Evaluation of Assessment Practices and Their Alignment with Course Learning Outcomes in the OBE Curriculum for Undergraduate Programs

The shift toward Outcome-Based Education (OBE) within higher education has placed

increasing emphasis on the quality, appropriateness, and alignment of assessment practices

with clearly defined Course Learning Outcomes (CLOs) in line with Program Learning

Outcomes (PLOs). Despite the widespread adoption of OBE frameworks in undergraduate

programs, concerns remain regarding the extent to which assessment practices truly reflect

the competencies and outcomes they are intended to measure. This research proposal aims to

evaluate existing assessment practices and determine their alignment with ILOs in

undergraduate programs implementing the OBE framework. Specifically, the study seeks to:

(1) examine the current status of assessment methods used in OBE-based curricula; (2)

explore teachers’ perceptions of assessment practices; (3) explore students’ perceptions of

fairness, clarity, and effectiveness of assessment strategies; (4) evaluate the alignment

between CLOs and assessment tasks; and (5) determine the overall effectiveness of

assessment tools employed under the OBE framework. A mixed-methods design will be

adopted, incorporating surveys, interviews, and document analysis of course outlines and

assessment instruments. The findings are expected to highlight the strengths and gaps in

current assessment practices, provide insights into stakeholder perceptions, and offer

evidence-based recommendations for enhancing assessment alignment, transparency, and

effectiveness in OBE-driven undergraduate programs. This study will contribute to

improving quality assurance, curriculum design, and learning outcome attainment within

higher education institutions.

• Supervision