OBE IMPLEMENTATION

GUIDEBOOK

FACULTY OF ELECTRICAL & ELECTRONIC ENGINEERING

First Edition – 2010

Second Edition – 2012

Third Edition – 2014

Prepared by: OBE Committee, FKEE

i

Contents

FOREWORD ................................................................................................................................................. ii

1. Outcome Based Education (OBE) ...................................................................................................... 1

1.1 What is the flow of OBE?............................................................................................................... 2

1.2 Why we implement OBE? .............................................................................................................. 2

1.3 How we implement OBE? .............................................................................................................. 3

2. How we formulate PEO, PLO and CLO?............................................................................................ 4

2.1 Formulation of PEO ......................................................................................................................... 5

2.2 Formulation of PLO ......................................................................................................................... 6

2.3 Formulation of CLO ........................................................................................................................ 6

3. How we assess PEO, PLO and CLO? ................................................................................................. 7

3.1 Assessment Plan for PEO, PLO and CLO .................................................................................... 7

3.2 Assessment of PEO ......................................................................................................................... 8

3.3 Assessment of PLO ....................................................................................................................... 10

3.4 Assessment of CLO ....................................................................................................................... 11

4. How we improve PEO, PLO and CLO? ............................................................................................ 15

4.1 CQI for CLO .................................................................................................................................... 15

4.2 CQI for PLO .................................................................................................................................... 15

4.3 CQI for PEO .................................................................................................................................... 15

APPENDIX A – COGNITIVE, PSYCHOMOTOR & AFFECTIVE LEVEL ................................................ 16

A.1 Cognitive Level .............................................................................................................................. 16

A.2 Affective Level ............................................................................................................................... 17

A.3 Psychomotor Level ....................................................................................................................... 18

APPENDIX B – CQI Process ................................................................................................................... 19

B.1 CQI Process for CLOs ................................................................................................................... 19

B.2 CQI Process for PLOs ................................................................................................................... 20

B.3 CQI Process for PEOs ................................................................................................................... 20

ii

FOREWORD

It is indeed a great pleasure to be given this opportunity to write a foreword for this Guidebook entitled OBE Implementation Guidebook. My heartiest

congratulations to all OBE Committee members of FKEE for their commitment and effort to come up with this guidebook.

OBE Implementation Guidebook is an important reference material for all

FKEE staffs in implementing OBE in their daily tasks. Outcome-Based Education (OBE) is currently preferred globally to promote educational

revitalisation and has been implemented in many countries such as Canada, the United States, Australia, Hong Kong, and New Zealand. It is thus my

heartfelt hope that the existence of this guidebook will benefits all FKEE staffs.

I wish to thanks our readers for their helpful comments, which have contributed their corrections and clarifications in the previous editions of

OBE Implementation Guidebook.

My compliments and best wishes to the authors.

Dean,

Faculty of Electrical and Electronic Engineering, Universiti Tun Hussein Onn Malaysia.

1

1. Outcome Based Education (OBE)

OBE is an approach of curriculum design and teaching that focuses on what

students should be able to do (attained) at the end of course/ programme.

Significant development of outcome based education approaches begins in

1960s by Carroll (1963), Bloom (1968), Spady (1988), among others.

Quoting definitions by Davis (2003):

"OBE is an approach to education in which decisions about the curriculum

are driven by the exit learning outcomes that the students should display at

the end of the course."

"In OBE, product defines process."

"OBE can be summed up as results-oriented thinking and is the opposite of

input-based education where the emphasis is on the educational process

and where we are happy to accept whatever is the result."

2

1.1 What is the flow of OBE?

Figure 1 shows an overview and decription of OBE flows.

Figure 1: OBE flows and desciption

1.2 Why we implement OBE?

Figure 2: OBE in Education Engineering – Professional and Qualification Bodies

(Source: Dr. Kok Boon Ching, Centre for Academic Development and Training CAD, 20 Feb. 2014 from Slide

OBE@Program Mesra Perdana FKEE 2014)

3

Undergraduate curriculum needs to be transformed into adopting OBE in

accordance with requirements from:

• Engineering Accreditation Council (EAC), Board of Engineers Malaysia

(BEM) (Malaysia is the signatory of Washington Accord in 2009)

• Malaysian Qualifications Framework of Malaysian Qualifications Agency

(MQA)

• Sector of Higher Education, Ministry of Education Malaysia

Quoted from www.washingtonaccord.org (2013):

Professional Engineers are able to perform functions because of their:

i. Knowledge,

ii. Skills, and

iii. Attitudes

Competence is developed by

i. Education,

ii. Training, and

iii. Experience

The Washington Accord Agreement recognises that:

"Accreditation of engineering academic programmes is a key foundation for

the practice of engineering at the professional level in each of the countries or

territories covered by the Accord."

1.3 How we implement OBE?

Guided by EAC Accreditation Manual

Programme Educational Objectives (PEO) Assessment Methods

Programme Learning Outcomes (PLO) Assessment Methods

Course Learning Outcomes (CLO) Assessment Methods

Continual Quality Improvement (CQI)

4

2. How we formulate PEO, PLO and CLO?

Industrial and societal demands play important roles in formulating the

learning outcomes of programme offered by Higher Education Institution

(HEI).

Figure 3: Flow of Learning Outcomes Formulation and Implementation

(Source: Dr. Tan Lai Wai, Centre for Academic Development and Training CAD, 22 August 2013 from Slide

OBE@FKEE - FORMULATING AND ADDRESSING LEARNING OUTCOMES)

5

Faculty of Electrical and Electronic Engineering offers two undergraduate

academic programmes which are:

(i) Bachelor of Electronic Engineering with Honours (BEJ)

(ii) Bachelor of Electrical Engineering with Honours (BEV)

2.1 Formulation of PEO

The formulation of PEOs for each programme was based on the Vision,

Mission, Philosophy and Objectives of the University, as well as the Vision

and Mission of the Faculty. The PEOs were designed to address the

requirements and expectation of various stakeholders. The mapping of the

PEOs, Faculty’s Vision and Mission and the Stakeholders’ requirements is

shown in Figure 4. It can be seen from the mapping that the PEOs are

mapped into the Vision and Mission of the Faculty as well as the

stakeholders’ requirements.

Figure 4: PEO Formulation

The PEOs described the expected accomplishments of graduates after

five (5) years graduation. The achievement of PEOs will directly ensure the

achievement of the vision and mission of University and the Faculty as well

as the requirements of stakeholders.

FKEE Vision & Mission

VISION Leading centre of excellence in the generation and

application of electrical and electronic

engineering knowledge.

MISSION Produce dynamic,

creative and ethical graduates who will lead

in the application of electrical and electronic

engineering for the prosperity of humankind.

Programme Objectives

Stakeholders’ Requirements

Graduates have good personality.

Graduates have good communication skills.

Graduates have positive attitude.

Graduates have good knowledge and/or soft

skills.

Graduates capable in producing quality work.

6

2.2 Formulation of PLO

The Faculty recognises the importance of PLOs as the primary document in

the implementation of any academic programme. In 2008, the Faculty has

formulated PLOs for Specialization in Electronic Engineering Programme

according to the EAC 2007 Manual and MQA documents. On Mei 4-5, 2013, a

workshop organized by the CAD has been conducted to revise the PLOs and

the programme structure according to the EAC Manual 2012. Figure 5 shows

the PLO for FKEE’s undergraduate academic programme.

Figure 5: PLO for BEJ and BEV programme at FKEE

2.3 Formulation of CLO

Course learning outcome is developed using Bloom’s Taxonomy that involves

three learning domains: cognitive, affective, and psychomotor which has six

cognitive levels, five affective levels and seven physchomotor levels (refer

to Appendix A).

7

3. How we assess PEO, PLO and CLO?

Assessment is the formative and/ or summative determination for a specific

purpose of the student’s competence in demonstrating a specific outcome. It

is also the processes that identify, collect, use and prepare data that can be

used to evaluate achievement.

3.1 Assessment Plan for PEO, PLO and CLO

The purpose of this plan is to guide the continuous improvement of

undergraduate engineering programmes at Faculty of Electrical and

Electronic Engineering (FKEE), University Tun Hussein Onn Malaysia (UTHM).

The focus of the plan is on the following criterion:

Criterion 1. Programme Educational Objectives (PEOs)

Criterion 2. Programme Learning Outcomes (PLOs)

Criterion 3. Course Learning Outcomes (CLOs)

On-going FKEE’s programme and curriculum assessment can be

implemented with a balance of both direct and indirect assessment

techniques. The tools of direct assessment techniques are as follows:

i. Quiz, Test, Final Examination

ii. Assignments, Projects

iii. Final Year Project

iv. PBL/ POPBL

v. Laboratory Experiments

vi. Exit Interview

8

On the other hand, the tools of indirect assessment techniques are as

follows:

i. Industrial Training

ii. Industrial Advisors

iii. External Examiner

iv. Student Exit Survey

v. Alumni Survey

vi. Employer Survey

In summary, the basic FKEE’s model of educational objective and

programme assessment can be viewed as requiring four different major

feedback systems, as shown in Figure 6.

Educational

Objectives

Programme

Learning

Outcomes

Input from

Constituencies

and Evaluation of

Attainment

Assessment of

Student Learning

Indirect Assessment

Feedbacks

Course

Learning

Outcomes

Indirect Assessment Direct Assessment

Direct and Indirect Assessment

Feedbacks

FeedbacksFeedbacks

Figure 6: Model of Educational Objectives and Learning Outcomes Assessment

3.2 Assessment of PEO

PEOs are identified and refined by the program in consultation with outside

constituencies and current students. This is a cyclical process. The goal is to

keep the PEOs current by having a process which identifies the needs of the

program’s various constituencies, critically assess the attainment of

graduates and periodically reassesses and updates of the objectives.

9

Although elements of this process are continuous in nature and will

vary among programmes, each programme has responsibility to assure a

documented cycle of activity such that PEOs, as well as their linkage to

PLOs, are re-evaluated at least every three years. Recognizing that different

constituents may have competing needs and expectations, each program will

have a process in place to resolve potential conflicts while fulfilling as many

of the needs as practically as possible.

The PEOs of FKEE programme can be assessed by using the following

assessment tools:

i. Report and minute of meeting with Industrial Advisors Panel

ii. Report and minute of meeting with External Examiner

iii. Alumni survey

iv. Employer survey

The alumni’s and employer’s survey contained five areas which

defining the PEOs. The five areas are: (1) Career, (2) Competency, (3)

Competitive, (4) Life-long Learning, and (5) Contribution. Data gathered

through these surveys will be accumulated and used as one key input to the

PEOs as well as the PLOs.

In summary, the PEOs assessment process and methods can be

viewed as shown in Figure 7.

PEOs

Assessment

Panel of Industrial

Advisors and

External ExaminerSurvey

Indirect

Assessment

Evaluation Report

and Minute of

Meeting

Indirect

Assessment

Feedbacks

(Career, Competency,

Competitive, Life-long

Learning, and

Contribution)

Employer

Alumni

Re-evaluate at least every three (3) years

CQI

Figure 7: Programme Educational Objectives (PEOs) Assessment Methods

10

3.3 Assessment of PLO

Establishing and monitoring progress towards PLOs is an iterative process

taking place at two primary levels: Curriculum and Course. Although success

of students in accomplishing the PEOs is an indicator of success in achieving

the PLOs, progress towards PLOs can be most directly evaluated during and

at or near the time of completion of the formal instructional/ learning

process.

The PLOs of FKEE programme can be assessed by using the following

assessment tools:

a. Direct assessment

i. Quizzes

ii. Tests

iii. Final Examination

iv. Assignments

v. Projects

vi. Final Year Project

vii. Lab Experiments

viii. PBL/ POPBL

b. Indirect assessment

i. Report and minute of meeting with Industrial Advisors

ii. Report and minute of meeting with External Examiner

iii. Alumni survey

iv. Employer survey

Results may imply needed change in contents, the curriculum or the

PLOs. Figure 8 shows the suggestions for the appropriate inputs.

11

PLOs

Assessment

CQI

CLOs

Evaluation

Curriculum

EvaluationDirect

Assessment

PLOs, CLOs, Soft Skills

and Taxonomy

Achievement for each

Courses and Students

Indirect

Assessment

Report, Minute of Meeting and

Survey Data (Knowledge, Practical,

Communications, Problem Solving,

Team Working, Life-long Learning,

Entrepreneurship, Professionalism,

Leadership, Design and

Sustainable Development)

Re-evaluated by the

time of graduation

Panel of

Industrial

Advisors

External

Examiner

Survey

(Alumni,

and

Employer)

Quizzes,

Tests,

Final

Examination

Assignments,

Projects,

Final

Year Projects

Lab

Experiments,

PBL/POPBL

Figure 8: Programme Learning Outcomes (PLOs) Assessment Methods

3.4 Assessment of CLO

Course learning outcomes are statements that describe significant and

essential learning that learners have achieved, and can reliably demonstrate

at the end of a course. This means learning outcomes identify what the

learner will know and be able to do by the end of a course.

Course learning outcomes should be measureable and observable via

cognitive, psychomotor and affective learning domains. In other

words, course learning outcomes should reflect essential knowledge, skills

and attitudes and finally, represent the minimum performances that must be

achieved to successfully complete a course.

On-going course learning outcomes assessment, with a balance of

direct and indirect assessment techniques will be the responsibility of the

departments and programmes. It is the responsibility of the lecturer for each

course to maintain a detailed course syllabus which carefully delineates both

the content and PLOs addressed by the course. The syllabus should also

contain course objectives, taxonomy levels, instructional techniques and

evaluation methods.

The CLO assessment is continuous starting from the first week until

the last week of lecture. The course learning outcome assessment is divided

12

into 2 parts: after test 1 (week 7) and after final examination (week 14). At

the end of the course learning process and assessment, all the lecturers

must do the course evaluation in order to analyse the student achievement

in terms of PLO and Taxonomy Level.

The CLOs of FKEE course can be assessed by using the following

assessment tools:

a. Direct assessment

i. Quizzes

ii. Tests

iii. Final Examination

iv. Assignments

v. Projects

vi. Final Year Project

vii. Lab Experiments

viii. PBL/ POPBL

b. Indirect assessment

i. Rubric Matrix (Psychomotor and Affective)

ii. Peer-assessment

Results may imply needed change in contents, CLO, curriculum or the

PLOs. Figure 9 shows some suggestions for the appropriate inputs.

Before a lecturer implements the direct assessment tools of CLO for

cognitive level such as test and final examination, the Table of Specification

(TOS) must be prepared first. The important information that should be

included in the TOS is the question’s numbers, marks and their relationship

with CLO, PLO and Taxonomy Level. Figure 10 shows the TOS template and

its example.

13

CLOs

Assessment

CQI

Student

Achievement

Evaluation

Student Learning

EvaluationDirect

Assessment

PLOs, CLOs, Soft Skills

and Taxonomy

Achievement for each

Courses and Students

Indirect

Assessment

Evaluation and Survey Data

(Course Content, Teaching

and Learning, Feedback and

Assessment, Learning

Resources, Personal

Development and CLOs and

Taxonomy Achievement)

Re-evaluated at the end

of learning processPeer-

assessment

Quizzes,

Tests,

Final

Examination

Assignments,

Projects,

Final

Year Projects

Lab

Experiments,

PBL/POPBL

Rubric Matrix

(Psychomotor

and Affective)

Figure 9: Course Learning Outcomes (CLOs) Assessment Methods

Figure 10: Table of Specification Template and Example

COURSE CODE: BEC10102

SEMESTER: II

C3-PLO1

KN CO AP AN SY EV

Chapter No.: Topic

1 (a)Chapter 5: Array & String

Differences between arrays8

1 (b)Chapter 5: Array & String

Construct C++ using array17

2 (a)Chapter 3: Control Structure - break statement

Definition of break3

2 (b)Chapter 3: Control Structure - Selection

Rewrite the conditional operator into if-else8

2 (c )Chapter 2: Intro to C++

Latest value stored in variable2

2 (d)Chapter 3: Control Structures - Selection

Prove © using tracing method.12

3 (a)Chapter 4: Functions

return type of function2

3 (b) (i)Chapter 4: Functions

Construct function definition12

3 (b) (ii)Chapter 4: Functions

Construct function prototype3

3 (c ) (i)Chapter 4: Functions

Identify errors in function3

3 (c ) (ii)Chapter Functions

Fix the errors of function5

4 (a)Chapter 1: SDM

Construct program based on given pseudocode15

(b)Chapter 3: Control Structures - Loops

Determine whether there is an error in given loops10

6 23 47 12 0 12 100

6 23 47 12 0 12 100

FACULTY OF ELECTRICAL AND ELECTRONIC ENGINEERING

Subject's Content/Topic

Marks Distribution based on Bloom's Taxonomy

Subtotal

Level 1 Level 2

25

Subtotal based on taxonomy (Marks)

Subtotal based on taxonomy (Percentage)

TABLE OF SPECIFICATION FOR FINAL EXAMINATION

Q# Instruction: ANSWER ALL QUESTIONS

NAME OF COURSE: COMPUTER PROGRAMMING

SESSION: 2013 / 2014

Question

CLO (Cognitive): Demonstrate the fundamental knowledge of C++ programming language for solving computer programming problems correctly.

Level 3

25

25

25

14

After the test and final examination are implemented, the student

achievement evaluation is conducted in order to assess and to analyse the

achievement of CLO for CQI purposes. Figure 11 shows the template of

student achievement evaluation that can be retrieved form Online Student

Assessment System (SAS) at http://tcis.uthm.edu.my

(a) Assessment Details for CLOs

(b) Course Summary Report based on Student

(c) CLO Graph

Figure 11: Student’s Achievement Evaluation Template and Example

15

4. How we improve PEO, PLO and CLO?

Assessment is the formative and/ or summative determination for a specific

purpose of the student’s competence in demonstrating a specific outcome. It

is also the processes that identify, collect, use and prepare data that can be

used to evaluate achievement.

4.1 CQI for CLO

The CLOs attainment that uses direct and indirect measurement tools are

collected from online-based system called Student Assessment System

(SAS). The respective lecturer can do the analysis for determining the

achievement of related CLO. The analysis results will then determine the

appropriate actions for CQI. Appendix B.1 describes the CQI process of CLO.

4.2 CQI for PLO

In a direct measurement tool, since each course has its CLO mapped to a

PLO that has been set for each undergraduate academic programme, the

data obtained from SAS will be used as an input to measure the

achievement of PLOs. The indirect measurement tool is also carried out to

students in their graduating year. The analysis results form direct and

indirect measurement tools will then determine the appropriate actions for

CQI. Refer Appendix B.2 for CQI process of PLO.

4.3 CQI for PEO

The measurement of PEOs is conducted through survey on alumni and their

employers for at least three to five years after their graduation. The analysis

results will then determine the appropriate actions for CQI. Appendix B.3

describes the CQI process of PEO.

16

APPENDIX A – COGNITIVE, PSYCHOMOTOR &

AFFECTIVE LEVEL

A.1 Cognitive Level

LEVEL Attributes, Keywords and Example of CLO according to Cognitive Level...

Cognitive Level

Level Attributes

Keywords Example of

CLO C1

Knowledge

Rote

memorisation,

recognition, or

recall of facts.

Find, define, label, describe,

memorize, locate, recognize,

identify, record, name, tell, list,

recite, select, relate

Define the basic of

electrical quantities

and laws in dc and

ac system.

C2

Comprehension

Understanding

what the facts

mean.

Convert, transform, examples,

match, restate, paraphrase,

change, rewrite, give, express,

illustrate, extend, generalize,

summarize, interpret, compare,

explain, predict

Explain and

summarise the

working culture of

a professional

engineers in

society and

organization

C3

Application

Correct use of

the facts, rules,

or ideas.

Use, apply, change, solve,

choose, sketch, modify, make,

dramatize, discover, classify,

prepare, show, produce,

construct, paint, demonstrate,

illustrate

Apply the

appropriate

assembly language

for microprocessor

(8086) and

microcontroller

(PIC).

C4

Analysis

Breaking down

information

into component

parts.

Analyze, classify, survey,

separate, distinguish, infer,

categorize, subdivide, inquire,

differentiate, probe, attributes,

investigate, select, experiment,

point out, compare, contrast

Investigate power

factor problems

that arise during

the utilisation of

electrical energy.

C5

Synthesis

Combining

parts to make

a new whole.

Plan, role-play, compose, invert,

hypothesis, design, revise,

construct, develop, collect,

predict, formulate, create,

organize, originate, combine,

arrange

Compose

systematically

engineering

problems and their

solutions using

appropriate

hardware or

software.

C6

Evaluation

Judging the

value or worth

of information

or ideas.

Appraise, deduce, critique,

defend, recommend, conclude,

decide, criticize, evaluate,

consider, weight, judge, support,

rate

Evaluate the power

factor problems

that arise during

the utilisation of

electrical energy

17

A.2 Affective Level

LEVEL Attributes, Keywords and Example of CLO

according to Affective Level...

Affective

Level Level Attributes Keywords

Example of

CLO

A1

Receiving

phenomena

Willingness to receive

information.

Ask, choose,

identify, point out,

reply, select, name,

give, follow, hold,

use, describe

Give respect to the

colleagues idea in

meeting

A2

Responding

phenomena

Individual actively

participating in his or

her own learning.

Read, answer,

select, recite,

discuss, write, greet,

present, form, help,

practice, perform,

conform, comply,

aid, assist, read

Discuss importance

of ac and dc circuits

in current

technology trend.

A3

Valuing

The ranges from simple

acceptance of a value to

one of commitment.

Work, justify,

differentiate, invite,

initiate, study, join,

share, propose,

report, select,

explain, demonstrate

Study the current

technology applied

in control system

engineering.

A4

Organizing values

Individuals go through

as they bring together

different values, resolve

conflicts among them

and start to internalize

the values.

Integrate, relate,

complete, organize,

defend, identify,

synthesize, modify,

generalize,

formulate, prepare,

compare, combine,

adhere, arrange

Generalize the role

of engineer to solve

engineering

problems as

professional

commitment to the

nation.

A5

Internalizing

value

Individual has a value

system in terms of their

beliefs, ideas and

attitudes that control

their behavior in a

consistent and

predictable manner

Display,

discriminate, verify,

modify, revises,

serve, listen,

practice, influence

Displays a

professional

commitment to

ethical practice.

18

A.3 Psychomotor Level

LEVEL Attributes, Keywords and Example of CLO

according to Psychomotor Level...

Psychomotor

Level Level Attributes Keywords

Example of

CLO P1

Perception

The ability to use observed

cues to guide physical

activity.

Detect, describe,

differentiate,

isolate, distinguish,

choose, select,

relate, identify

Identify the

passive and active

components in

electronic circuit.

P2

Set

The readiness to take a

particular course of action

Begin, explain,

show, volunteering,

proceed, move,

state, display

Show the

functioning of

passive and active

components in

electronic circuit.

P3

Guided Response

The trial-an-error attempts

at acquiring a physical

skill. With practice, this

leads to better

performance.

Copy, trace, react,

response,

reproduce, follow

Trace the path of

electrical signal in

digital system.

P4

Mechanism

Learned responses become

more habitual and

movements can be

performed with some

confidence and level of

proficiency.

Mix, assemble,

measure,

dismantle,

construct,

calibrate, grind, fix,

fasten, mend,

sketch, manipulate,

heat, display

Construct a block

of computer

architecture

systems using

simulation tools.

P5

Complex Overt

Response

Responses are automatic

and proficiency is indicated

by accurate and highly

coordinated performance

with a minimum of wasted

effort.

Build, organize,

mend, sketch,

manipulate, heat,

display

Organise

effectively good

quality final year

project in a form

of system,

hardware,

software that

have commercial

potential.

P6

Adaptation

skills are well developed

and the individual can

modify movements to deal

with problem situations or

to fit special requirements.

Adapt, change,

reorganize, alter,

vary, rearrange,

reorganize, revise

Rearrange a

circuit model to

represent the

behavior of a

system

P7

Origination

The skills are so highly

developed that creativity

for special situations is

possible.

Arrange, originate,

create, design,

initiate, compose,

combine

Design a system

based on

mathematical

model.

19

APPENDIX B – CQI Process

B.1 CQI Process for CLOs

Current Lecturer of the Course

get the CQI from Previous Lecturer of

the Course

(2nd

week before the semester starts)

(Evidence: Form CQI-01)

Current Lecturer do the planning to

improve the performance of the course

(Evidence: Minute of Meeting / RPP04,

etc)

Implementation of the planning

(Week 1 to Week 7)

(Evidence: Students’ Attendance/

Lecture Notes/ Tutorial / etc)

Evaluation Process (Week 1 – Week 7)

(Evidence: Test 1 / Lab Reports /

TOS / Vetting Report / Sample of

Student’s Answer / Questions /

Answer Scheme/ etc.)

Current Lecturer analyse the mid

performance and proposed Mid CQI

(Evidence: CQI-02)

Implementation of the mid CQI

(Week 8 – Week 14)

(Evidence: Students’ Attendance/

Activity Report / Questions /

Sample of Student’s Answer / etc)

Evaluation Process

(Week 8–Final Exam)

(Evidence: Test 2 / Lab Reports /

Final Exam / TOS / Vetting Report for

Test / Sample of Student’s Answer /

Questions /

Answer Scheme/etc.)

Current Lecturer analyse the overall

performance and proposed CQI

(Evidence: CQI-01)

FLOW OF CQI PROCESS

FOR DIRECT

MEASUREMENT OF CLO

FLOW OF CQI PROCESS

FOR INDIRECT

MEASUREMENT OF CLO

Current Lecturer distributes the Lecture

Planning (RPP04)

(Week 1)

(Evidence: RPP04)

Student filled in Mid Course Survey

(Week 6 – Week 7)

(Evidence: Survey Questionnaires &

Feedback/etc.)

Faculty distribute

syllabus of the course

1

2

3

4

5

6

7

8

5a

5b

20

B.2 CQI Process for PLOs

Action Plans

for CQIImplementation

Faculty Members

Assessment of PLOs

Evidence: minute meeting Evidence: report

Direct Assessment

(CLO vs PLO Analysis)

Result from CLO

Assessment for each

course

External examiners

Indirect Assessment

Evidence: report

Survey alumni,

employers, parents

Evidence: report

Industrial Advisor

Committee

B.3 CQI Process for PEOs

Action Plans

for CQIImplementation

Faculty Members

Assessment of PEOs

Evidence: minute meeting Evidence: report

Indirect Assessment

Evidence: report

Industrial Advisor

Panels

External

Examiners

Survey – Alumni,

Employer

Adjunct

Professors

Visiting Professors