Accreditation and Outcome based Learning

Prof. Shyamal Kumar Das Mandal

Centre for Educational Technology
Indian Institute of Technology, Kharagpur

Lecture – 06
Important Steps in Outcome based Education

So previous class, we discussed about a outcome based curricula; what is outcome based
education, now this class I will talk about how to design Outcome based curricula.

(Refer Slide Time: 00:37)

So, this is theoretical part there will be a; I will demonstrate a software in near during
this course, where you will develop your own curricula using that framework software.
Here I will just describe in what principle we said how to design outcome based curricula
kind of things; most of you already cover NBA writing or NBA documentation all those
things.

So, most NBA documentation structure and this my structure will almost equal; except I
will details describe how to design outcome based course; individual course not only the
course outcome, but also module lecture all those things and reference material work
problem all those things how do you include in the curricula so that it can ensure the
implementation of NBA in the class room.
So, let us start with the program structures. So, what kind of program structures is
required for outcome based education? All of you know that academic institution there is
a mission and vision statement; program educational outcome. So, mission and vision
statement is this; up to this level is institution. You can say this is institutional whole
institutional part mission and vision statement. Program, educational outcome it program
specific; B Tech computer science is a program, M Tech computer science is a program,
B Tech civil is a program; so that is program.

Then every program must ensure that your accreditation, so a program is measurable
with respect to 12 dimension; 12 PO PO 1, PO 2, PO 3 like this. So, a program has to be
measure with respect to 12 dimension of accreditation; that 5’s are domain specific skill
and 7’s are domain independent skill; so that is called program outcome. Solving ability,
analyzing ability, design ability, testing ability, synthesis ability; then communication
skill, ethics, lifelong learning, individual team work, project management and finance
environment and sustainability all are domain independent skill.

So, a program must ensure that all the skill is developed on the students; what I say
outcome based education. So, the target of the education must ensure the target for the
accreditation requirement. So, if I say solving ability how do you develop the solving;
like civil engineer solving ability. So, the domains of civil engineering there some
solving ability is required. So, those solving ability has to be developed; how do you
develop?

By a course different kind of course; so all program outcome must developed through a
different kind of course. During my accreditation lecture I have mention that 5 domain
dependent skill develop through different domain course. But how do you develop
domain independent skill? Should I offer for every domain independent skill one subject,
can I teach ethics? I have to develop engineering ethics; how do I develop? Ethics has to
be developed by practices.

Communication skill; how do you develop? One only one course on one semester
English per communication or two semesters is sufficient which will develop the
communication skill of the students? Lifelong learning can I offer a subject for lifelong
learning? So, how do you develop the domain independent PO also? By teaching
learning process, so if you see this slide I said the program outcome can be develop
through those course outcome and teaching learning process; combined together can
develop PO. What is course outcome?

The target or the skill which has to be developed in a particular course; so if you see
mission vision statement, program educational outcome, PO and what is program
specific outcome; what is that program specific outcome? So, all 12 PO are in general
skill if it is taken for computer science; then it is computer science PO. So, design ability
in computer science testing ability; so I cannot acts a civil engineer to design a push full
amplifier. So, design ability will be on domain specific, solving ability will be on;
domain specific, modern tool uses will be on domain specific.

So, once the PO is adapted for the particular department or particular program I can; I
never say department say program, then it is called program specific outcome. What
extra things? So, there is a 5 dimension solving, analyzing, design, testing, modern tools
uses means synthesis. So, what is the; how do you write the domain specific outcome is
this 5 year domain specific outcome?

So, there is another trick is there; so it will come from the institute or program suppose
institute A; a running a computer science program, institute B also running a computer
science program; is two computer science program is same? If it is same then NBA
document can be developed one by (Refer Time: 07:04) and circular to everybody;
follow this. Why it is not happened? Because the program, the target the; this education
if you see the basic principle of education system; education system is there to produce
some skilled labour.

So, suppose institute A want to produce computer science graduate, who will take part or
who will be employable in local industry, institute B want to produce a computer science
graduate who will take care about the high end research. So, their program specific
outcome will be not same for two institutes ok. Let us start from the beginning; mission
vision statement, mission vision statement of the institute; unfortunately if you see that if
you collect 9 or 10 NBA document of different institute; you find mission vision
statement all are same almost same.

Everybody says that I will produce a excellent research engineer, excellent academia is it
true? If a institute says that I follow MIT curricula, that this institute becomes MIT. All
subject curricula I follow; somebody may say that I follow the IIT curricula and that
institute becomes IIT. So, following the curricula is not that institute become to that
level. So, it depends on the institute intake, institute resources, institute faculty, institute
target all are related to it.

So, suppose institute A is created to develop man power for local software industry. So,
institute A cannot claim my mission and vision is to produce a high end research
engineer, because their resource and their intake does not support that. So, mission and
vision statement of the institute must be written as per their output, as per their end
target. I want to produce engineer to supply manpower to the CTS, TCS, IBM, local
software industry.

So, my institute target is not produce a engineer who will take care about the high end
research ok. So, institute mission and vision statement depends on the what kind of
output I want to produce. It is not that once I write an mission vision statement it will be
valid for lifetime; it is not true, mission and vision statement can be changed. Initially
your resource may be very low your input may be very low quality; so your target is not
research, but after long time your resource is changed, your input scenario is changed,
you can change your mission and vision statement to that level.

So, depending on the current target, depending on the current resources, depending on
the input students, what kind of input students is available; you can write your mission
vision statement; it is specific to the institute only. That is why the different institute has
different mission and vision statement; it will be never same because different institute;
resources are different, targets are different and input scenario is different.

Now, come to the program educational outcome PEO or Program Educational Objective;
if the objective is written in instructional system design principle, then I can say this is
outcome; so Program Educational Outcome; PEO or Program educational, sometimes a
Program Educational Objective. So, program institute A; program let us computer
science CSE, institute B program CSE is not same. So, their program educational
outcome also not same both are CSE, but their targets are different. This institute want to
produce high end research engineer of computer science, this institute want to produce
engineer to supply local industry. So, program educational objective is depends on what
kind of output you want to produce. It is not necessary everybody has to write produce a
good researcher, good academician we will supply man power at the world standard not
like that.

So, how do you write down PEO? PEO must be specific to your employment scenario.
So, suppose your program is designed to produce a manpower for the industry A, B, C,
D, E, F, G, H; find out what kind of skill are necessary by those industry? Take a survey
on those skill requirement of by those industry. Try to say that is if I want to produce that
kind of skill, what should be my outcome? So, program educational outcome sitting in
the institute will be not ever never (Refer Time: 13:11), you have to find out what kind of
output you want to produce for whom.

Find out their requirement, analyze those requirement and write down your program
educational outcome. How many? 5 to 6 is sufficient for program educational outcome
ok. Then come to the program specific; already I have discussed, once the PO is taken to
the department or program; then it is program specific.

And also let us take an example suppose institute A; electrical or electronics engineering
program and institute B also a EC program; Electronics and Communication
engineering, EC program; are those program specific outcome will be same? No, the
program specific outcome of ECE also follow the 5 domain dependent PO and program
specific outcome of institute B ECE also follow the 5 domain dependent PO, but they are
never one to one corresponds.

Why? Because institute A; ECE may be very good in microwave, institute B ECE may
be very good in VLSI design. So, institute B inclined to produce engineer who are more
skill on VLSI design, institute A is produce engineer who are more skill on microwave
engineering; that should be reflected in program specific outcome. But the dimension is
5; solving ability, analyzing ability, design ability, testing ability and modern tools uses
ability ok. Then come to the course outcome; so all PO domain specific PO or general
PO; all has to be achieved by a course and teaching learning process.

So, what should I do in the class so that I can say that my teaching learning process is
scatter to development of communication skill, lifelong learning, teamwork; all domain
independent skill while I am teaching a domain dependent subject. So, why do we make
the CO PO mapping which I will describe later; the mapping between CO; PO, mapping
between PO PEO; all are I will describe later. So, during that time I have to think what I
have done in the class; so I can say only course outcome is not sufficient to say that; that
those course are required for develop this kind of program outcome.

So, only seeing the course outcome; I cannot say that program is match the accreditation
requirement. Along with the CO, I should know what kind of teaching learning process is
also used in the class so that I can ensure that the teaching learning process course
outcome together taken care the requirement of accreditation ok. Now, if you see this
side I have seen some industry feedback; so, why I want to industry feedback here?

Suppose institute A CSE offer a course data structure and algorithm and the teacher
writes some course outcome. And that institute want to produce engineer for local
industries, their program educational outcome says that and mission vision also of the
institute says that, then I can say that course outcome must be reviewed by the industry.

So, one teacher write a course outcome; industry may say this kind of skill is absolute;
better teach this skill. So, that is why active feedback from the industry in the course
outcome is very much necessary. Unless what will happen? In a class you may cover a
model which may be absolute in 18 century, still you are covering the same model and a
teacher is saying known basic things has to be known by the students. So, basic is not
sufficient to get a B Tech degree; I can say basic is necessary, but it is not sufficient
condition to get a B Tech degree, unless they are at par with the requirement of the
industry; how can I ensure that I have implemented accreditation in the class room?

So, that is why I say the active feedback from the industry is required here. Then
teaching learning process modern tool uses if you see that; so suppose you say that
mechanical engineering requires a modern tools; which is used by industry A, B, C, D, E
much more and or institute may not have that tool. So, industry should come forward to
share those resources so that; that skill is cover.

So, that is why share resources in teaching learning process is also important
requirement. Many people has a assumption the theoretical class; why should take care
about that practical knowledge on implementation. Suppose you teach a class, take a
class on digital signal processing and you never given an assignment using a MATLAB
or SCILAB programming; are you ensure, are you sure that you are teaching DSP?
So, it is not lab; modern tool uses is not covered by lab, it should be covered by subject,
where it is required. A VLSI engineer says that I am VLSI engineer by; I never know
how to write a one single line VHDL code; can I consider may be VLSI engineer? So,
while I write outcome; I must taken care all those things. So, when I discuss the
framework; I will again I will say those things repeatedly and I will show you how to
write correct outcome and how to match CO with PO; along with domain independent
parameters; not only domain dependent parameters.

And then what is the talks of evaluation? Many time we have make a question paper,
write a short note on this, describe Maxwell equation, derive Maxwell equation; can I
say that those are required by the NBA? So, evaluation is only to test student attainment
on course outcome; not only domain dependent, but also domain independent; both.

So, how do we design the evaluation system or assessment and evaluation system; I
should not say that evaluation only assessment and evaluation system such that I can
correctly measure the attainment of student goal or attainment of student course
outcome. It is not the student has to be pass the subject, pass is not requirement,
requirement is to I have to ensure the correct assessment of students about their
attainment of course goal. So, that is why if you see NBA; there is a attainment of CO;
PO all attainment, I will discuss that also in while I teaching about the assessment and
evaluation.

So, it is not you have to design a question paper 30 marks; student should recall,
remember not that. Recall remember is not essential condition for B Tech degree;
essential is analyze, solve, design, test, synthesis; I am giving example on B Tech
education not general education because my experience on the technical education only.
So, once I know the target my assessment and evaluation only to find out the percentage
or you can say the attainment of the target.

Then I say there should be a feedback system which is also integral part of the curricula;
I said assessment and evaluation is not to provide marks to the students; it is also
essential, the revision of your course as a teacher or you can say the as a teacher what
feedback; what kind of reinforcement you done on your teaching learning process is also
necessary. None of us are see the answer script after providing the marks, but it is very
essential.
Suppose you find the one of the course goal 80 percent of the student does not attend;
what is the meaning? Meaning is that either course goal is written such a manner, which
is not achievable or the teaching learning process which I use is not sufficient to develop
that scores goal. So, that is the feedback I have to taken after the result analysis. So, that
is why there is a feedback.

(Refer Slide Time: 24:21)

So, entire structure is in curricula and now course is not only course outcome; it also
content course file. What is course file content? Course file content I will show you the
slide the course file. A course must be a structure like this course outcome, course
overview, course level test item which will be linked with outcome this will be linked.
So, I can say at the as a course when you design the outcome base course; it is not only
course outcome, it contained course outcome, course overview and also course level test
item. What is course outcome? The outcome of that subject is called course outcome or
whatever the subject you though that outcome.

What is course overview or subject overview? All of you say the subject overview is
nothing, but the coverage of the subject. It is not coverage of the subject; it also
contained how to motivate the student to take these course. So, not only what topic you
cover in the subject is important, but he has to be motivate the students; how you
motivate the students about the course is course overview also.
Then course level test item related to the outcome, it is not that student will never able to
solve this; so make it very easy; not that. If your outcome is tough; test item also will be
tough, then module course is divided into the chapters; so that is called module outcome.
Then module overview; that chapter overview, then again test item and outcome will be
linked. I will show you a framework software where this is implemented nicely.

Then module learning strategy; that means, to achieve these outcome which book which
chapter which kind of simulation, which kind of video he has to follow. It is not that
please watch this video then get the NPTEL lecture name; if you give them to student,
them (Refer Time: 26:43) reading. So, is a specific link resources is required here.

As a teacher if you say if this want to achieve; those of the specific resources by which
student can achieve this. Again a chapter consists of different lectures, so may be a
chapter consists of 5 or 10 lectures, so each lecture must have a lecture outcome, lecture
summary and lecture level test item linked with outcome; this is called course file. So
before student attend the class; he should know entire course file so that he can engaged
in the study; how he engaged? He know course outcome, he know test item; he try to
solve that; he try to achieve it by his own. So, you are actually encouraging self learning.

So, what is the difference between this and normal course structure whatever we have
practices? Today, what is the syllabus? Syllabus means list of topic; let us I give an
example because I am very good my all example will electronic side because my
background is electronics ok. So, let us give an example digital signal processing; so
there is written signals and systems, digital system, digital signal, then they have written
frequency transformation. So, time domain to frequency domain transformation, then
filter design all kinds of things are written.

So, the topic list is written, but outcome is not mentioned. So, it is written filter design
FIR filter, IIR filter, window based filter; like this kind of things, but how much
complexity of this filter; is never written. But here I required outcome only; even if filter
design module outcome; what kind of filter design skill is required? How complex is that
skill, which is specific, measurable and achievable. What is the main drawback in normal
course syllabus? Suppose a teacher is teaching a course on DSP; he may be very good on
frequency transform, signals and system but he has a very hesitate knowledge in filter
design, if you see it is happened.
So, let us out of 40 lectures; he 35 lectures he will take on other topic, only 5 lectures on
filter design, but who will deprive? Student is deprived because of the teacher, the
student does not know how much filter design is essential for B Tech program. So, where
you promoted to the next class; he found his knowledge is not sufficient for the next
class. But if the outcome is written; so how much filter design essential it is mentioned,
so it does not depends on the teachers, it depends on the students; they has to achieve
these much of filter design; whether teacher teach it or not does not matter.

So, the biggest advantage of this kind of curricula I will describe all others advantage
also, while I describing the entire how to design outcome based curricula So, next
module I will cover design of outcome based curricula; I to do that, you requires a
blooms taxonomy. So, I will change that sequence before I start design of outcome based
curricula, let us first cover the blooms taxonomy.

So, next week I will cover the blooms taxonomy in details only application; I am not
cover the theoretical parts of the blooms taxonomy, how it will be used to design such
kind of curricula I will be explain ok. So, I will explain next whole week; 5 lectures will
be on taxonomy of learning and instructional system design that will be used to write
down this outcome. So, that is the tools for write down the outcome; whether it is course
outcome, module outcome, unit outcome. So, I will cover that first and next I will cover
how to design outcome based curricula in details ok.

Thank you.