**Title : The Development an Outcome Base Education (OBE) System for Measuring Student Programme Attainment** **Author : Norhalida Othman ¹\*, Ezril Hisham Mat Saat1¹\*, Nur Amalina Muhamad¹, Noor Hafizah Khairul Anuar¹, Masmaria Abdul Majid¹**

No	Comments	Response
1.	Please edit the manuscript using the latest JCRINN's template available on the website (with the header and logo of JCRINN):	Thank you for your feedback. We have used the latest JCRINN’s template.
2.	After thorough checking the latest revised manuscript, there are still incorrect in-text citations, mainly in the Literature Review section.	Thank you for your feedback. We have revised all the in-text citations in correct format : This OBE version encourages consistent and significant advancement according to Pradhan (2021). as opposed to traditional education systems that place more emphasis on the input of knowledge as mentioned by Latha & Mohanamani (2022). In order to implement OBE, Othman et al (2022) stated that a system for measuring program outcomes must be developed. According to Spady & Marshall (1991), OBE is a holistic approach that ensures all educational activities align with clear objectives by focusing on what students can do after being taught. Pradhan (2021) emphasizes that learning activities and assessments should align with targeted outcomes to ensure validity. Examples include weighing course components to determine achievement levels by Suji Prasad et al (2023) is calculating learning outcomes through courses/modules, and using course-level assessment data to improve academic quality assurance. Hutchings (2016) discusses how learning management systems (LMS) and digital portfolios track and analyze student performance data in real time. In the fast-paced world of modern technology, Ali et al (2020) introduced the theoretical framework and development of mobile Outcome-Based Education (OBE). Heer (2012) highlights the difficulty of creating assessments that accurately measure complex thinking skills. Hutchings et al (2015) present case studies from higher education institutions that have effectively integrated OBE into their programs. The RAD model emphasizes active user involvement, iterative development, and rapid prototyping, making it an ideal choice for creating a system that must be both functional and responsive to user feedback by Safiudin et al (2020).

Please edit the manuscript using the latest JCRINN's template available on the website (with the header and logo of JCRINN):

Thank you for your feedback. We have used the latest JCRINN’s template.

After thorough checking the latest revised manuscript, there are still incorrect in-text citations, mainly in the Literature Review section.

Thank you for your feedback. We have revised all the in-text citations in correct format :
This OBE version encourages consistent and significant advancement according to Pradhan (2021).

as opposed to traditional education systems that place more emphasis on the input of knowledge as mentioned by Latha & Mohanamani (2022).

In order to implement OBE, Othman et al (2022) stated that a system for measuring program outcomes must be developed.

According to Spady & Marshall (1991), OBE is a holistic approach that ensures all educational activities align with clear objectives by focusing on what students can do after being taught.

Pradhan (2021) emphasizes that learning activities and assessments should align with targeted outcomes to ensure validity.

Examples include weighing course components to determine achievement levels by Suji Prasad et al (2023) is calculating learning outcomes through courses/modules, and using course-level assessment data to improve academic quality assurance.

Hutchings (2016) discusses how learning management systems (LMS) and digital portfolios track and analyze student performance data in real time.

In the fast-paced world of modern technology, Ali et al (2020) introduced the theoretical framework and development of mobile Outcome-Based Education (OBE).

Heer (2012) highlights the difficulty of creating assessments that accurately measure complex thinking skills.

Hutchings et al (2015) present case studies from higher education institutions that have effectively integrated OBE into their programs.

The RAD model emphasizes active user involvement, iterative development, and rapid prototyping, making it an ideal choice for creating a system that must be both functional and responsive to user feedback by Safiudin et al (2020).