On 4 December 2025, academic staff of the College participated in a professional development training titled “Rethinking Assessment in Higher Education: Concepts, Challenges, and OBE Alignment.” The training was conducted as part of the College’s ongoing efforts to enhance teaching, learning, and assessment practices in line with Outcome-Based Education (OBE), Outcome-Based Assessment (OBA), and Outcome-Based Grading (OBG).
The session emphasised the importance of aligning assessment tasks with clearly defined Intended Learning Outcomes (ILOs) to ensure coherence between curriculum design, teaching strategies, and assessment practices. Participants explored how OBA enables meaningful measurement of student achievement by focusing on evidence of learning rather than solely on examination performance.
In addition, the training highlighted the role of OBG in promoting transparency, fairness, and consistency in evaluating student performance. The use of clear assessment criteria and rubrics was discussed as a key mechanism to support reliable grading practices and constructive feedback aligned with learning outcomes.
The training provided an important platform for academic staff to reflect on existing assessment practices and identify areas for improvement. It also reinforced the role of assessment not only as a grading mechanism, but as a key tool for enhancing student learning and supporting continuous quality improvement.
Overall, the session strengthened academic staff’s understanding of the interrelationship between OBE, OBA, and OBG, and their role in supporting quality teaching and learning. Through initiatives such as this, the College continues to reaffirm its commitment to professional development, continuous improvement, and student-centred education.
