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

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


Government of Karnataka Directorate of Technical Education Curriculum Development Cell Session on Implementation of Outcome Based Education in Polytechnic Diploma ... – PowerPoint PPT presentation

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

Session onImplementation of Outcome Based
Education in Polytechnic Diploma CurriculumWith
Effect From 2015-16
  • Government of Karnataka
  • Directorate of Technical Education
  • Curriculum Development Cell

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
  • Outcome Model
  • Focuses on the objectives and outcomes of the
  • Requires evidence of measurement and attainment
    of objectives and outcomes
  • Too much data may be collected and analyzed

Input-Output Based Education
financial resources
lab equipment
Number of students graduating
quantitative grades of students
Infrastructure facilities
success rate of students
Number of quality of students
Measurable Outputs
Measureable Input
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
Outcome Based Education
Key constituents of Outcome based Education
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
  • Mission offer a well-balanced programme of
    instruction, practical experience, and
    opportunities for overall personality

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
  • 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

Graduate Attributes of the NBA for diploma
  • 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
  • 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
  • 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/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.

. . . 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
  • 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.

PEOs and Vision and Mission
Example of how PEOs are linked to the Vision and
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
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
  • 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
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

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
  • 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
  • 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
  • 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
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        
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 ()                        
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 ()                        
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
Strong Contribution
Week Contribution
No Contribution
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
Professional core          
Program Curriculum Balance between theory and
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
Program Curriculum Contributions of
professional core
  • How the core courses are contributing to PEOS and
  • Any courses specific to meet any of the PEOS and
  • 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.,.

  • 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
  • Overall examination of the status of the
    performance of a group of students? (Holistic)

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  
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
PEO Assessment tools
  • The data may be collected progressively
  • Survey questions should elicit the required
  • Not to confirm the objective
  • Ex. PEO producing the graduates with leadership
  • 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
  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  
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(.) .. .
  . . ..
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(.) .. .
  . . ..
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
  • Program wise assessment semester/year
  • Continuous improvement initiatives
  • Industrial/alumni advisory body
  • Review of the attainment of PEO,PO and suggest
  • 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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