OUTCOME BASED EDUCATION (OBE)

AWARENESS SEMINAR

ENGR. ASIM ABBAS

PROGRAM TEAM MEMBER (QEC)

CIVIL ENGINEERING DEPARTMENT, UET PESHAWAR,

BANNU CAMPUS
 PRESENTATION OUTLINE

– Washington Accord

– Outcome Based Education (OBE)

– Level of Outcomes (PEOs, PLOs, CLOs)

– Domains of Learning (Bloom’s Taxonomy)

– Mapping of PEOs, PLOs and CLOs

– Accreditation Criteria

June 16, 2021 Department of Civil Engineering, UET Peshawar, Bannu Campus [2]
 WASHINGTON ACCORD
– What is Washington Accord?

– Washington Accord, formed in 1989, is an International agreement among

bodies responsible for accrediting engineering degree programs (Signatory
bodies ,PEC)

– Programs accredited by any of the signatory bodies must met the academic
requirements for entry to the practice of engineering.

– Pakistan Engineering Council (PEC) becomes full signatory of Washington

Accord on 21st June 2017 (19th Signatory)

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 WASHINGTON ACCORD
– What are the benefits of Washington Accord signatory?

– Washington Accord is a highly rigorous global standard on engineering education and

accreditation system which grants substantial equivalence of degrees; means
international recognition to equate at par with top leading signatory countries of the
world, to give benefit to across border mobility of engineers.

– Engineers registered with PEC under this category of HEIs will be considered at par as
world class competent professionals and will not be evaluated for any migrational
assessment for their degrees and will be eligible for professional jobs outside in
developed countries also Engineering Consultant Companies working abroad may hire
local engineers registered with PEC

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 WASHINGTON ACCORD
– To maintain quality consistency of accredited programs among its
signatories, WA has introduced:

– A set of graduates attributes (Program Learning Outcomes) to serve as

benchmark standard for accreditation.

– It is based on outcome based education system (OBE)

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 OUTCOME BASED EDUCATION (OBE)
– What is OBE?

– It is a method of curriculum design and teaching that focuses on what students

can actually do after they are taught.

– OBE is a process that involves assessment and evaluation practices in

education to reflect the attainment of expected learning and showing mastery
in the program area.

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 OUTCOME BASED EDUCATION (OBE)
– These questions are asked:

– What do you want the students to learn? Knowledge, Skill, Affective

– How can you best help students to learn it? Student Centered Delivery

– How will you know what they have learnt? Assessment/Evaluation

– How do you close the loop? Continuous Quality Improvement (CQI)

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 OUTCOME BASED EDUCATION (OBE)
– Levels of Outcomes

Program Educational Objectives (PEO) Few years after

Graduation – 3 to 5 years

Program Learning Outcomes (PLO) Upon graduation

Course/subject Learning Outcomes (CLO) Upon Course completion

Weekly/Topic Outcomes Upon weekly/topic completion

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 PROGRAM EDUCATIONAL OBJECTIVES (PEOS)
– Civil Engineering program aims/objectives to produce Graduates who (After
four year of graduation) will:
– Demonstrate their technical knowledge and skills for methodical analysis of civil
engineering problems

– Exhibit sound moral approach and efficient inter-personal skills to achieve

professional growth both as leaders and team players.

– Strive for professional development through continual learning involving research and
providing engineering solutions meeting societal needs.

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 PROGRAM LEARNING OUTCOMES (PLOS)

The following 12 graduate attributes have been defined in PEC OBE Manual
2014 Section 3.2.2 as PLOs:
1. Engineering Knowledge 7. Environment and Sustainability
2. Problem Analysis 8. Ethics
3. Design/Development of Solutions 9. Individual and Team Work
4. Investigation 10. Communication
5. Modern Tool Usage 11. Project Management
6. The Engineer and Society 12. Lifelong Learning

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 COURSE LEARNING OUTCOMES (CLOS)
– A detailed description of what a student must be able to do at the conclusion of
a course

– PLOs and PEOs are achieved through CLOs

CLOs
Course Taxonomy PLO
Course Title On successful completion of the course, students Domain
Code Level Mapping
will be able to:
Solve problems involving direct application of the
concepts of Rigid Body Mechanics (such as Resolution Cognitive C3 PLO1
of a force, Moment, Couple)
Engineering
CE-117 Mechanics
Determine Resultant force and Geometrical Properties
Cognitive C4 PLO2
of Planar systems
Analyze Statically determinate Planar force systems to
Cognitive C4 PLO2
calculate reactions, internal, force and displacements

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 BLOOM TAXONOMY
– Bloom's taxonomy is a powerful tool to help develop learning objectives,
because it explains the process of learning:

– Before you can understand a concept, you must remember it.

– To apply a concept you must first understand it.

– In order to evaluate a process, you must have analyzed it.

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 BLOOM TAXONOMY
– Three Domains (Learning Skills)

– Cognitive: Mental Skills (Thinking and Knowledge related)

– Six Categories (C1 to C6)

– Psychomotor: Manual or physical skills

– Seven categories (P1 to P7)

– Affective: Feeling and Attitude

– Five Categories (A1 to A5)

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 BLOOM TAXONOMY

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 BLOOM TAXONOMY

June 16, 2021 Department of Civil Engineering, UET Peshawar, Bannu Campus [ 15 ]
 BLOOM TAXONOMY

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 RELATIONSHIP: PEOS, PLOS & CLOS

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 RELATIONSHIP: PEOS, PLOS & CLOS

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 RELATIONSHIP: PEOS, PLOS & CLOS
Program Learning Outcomes (PLOs)
1 2 3 4 5 6 7 8 9 10 11 12

Design/Developme

Lifelong Learning
Problem Analysis

Environment and

Communication
Individual and
nt of Solutions

Sustainability
The Engineer

Management
Modern Tool
Investigation
Engineering

Team Work
and Society
Knowledge
BSc Civil Engineering Courses

Project
Ethics
Usage
SEMESTER 1
Code Course Title
CE-117 Engineering Mechanics 1 2
BSI-141 English Composition & 3
Communication Skills
CE-112 Engineering Drawing for Civil 2
Engineering
CE-112L Engineering Drawing for Civil 1 1
Engineering Lab
BSI-101 Islamic Studies 2 2
BSI-111 Linear Algebra 1 1
BSI-110 Pakistan Studies 3
EE-106L Electrical Technology 1 1 1

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 RELATIONSHIP: PEOS, PLOS & CLOS
Program Learning Outcomes (PLOs)
1 2 3 4 5 6 7 8 9 10 11 12

Individual and Team

Project Management
Design/Development

Modern Tool Usage

Lifelong Learning
The Engineer and

Environment and
Problem Analysis

Communication
Sustainability
Investigation
Engineering

of Solutions
Knowledge
BSc Civil Engineering Courses

Society

Ethics

Work
SEMESTER 8
Code Course Title
CE-409 Steel Structure 1 1 1 1
CE-407 Project Planning, Mangt & Engg Economics 1 2 1

CE-422 Sustainable Dev. & Disaster Risk 2

Management
CE-402 Irrigation Engineering and Water 1 1 1
Management
CE-412 Intro. to Str. Dynamics & Earthquake Engg 1 2
CE-411 Project 1 1 1 1 1 1 1 1 1 1 1 1
Total numbers of PLOs for Program 60 40 11 13 8 7 7 16 8 6 3 9

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 CURRICULUM AND LEARNING PROCESS
– The syllabus is designed in such a manner to ensure attainment of all the
PLOs.

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 CURRICULUM AND LEARNING PROCESS
– Percentage of curriculum in various learning domains of Bloom’s Taxonomy

76.90%

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 CLOS/PLOS EVALUATION
– PLOs are achieved in different courses through direct assessment of Course
Learning Outcomes (CLOs)

– 12 Graduate Attribute (PLOs) must ensure that its curriculum encompasses

all the desired elements:

– Knowledge Profile

– Complex problem solving

– Complex engineering activities

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 CLOS/PLOS EVALUATION
– Knowledge Profile

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 CLOS/PLOS EVALUATION
– Knowledge Profile

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 CLOS/PLOS EVALUATION
– Mapping PLO/WA/GA to knowledge Profile (Ks)

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 CLOS/PLOS EVALUATION

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 CLOS/PLOS EVALUATION

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 CLOS/PLOS EVALUATION

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 CLOS/PLOS EVALUATION
Assisgnment Quiz Mid Term Final Term Total
CLOs CLO1 CLO2 CLO3 CLO1 CLO2 CLO3 CLO1 CLO2 CLO3 CLO1 CLO2 CLO3
S.no Reg. No. Student's Name
PLOs PLO1 PLO2 PLO2 15 PLO1 PLO2 PLO2 10 PLO1 PLO2 PLO2 25 PLO1 PLO2 PLO2 50 100
2.17 8.39 4.44 4.38 3.13 2.50 12.50 7.50 5.00 10.00 20.00 20.00
1 61056 Tahir Saeed Shah 2.17 8.39 4.44 15.00 1.94 2.75 2.50 7.19 5.25 0.00 0.25 5.50 1.50 2.50 2.50 6.50 34.19
2 1513 Ameer Hamza 2.17 8.39 4.44 15.00 3.79 2.94 2.50 9.23 6.50 5.50 1.50 13.50 5.00 14.50 12.50 32.00 69.73
3 40611 Ishfaq Khan 2.17 8.39 4.44 15.00 1.67 2.50 2.50 6.67 5.75 1.00 1.00 7.75 1.00 2.50 3.50 7.00 36.42
4 60792 Uzair Ahmad 2.17 8.39 4.44 15.00 3.64 2.88 2.50 9.01 7.25 1.75 1.25 10.25 1.50 10.00 15.00 26.50 60.76
5 60123 Kashif Ahmed 2.17 8.39 4.44 15.00 2.54 2.88 2.50 7.92 6.00 1.50 1.00 8.50 1.50 2.00 4.00 7.50 38.92
6 2658 Kashif Iqbal 2.17 8.39 4.44 15.00 2.81 2.75 2.50 8.06 4.25 2.00 1.00 7.25 1.50 2.50 5.00 9.00 39.31
7 60349 Hashir Ayaz 1.39 8.39 3.29 13.06 0.00 2.50 2.50 5.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 18.06
8 60262 Muhammad Owais 2.17 8.39 4.44 15.00 2.83 2.88 2.50 8.21 2.75 1.00 1.00 4.75 0.00 0.00 0.00 0.00 27.96
9 4362 Hajra Zahir 2.17 8.39 4.44 15.00 3.54 2.75 2.50 8.79 5.50 1.25 0.50 7.25 3.00 1.50 8.50 13.00 44.04
10 40562 Muhammad Fawad 1.39 8.39 4.44 14.22 1.42 2.69 2.50 6.60 2.25 0.00 1.00 3.25 0.00 0.00 0.00 0.00 24.07

Assessment Type CLOs Weight % Remarks

Final-Term Exam 50% 2 hrs written exams
Mid-Term Exam 25% 2 hrs written exams
1,2,3
Assignment, Quiz, PBL, CEP, OEL,
Sessional 25%
Lab Reports, Presentation
Total (%) 100 % The final grading is relative
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 COMPLEX ENGINEERING PROBLEM
– Complex Engineering Problem

– Open Ended Lab

– Problem Based Learning

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 LEARNING OUTCOMES
– Verb (V), Condition (C) & Standard (S)

– Design a beam. (V)

– Design a beam using Microsoft Excel design template . (V&C)

– Design a beam using Microsoft Excel design template based on BS 5950:Part 1.

(V&C&S)

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 ACCREDITATION CRITERION
– Criterion 1 - Program Educational Objectives (PEOs)
– Criterion 2 - Program Learning Outcomes (PLOs)
– Criterion 3 - Curriculum and Learning Process
– Criterion 4 - Students
– Criterion 5 - Faculty and Support Staff
– Criterion 6 - Facilities and Infrastructure
– Criterion 7 - Institutional Support and Financial Resources
– Criterion 8 - Continuous Quality Improvement
– Criterion 9 - Industry Linkages

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 Institutional
Stakeholders Interest
Mission Statement

Program Objectives

Summary Programme Outcomes

(Knowledge, skills, attitudes of graduates)

Outcome-Based Course Learning Objectives

(Ability to: explain, calculate, derive, design)

Assessment of Attainment Level

Continual Improvement
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 Model B: Greater emphasis on skills and attitude at the early years but
lesser toward the middle years and back to greater emphasis near
graduation

Semester 8 Skills &

Attitude
Development Concept of Outcome-based Education

1. Programmeme Educational 2. Programmeme Outcomes

Objectives
Knowledge
EAC requirements EAC requirements

Employers’ requirements WA requirements

NGOs requirements Faculties’ expectations

Semester 1
School’s vision and mission MEEM requirements

T Semester 8 Skills &

Attitude

3. Develop Curriculum Structure

4. Develop Course (Topic) learning outcomes

Knowledge

5. Develop Course outcomes

Semester 1

Model A: Equal emphasis on the knowledge, skills

and attitude from the early years until graduation
Assessment and Evaluation for Continual Improvement
June 16, 2021 Department of Civil Engineering, UET Peshawar, Bannu Campus [ 36 ]