What will you be able to do?
From outcomes to observable evidence
obe-assessment · v0.1.0Intended outcomes
Knowledge
Explain alignment between outcomes, activities and assessment.
Skills
Create an assessment plan with outcome-aligned evidence.
Ethics
Set transparent criteria without claiming ungranted approval.
Character
Use feedback to improve work and explain the revision.
Practise through an activity
Choose one module and build a KSEC–outcome–activity–evidence–rubric table. Identify what its quiz can and cannot assess, obtain peer feedback and record a revision.
Collect evidence for assessment
- Knowledge
A knowledge-unit to outcome map.
OBE-K- Skills
An outcome–activity–evidence–criteria table.
OBE-S- Ethics
A learner brief and proposed-curriculum status statement.
OBE-E- Character
A before-and-after portfolio with reflection.
OBE-C
Project learning synthesis showing proposed outcomes, activity and evidence. This is not a university-endorsed assessment framework.
Module references:[aunqa-2020][who-aar-2019][who-simex-2017]
Suggested preparation: Design a CPX from intended outcomes Simulation scenarios and 3D for learning
Start with what learners can demonstrate
AUN-QA Version 4.0 connects learning outcomes, curriculum structure, learning approaches and assessment. We use this as design guidance, not as a claim of university programme approval. A proposed outcome is that a learner produces a support-request note distinguishing facts from assumptions under specified scenario conditions. Select activities and evidence that reveal that behaviour. Completing a reading list or spending a set time on the website does not, by itself, demonstrate achievement.
KSEC is the project's organising framework
This project uses K for Knowledge, S for Skills, E for Ethics and C for Character as its agreed organising framework, not an approved qualification mapping. Our proposal uses sourced explanations for K, work products or observed performance for S, reasoned fairness decisions for E, and repeated evidence of responsibility and feedback use for C. Do not infer a person's character from one incorrect answer or label their identity from an isolated classroom performance.
Quizzes check understanding but do not replace all evidence
Each module contains five formative questions with explanatory feedback. Formal course completion standards require separate design and approval. Our assessment proposal combines reasoned answers with CPX products and observation. A rubric should describe inspectable quality, such as explicit sources and limitations, rather than merely saying good or excellent. Assessors can discuss sample work together to expose inconsistent interpretations. Learners should have a way to request explanations of assessment decisions before this becomes a formal course.
Organise reusable units and improve them
Development proposal: retain each unit's identifier, version, prerequisites, estimated study time, KSEC outcomes, activities, evidence and references. A future programme can map these to institutionally approved course and programme outcomes. Do not calculate academic credit from website reading time alone. After a pilot, review difficulty, language, fairness and practical usefulness. AAR-inspired reflection can inform improvement, while teaching-quality review and formal programme approval remain separate processes with their own responsibilities.
See the process at a glance
A synthesized learning diagram. Read it alongside the lesson and original sources.
Specify outcomes
Use observable behaviours and state the context.
Select evidence
Match each outcome to a product or observation.
Write criteria
Describe performance quality and explain it before assessment.
Pilot and refine
Use feedback to revise units while retaining versions.
Explore a decision
Fictional scenario: a learner answers every quiz question correctly but cannot produce a complete support request. What is the appropriate conclusion?
Knowledge-check scores do not replace skills evidence or justify character judgements. Assessment must match the stated outcome.
From knowledge to evidence
Choose one module and build a KSEC–outcome–activity–evidence–rubric table. Identify what its quiz can and cannot assess, obtain peer feedback and record a revision.
| Criterion | Proficient | Developing |
|---|---|---|
| Alignment | Every outcome has matching evidence and activity | Some outcomes lack corresponding evidence |
| Fairness | Criteria are observable and claims stay within evidence | Uses impressions or one score to judge everything |
| Development | Shows feedback-driven changes with reasons | Revises without a record or explanation |
A proposed rubric for educators to adapt, not a university accreditation standard.
Check your understanding
Answer all 5 questions, then review the explanations. This score is for self-study.
References & further verification
- Guide to AUN-QA Assessment at Programme Level, Version 4.0 ↗ASEAN University Network · October 2020
Sections 2.1–2.4, printed pp. 16–27: outcomes, curriculum, teaching and assessment - Guidance for After Action Review (AAR) ↗World Health Organization · 1 April 2019; WHO/WHE/CPI/2019.4
Overview: purpose and four formats; accompanying AAR toolkits - WHO Simulation Exercise Manual ↗World Health Organization · 1 February 2017; WHO/WHE/CPI/2017.10
Publication overview; manual glossary (exercise project, exercise report); exercise planning/conduct/evaluation
Cite this module
PK-Research. (2026). From knowledge resources to OBE and KSEC assessment (obe-assessment, v0.1.0). HADR–CPX Knowledge Commons. https://hadr-cpx.pk-research.work/en/modules/obe-assessment/