Session onImplementation of Outcome Based Education in Polytechnic Diploma CurriculumWith Effect From 2015-16

Government of KarnatakaDirectorate of Technical EducationCurriculum Development Cell

Educational ModelsInput-Output ModelOften involving direct prescriptions of curriculum and faculty compositionMakes the educational process uniform and potentially fairRelatively easy to maintainStifle innovation and creativity in the curriculumOutcome ModelFocuses on the objectives and outcomes of the programRequires evidence of measurement and attainment of objectives and outcomesToo much data may be collected and analyzed periodically

Input-Output Based Education

quantitative grades of studentsInfrastructure facilitiesfacultieslab equipmentfinancial resourcesNumber of quality of studentsNumber of students graduating success rate of studentsProgramme/InstitutionMeasureable InputMeasurable Outputs

Outcome Based EducationStarting with a clear picture of what is important for students to be able to doThen organizing the curriculum, delivary and assessment to make sure learning happens

Outcome Based EducationAttributes

Key constituents of Outcome based EducationMissionVision*designGraduateAttributes

Vision and MissionVision 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 visionFor example, Vision: Create high-quality engineering professionalsMission: 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 programmesGraduates 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.

Engineering knowledgeProblem analysisDesign & Development of SolutionsInvestigation of ProblemModern tool usageEngineer and societyEnvironment& sustainabilityEthicsIndividual & team workCommunicationLifelong learning + Project management & finance

Summary of Graduate Attributes

The Graduate Attributes of NBA for diploma holdersEngineering 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.

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 broadly-defined 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 ones own work as a member and leader in a team, and to manage projects in multidisciplinary environments.

. . . Graduate Attributes

*PEOs and Vision and MissionExample of how PEOs are linked to the Vision and Mission

VisionMissionProgramme 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 Malaysia1. To produce multi-skilled graduates who are able to spearhead nation-building 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 work3. To support the growth of nationwide ICT industry through provision of continuous professional development of knowledge1. 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

Course, Degree, Programme, ??CourseCourse (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.DegreeAcademic award (Diploma) conferred upon a student on successful completion of a program designed to achieve the defined attributes

How to Evolve Program Educational ObjectivesA) Consultation- Professional Bodies- Industry - Faculty- Alumni- Parents- Students- Data on future- Management- Data on trends in development in the profession

B)- Summary of views during consultationC)- Accepted views - objectivesD)- Identification and designing of courses with defined objectives. Elective and core courses.E)- Courses to achieve objectives

II-B (2)

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 broadThey must align with the Graduate AttributesThey must reflect all the Graduate Attributes

Course Outcomes (COs)1. Student-focused, not professor-focusedThat means: learning not coverage-oriented2. Alignment between course, program, and institutional levelsCourse 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 whole3. Focus on abilities central to the disciplineCourse outcomes should help prepare students for what is important to the discipline ofwhich the course is a part4. 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-lived5. Are limited to manageable numberLearning outcomes should focus a course on a few (say, 4-6) key purposes that have arealistic chance of being accomplished within a semester6. Specific enough to be measurable7. Blooms Taxonomy

Program Specific CriteriaProgram 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, COsAwareness to all the stakeholders on the defined Vision and mission, PEOs, POs, COsPublishing in websites, curricula books, display boards etc.,Awareness workshops to students and faculty periodically

Prepare stakeholders to reinforce with the activities vis--vis achievement of Vision and mission, PEOs, POs, COs

How do PEOs, POs and COs relate

Consistency between PEOs and MissionEX: to impart quality education for the holistic development of undergraduate and graduate students with social responsibility and technically competent

Key Components of Mission statementsPEOsPEO1PEO2PEO3Socially responsibleTechnical career .

Alignment of defined POs with Graduate Attributes

Program OutcomesGraduate Attributes of the NBA (a-l)abcdefghijkl(i) Program outcome ()(ii) Program outcome () .

PEO alignment with POs

Program Educational ObjectivesProgram Outcomesiiiiiiivvviviiviiiix......(1) PEO () .

Strong ContributionWeek ContributionNo ContributionMapping COs with POs

Contribution of courses to program outcomesProgram outcomesTypecrediCourse code and COabcdefghIjklmnLAB4CHP01: CO1LEC4MA01:CO1LEC4CHT01:CO1OTH2DES4OTH1OTH2LEC4

Program Curriculum Components

Course Component Curriculum Content (% of total number of credits of the program )Total number of contact hoursTotal Number of creditsPOsPEOsMathematicsScienceComputingHumanitiesProfessional core ...

Program Curriculum Balance between theory and practical*Balance between theory ad practiceLaboratory work and Project work should contribute towards outcomesDelivery method and assessment of the course is very key

Course Code Course TitleTotal Number of contact hoursCreditsLecture (L)Tutorial(T)Practical#(P)Total Hours....Total

Project NameTypeAchivementPO Project (.)DesignPublishedPO 3Project (.)Application/multi-disciplinaryPrototypePO2.....

Program Curriculum Contributions of professional core How the core courses are contributing to PEOS and POsAny courses specific to meet any of the PEOS and POsCourse content contribution to meet the POsDraft the content/syllabus in tuneDesign experience and engineering problem solving skills are very important

Assessment methods and toolsDirect Assessment Method: using measurable performance indicators of studentsExamsAssignmentsProjectsTutorialsLabsPresentationsIndirect Assessment Method: Ascertaining opinion or self-reportsRubricsAlumini surveyEmployer surveyCourse-end survey, etc.,.

Rubric

Rubrics is set of performance indicators which define and describe the important component of the work being completedInformation to/about individual student competence (Analytic)Communicate expectations Diagnosis for purpose of improvement and feedbackOverall examination of the status of the performance of a group of students? (Holistic)

Sample Program Outcome: Student can Work Effectively in Teams

Unsatisfactory1Developing2Satisfactory3Exemplary4ScoreResearch & gather informationDoes not collect any information relating to the topicCollects very limited information; some relate to the topicCollects some basic information; most refer to the topicCollects a great deal of information; all refer to the topicFulfill teams roles & dutiesDoes not perform any duties assigned to the team rolePerforms very little dutiesPerforms nearly all dutiesPerforms all duties of assigned team rolesShares work equallyAlways relies on others to do the workRarely does the assigned work; often needs remindingUsually does the assigned work; rarely needs remindingAlways does the assigned work without having to be reminded.Listen to other Team matesIs always talking; never allows anyone else to speakUsually does most of the talking; rarely allows others to speakListens, but sometimes talk too muchListens and speaks a fair amount

Program Educational Objectives(PEOs)Program Outcomes (POs) Course Outcomes (COs) Upon graduationUpon course completion Few years after Graduation 4 to 5 years When to Assess

PEO Assessment toolsThe data may be collected progressivelySurvey questions should elicit the required informationNot to confirm the objectiveEx. PEO: producing the graduates with leadership qualitiesEmployer surveyQ1: 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 ToolEnd-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 ToolEnd-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

Assessment ToolAssessment frequencyAssessed byReviewed byPEOsEmployer surveyAlumni surveyAny otherEvery yearOnce or twice a InstituteDepartmentInstitute/DepartmentInstitutePOs AssignmentsExaminationsEnd-of-course surveyRubrics specific to PO/POsEmployer surveyFaculty surveyAny othertwo monthsSemester endEvery six monthsEvery yearEvery six monthsFacultyFacultyFacultyInstituteDepartmentFacultyFaculty/DepartmentFaculty/DepartmentDepartmentCOsAssignmentsExaminationsProjectsGroup taskstwo monthsSemester endEvery sixFacultyFacultyFacultyFacultyFaculty/DepartmentFaculty/Department

Assessment of the attainment of PEOs

Assessment toolSpecific query/ProblemGoal (%)Evaluation(%)1. PEO (..)Industrial SurveyQuery (....)80% 85% Alumni SurveyQuery(.)... Alumni surveyQuery (.) . .... 2. PEO (..)Industrial SurveyQuery (....)80% 85% Alumni SurveyQuery(.)... ....

Assessment of the attainment of COs

Assessment toolSpecific query/ProblemGoal$ (%)Evaluation(%)1. CO (..)End examination Problem (....)80% 85% Rubric Query(.)... Alumni surveyQuery (.) . .... 2. CO (..)Assignment Problem (....)80% 85% Industry SurveyQuery(.)... ....

Assessment of the attainment of POsPOs attainment through each CourseDirect Indirect

Administrative support for OBEQuality Assurance cellOBE assessment and evaluation at institutional levelProgram wise assessment semester/year Continuous improvement initiativesIndustrial/alumni advisory bodyReview of the attainment of PEO,PO and suggest improvementsProgram coordinatorInteracting with course coordinators towards attainment of POs and review/update the changes required for curriculum contentsCourse coordinatorAssess the attainment of COs and review/update the course delivery and assessment methods

Thank YOU

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