OBE-วท มก-23 มค 61 · 2019-07-07 · LEARNING Øis something that students DOand it is...

23 มกราคม 2561

การออกแบบหลักสูตร ตามหลักการของ OBE

ดร.พีระพงศ์ ตรยิเจริญ

LEARNING

Øis something that students DO and it is the RESULT of that they do …

Øresults in CHANGES in UNDERSTANDING, these changes in understanding enable learners to change their BEHAVIOUR …

Øcan be considered as largely a COGNITIVE process (something that involves THINKING) but one that may be linked to the development of SKILLS and which can be influenced by AFFECTIVE (emotional) and contextual factors…

Øis a PROCESS and an OUTCOME …

การออกแบบหลักสูตร ตามหลักการของ OBE 23 มกราคม 2561 2

• An educational approach considered in planning, implementing and evaluation of curricula rather than an event occurring in the curricula

• It promises high level of learning for all students based on the achievement of clearly unambiguous outcomes with consideration to the appropriateness of each learner’sdevelopment level and assuring active and experienced-based learning.

• It provides the learner with the destination of the educational journey before voyaging.

(Eldeeb R. and Shatakumari N., 2013)


Outcome-based Education (OBE)

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“Product (ELOs) defines process (SCL)”

• ELOs or Expected Learning Outcomes are what a learner is expected to know, understand, and be able to do after the completion of a learning process.

• SCL: Student-Centered Learning


Outcome-based Education (OBE)

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Outcomes-based vs. Traditional Education

Outcome-based Education

¡ Focus on “LEARNING”

¡ Begin with “learning outcomes – LO”

¡ Individual teaching and learning

¡ Assessment is a key

¡ Learning outcome is f ixed, t ime variable

¡ Teacher as faci l i tator and guide

Traditional Education

¡ Focus on “TEACHING”

¡ Begin with “teaching object ives”

¡ “one-size f it al l” teaching and learning

¡ Assessment is a secondary

¡ Time is f ixed, learning outcomes variable

¡ Teacher as guardian of curriculum

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• ระดับหลักสูตร • Program Learning Outcomes: PLOs

• ระดับรายวิชา • Course Learning Outcomes: CLOs

• ระดับบทเรียน

• Lesson Learning Outcomes: LLOs


ระดับของผลการเรียนรู้ที่คาดหวัง (ELOs)

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© L

ivin

g Be

tter

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Assoc. Prof. Bundit ThipakornCUPT-VPs-MeetingJuly 14, 2015

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few

many


OBE Model (CLW, 2016)

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1. The formulation of the expected learning outcomes takes into account and reflects the vision and mission of the institution. The vision and mission are explicit and known to staff and students.

2. The programme is designed to cover both specific outcomes that relate to the knowledge and skills of the subject discipline; and generic (sometimes called transferable skills) outcomes that relate to any and all disciplines e.g. written and oral communication, problem-solving, information technology, teambuilding skills, etc.

3. The programme has clearly formulated the expected learning outcomes which reflect the relevant demands and needs of the stakeholders.

4. The curriculum is developed with inputs and feedback from academic staff, students, alumni and stakeholders from industry, government and professional organisations.


การกำหนดผลการเรียนรู้ที่คาดหวังของหลักสูตร

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Inputs for ELOs Formulation

TQF 5-6 ด้าน

มคอ.1*

ข้อกำหนดสภาวิชาชีพ*

วัตถุประสงค์ เป้าหมายหลักสูตร

Program Learning Outcomes

ความต้องการจำเป็นของนายจ้าง

วิสัยทัศน์มหาวิทยาลัย (คณะ ภาควิชา)

คุณลักษณะที่พึงประสงค์

อัตลักษณ์นิสิตเสียงสะท้อนจาก

ศิษย์เก่า

มาตรฐานสากล

21th Century Skills

Life Long Learning Skills

Anuwong, K 2017

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• Statement of what students are expected to be able to do as a result of engaging in the learning process (e.g., studying a subject/course or program)

• Expressed from the students’ perspective• Expressed in the form of action verbs leading to

observable and assessable outcomes• Related to criteria for assessing students’

performance


Expected Learning Outcomes

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Cognitive Domain

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Affe

ctiv

e do

mai

nPh

ycho

mot

ordo

mai

n

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Affective Domain Levels

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Level Description Verbs

Receiving One is expect to be aware of or to passively attend to certain stimuli or phenomena. Simply listening and being attentive are the expectations.

Attend, control, discern, hear, listen, look, notice, share

Responding One is required to comply with given expectations by attending or reacting to certain stimuli. One is expected to obey, participate, or respond willingly when asked or directed to do something.

Applaud, comply, discuss, follow, obey, participate, play, practice, volunteer

Valuing Display behavior consistent with a single belief or attitude in situations where one is neither forced or asked to comply. One is expected to demonstrate a preference or display a high degree of certainty and conviction.

Act, argue, convince, debate, display, express, help, organize, prefer

Organization Commitment to a set of values. This level involves 1) forming a reason why one values certain things and not others, and 2) making appropriate choices between things that are and are not valued. One is expected to organize likes and preferences into a value system and then to decide which ones will be dominant.

Abstract, balance, compare, decide, define, formulate, select, systemize, theorize

Characterization All behavior displayed is consistent with one’s value system. Values are integrated into a pervasive philosophy that never allows expressions that are out of character with those values. Evaluation at this level involves the extent to which one has developed a consistent philosophy of life (e.g., exhibits respect for the worth and dignity of human beings in all situation).

Avoid, display, exhibit, internalize, manage, require, resist, resolve,revise


Psychomotor Domain LevelsLevel Description Verbs

Imitation The learner observes and then imitates an action. These behaviors may be crude and imperfect. The expectation that the individual is able to watch and then repeat an action.

copy, follow, replicate, repeat, adhere

Manipulation Performance of an action with written or verbal direction but without a visual model or direct observation. The action may be performed crudely or without neuromuscular coordination at this stage. Notice that the action verbs are the same as those for the imitation stage. The difference is that these actions are performed with the aid of written and verbal instruction, not visual demonstration.

Re-create, build, perform, execute, implement

Precision Requires performance of some action independent of either written instructions or a visual model. One is expected to reproduce an action with control and to reduce errors to a minimum.

Accurately, errorlessly, independently, proficiently, with balance, with control

Articulation Requires the display of coordination of a series of related acts by establishing the appropriate sequence and performing the acts accurately, with control as well as with speed and timing.

Confidence, coordination, harmony, integration, proportion, smoothness, speed, stability, timing

Naturalization High level of proficiency is necessary. The behavior is performed with the least expenditure of energy, becomes routine, automatic, and spontaneous.

automatically, effortlessly, naturally, professionally, routinely, spontaneously, with ease, with perfection, with poise

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HW1: Stakeholders’ Needs and/or Requirements

Stakeholders Needs/Requirements Corresponding PLOs

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ความสอดคล้องของ ผลการเรียนรู้ที่คาดหวัง กับ ความต้องการของผู้มีส่วนได้ส่วนเสีย

PLOs มคอ.1 มาตรฐาน

วิชาชีพ

วิสัยทัศน์ /

พันธกิจ

อาจารย์ สถาน

ประกอบการ

ผู้เรียน ศิษย์เก่า

PLO1 F F M F F

PLO2 F F P P M

PLO3 F F P M P

PLO4 F F M F P F

PLO5 F F F P

PLO6 F F M

PLO7 M F F P

F = Fully Fulfilled

M = Moderate Fulfilled

P = Partial Fulfilled 23 มกราคม 2561 30


ผลการเรียนรู้ที่คาดหวังของหลักสูตร (PLOs)

PLOs Generic Outcome Specific Outcome

PLO1 ✓

PLO2 ✓

PLO3 ✓

PLO4 ✓

PLO5 ✓

PLO6 ✓

PLO7 ✓

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หนังสือเลขที่ ศธ 0506(1)/ว460

ลงวันที่ 30 มีนาคม 2560

เรื่อง แนวทางการนำเสนอมาตรฐานผล

การเรียนรู้ และการกระจายความ

รับผิดชอบมาตรฐานผลการเรียนรู้จาก

หลักสูตรสู่รายวิชาตามกรอบมาตรฐาน

คุณวุฒิระดับอุดมศึกษา

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PLOs TQF1 TQF2 TQF3 TQF4 TQF5

PLO1 ✓ ✓ ✓ ✓

PLO2 ✓ ✓ ✓ ✓

PLO3 ✓ ✓ ✓

PLO4 ✓ ✓ ✓

PLO5 ✓ ✓

PLO6 ✓ ✓ ✓

PLO7 ✓ ✓ ✓


ความเชื่อมโยง PLOs กับ TQF 5 ด้าน

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HW2: Cognitive Level Of PLOs

PLOs Outcome Statement Level

PLO1 R

PLO2 U

PLO3 Ap

PLO4 Ap

PLO5 An

PLO6 E

Bloom’s Taxonomy R = Remembering U = UnderstandingAp = Applying An = AnalyzingE = Evaluating C = Creating

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1. The programme shows the expected learning outcomes of the graduate. Each course and lesson should clearly be designed to achieve its expected learning outcomes which should be aligned to the programme expected learning outcomes.

2. The curriculum is designed to meet the expected learning outcomes where the contribution made by each course in achieving the programme’s expected learning outcomes is clear.

3. The curriculum is designed so that the subject matter is logically structured, sequenced, and integrated.

4. The curriculum structure shows clearly the relationship and progression of basic courses, the intermediate courses, and the specialised courses.

5. The curriculum is structured so that it is flexible enough to allow students to pursue an area of specialisation and incorporate more recent changes and developments in the field.


การออกแบบโครงสร้างหลักสูตร

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ตย. โครงสร้างหลักสูตรที่มีเป้าหมายชัดเจน

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HW3: Backward Curriculum Design

Draw knowledge, skills and attitude from individual PLOs, to

create or redesign the courses for the whole program

PLOs Specific Skills Knowledge Generic Skills Courses

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ตย. PLO ของหลักสูตรเภสัชศาสตร์

Anuwong, K 201723 มกราคม 2561 38


Curriculum Mapping (1)เรียงลำดับจากต่ำไปสูง

R = RememberingU = UnderstandingAp = ApplyingAn = Analyzing

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Subjects PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7Basic

R UR U

U UIntermediate

U U ApU Ap Ap

Ap ApAdvance

Ap Ap AnAp An An

An An

เรียงลำดับจากการเรียน

ก่อนไปหลัง


Curriculum Mapping (2)R = RememberingU = UnderstandingAp = ApplyingAn = Analyzing

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Subjects PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7Basic

R R UU U R

U U U RIntermediate

U Ap U UAp U Ap U

Ap Ap U ApAdvance

Ap An Ap Ap AnAn An Ap Ap

An Ap An Ap An

เรียงลำดับจากการเรียน

ก่อนไปหลัง


HW4: Designing Course/Subject Contents

COURSE/SUBJECT………….. . . . . . . . . .

CLO1: Act ion Verb + Object + Modif icat ion

CLO2: ………………………………………………………

CLO3: ………………………………………………………

CLOs Content T/L activities Assessment

CLO1

CLO2

CLO3

PLOs from

Curriculum

Mapping

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OBE Constructive Alignment

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ตย. CLO รายวิชาหลกัการเชิงเคมีอุตสาหกรรม

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ขั้นตอนดำเนินการ1. สำรวจการใช้ภาษาของ จนท.ผู้ปฏิบัติงานจริง

2. ออกแบบหัวข้อการเรียนการสอน• การแจ้งของหาย การแจ้งคนหาย งานจราจรทั่วไป สถานการณ์เมาแล้วขับ การทำร้ายร่างกาย การฉ้อโกง

3. รวบรวมองค์ความรู้ทางภาษาอังกฤษ กฎหมาย จิตวิทยา ยุทธวิธีตำรวจ

4. กำหนรูปแบบกิจกรรมการเรียนการสอนในแต่ละหัวข้อ

5. กำหนดรูปแบบการวัดผล ประเมินผล


ตย. การสอนวิชาภาษาอังกฤษ (รร.นายร้อยตำรวจ)

คณะสงัคมศาสตร ์รร.นายรอ้ยตํารวจ 201723 มกราคม 2561 44


ตย. Driving under the influence of alcohol

คณะสงัคมศาสตร ์รร.นายรอ้ยตํารวจ 201723 มกราคม 2561 45

VERSION 3.0


เกณฑ์ระดับหลักสูตรAUN-QA at Programme Level

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AUN-QA Model for Programme Level (3rd Version)

Stakeholders’ Needs

Quality Assurance and (Inter)national benchmarking

ProgrammeSpecification

Programme Structure &

Content

StudentAssessment

Academic Staff Quality

Support Staff Quality

Student Quality & Support

Facilities & Infrastructure

Quality Enhancement

Output

ExpectedLearning

Outcomes

Achievements

Teaching & Learning Approach

1

2

11

10

9876

543

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Criterion # Sub-criteria # Checklists

1. Expected Learning Outcomes 4 32. Programme Specification 2 33. Programme Structure and Content 6 34. Teaching and Learning Approach 6 35. Student Assessment 8 56. Academic Staff Quality 10 77. Support Staff Quality 5 58. Student Quality and Support 5 59. Facilities and Infrastructure 7 510. Quality Enhancement 6 611. Output 3 5

Total 62 5023 มกราคม 2561 48

Rating Description1 Absolutely Inadequate

The QA practice to fulfil the criterion is not implemented. There are no plans, documents, evidences or results available. Immediate improvement must be made.

2 Inadequate and Improvement is NecessaryThe QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary. There is little document or evidence available. Performance of the QA practice shows little or poor results.

3 Inadequate but Minor Improvement Will Make It AdequateThe QA practice to fulfil the criterion is defined and implemented but minor improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.

4 Adequate as ExpectedThe QA practice to fulfil the criterion is adequate and evidences support that is has been fully implemented. Performance of the QA practice shows consistent results as expected.


แนวทางการให้คะแนน (7 ระดับ)

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Rating Description5 Better Than Adequate

The QA practice to fulfil the criterion is better than adequate. Evidences support that it has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.

6 Examples of Best PracticesThe QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented. Performance of QA practice shows very good results and positive improvement trend.

7 Excellent (Example of World-class or Leading Practices)The QA practice to fulfil the criterion is considered to be excellent or example of world-class practices in the field. Evidences support that it has been innovatively implemented. Performance of the QA practice shows excellent results and outstanding improvement trends.


แนวทางการให้คะแนน (7 ระดับ)

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1. The formulation of the expected learning outcomes takes into account and reflects the vision and mission of the institution. The vision and mission are explicit and known to staff and students.

2. The programme shows the expected learning outcomes of the graduate. Each course and lesson should clearly be designed to achieve its expected learning outcomes which should be aligned to the programme expected learning outcomes.

3. The programme is designed to cover both specific outcomes that relate to the knowledge and skills of the subject discipline; and generic (sometimes called transferable skills) outcomes that relate to any and all disciplines e.g. written and oral communication, problem-solving, information technology, teambuilding skills, etc.

4. The programme has clearly formulated the expected learning outcomes which reflect the relevant demands and needs of the stakeholders.


Criterion 1: Expected Learning Outcomes

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1 Expected Learning Outcomes 1 2 3 4 5 6 7 1.1 The expected learning outcomes have been clearly

formulated and aligned with the vision and mission of the university [1,2]

1.2 The expected learning outcomes cover both subject specific and generic (i.e. transferable) learning outcomes [3]

1.3 The expected learning outcomes clearly reflect the requirements of the stakeholders [4]

Overall opinion


Criterion 1 - Checklist

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ดร.พีระพงศ์ ตรยิเจริญ (ก๊อง)

• 081-804-1277

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• FB: /ptriyach

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OBE-วท มก-23 มค 61 · 2019-07-07 · LEARNING Øis something that students DOand it is...

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