OUTCOME BASED EDUCATION

(OBE)

Engr. Muhammad Sadiq ur Rahman

Institute of Space Technology, Islamabad (Director – QEC)
 DAY-1
Time Event
0900 ~ 0930 Welcome and Registration
• Philosophy of Outcome Based Education
• Vision and Mission of Organization/Department
• Program Educational Objectives (PEOs)
0930 ~ 1100 • Program Learning Outcomes (PLOs)
• Alignment of PLOs vs PEOs vs Vision/Mission

1100 ~ 1130 Tea Break

• Washington Accord Requirements
• Engineering Graduate Attributes
1130 ~ 1300 • Complex Problem Solving
• Elements of Outcome Based Education

1300 ~ 1400 Lunch and Prayer Time

• Blooms Taxonomy
• Cognitive Learning Domain and its complexity Levels
1400 ~ 1600 • Psychomotor Learning Domain and its complexity Levels
• Affective Learning Domain and its complexity Levels
• Learning assessment Tools and Techniques
 What Is
Outcome Based Education?

IT’S NOT WHAT WE TEACH,

IT’S WHAT YOU LEARN
In a nutshell, learner-centric approach
to tertiary education
Why OBE?
To address mismatches between employers and graduates.
Students main concerns are GRADES, Employers are
looking for KNOWLEDGE, ATTITUDE and SKILLS.
 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
Teaching
v/s
Learning
 Traditional Education Process
Traditional education process focuses on the inputs
Input Process

•Teaching Staff
•Curriculum Teaching & Students at
•Labs Learning Graduation
•Other Resource

• Assessment mainly via exam, test, assignments

• Quality control from teaching evaluation
 Outcome Based Education Process
OBE shifts from measuring input and process to include measuring
the output (outcome) (Long-term)
(Short-term)
Program & Program
Input Process Course Education
Outcomes Objectives
•Teaching Staff Graduates
•Curriculum Teaching & Students at to Fulfill
•Labs Learning Graduation Stakeholders’
•Other Resource Satisfaction

• Assessment by exam, test and assignments.

• Assessment of teaching staff, lecture material & flow, Stakeholders:
results and student ‘capabilities’ (Short & long-term outcomes), PEC
lab interview, exit survey etc. Employers
Industry Advisors
• More ‘thinking’ projects, with analysis. Academic Staff
• Feedback from industry, alumni and other stakeholders. Public and Parents
• Clear continuous improvement step. Students
Alumni
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Lets Start Working
Towards OBE
 Outcome Based Education
OBE is a process that involves assessment and evaluation practices in education
to reflect the attainment of expected learning outcomes and showing mastery in
the program area

OBE in a Nutshell
What do you want the students to have or able to do? (Outcome)
How can you best help students achieve it? (Teaching)
How will you know what they have achieved? (Assessment)
How do you close the loop? (CQI)
 Characteristics of OBE
 Have program objectives, program outcomes, course outcomes and performance
indicators.
 Stated objectives and outcomes can be assessed and evaluated.
 Centered around the needs of the students and the stakeholders.
 Learning outcomes are intentional and assessed using suitable performance indicators.
 Program objectives address the graduates attainment in their career within 3-5 years after
their graduation.
 Program outcomes (abilities attained by students before they graduate) are formulated
based on the program objectives – TOP DOWN
 Program outcomes address Knowledge, Skills and Attitudes to be attained by students.
 Course outcomes must satisfy the stated program outcomes. There is no need for ANY
(individual) course to address all program outcomes.
 Teaching/ Learning method may have to be integrated to include different delivery
methods to complement the traditional Lecturing method.
Vision / Mission of the Program
 Vision v/s Mission
Mission
What’s wrong with the world and how you intend to fix it
Vision
What the world will look like after you’ve finished changing it

(Example 1)
Our Vision is to create a healthier world – one life at a time – through
new science, new medicine and new cures
Our Mission is to deliver outstanding patient care through commitment
to the community, groundbreaking research and inspired teaching
(Example 2)
Vision
Aims to be recognized as a leader in aerospace engineering education and research
through excellence in education and targeted research themes in emerging areas

Mission
To prepare technically strong engineering students who can contribute effectively
towards the nation, society, and aerospace industry through innovation, research,
entrepreneurship, leadership, and healthy life-long learning attitude
How to Write Mission Statement
4 questions to be answered in mission statement
• What do we do?
• How do we do it?
• Whom do we do it for?
• What value are we bringing
“It is the Mission of Advance Auto Parts to provide personal
vehicle owners and enthusiasts with the vehicle related
products and knowledge that fulfill their wants and needs at
the right price. Our friendly, knowledgeable and
professional staff will help inspire, educate and problem-
solve for our customers.”
 Lets write Mission Statement for our Departments
• Individual Practice
• Combined Practice

(Time 20 Minutes)
 RE-CAP
4 Questions to be answered in a Mission statement

• What do we do?
• How do we do it?
• Whom do we do it for?
• What value are we bringing
 Terminologies used in OBE
Program Educational Objectives (PEOs)
 Program educational objectives are broad statements that describe the career and professional accomplishments
that the program is preparing graduates to achieve. The assessment will begin after at least 5 years of graduation.
Program Learning Outcomes (PLOs)
 Statement that describe what students are expected to know and able to perform or attain by the time of graduation
in terms of skills, knowledge and behavior/ attitude that the student acquire after following the program.
Course Learning Outcomes (CLOs)
 CLOs describe the specification of what a student should learn as the result of a period of specified and supported
course.
Key Performance Indicator (KPI)
 KPI is a minimum target/ goal set for a specific assessment. It is represented either in a normalized value (0.0 to
1.0) or in percentage (%).
Assessment
 Assessment is the formative and/ or summative determination for a specific purpose of the student’s competence
in demonstrating a specific outcome. It is also the processes that identify, collect, use and prepare data that can be
used to evaluate achievement of CLOs, PLOs, and PEOs.
Continual Quality Improvement (CQI)
 It focuses on closing the loop of an assessment process. CQI will provide suitable actions in improving the quality
of CLOs, PLOs, and PEOs according to targeted KPI.
 Different Levels of Outcomes

1. Program Educational Objectives (PEOs)

- Few years after Graduation (5 years)

2. Programme Outcomes (PLOs) - Upon graduation

3. Course or Unit Outcomes (CLOs) - Upon subject completion

4. Weekly or Topic Outcomes - Upon weekly/topic completion

Programme Education Objectives

What is expected a few years (say 5 years)

graduation (What the programme prepares
graduates in their career and professional
accomplishments)
Characteristics of Good Programme Education
Objectives (PEO) Statements
Each addresses one or more needs of one or more
stakeholders
Consistent with the mission & vision of the institution
Expectation by stakeholder addressed
Number of statements should be limited and
manageable
Should not be simply restatement of outcomes
Forward looking and challenging
 Characteristics of Good PEO Statements
(Cont’d)
o Should be stated such that a graduate can demonstrate in their career or
professional life after graduation (long term in nature)
o Distinctive/unique features/having own niche
o Specific, Measurable, Achievable, Realistic, and having a Time frame
(SMART)
o Clear, concise, consistent and reachable
o Has clear link to the programmed outcomes & curriculum design
o Reviewed, revised & updated continually
o Publicized & published
 Program Educational Objectives
Describe the overall objectives of the program
 Why do you exist?
 Are you preparing for specific career goals?

These objectives can be more than just for students – you

can have
 Faculty objectives
 Research objectives, etc.
 Program Educational Objectives
Each program has to have
 Documented
 Measurable objectives
 Expected Program Outcomes for graduates

If you are a support area – this will show

 How you are supporting students in their time
at the Institution
 Objectives & Outcomes

"The Program Educational Objectives (PEOs) are where

we want to be. The Program Learning Outcomes
(PLOs) are the steps needed to get there."
Program Educational Objectives (PEO)
Program Learning Outcomes (PLO)
PEO are specific goals consistent with the vision & mission of HEI

PLOs are statements that describe what students are expected to

know and be able to perform or attain by the time of graduation

Knowledge, skills and Behavior/Attitude (Cognitive, Psychomotor

and Affective Domains)

Outcomes (i) to (xii)

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 Program Educational Objectives
1. Statements that describe the expected accomplishments of graduates during
the first few years after graduation
2. “Program Educational Objectives (PEOs) describe a general overview of
what the program is intended to achieve.
3. These create a framework for expectations on the part of stakeholders,
faculty, and others in the program, and should not be a ‘list’ of Program
Learning Outcomes.”
 Objectives & Outcomes

Objectives Outcomes

General, Big picture Focused

Broad Sweeps Specific

Teacher Focused Learner Centered

Not Measureable Measureable

 Use of Suitable Verbs

Contribute Demonstrate

Apply Exhibit

Stay Informed Be Cognizant

Function Communicate

Practice Engage

Appreciate Practice

Conduct …
 Program Educational Objectives

Broad

Long-term

What do we expect our graduates to accomplish in broader

society as a result of program’s education?

3~5 per program

 How to write PEOs
 Each OBJECTIVE addresses one or more needs of one or more
Learning Outcomes
 Number of statements should be limited
 Should not be simply restatement of outcomes

We will be mapping Program Outcomes to Program Educational

Objectives later
 Educational Objectives
Leadership
Graduates of the program will ….

Exhibit leadership in the business field with strong

communication and interpersonal skills

Life-long Learners
Graduates of the program will ….

be life-long learners and stay informed of the professional field

Vision, Mission vs PEOs Mapping

PEO Vision Mission

1 X X

2 X X

3 X X

4 X X
 PEO v/s PLO Mapping
PLO PEO1 PEO2 PEO3 PEO4
1 X
2 X
3 X
4 X
5 X
6 X
7 X
8 X
9 X
10 X
11 X
12 X
 PEOs Documentation
 The written Educational Objectives should be
available for site visitor review either as a separate
document or as part of a Program Specifications

 Verification that stakeholders review the

Educational Objectives will be accomplished through the
stakeholders survey as well as site visitor interviews
as needed
 When to Assess
Program Educational Objectives
 These will be assessed AFTER graduation
 Long term outcomes (5 years or more from the
time of graduation)

Program Learning Outcomes

 These are assessed throughout the program
and/or by the end of graduation
Group Effort
Lets Write PEOs of the Program you are representing

(20 Mins)
 RE-CAP PEOs

What is expected a few years (say 5 years)graduation.

 Each addresses one or more needs of one or more
 stakeholders
 Consistent with the mission & vision of the institution
 Expectation by stakeholder addressed
 Number of statements should be limited and manageable
 Should not be simply restatement of outcomes
 Forward looking and challenging
 Should be stated such that a graduate can demonstrate in their career or professional life after
graduation (long term in nature)
 Distinctive/unique features/having own niche
 Specific, Measurable, Achievable, Realistic, and having a Time frame (SMART)
 Clear, concise, consistent and reachable
 Has clear link to the programmed outcomes & curriculum design
 Reviewed, revised & updated continually
 Publicized & published
Lets Have a Break
 International Engineering Alliance
• Education Accords
o Washington Accord
o Sydney Accord
o Dublin Accord

• Engineers, Technologists, Technicians

 Washington Accord

Purpose:
 Recognition of equivalence of accredited engineering education
programs leading to the engineering degree
 Applicable to engineers only
 Washington Accord
Signatories’ Benefit:
• Accept that accreditation procedures are comparable
• Accept one another’s accredited degrees – from date of Full
Membership
• Agree to identify & encourage implementation of best practice
• Accept mutual monitoring
• Accept that it applies to accreditations in home jurisdictions only
• Accept the need to encourage licensing & registration authorities to
apply the agreement
 Washington Accord
“Graduate Attributes” for the Engineer

Benchmark for a “Washington Accord” Graduate

• National Accreditation System – independent of educational institutions

being accredited, and
• Academic standards for Engineering Qualifications close to benchmark
for a “Washington Accord” Graduate
 Accreditation Objective
Curriculum: Ensuring the expected engineering education level is
maintained (breadth and depth)

OBE: Outcome-based engineering education program is practiced

CQI: Continual Quality improvement on Programs applied

QMS: Quality Management System practiced

Graduate Attribute 1
Engineering Knowledge
Apply knowledge of mathematics, science, engineering fundamentals and an
engineering specialization to the solution of complex engineering problems;

Graduate Attribute 2
Problem Analysis
Identify, formulate, research literature and analyze complex engineering problems
reaching substantiated conclusions using first principles of mathematics, natural
sciences and engineering sciences
Graduate Attribute 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

Graduate Attribute 4
Investigation
Conduct investigation into complex engineering problems using research based
knowledge and research methods including design of experiments, analysis and
interpretation of data, and synthesis of information to provide valid conclusions
Graduate Attribute 5
Modern Tool Usage
Create, select and apply appropriate techniques, resources, and modern engineering
and IT tools, including prediction and modelling, to complex engineering activities,
with an understanding of the limitations

Graduate Attribute 6
The Engineer and Society
Apply reasoning informed by contextual knowledge to assess societal, health, safety,
legal and cultural issues and the consequent responsibilities relevant to professional
engineering practice
Graduate Attribute 7
Environment and Sustainability
Understand the impact of professional engineering solutions in societal and
environmental contexts and demonstrate knowledge of and need for sustainable
development

Graduate Attribute 8
Ethics
Apply ethical principles and commit to professional ethics and responsibilities and
norms of engineering practice
Graduate Attribute 9
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

Graduate Attribute 10
Individual and Team Work
Function effectively as an individual, and as a member or leader in diverse teams
and in multi-disciplinary settings
Graduate Attribute 11
Life-long Learning
Recognize the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change

Graduate Attribute 12
Project Management
Demonstrate knowledge and understanding of engineering and management
principles and apply these to one’s own work, as a member and leader in a team, to
manage projects and in multidisciplinary environments
Complex Engineering Problems
 Complex Problems
 It is critical to recognize that we face different kind of problems because the
methods and tools appropriate for complex problem are different than
those of technical problems.

 Dealing with complex problems requires that we think, broadly, systematically

and see the big picture into which the technical narrow details must fit.
 Complex Problem

Need to think broadly and systematically and see the big picture

Complex Problem
Difficult Decision
Uncertain Strategy
Confusing Idea
Contentious Product
Intractable Change
 Difficulty & Uncertainty
Complexity – the problem contains a large number of diverse, dynamic
and interdependent elements

Measurement – it is difficult or practically unfeasible to get good

qualitative data

Novelty – there is a new solution evolving or an innovative design is

needed
 Limited
Explanation Explanation,
, Prediction,
Prediction, Control
Control
Unbounded Isolatable Results in
Systems, Systems, an Results in a
No Controlled educated Covering Law
Experiment Experiment guest

Complex

Complex Simple causal

causal ? f(x,y,z)
Chains
Chains Technical

A limited
number of All the Salient
features features are
Difficult to Measurable are captured by
measure
captured the Model
by the
Operating Operating withModel
with scare adequate
resources resources
 Characteristics
Technical Problems Complex Problems
Isolatable bound able problem No definitive problem boundary
Universally similar type Relatively unique or unprecedented
Stable and/or predictable problem Unstable and/or unpredictable problem
parameters parameters
Multiple low-risk experiments are Multiple experiments are not possible
possible No bounded set of alternative solutions
Limited set of alternative solutions Multiple stakeholders with different views
Involve few or homogeneous or interest
stakeholders No single optimal and/or objectively
Single optimal and testable solutions testable solution
Single optimal solution can be clearly No clear stopping point
recognized
 Complex Problem Solving
The range of complex problem solving as required by the Program
Outcomes is defined as follows:
Attributes Complex Problems
Engineering problems which cannot be
resolved without in-depth engineering
knowledge, much of which is at, or
1. Preamble informed by, the forefront of the
professional discipline, and have some or all
of the following characteristics listed below:

Range of conflicting Involve wide-ranging or conflicting

2. technical, engineering and other issues.
requirements
Have no obvious solution and require
3. Depth of analysis required abstract thinking, originality in analysis to
formulate suitable models.
 Complex Problem Solving
Attributes Complex Problems
Requires research-based knowledge much of
which is at, or informed by, the forefront of the
Depth of knowledge professional discipline and which allows a
4.
required fundamentals-based, first principles analytical
approach

5. Familiarity of issues Involve infrequently encountered issues

Are outside problems encompassed by
Extent of applicable standards and codes of practice for
6.
codes professional engineering
Involve diverse groups of stakeholders with
Extent of stakeholder widely varying needs
7. involvement and level of
conflicting requirements
 Complex Problem Solving
Attributes Complex Problems
8. Consequences Have significant consequences in a range of
contexts.

9. Interdependence Are high level problems including many

component parts or sub-problems.

61
 Stak
OBE Development
Vision Mission Feedback

PEO

PLO

Assessment
CLO
CQI
Assessment
CQI
CQI Assessment

Analysis

Analysis

Analysis
 Strategy of OBE

Top down curricula design

Appropriate Teaching & Learning Methods

Appropriate Assessment & Evaluation Methods

63
Student Learning Cycle

64
 Outcomes in OBE
A Model Hierarchy of Outcomes
Vision and Mission of the Institution/Faculty

Interrelated and Complement

Long-term
Outcomes
Program Educational Objectives (PEO)

Each Other
Program Learning Outcomes (PLO)
Short-term
Outcomes

Course Learning Outcomes (CLO)

65
 Institutional
Stakeholders Interest
Mission Statement

Programme Objectives

Programme Outcomes
(Knowledge, skills, attitudes of graduates)

Outcome-Related Course Learning Objectives

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

Assessment of Attainment Level

Continual Improvement, CQI

66
 OBE Process
Program Mission
Educational
Objectives

Assess/ Program
Evaluate Learning Outcomes
Course Learning
Outcomes
Feedback for
Constituents
Quality
Assurance

Evaluation: Assessment:
Interpretation of Evidence Collection, Analysis
of Evidence
 OBE Process - Mission
Program Mission
Educational
Objectives

Assess/ Program
Evaluate Learning Outcomes
Course Learning
Outcomes
Assessment Feedback
planning for with the
begins
Constituents
Quality
institutional mission statement. The
Assurance
institutional mission statement
describes the communities that are
served, institutional purposes and
Evaluation: Assessment:
other characteristics
Interpretation of Evidence that define the Analysis
Collection,
institution. of Evidence
 OBE Process - PEOs
Program Mission
Educational
Objectives

Assess/ Program
Evaluate Learning Outcomes
Educational objectives are statements Course Learning
that describe the expected
Feedback for
Outcomes
Constituents
accomplishmentsQuality
of graduates during
the first few years after graduation—
Assurance
usually 3-5 years. These objectives
should be consistent with the mission of
Evaluation:
the program and the institution.Assessment:
Interpretation of Evidence Collection, Analysis
of Evidence
 Educationa Mission
l
Objectives

Assess/ Program
Evaluate Learning Outcomes
Course Learning
Outcomes
Learning Feedback are
outcomes
Constituents
for Quality
statements that describe what
Assurance
students are expected to know
and/or be able to do by the time
of graduation. If students
Evaluation: have
Assessment:
achieved
Interpretation these outcomes,
of Evidence Collection,itAnalysis
is
anticipated that they of will be
Evidence
able to achieve the educational
70
 WA 12 Graduate Attributes
Engineering Knowledge Breadth & depth of knowledge
Problem Analysis Complexity of analysis
Breadth & uniqueness of engineering problems i.e. the extent to which
Design/Development of Solutions problems are original and to which solutions have previously been identified
and coded

Investigation Breadth & depth of investigation and experimentation

Modern Tool Usage Level of understanding of the appropriateness of the tool

The Engineer and Society Level of knowledge and responsibility

Environment and Sustainability Type of solutions
Ethics Understanding and level of practice
Individual and Team Work Role in and diversity of team

Communication Level of communication according to type of activities performed

Project Management Level of management required for differing types of activity

Life-long Learning Preparation for and depth of continuing learning

 Practice
Write PLOs of your program and match them
with PEOs
Much Needed Break
 What is Bloom’s Taxonomy?
Bloom’s Taxonomy is a chart of ideas

A Taxonomy is an
arrangement of
ideas or a way to
Named after the
group things
creator, Benjamin
together
Bloom
 Who is Dr. Benjamin Bloom??

 He was a teacher, thinker, &

inventor

 He worked at a college

 He created a list about how we

think about thinking… you may
want to read that again!
1913-1999
OBE Learning Domains
 Cognitive Domain

Demonstrated by Rational learning (THINKING) with

Emphasis upon knowledge, using the mind, and intellectual
abilities.
 Bloom’s Taxonomy (Cognitive Domain)
Category Example and Key Words (verbs)

Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.
Remembering: Recall previous
Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes,
learned information.
reproduces, selects, states.

Understanding: Comprehending
Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a
the meaning, translation,
complex task. Translates an equation into a computer spreadsheet.
interpolation, and interpretation of
Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an
instructions and problems. State a
example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
problem in one's own words.

Applying: Use a concept in a new

Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the
situation or unprompted use of an
reliability of a written test.
abstraction. Applies what was
Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates,
learned in the classroom into novel
predicts, prepares, produces, relates, shows, solves, uses.
situations in the work place.

Analyzing: Separates material or

Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in
concepts into component parts so
reasoning. Gathers information from a department and selects the required tasks for training.
that its organizational structure may
Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates,
be understood. Distinguishes
distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
between facts and inferences.

Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new
Evaluating: Make judgments about budget.
the value of ideas or materials. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates,
evaluates, explains, interprets, justifies, relates, summarizes, supports.

Creating: Builds a structure or Examples: Write a company operations or process manual. Design a machine to perform a specific task.
pattern from diverse elements. Put Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
parts together to form a whole, with Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates,
emphasis on creating a new modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells,
meaning or structure. writes.
 Affective Learning

Demonstrated by behaviors indicating attitudes of

awareness, interest, attention, concern, and responsibility,
ability to listen and respond in interactions with others,
and ability to demonstrate those attitudinal characteristics
or values which are appropriate in the field of study
 Bloom’s Taxonomy (Affective Domain)
Category Example and Key Words (verbs)
Examples: Listen to others with respect. Listen for and remember the name of newly
Receiving Phenomena: Awareness, willingness to introduced people.
hear, selected attention. Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points
to, selects, sits, erects, replies, uses.
Responding to Phenomena: Active participation on Examples: Participates in class discussions. Gives a presentation. Questions new ideals,
the part of the learners. Attends and reacts to a concepts, models, etc. in order to fully understand them. Know the safety rules and practices
particular phenomenon. Learning outcomes may them.
emphasize compliance in responding, willingness to Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels,
respond, or satisfaction in responding (motivation). performs, practices, presents, reads, recites, reports, selects, tells, writes.
Valuing: The worth or value a person attaches to a
Examples: Demonstrates belief in the democratic process. Is sensitive towards individual
particular object, phenomenon, or behavior. This ranges
and cultural differences (value diversity). Shows the ability to solve problems. Proposes a
from simple acceptance to the more complex state of
plan to social improvement and follows through with commitment. Informs management on
commitment. Valuing is based on the internalization of
matters that one feels strongly about.
a set of specified values, while clues to these values are
Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates,
expressed in the learner's overt behavior and are often
invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.
identifiable.

Examples: Recognizes the need for balance between freedom and responsible
behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning
Organization: Organizes values into priorities by
in solving problems. Accepts professional ethical standards. Creates a life plan in harmony
contrasting different values, resolving conflicts
with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the
between them, and creating an unique value system.
organization, family, and self.
The emphasis is on comparing, relating, and
Key Words: adheres, alters, arranges, combines, compares, completes, defends, explains,
synthesizing values.
formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates,
synthesizes.

Examples: Shows self-reliance when working independently. Cooperates in group

Internalizing values(characterization): Has a value
activities (displays teamwork). Uses an objective approach in problem solving. Displays a
system that controls their behavior. The behavior is
professional commitment to ethical practice on a daily basis. Revises judgments and
pervasive, consistent, predictable, and most
changes behavior in light of new evidence. Values people for what they are, not how they
importantly, characteristic of the learner. Instructional
look.
objectives are concerned with the student's general
Key Words: acts, discriminates, displays, influences, listens, modifies, performs, practices,
patterns of adjustment (personal, social, emotional).
proposes, qualifies, questions, revises, serves, solves, verifies.
 Psychomotor

Demonstrated by physical skills: coordination, dexterity,

manipulation, grace, strength, speed, actions which
demonstrate the fine motor skills such as use of precision
instruments or tools, or actions which show gross motor
skills
 Bloom’s Taxonomy (Psychomotor Domain)
Category Example and Key Words (verbs)
Perception: The ability to use sensory cues to Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is
guide motor activity. This ranges from sensory thrown and then moving to the correct location to catch the ball.
stimulation, through cue selection, to translation. Keywords: chooses, describes, detects, differentiates, distinguishes, identifies, isolates,
relates, selects.
Set: Readiness to act. It includes mental, Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize
physical, and emotional sets. These three sets are one’s abilities and limitations. Shows desire to learn a new process (motivation).
dispositions that predetermine a person’s response Keywords: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
to different situations (mindsets).
Guided response: The early stages in learning a Examples: Performs a mathematical equation as demonstrated. Follows instructions to build
complex skill that includes imitation and trial and a model. Responds hand-signals of instructor while learning to operate a forklift.
error. Adequacy of performance is achieved by Keywords: copies, traces, follows, react, reproduce, responds
practicing.
Mechanism: An intermediate stage in learning a Examples: Use a personal computer. Repair a leaking faucet. Drive a car.
complex skill. Learned responses have become Keywords: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats,
habitual and the movements can be performed manipulates, measures, mends, mixes, organizes, sketches.
with some confidence and proficiency.
Complex Overt Response: The skillful Examples: Operates a computer quickly and accurately. Displays competence while playing
performance of motor acts that involve complex the piano.
movement patterns. Proficiency is indicated by a Keywords: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes,
quick, accurate, and highly coordinated grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
performance, requiring a minimum of energy.
Adaptation: Skills are well developed and the Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the
individual can modify movement patterns to fit needs of the learners. Perform a task with a machine that it was not originally intended to do.
special requirements. Keywords: adapts, alters, changes, rearranges, reorganizes, revises, varies.
Origination: Creating new movement patterns to Examples: Constructs a new theory. Develops a new and comprehensive training
fit a particular situation or specific problem. programming. Creates a new gymnastic routine.
Learning outcomes emphasize creativity based Keywords: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes,
upon highly developed skills. originates.
 What is Assessment?
A way of finding out what a person knows,
understands and thinks, and what he or she can do

The systematic collection and analysis of information

to monitor and improve student learning

It’s not a one-time event, but a dynamic on-going

process

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 Outcome Based Assessment
Focuses on providing students with multiple opportunities to
practice what they need to do, and sets the provision of
feedback on that practice (formative). Eventually, students
must demonstrate achievement (summative).

Currently, most assessment tasks encourage the

reproduction of content, whereas we should be looking
for the production of new knowledge (analyze, evaluate
and create parts of Bloom’s top level cognitive processes).

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Principles Of Assessment

VALIDITY

PRINCIPLES
FLEXIBILIT REALIBILI
Y OF TY
ASSESSMENT

FAIRNESS

85
 Direct/Indirect Assessment
Direct assessment of learning: gathers evidence, based on
students’ performance, which demonstrates the learning itself.
Examples: quiz, test, final exam, assignments, projects, Final
year project, PBL, Laboratory Experiments, Exit Interview etc

Indirect assessment of learning: gathers reflection about the

learning or secondary evidence of its existence.
Examples: industrial training, external examiner, alumni
surveys, employer surveys, student exit survey etc.

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Direct v/s Indirect Assessment

DIRECT ASSESSMENT INDIRECT ASSESSMENT

• • Alumni survey
Quizzes
• Employer survey
• Tests • Student Surveys
• Final Examination • Exit Interviews with Graduates
• Assignments • Report and minute of meeting with Industrial
• Projects Advisor
• Final Year Project • Report and minute of meeting with External
• Lab Experiments Examiner
• Problem Based Learning • Percentage of students who go on to
• Portfolio undergraduate school
• Retention and Transfer Studies
• Job Placement Statistics

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OBE Structure at IST
 NO OBE = NO Accreditation!

Thanks!
Gift 2012 by Dr P H Waghodekar,
04/01/2012 Aurangabad 89
 Grading v/s Assessment of Learning Outcome
Identify Identify Implement Implement
solution solution solution solution Total Total Total
strategy strategy strategy strategy Identify Implement Score/
Skill/
strategy strategy Grade
objective
(Exam 1) (HW2) (Exam 2) (HW 3)
35 pt 20 pt 55pts
15pt 20pt 10 pt 10 pt

Student 1 12 19 4 5 31 9 40=C
Student 2 14 18 10 8 32 18 50=B
Student 3 0 16 10 10 16 20 36=C
Class
8.66 17.66 8 7.66 26.33 15.66
Average
 Practical (20-10%
Practical (60-40%
ENGINEERING
Key Skills EDUCATION Key Skills
ENGINEERI
NG
TECHNOLO
GY
EDUCATION
Depth of Curriculum Content

Depth of Curriculum Content

Professional

Knowledge & Understanding

Professional

Theory (80-90%)
Theory (40-60%)

Engineering
Engineering Science
Science Understanding
Knowledge &

Volume of
Delivery

Delivery
Volume of

Mathematics
Mathematics

ENTRY ENTRY
Mathematics
Mathematics
readth of Curriculum Content Breadth of Curriculum Conten
The program would OR to
 provide…..
 Equip….
 Give students ability to ….
 Prepare them to ……….
 Become familiar with/ Will appreciate
the…
Concerns in OBE
 Technical content - typical stuff
 Learning Objectives – developed from teaching plan
 Course outcomes – group of learning objectives
 CLO-PLO matrix – is it satisfactory?
 CLO/PLO Depth – e.g. bloom taxonomy
 Delivery and assessment
 Students’ time and competencies covered
 Course Coverage & Assessment
When assessing, an instructor must consciously assess and evaluate the applicable
elements (Knowledge, Skills, Attitude aka Cognitive, Psychomotor, Affective
Domains). An activity may be used to examine all the three elements related to the PO
Model A Model B

Competencies Competencies

Knowledge Knowledge

Skills Skills

Attitude Attitude
 PLO Attainment
Final Year
Final Year Project Design Final Year Courses
Project

Third Year Courses

Second Year Courses

First Year Courses

 Operation Models for OBE
Distribution of K,S,A elements throughout the 4 years

S&A
Yr. 4 S&A 30%
30%

Yr. 3 K 70% K 70% K 70% K 70%

Yr. 2
S&A
30%
Yr. 1 S&A
30%

A B C D

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OBE Learning Domains