Outcome Based Education

System
A New System of Accreditation

Prepared by: Dr. Muhammad Mohsin Aman

Associate Professor (EED) 1
Outline of Presentation
• Bloom’s Taxonomy
• OBE accreditation and Advantages
• Washington Accord
• Engineering Attributes
• Role of PEC
• NED Vision and Mission / Departmental Mission
• Program Education Objectives (PEOs)
• Program Learning Outcomes (PLOs)
• Course Learning Outcomes (CLOs)
• Complex Engineering Problem
• Assessment Method (Theory/ Practical)
• Rubrics
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Bloom’s Taxonomy

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Bloom’s Taxonomy
• Taxonomy means 'a set of classification principles', or 'structure',
• Bloom's Taxonomy was created in 1956 under the leadership of Dr. Benjamin
Bloom
• It refers to a classification of the different learning objectives that teachers set for
students.

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Goals of Bloom’s Taxonomy
• This taxonomy of learning behaviors may be thought of as “the goals of the
learning process.”
• After a learning episode, the learner should have acquired a new skill, knowledge
and attitude.

Bloom's taxonomy is a set of three hierarchical

models used to classify educational learning
objectives into levels of complexity and
specificity. The three lists cover the learning
objectives in cognitive, affective and sensory
domains.

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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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Bloom’s Taxonomy and Engineering Programme

Engineering
Programme

Education
Training (Skill)
(Knowledge and Understanding)

Cognitive Psychomotor Affective

(Knowledge –K) (Skill-S) (Attitude-A)

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Domain Levels

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Domains and their levels
• Cognitive Levels (Knowledge based)
• Psychomotor Levels (Skill based)
• Five Levels of Affective Domain (Attitude based)

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Domains and their levels

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Domains and their levels

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Domains and their levels

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International Engineering
Alliance (IEA)
&
Washington Accord

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International Engineering Alliance (IEA)
• The International Engineering Alliance (IEA) is a global not-
for-profit organisation, which comprises members from 36
jurisdictions within 27 countries, across seven international
agreements.
• These international agreements govern the recognition of
engineering educational qualifications and professional
competence.

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International Engineering Alliance (IEA)
Washington Accord Sydney Accord Dublin

THE SYDNEY ACCORD IS AN THE DUBLIN ACCORD IS AN

THE WASHINGTON ACCORD INTERNATIONAL INTERNATIONAL
IS AN INTERNATIONAL AGREEMENT BETWEEN AGREEMENT ESTABLISHING
AGREEMENT BETWEEN BODIES RESPONSIBLE FOR THE REQUIRED
BODIES RESPONSIBLE FOR ACCREDITING EDUCATIONAL BASE FOR
ACCREDITING ENGINEERIN ENGINEERING ENGINEERING
G DEGREE PROGRAMMES. TECHNOLOGY ACADEMIC TECHNICIANS.
PROGRAMMES.

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Washington Accord Full Signatory Countries
• Signatories have full rights of participation in the accord
• Qualifications accredited or recognized by other signatories are recognised by
each signatory as being substantially equivalent to accredited or recognised
qualifications within its own jurisdiction.

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Washington Accord Full Signatory Countries
Australia Korea Turkey
Canada Malaysia India - Represented by
China New Zealand National Board of
Accreditation (NBA)
Chinese Taipei Russia (2014)
Hong Kong China Singapore United States -
Ireland South Africa Represented by
Accreditation Board for
Japan Sri Lanka Engineering and
Technology (ABET)
(1989)
United Kingdom -
Represented by
Engineering Council
United Kingdom (ECUK)
(1989)
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Pakistan - Represented by
Engineering/ Graduate
Attributes (EA)

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Employers Rating of Skills/Qualities – 2002
1. Communication (verbal & written) 4.69
2. Honesty/Integrity 4.59
3. Teamwork skills 4.54
4. Interpersonal skills 4.50
5. Strong work ethics 4.46
6. Motivation & initiative 4.42
7. Flexibility/adaptability 4.41
8. Analytical skills 4.36
9. Computer skills 4.21
10. Organisational skills 4.05
11. Detail oriented 4.00
12. Leadership skills 3.97
13. Self confidence 3.95
14. Friendly/outgoing personality 3.85
15. Well mannered / polite 3.82
16. Tactfulness 3.75
17. GPA (3.0 or better) 3.68
18. Creativity 3.59
19. Sense of humour 3.25
20. Entrepreneurial skills/risk taker 3.23 20
Graduate Attributes
The program must demonstrate that by the time of graduation the
students have attained a certain set of knowledge, skills and behavioral
traits, at-least to some acceptable minimum level.

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Graduate Attributes
Specifically, it is to be demonstrated 1. Environment and Sustainability
that the students have acquired the 2. Ethics
following graduate attributes:
3. Individual and Team Work
1. Engineering Knowledge
4. Communication
2. Problem Analysis
5. Project Management
3. Design/Development of Solutions
6. Lifelong Learning
4. Investigation
5. Modern Tool Usage
6. The Engineer and Society

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Role of PEC

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 Role of PEC
• The main statutory functions of PEC include registration of engineers, consulting engineers,
constructors/operators and accreditation of engineering programmes offered by
universities/institutions, ensuring and managing of continuing professional development,
assisting the Federal Government as Think Tank.
• The council shall encourage, facilitate and regulate working of professional engineering bodies
for creativity and as custodians of engineering under the umbrella of the Council.

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Outcome Based Education
(OBE)

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Outcome Based Education (OBE)
• OBE is a process that involves assessment and evaluation
practices in education to reflect the attainment of expected
learning and showing mastery in the programme area.

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Advantage of OBE system
• HEC, PEC and many educational institutions of Pakistan are now moving towards
OBE because of its relative advantages over the traditional education system.
• OBE emphasizes the achievement of student outcomes and thus improves the
quality of education and will bring it at par with international standards.
• Outcome-based educational method has been adopted in education systems
around the world, from primary to higher education levels.
• Accreditation bodies like ‘Accreditation Board for Engineering and Technology
(ABET)’ and Washington Accord both accept OBE as the only teaching
methodology.
• As most Pakistani engineering programs are aiming to get the OBE accreditation
from Washington Accord, it is the need of the day to develop a thorough
understanding of this new paradigm in Pakistan and be on the frontlines of this
change process.
Ref: ww3.comsats.edu.pk/obe/
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Mission-Vision

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OBE System
NED Vision and Mission

Department Mission

Program Mission

Program Educational Objectives (PEOs)

Program Learning Outcomes (PLOs)

Course Learning Outcomes (CLOs)

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University Vision

Be a leader in enabling Pakistan's social and

economic transformation

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University Mission
Acquire education and research excellence in
engineering and allied disciplines to produce
leadership and enabling application of knowledge
and skills for the benefit of the society with integrity
and wisdom.

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Department Mission
To provide a quality education and contemporary
research environment that is both sustainable and
conducive to acquiring knowledge, relevant skills
and professional attitude culminating in informed
individuals ready to embrace lifelong learning
process with recognition of their role in the society.

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Department Mission
The mission of the program is ‘to equip students
with technical and analytical skills and provide them
a basis for learning of the engineering and scientific
knowledge required for analysis, design,
improvement and evaluation of integrated systems of
people, material and equipment to increase the
efficiency and productivity in the public and private
sectors of the country along with meeting social
responsibility in the face of national and global
challenges’ 33
Program Educational
Objectives
(PEOs)

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Program Educational Objectives (PEOs)
• 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 behavioral traits, at-least to some acceptable minimum
level.

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Program Educational Objectives (PEOs)
The Bachelor of Engineering (B.E.) program offered by Electrical
Engineering Department NED University is designed to enable
undergraduate students to
PEO 1: Demonstrate clear understanding and a vision of the core
domains of electrical engineering as well as contemporary
interdisciplinary research areas.
PEO 2: Identify prevalent engineering problems in work/social
environments, propose and initiate their solutions by applying relevant
knowledge and skill set innovatively while adhering to work ethics
and social values.
PEO 3: Pursue lifelong learning goals, continual professional
development and sustainable growth of the society.
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Program Learning Outcomes
(PLOs)

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Engineering Attributes
• PLO1 Engineering Knowledge: An ability to apply knowledge of mathematics,
science, engineering fundamentals and an engineering specialization to the
solution of complex engineering problems.
• PLO2 Problem Analysis: An ability to identify, formulate, research literature,
and analyze complex engineering problems reaching substantiated conclusions
using first principles of mathematics, natural sciences and engineering sciences.
• PLO3 Design/Development of Solutions: An ability to 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.
• PLO4 Investigation: An ability to investigate complex engineering problems in a
methodical way including literature survey, design and conduct of experiments,
analysis and interpretation of experimental data, and synthesis of information to
derive valid conclusions.
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Engineering Attributes
• PLO5 Modern Tool Usage: An ability to create, select and apply appropriate
techniques, resources, and modern engineering and IT tools, including prediction
and modeling, to complex engineering activities, with an understanding of the
limitations.
• PLO6 The Engineer and Society: An ability to apply reasoning informed by
contextual knowledge to assess societal, health, safety, legal and cultural issues
and the consequent responsibilities relevant to professional engineering practice
and solution to complex engineering problems.
• PLO7 Environment and Sustainability: An ability to understand the impact of
professional engineering solutions in societal and environmental contexts and
demonstrate knowledge of and need for sustainable development.
• PLO8 Ethics: Apply ethical principles and commit to professional ethics and
responsibilities and norms of engineering practice.

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Engineering Attributes
• PLO9 Individual and Team Work: An ability to work effectively, as an
individual or in a team, on multifaceted and /or multidisciplinary settings.
• PLO10 Communication: An ability to communicate effectively, orally as well as
in writing, 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.
• PLO11 Project Management: An ability to demonstrate management skills and
apply engineering principles to one’s own work, as a member and/or leader in a
team, to manage projects in a multidisciplinary environment.
• PLO12 Lifelong Learning: An ability to recognize importance of, and pursue
lifelong learning in the broader context of innovation and technological
developments.

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PEOs and PLOs Mapping

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PLO And PEO mapping
PLOs PLOs Meaning PEO-1 PEO-2 PEO-3
PLO 1 Engineering Knowledge ⨀    
PLO 2 Problem Analysis ⨀    
PLO 3 Design/Development of Solutions   ⨀  
PLO 4 Investigation   ⨀  
PLO 5 Modern Tool Usage   ⨀  
PLO 6 The Engineer and Society     ⨀
PLO 7 Environment and Sustainability     ⨀
PLO 8 Ethics   ⨀  
PLO 9 Individual and Team Work   ⨀  
PLO 10 Communication ⨀    
PLO 11 Project Management   ⨀  
PLO 12 Lifelong Learning     ⨀

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Depth of Knowledge

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 Depth of Knowledge

Complex Problems Broadly Defined Well defined

Problems Problems

Can be solved
Requires in-depth
Requires using limited
knowledge that
knowledge of theoretical
allows a
principles and knowledge, but
fundamentals-based
applied procedures normally requires
first principles
or methodologies extensive practical
analytical approach
knowledge
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Attributes Complex Problems
Preamble Engineering problems which cannot be resolved without in-depth engineering
knowledge and having some or all of the following characteristics:

Range of conflicting requirements Involve wide-ranging or conflicting technical, engineering and other issues

Depth of analysis required Have no obvious solution and require abstract thinking, originality in analysis to
formulate suitable models

Depth of knowledge required Requires in-depth knowledge that allows a fundamentals-based first principles
analytical approach

Familiarity of issues Involve infrequently encountered issues

Level of problem Are outside problems encompassed by standards and codes of practice for professional
engineering

Extent of stakeholder involvement and Involve diverse groups of stakeholders with widely varying needs
level of conflicting requirements

Consequences Have significant consequences in a range of contexts

Interdependence Are high level problems possibly including many component parts or sub-problems
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Attributes Broadly-defined Problems
Preamble Engineering problems having some or all of the following characteristics:

Range of conflicting requirements Involve a variety of factors which may impose conflicting constraints

Depth of analysis required Can be solved by application of well-proven analysis techniques

Depth of knowledge required Requires knowledge of principles and applied procedures or methodologies

Familiarity of issues Belong to families of familiar problems which are solved in well-accepted ways;

Level of problem May be partially outside those encompassed by standards or codes of practice

Extent of stakeholder involvement Involve several groups of stakeholders with differing and occasionally conflicting needs
and level of conflicting
requirements
Consequences Have consequences which are important locally, but may extend more widely

Interdependence Are parts of, or systems within complex engineering problems

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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

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 Rubrics
• a set of instructions or rules.

• 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
 
Clarity of design
Proper size and scale
Dimensions
Orthographic/ Isometric/ section view
Graphically accurate
Excellent Good Average Poor
100% 75% 50% 25%
The drawing fully describes the intent Drawing is clear and reflects what Drawing is clear but not reflective Drawing is not clear and is not
of the designer. product is.  of what the product is. obvious about what the product
is. 
Drawing is clear and reflects what the
product is. 
Drawing has an excellent 80% Space is used to display the 50% Space is used properly to
appearance.  final drawing in a professional display drawing.
manner.  Not drawn to scale.
Space is used to display the final
drawing in a professional manner. Drawn to scale. Not drawn correctly.
Drawn to scale. The title block is only 80%
completed.
All important dimensions are shown 80% of dimensions are done 50% of dimensions are done Improper and/or unnecessary
on the drawing. Dimensions are correctly. correctly.  dimensioning. 
correct. 
All views are projected correctly.  1 view is projected incorrectly.  2 view is projected incorrectly.  All views are projected, but are
incorrect. 
Drawing views provided are 80% of Drawing views provided are 50% of drawing views provided The drawing views provided are
sufficient, correct and appropriate.  sufficient, correct appropriate.  are sufficient, correct or not sufficient, correct or
appropriate.  appropriate. Drawing is not
Drawing is to the appropriate scale. drawn to the appropriate scale. 
Drawing is drawn to the
appropriate scale.
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Internship

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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.

Reference: PEC documents (MANUAL OF ACCREDITATION)

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Student Advisory Council

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 Student Councilors
• 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 Councilors
• The details of student councilors are given in Table
S. No. Name Sections
1 Mr. Muhammad Javed FE (A)
2 Mr. Fezan Rafique FE (B)
3 Mr. Shariq Shaikh FE (C)
4 Mr. Adnan FE (D)
5 Ms. Ayesha Saeed FE (E)
6 Mr. Iqbal Azeem FE (F)
7 Dr. Beenish Sultana SE (A)
8 Ms. Anila Abbas SE (B)
9 Mr. Muhammad Omar SE (C)
10 Dr. Mirza M. Ali Baig SE (D)
11 Dr. Umbrin Sultana SE (E)
12 Mr. Nabeel Fayyaz SE (F)
13 Ms. Samiya Zafar TE (A)
14 Miss Nimra Riaz Malik TE (B)
15 Mr. Muhammad Uzair Khan TE (C)
16 Ms. Shahnaz Tabassum TE (D)
17 Mr. M. Waseem Sangi TE (E)
18 Mr. Muhammad Arshad TE (F)
19 Ms. Arjumand Samad BE (A)
20 Mr. Muhammad Hammad Saleem BE (B)
21 Ms. Najia Naveed BE (C)
22 Dr. Krishan Lal BE (D)
23 Ms. Hiba Kamal Zuberi BE (E)
24 Mr. Abdurrahman Javaid Shaikh BE (F)

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KPI Assessment

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PLO Assessment

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 Learning Outcome Assessment
• The program must ensure that each student has achieved all PLOs to
acceptable level through assessment of CLOs.
• The appropriateness of the assessment methods along with the level of
achievement against the targeted outcomes must be evaluated.
• Mapping of program outcomes to individual courses, nature of
assessment tools (direct/ indirect/rubrics) and the process of evaluation
to determine the attainment of PLOs should be demonstrated through
reasonably convincing evidences.

Reference: PEC documents (MANUAL OF ACCREDITATION)

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 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 50% and on cohort level,
KPI is 50%.
• If any student fails to attain any CLOs or PLOs as per KPI (50%) 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 50% 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.
• These forms will be accessed on cohort level.
• The KPI of these forms are 6 out of 10.
• 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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QnA

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