Engr.

Muhammad Zulfiqar
Lecturer and Convineer (OBE Implementation Team)
Faculty of Mechanical Engineering
University of Management & Technology
Sialkot Campus
 Outline of Presentation
 OBE System
 Washington Accord ( Implementation of OBE)
 Criteria for Accreditation
 Blooms Taxonomy
 Complex Engineering Problem
 Assessment Method (Theory/ Practical)
 Rubrics
 Internship Program
 Student Advisory Council
 KPI Assessment
 Continuous Quality Improvement (CQI)

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 Outcome Based Education (OBE)
OBE is an approach of curriculum design and teaching that focuses on
what students should be able to do/attain at the end of the course/
programme.

By the end of the educational attainment, each student should have

achieved the goals i.e. Graduate Attributes or Program Learning
Outcomes.

This means starting with a clear picture of what is important for

students to be able to do, then organizing curriculum, teaching
methods and assessments to make sure that the students achieve the
Specified Outcomes.

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 The Washington Accord

 It is an international accreditation agreement for professional

engineering academic degrees, between the bodies responsible for
accreditation in its signatory countries.
 Recognizes that there is substantial equivalence of programs accredited
by the signatory countries
 In simpler terms, it means that the Graduates of accredited programs in
any of the signatory countries are recognized by the other signatory
countries as having met the academic requirements for entry to the
practice of engineering.

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 Signatory Countries
 Australia  Malaysia
 Canada  New Zealand
 Taiwan  Russia
 Pakistan  Singapore
 China  South Africa
 Hong Kong  Sri Lanka
 India  Turkey
 Ireland  United Kingdom
 Japan  Philippines
 Korea  United States

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 Qualifying Requirements for
Accreditation
There are 7 components of the qualifying requirements and each
Program is expected to have all the components.
These components are:
1. Applicant institution must satisfy the legal status/requirement of
the relevant bodies, specifying the particular legal arrangements
as a Charter / Degree Awarding Institution (DAI), Constituent or
Affiliated institution, or any other type, etc.
2. A minimum of 128 credit hours of which minimum of 65% credit
hours must be from core engineering courses offered over a
period of four years (8 semesters).
3. Final year project (minimum 6 credit hours).

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 Qualifying Requirements for
Accreditation

4. Full-time engineering faculty (minimum of 8), and matching

student-faculty ratio of 20:1.
5. Progress on / Compliance Report on the last PEC visit
observations.
6. Summary of initiatives to adopt Outcome Based Education
(Program Learning Objectives and Outcomes).
7. Duly completed and signed SAR as per prescribed format.

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 Criteria for Accreditation

After fulfilling the qualifying requirements, program should also

conform following list of criteria:

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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 Criterion 1: Programme
Educational Objectives (PEOs)
Program educational objectives (PEOs) are broad statements that
describe what graduates are expected to achieve a few years after
graduation.

PEOs must be defined in accordance with

 University Vision
 University Mission
 Program Mission
 Stakeholders

Strategic Plans must be devised to achieve PEOs.

Assessment methods must be formulated to check whether University
has achieved the devised PEOs or not.

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 Criterion 1: Programme
Educational Objectives (PEOs)

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 University Vision and Mission

Vision
Our Vision is... Learning
It defines our existence, inspires all stakeholders associated with us, creates
a powerful momentum inside, and responds to the challenges outside. It
continues to evolve as present captures new realities and foresight unfolds
new possibilities.

Mission
Our Mission is .... Leading
We aspire to become a learning institution and evolve as the leading
community for the purpose of integrated development of the society by
actualizing strategic partnership with stakeholders, harnessing leadership,
generating useful knowledge, fostering enduring values, and projecting
sustainable technologies and practices.
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Programme Educational Objectives
(PEOs)

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 Criterion 1: Programme
Educational Objectives (PEOs)
MAPPING OF PEOS TO VISION & MISSION
• UMT’s vision statement encompasses
• Learning (PEO 1 and PEO 2)
• Efficiency (PEO 2)
• Honesty and Trust (PEO 3)

• UMT’s mission statement contains

• Aspirations for learning and knowledge (PEO 1)
• Leadership (PEO 2)
• Values (PEO 3)

PEO 1 PEO 2 PEO 3

UMT Vision   
UMT Mission   
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Continuous Quality Improvement
(CQI) of PEOs

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 Criterion 2: Programme Learning
Outcomes (PLOs)
Program outcomes are the narrower statements that describe what students are
expected to know and be able to do by the time of graduation. These relate to the
knowledge, skills and attitude that the students acquire while progressing through
the program.

The program must demonstrate that by the time of graduation the students have
attained a certain set of knowledge, skills and behavioural attitude, at least to some
acceptable minimum level. Specifically, it is to be demonstrated that the students
have acquired the following graduate attributes (GAs)

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Criterion 2: Program Learning
Outcomes (PLOs)
Criterion 2: Program Learning
Outcomes (PLOs)
Criterion 2: Program Learning
Outcomes (PLOs)
Criterion 2: Programme Learning
Outcomes (PLOs)

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 Criterion 2: Programme Learning
Outcomes (PLOs)
MAPPING OF PLOs TO PEOs

PLOs PEO 1 PEO 2 PEO 3

Engineering Knowledge 
Problem Analysis 
Design/Development of Solutions  
Investigation 
Modern Tool Usage 
The Engineer and Society 
Environment and Sustainability  
Ethics 
Individual and Team Work 
Communication 
Project Management   
Lifelong Learning 

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Criterion 2: Programme Learning
Outcomes (PLOs)

MAPPING OF PLO S TO COURSES

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 Assessment of PLOs by CLOs

For each specific course Course Learning Outcomes (CLOs) are

defined which are accordingly mapped to PLOs.
For each course, CLOs are devised using Bloom’s Taxonomy that
involves three learning domains:
1. Cognitive Domain
2. Affective Domain
3. Psychomotor Domain

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 Devising Course Learning Outcomes
(CLOs)
Bloom’s Taxonomy
Benjamin Samuel Bloom
Benjamin Samuel Bloom (February 21, 1913 – September 13,
1999) was an American educational psychologist who made
contributions to the classification of educational objectives and
to the theory of mastery learning.

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 Devising Course Learning
Outcomes (CLOs)
Bloom’s Taxonomy
Domains and their levels:
 Cognitive Levels (Knowledge based)
 Psychomotor Levels (Skill based)
 Affective Domain (Attitude based)

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Devising Course Learning Outcomes
(CLOs)
Bloom’s Taxonomy
 Devising Course Learning Outcomes
(CLOs)
Bloom’s Taxonomy
CLOS and PLOS Mapping:
Heat & Mass transfer ME-332
 COURSE LEARNING OUTCOMES:
 Upon successful completion of the course, the student will be able to.
CLO NO CLO Domain Taxonomy PLo
Level No
1 Explain and summarize the different parameters Cognitive 2 1
which are responsible for different modes of
heat and mass transfer.

2 Apply the principles of conduction, Convection Cognitive 3 2

and Radiation to solve heat transfer problems in
engineering applications.
3 Analyze the different geometry of fins for a Cognitive 4 3
particular problem of heat transfer
4 Design heat exchangers under various Cognitive 6 3
constrains.

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Devising Course Learning Outcomes
(CLOs)
Bloom’s Taxonomy
 Assessment Methods

The CLOs that in turn define the PLOs are assessed via following methods:

 Final Exam.
 Sessional Exams.
 Quizzes.
 Assignments.
 Projects.
 Viva.
 Presentation.
.

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 Direct and Indirect Assessment for
PLOs

PLOs KPI Measurement Tool

Based on attainment values

Direct Assessments of CLOs of different courses. 85%

Feedback from student's

supervisors at UMT and 5%
internship placement.
Indirect Assessments
Feedback from student at
the time of graduation. 10%
Continuous Quality Improvement
(CQI) for PLOs

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 Depth of Knowledge
 Complex Engineering Problems and Open Ended Problems are part of
evaluation OBE system to develop and evaluate critical thinking in a
student.
 Complex engineering problems are provided to students on individual or
group basis in some subjects of the curriculum. These problems are
intended to develop analytical, logical and research skills of the students.
These tasks provide opportunity to student to achieve the desirable
tasks with their learned skills.
 The scenarios of the problem do not bound the students to stick strictly
to that subject rather they have to blend the acquired knowledge, on
hands skills and research tools to achieve the desired task.

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 Rubrics

 Rubrics based assignment & complex problems will be given to each

student.
 Laboratory work will be assessed through rubrics

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 Rubrics for Conducting ED Lab
Excellent Good Average Poor
100% 75% 50% 25%
Clarity of design The drawing fully describes Drawing is clear and Drawing is clear but not Drawing is not clear and
the intent of the designer. reflects what product is. reflective of what the is not obvious about what
product is. the product is.
Drawing is clear and
reflects what the product is.

Proper size and scale Drawing has an excellent
appearance.
Space is used to display the
final drawing in a
professional manner.
Drawn to scale.
80% Space is used to
display the final drawing
in a professional manner.
Drawn to scale.
The title block is only 80%
completed.
50% Space is used
properly to display
drawing. Not drawn to scale.
Not drawn correctly.

Dimensions All important dimensions 80% of dimensions are 50% of dimensions are Improper and/or
are shown on the drawing. done correctly. done correctly. unnecessary
Dimensions are correct. dimensioning.

Orthographic/ Isometric/ All views are projected 1 view is projected 2 view is projected All views are projected,
section view correctly. incorrectly. incorrectly. but are incorrect.
Graphically accurate Drawing views provided are 80% of Drawing views 50% of drawing views The drawing views
sufficient, correct and provided are sufficient, provided are sufficient, provided are not
appropriate. correct appropriate. correct or appropriate. sufficient, correct or
appropriate. Drawing is
Drawing is to the Drawing is drawn to the not drawn to the
appropriate scale. appropriate scale. appropriate scale.

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 Internship Program

 The program should facilitate and promote cooperative learning

through supervised internship program of continuous 4-6 weeks
duration in an engineering practice environment / organization.
 The training program should have been planned and agreed to
between the institution and the host organization.
 The institution should receive report about each trainee indicating
the training details, interest shown by the student; his/her work
habits and punctuality.

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 Student Advisory Council

 Students councilors have been assigned to each section to guide the

students about their academic problems, career counselling and aspects
pertaining to wellness.
 Each councilor associate with students from the day of admission till the
degree completion.

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 Student Councillors
The details of student councilors are given in Table

S. No. Name Batch

1st
1 Engr. Sibghat Ullah
2nd

2 Engr. Ihsan Shahid 3rd

3 Engr. Abdullah Muneeb 5th

4 Engr. Farhan 4th

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 KPI Assessment
Key Performance Indicator
for CLOs and PLOs Attainment:
 Every student of the department needs to fulfil the achievement criteria
defined to qualify for the next semester. The passing criteria for
successful CLO and PLO completion is 40% and on cohort level, KPI is
40%.
 If any student fails to attain any CLOs or PLOs as per KPI (40%) then
he/she is required to follow the measures and steps as per university
policy.

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 Key Performance Indicator for CLOs
and PLOs Attainment

 Each student must attain 40% of each PLO’s through direct measures.
However, in case of indirect assessment, assessment is carried out
through exit survey form and internship feedback form.
 If the KPI of indirect measurement does not meet the set criteria,
recommendations will be prepared by the OBE committee for improving
the weak graduate attributes.

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 Mapping of Assessment to CLOs
Power Plants

Direct Assessments

CLOs▼

Assignment 1

Assignment 2

Assignment

Final Term
Midterm
Quiz 2
Quiz 1

Quiz 3

Quiz 4

3
1  
2     
3  
4   
 Mapping of CLOs and PLOs in
Attainment Sheet
Participant Id▼ Quiz Assignment
Mid Term Final Term
Number► 1 2 3 4 5 1 2 3 4 Attainment
Attainment of Mapped CLOs % of Mapped
Marks % Marks % Marks % Marks % Marks % Marks % Marks % Marks % Marks % % % % % % % % PLOs %
10 3 10 3 10 3 10 3 10 3 10 2.5 10 2.5 10 2.5 10 2.5 7 8 10 14 18 10 8
CLOs/PLOs► 1 2 3 4 5 1 2 3 4 1 2 3 3 2 4 5 1 2 3 4 5 1 2
14001134002 6 1.8 8 2.4 9 2.7 5 1.5 7 2.1 3 0.8 7 1.8 10 2.5 8 2.0 7.0 4.0 8.0 11.0 18.0 8.0 7.0 76 83 82 74 83 80 79
14001134004 7 2.1 8 2.4 8 2.4 5 1.5 4 1.2 3 0.8 7 1.8 8 2.0 5 1.3 6.0 8.0 8.0 5.0 18.0 9.0 6.0 71 96 59 76 65 65 86
14001134005 7 2.1 6 1.8 9 2.7 5 1.5 5 1.5 2.5 0.6 9 2.3 8 2.0 5 1.3 6.0 0.0 7.0 4.0 11.0 5.0 6.0 70 48 53 50 68 64 49
14001134006 6 1.8 9 2.7 8 2.4 5 1.5 6 1.8 2 0.5 8 2.0 8 2.0 4 1.0 5.0 4.0 7.0 7.0 16.0 8.0 3.0 58 78 62 68 44 55 73
14001134007 5 1.5 8 2.4 9 2.7 4 1.2 1 0.3 2.5 0.6 8 2.0 8 2.0 5 1.3 5.0 3.0 7.0 6.0 8.0 9.0 3.0 57 49 60 74 30 49 61
14001134009 6 1.8 6 1.8 0 0.0 3 0.9 8 2.4 2.5 0.6 9 2.3 7 1.8 5 1.3 5.0 5.0 6.0 10.0 18.0 6.0 7.0 59 86 60 53 85 68 69
14001134011 8 2.4 8 2.4 9 2.7 7 2.1 8 2.4 3 0.8 10 2.5 7 1.8 8 2.0 6.0 8.0 8.0 9.0 17.0 8.0 6.0 73 95 73 78 76 74 86
14001134013 8 2.4 7 2.1 9 2.7 5 1.5 7 2.1 2.75 0.7 10 2.5 9 2.3 8 2.0 6.0 5.0 7.0 12.0 18.0 7.0 5.0 73 88 81 68 65 73 78
14001134015 6 1.8 8 2.4 8 2.4 5 1.5 6 1.8 2.5 0.6 9 2.3 8 2.0 9 2.3 6.5 6.0 7.5 8.0 14.0 6.0 6.0 71 78 67 63 71 70 71
14001134016 7 2.1 8 2.4 9 2.7 3 0.9 6 1.8 2.5 0.6 10 2.5 8 2.0 5 1.3 4.5 7.0 8.5 11.0 15.0 9.0 5.0 58 85 82 72 62 67 79
14001134017 7 2.1 6 1.8 8 2.4 5 1.5 5 1.5 2.5 0.6 8 2.0 8 2.0 5 1.3 6.0 2.0 5.0 8.0 11.0 9.0 0.0 70 53 59 76 14 47 65
14001134018 3 0.9 6 1.8 7 2.1 5 1.5 0 0.0 2 0.5 8 2.0 9 2.3 4 1.0 5.0 4.0 8.0 1.0 7.0 7.0 3.0 51 47 45 61 27 41 54
14001134020 9 2.7 10 3.0 10 3.0 7 2.1 8 2.4 3 0.8 10 2.5 10 2.5 8 2.0 6.5 8.0 8.5 13.0 17.0 10.0 7.0 80 97 92 91 85 86 94
14001134021 7 2.1 9 2.7 9 2.7 7 2.1 8 2.4 3 0.8 10 2.5 10 2.5 9 2.3 7.0 7.0 10.0 14.0 18.0 7.0 8.0 79 96 99 73 95 91 85
14001134022 6 1.8 6 1.8 9 2.7 0 0.0 5 1.5 3 0.8 9 2.3 7 1.8 5 1.3 6.0 5.0 7.0 6.0 17.0 8.0 4.0 68 83 59 60 50 59 71
Average attainment of CLO 68 77 69 69 61
Percentage of Students with attainment > 40% 100 100 100 100 100

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 Continuous Quality Improvement
P P C
E L L
O O O
ACT PLAN
• Establish
• Adjust Plan
Objectives/Outcomes
• Adjust Delivery
• Design learning/content Syllabus/ Curriculum
• Adjust Assessment
• Make Assessment
criteria

Exam, Project, Survey etc.

CQI
CHECK DO Lecture, Lab, Tutorial

• Analyze of data
• Propose • Deliver
Exam, Test, Quiz, Report,
Improvements • Assess Presentation
• Document

Course File Results

Analysis & Evaluation of
CLO, PLO attainments and
results of Survey data
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Thank You