Session on

Outcome Based Education

Curriculum Frame Work and Revision Workshop

(by NITTR – Bangalaru on 20/01/2015)

By:Dr. K. Kalidasa Murugavel,

Professor and Head,Department of Mechanical Engineering,

National Engineering College,K. R. Nagar, Kovilpatti, T.N.

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

quantitative grades of students

Infrastructure facilities

faculties

lab equipment

financial resources

Number of quality of students

Number of students graduating

success rate of students

Programme/

Institution

Measureable Input Measurable Outputs

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…

OBE (Education)

OBC(Curriculum)

What the student What the student should should be able to be able to dodo??

OBLT(Learning & Teaching)

OBA(Assessment)

How to make the student achieve the outcome?

How to measure what the student has achieved?

Outcome Based Education

Attributes

Key constituents of Outcome based Education

MissionVision

design Graduate

Attributes

GraduateAttributes

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.

• 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

Summary of Graduate Attributes

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.

• 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 one’s own work as a member and leader in a team, and to manage projects in multidisciplinary environments.

. . . Graduate Attributes

Broadly-defined engineering problems

Broadly-defined engineering activities

• A class of activities with characteristics defined in section 4.2 of the International Engineering Alliance (IEA ) Graduate Attributes and Professional Competencies v2.

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PEOs and 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 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 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

Example of how PEOs are linked to the Vision and Mission

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

How to Evolve Program Educational Objectives

A) 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 broad– They must align with the Graduate Attributes– They must reflect all the Graduate Attributes

Course Outcomes (COs)

1. Student-focused, not professor-focusedThat means: learning not coverage-oriented

2. 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 whole

3. Focus on abilities central to the disciplineCourse outcomes should help prepare students for what is important to the discipline ofwhich 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 numberLearning outcomes should focus a course on a few (say, 4-6) key purposes that have arealistic chance of being accomplished within a semester

6. Specific enough to be measurable7. 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

PEOs

POs

COs

Mission

♦♦ ♦

♦

GAs

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 PEO2 PEO3

Socially responsible      

 

Technical career      

 

………….      

 

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 (…)                        

………….                        

PEO alignment with POs

Program Educational Objectives Program Outcomes

i ii iii iv v vi vii viii ix .. .. ..

(1) PEO (…)                        

…….                        

Contribution of courses to program outcomes

Program outcomes

Type credi Course code and CO a b c d e f g h I j k l m n

LAB 4 CHP01: CO1

LEC 4 MA01:CO1

LEC 4 CHT01:CO1

OTH 2

DES 4

OTH 1

OTH 2

LEC 4

Strong Contribution Week Contribution No Contribution

Mapping COs with POs

Program Curriculum – ComponentsCourse Component Curriculum Content (%

of total number of credits of the program )

Total number of contact hours

Total Number of credits

POs PEOs

Mathematics          

Science          

Computing          

Humanities          

Professional core          

……………….          

………………..          

Program Curriculum – Balance between theory and practical

Course Code Course Title Total Number of contact hours Credits

Lecture (L)

Tutorial

(T)

Practical#

(P)

Total Hours

…….. …..          

             

             

Total          

31

Balance between theory ad practice

Laboratory work and Project work should contribute towards outcomesDelivery 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

…….. …………… ………. …………..

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

  Unsatisfactory1

Developing2

Satisfactory3

Exemplary4

Score

Research & gather information

Does not collect any information relating to the topic

Collects very limited information; some relate to the topic

Collects some basic information; most refer to the topic

Collects a great deal of information; all refer to the topic

 

Fulfill team’s roles & duties

Does not perform any duties assigned to the team role

Performs very little duties

Performs nearly all duties

Performs all duties of 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 to speak

Listens, but sometimes talk too much

Listens and speaks a fair amount

 

Program Educational Objectives(PEOs)

Program Outcomes (POs)

Course Outcomes (COs)

Upon graduation

Upon course completion

Few years after Graduation – 4 to 5 years

When to AssessWhen to Assess

Assessment Tool (frequency)Employer satisfaction survey (Yearly)

Alumni survey (Yearly).

Placement records, higher education records

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 ToolEnd-of-course surveys

Student comments

Rubrics

Internal Assessment and home assignment

Semester end performance reports

Course performance history plots

CO Assessment tools for each course

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).

PO Assessment tools for all courses

  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

Employer survey

Faculty survey

Any other

two months

Semester end

Every six months

 

Every year

 

Every six months

Faculty

Faculty

Faculty

 

Institute

 

Department

Faculty

Faculty/Department

Faculty/Department

 

Department

COs Assignments

Examinations

Projects

Group tasks

two months

Semester end

Every six

Faculty

Faculty

Faculty

 

Faculty

Faculty/Department

Faculty/Department

 

Summary of assessment methods/tools

  Assessment tool Specific query/Problem Goal (%) Evaluation(%)

1. PEO (..) Industrial Survey Query (……....) 80% 85%

Alumni Survey Query(…….…) ….. ….

Alumni survey Query (……….) …….… …

…………. ………. ……….. …

2. PEO (..) Industrial Survey Query (……....) 80% 85%

  Alumni Survey Query(…….…) ….. ….

  …………. ………. ……….. …

Assessment of the attainment of PEOs

  Assessment tool Specific query/Problem Goal$ (%) Evaluation(%)

1. CO (..) End examination Problem (……....) 80% 85%

Rubric Query(…….…) ….. ….

Alumni survey Query (……….) …….… …

…………. ………. ……….. …

2. CO (..) Assignment Problem (……....) 80% 85%

  Industry Survey Query(…….…) ….. ….

  …………. ………. ……….. …

Assessment of the attainment of COs

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

Discussions

Assignments• Establishment of vision, mission, PEO and POs for

a program of the institution.• Flexibility in curriculum to meet the objectives of

the program of the institution• Establishing COs for a course and correlating with

POs• Delivery and Evaluation for the attainment of the

CO• Project work – attainment of POs and PEOs• Soft skill development