Outcome Based Education
(OBE)
A New System of Accreditation
Engr. Sadiq Ur Rehman
Assistant Professor
FEST OBE Coordinator, (FEST)
Hamdard University
1
Outline of Presentation
• Bloom’s Taxonomy
• Outcome Based Education
(OBE)
• Different Levels of Outcomes
• OBE at FEST
• FEST’s Vision and Mission
• Program Educational Objectives
(PEOs)
• Program Learning Outcomes
(PLOs)
•
•
•
•
•
•
Course Learning Outcomes (CLOs)
OBE Assessment Sheet
Depth of Knowledge
Open-Ended Labs
Learning Outcome Assessment
Key Performance Indicator for
CLOs and PLOs Attainment
• Rubrics
• OBE Student Dashboard for FEST
students
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Benjamin Samuel Bloom
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Bloom’s Taxonomy
• This taxonomy of learning behaviors may be thought of as “the goals
of the learning process.”
• After a learning episode, the learner should have acquired a new skill,
knowledge and attitude.
• Set of three hierarchical models used to classify educational learning
objectives into levels of complexity and specificity.
• The three lists cover the learning objectives in cognitive, affective and
sensory domains.
4
Domains
1. Cognitive Domain
2. Affective Domain
3. Psychomotor Domain
Skills in the cognitive domain revolve around
knowledge, comprehension, and critical
thinking on a particular topic
Skills in the affective domain describe the way
people react emotionally (attitude) and their
ability to feel other living things' pain or joy.
Skills in the psychomotor domain describe the
ability to physically manipulate a tool or
instrument like a hand or a hammer (i.e Skill
based).
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Cognitive Domain
6
Psychomotor Domain
7
Affective Domain
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International Engineering Alliance (IEA)
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Washington Accord Full Signatory Countries
Australia
South Africa
Canada
Sri Lanka
China
Turkey
Chinese Taipei
India - Represented by
National
Board
of
Accreditation (NBA) (2014)
Hong Kong China
Ireland
Japan
Korea
Malaysia
New Zealand
Russia
Singapore
Pakistan - Represented by
Pakistan Engineering Council
(PEC) (2017)
Peru (2018)
United States - Represented
by Accreditation Board for
Engineering and Technology
(ABET) (1989)
United
Kingdom
Represented by Engineering
Council United Kingdom
(ECUK) (1989)
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Employers Rating of Skills/Qualities – 2002
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Communication (verbal & written)
Honesty/Integrity
Teamwork skills
Interpersonal skills
Strong work ethics
Motivation & initiative
Flexibility/adaptability
Analytical skills
Computer skills
Organisational skills
Detail oriented
Leadership skills
Self confidence
Friendly/outgoing personality
Well mannered / polite
Tactfulness
GPA (3.0 or better)
Creativity
Sense of humour
Entrepreneurial skills/risk taker
4.69
4.59
4.54
4.50
4.46
4.42
4.41
4.36
4.21
4.05
4.00
3.97
3.95
3.85
3.82
3.75
3.68
3.59
3.25
3.23
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Graduate Attributes
• The program must demonstrate that by the time of graduation the
students have attained a certain set of knowledge, skills and behavioral
traits, at-least to some acceptable minimum level.
• It is to be demonstrated that the students have acquired the following
graduate attributes.
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Graduate Attributes
• Engineering Knowledge
• Problem Analysis
• Design/Development of Solutions
• Investigation
• Modern Tool Usage
• The Engineer and Society
• Environment and Sustainability
• Ethics
• Individual and Team Work
• Communication
• Project Management
• Lifelong Learning
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Outcome Based Education (OBE)
• OBE is not a separate degree program
• OBE is a process that involves assessment and evaluation practices in
education to reflect the attainment of expected learning and showing
expertise in the program area
• OBE is educational process that focuses on what students can do or the
qualities they should develop after they are taught
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What it means for you
• If you program is accredited on Outcome based Education (OBE)
system of the International Engineering Alliance (IEA)
• You can easily go and study or work in any of the signatory countries
• You don’t need to clear any competitive or equivalence examination
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OBE Benefits to students
• Clarity= Students will know what is expected from them
Teacher will know what they need to teach in course
• Flexibility= Teacher will guide and help student to understand the
material in various ways
• Involvement= students are expected to do thing from their own to
gain full understanding.
• Employment Opportunities= freedom to work in signatory country
with out equivalency exam
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Key terms for Outcome Based Education
(OBE)
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Different Levels of Outcomes
Programme Educational Objectives Few years after
Graduation – 4 to 5 years
Programme Outcomes
Course/subject Outcomes
Weekly/Topic Outcomes
Upon graduation
Upon subject completion
Upon weekly/topic completion
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Advantage of OBE system
• OBE emphasizes the achievement of student outcomes and thus
improves the quality of education and will bring it at par with
international standards.
• Go and study or work in any of the signatory countries with out clear
any competitive or equivalence examination
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OBE at FEST
• Working start in year 2015
• With the continuous hard efforts of OBE team at FEST
• Program of EE, EP, CSE and BME is OBE accredited
• PEC visit is expected in Aug 2021 for EE, EEP and ME.
• We are having OBE professional in our faculty
• Not only trained us but also provides training to other institutes.
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OBE System at FEST
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FEST’s Vision and Mission
• FEST’s Vision:
• To be a world-class institution of learning and applied research in Engineering,
Sciences and Technologies.
• FEST’s Mission:
• To advance and create knowledge in Engineering Sciences and Technology.
• To encourage well-rounded imbibed personalities, creative and entrepreneurial
minds; sensitive towards social responsibility and moral values.
• To provide innovative solutions to local and global problems
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Program Educational Objectives (PEOs)
• Program outcomes are the narrower statements that describe what
students are expected to know and be able to do by the time of
graduation.
• These relate to the knowledge, skills and attitude that the students
acquire while progressing through the program.
• The program must demonstrate that by the time of graduation the
students have attained a certain set of knowledge, skills and behavioral
traits, at-least to some acceptable minimum level
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Program Educational Objectives (PEOs)
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Flowchart of CQI Process involved in
improvement of PEOs
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Characteristics of Good PEOs Statements
• Each addresses one or more needs of one or more stakeholders
• Consistent with the mission & vision of the institution
• Number of statements should be limited and manageable
• Should not be simply restatement of outcomes
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Program Educational Objectives (PEOs)
PEO_1
Take an interdisciplinary and integrative approach to address and solve
engineering issues in broad societal contexts
PEO_2
Have the intellectual independence and leadership skills to critically evaluate
information and to take creative course of action
PEO_3
Practice the habits of lifelong learning, necessary for a good human being and a
sound professional
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Process of using PEO’s attainment result for
CQI of program
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Process for PEO's attainment
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Employer feedback mechanism and its usage
for PEO refinement
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CQI Procedure for a year
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General procedure of CQI
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Program Learning Outcomes (PLOs)
• Students become exam oriented or CGPA driven.
• Exam Result is not the Most Important Consideration by Employer
• Graduates lack of emphasis on skills needed in jobs
• Communication skills, interpersonal skills, analytical skills, working attitude
etc.
• PLOs describe what students will know and able to do at the time of
graduation
• There are 12 PLOs mandatory to be achieved by the student for
awarding of degree.
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Continual Quality Improvement Mechanism
for Program Learning Outcomes
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Program Learning Outcomes (PLOs)
Engineering Attributes
PLO_1
PLO_2
PLO_3
PLO_4
PLO_5
PLO_6
Engineering Knowledge: An ability to apply knowledge of mathematics, science, engineering
fundamentals and an engineering specialization to the solution of complex engineering problems.
Problem Analysis: An ability to identify, formulate, research literature, and analyze complex engineering
problems reaching substantiated conclusions using first principles of mathematics, natural sciences and
engineering sciences.
Design/Development of Solutions: An ability to design solutions for complex engineering problems and
design systems, components or processes that meet specified needs with appropriate consideration for
public health and safety, cultural, societal, and environmental considerations.
Investigation: An ability to investigate complex engineering problems in a methodical way including
literature survey, design and conduct of experiments, analysis and interpretation of experimental data, and
synthesis of information to derive valid conclusions.
Modern Tool Usage: An ability to create, select and apply appropriate techniques, resources, and modern
engineering and IT tools, including prediction and modeling, to complex engineering activities, with an
understanding of the limitations.
The Engineer and Society: An ability to apply reasoning informed by contextual knowledge to assess
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to
professional engineering practice and solution to complex engineering problems.
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Program Learning Outcomes (PLOs)
Engineering Attributes
Environment and Sustainability: An ability to understand the impact of professional engineering
PLO_7 solutions in societal and environmental contexts and demonstrate knowledge of and need for sustainable
development.
Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of
PLO_8
engineering practice.
Individual and Team Work: An ability to work effectively, as an individual or in a team, on
PLO_9
multifaceted and /or multidisciplinary settings.
Communication: An ability to communicate effectively, orally as well as in writing, on complex
engineering activities with the engineering community and with society at large, such as being able to
PLO_10
comprehend and write effective reports and design documentation, make effective presentations, and
give and receive clear instructions.
Project Management: An ability to demonstrate management skills and apply engineering principles to
PLO_11 one’s own work, as a member and/or leader in a team, to manage projects in a multidisciplinary
environment.
Lifelong Learning: An ability to recognize importance of, and pursue lifelong learning in the broader
PLO_12
context of innovation and technological developments.
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Mapping of PLOs with PEOs
S. No.
1
2
3
4
5
6
7
8
9
10
11
12
PLOs
Engineering Knowledge
Problem Analysis
Design/Development of Solutions
Investigation
Modern Tool Usage
The Engineer and Society
Environment and Sustainability
Ethics
Individual and Team Work
Communication
Project Management
Lifelong Learning
PEO_1
✓
✓
✓
✓
✓
PEOs
PEO_2
PEO_3
✓
✓
✓
✓
✓
✓
✓
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Course Learning Outcomes (CLOs)
• Expected CLOs are derived and Mapped with PLOs
• CLOs from all the course in program leads to achievement of PLOs
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Mapping of CLOs and PLOs
(example SnS)
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CLOs Assessment Mechanism
(example SnS)
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OBE Assessment Sheet
(example Signal and Systems)
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Depth of Knowledge
• Complex Engineering Problems (CEP) and Open Ended Problems are
part of evaluation OBE system to develop and evaluate critical
thinking in a student.
• Complex engineering problems are provided to students on individual
or group basis in some subjects of the curriculum. These problems are
intended to develop analytical, logical and research skills of the
students. These tasks provide opportunity to student to achieve the
desirable tasks with their learned skills.
• The scenarios of the problem do not bound the students to stick strictly
to that subject rather they have to blend the acquired knowledge, on
hands skills and research tools to achieve the desired task.
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Open-Ended Labs
• An open-ended lab is where students are given the freedom to develop
their own experiments, instead of merely following the already set
guidelines from a lab manual or elsewhere.
• Making labs open-ended pushes students to think for themselves and
think harder.
• The students here have to devise their own strategies and back them
with explanations, theory and logical justification.
• This not only encourages students to come up with their experiments,
but requires them to defend themselves and their experiment, if
questioned.
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Learning Outcome Assessment
• The program must ensure that each student has achieved all PLOs to
acceptable level through assessment of CLOs.
• The appropriateness of the assessment methods along with the level of
achievement against the targeted outcomes must be evaluated.
• Mapping of program outcomes to individual courses, nature of
assessment tools (direct/ indirect/rubrics) and the process of evaluation
to determine the attainment of PLOs should be demonstrated to the
students.
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Key Performance Indicator for CLOs and
PLOs Attainment
• Every student of the department needs to fulfil the achievement
criteria defined to qualify for the next semester. The passing criteria
for successful CLO and PLO completion is 50% and on cohort level,
KPI is 60%.
• If any student fails to attain any CLOs or PLOs as per KPI (50%) then
he/she is required to follow the measures and steps as per university
policy
• If the KPI of indirect measurement does not meet the set criteria,
recommendations will be prepared by the OBE committee for
improving the weak graduate attributes.
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Rubrics
• A set of instructions or rules.
• Rubrics based assignment & complex problems will be given to each
student.
• Laboratory work will be assessed through rubrics
• FYP and Report work will also be assessed through rubrics
• Semester Project Rubrics, FYP RUBRICS_FirstEvaluation, FYP
RUBRICS_FinalEvaluation and FYP RUBRICS_ReportEvaluation
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OBE Student Dashboard for FEST students
• Student of FEST can monitor they PLO progress by using their portal.
• Details can be obtain on portal under the option of “Unofficial OBE
Transcript”
• PLO Attainment details can be seen as a summery, semester wise and
subject wise
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OBE Student Dashboard for FEST students
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What are expected from students under OBE
• Expectation from students
•
•
•
•
Ready to demonstrate what they know
Accepting responsibility what they don’t know
Continue achieving high performance
Accomplish all 12 PLOs.
• Ensuring attainment of outcomes through assessments
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Thank you for listing….
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QnA
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