by: the Coordinator of the Engineering Education, FKJ

Credit to: AP. Ts. Dr. Mohd Kamaruddin bin Abd Hamid (Deputy Dean - Academics & International, FKJ)

Introduction

In the realm of Outcome-Based Education (OBE), the ultimate goal is not merely the transmission of knowledge, but the achievement of well-defined learning outcomes. In practice, however, this goal can be difficult to track and manage within a conventional chapter-based teaching approach. To bridge this gap, I have implemented a simple yet impactful strategy in my engineering courses: students must achieve a minimum mastery level before progressing to the next chapter.

This article outlines how a mastery-based threshold — specifically, a 50% pass mark on a formative quiz — can be used to reinforce learning, identify struggling students early, and align assessments closely with Course Learning Outcomes (CLOs).

The Concept: Threshold-Based Progression

Traditionally, courses move sequentially from one chapter to another regardless of student performance. In contrast, the strategy I apply introduces a formative assessment (quiz) at the end of each chapter. Students must score at least 50% to be considered ready to move forward.

This 50% threshold is not arbitrary. It is derived from the minimum passing criteria for CLO achievement, and it acts as a gatekeeper to ensure students have grasped foundational concepts. For example, if Chapter 1 introduces key theories or tools, it's essential that students understand these before applying them in Chapter 2.

OBE Alignment and Pedagogical Rationale

The threshold-based progression strategy is directly aligned with the philosophy of OBE. Each chapter is designed with its own CLOs, which are mapped to relevant Program Learning Outcomes (PLOs). By embedding an assessment that measures these CLOs, the quiz becomes an authentic indicator of learning success.

Moreover, this strategy aligns well with Bloom's Taxonomy. In early chapters, learning outcomes may focus on remembering and understanding. As the course progresses, outcomes advance toward applying, analyzing, and creating. Without ensuring mastery at the foundational level, students may struggle with higher-order thinking tasks later on.

Benefits to Learners and Instructors

1. Promotes Deep Learning: Students must engage with content meaningfully to pass the threshold, encouraging active study habits.

2. Early Diagnosis of Learning Gaps: Struggling students are identified early, allowing for targeted support and intervention.

3. Encourages Self-Reflection: Students who fail to meet the threshold are encouraged to reflect on their understanding and seek help before retrying.

4. Supports Constructive Alignment: Teaching activities, assessments, and CLOs are all aligned, ensuring the course remains focused and coherent.

5. Flexible and Scalable: The strategy can be implemented in any course, and adapted for both face-to-face and blended learning environments.

Implementation and Reflection

In my recent implementation in a Process Simulation course, I found that students responded positively. While some initially felt pressured by the requirement, they later appreciated how it helped them stay on track. Importantly, it reduced the number of students falling behind, especially in more complex chapters.

To support students who didn’t meet the threshold, I offered short remedial tasks or allowed them to reattempt the quiz after reviewing the material. This maintained the integrity of the progression model without penalizing students unfairly.

Conclusion

Setting a mastery threshold before moving from one chapter to the next is a practical and impactful OBE strategy. It upholds the principles of outcome-based learning by ensuring that progression is based on actual achievement, not just content coverage.

As educators, we must ensure that our teaching practices support deep, meaningful learning. With simple tools like formative quizzes and clear thresholds, we can transform the way our students learn — one chapter at a time.