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<p>This study evaluates the design, implementation, and outcome attainment of Infrastructure Disaster Management (FIE708), a postgraduate course introduced in 2023 within the Master of Science in Forensic Infrastructure Engineering at Universiti Teknologi MARA, Pulau Pinang Branch, Permatang Pauh Campus, Permatang Pauh, Pulau Pinang, Malaysia. Anchored in Outcome-Based Education (OBE), the course integrates three Course Learning Outcomes (CLOs) aligned with Programme Learning Outcomes (PLOs) across cognitive (CLO1/PLO1) and affective domains (CLO2/PLO8; CLO3/PLO11). Assessment comprised a written test, an individual assignment, and a group case study. Using direct assessment data from three small cohorts (<i>N</i> = 23) across three semesters (2023–2025) and an institutional attainment benchmark of 65%, the results showed variable trends: CLO1 demonstrated sensitivity to test design (90.4% → 67.5% → 77.5%), CLO2 fluctuated near the benchmark (76.3% → 79.0% → 72.5%), and CLO3 remained consistently strong (78.8% → 84.0% → 78.0%). Continuous Quality Improvement (CQI) actions, including rubric refinement, strengthened ethical-reflection prompts, and enhanced formative rehearsal, were associated with improved stability of attainment patterns and clearer CLO-PLO alignment. Findings highlight the pedagogical value of structured rubric-based assessment and iterative CQI processes in supporting complex cognitive and affective competencies required for disaster-literate engineering professionals. Given the small cohort sizes, the findings should be interpreted as course-level evidence for curriculum refinement rather than broad generalization. The study contributes empirical evidence from a Southeast Asian postgraduate context and underscores the role of coherent assessment design in advancing resilience-oriented engineering education.</p>

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Embedding disaster resilience in postgraduate engineering education through clo plo attainment and continuous quality improvement in a Malaysian masters course

  • 期刊论文

  • 发表日期：

    2026年5月28日

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  • Ruqayyah Ismail,
  • Fariz Aswan Ahmad Zakwan

摘要

This study evaluates the design, implementation, and outcome attainment of Infrastructure Disaster Management (FIE708), a postgraduate course introduced in 2023 within the Master of Science in Forensic Infrastructure Engineering at Universiti Teknologi MARA, Pulau Pinang Branch, Permatang Pauh Campus, Permatang Pauh, Pulau Pinang, Malaysia. Anchored in Outcome-Based Education (OBE), the course integrates three Course Learning Outcomes (CLOs) aligned with Programme Learning Outcomes (PLOs) across cognitive (CLO1/PLO1) and affective domains (CLO2/PLO8; CLO3/PLO11). Assessment comprised a written test, an individual assignment, and a group case study. Using direct assessment data from three small cohorts (N = 23) across three semesters (2023–2025) and an institutional attainment benchmark of 65%, the results showed variable trends: CLO1 demonstrated sensitivity to test design (90.4% → 67.5% → 77.5%), CLO2 fluctuated near the benchmark (76.3% → 79.0% → 72.5%), and CLO3 remained consistently strong (78.8% → 84.0% → 78.0%). Continuous Quality Improvement (CQI) actions, including rubric refinement, strengthened ethical-reflection prompts, and enhanced formative rehearsal, were associated with improved stability of attainment patterns and clearer CLO-PLO alignment. Findings highlight the pedagogical value of structured rubric-based assessment and iterative CQI processes in supporting complex cognitive and affective competencies required for disaster-literate engineering professionals. Given the small cohort sizes, the findings should be interpreted as course-level evidence for curriculum refinement rather than broad generalization. The study contributes empirical evidence from a Southeast Asian postgraduate context and underscores the role of coherent assessment design in advancing resilience-oriented engineering education.