 20-item list of skills/qualities. NACE have carried out this survey every year since 1999, and
since the 1999 Job Outlook report, “communication skills” have topped the list of the qualities and
skills employers deem important in job candidates, along with honesty/integrity, interpersonal skills,
strong work ethics, and teamwork skills.
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NACE Research: Job Outlook 2005
(National Association of Colleges and Employers (NACE) , 2006)
Evolution in quality assurance (QA) in Malaysian higher education (HE)
The Education Ministry was aware of the issues mentioned, and has started looking into the matter
with the evolution in quality assurance system in higher education in 1997 for private institutions,
with the establishment of Lembaga Akreditasi Negara (LAN). In 2002, the Ministry of Education,
through its Bahagian Jaminan Kualiti (BJK) published the Kod Amalan Jaminan Kualiti (Code of
Practice for Quality Assurance) for public universities.
A framework of education quality assurance called “The Malaysian Qualification Framework” (MQF)
was first drafted and approved through the Majlis Pendidikan Tinggi Negara (MPTN) in 2005. It was
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later tabled and approved on the 16th July, 2007, in Act 679 or also known as the Malaysian
Qualification Agency (MQA) Act 2007. MQF is meant to be the reference for quality in higher
education in Malaysia.
(Zita Fahmi, 2007)
OBE and Pelan Strategik Pengajian Tinggi Negara (PSPTN)
In March 2007, the then Ministry of Higher Education through the “Dokumen Transformasi Pengajian
Tinggi” established the “Pelan Strategik Pengajian Tinggi Negara (PSPTN)” which was published on
the 27th August 2007. The plan’s objective was to produce human-capital with first-class mentality for
the nation. One of the thrusts in this strategic plan was in teaching-and-learning, and it was proposed
in paragraph 4.03 of the plan that “outcome-based education” will help to achieve the objective. This
was one of the first instances in a white-paper which specifically mention the term “outcome-based
education”.
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(PSPTN , 2007)
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OBE and Act 679
The other white-paper that specifically mention “learning outcome” is the Malaysian Qualification
Framework (MQF) defined in Act 679. The Act also defined “learning outcomes” in Part 1, Clause
2(1) (Act 679) as “the standard to be achieved from an educational or skill training programme or
qualification as determined by the Framework”.
(Act 679, 2007)
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OBE and MQF
In The Malaysian Qualification Framework (MQF), “learning outcomes” is mentioned in
Paragraph 14 (MQF, 2007). In PSPTN, MQF is the reference for quality of higher education
in Malaysia, and it emphasises on “education based on learning outcomes”. The plan
further implied that the implementation of MQF is critical in achieving international
recognition of educational programmes; hence graduates produced will be accepted not only
locally but also internationally.
Qualification framework has long been implemented in other countries in the world, such as
the European Qualification Framework, the Qualifications and Credit Transfer Framework - for
England, Wales and Ireland; the Scottish Credit and Qualifications Framework, the Hong Kong
Qualification Framework (2008) and the Australian Qualification Framework (1995).
MQF is benchmarked against these main qualifications frameworks and is accepted by the
United Nations Educational, Scientific and Cultural Organization (UNESCO) at the Lisbon
Convention, which includes signatories from Europe, Canada, the United States, Israel, Australia
and New Zealand. Therefore, MQF facilitate communication with the various frameworks and
higher education systems of major countries worldwide, thus, the implementation of MQF (i.e.
OBE) will enable us to produce academic qualifications and skills trainings that are also
recognised worldwide.
MQF simplifies the process for international recognition and student mobility for
employability and further education accessibility, based on international good practices.
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(MQF, 2007)
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What is OBE?
Introduction
“Education that is outcome-based, is a learner centred, results oriented system founded on the belief
that all individuals can learn” (Towers, 1996).
Definition of OBE
OBE is education based on producing particular educational outcomes that focuses on what students
can actually do after they are taught and expect all learners/students to successfully achieve particular
(sometimes minimum) level of knowledge and abilities. In a nutshell, OBE can also be thought as
“It’s not what we want to teach, BUT more importantly, it’s what the students should learn”.
OBE basic foundations lie on the idea that:
• All students can learn and succeed, but not all in the same time or in the same way.
• Successful learning promotes even more successful learning.
• Schools (and teachers) control the conditions that determine whether or not students are
successful at school learning.
Essentially, OBE should answer the following key questions:
a) What do you want the students to learn?
b) Why do you want them to learn it?
c) How can you best help students learn it?
d) How will you know what they have learnt?
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OBE Philosophy
Robert E. Gerber (1996) underlines OBE philosophy as follows:
1. Defined by learning outcomes
2. Focussed on learning outcomes
3. Organised around learning outcomes
4. Directed by learning outcomes
(Shahrin Mohamaed, 2007)
In OBE, the desired outcomes are selected first and all curriculum and teaching decisions,
instructional materials and assessments are created to support and facilitate the intended outcomes
(Spady, 1994). However, Spady further warned that, outcome-based education does not mean
curriculum based with outcomes sprinkled on top, but rather, it is a transformational way of “doing
things” in education.
OBE is an approach to education in which decisions about the curriculum are driven by the learning
outcomes that students should display at the end of the course. These decisions include curriculum
content, educational strategies, student selection and assessment.
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OBE Principles
4 key points necessary to make OBE works, as listed by Towers, 1996 are:
 What the student is to learn must be clearly identified.
 The student’s progress is based on demonstrated achievement.
 Multiple instructional and assessment strategies need to be available to meet the needs of each
student.
 Adequate time and assistance need to be provided so that each student can reach the maximum
potential.
As such, the FOUR basic principles of OBE are:
a) Clarity of focus about outcomes
– Always have the outcomes as the focus.
– Let the students know what they are aiming for.
b) Designing backwards
– Design curriculum backward by using the major outcomes as the focus and linking all planning,
teaching and assessment decisions directly to these outcomes.
c) Consistent, high expectations of success
– Set the expectation that OBE is for ALL learners.
– Expect students to succeed by providing them encouragement to engage deeply with the issues
they are learning and to achieve the high challenging standard set (Spady, 1994).
d) Expanded opportunity
– Develop curriculum to give scope to every learner to learn in his/her own pace.
– Cater for individual needs and differences, for example, expansion of available time and resources
so that all students succeed in reaching the exit outcomes.
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OBE vs. Traditional Education (Content-Based Learning)
The following table compares OBE with Traditional Education:
(Shahrin Mohamed, 2007)
In order for OBE to be successful, there should be a paradigm shift in the philosophy of education and
training, as follows:
(Zainai Mohamed, 2006)

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OBE and Assessments
Since in OBE, knowing whether learning outcomes have been achieved is paramount, it is to be
expected that OBE emphasises assessment of outcomes and is assessment-driven. Assessment is used
to determine whether or not a qualification/ condition/ criterion/ skill has been achieved. To determine
whether learners are successful, (i.e. whether students know they have learnt well) the learners must
be assessed using the assessment criteria of the outcome.
Benefits of OBE
OBE is just an educational process, which focuses at achieving certain specified outcomes in terms of
individual student learning. As such, educational structures and curriculum are designed to achieve
those outcomes. Nevertheless, both educational structures and curriculum should be regarded as
means not ends, such that if they do not do the job they should be rethought. This is what is meant
by Continuous Quality Improvement (CQI).
Therefore, real benefits of OBE are:
• More directed & coherent curriculum, which is internationally recognised
• Graduates will be more “relevant” to industry & other stakeholders (more well rounded
graduates), and have great mobility
• Continuous Quality Improvement (CQI) is an inevitable consequence
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OBE Process
Since OBE is a process, OBE can also be thought as a cycle involving the following 4(four) stages:
• Planning and designing (Writing of outcomes)
• Developing (Curriculum and course outcomes)
• Implementing/ Delivery + Assessment
• Evaluating
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CDIO Syllabus : An example of OBE
CDIO (Conceive, Design, Implement, Operate) is an initiative to reform engineering education aiming
at producing “engineers who can engineer.” It aims at achieving this through developing a learning
experience that mirrors the lifecycle of a product. Throughout the world, CDIO Initiative
collaborators have adopted CDIO as the framework of their curricular planning and outcome-based
assessment.
The CDIO Syllabus is divided into four categories:
1. Technical Knowledge and Reasoning:
Defines the mathematical, scientific and technical knowledge that an engineering graduate should
have developed.
2. Personal and Professional Skills and Attributes:
Deals with individual skills, including challenge resolving, ability to think creatively, critically, and
systemically, and professional ethics.
3. Interpersonal Skills, Teamwork and Communication:
Skills that are needed in order to be able to work in groups and communicate effectively.
4. Conceiving, Designing, Implementing and Operating Systems in the Enterprise, Societal and
Environmental Context:
About what engineers do, that is, conceive-design-implement-operate products, processes and
systems within an enterprise, societal, and environmental context.
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Reference:
1. Cruez, A. F. (2002). Jobless graduates lack critical skill. The New Straits Times, 20 August.
2. Gerber, R. (2008). Outcome-based education: An introduction. PE Technikon. Available at: <
http://www.petech.ac.za/robert/obe/robert_obe_.pdf> [Accessed 28 May 2008]
3. Malaysian Qualification Agency Act. (2007). (c.2(1)), Kuala Lumpur : Percetakan Nasional
Malaysia Berhad
4. Malaysian Qualification Agency. (2007). Malaysian Qualification Framework. Kuala
Lumpur: Malaysian Qualification Agency. Available at: <
http://www.mqa.gov.my/portal2012/dokumen/MALAYSIAN%20QUALIFICATIONS%20F
RAMEFRAM_2011.pdf> [Accessed 27 November 2012]
5. Pelan Strategik Pengajian Tinggi Negara : Perletakan Asas Melangkaui 2020, (2007).
Kementerian Pengajian Tinggi. Kuala Lumpur: MOHE
6. Shahrin Mohamed. (2007). Developing an effective course outcomes. Presentation: Universiti
Teknologi Malaysia, 24th April 2007
7. Spady, W. (1994). Choosing Outcomes of Significance. Educational Leadership. Vol. 51, No.
6, pp. 18–22.
8. Towers, J.M. (1996). An Elementary School Principal’s Experience with Implementing an
Outcome-based Curriculum. Catalyst for Change. Vol. 25, pp. 19–23.
9. Zainai Mohamed. (2006). MQF Credit System - Interpretation and Application. Presentation:
MQA, 4 December, 2006
10. Zita Fahmi. (2007). The Malaysian Qualification Agency Act 2007 - Key Features and
Implications to Higher Education. Presentation: MQA, 21 Sept.2007
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Chapter 2: Learning Outcomes and Learning Domains
• Explain what is the Malaysian Qualification Agency (MQA)
• Explain what is the Malaysian Qualification Framework (MQF)
• State Ministry of Education (MOE)’s 9 Domains of Learning Outcomes (LO) or graduate
attributes
• Differentiate between learning outcomes and learning domains
• Explain what are learning outcomes in OBE
• Explain different levels of outcomes in MOE/ MQF
• Explain learning domains as describe by Bloom’s Taxonomy of Learning Domains
• Describe the link between learning outcomes and learning domains
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What is MQA?
Introduction
In Pelan Strategik Pengajian Tinggi Negara (PSPTN), in order to produce higher education of high
quality, the Malaysian Qualification Framework (MQF) was created to be the reference for quality in
higher education. To implement the MQF, MQA or Malaysian Qualification Agency was established
to replace Lembaga Akreditasi Negara (LAN).
MQA and Act 679
Act 679 was created to establish the Malaysian Qualification Agency (MQA) “as the national body to
implement the Malaysian Qualification Framework, to accredit higher educational programmes and
qualifications, to supervise and regulate the quality and standard of higher education providers, to
establish and maintain the Malaysian Qualifications Register and to provide for related matters.”(Act
679, 2007).
(Act 679, 2007)
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Functions of MQA
The main functions of MQA are:
 Implementation of the MQF
 Establishing and maintaining Malaysian Qualifications Register (MQR)
 Accrediting higher education programmes and qualifications
 Supervising and regulating quality and standard of higher education providers (HEP)
In order to supervise and regulate quality and standards of HEP, MQA also develops codes of
practices for quality assurance (QA), programme standards and guidelines of good practices (GGP).
As of 2013, there are 3 (three) codes of practices for quality assurance developed by MQA:
1. Code of Practice for Programme Accreditation (COPPA)
2. Code of Practice for Institutional Audit (COPIA)
3. Code of Practice for Open and Distance Learning (COPODL)
As of 2013, there are 4 (four) standards:
1. Standards for Executive Diploma
2. Standards for Masters and Doctoral Degree by Coursework and Mixed Mode
3. Standards for Masters and Doctoral Degree by Research
4. Standards for Graduate Certificate and Graduate Diploma
As of 2013, there are 16 (sixteen) programme standards:
1. Accounting
2. Art and Design
3. Biotechnology
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4. Building Surveying
5. Computing
6. Creative Multimedia
7. Engineering and Engineering Technology
8. Hospitality and Tourism
9. Information Sciences
10. Islamic Studies
11. Law And Syariah
12. Medical and Health Sciences
13. Muamalat And Islamic Finance
14. Performing Arts
15. Psychology
16. Traditional and Complementary Medicine (T&CM)
(Zita Fahmi, 2007)

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Currently there are 3 (three) types of quality assurance run by MQA:
1. Programme Accreditation (Provisional and Full accreditation)
2. Institutional Audit
3. Audit for Self Accrediting status
MQA also provides equivalency assessment for local and foreign qualifications based on MQF, UK’s
National Academic Recognition Information Centre (UK NARIC) and Australia’s Country Education
Profiles (CEP Australia) for entry requirement / equivalency to “O” Level/ A level.
MQA Quality Assurance (QA) Areas
There 9 (nine) quality assurance areas dedicated for quality assurance of programmes to assist HEPs
maintain and enhance standards for obtaining accreditation and continuously improve the quality of
the programme. These 9 QA areas are also used by MQA to determine conformance of accreditation.
The 9 areas are:
1. Institutional Vision, Mission and Educational Goals
2. Programme Aims, Learning Outcomes, Curriculum Design and Delivery
3. Assessment of Students
4. Student Selection and Support Services
5. Academic Staff
6. Educational Resources
7. Programme Leadership and Administration
8. Programme Monitoring and Review
9. Continual Quality Improvement
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In each QA area, 2 (two) standards are set:
1. Benchmarked Standards
 Standards that must be met and its compliance demonstrated during programme
accreditation exercise. Are usually expressed as a ‘must’.
2. Enhanced Standards
 Standards that should be met as the institution strives to improve itself and usually
expressed as a ‘should’.
( COPPA,2008)
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What is MQF?
MQF and Act 679
“MQF is an instrument that develops and classifies qualifications based on a set of criteria that is
approved nationally and at par with international practices, and which clarifies the earned academic
levels, learning outcomes of study areas and credit system based on student academic
load.”(MQF,2007). Act 679 was specifically created to give provisions and regulate the
implementation of MQF in Malaysia. “MQF establishes the existing system of education by providing
clear guidelines for programme design, naming qualifications systematically and eliminating
confusion as to the meaning of each qualification. Its strong relationship with the employment market
promotes the development of relevant educational programmes.”
Compliance to MQF and Accreditation
Under the Act, Part VI,Para.37 (1), it is stated that “No programme or qualification shall be
accredited unless it complies with the Framework”, and subsequently in Para.37(2),”All higher
education providers conducting an accredited programme or awarding an accredited qualification
shall comply with the Framework.”, and in Para.98. “Any person which has not been granted
accreditation under this Act issues or awards any higher education qualification claimed to be
complying with the Framework ...”
These imply that even though accreditation is voluntary, compliance to MQF is mandatory.
Benefits of Accreditation
Accreditation is a status or achievement as a result of quality assessment by MQA. It is a commitment
by MQA to all stakeholders in higher education i.e students, parents, employer that the programmes
accredited by MQA is quality-assured. Hence, the benefits of accreditation are:
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1. Public Service Department (PSD) will use this accreditation status to recognise the
qualification for employment in the public service.
2. Professional bodies such as the Board of Engineers Malaysia (BEM) will use the accreditation
to recognise engineering graduates for registration as a professional engineers
3. Students in accredited programmes are eligible to apply for loan from funding agencies such
as National Higher Education Fund (PTPTN).
4. Graduates are eligible to continue their studies in higher education institutions and obtain
credit transfer. However, the final decision lies with the institution concerned.
5. Graduates can be considered for employment in the public sector. In many cases, even private
sector employers, consider accredited programmes in their selection of graduates for
employment.
6. Institutions can franchise their accredited programmes to other institutions, subject to certain
conditions.
Complying with MQF
MQF is a point of reference which contains criteria for qualifications awarded by higher education
providers. It is useful for students, parents, employers, the government, education providers, quality
assurance agencies, accrediting agencies and industries, both local and international; to promote
understanding and enhances public confidence in standards and systems of awarding qualifications in
Malaysia. So, how to comply with MQF?
To put it simply, MQF is based on 3(three) main features:
1. Levels of Qualification
2. Learning outcomes
3. Credit system (based on student academic workload)
Hence, complying with MQF simply means, complying to the 3 main features of MQF.
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MQF Key Features #1: Levels of Qualification
MQF defines qualifications as “certificates, diplomas or degrees that are awarded by any competent
authority, having affirmed that one has been successful in completing the study at the determined
standard, and has satisfied the determined level of achievement and is able to take on a role, duty or
work.” Qualifications indicate positive achievement of learning outcomes conferred in the skills,
vocational and technical, academic and professional sectors; not as compensation as a result of failure
or coincidence.
(Zita Fahmi, 2007)
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MQF has categorised qualifications into 8(eight) levels as follows:
 Level 1-3 Certificate
 Level 4 Diploma
 Level 5 Advance Diploma
 Level 6 Bachelors
 Level 7 Masters
 Level 8 Doctoral
These levels indicate their level of capabilities, and each level is described with generic features
indicating the expected capabilities from students in terms of:
 the depth, complexity and comprehension of knowledge;
 the application of knowledge and skills;
 the degree of autonomy and creativity in decision making;
 the communication skills; and
 the breadth and sophistication of practices.
MQF also supports open access to education and social groups for individuals who have missed
higher education opportunities to progress and enter knowledge arena easily through education
pathways and enjoy the diverse fields of education and training for life, within and outside Malaysia.
Thus, MQF provides principles to realise lifelong learning policy, which is important in the
development of a knowledge based society and economy, to face competition and new technology as
well as to enhance unity, justice and quality of life.
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(Zita Fahmi,2007)
Qualification Level and Learning Outcomes Statements
The following table shows how MQF differentiates between different levels of academic
qualifications for the learning outcome of “knowledge”.
MQF DESCRIPTION LO 1 (KNOWLEDGE) STATEMENT - “ At the end of the

LEVEL programme, the students will be able to......”
1-3 CERTIFICATE use technical information;
FOUNDATION show knowledge and comprehension in the field of study that is continued
from secondary school as indicated in adv. text books;
4 DIPLOMA use knowledge, comprehension and practical skills at work;
5 ADVANCE use knowledge, comprehension and practical skills at work;

DIPLOMA
6 BACHELORS demonstrate knowledge and comprehension on fundamental principles of a
field study, acquired from advanced textbooks;
7 MASTERS demonstrate continuing and additional knowledge and comprehension

above that of the bachelors degree and have capabilities to develop or use
ideas, usually in the context of research;
8 DOCTORAL show a systematic comprehension and in depth understanding of a

discipline and mastery of skills and research methods related to the field of
study;
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MQF Key Features #2: Learning Outcomes
MQF defines learning outcomes as “statements that explain what students should know, understand
and can do upon the completion of a period of study”. As such, learning outcomes are regarded as
references for:
1. standard and quality
2. the development of curriculum in terms of teaching and learning
3. the determination of credits via Student Learning Time (SLT)
4. the assessment of students
According to MQF, learning outcomes are asserted in three categories:
1. levels of qualifications
2. fields of study
3. programme
There are 8 (eight) domains of learning outcomes in MQF, which are significant for Malaysia,
namely:
1) knowledge;
2) practical skills;
3) social skills and responsibilities;
4) values, attitudes and professionalism;
5) communication, leadership and team skills;
6) problem solving and scientific skills;
7) information management and lifelong learning skills; and
8) managerial and entrepreneurial skills.
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Ministry of Education (MOE) Domains of Learning Outcomes
Even though MQF has 8 domains of learning outcomes, the Ministry of Education (MOE) has listed
9(nine) domains of learning outcomes, namely:
1) knowledge;
4) communication skills;
5) social skills, team skills and responsibilities;
7) information management and lifelong learning skills;
9) leadership
Both are essentially the same, with MOE having “leadership skills” as its own learning outcome
domain.
Learning outcomes are essential because they:
 define the type and depth of learning, that the students are expected to achieve
 provide an objective benchmark for formative, summative, and prior learning assessment
 clearly communicate expectations to learners
 clearly communicate graduates’ skills to the stakeholders
 define coherent units of learning that can be further subdivided or modularised for classroom or
for other delivery modes.
 guide and organise the instructor and the learner.
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PEO, PLO and CLO
Basically, there are 3 (three) types of learning outcomes in MQF:
1. Programme Educational Objectives (PEO)
‐ Statements of what the graduates have become after 4-5 years (in line with programme
standards or professional bodies)
‐ Statements should encompasses MOE’s 9 learning outcomes domains
‐ Statements should address the needs of the stakeholders
‐ Methods of measurement : Employer survey, Alumni survey, etc.
‐ Example: The Faculty’s engineering programme shall produce Civil Engineers who are
knowledgeable and technically competent in civil engineering discipline in-line with the
industry requirement.
2. Programme Learning Outcomes (PLO) or Programme Outcomes (PO)
‐ Statements on what skills the students will have upon graduation (in line with
programme standards or professional bodies)
‐ Statements are based on MOE’s 9 learning outcomes domains, and aligned with PEO
‐ Statements should address the needs of the field of study and level of qualifications
‐ Methods of measurement : Programme survey, Exit survey, etc.
‐ Example: At the end of this programme, the students will be able to communicate
effectively both in written and spoken form with engineers, other professionals and
community.
3. Course Learning Outcomes (CLO) or Course Outcomes (CO)
‐ Statements of what the students can do upon course completion
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‐ Statements must be aligned with PLO, and must reflect achievements in terms of
cognitive, psychomotor, and affective domain of learning
‐ Statements generally numbers between 3(three) to 5(five) per course.
‐ Each learning outcome statement should have its 3 components namely, i) action verb, ii)
condition, and iii) standards
‐ Methods of measurement : Summative, Formative and Continuous assessments
‐ Example: By the end of the course, students will be able to list all of the elements in the
Periodic Table.
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The differences between “Objectives” and “Outcomes”
OBJECTIVES OUTCOMES
Objectives describe what a teacher needs to do Outcomes describe what students should know,
to teach, and what needs to be planned to teach. understand and can do upon the completion of a
study period.
Objectives require the use of basic thinking Outcomes require the use of higher thinking
skills such as knowledge, comprehension, and skills such as analysis, synthesis, and evaluation
application. (as described in Bloom’s Taxonomy)
Objectives do not necessarily result in a Outcomes result in a product that can be

product. Often, they are synthesised or measured and assessed.
combined to produce something that measures
an outcome.
e.g.(1.) - Economics students will understand Economics students will be able to identify the
the nature and functioning of the market system role of supply and demand in a market
economy and the necessary conditions to
function well
e.g.(2.) - Management students will understand Management students will demonstrate a basic
and use a variety of quantitative analysis knowledge of calculus, statistics, and other
techniques appropriate for business quantitative tools necessary to solve real-world
problems
(Roziah Janor, 2010)
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Learning Domains and Bloom’s Taxonomy of Learning
Bloom's Taxonomy is a classification of learning objectives within education. It refers to a
classification of the different objectives that educators set for students (learning objectives). Bloom's
Taxonomy divides educational objectives into three "domains”:
1. Cognitive : mental skill (Knowledge)
2. Affective : growth i feelings or emotional areas (Attitude)
3. Psychomotor: manual or physical skills (Skills)
One of the goals of Bloom's Taxonomy is to motivate educators to focus on all three domains,
creating a more holistic form of education.
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Each learning domain can be thought as having categories or taxonomy, and these categories or
taxonomy can be thought of as having different degrees of difficulties or level of competencies. The
first one must be mastered before the next one can take place. In other words, within the taxonomy,
learning at the higher levels is dependent on having attained prerequisite knowledge and skills at
lower levels.
Cognitive Domain
 involves knowledge and the development of intellectual skills
 includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in
the development of intellectual abilities and skills.
 6 (six) levels of taxonomy or level of competencies in cognitive domain are:
1. Knowledge
 involves the recall of specifics and universals, the recall of methods and processes, or the
recall of a pattern, structure, or setting.
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 for measurement purposes, the recall situation involves little more than bringing to mind
the appropriate material may be required, this is relatively minor part of the task.
 emphasise most the psychological processes of remembering.
2. Comprehension
 comprehension of the information that has been recalled or located -- information is not
useful unless it understood.
 bits of information clutter up a student's unless that information is understood well
enough to be used to build more complete concepts and generalisations.
 one way to check whether students comprehend the information they possess is to have
them state that information in their own words rather than recalling what they have
read or heard.
 an additional way to check students' comprehension is to have them give an example of
the concept or generalisation being learned.
 when a student comprehends information, rather than merely recalling it, that information
becomes useful in future problem solving or decision making and makes creativity more
probable.
3. Application
 Information and skills become useful when they can be applied to a new, not previously
encountered situation.
 Generalisations can be used to solve new problems.
 Previous experience can be used to predict outcomes, estimate answers, extrapolate from
data, and/or avoid errors.
 It is important that students have experience applying whatever they learn to new
problems and situations.
35

 At the application level, most of the time we are looking for convergent thinking.
 Comprehension shows that the student can use it correctly.
 Application shows he/she will use it correctly.
4. Analysis
 Creative thinking and problem solving begin with analytic thinking: mentally taking
something apart to understand better the relationship of the parts to each other and to the
whole.
 To analyze, one must be able to think categorically: i.e. to organize and reorganise
information into categories.
 Once students can "take information apart" to better understand interrelationships, they
are ready to reorganize that information in new patterns and create with it.
5. Evaluation
 the making of judgments when there is no one answer which is right for everyone.
 Judgments about the value of material and methods for given purposes.
 Quantitative and qualitative judgments about the extent to which material and methods
satisfy criteria or established standards.
6. Synthesis
 The putting together of elements and parts so as to form a whole.
 This involves the process of working with pieces, parts, elements, etc. and arranging and
combining them in such a way as to constitute a pattern or structure not clearly there
before.
 Difference between application and synthesis :
o Application  results in convergent of thinking
36

o Synthesis results from divergent thinking: something new and different.
 Note, however, that a student can create only after s/he has skill and information which
then are applied divergently to a new situation.
 Creativity does not spring from a vacuum but emerges from rigour and structure.
Affective Domain
 includes the manner in which we deal with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and attitudes.
 5 (five) levels of taxonomy or level of competencies in affective domain are:
Level Explanation of level Examples of achievement of level
Receiving Awareness, willingness to hear, selected Listen to others with respect. Listen for
Phenomena attention. and remember the name of newly
introduced people.
Responding Active participation on the part of the Participates in class discussions. Gives
to learners. Attends and reacts to a a presentation. Questions new ideals,
Phenomena particular phenomenon. Learning concepts, models, etc. in order to fully
outcomes may emphasise compliance in understand them. Know the safety rules
responding, willingness to respond, or and practices them.
satisfaction in responding (motivation)
Valuing The worth or value a person attaches to Demonstrates belief in the democratic
a particular object, phenomenon, or process. Is sensitive towards individual
behaviour. This ranges from simple and cultural differences (value
acceptance to the more complex state of diversity). Shows the ability to solve
commitment. Valuing is based on the problems. Proposes a plan to social
internalisation of a set of specified improvement and follows through with
values, while clues to these values are commitment. Informs management on
expressed in the learner’s overt matters that one feels strongly about.
behaviour and are often identifiable.
Organising Organises values into priorities by Recognises the need for balance
Values contrasting different values, resolving between freedom and responsible
conflicts between them, and creating an behaviour. Accepts responsibility for
unique value system. The emphasis is one’s behaviour. Explains the role of
on comparing, relating, and synthesising systematic planning in solving
values. problems. Accepts professional ethical
standards. Creates a life plan in
harmony with abilities, interests, and
beliefs. Prioritises time effectively to
meet the needs of the organisation,
family, and self.
37

Internalising A5) Has a value system that controls Shows self-reliance when working
Values their behaviour. The behaviour is independently. Cooperates in group
pervasive, consistent, predictable, and activities (displays teamwork). Uses an
most importantly, characteristic of the objective approach in problem solving.
learner. Instructional objectives are Displays a professional commitment to
concerned with the student's general ethical practice on a daily basis. Revises
patterns of adjustment (personal, social, judgments and changes behaviour in
emotional). light of new evidence. Values people for
what they are, not how they look.
Psychomotor Domain
 includes physical movement, coordination, and use of the motor-skill areas.
 Development of these skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution
 7 (seven) levels of taxonomy or level of competencies in psychomotor domain are:
Level Explanation of level Examples of achievement of level
Perception The ability to use sensory cues to guide Detects non-verbal communication
motor activity. This ranges from cues. Estimate where a ball will land
sensory stimulation, through cue after it is thrown and then moving to the
selection, to translation. correct location to catch the ball.
Adjusts heat of stove to correct
temperature by smell and taste of food.
Adjusts the height of the forks on a
forklift by comparing where the forks
are in relation to the pallet.
Set Readiness to act. It includes mental, Knows and acts upon a sequence of
physical, and emotional sets. These steps in a manufacturing process.
three sets are dispositions that Recognise one’s abilities and
predetermine a person’s response to limitations. Shows desire to learn a new
different situations (sometimes called process (motivation). NOTE: This
mindsets). subdivision of Psychomotor is closely
related with the "Responding to
phenomena" subdivision of the Affective
domain.
Guided The early stages in learning a complex Performs a mathematical equation as

Response skill that includes imitation and trial and demonstrated. Follows instructions to
error. Adequacy of performance is build a model. Responds hand-signals of
achieved by practicing. instructor while learning to operate a
forklift
38

Mechanism This is the intermediate stage in learning Use a personal computer. Repair a
a complex skill. Learned responses have leaking faucet. Drive a car.
become habitual and the movements can
be performed with some confidence and
proficiency.
Complex The skilful performance of motor acts Manoeuvres a car into a tight parallel
Overt that involve complex movement parking spot. Operates a computer
Response patterns. Proficiency is indicated by a quickly and accurately. Displays
quick, accurate, and highly coordinated competence while playing the piano.
performance, requiring a minimum of
energy. This category includes
performing without hesitation, and
automatic performance. For example,
players are often utter sounds of
satisfaction or expletives as soon as they
hit a tennis ball or throw a football,
because they can tell by the feel of the
act what the result will produce.
Adaption Skills are well developed and the Responds effectively to unexpected
individual can modify movement experiences. Modifies instruction to
patterns to fit special requirements. meet the needs of the learners. Perform
a task with a machine that it was not
originally intended to do (machine is not
damaged and there is no danger in
performing the new task).
Origination Creating new movement patterns to fit a Constructs a new theory. Develops a
particular situation or specific problem. new and comprehensive training
Learning outcomes emphasise creativity programming. Creates a new gymnastic
based upon highly developed skills. routine.
39

MQF Key Features #3: Credit System
MQF defines ‘credit’ as “the quantitative measure that represents the volume of learning or academic
load to attain the set learning outcomes.” While ‘academic load’ is defined as “quantitative measure
of all learning activities required to achieve a defined set of learning outcomes. These activities
include lecture, tutorial, seminar, practical, self-study, retrieval of information, research, fieldwork, as
well as preparing for and sitting of an examination.”
Thus, the formula for calculating credit for a course is:
CREDIT = Total Student Learning Time (SLT) for course
notional hour
Student Learning Time
Student learning Time or SLT is defined as “the academic load” which is the learning effort or
volume of learning an “average student” must undertake to achieve a defined group of learning
outcomes. It represents all forms of learning in hours, whether lecture-based, tutorial, work-based,
research, experiential, practical activities, private study, preparation for assessment or whatever that is
required of an average student to achieve a specified set of learning outcomes.
40

(Zainai Mohamed,2006)
Notional Hour
Notional hour is described as a nominal effort of an average achiever in a semester of 14 weeks
(delivery) duration. In Malaysia, notional hour has a value of 40, which means that 40 hours of SLT
is valued as 1 (one) credit.
41

OBE, MQF,Accreditation,MQA - How does it all link up?
The relationship between these items can be summed up as follows:
MQF Key Features #2
Compliance
MQF Key Features #3 to MQF
MQF Key Features #1
MQA
(Zita Fahmi,2007)
42

References
1. Code of Practice for Institutional Audit. (2008). Kuala Lumpur: MQA
2. Code of Practice for Programme Accreditation. (2008). Kuala Lumpur: MQA
3. Malaysian Qualification Agency Act. (2007). (c.2(1)), Kuala Lumpur : Percetakan Nasional
Malaysia Berhad
4. Malaysian Qualification Agency. (2007). Malaysian Qualification Framework. Kuala Lumpur:
Malaysian Qualification Agency. Available at: <
http://www.mqa.gov.my/portal2012/dokumen/MALAYSIAN%20QUALIFICATIONS%20FRA
MEFRAM_2011.pdf> [Accessed 27 November 2012]
5. Roziah, M. J., Zainab, M. N. and Salliza, S. (Eds.). (2010). OBE-SCL Training Modules
for Lecturers: UiTM, OBE-SCL Implementation. Academic Quality Assurance Unit, The
Academic Affairs Division, Universiti Teknologi MARA: Malaysia.
8. Zita Fahmi. (2007). The Malaysian Qualification Agency Act 2007 - Key Features and
Implications to Higher Education. Presentation: MQA, 21 Sept.2007
43

Chapter 3: Writing Learning Outcomes
• Explain the components in an outcome statement
• Write effective learning outcomes for different taxonomy level of the cognitive, psychomotor
and affective domains based on 3 components
44

Introduction
MQF defines learning outcomes as “statements that explain what students should know, understand
and can do upon the completion of a period of study”. As such, learning outcomes are regarded as
references for standard and quality, the development of curriculum in terms of teaching and learning,
the determination of credits, and the assessment of students.
Writing Programme Educational Objectives (PEO)
The implementation of OBE requires every academic programme to have several Programme
Educational Objectives (PEO) statements. These statements should be made in line with the
industry/professions’s needs, and should encompasses the MOE’s nine (9) domains of learning
outcome, namely:
46

1) knowledge;
9) leadership
Analysis of PEO achievements depends on the Key Performance Indicators (KPI) set during the
development of the programme, and is usually measured 4 to 5 years after the students have
graduated.
Example of Programme Educational Objectives (PEO)
The Faculty’s engineering programme shall produce Civil Engineers who are:
1) Knowledgeable and technically competent in civil engineering discipline in-line with the
2) Effective in communication and demonstrate good leadership quality in an organisation.
3) Capable to solve civil engineering problems innovatively, creatively and ethically through
sustainable approach.
4) Able to demonstrate entrepreneurship skills and recognize the need of life long learning for
successful career advancement.
(Garispanduan Penulisan Akademik, JPT, 2011)
47

The What the What skills they have Which MOE 9
QUALIFICATION graduates can as (THE JOB(S)) Learning Outcomes
become in 4-5 they have mastered?
years (THE
JOB(S)) with
the
qualification
Bachelor of Civil Civil Engineers PEO1 Knowledgeable and Knowledge (LO1)

Engineering technically competent Practical skill (LO2)
in civil engineering
discipline in-line with
the industry
requirement.
PEO2 Effective in Communication (LO4)
communication and Leadership (LO9)
demonstrate good Teamwork (LO5)
leadership quality in an
organisation.
PEO3 Capable to solve civil Critical Thinking (LO3)
engineering problems Ethics (LO6)
innovatively, creatively
and ethically through
PEO4 Able to demonstrate Entrepreneurship (LO8)
entrepreneurship skills Life-long Learning
and recognize the need (LO7)
of life long learning for
successful career
advancement.
Writing Programme Learning Outcomes (PLO)
Once PEO has been developed, Programme Learning Outcomes (PLO) should be derived in-line with
the PEO statements, as well as programme standards or the needs of the professional bodies. PLO
must be stated explicitly to encompass knowledge, skills and attitude that must be acquired by the
graduates. Generally, every programme should have nine PLO statements (for degree programmes
and above). PLO attainment is measured immediately upon graduation.
48

Example of Programme Learning Outcomes (PLO)
At the end of the Bachelor of Civil Engineering programme, students will be able to:
1. Acquire and apply knowledge of sciences and engineering fundamentals to civil engineering field.
2. Demonstrate comprehensive technical expertise in civil engineering.
3. Communicate effectively both in written and spoken form with engineers, other professionals and
community.
4. Identify, formulate and provide creative, innovative and effective solution to civil engineering
problems.
5. Function individually or in teams, effectively, with a capability to be a leader.
6. Recognise the need for and to engage in, life-long learning and professional development.
7. Self motivate and enhance entrepreneurship skills for career development.
8. Understand and commit professionally, ethically and with humane responsibility, in line with the
engineer’s code of conduct.
9. Realise and demonstrate effective leadership responsibility.
49

The PLO’s What skills they have as (THE JOB(S))
QUALIFICATION
PLO1 Acquire and apply knowledge of sciences and engineering

fundamentals to civil engineering field. (LO1)
PLO2 Demonstrate comprehensive technical expertise in civil engineering.

(LO2)
PLO3 Communicate effectively both in written and spoken form with

engineers, other professionals and community.(LO3)
PLO4 Identify, formulate and provide creative, innovative and effective

solution to civil engineering problems.(LO4)
Bachelor of Civil PLO5 Function individually or in teams, effectively, with a capability to be

Engineering a leader.(LO5)
PLO6 Recognise the need for and to engage in, life-long learning and
professional development.(LO6)
PLO7 Self motivate and enhance entrepreneurship skills for career

development.(LO7)
PLO8 Understand and commit professionally, ethically and with humane

responsibility, in line with the engineer’s code of conduct.(LO8)
PLO9 Realise and demonstrate effective leadership responsibility.(LO9)
Writing Course Learning Outcomes (CLO)
Characteristics of Good Course Learning Outcomes (CLO) are:
 Must state the major skills, knowledge, attitude or ability that students will acquire,
and identify important learning requirements
 Each course will usually have between 3 and 5 major outcomes. (Garispanduan
Penulisan Akademik , JPT, KPM)
 Expressed in terms of measurable and/or observable behaviours
50

 Must have elements of SMARTO (Specific, Measurable, Achievable, Realistic, Time-
frame, Observable)
 Should be written in clear language and in the future tense
 Should be mapped to the learning domain in Bloom’s Taxonomy or other Taxonomy .
 Avoid using the words : understand, appreciate, know, learn, aware. familiar
3 components of a course outcome
There are 3 (three) components of a course outcome, namely:
1. Action verb - describes what the learner will be doing, or the behaviour
2. Condition - under what conditions will the learning take place or context under which the
behaviour is to occur
3. Standard - how the learning will be evaluated (e.g. criteria or standard in terms of accuracy,
quantity or time-constraints) or the criteria of acceptable level of performance
Example 1: (V-action verb, C-condition, S-standard)
• describe the principles of radiation protection. (V)
• orally describe the principles of radiation protection. (V&C)
• orally describe the principles of radiation protection as defined by ICRP. (V&C&S)
• design a darkroom. (V)
• design a darkroom using Microsoft Excel design template . (V&C)
• design a darkroom using Microsoft Excel design template based on MS838:2007. (V&C&S)
51

• Using the Lamor equation (C), calculate(V) the resonance frequency (C) to within one
decimal point. (S)
• Write (V) an effective course outcomes (C) that include lower and higher order cognitive
skills (C) for a one-semester course (S).
* Note:
o It is NOT compulsory for every CLO to have all 3 components (i.e. V+C+S)
o But must have at least V+C or V+S
o Can have more than 1 action verb, BUT must measure them.
o If a statement has 2 “verbs” in the same domain (e.g. state and explain the basic
principles.....), use the highest level of taxonomy only (i.e. explain the basic principles....)
o A statement can have 2 “verbs” in different domains (e.g. explain and perform the standard
procedure........), BUT must measure both (i.e. there must be assessments for both outcomes)
o CLO can have sub outcomes (e.g. Topic Outcomes, Lesson Outcomes) which might be more
detail and can have ALL 3 components to ensure the attainment of the CLO.
Common weaknesses in writing CLO
1. Non-observable/Non-measurable CLO.
Example:
 At the end of the course, the students will be able to understand the theory of X.
 At the end of the course, the students will be able to know how to write an effective
learning outcome.
 At the end of the course, the students will be able to appreciate the importance of keeping
the environment clean.
52

2. Vague CLO or CLO that are too broad or general .
Example:
 By the end of the course, students should be able to use the computer.
 By the end of the course, students should be able to make presentations.
 By the end of the course, students should be able to comment on designs.
 By the end of the course, students should be able to design research.
Checklist for writing CLO
 Focus on outcomes, not processes
 Start each outcome with an action verb.
 It is good to use only one action verb per learning outcome
 Avoid vague verbs such as know and understand.
 Check that the verbs used reflect the level of learning required.
 Ensure that outcomes are observable and measurable.
 Write the outcomes in terms of what the learner does, not what the lecturer/ instructor
does.
 Check that the outcomes reflect knowledge, skills, or attitudes required in the workplace/
real -world
 Include outcomes that are woven into the entire course (such as work effectively in
teams).
 Check that there are the appropriate number of outcomes (3 - 5 per course but not more
than 8)
 List the sub-outcomes for each outcome
 Check that the outcomes fit within program and course goals
53

Examples of Course Learning Outcomes (CLO)
COGNITIVE DOMAIN
Outcome example Action Condition Standard Level

verb
By the end of the chemistry List all of the in the Periodic Cognitive 1 (C1)
course, students will be able elements Table. Knowledge
to list all of the elements in
the Periodic Table.
By the end of the special Diagnose learning in elementary C4

education course, students disabilities school level Analysis
will be able to diagnose settings
learning disabilities in
elementary school level
settings
By the end of the French Translate a paragraph of from English to C2

course, students will be able text French. Comprehension
to translate a paragraph of
text from English to French.
By the end of the BIS Apply basic Web actual Web page C3
course, students will be able development on the internet Application
to apply basic Web skills
development skills
to an actual Web page on the
internet
By the end of the music Judge student based on C6

education course, students performances musical Evaluation
will be able to judge student interpretation.
performances based on
musical interpretation.
By the end of the art course, Create at least 12 in oil painting C5

students will be able to original works Synthesis
create at least 12 original P7 Origination
works in oil painting
54

AFFECTIVE DOMAIN

verb
By the end of the women's Describe alternative selected issues. Receiving (A1)
studies course, students will views
describe alternative views on
selected issues.
By the end of the Organise conservation urban, suburban Organisation (A4)
environmental studies efforts and rural
course, students will be able communities.
to organise the conservation
efforts of urban, suburban
and rural communities.
By the end of the elementary Comply assessment Barthel Index Responding (A2)
education course, students protocols
will able to comply with
assessment protocols
according to Barthel Index
By the end of the counselling Interpret objectively, a therapy Internalising
course, students will be able evidence session. values (A5)
to objectively interpret presented by
evidence presented by clients clients
during a therapy session.
By the end of the political Debate numerous sides Valuing (A3)
science course, students will to an argument.
be able to debate numerous
sides to an argument.
55

PSYCHOMOTOR DOMAIN

verb
By the end of the music Relate types of music particular dance Psychomotor 1
theatre course, students will steps (P1)
be able to relate types of Perception
music to particular dance C5,A4,P1
steps.
By the end of the industrial Demonstr proper use of to vocational P5

education course, students ate woodworking school students. Complex Overt
will be able to demonstrate tools Response
proper use of woodworking C3,A3,P5
tools to vocational school
students.
By the end of the physical Demonstr proper stance for batting a P2

education course, students ate/ ball. Set
will be able to Show C3
demonstrate/show the proper
stance for batting a ball.
By the end of the dance Create dance step P7

course, students will be able Origination
to create a dance step. C5,P7
By the end of the physical Display/ golf swing as demonstrated P3

education course, students Perform by the Guided Response
will be able to instructor. P2,P3,P4,P5, A5
display/perform a golf swing
as demonstrated by the
instructor.
By the end of the industrial Adapt lessons on for disabled P6

education course, students woodworking people. Adaptation
will be able to adapt their skills
lessons on woodworking
skills for disabled people.
By the end of the biology Assemble laboratory appropriate for P4

course, students will be able equipment experiments. Mechanism
to assemble laboratory C5,P3,P4,P5
equipment, appropriate for
experiments.
56

What level of taxonomy should the courses/subjects in a programme offer?
With reference to Bloom’s Taxonomy of Learning, the level of taxonomy for a course/subject for a
particular qualification should be as follows:
• Diploma (C3,P4,A3)
• Undergraduate (C4, P4, A3)
• Masters (C5, P5, A4)
• PhD (C6, P6, A5)
As a general rule of thumb –at least 5% of total no. of courses for the programme must achieve the
proposed Bloom’s level.
E.g.
• If an undergraduate programme has a total no.of courses of 40 courses/subject, hence, at least
2 courses must achieve C4; at least 2 courses must achieve P4; and at least 2 courses must
achieve A3.
57

References
1. Centre for the Advancement of Teaching and Learning. (2004). Writing Learning Outcomes.
Perth: The Universty of Western Australia.
2. Jabatan Pengajian Tinggi. (2011) . Garis Panduan Penulisan Akademik. Jabatan Pengajian
Tinggi: Kementerian Pendidikan Malaysia. Available at:<
http://jpt.mohe.gov.my/RUJUKAN/GARIS%20PANDUAN%20PENULISAN%20PROGRAM%
20AKADEMIK.zip> [Accessed 20 March 2011}
46

Chapter 4: Mapping Outcomes
• Map various level of outcomes to each other
• Evaluate the relationship between various level of outcomes
47

Introduction
Mapping outcomes is done to ensure that the curriculum has been designed to achieved the intended
learning outcomes specified. The idea is to have an overview of what courses are addressing which
programme learning outcomes, and how the courses are going to be delivered and assessed.
Different Level of Learning Outcomes
As mentioned in Topic 2, there are basically 3(three) types of learning outcomes in MQF:
1. Programme Educational Objectives (PEO)
These are statements of what the graduates will be in 4-5 years time. There are usually developed with
the involvement of stakeholders, in order to address their needs and requirements. PEOs are also
developed in line with the institutional vision and mission.
2. Programme Learning Outcomes (PLO)
These are statements of what the students will be able to do immediately upon graduation, with
respect to the 9 (nine) learning outcomes domains outlined by Ministry of Education (MOE). These
PLOs in turn, have to be aligned to the PEOs.
3. Course Learning Outcomes (CLO)
These are statements of what the students will be able to do after completion of a course. These
statements should indicate their learning domains (i.e. cognitive, affective, and psychomotor) and
must indicate which PLOs they are addressing. The CLOs must also be indicated with their teaching
delivery methods and learning activities, and their assessment methods accordingly.
55

Mapping Outcomes
Mapping PLO to PEO
Refer to the table below. In PLO1 statement “Acquire and apply knowledge of sciences and
engineering fundamentals to civil engineering field.”, the keyword is “knowledge” because MOE’s
first learning outcome is “Knowledge”. With this in mind, look at the statements of PEOs at the
bottom of the table. Which PEO statements have the keyword of “knowledge”? Answer: PEO1. Thus,
PLO1 is mapped to PEO1. (See red circles)
Look at PLO2 statement “Demonstrate comprehensive technical expertise in civil engineering.”. The
keyword in this statement is “technical”, which relates to MOE’s second learning outcome, “Practical
skills”. With this in mind, look at the statements of PEOs at the bottom of the table. Which PEO
statements have the keyword of “technical”? Answer: PEO1. Thus, PLO2 is mapped to PEO1. (See
red boxes)
Look at PLO3 statement “Identify, formulate and provide creative, innovative and effective solution
to civil engineering problems”. The keyword in this statement is “solution to ..... problem”, which
relates to MOE’s third learning outcome, “Critical thinking and problem solving skills”. With this in
mind, look at the statements of PEOs at the bottom of the table. Which PEO statements have the
keyword of “solution to......problem”? Answer: PEO3 (Capable to solve civil engineering problems
innovatively, creatively and ethically through sustainable approach.) . Thus, PLO3 is mapped to
PEO3.
The process is repeated for the rest of the PLOs and you will eventually have the mapping as in the
table below. The general rule of thumb is, one PLO is mapped to one PEO. Therefore, the
development of PEOs and PLOs are critical to achieve the appropriate alignment.
56

Table 1. PLO vs PEO matrix
Achievement of PEO
Programme Outcomes (PO) PE PE PE PE
O1 O2 O3 O4
Acquire and apply knowledge of sciences and engineering
PO 1 fundamentals to civil engineering field. √
Demonstrate comprehensive technical expertise in civil
PO 2 engineering. √
Identify, formulate and provide creative, innovative and

PO 3 √
effective solution to civil engineering problems.
Communicate effectively both in written and spoken form with √
PO 4
engineers, other professionals and community.
Function individually or in teams, effectively, with a capability √
PO 5
to be a leader.
Understand and commit professionally, ethically and with
PO 6 humane responsibility, in line with the engineer's code of √
conduct.
Recognize the need for and to engage in life-long learning and √
PO 7
professional development.
Self motivate and enhance entrepreneurship skills for career √
PO 8
development.
PO 9 Realize and demonstrate effective leadership responsibility. √

Programme Educational Objectives (PEO) :-
1. Knowledgeable and technically competent in civil engineering discipline in-line with the
2. Effective in communication and demonstrate good leadership quality in an organization.
3. Capable to solve civil engineering problems innovatively, creatively and ethically through
4. Able to demonstrate entrepreneurship skills and recognize the need of life long learning for
successful career advancement.
57

Mapping PLO to MOE LO KI
The nine MOE learning outcomes domains (MOE LO) are:
1) knowledge;
9) leadership
The “Kemahiran Insaniah” (KI) or soft-skills (SS) are MOE LO number 3 to 9, namely:
7) leadership
PLO statements must address the nine MOE LO, hence automatically addressing the 7 KI or SS. The
best way to do it is by arranging the PLOs according to the sequence of MOE LO, i.e PLO1 is
“knowledge” statement which will address MOE LO1 which is “knowledge”, and so on and so forth
(see red circles).
58

Table 2. PLO vs MOE LO KI
COMMUNICATION SKILLS
COMMUNICATION SKILLS
VALUES, ETHICS, MORAL
VALUES, ETHICS, MORAL

AND PROFESSIONALISM
AND PROFESSIONALISM
LIFELONG LEARNING
LIFELONG LEARNING
LEADERSHIP SKILLS
LEADERSHIP SKILLS
MANAGEMENT AND
MANAGEMENT AND
ENTREPRENEURIAL
ENTREPRENEURIAL
PRACTICAL SKILLS
MANAGERIAL AND
MANAGERIAL AND
SCIENTIFIC SKILLS
SCIENTIFIC SKILLS
TEAMWORK AND
TEAMWORK AND
THINGKING AND
THINGKING AND
RESPONSIBILITY
RESPONSIBILITY
SOCIAL SKILLS,
SOCIAL SKILLS,
INFORMATION
INFORMATION
KNOWLEDGE
SKILLS
SKILLS
PO vs. LO KI
L L L L L L L L L K K K K K K K
PROGRAMME
O O O O O O O O O I I I I I I I
LEARNING
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7
OUTCOMES (PLO)
PLO Acquire and apply
1 knowledge of
sciences and
engineering √
fundamentals to
civil engineering
field.
Demonstrate
PLO comprehensive
2
√
technical expertise
in civil engineering.
Identify, formulate
and provide creative,
PLO innovative and
3
√ √
effective solution to
civil engineering
problems.
Communicate
effectively both in
PLO written and spoken
4
√ √
form with engineers,
other professionals
and community.
Function √ √
individually or in
PLO
5
teams, effectively,
with a capability to
be a leader.
59

Understand and √ √
commit
professionally,
ethically and with
PLO
6
humane
responsibility, in
line with the
engineer's code of
conduct.
Recognize the need √ √
for and to engage in
PLO
7
life-long learning
and professional
development.
Self motivate and √ √
enhance
PLO
8
entrepreneurship
skills for career
development.
Realize and √ √
PLO demonstrate
9 effective leadership
responsibility.
Mapping CLO
There are 4 (four) mappings for CLO:
1) Mapping CLO to learning domain (i.e. cognitive, affective, and psychomotor) using Bloom’s
Taxonomy or other taxonomy
2) Mapping CLO to PLO (hence to MOE LO)
3) Mapping CLO to Teaching Methods
4) Mapping CLO to Assessment Methods
Mapping CLO to Bloom’s Taxonomy
For each Course Learning Outcomes (CLO), mapping to Bloom’s Taxonomy (or other taxonomy)
must be made. By doing this, we will be able to identify what learning domain, teaching method and
assessment methods appropriate for the course. How to do this?
60

Consider this CLO statement:
” By the end of the course, students will be able to describe asepsis technique used in nursing to
prevent infection.”
Step 1: Identify action verb from CLO statement
From the statement, the action verb is “describe”, and according to Bloom’s Taxonomy, the verb
“describe” denotes C1, C2,C6, A1, P1
Step 2: Determine the domains and their levels, obtain from Bloom’s Taxonomy for the particular
CLO statements
From the statement, the domains involved in the CLO are Cognitive and Psychomotor. Affective
domain is not involved because the students are NOT expected to acquire it. The level of Cognitive is
2 (Comprehension) because the CLO expected is NOT to evaluate but to be “able to explain in their
own words”. The level for Psychomotor is 1 as prescribe by Bloom’s Taxonomy. So, we end up with
C2 and P1.
Step 3: Determine which PLOs the CLO statement is addressing
Since it has been determine that the CLO involves Cognitive (Knowledge) and Psychomotor
(Practical Skills), the PLOs involve are PLO1 (Knowledge) and PLO2 (Practical Skills)
Step 4: Determine Teaching Methods
It has been determined that the CLO has C2 and P1. According to Bloom’s, C2 can be taught using
Lectures or Tutorial or Discussions; while P1 can be taught using Demonstrations or Skills Lab or
Simulations or Practicals. It is up to the lecturer to utilise which method suits the students best.
61

Step 5: Determine Assessment Methods
According to Bloom’s, C2 can be assessed using short answers or essays or MCQs; and P1 can be
assessed using practical test or simulation test or procedure assessments.
The above steps can be concluded in table form, for example:
P P P P P P P P P
L L L L L L L L L Teaching Type of
CLO
O O O O O O O O O methods assessment
1 2 3 4 5 6 7 8 9
By the end of C - c2 -
the course, Lecture/ Test (MCQ or
students will be Tutorial/ short answer)/
able to describe Group Assignments
asepsis Discussion
technique used √ √ p1 –
in nursing to Practical tests
prevent P -
infection. Demonstrati
(C2,P1, on/ Practical
PLO1,PLO2) / Skills Lab
Constructive Alignment (CA)
Constructive Alignment is aligning the CLOs to the Teaching Methods and Assessment Methods. By
doing constructive alignment, we are ensuring that each course will be able to achieve the intended
learning outcomes utilising the appropriate teaching and learning activities and making sure that the
learning outcomes are measured using the appropriate assessment methods. Alignment is about
getting students to take responsibility for their own learning, and establishing trust between student
and teacher.
We must have a clear idea of what we want students to be able to do at the end of a unit of study, and
communicate these intended learning outcomes to students so they can at least share in the
responsibility of achieving them.
62

Example of Mapping CLOs
Programme Name: Bachelor of Sciences (Hons) Civil Engineering
COURSE NAME: MANUFACTURING AND OPERATION ANALYSIS
Course Outcomes (CO) or Course Learning Outcomes (CLO):
At the end of this course, the students will be able to :
1. Propose solution to manufacturing and operation problems using related theory and analytical
methods (C5,A5, PO 3)
2. Organise in groups to study and present the application of advanced manufacturing and
operation analysis methods based on a given topics (C5, A4, P5, PO4, PO5)
3. Explain the main concepts and methods obtained from literatures to professionally analyse
the manufacturing and operation system (C6, A4, PO1, PO3, PO7)
Course vs. PEO matrix

PEO1 PEO2 PEO3 PEO4
X X X X
Course vs. PO matrix

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9
X X X X X
63

Chapter 5: Assessment
• Explain types of assessments
• Explain various methods of assessments suitable for different learning outcomes and different
learning domains
38

Introduction
OBE is assessment driven; because to determine whether learners are successful, the learners must be
assessed using the assessment criteria of the outcome. In other word, assessment is used to determine
whether or not a qualification/ condition/ criterion/ skill has been achieved.
Assessment and Evaluation: Terminologies, Definitions and Relationships
 Assessment – collection of evidence
 Evaluation – process to determine, obtain and provide useful information so as to make
objective consideration for follow-up actions
 Measurement – process or system to determine QUANTITATIVE VALUE of a test. A
quantitative process expressed in a fixed unit of number.
 Testing – systematic way to measure changes. A test is a measuring instrument to obtain
information
39

Assessment Practice
Good assessment practice is based on a number of assumptions:
 Assess what is most important;
 Anything that can be taught or learned can be assessed;
 Assessment should be applied at course, program, and institutional levels;
 Every program and every course should be organised around clearly articulated learning goals
and objectives, explicit assessment methods, and measurable outcomes;
 An assessment process should be logistically feasible and practically manageable to ensure
that it is regular and ongoing.
(Roziah M.Janor, 2010)
Relationship between Assessment and Learning
1. Assessment for learning
To gauge the progress of students in their learning (i.e. to see whether the students are learning)
To indicate the next step to be taken to advance the student’s learning
Assess student’s progress and learning needs in relation to the curricular outcomes
Example: Formative assessment
2. Assessment of Learning
Involves assessing students’ achievement by grading and certification
Used for institutional accountability and quality assurance purposes
Example: Summative assessment
40

3. Assessment as Learning
Requires students to play an active role of becoming independent in their own learning and
assessment
Focuses on students’ capacity over time to be their own best assessors to assess themselves.
Assess student’s thinking about his or her learning
Example: Self-evaluation and metacognition
Types of assessments
Formative assessment
• This type of evaluation is carried out during a programme of instruction.
• It provides the learners with feedback on how they are doing in class so far.
• It provides the teachers with information on the suitability of learning activities and materials.
• Used to improve student attainment
• DOES NOT usually form part of a summative grade or mark.
Continuous assessment
• Takes place during the course of learning
• Usually involves a series of tasks, individually assessed
• Used when there are several distinct module learning outcomes that need to be achieved at
various stages of a module
• Used to lessen the burden of summative assessment
Summative assessment
 This type of evaluation is carried out at the end of a programme of instruction.
 Used to demonstrate competence
 Used to evaluate or make judgment of the merit or value of the programmme.
 Usually contributes to final grade in a course, module, or level
41

What and How to assess?
Learning Outcomes vs. Teaching Delivery vs. Assessment Methods
From Guidelines to Good Practices: Assessment of Students (MQA, 2012):
“Selection of assessment tasks is made based on common practices in one’s respective fields
and experience. Choice of instruments must be determined based on the assessment criteria, in terms
of the qualities and abilities that the academic staffs seek in the learner which are explicitly stated in
the LOs statements. For example, in getting students to portray creativity and innovation, the
assessor may require a studio project, development of product, performance or case studies which can
appropriately measure the abilities of students in producing an output through experimentation,
expression and exploration. Likewise, to assess cognitive domain and critical thinking skill, various
selections of methods can be used including critique, review, report or tests. “
“Case studies and group project are able to determine students’ abilities to apply theory into practice,
apart from communication, managerial, critical thinking and problem solving skill. Case studies
and group project may also be used to measure the affective domain in terms of values,
attitude, professionalism and ethics. Measures of affective domain, such as personal values, can
be assessed based on elements of style, personal identity and quality of inventiveness through
presentation and final project. In assessing performance or demonstration techniques, one can adopt
any or a combination of the following methods; demonstration, role play, poster, laboratory
report, illustrated manual or simulation. “
“Multiple assessment methods should be adopted in measuring attainment of LOs, which include
diverse elements to be measured.”
42

The following are some examples:
Teaching Delivery Methods

Min.
Learning Description of min. SCL Case Module Project Lecture Tut. Lab
level to study
Outcomes level to achieve
achieve
Critical thinking CTPS 2 The ability to find

and problem ideas and √ √ √ √ √ √
solving alternative solutions
Communication CS 3 The ability to
Skills present clearly and
confidently; and √ √ √ √ √
appropriate with the
level of audience
Teamwork TS 3 The ability to
Skills identify and respect
the attitude, √ √ √ √ √
behaviour and
beliefs of others
Ethics, values ET 2 The ability to
and understand the
professionalism effect of economy,
environment, and √ √ √ √
socioculture; to
professional
practice
Lifelong LL 2 The ability to
Learning accept new ideas
and be able to carry
√ √ √ √ √
out autonomous or
independent
learning
Entrepreneurial ES 1 The ability to
skills identify business √ √
opportunities
Leadership LS 2 The ability to lead a
√ √ √ √
skills project
43

Learning Activities
Min. Description of
Role play
Presentatio
Learning
(Practicum
Lit. Search
/Industrial
Internship
level to min. level to
Assignt./
Discuss.
Outcomes
i l i
Project
achieve achieve
Group
Work
Work
Field
and
n
Critical CTPS 2 The ability to find
thinking and ideas and
√ √ √ √
problem alternative
solving solutions
Communicat CS 3 The ability to
ion Skills present clearly
and confidently;
√ √ √ √
and appropriate
with the level of
audience
Teamwork TS 3 The ability to
Skills identify and
respect the
√ √ √ √
attitude,
behaviour and
beliefs of others
Ethics, ET 2 The ability to
values and understand the
professionali effect of
sm economy,
√ √ √ √
environment, and
socioculture; to
professional
practice
Lifelong LL 2 The ability to
Learning accept new ideas
and be able to
carry out √ √ √ √ √
autonomous or
independent
learning
Entrepreneur ES 1 The ability to
ial skills identify business √ √ √ √
opportunities
Leadership LS 2 The ability to lead
√ √ √
skills a project
44

Assessment Methods
Min.
Disertation
Presentatio
(Practicum
Learning Description of min. level
/Industrial
Internship
Portfolio/
Training)
Webfolio
level to
Written
Outcomes to achieve
Project
t
Verbal
Essay/
achieve
T t
T t
R
Critical CTPS 2 The ability to find ideas
thinking and and alternative solutions
√ √ √ √
problem
solving
Communicatio CS 3 The ability to present
n Skills clearly and confidently;
and appropriate with the √ √ √
level of audience
Teamwork TS 3 The ability to identify and
Skills respect the attitude,
behaviour and beliefs of √ √ √
others
Ethics, values ET 2 The ability to understand
and the effect of economy,
professionalis environment, and √ √ √ √ √ √
m socioculture; to
professional practice
Lifelong LL 2 The ability to accept new
Learning ideas and be able to carry
out autonomous or √ √ √ √
independent learning
Entrepreneuria ES 1 The ability to identify

l skills business opportunities √ √
Leadership LS 2 The ability to lead a

√ √ √ √
skills project
(R. U. R. Sohardi, 2008)
45

(Guidelines to Good Practice: Student Assessments, 2012)
46

What achievement to achieve in the Learning Outcomes?
For each learning outcome, there are levels of achievement that must be must be achieved by the
students, as follows:
1. CRITICAL THINKING PROBLEM SOLVING (CTPS)
2. COMMUNICATION SKILLS (CS)
47

3. TEAMWORK SKILLS (TS)
4. ETHIC, MORAL VALUES AND PROFESSIONALISM (EM)
48

5. LIFELONG LEARNING AND INFORMATION MANAGEMENT (LL)
6. ENTREPRENEURSHIP SKILLS (KK)
49

7. LEADERSHIP SKILLS (LS)
* Note: KIM - Skills that the student MUST achieved.
(Radin Umar Radin Radin Sohadi, 2008)
50

References
1. Malaysian Qualifications Agency. (2012). Guidelines to Good Practices:Assessment of Students.
Kuala Lumpur: Malaysian Qualification Agency.
2. Radin Umar Radin Radin Sohadi. (2008). Modul Pembanguna Kemahiran Insaniah (Soft Skills)
untuk IPT Malaysia.. Presentation: Universiti Putra Malaysia. Available at: <
http://cade.upm.edu.my/v3/images/modul_1_prof_radin_ki.pdf> [Accessed 26 July 2011]
3. Roziah, M. J., Zainab, M. N. and Salliza, S. (Eds.). (2010). OBE-SCL Training Modules
for Lecturers: UiTM, OBE-SCL Implementation. Academic Quality Assurance Unit, The
Academic Affairs Division, Universiti Teknologi MARA: Malaysia.
51

Chapter 6: Student Learning Time (SLT)
• Explain what is Student Learning Time (SLT)
• Explain what is notional hour credit
• Calculate course credit using SLT and notional hour credit
52

Introduction
To be accredited, a programme must comply with the Malaysian Qualification Framework (MQF).
The key features of MQF are: i) level of qualifications, ii) learning outcomes, and iii) credit system
based on student academic workload. One of the important considerations when calculating student
academic workload is finding out how much time is available for an average person to be benefited
from or for self improvement.
Effective and Quality Time
To understand the nominal available time in a human life, one must look at 2 (two) major components
of time in a human life:
1. Time for routine or nature activities, i.e sleeping, physical exercise, travelling, to maintain a
healthy lifestyle, etc.
2. Time left to be benefited from or for self improvement, i.e. for work or study
These two components can be evaluated in terms of daily, weekly, monthly or yearly basis. According
to Zainai Mohamed (2006), a normal or an average person has approximately 50 ± 5 hours per week
of quality time available for self improvement.
68

MQF Credit System
In order to promote ethics and discipline in student’s effort towards learning, enhancing the skills of
“life-long learning”, and as an effective control of prescribed study duration; a paradigm shift of the
credit system must be made with respect to the philosophy of OBE. From the traditional calculation of
credit based on teacher-centred, measured by staff contact time; to the MQF credit system based on
student-centred, output-oriented approached, measured by learning volume of the student.
Student-Centred Learning means empowering the students to be responsible for their learning.
Learning is not just attending the scheduled contact time (face-to-face) but putting an additional effort
(the independent learning) is also a must. It is hope that by utilising student-centred learning, it will
69

effectively inculcate the skill on “learn how to learn”;and eventually students will value their own
capability, thus plan and manage their academic load. Student and lecturer/teacher must be informed
the importance of student learning time (SLT); hence promotes work ethics, discipline and good
conducts (integrity) in daily life.
(Zainai Mohamed, 2006)
The MQF defines student academic workload as the learning effort or volume of learning that an
“average student” must undertake to achieve a defined group of learning outcomes. This learning
effort or learning volume represents ALL forms of learning in hours, whether lecture-based, tutorial,
work-based, research, experiential, practical activities, private study, preparation for assessment or
whatever that is required of an average student to achieve a specified set of learning outcomes.
70

Definition of Student Learning Time (SLT)
Student Learning Time (SLT) is define as effective learning time or student effort in learning or the
learning volume (a quantitative measurement of ALL learning activities), in order to achieve the
specified learning outcomes;including lecture, tutorial, seminar, practical, self-study, retrieval of
information, research, fieldwork, as well as preparing for and sitting of an examination.
Why SLT?
SLT is a management instrument for both the guided and independent learning; and promotes ethics
and discipline in student’s effort towards learning. Consequently, SLT is used:
 to enhance the student’s skills of “Life-Long-Learning”;
 as an indicator of effort in learning & study smart;
 to educate students on how the “learning by doing” in respect to effort in learning, i.e.
student-centred output-oriented approach;
 as an effective control of prescribed study duration.
Definition of Credit and Notional Hour
MQF defines ‘credit’ as “the quantitative measure that represents the volume of learning or academic
load to attain the set learning outcomes.” Notional hour is described as a nominal effort of an
average achiever in a semester of 14 weeks (delivery) duration. In Malaysia, notional hour has a
value of 40, which means that 40 hours of SLT is valued as 1 (one) credit.
71

Why notional 40 hours Student Learning Time (SLT) for a credit?
If a course have only 1 hour lecture per week per 14 weeks (and no other teaching and learning
activities (TLA) and no assessments); a student is expected to spend about 2 hours additional for
every 1 hour lecture. This is a nominal effort of an average achiever in a semester of 14 weeks
(delivery) duration. Thus, a total of 42 hours SLT [(1+2)X14] for a credit in a semester (round-down
= 40)
Guidelines to estimating SLT (examples)
Additional Time
Teaching and Implementation Preparation Time/
Note
Learning Activities Time Time for Self
Study
Complex courses might need 3 hours
LECTURE 1 hr. 1-2 hr. or more preparation time for one hour
lecture.
TUTORIAL 1-2 hr. 1-2 hr
For particular disciplines, 3 hours of
MAKMAL 3 hr. + report - none - lab might need additional 2-3 hours
to prepare the report.
FINAL YEAR
240 - 400 hr. - none -
PROJECT
SMALL GROUP
1-2 hr. 1 hr.
DISCUSSION
PROBLEM-BASED 2-3 hrs + 2 hrs for
2 hrs.
LEARNING (PBL) discussion
eLEARNING - none- 3 hr. No Face-to-face
PRESENTATION 1 hr. 2-3 hr.
100-150 pages 8 hrs. X 5 days X 14 weeks = 560
8-10 hrs/day
CREATIVE novel hrs.
throughout the whole
WRITING 50-70 pages of
semester
script
CASE
3 hrs per case - none -
ANALYSIS/STUDY
ASSIGNMENT (2000
- none - 10-12 hr.
words)
Complex courses might need more
SUMMATIVE
3 hrs 3 hrs. preparation preparation time for one hour of
ASSESSMENT
assessment.
(Jabatan Pengajian Tinggi, 2011)
72

Examples of SLT Calculation
COURSE : BBB222 (Introduction to XYZ)

Teaching and Learning Assessment
Activities (TLA)
CLO1 10 Lect, Test 1 (30 mins),
4 Tut, Assignment 1 (500 words),
2 Lab Final Exam (2 hrs)
2 Tut Final Exam (2 hrs)

6 Tut, Assignment 2 (1000 words),
3 Lab Final Exam (2 hrs)
The information above will be translated as follows:
TLA F ace‐ Std Prep Assessment F ace‐ Std Prep Time

to‐Face Time to‐Face
CLO1 10 Lect, 10 10x2 = 20 Test 1 (30 mins), 0.5 0.5 x 3=1.5
4 Tut, 4 4x1=4 Assignment 1 (500 words), (500/2000)x12=3
2 Lab 2 0 Final Exam (2 hrs) 2 2 x 3= 6
16 24 2.5 10.5
CLO2 4 Lect, 4 4x2 = 8 Test 2 (30 mins), 0.5 0.5 x 3=1.5
2 Tut 2 2x1=2 Final Exam (2 hrs) *
6 10 0.5 1.5
CLO3 12 Lect, 12 12x2 = 24 Test 3 (60 mins), 1 1 x 3= 3
6 Tut, 6 6x1=6 Assignment 2 (1000 words), (1000/2000)x12=6
3 Lab 3 0 Final Exam (2 hrs)*
21 30 1 9
TOTAL 43 64 4 21
TOTAL SLT 43+64+4+21 =107 + 25 = 132
CREDIT 132/40 = 3.3 = 3 CREDIT (round‐down)**
73

References
1. Jabatan Pengajian Tinggi. (2011) . Garis Panduan Penulisan Akademik. Jabatan Pengajian
Tinggi: Kementerian Pendidikan Malaysia. Available at:<
http://jpt.mohe.gov.my/RUJUKAN/GARIS%20PANDUAN%20PENULISAN%20PROGRAM%
20AKADEMIK.zip> [Accessed 20 March 2011}
74

Chapter 7: Table of Test Specification
• Explain what is Table of Test Specifications
• Explain the importance of Table of Test Specifications
• Produce a simple Table of Test Specifications
75

Table of Test Specification (TTS)
Introduction
“Assessment may require direct examination or observation of students’ displayed knowledge or
skills, which can be assessed based on measurable LOs. Attainment of outcomes in the cognitive
and psychomotor domains can be directly assessed, whilst those of the affective domain, soft
skills and values may be more difficult to assess, resulting in a more subjective assessment. Direct
assessments involve examining actual samples of student’s work and these include exams, quizzes,
reports, portfolios and presentations. On the other hand, indirect assessments refer to “analysis of
reported perceptions about student mastery of learning outcome” (Allen, 2004). It may be in the form
of employer surveys; exit interviews of graduates and self-reports by students or by others such
as the supervisor during industrial attachment.” (Guidelines to Good Practices: Assessment of
Students,2012)
Management of assessment
74

In the assessment process proposed by Guidelines to Good Practices: Assessment of Students, higher
education provider (HEP) must have:
 a system to ensure security and standards / academic quality of exam papers / moderation of
assessment for its FINAL EXAMINATIONS; and
 a system to ensure academic quality, validity / currency of tasks, for its continuous
assessments.
 a system for establishing common criteria for marking (e.g. rubrics)
It is possible to assess more than one learning outcome at once as long as all assessment tasks are
appropriate to, and in harmony with, the learning outcomes they are meant to assess. As such it is
advisable to:
 Ensure the assessment method tests the stated learning outcomes
 Ensure the assessment method does not test any significant learning outcomes that are not
explicitly stated as such. Assessment should never go beyond the learning outcomes. For
example, if the learning outcome states that the student should be able to “select an
appropriate method”, then the assessment task should not go beyond this limit by asking to
“analyse the method”.
 Ensure all major course or module outcomes are assessed, because if students are not going to
be assessed on something, it’s unlikely that they will put time and effort into it. BUT, if you
assess every minor learning outcome of every module, then you will run the risk of over-
assessing students.
Assessment criteria
When designing and carrying out assessment it is important that both students and staffs are clear on
what students are expected to do, the circumstances in which they are asked to do it and how the
marks are going to be awarded. In fact, students don’t always know the assessment criteria or how
75

assessors interpret them, because it is often considered the property of examiners. However, there is
no reason for this secrecy. Be upfront with your criteria – it will help your students enormously to
know what they are aiming for, or to see where they fell short, and consequently lead to much deeper
learning.
A criterion for assessment explains the relationship between how well a student answers the questions
set or performs the task set, and the mark and grade which they are given. While learning outcomes
say what a student is expected to do; assessment criteria say how well they should be able to do it in
order to obtain a particular grade.
One way is construct model answers or marking schemes or rubrics which show how marks and
grades will be awarded, though often the use of model answers and marking schemes is more
appropriate in scientific or technical disciplines.
An assessment criteria, on the other hand describes as clearly as possible, the characteristics of what is
acceptable, good, excellent etc. Of course, it is impossible to be always precise in describing what
makes a piece of work ‘very good’, or ‘excellent’, but we should go as far as possible to try to write
them, either individually or with other lecturers for a programme, as they make life a lot easier for
both the student and the assessors.
76

Definition of Table of Test Specification (TTS)
Table of Test Specification (TTS) or Jadual Spesifikasi Ujian (JSU) or test blueprint; is detailed,
written plan for a test that normally includes:
 descriptions of the test's purpose and target audience;
 the content or performance areas it will cover;
 the types of items and number to be written for each content or performance area, their
scoring, and other characteristics;
 the test administration method; and
 desired psychometric characteristics of the items and the test.
In other words, TTS is the construction plan for a test containing details about the content included in
the test; developed so the test has content validity and ensures that test contains a representative
sample of the course outcomes. It is also called test plans, test blueprint or test matrix; and can
functions as a study guide for the students.
Aims of TTS
The aim of the Test Specification Table (TST or JSU) is for the assessment to:
• be consistent and equivalent (from year to year, semester to semester and from one lecturer to
another) and,
• address the course outcomes as specified in the syllabus.
77

Description of TTS
TTS is a two-way table designed to include all learning topics and the levels of Bloom’s Taxonomy to
construct a test and serves as a test blueprint. TTS is developed AFTER the completion of syllabus
development, and BEFORE a prototype/ draft of question paper is constructed. Even though, TTS is
developed after the completion of syllabus development, review of TST can be done from time to
time, in line with curriculum review and Continuous Quality Improvement (CQI) process.
How to do TTS
There are two TTS developed for a course:
1. TTS developed after the completion of syllabus development. This TTS should be kept with
the syllabus at all time, and will be used as the blueprint for construction of exam paper. Example:
TOPIC HRS % Marks Total

Spent on HRS Allocated C1 C2 C3 C4 C5 C6 Marks
Topic CLO Developed
10-20% 40-70% 20-30%
CLO1
Topic 1 5 10 10
C3
CLO1
Topic 2 5 10 10
C3
CLO2
Topic 3 10 20 20
C4
CLO3
Topic 4 20 40 40
C6
CLO4
Topic 5 10 20 20
C3
TOTAL 50 100 100
78

2. TTS developed for the course’s examination paper for a particular semester. The TTS is
based on TTS kept with the syllabus (i.e. TTS above). This TTS will be submitted with the exam
paper constructed and kept in the exam vault. Example:
TOPIC HRS % Marks Total

Spent HRS Allocated C1 C2 C3 C4 C5 C6 Marks
on CLO Developed
Topic 10-20% 40-70% 20-30%
Q Q
CLO1
Topic 1 5 10 10 A1 A2 10
C3
5m 5m
Q
CLO1 A3
Topic 2 5 10 10 10
C3 10
m
Q Q
CLO2 A4 A5
Topic 3 10 20 20 20
C4 10 10
m m
Q Q Q
CLO3 B1a B1b B2
Topic 4 20 40 40 40
C6 10 10 20
m m m
Q Q
CLO4 B3a B3b
Topic 5 10 20 20 20
C3 10 10
m m
TOTAL 50 100 100 15 45 20 20 100
From the above example, the final exam paper developed contains:
 Part A - 3 questions, Total Marks =40
 Part B - 3 questions, Total Marks = 60
 15 marks at C1 and C2, 65 marks at C3 and C4, 20 marks at C5 and C6 level
 marks distributed with respect to hours spent on topics.
 marks distributed in line with stipulated Bloom’s level
 all course learning outcomes (CLO) that are assessed according to their Bloom’s level
79

Test blueprints for assessment of affective and psychomotor domain
While TTS is usually developed to ensure test validity for the assessment of cognitive domain, TTS
can also be developed to ensure test validity for the assessment of psychomotor and affective domain.
Examples of outcomes and their appropriate assessment tasks, are as follows:
80

(Guidelines to Good Practices: Assessment of Students,2012)
81

Examples of TTS for assessing psychomotor and affective domain:
CLO Assessment Method

A1 A2 A3 A4 A5
Propose solution to manufacturing Case Study Report

and operation problems using related Uses an objective approach in
theory and analytical methods √ problem solving.
(C5,A5, PO 3) Rubrics for objective approach in
problem solving.
Organise in groups to study and Group Discussion
present the application of advanced Prioritizes time effectively to meet
manufacturing and operation analysis the needs of the group, and self.
methods based on a given topics (C5,
√ Rubrics for teamwork and discussion
A4, P5, PO4, PO5)
Explain the main concepts and Case Study Report

methods obtained from literatures to Explains the role of systematic
professionally analyse the planning in solving problems.
manufacturing and operation system
√ Rubrics/Marking Scheme for
(C6, A4, PO1, PO3, PO7) explaining the main concepts and
methods.
CLO Assessment Method

P1 P2 P3 P4 P5 P6 P7
Propose solution to
manufacturing and operation
problems using related theory and
analytical methods (C5,A5, PO 3)
Organise in groups to study and Presentation

present the application of Performing without hesitation,
advanced manufacturing and able to response to spontaneous
operation analysis methods based √ Q&A.
on a given topics (C5, A4, P5, Rubrics for presentation which
PO4, PO5) include response to Q&A
Explain the main concepts and

methods obtained from literatures
to professionally analyse the
manufacturing and operation
system (C6, A4, PO1, PO3, PO7)
82

References
1. Malaysian Qualification Agency. (2012). Guidelines to Good Practice: Assessment of Students.
Kuala Lumpur: Malaysian Qualification Agency.
2. O’Farrell, C. (2008). Enhancing Student Learning through Assessment: A toolkit approach,
Dublin Institute of Technology, Ireland.
83

Introduction to OBE Module

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Outcome-Based Education (OBE) Module:

Introduction to Learning Outcome

Mohamed Nadzri Mohd Yusoff

Font type : Times New Roman

Page margin : 2.54 cm

higher education in line with existing government’s policies and regulations.

planning and designing.

Chapter 1: OBE Overview the BIG Picture

Chapter 2: Learning Outcomes and Learning Domains

Chapter 3: Writing Learning Outcomes

Chapter 4: Mapping Outcomes

Chapter 6: Student Learning Time (SLT)

Chapter 7: Table of Test Specification

At the end of the topic, the readers will be able to:

 Explain the philosophy, principles and processes of outcome-based education (OBE)

Pelan Strategik Pengajian Tinggi Negara.

and by nations; as it is seen as fundamental to being successful in this knowledge-economy. What

 learning has really taken place

authentic problems in a workplace situation.

that most of them were from public universities.

strong work ethics, and teamwork skills.

(National Association of Colleges and Employers (NACE) , 2006)

Evolution in quality assurance (QA) in Malaysian higher education (HE)

Practice for Quality Assurance) for public universities.

(Zita Fahmi, 2007)

OBE and Pelan Strategik Pengajian Tinggi Negara (PSPTN)

qualification as determined by the Framework”.

(Act 679, 2007)

In The Malaysian Qualification Framework (MQF), “learning outcomes” is mentioned in

in Malaysia, and it emphasises on “education based on learning outcomes”. The plan

further implied that the implementation of MQF is critical in achieving international

locally but also internationally.

Qualification Framework (2008) and the Australian Qualification Framework (1995).

employability and further education accessibility, based on international good practices.

that all individuals can learn” (Towers, 1996).

OBE basic foundations lie on the idea that:

• Successful learning promotes even more successful learning.

successful at school learning.

Essentially, OBE should answer the following key questions:

a) What do you want the students to learn?

b) Why do you want them to learn it?

c) How can you best help students learn it?

d) How will you know what they have learnt?

Robert E. Gerber (1996) underlines OBE philosophy as follows:

1. Defined by learning outcomes

2. Focussed on learning outcomes

3. Organised around learning outcomes

4. Directed by learning outcomes

(Shahrin Mohamaed, 2007)

content, educational strategies, student selection and assessment.

 What the student is to learn must be clearly identified.

 The student’s progress is based on demonstrated achievement.

As such, the FOUR basic principles of OBE are:

a) Clarity of focus about outcomes

– Always have the outcomes as the focus.

– Let the students know what they are aiming for.

teaching and assessment decisions directly to these outcomes.

c) Consistent, high expectations of success

– Set the expectation that OBE is for ALL learners.

so that all students succeed in reaching the exit outcomes.

The following table compares OBE with Traditional Education:

(Shahrin Mohamed, 2007)