Reliability of Program Outcome Attainment Evaluation Based on Cumulative Model and Culminating Model Analysis
Program outcomes (POs) are essential components in outcome-based education (OBE), reflecting a graduate’s attribute and ability to demonstrate competencies at appropriate levels. Typically, POs are derived from the graduate attributes (GA) specifi ed by accrediting bodies such as the Engineering A...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | en |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2025
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| Online Access: | http://journalarticle.ukm.my/26793/1/39.pdf http://journalarticle.ukm.my/26793/ https://www.ukm.my/jkukm/volume-3701-2025/ |
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| Summary: | Program outcomes (POs) are essential components in outcome-based education (OBE), reflecting a graduate’s
attribute and ability to demonstrate competencies at appropriate levels. Typically, POs are derived from the graduate
attributes (GA) specifi ed by accrediting bodies such as the Engineering Accreditation Council (EAC). The attainment
of POs is assessed through various methods, including direct and indirect assessment tools. This study evaluates the
reliability and effectiveness of POs attainment analysis and measurement using cumulative model and culminating
model approaches. The analysis was conducted on a cohort of 226 students who graduated in September 2017,
consisting of two entry channels: 115 diploma students and 111 matriculation students. Comparative analysis results
indicate that both models reliably measure POs attainment, however the culminating model shows better performance
of POs attainment compared to the cumulative model. The average percentage difference between the two models for
diploma students is 4.64% and no difference for PO9 and PO10. For the matriculation intake group the average
percentage difference between the two models is 3.82% and no difference for PO6 and PO11. In conclusion, both
models facilitate systematic POs attainment analysis for all students and provide insights into the strengths and
limitations of each model, contributing to the ongoing improvement of OBE practices and ensuring that graduates
meet the required competencies and standards. |
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