Implementation of outcome-based education (OBE) in UPM : student learning outcomes (SLOs) in UPM
The move towards applying outcome-based education (OBE) in teaching and learning at tertiary education level has become one of the most important topics ;n recent years. Education authority is giving greater attention to evaluate outcomes of education projects. Apart from the three learning d...
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| Main Authors: | , , , , , , , |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
2007
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| Online Access: | http://psasir.upm.edu.my/id/eprint/20601/1/ID%2020601.pdf http://psasir.upm.edu.my/id/eprint/20601/ |
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| Summary: | The move towards applying
outcome-based education (OBE) in teaching
and learning at tertiary education level has
become one of the most important topics ;n
recent years. Education authority is giving
greater attention to evaluate outcomes of
education projects. Apart from the three
learning domains; namely, cognitive,
psychomotor and affective, the Ministry of
Higher Education (MoHE) has determined and
listed eight learning outcomes for higher
education institutions. These learning
outcomes are important in providing
wholesome quality education to students. The
Centre for Academic Development at UPM has
conducted a study starting from the second
Semester of the 2005/2006 academic year to
determine the extent to which these learning
outcomes have been achieved. Results of the
study will be used to develop effective
intervention strategies that can be practiced to
achieve the desired SLOs. This includes the
development of: guidelines for identifying and
defining SLOs, strategies for selecting suitable
teaching approaches, guidelines for selecting
appropriate assessment techniques and
development of policies and guidelines to
implement OBE. Questionnaires were
distributed to UPM lecturers and the data were
analysed using descriptive statistics. The result
shows the overall achievement according to
different domains were as follows: cognitive
domain was at level 4, psychomotor domain at
level 4 and affective domain at level 3. The
Ministry's set of learning outcomes revealed
the following result: The highest score went to
the outcome of providing knowledge to
students, While the least achievable learning
outcome was managerial and entrepreneurial skills. The results
infer low order thinking skills were highly
observable and soft-skills among students
were lacking and this problem needs to be
addressed quickly and effectively. |
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