Specific and Generic Performance Indicators for Measuring Learning Outcomes

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WAJID HUSSAIN

DIRECTOR

OFFICE OF QUALITY & ACCREDITATION

FACULTY OF ENGINEERING

ISLAMIC UNIVERSITY

https://in4obe.org/

Specific and Generic Performance Indicators for

Measuring Learning Outcomes

PIS & HYBRID RUBRICS DEVELOPMENT GUIDE AND WORK BOOK

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A. TITLE ... 2

B. DESCRIPTION ... 2

C. OUTCOMES ... 2

D. REQUIRED RESOURCES AND MATERIALS ... 2

E. SCHEDULE OF ACTIVITY ... Error! Bookmark not defined. F. PRESENTER BIOGRAPHY ... 3

G. TABLE OF INPUTS ... 4

H. COURSE OUTCOMES & PERFORMANCE INDICATORS DEVELOPMENT TABLE ... 5

I. HIGH EXPECTATIONS: REQUIRED STEPS FOR GIVEN LEARNING ACTIVITY PI_1 ... 7

J. HIGH EXPECTATIONS: REQUIRED STEPS FOR GIVEN LEARNING ACTIVITY PI_2 ... 8

K. HIGH EXPECTATIONS: REQUIRED STEPS FOR GIVEN LEARNING ACTIVITY PI_3 ... 9

L. HYBRID RUBRIC DEVELOPMENT PI_1 ... 10

M. HYBRID RUBRIC DEVELOPMENT PI_2 ... 11

N. HYBRID RUBRIC DEVELOPMENT PI_3 ... 12

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A. TITLE

Specific and Generic Performance Indicators for Measuring Learning Outcomes

B. DESCRIPTION

Culminating student exit outcomes map to Bloom's 3 learning domains in various proportions. The

measurement of affective, cognitive and psychomotor domains student learning activities require specific

and/or generic performance indicators and their rubrics for appropriate assessment. Program outcomes

covering all 3 learning domains in high proportions need specific/generic performance indicators for proper

assessment. This workshop presents specific examples related to developing specific, generic performance

indicators for the comprehensive measurement of program student outcomes. Participants will have hands on

experience in the development of course outcomes, specific or generic performance indicators relating to

program outcomes that implement scientific constructive alignment targeting required teaching/learning

strategies and assessments.

In summary, this workshop presents the benefits of using a combination of specific, generic performance

indicators to accurately assess student learning activities related to the program student outcomes while

supporting principles of authentic OBE, scientific constructive alignment, efficient performance failure analysis

and continuous quality improvement. The learning model implemented in this workshop facilitates automation

of assessment data using state of the art digital technology.

C. OUTCOMES

Participants of various learning activities offered in this workshop will be learn how to:

1. Write Course Outcomes (COs) according to required progression of learning covering all major topics of the

course

2. Write generic or specific Performance Indicators (PIs) aligned to Program Outcomes (POs) and targeting

student performances corresponding to Bloom’s 3 domains and appropriate learning levels

3. Achieve proper coverage of Bloom’s Taxonomic learning domains and their levels in courses

4. Tightly align target student learning activity with assessments and teaching/learning strategy

5. Identify course outcomes that have gross semantic and syntactic errors

D. REQUIRED RESOURCES AND MATERIALS

1. Degree plan

2. International QA Agency Graduate Attributes

3. QA Agency Program Outcomes (POs)

4. Course Syllabus

5. Course lessons and lecture notes

6. Textbook and/or reference

7. All major assessments soft or hard copies

8. Working computers

9. Writing paper and necessary stationery

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Wajid Hussain is a US scientist and world expert on authentic OBE, QA processes, outcomes assessment and

program evaluation for accreditation using digital technology and software [

https://in4obe.org/obe-expert/ ]. He

joined the academic field coming from an intensive Silicon Valley engineering background and more than 20

years industry experience of mass production expertise of a Billion Dollar Microprocessor Manufacture Life

Cycle. Over the many years, Wajid has managed several projects related to streamlining operations with

utilization of state of the art technology and digital systems giving him significant experience working with ISO

standard quality systems. He has received specialized Quality Leadership Training at LSI Corporation and also

received an award LSI Corporation Worldwide Operations Review 1999 for his significant contributions to the

Quality Improvement Systems. He was the lead product engineer supporting the Portal Player processor for

Apple’s IPOD plus many other world famous products at LSI Corporation.

In academics, Wajid has extensive experience supporting and managing outcomes assessment and CQI processes

to fulfill regional and ABET accreditation requirements for several EAC, CAC and ETAC programs. Wajid has

developed several revolutionary outcomes assessment instruments and models based on John K. Etsell’s FCAR

and the first on the planet to classify specific PIs as per all 3 domains and learning levels of Bloom’s taxonomy

and implement world class best assessment practices to support digital technology, automation, streamlining and

CQI. He led the first ‘tuning’ efforts in the Middle East at the Faculty of Engineering, Islamic University by

developing a complex database of thousands of outcomes and performance indicators with hundreds of rubrics

for the Electrical, Mechanical and Civil Engineering disciplines. A comprehensive automated ISO standards

Quality Systems CQI model for program evaluation with precision assessment instruments for capstone design,

team work, lifelong learning, ethics etc. was developed and implemented. The Faculty of Engineering, Capstone

Committee worked several hundreds of hours with Wajid to produce a revolutionary Capstone Design Course

Assessment Instrument. Wajid recently presented this Capstone Design Activity Assessment model at the ASEE

International conference 2018 at Salt Lake City, Utah. Wajid also worked closely with Dr. Mak Fong, Director

Makteam Inc. to implement ground breaking academic advising systems based on outcomes using digital

technology.

Wajid is currently reviewer for several international conferences on topics related to education & research

methods, outcomes assessment, quality and accreditation. Wajid has presented multiple world class research

papers on outcomes assessment and automation at the ASEE, FIE and other international conferences. The

National Institute of Learning Outcomes Assessment (NILOA) has published Wajid’s work at the Faculty of

Engineering at the Islamic University as an international example of best outcomes assessment practices. Wajid

Hussain and William Spady, internationally regarded as the ‘Father of OBE’, have recently co-authored a book

titled ‘Beyond Outcomes Accreditation’.

Wajid has been invited keynote or presenter in more than 40 international OBE and education conferences. Some

notable events where he presented are the ICA 2015, MTN 2016, OBE ICON 2016, FIE 2016, ASEE 2016, ASEE

2017, ICTIEE 2017, ABET Symposium 2017, IICEDubai 2018, QS ASIA 2018, ASEE 2018, EDUTECH 2018,

APAC STEM 2018, ICEE 2018, QS ASIA 2019, EDUTECH 2019, QS ASIA 2020, EDUTECH 2020. Wajid is

also part of the organizing committee for the OBE GLOBAL SUMMIT 2021. William Spady and Wajid have

also been recognized as international OBE experts in 2017 by Dr. Faisal Al Mishary, CEO National Assessment

Center (NAC) QIYAS, Riyadh. He received top award in December 2018 for best scientific poster for

“Management and Assessment of capstone Design Courses” at the International Conference on Education

Evaluation from Dr. Faisal Al Mishary, CEO National Assessment Center (NAC) QIYAS, Riyadh. Wajid has

conducted multiple massively participated workshops attended by several hundreds of faculty members in Saudi

Arabia such as the ones in 2018 at the Islamic University, Prince Muqrin, KFUPM (previously Hafr al Batin

branch) and King Faisal Universities. Wajid is a senior member of the IEEE, IEEE Education Society, Member

of the Assessment of Learning in Higher Education (AALHE), leading member of the International Network of

OBE Experts worldwide (IN4OBE) and member of the American Society of Engineers for Education (ASEE).

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F. TABLE OF INPUTS

PROGRAM QA COMMISSION:

COURSE TITLE CREDIT HOURS : GRADUATE ATTRIBUTES 1. 2. 3. 4. 5. 6. PROGRAM SOs 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. MAJOR LEARNING ACTIVITIES 1. 2. 3. 4. 5. 6. 7. 8. 9. PROGRAM SOs COVERED  SO ‘1’  SO ‘2’  SO ‘3’  SO ‘4’  SO ‘5’  SO ‘6’  SO ‘7’  SO ‘8’  SO ‘9’  SO ‘10’ TEXT & REFERENCE CHAPTERS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

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G. COURSE OUTCOMES & PERFORMANCE INDICATORS DEVELOPMENT TABLE

1 CHAPTER

(Select relevant chapters for one CO) 1. 2. 3. LECTURE HOURS: 2 TOPICS

(Select relevant topics for one CO) 1. 2. 3. 4. 5. 6. 3 TEACHING STRATEGIES (for

various learning activities related to this CO)

Learning Activity Teaching Strategy/Assessment 1. 2. 3. 4. 5. 6. 4 PROGRAM SO COVERAGE

(Select all that apply)  SO ‘1’  SO ‘2’  SO ‘3’  SO ‘4’  SO ‘5’  SO ‘6’  SO ‘7’  SO ‘8’  SO ‘9’  SO ‘10’ Cognitive Domain  Remembering  Understanding  Applying  Analyzing  Evaluating  Creating Affective Domain  Receiving  Responding  Valuing

 Organizing Values into Priorities  Internalization Psychomotor Domain  Perception  Set  Guided Response  Mechanism

 Complex Overt Response

 Adaptation

 Origination

5 COURSE OUTCOME (original)  Operational Verbs  Nominal Content/Topics  Lab  Project  Team Work

6 COURSE OUTCOME (modified)

 Operational Verbs  Nominal Content/Topics  Lab  Project  Team Work

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PROGRAM SO COVERAGE (Select one only)

 SO ‘1’  SO ‘2’  SO ‘3’  SO ‘4’  SO ‘5’  SO ‘6’  SO ‘7’  SO ‘8’  SO ‘9’  SO ‘10’ Cognitive Domain  Remembering  Understanding  Applying  Analyzing  Evaluating  Creating Affective Domain  Receiving  Responding  Valuing

 Adaptation

 Origination

8 PERFORMANCE INDICATOR 2  Operational Verb  Nominal Content/Topics  Techniques/Methods  Major Steps

PROGRAM SO COVERAGE (Select one only)

 Adaptation

 Origination

9 PERFORMANCE INDICATOR 3  Operational Verb  Nominal Content/Topics  Techniques/Methods  Major Steps

PROGRAM SO COVERAGE (Select only one)

 Adaptation

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H. HIGH EXPECTATIONS: REQUIRED STEPS FOR GIVEN LEARNING ACTIVITY PI_1

PI _1 HIGH EXPECTATIONS STUDENT ACTIVITY (SEQUENTIAL WITH ALL GRADABLE MAJOR STEPS INDICATED) : STEP1: STEP2: STEP3: STEP4: STEP5:

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I. HIGH EXPECTATIONS: REQUIRED STEPS FOR GIVEN LEARNING ACTIVITY PI_2

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J. HIGH EXPECTATIONS: REQUIRED STEPS FOR GIVEN LEARNING ACTIVITY PI_3

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K. HYBRID RUBRIC DEVELOPMENT PI_1

Score Excellent (90-100%) Adequate (75-89%) Minimal (60-75%) Unsatisfactory (0-60%)

1. 1. 1. 1.

2. 2. 2. 2.

3. 3. 3. 3.

4. 4. 4. 4.

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Score Excellent (90-100%) Adequate (75-89%) Minimal (60-75%) Unsatisfactory (0-60%) 1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 4. 4. 4. 4. 5. 5. 5. 5.

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M. HYBRID RUBRIC DEVELOPMENT PI_3

Score Excellent (90-100%) Adequate (75-89%) Minimal (60-75%) Unsatisfactory (0-60%)

1. 1. 1. 1.

2. 2. 2. 2.

3. 3. 3. 3.

4. 4. 4. 4.

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Verbs and Language to Avoid or be Cautious about:

1. Verbs to Avoid or be careful and precise while writing Los statements:



Understand,



recognize

,



develop

,



relate,



consider,



prepare

,



comply

,



reflect,



realize,



anticipate,



foresee,



observe

,



review

,



extend,



work

note: the verbs in the offset brown color have to be used with appropriate nominal content

2. “Ability” or “Capacity” or “Awareness” or “Become aware of” or “Develop

understanding of” should not be used either as starter or nominal content of a learning

outcomes statement

3. Avoid language that indicates future tense or progressive learning such as “Students will

learn to…” or “Students will develop the capacity to …..” etc.

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Program Learning Outcomes Guidelines:

1. Start with verbs and use generic nominal content applicable to the program

2. Adopt key elements and aspects from graduate attributes for your specialization

3. Progress in a sequential manner as per Bloom’s Mastery Learning Model

4. Include the Cognitive, Psychomotor and Affective domain components

5. Include 21

st

_{century interpersonal skills such as leader ship in teamwork,}

communication, professional ethics etc.

6. Include key elements of National educational plans such as entrepreneurship

7. Conclude with life performance roles of Transformational OBE

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Contact:

Email:

[email protected]

Telephone: +966562662492

URL:

https://in4obe.org/