Session on Implementation of Outcome Based Education in Polytechnic Diploma Curriculum With Effect From 2015-16

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

• Government of Karnataka
• Directorate of Technical Education
• Curriculum Development Cell

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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

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Input-Output Based Education
financial resources
Programme/Institution
lab equipment
Number of students graduating
quantitative grades of students
Infrastructure facilities
success rate of students
faculties
Number of quality of students
Measurable Outputs
Measureable Input
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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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Outcome Based Education
Attributes
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Key constituents of Outcome based Education
design
Mission
Vision
Graduate Attributes
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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 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

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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.

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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

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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.

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. . . 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
  broadly-defined engineering activities, with an
  understanding of the limitations.

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. . . 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/technol
  ogy 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.

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. . . 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.

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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 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
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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

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How to Evolve Program Educational Objectives
II-B (2)

• 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 consultation
• C) - 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 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

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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
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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 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.

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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.,
• 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

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How do PEOs, POs and COs relate
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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 competent

Key Components of Mission statements PEOs PEOs PEOs
Key Components of Mission statements PEO1 PEO2 PEO3
Socially responsible        
Technical career        
.        
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Alignment of defined POs with Graduate Attributes
Program Outcomes Graduate Attributes of the NBA (a-l) Graduate Attributes of the NBA (a-l) Graduate Attributes of the NBA (a-l) Graduate Attributes of the NBA (a-l) Graduate Attributes of the NBA (a-l) Graduate Attributes of the NBA (a-l) Graduate Attributes of the NBA (a-l) Graduate Attributes of the NBA (a-l) Graduate Attributes of the NBA (a-l) Graduate Attributes of the NBA (a-l) Graduate Attributes of the NBA (a-l) Graduate Attributes of the NBA (a-l)
Program Outcomes a b c d e f g h i j k l
(i) Program outcome ()                        
(ii) Program outcome ()                        
.                        
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PEO alignment with POs
Program Educational Objectives Program Outcomes Program Outcomes Program Outcomes Program Outcomes Program Outcomes Program Outcomes Program Outcomes Program Outcomes Program Outcomes Program Outcomes Program Outcomes Program Outcomes
Program Educational Objectives i ii iii iv v vi vii viii ix .. .. ..
(1) PEO ()                        
.                        
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Mapping COs with POs
Contribution of courses to program outcomes Contribution of courses to program outcomes Contribution of courses to program outcomes Program outcomes Program outcomes Program outcomes Program outcomes Program outcomes Program outcomes Program outcomes Program outcomes Program outcomes Program outcomes Program outcomes Program outcomes 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 MA01CO1
LEC 4 CHT01CO1
OTH 2
DES 4
OTH 1
OTH 2
LEC 4
Strong Contribution
Week Contribution
No Contribution
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Program Curriculum Components
Course 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          
.          
..          
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Program Curriculum Balance between theory and
practical
Balance between theory ad practice
Course Code Course Title Total Number of contact hours Total Number of contact hours Total Number of contact hours Total Number of contact hours Total Number of contact hours Credits
Course Code Course Title Lecture (L) Tutorial (T) Tutorial (T) Practical (P) Total Hours Credits
.. ..            
               
               
Total 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
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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

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
• Labs
• 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 (Analytic)
• 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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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 to the topic Collects some basic information most refer to the topic Collects a great deal of information all refer to the topic  
Fulfill teams 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  
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When to Assess
Program Educational Objectives(PEOs)
Few years after Graduation 4 to 5 years
Upon graduation
Program Outcomes (POs)
Course Outcomes (COs)
Upon course completion
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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 your organization

Assessment Tool (frequency)
Employer satisfaction survey (Yearly) Alumni survey (Yearly). Placement records, higher education records
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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
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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).
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Summary of assessment methods/tools
  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  
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Assessment of the attainment of PEOs
  Assessment tool Specific query/Problem Goal () Evaluation()
1. PEO (..) Industrial Survey Query (....) 80 85
1. PEO (..) Alumni Survey Query(.) .. .
1. PEO (..) Alumni survey Query (.) .
1. PEO (..) . . ..
2. PEO (..) Industrial Survey Query (....) 80 85
  Alumni Survey Query(.) .. .
  . . ..
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Assessment of the attainment of COs
  Assessment tool Specific query/Problem Goal () Evaluation()
1. CO (..) End examination Problem (....) 80 85
1. CO (..) Rubric Query(.) .. .
1. CO (..) Alumni survey Query (.) .
1. CO (..) . . ..
2. CO (..) Assignment Problem (....) 80 85
  Industry Survey Query(.) .. .
  . . ..
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Assessment of the attainment of POs

• POs attainment through each Course
• Direct
• Indirect

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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
• 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

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Thank YOU