Anup K.

Ray
anuptrg@gmail.com
28 -29 November, 2016
 Write Good Instructional Objectives

 Develop and Implement OBE curriculum

 Write SAR as prescribed by NAB

 Use OBE software to develop course

curriculum in your area of expertise.

 Use Rubrics as effective assessment tools

1. Outcome based Education
2. Washington Accord – WA
3. Graduate Attributes –GA
4. Vision and Mission
5. Program Criteria - PC
6. Program Educational Objectives – PEO
7. Program Outcomes (PO)
8. Course Objectives / Outcomes – CO
9. CO – PO Mapping –Course Matrix
10. All Courses –PO Mapping –Program Matrix
11. Program Curriculum
12. Assessment
13. Closing the Loop
Outcome Based Education
1. OBE starts with a clear statement on
what Knowledge, Skills and Attitudes
the Graduate Engineer will be able to
demonstrate as having acquired on
successful completion of a 4 year program
of study. These should be clearly
measurable.

2. These are stated as Program Outcomes

and Course Outcomes and are related with
the Vision, Mission and PEO statements
and GA as stated in WA
3. Next Step of OBE is designing appropriate
Outcome based Curriculum.

4. Carefully planned Teaching-Learning

process has to be put in place next.

5. Suitable assessment methods and tools are

to be used at appropriate times involving
the concerned stake holders to monitor and
improve teaching –learning on a
continuous basis.
Washington Accord
 An accord singed among six countries
(Australia, Canada, Ireland, New Zealand ,
United Kingdom and United States) in
the year 1989.

 Thepurpose is to mutually recognize and

accept the qualifications accredited by
signatories.

 Theaccord at present has 15 full

signatories and 5 provisional
signatories.
 Membersof Washington Accord follows
outcome based accreditation.

 All
members accept the defined Graduate
Attributes.

 Washington
Accord is applicable only for
UG Engineering Programmes

 India
has become a Signatory to WA
recently
Graduate Attributes
 Graduate Attributes are a set of generic
Knowledge, Skills and Attitudes considered
essential for all graduate engineers of the
21st century.
 All graduate engineers are expected to
demonstrate these attributes on
completion of their degrees.
 Institutions who can ensure these attributes
in their fresh graduates may be accredited.
 It provides the means for establishing
substantial equivalence of degrees.
 [Graduate Attributes ]
Knowledge, Skills and Attitudes

1. Academic Education
Completion of an accredited programme of
study typified by four years or more of
post-secondary study

2. Knowledge of Engineering Sciences

Apply knowledge of mathematics, science,
engineering fundamentals and an
engineering specialization to the
conceptualization of engineering models
3. Design / development of solutions
Design solutions for complex engineering
problems and design systems, components or
processes that meet specified needs with
appropriate consideration for public health
and safety, cultural, societal and
environmental considerations.
4. Investigation
Conduct investigations of complex problems
including design of experiments, analysis and
interpretation of data, and synthesis of
information to provide valid conclusions.
5. Modern Tool Usage
Create, select and apply appropriate
techniques, resource, and modern
engineering tools including prediction
and modeling, to complex engineering
activities, with an understanding of the
limitations.
6. Individual and Team work
Function effectively as an individual and
as a member or leader in diverse teams
and in multi-disciplinary settings
7. Communication
Communicate effectively on complex
engineering activities with the engineering
community and with society at large, such as
being able to comprehend and write effective
reports and design documentation make
effective presentations, and give and receive
clear instructions.
8. The Engineer and Society
Demonstrate understanding of the societal,
health, safety, legal and cultural issues and
the consequent responsibilities relevant to
engineering practice.
9. Ethics
Understand and commit to professional
ethics and responsibilities and norms
of engineering practice.

10. Environment and Sustainability

Understand the impact of engineering
solutions in a societal context and
demonstrate knowledge of and need
for sustainable development
11. Project Management and Finance
Demonstrate a knowledge and
understanding of management and
business practices, such as risk and
change management, and understand
their limitations

12. Life Long Learning

Recognize the need for, and have the
ability to engage in independent and
life-long learning
Vision and Mission Statements
 Vision is a futuristic statement that the
institution / department would like to
achieve over a long period of time

 Example 1: Vision: Create high-quality

engineering professionals

 Example 2: Vision: ---To be a premier

university that propagates the generation
and dissemination of knowledge in cutting
edge technologies
 To be a centre of excellence in education
and research producing global leaders in
science, technology, entrepreneurship and
management.
 To be a place where knowledge is created in
frontier areas of science and technology.
 To be counted amongst the leading
institutions in the world.

 To be counted as one of the top ‘innovative

leaders’ in the area of technical education.
 Mission
statements are essentially the
means to achieve the vision

 Example 1: offer a well-balanced

programme of instruction, practical
experience, and opportunities for overall
personality development.

 Example2: To deliver quality academic

programs based on state-of-the-art R&D.
 To serve humanity by creating
professionally competent, socially sensitive
engineers with high ethical values who can
work as individuals or in groups in
multicultural global environments.

 To produce outstanding engineers, brilliant

researchers and teachers, great
entrepreneurs and leaders.
 To create individuals who can continue to
learn on their own to scale greater heights
in their profession.

 To produce individuals, who can make

significant contributions to the
advancement of the society and make it a
better place to live.
 Institute Mission Statement
Example 2
 To attract and nurture quality minds who
will contribute towards the global
knowledge economy
 To inculcate a strong research culture
within a dynamic, efficient and effective
team of academic and support staff
 To be financially self-sustaining via
education and the commercialization of
R&D products and services.
Program Criteria
 Engineering Programs have their identities-
Civil, Mechanical, …
 Program Criteria judges --- if the program
meets requirements for the title.
 Does the Program qualify for award of Degree ?
AND
 What are the Criteria by which to make the
Judgment?
 Profession and Academia have to lay down the
Requirements jointly.
Program must demonstrate graduates
have knowledge of:
Probability, Stats, Math thru Diff & Integr
Calculus, Basic Sciences, CSE and
Engg Sciences necessary to analyze
and design complex electrical and
electronic devices including software
and systems with hardware and software
components as appropriate to program
objectives.
 Curriculum: Must provide Breadth and
Depth across engg topics.
 For EE : Graduates must also have
knowledge of Advanced Math, typically to
include diff. eqns, Lin Algebra, Complex
Variables, Discrete Math.
 For CSE: Discrete Math
Program Educational Objectives
 PEOs are broad statements that
describe the career and professional
achievements that the program is
preparing the graduates to achieve
within the first few years after
graduation.

 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
A. Consultation with
 Industry, Alumni, Students, Management
 Professional Bodies, Faculty, Parents
 Data on trends in the profession
B. Summary of Views during Consultations
C. Accepted Views > Programme Objectives
Program Outcomes
 Program outcomes are narrower
statements that describe what students
are expected to be able to do by the time
of graduation. POs are expected to be
aligned closely with Graduate Attributes
 Guidelines for the POs
Program outcomes basically describe
knowledge, skills and behaviour of
students as they progress through
the program as well as by the time of
graduation and must reflect all GAs.
Intermission
 A statement of something which is
SPECIFIC, MEASURABLE, ACHIEVABLE
that students should be able to DO after
receiving instructions in it.
Three Important features of a well-written
Instructional Objective

A. The performance component

B. The condition component
C. The criterion component
 Unacceptable-- Pollution control.

 Poor-- Understand principles of

pollution control

 Weak -- Be able to design a

pollution control system
for a phosphoric acid
production plant
 Good--If given the flow chart of a chemical
process production plant, be able to:

1. identify potentially hazardous pollutants(K

2. estimate the likelihood that their emission
rates will exceed EPA regulations (An)
3. select monitoring devices for all emission
sources and justify their selection (Ev)
4. design a system for reducing an
unacceptable emission level (Cr) and
identify the possible flaws (An)
Course Outcome
 Typically 4-6 CO s are identified /Course.

 COs are major domain specific outcomes

written using action verbs which are specific,
measurable and can be demonstrated by
students on completion of the course.

 Course Outcomes should aim to develop

higher order skills in each Domain of
Learning. Evaluation, Synthesis, Analysis
are typical examples in Cognitive Domain.
 With 4-6 most major Outcomes identified
per Course, on average a typical CO is
expected to take between 7-10 lessons in a
40 lesson course.

 Outcomes which can be mastered in a

significantly lower no. of lessons are likely
to be too trivial and more suitable for Unit
or Module Outcomes.

 Attainment of each CO should lead to

attainment of one or more PO s.
1. Given an English language problem
description, define the problem precisely
with input/output requirements,
examine its inherent complexity and
develop a generic or set of initial
solutions (which can be explored for
various design options) and justify their
correctness
2.Given an algorithm description, analyze the
time and space complexity of the algorithm
in the worst case, average case and
amortized scenario as needed in terms of
asymptotic orders of complexity.

3. Given a problem definition, explore

different alternative algorithmic solutions,
compare them with respect to time and
space complexity and choose the design
schemes and/or design parameters and
data structures appropriately to obtain the
best possible choice(s) that can be
converted to an executable program.
4. Design and analyze algorithms using the
methods studied to solve problems in
important applications including those
related to sorting, searching, strings,
graphs, matrices, data structuring and
combinatorial optimization.

5. Examine and prove whether a problem is of

polynomial complexity, hard (NP Complete)
or otherwise and develop optimal and
approximation algorithms for them as
applicable
 Course Matrix P P P PPP PP P P P P
CO Vs PO O O O OOO OO O O O O
-------------------------------------- 1 2 3 4 5 6 7 8 9 1 1 1
Course Outcomes 0 1 2

1. Given an English 3 3 3 3 3 2 - -- - - - -
language problem----
2. Given an Algorithm 2 3 3 3 3 2 - - - - - -
Description Analyse
3. Given a problem 2 2 3 3 2 2 - - - - - -
definition, Explore ...
4. Design and Analyse 3 3 3 3 3 2 - - - - - -
algorithms..
5. Examine and Prove 2 2 2 3 3 2
Program Matrix
 Selection of courses, their ordering,
identification of COs of each course in any
given Program, along with effective teaching
learning methodology ensure

 Attainment of desired Discipline Expertise

 Attainment of all POs .
 Considerable preparedness for the PEOs.

 While a particular course may target some POs

and not others, taken together all the courses
in a program must meet ALL the POs
satisfactorily.
 Shows which courses meet which POs to
what extent. A Program may be considered
to have met all POs if every outcome is met
at level 3 by a significant number of course
3=Fully Met; 2=Partially Met; 1= Poorly Met
-- or Blank = Not Met
 It also shows what improvements are
needed in the course design, teaching-
learning process
 Appropriate Assessment methods and
Tools need to be used for this purpose
 Program Matrix - Example
Course Program Outcomes
No
1 2 3 4 5 6 7 8 9 10 11 12
-------- 2 2 1 1 2 1 3 1 3 1 2 3
PH 103 3 2 2 3 3 3 2 -- 1 2 1 1
-------- 3 3 3 3 2 3 2 2 2 2 2 2
MA 203 3 2 2 3 2 3 2 2 1 1 1 2
------- 1 1 2 1 2 2 3 1 3 2 3 2
-------- 2 1 1 2 2 1 3 2 3 1 2 3
EE 409 3 3 3 3 3 2 2 2 2 2 2 3
CS 410 3 3 3 3 2 3 -- -- -- -- -- --
HS 211 1 2 1 2 3 2 3 2 3 2 1 3
Program Curriculum
 Define PEOs
 Place Starting Design alongside NBA’s
Program Outcomes.
 Can you cover All POs within the
Credit Limit Requirements?
• If Yes, then Sequencing Requirements?
 Else,
 In a Few iterations a Solution should
emerge
 Used to check the balance between various
components of curriculum ( Maths, Basic
Sciences, HSS, Computing, Professional
core etc) and their coverage their
contribution in meeting PEOs and POs.

 Checks balance between Theory and

Practice

 Checks contribution s of Project and Lab

work
Course % of Total Contact Total POs PEOs
component Credits hrs Credits

Maths
Science
HSS
Computing
Professional
Core

---------
---------
Assessment and Evaluation
 Rubrics
  For details refer to :-

 [PPT]Assesment Tools-Outcome Based

Education(OBE) PPT
 jntuhsit.org/new/downloads/Outcome_Based_Ed
ucation.pptx
 S V RAJU, JNTUH. Outcome Based
Education(OBE). Dr.S.Viswanadha Raju.
Professor of CSE. School of Information
Technology. JNTUniversity Hyderabad.
 The Section on Rubrics as an
Assessment Tool has been
borrowed from a presentation
by
Dr. S. Viswanadha Raju
Professor of CSE
School of Information Technology
JNT University Hyderabad

Reference Source is mentioned in the

previous slide
 U s i n g Rubrics for Direct A s s e s s m e n t of S t u d e n t Work

• A r u b r i c is a scoring tool that lays out

the specific expectations for an
assignment.
• Rubrics divide an assignment into its
com p onent parts and provide a
detailed description of what
constitutes acceptable or
unacceptable levels of performance
for each of those parts.
• A task description (the assignment)
•A Scale of som e sort (le vels of
achie vem ent, possibly in the form of
grades). Scales ty pic ally range from 3
to 5 levels.
• The dim ensions of the assignm ent (a
breakdown of the skills/knowledge
involved in the assignment)
• Descriptions of what constitutes each
level of performance (specific feedback)
• Rubrics Can be used to classify virtually
any product or behavior, such as essays,
research reports, portfolios, works of art,
recitals, oral presentations,
performances and group activities

• Can be used to provide formative

feedback to students, to grade students,
and to assess programs
• Can be used for program assessment
in a number of ways:
–Faculty can use rubrics in classes
and aggregate the data across
sections
–Faculty can independently assess
student products and then aggregate
results
–Faculty can participate in group
readings in which they review student
products together and discuss what
they have found
• C h e c k l i s t s – simple list indicating the presence of
'things you are looking for‘ ( by common s e n s e )

• R a t i n g s c a l e s – a checklist with a rating scale added

to show the degree to which the ‘things you are
looking for' are present

• Holistic rating s c a l e s :
–Do not have a list of the ‘things you're looking for'
–Have short narrative descriptions of the
characteristics of outstanding work, acceptable
work, unacceptable work, and so on
• D e s c r i p t i v e r u b r i c s :Replace the checkboxes of
rating scale rubrics with brief descriptions of the
performance that merits each possible rating
• C h e c k l i s t s – simple list indicating the
presence of 'things you are looking for‘

( by common s e n s e )
• Rubrics provide timely feedback – grading can
be done more quickly
• Rubrics prepare students to use detailed
feedback
• Rubrics encourage critical thinking
• Rubrics facilitate communication with others
• Rubrics help faculty refine their teaching skills
• Rubrics help level the playing field for
non-native speakers of English,
•Rubrics can act as a translation device to help
students understand what teachers are talking
about.
Closing the Loop
 Outcome based Education is an iterative
process.
 A Program is accredited once the minimum
standard is reached.
 The process involves careful assessment
and evaluation of all major components and
recording the results systematically.
 Appropriate changes are introduced to
improve the system
Thank you