The purpose of this study is to investigate the implementation of student learning outcome (SLO) measurement within the outcome-based education (OBE) framework at the Department of Chemical Engineering, Parahyangan Catholic University as the case study. This research aims to evaluate the utility of SLO attainment data, as well as comparing the SLO attainment level via direct and indirect measurement methods.
In this study, a mixed-method approach was used, by analysing both direct and indirect measurement of SLO attainment. Direct measurement was accomplished by accumulating scores of quizzes, tests, projects and rubric-based observations across the curriculum. Indirect measurement was derived from graduating student exit surveys with total sample of 49 students. This study has been approved by the Parahyangan Catholic University Ethics Committee.
The results in this study demonstrated that SLO attainment data is a valuable tool for annual course evaluation, as data-driven interventions and improvements in subsequent years. The correction can take the form in adjusting the material, delivery or assessment method or frequency. Comparison of direct and indirect measurement revealed a reasonable agreement (four out of seven SLOs), with slight overestimation of two cognitive SLOs in the self-evaluation, and a larger discrepancy in affective SLO measurement.
This study validated the results of direct and indirect measurement of SLOs and provided a reliable method to measure students’ SLO attainment, which is important in the OBE framework. The findings of this study contribute to the ongoing discussion on effective assessment practices and SLO measurement, which is an important aspect for quality assurance and continuous improvement.
