Government of Karnataka

Directorate of Technical Education

Curriculum Development Cell

Session on

Implementation of Outcome Based Education

in Polytechnic Diploma Curriculum
With Effect From 2015-16
 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

financial resources
lab equipment Number of students
Programm graduating
Infrastructure facilities e/Instituti quantitative grades of
on students
faculties success rate of
students
Number of quality of
students
Measureable Input Measurable Outputs
 Outcome Based Education
Starting with aclear 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

OBE
(Education)

What the student OBC

should be able to (Curriculum)
do?
How to make the
student achieve the
OBLT
(Learning & Teaching)
outcome?
Attributes How to measure what OBA
the student has (Assessment)
achieved?
Key constituents of Outcome based Education

Vision Mission

d
e
s
i
g
n 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 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.
 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 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.
 . . . 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.
 . . . 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.
 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 1. To produce multi-skilled 1. To develop highly competent
engineering faculty for graduates who are able engineers specialising in the area of
creation, preservation to spearhead nation- microwave and communications
and dissemination of building in the technologies in support of the
knowledge, training of Information Age related industry.
knowledge workers for 2. To provide opportunities -Related to M1,M2 & M3
nation building, and and resources for
providing continuous academic and 2. To produce innovative technical
technical support for the researchers to carry out leaders that are able to contribute
ICT industry in Malaysia the state-of-the-art
towards the advancement of
research and
microwave and communications
development work
3. To support the growth of
technologies.
nationwide ICT industry -Related to M1 & M3
through provision of
continuous professional
development of
knowledge
15
 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
 II-B (2)

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 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
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-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 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
COs
♦ GAs
♦ ♦
♦
POs

Mission

PEOs
 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 (…)

…….
 Mapping COs with POs
Contribution of courses to program Program outcomes
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

 Program Curriculum – Components
Course Component Curriculum Content (% Total number Total Number POs PEOs
of total number of of contact of credits
credits of the program ) hours

Mathematics
Science
Computing
Humanities
Professional core
……………….
………………..
 Program Curriculum – Balance between theory
and practical
Balance between theory ad practice
Course Code Course Title Total Number of contact hours Credits
Lectu Tutorial Practical# Total Hours
re (L) (T) (P)

…….. …..

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

28
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 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
Unsatisfactory Developing Satisfactory Exemplary Score
1 2 3 4
Research & Does not collect Collects very Collects some Collects a great
gather any information limited basic deal of
information relating to the topic information; information; information; all
some relate to most refer to the refer to the topic
the topic topic
Fulfill team’s Does not perform Performs very Performs nearlyPerforms all
roles & duties any duties assigned little duties all duties duties of
to the team role assigned team
roles
Shares work Always relies on Rarely does the Usually does Always does the
equally others to do the assigned work; the assigned assigned work
work often needs work; rarely without having
reminding needs reminding to be reminded.

Listen to other Is always talking; Usually does Listens, but Listens and
Team mates never allows most of the sometimes talk speaks a fair
anyone else to talking; rarely too much amount
speak allows others to
speak
 When to Assess

Program Educational Objectives(PEOs)

Few years after
Graduation – 4 to 5 years

Program Outcomes (POs) Upon

graduation

Course Outcomes (COs) Upon

course completion
 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

 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 Every year Institute Institute/Department

Alumni survey Once or twice a Department Institute
Any other

POs Assignments two months Faculty Faculty

Examinations Semester end Faculty Faculty/Department
End-of-course survey Every six months Faculty Faculty/Department
Rubrics specific to PO/POs
Employer survey Every year Institute Department
Faculty survey
Any other Every six months Department

COs Assignments two months Faculty Faculty

Examinations Semester end Faculty Faculty/Department
Projects Every six Faculty Faculty/Department
Group tasks
Assessment of the attainment of PEOs

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 COs

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 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