Government of Karnataka
Directorate of Technical Education
Curriculum Development Cell
Session on
Implementation of Outcome Based Education
in Polytechnic Diploma Curriculum
With Effect From 2015-16
Educational Models
• Input-Output Model
– Often involving direct prescriptions of curriculum and faculty
composition
– Makes the educational process uniform and potentially fair
– Relatively easy to maintain
– Stifle innovation and creativity in the curriculum
• Outcome Model
– Focuses on the objectives and outcomes of the program
– Requires evidence of measurement and attainment of objectives and
outcomes
– Too much data may be collected and analyzed periodically
Input-Output Based Education
financial resources
lab equipment
Infrastructure facilities
faculties
Programm
e/Instituti
on
Number of students
graduating
quantitative grades of
students
success rate of
students
Number of quality of
students
Measureable Input
Measurable Outputs
Outcome Based Education
clear picture of what is
important for students to be able to do…
Starting with a
Then organizing the curriculum,
delivary and assessment to make
sure learning happens…
Outcome Based Education
OBE
(Education)
OBC
What the student
should be able to
(Curriculum)
do?
How to make the
student achieve the
(Learning & Teaching)
outcome?
Attributes
How to measure what
the student has
achieved?
OBLT
OBA
(Assessment)
Key constituents of Outcome based Education
Vision
d
e
s
i
g
n
Mission
Graduate
Attributes
Vision and Mission
• Vision is a futuristic statement that the institution / department would like
to achieve over a long period of time
• Mission statements are essentially the means to achieve the vision
• For example,
– Vision: Create high-quality engineering professionals
– Mission: offer a well-balanced programme of instruction,
practical experience, and opportunities for overall
personality development.
Program Educational Objectives
(PEOs)
• Program educational objectives are broad statements that describe the
career and professional accomplishments that the program is preparing the
graduates to achieve.
•Guidelines for the PEOs
–
–
–
–
–
PEOs should be consistent with the mission of the Institution
The number of PEOs should be manageable
PEOs should be achievable by the program
PEOs should be specific to the program and not too broad
PEOs should be based on the needs of the constituencies
Graduate Attributes of the NBA for diploma
programmes
• Graduates Attributes (GAs) form a set of
individually assessable outcomes
• that are the components indicative of the
diploma holders’ potential to acquire
competence to practice at the appropriate
level.
Summary of Graduate Attributes
• Engineering knowledge
• Problem analysis
• Design & Development of Solutions
• Investigation of Problem
• Modern tool usage
• Engineer and society
• Environment& sustainability
• Ethics
• Individual & team work
• Communication
• Lifelong learning
+ Project management & finance
The Graduate Attributes of NBA for diploma
holders
• Engineering Knowledge:
Apply knowledge of mathematics, science, engineering
fundamentals and core engineering specialisation to
the defined and applied engineering procedures,
processes, systems or methodologies.
• Problem Analysis:
Identify, formulate, study literature, and analyse
broadly-defined engineering problems in reaching
substantiated conclusions using analytical tools
appropriate to respective discipline or area of
specialisation.
. . . Graduate
Attributes
• Design/ Development of Solutions:
Design solutions for broadly- defined engineering/technology problems
and contribute to the design of systems, components or processes to
meet specified needs with appropriate consideration for public health
and safety, cultural, societal, and environmental considerations.
• Investigations:
Conduct investigations of broadly-defined problems; locate, search and
select relevant data from codes, databases and literature, design and
conduct experiments to provide valid conclusions.
• Modern Tool Usage:
Select and apply appropriate techniques, resources, and modern
engineering and IT tools, including prediction and modelling, to broadlydefined engineering activities, with an understanding of the limitations.
. . . Graduate
Attributes
• The Engineer and Society:
Demonstrate understanding of the societal, health, safety, legal and
cultural issues and the consequent responsibilities relevant to engineering
technology practice.
• Environment and Sustainability:
Understand the impact of engineering/technology solutions in societal
and environmental context and demonstrate knowledge of and need for
sustainable development..
• Ethics:
Understand and commit to professional ethics and responsibilities and
norms of engineering technology practice.
• Individual and Team Work:
Function effectively as an individual, and as a member or leader in diverse
technical teams.
. . . Graduate
Attributes
• Communication:
Communicate effectively on broadly-defined engineering activities
with the engineering community and with society at large, by being
able to comprehend and write effective reports and design
documentation, make effective presentations, and give and receive
clear instructions.
• Life-long Learning:
Recognise the need for, and have the ability to engage in
independent and life-long learning in specialised technologies.
• Project Management and Finance:
Demonstrate knowledge and understanding of engineering
management principles and apply the same to one’s own work as a
member and leader in a team, and to manage projects in
multidisciplinary environments.
PEOs and Vision and Mission
Example of how PEOs are linked to the Vision and Mission
Vision
Mission
Programme Educational
Objectives (PEOs)
To be a leading
engineering faculty for
creation, preservation
and dissemination of
knowledge, training of
knowledge workers for
nation building, and
providing continuous
technical support for the
ICT industry in Malaysia
1. To produce multi-skilled
graduates who are able
to spearhead nationbuilding in the
Information Age
2. To provide opportunities
and resources for
academic and
researchers to carry out
the state-of-the-art
research and
development work
3. To support the growth of
nationwide ICT industry
through provision of
continuous professional
development of
knowledge
1. To develop highly competent
engineers specialising in the area of
microwave and communications
technologies in support of the
related industry.
-Related to M1,M2 & M3
2. To produce innovative technical
leaders that are able to contribute
towards the advancement of
microwave and communications
technologies.
-Related to M1 & M3
15
Course, Degree, Programme, ??
• Course
– Course (Subject) is a unit of teaching, which encompasses various
topics, that typically lasts one semester, is led by one or more faculty
and has a fixed registered students.
• Programme (Electrical/Mechanical Engineering programme)
– Cohesive arrangement of courses, co-cuuricular and extra-curricular
activities to accomplish predetermined objectives leading to the
awarding of a degree.
• Degree
– Academic award (Diploma) conferred upon a student on successful
completion of a program designed to achieve the defined attributes
II-B (2)
How to Evolve Program Educational Objectives
A)
B)
C)
D)
E)
Consultation
- Industry
- Alumni
- Students
- Management
- Professional Bodies
- Faculty
- Parents
- Data on future
- Data on trends in
development in the profession
- Summary of views during consultation
- Accepted views - objectives
- Identification and designing of courses with defined objectives.
Elective and core courses.
- Courses to achieve objectives
Program Outcomes (POs)
•
Program outcomes are narrower statements that describe what students are
expected to know and be able to do by the time of graduation.
• Guidelines for the POs
– Program outcomes basically describe knowledge, skills and behavior of
students as they progress through the program as well as by the time of
graduation.
– POs should not be too broad
– They must align with the Graduate Attributes
– They must reflect all the Graduate Attributes
Course Outcomes (COs)
1. Student-focused, not professor-focused
That means: learning not coverage-oriented
2. Alignment between course, program, and institutional levels
Course outcomes need to reflect both the objectives and coutcomes that the academic
program represents as well as the broader mission of the institution as a whole
3. Focus on abilities central to the discipline
Course outcomes should help prepare students for what is important to the discipline of
which the course is a part
4. Focus on aspects of learning that will endure
Teaching students new modes of thinking is likely to have an impact on their future;
having them memorize facts tends to be much more short-lived
5. Are limited to manageable number
Learning outcomes should focus a course on a few (say, 4-6) key purposes that have a
realistic chance of being accomplished within a semester
6. Specific enough to be measurable
7. Blooms Taxonomy
Program Specific Criteria
•
•
•
Program Criteria provide the specificity needed for interpretation of the bachelor
level criteria as applicable to a given discipline.
Requirements stipulated in the Program Criteria are limited to the areas of
curricular topics and faculty qualifications/expertise.
Example:
–
–
CSE must include probability and statistics, discrete mathematics, mathematics through differential
and integral calculus; sciences (defined as biological, social, or physical science); and engineering
topics (including computing science) necessary to analyze software, and systems containing
hardware and software components.
ME must include Principles of engineering, basic science, and mathematics (including multivariate
calculus and differential equations); to model, analyze, design, and realize physical systems,
components or processes; and prepare students to work professionally in both thermal and
mechanical systems areas.
Publishing and disseminating Vision and
Mission, PEOs, POs, COs
• Awareness to all the stakeholders on the defined
Vision and mission, PEOs, POs, COs
– Publishing in websites, curricula books, display boards
etc.,
– Awareness workshops to students and faculty
periodically
• Prepare stakeholders to reinforce with the
activities vis-à-vis achievement of Vision and
mission, PEOs, POs, COs
How do PEOs, POs and COs relate
COs
♦
♦ ♦
GAs
♦
POs
Mission
PEOs
Consistency between PEOs and Mission
• EX: to impart quality education for the holistic
development of undergraduate and graduate
students with social responsibility and
technically competent
Key Components of Mission statements
PEOs
PEO1
Socially responsible
Technical career
………….
PEO2
PEO3
Alignment of defined POs with
Graduate Attributes
Program Outcomes
Graduate Attributes of the NBA (a-l)
a
(i) Program outcome (…)
(ii) Program outcome (…)
………….
b
c
d
e
f
g
h
i
j
k
l
PEO alignment with POs
Program Educational Objectives
Program Outcomes
i
(1) PEO (…)
…….
ii
iii
iv
v
vi
vii
viii
ix
..
..
..
Mapping COs with POs
Contribution of courses to program
outcomes
Type
credi
LAB
4
CHP01: CO1
LEC
4
MA01:CO1
LEC
4
CHT01:CO1
OTH
2
DES
Course code and CO
Program outcomes
a
b
c
d
e
f
g
h
I
j
k
l
4
OTH
1
OTH
2
LEC
4
Strong Contribution
Week Contribution
No Contribution
m
n
Program Curriculum – Components
Course Component
Mathematics
Science
Computing
Humanities
Professional core
……………….
………………..
Curriculum Content (%
of total number of
credits of the program )
Total number
of contact
hours
Total Number
of credits
POs
PEOs
Program Curriculum – Balance between theory
and practical
Balance between theory ad practice
Course Code Course Title
Total Number of contact hours
Lectu
re (L)
……..
Credits
Tutorial
Practical#
(T)
(P)
Total Hours
…..
Total
Project Name
Type
Achivement
PO
Project (….)
Design
Published
PO 3
Project (….)
Application/multi-disciplinary
Prototype
PO2
……..
……………
……….
…………..
Laboratory work and Project work should contribute towards outcomes
Delivery method and assessment of the course is very key
28
Program Curriculum – Contributions of
professional core
• How the core courses are contributing to PEOS
and POs
• Any courses specific to meet any of the PEOS
and POs
• Course content contribution to meet the POs
– Draft the content/syllabus in tune
Design experience and engineering problem solving skills are very important
Assessment methods and tools
•
Direct Assessment Method: using measurable performance indicators of students
–
–
–
–
–
–
•
Exams
Assignments
Projects
Tutorials
Labs
Presentations
Indirect Assessment Method: Ascertaining opinion or self-reports
– Rubrics
– Alumini survey
– Employer survey
– Course-end survey, etc.,.
Rubric
• Rubrics is set of performance indicators which
define and describe the important component of
the work being completed
• Information to/about individual student
competence (Analytic)
– Communicate expectations
– Diagnosis for purpose of improvement and feedback
• Overall examination of the status of the
performance of a group of students? (Holistic)
Sample Program Outcome: Student can Work Effectively in Teams
Unsatisfactory
Developing
1
2
Research &
Does not collect
Collects very
gather
any information
limited
information
relating to the topic information;
some relate to
the topic
Fulfill team’s Does not perform Performs very
roles & duties any duties assigned little duties
to the team role
Shares work
equally
Always relies on
others to do the
work
Listen to other Is always talking;
Team mates
never allows
anyone else to
speak
Satisfactory
3
Collects some
basic
information;
most refer to the
topic
Performs nearly
all duties
Exemplary
Score
4
Collects a great
deal of
information; all
refer to the topic
Performs all
duties of
assigned team
roles
Rarely does the Usually does
Always does the
assigned work; the assigned
assigned work
often needs
work; rarely
without having
reminding
needs reminding to be reminded.
Usually does
Listens, but
most of the
sometimes talk
talking; rarely too much
allows others to
speak
Listens and
speaks a fair
amount
When to Assess
Program Educational Objectives(PEOs)
Few years after
Graduation – 4 to 5 years
Program Outcomes (POs)
Upon
graduation
Course Outcomes (COs)
Upon
course completion
PEO Assessment tools
 The data may be collected progressively
 Survey questions should elicit the required information
 Not to confirm the objective
 Ex. PEO: producing the graduates with leadership qualities
 Employer survey
 Q1: At which level/position our graduates (year) are working in
your organization
Assessment Tool (frequency)
Employer satisfaction survey (Yearly)
Alumni survey (Yearly).
Placement records, higher education records
CO Assessment tools for each course
Assessment Tool
End-of-course surveys
Student comments
Rubrics
Internal Assessment and home assignment
Semester end performance reports
Course performance history plots
PO Assessment tools for all courses
Assessment Tool
End-of-course surveys (Quarterly).
Instructor evaluation reports (Quarterly).
Department performance report (Quarterly).
Student exit survey (Yearly).
Alumni survey (Yearly).
Alumni Advisory Board (Once or twice yearly).
Student Advisory Committee (Once or twice yearly).
Summary of assessment methods/tools
PEOs
Assessment Tool
Assessment frequency
Assessed by
Reviewed by
Employer survey
Every year
Institute
Institute/Department
Alumni survey
Once or twice a
Department
Institute
Assignments
two months
Faculty
Faculty
Examinations
Semester end
Faculty
Faculty/Department
End-of-course survey
Every six months
Faculty
Faculty/Department
Every year
Institute
Department
Any other
Every six months
Department
Assignments
two months
Faculty
Faculty
Examinations
Semester end
Faculty
Faculty/Department
Projects
Every six
Faculty
Faculty/Department
Any other
POs
Rubrics specific to PO/POs
Employer survey
Faculty survey
COs
Group tasks
Assessment of the attainment of PEOs
1. PEO (..)
2. PEO (..)
Assessment tool
Specific query/Problem
Goal (%)
Evaluation(%)
Industrial Survey
Query (……....)
80%
85%
Alumni Survey
Query(…….…)
…..
….
Alumni survey
Query (……….)
…….…
…
………….
……….
………..
…
Industrial Survey
Query (……....)
80%
85%
Alumni Survey
Query(…….…)
…..
….
………….
……….
………..
…
Assessment of the attainment of COs
1. CO (..)
2. CO (..)
Assessment tool
Specific query/Problem
Goal$ (%)
Evaluation(%)
End examination
Problem (……....)
80%
85%
Rubric
Query(…….…)
…..
….
Alumni survey
Query (……….)
…….…
…
………….
……….
………..
…
Assignment
Problem
80%
85%
Industry Survey
Query(…….…)
…..
….
………….
……….
………..
…
(……....)
Assessment of the attainment of POs
• POs attainment through each Course
• Direct
• Indirect
Administrative support for OBE
• Quality Assurance cell
– OBE assessment and evaluation at institutional level
– Program wise assessment semester/year
– Continuous improvement initiatives
• Industrial/alumni advisory body
– Review of the attainment of PEO,PO and suggest improvements
• Program coordinator
– Interacting with course coordinators towards attainment of POs and
review/update the changes required for curriculum contents
• Course coordinator
– Assess the attainment of COs and review/update the course delivery
and assessment methods
Thank YOU