Outcome Based Education and Accreditation - A Presentation by NBA
Transcript of Outcome Based Education and Accreditation - A Presentation by NBA
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Outcome Based Education
-An awareness workshop fr Evaluators / olders
- An awareness workshop
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Outcome Based Education &Outcome Based Accreditation
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Contents Accreditation - What, why, how ??
Minimal Vs Input-Output Vs Outcome
Outcome based education (OBE) – key constituents
-
Correlation among outcome based parameters
Assessment methods/tools
Assessment of attainment
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What is Accreditation Formal recognition of
the quality of an
educational program /
Institution by an external
- independent agency on
the basis of impartialassessment on the basis
of well defined criteria
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Significance of Accreditation
At National Level
Students and parents to select the institutions and programs for
admission. Employers in deciding about the institutions for recruitment of
graduates.
Institutions to avail the benefits from regulatory bodies and funding.
Institutions in deciding about transfer of students from other institutions
At International Level
Mobility of students for pursuing higher studies and employment inother countries
Growing number of institutes , types (univ, deemed, private,
autonomous, affiliated …) and programs
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Advantages of Accreditation & Its
Processes
Students get quality education and better employment opportunity.
Alumni share their experience and participate in curricular updates in viewof emerging technology and tools.
Development of faculty benefits of realization of efforts, opportunity ofattempting more complex problems, career advancement, consultancy &
Exchange of views – opportunities supplement each other requirement.
Employer in industry / academia/ public services get well grounded practiceengineers with requisite technical and behavioral skills / graduate attributes.
Institution builds up a Brand.
Continuous improvement towards excellence.
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How global mobility is assured ??
Multi-national accords for mutual recognition of accrediting process and
there by recognizing the accreditation.
Washington Accord, 1989
• For UG Engineering Degree program
Sydney Accord, 2001
• For En ineerin Di loma / Pol technic ro ram
Dublin Accord, 2002• For Engineering Technician program
Seoul Accord, 2008
• For Professional Engineers in computing and IT – related fields
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All members accept the defined Graduate Attributes.
Washington Accord is applicable only for UG
Engineering Programmes.If India wants to reap the benefits of its large
human resource and to become knowled e
society and global supplier of trained HR – it ismust to be a full signatory of Washington Accord
- Countries like Australia have a demand for
Engineers.
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Signatories of WA
• Australia – Represented by Engineers Australia (1989)
• Canada – Represented by Engineers Canada (1989)
• Chinese Taipei – Represented by Institute of Engineering Education Taiwan (2007)
• Hong Kong China – Represented by the Hong Kong Institute of Engineers (1995)
• Ireland – Represented by Engineers Ireland (1989)• Japan – Represented by Japan Accreditation Board for Engineering Education (2005)
• Korea –Represented by Accreditation Board of Engineering Education of Korea (2007)
• Malaysia - Represented by Board of Engineers Malaysia (2009)
• New Zealand – Re resented b Institution of Professional En ineers NZ 1989
• Singapore – Represented by Institution of Engineers Singapore (2006 )• South Africa – Represented by Engineering Council of South Africa (1999)
• Turkey – Represented by MUDEK (2011)
• United Kingdom – Represented by Engineering Council UK (1989)
• United States – Represented by Accreditation Board for Engineering
and Technology (1989)
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Provisional Members of WA• Bangladesh –Board of Accreditation for Engineering and Technical Education
• Germany –German Accreditation Agency for Study Programs in Engineering and
Informatics
–
• Pakistan –Pakistan Engineering Council
• Russia –Russian Association for Engineering Education
• Sri Lanka –Institution of Engineers Sri Lanka
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International Accords - IssuesGuiding Principles Autonomy of Signatory
Transparency to Accreditation System
Free from Government and other influences
Basis - Education FrameworkEntry level qualifications
Number of years of the program
MUTUALMUTUALRECOGNITIONRECOGNITION
I n t e r n a t i o n a lI n t e r n a t i o n a l
Accreditation Authority and Reputation ofthe Institute
ObstaclesDifferences in Education System Accreditation system
Disciplines
g r e e m e n t sg r e e m e n t s
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Who does accreditation in India
Institutional accreditation by National Assessment and
Accreditation Council (NAAC)• An autonomous body established by the UGC in 1994
ec n ca rograms
A totally independent body
National Board of Accreditation (NBA)
• Diploma level to Post Graduate level in Engineering and
Technology, Management, Architecture, Pharmacy,Hospitality and Mass Communication
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NBA – A brief history The National Board of Accreditation (NBA) was set up by the AICTE in Sept 1994 and
became independent body in 2010
1994-2003 first format was put in use
1st Revision - Jan 2004
ev s on - an
3rd Revision - June 2009 (SAR 2.0 version)
4th Revision - May 2011 (SAR Version.3.0)
5th Revision – November 2012
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Accreditation Models
Minimal Model Often numeric and law-based
Provides a prescription for a minimal core and very general parameters for therest of the curriculum
Does not encourage continuous improvement
Input-Output Model
Makes the accrediting 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
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Input-Output Based Accreditation
quantitative grades ofInfrastructure facilities
lab equipment
financial resources
Number of students
graduatingProgramme
faculties
Number of quality of
students
success rate ofstudents
Measureable Input Measurable Outputs
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Outcome Based Education
Starting with a clear picture of what is
important for students to be able to do…
Then organizing the curriculum,
delivary and assessment to make
sure learning happens…
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OBE(Education)
OBC(Curriculum)
What the studentWhat the studentshouldshould be able tobe able to
Outcome Based Education
dodo?? OBLT(Learning &Teaching)
OBA(Assessment)
How to make the
student achiee the
outcome!
How to measure what
the student has
achieed!
Attributes
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Key constituents of Outcome based
Education
MissionVision
d
e
s
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ig
n Graduate
Attributes
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The Graduate Attributesof NBA for UG Engineering
• Engineering Knowledge: Apply knowledge of
mathematics, science, engineering fundamentals and anengineering specialization to the solution of complex
engineering problems.
, ,
literature and analyze complex engineering problemsreaching substantiated conclusions using first principles
of mathematics, natural sciences and engineering
sciences.
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• Design/ Development of Solutions: Design solutions for complex engineering problems and design system
components or processes that meet specified needs withappropriate consideration for public health and safety,cultural, societal and environmental considerations.
•
. . . Graduate Attributes
research-based knowledge and research methods includingdesign of experiments, analysis and interpretation of data andsynthesis of information to provide valid conclusions.
• Modern Tool Usage: Create, select and apply appropriate
techniques, resources and modern engineering and IT toolsincluding prediction and modelling to complex engineeringactivities with an under- standing of the limitations.
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• Communication: Communicate effectively on complexengineering activities with the engineering com- munity andwith society at large, such as being able to comprehend andwrite effective reports and design documentation, makeeffective presentations and give and receive clear instructions.
• -
. . . Graduate Attributes
preparation and ability to engage in independent and life- longlearning in the broadest context of technological change.
Project Management and Finance: Demonstrate knowledgeand understanding of engineering and management principlesand apply these to one’s own work, as a member and leader
in a team, to manage projects and in multidisciplinaryenvironments.
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Engineering knowledge
Problem analysis
Design & Development of Solutions
Investigation of Complex Problem
Modern tool usage
Summary of Graduate Attributes
Engineer and society
Environment& sustainability
Ethics
Individual & team work
Communication
Lifelong learning
+ Project management & finance
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Course, Degree, Programme, ?? Course
Course is a unit of teaching, which encompasses various topics,
that typically lasts one semester, is led by one or more facultyand has a fixed registered students.
Programme
- -
curricular activities to accomplish predetermined objectivesleading to the awarding of a degree.
Degree
Academic award conferred upon a student on successfulcompletion of a program designed to achieve the definedattributes
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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.
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Program Educational Objectives (PEOs)
Program educational objectives are broad statements that describethe 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
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II B (2)
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How to Evolve Program Educational
Objectives A) Consultation - Professional Bodies
- Industry - Faculty
- Alumni - Parents- Students - Data on future
- Management - Data on trends indevelopment in the profession
II-B (2)
B) - Summary of views during consultationC) - Accepted views - objectives
D) - Identification and designing of courses with defined objectives.Elective and core courses.
E) - Courses to achieve objectives
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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 ofstudents as they progress through the program as well as by the time ofraduation.
POs should not be too broad They must align with the Graduate Attributes
They must reflect all the Graduate Attributes
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Course Outcomes (COs)
1. Student-focused, not professor-focusedThat 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
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which the course is a part
4. Focus on aspects of learning that will endureTeaching 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
Most important and fundamental to OBE
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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 ofcurricular 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, andsystems 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.
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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.,
Prepare stakeholders to reinforce with the activities vis-
à-vis achievement of Vision and mission, PEOs, POs,
COs
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Accreditation criteria1. Vision, Mission and Program Educational Objectives
2. Programme Outcomes
3. Programme Curriculum
4. Students’ Performance in the Programme
5. Facult Contributions
6. Facilities and Technical Support
7. Academic Support Units and Teaching-Learning Process
8. Governance, Institutional Support and Financial Resources
9. Continuous Improvement
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Consistency between PEOs and Mission
EX: to impart quality education for the holistic
development of undergraduate and graduate students
with social responsibility and technically competentKey Components of Mission statements PEOs
Socially responsible
Technical career
………….
Explain with reason the above correlation
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Alignment of defined POs with
Graduate Attributes
Program Outcomes Graduate Attributes of the NBA (a-l)
a b c d e f g h i j k l
(i) Program outcome (…)
(ii) Program outcome (…)
………….
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Explain with reason the above correlation
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PEO alignment with POs
Program Educational Objectives Program Outcomes
i ii iii iv v vi vii viii ix .. .. ..
…
…….
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Explain with reason the above correlation
Mapping COs with POs
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Contribution of courses to programoutcomes
Program outcomes
Type Units Course No. & Title a b c d e f g h I j k l m n
LAB 4 CHEM30AL General
Chemistry Laboratory
II
LEC 4 EE1 Electrical
Engineering Physics I
LEC 4 EE2 Physics for
pp g
OTH 2 EE3 Introduction toElectrical Engineering
DES 4 EE115D Design Studies in
Electronic Circuits
OTH 1 EE19 Fiat Lux
Freshman Seminar
OTH 2 EE99 Student
Research Program
LEC 4 EE100 Electrical and
Electronic Circuits
40Strong Contribution Week Contribution No Contribution
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Program Curriculum – Components
Course Component Curriculum Content(% of total numberof credits of theprogram )
Total
number of
contact
hours
TotalNumber ofcredits
POs PEOs
Mathematics
Science
Computing
Humanities
Professional core
……………….
………………..
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Balance between various components and their
coverage of the PEOs and POs
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Program Curriculum – Balance between
theory and practical
Course
Code
Course
Title
Total Number of contact hours Credits
Lect
ure(L)
Tutorial
(T)
Practical#
(P)
Total Hours
…….. …..
Balance between theory ad practice
Total
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Laboratory work and Project work should contribute towards outcomes
Delivery method and assessment of the course is very key
Project Name Type Achivement PO
Project (….) Design Published PO 3
Project (….) Application/multi-disciplinary Prototype PO2
…….. …………… ………. …………..
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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
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Design experience and engineering problem solving skills are very
important
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Assessment methods and tools
Direct Assessment Method: using measurable performance indicators of
students
Exams Assignments
Projects
Tutorials
Presentations
Indirect Assessment Method: Ascertaining opinion or self-reports
Rubrics
Alumini survey
Employer survey
Course-end survey, etc.,.
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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
Communicate expectations Diagnosis for purpose of improvement and feedback
Overall examination of the status of the performance of a
group of students? (Holistic)
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Generic or Task Specific ?Generic
General rubric that can be used across similar performance
(used across all communication task or problem solving tasks)
Big picture approach
Element of subjectivity
Task specific Can only be used for a single task
Focused approach
Less subjective
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Sample Program Outcome: Student can Work Effectively in Teams
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Sample Program Outcome: Student can Work Effectively in Teams
Unsatisfactory
1
Developing
2
Satisfactory
3
Exemplary
4
Score
Research &
gather
information
Does not collect
any information
relating to the topic
Collects very
limited
information;
some relate tothe topic
Collects some
basic
information;
most refer to thetopic
Collects a great
deal of
information; all
refer to the topic
Fulfill team’s
roles & duties
Does not perform
any duties assigned
Performs very
little duties
Performs nearly
all duties
Performs all
duties of
to the team role assigned team
roles
Shares work
equally
Always relies on
others to do the
work
Rarely does the
assigned work;
often needs
reminding
Usually does
the assigned
work; rarely
needs reminding
Always does the
assigned work
without having
to be reminded.
Listen to other
Team mates
Is always talking;
never allows
anyone else to
speak
Usually does
most of the
talking; rarely
allows others tospeak
Listens, but
sometimes talk
too much
Listens and
speaks a fair
amount
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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
Assessment Tool (frequency)Employer satisfaction survey (Yearly)
Alumni survey (Yearly).
Placement records, higher education records
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your organ zat on
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Assessment Tool
End-of-course surveys
Student comments
CO Assessment tools for each course
Internal Assessment and home assignment
Semester end performance reports
Course performance history plots
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Assessment Tool
End-of-course surveys (Quarterly).
Instructor evaluation reports (Quarterly).
Department performance report (Quarterly).
PO Assessment tools for all courses
Student exit survey (Yearly).
Alumni survey (Yearly).
Alumni Advisory Board (Once or twice yearly).
Student Advisory Committee (Once or twice yearly).
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Assessment Tool Assessment frequency Assessed by Reviewed by
PEOs Employer survey
Alumni survey
Any other
Every year
Once or twice a
Institute
Department
Institute/Department
Institute
POs Assignments
Examinations
End-of-course survey
Rubrics specific to PO/POs
two months
Semester end
Every six months
Faculty
Faculty
Faculty
Faculty
Faculty/Department
Faculty/Department
Summary of assessment methods/tools
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Employer survey
Faculty survey Any other
Every year
Every six months
Institute
Department
Department
COs Assignments
Examinations
Projects
Group tasks
two months
Semester end
Every six
Faculty
Faculty
Faculty
Faculty
Faculty/Department
Faculty/Department
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Assessment tool Specific query/Problem Goal$ (%) Evaluation(%)
1. CO (..) End examination Problem (……....) 80% 85%
Rubric Query(…….…) ….. ….
Assessment of the attainment of COs
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………. …….… …
…………. ………. ……….. …
2. CO (..) Assignment Problem (……....) 80% 85%
Industry Survey Query(…….…) ….. ….
…………. ………. ……….. …
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Assessment of the attainment of POs
POs attainment through each Course
Contribution of courses to programoutcomes Program outcomes
Type Units Course No. & Title a b c d e f g h I j k l m n
LAB 4 CHEM30AL General
POs attainment through all the courses and activities
LEC 4 EE1 Electrical Engineering
Physics I
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Ad i i t ti t f OBE
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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
ev ew o e a a nmen o , an sugges mprovemen s
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 coursedelivery and assessment methods
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Thank YOU
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