Government of Karnataka

Directorate of Technical Education

Curriculum Development Cell

Session on

Implementation of Outcome Based

Education in Polytechnic Diploma
Curriculum
With Effect From 2015-16
 Educational Models
Input-Output Model
Often involving direct prescriptions of curriculum and
faculty composition
Makes the educational process uniform and potentially
fair
Relatively easy to maintain
Stifle innovation and creativity in the curriculum
Outcome Model
Focuses on the objectives and outcomes of the program
Requires evidence of measurement and attainment of
objectives and outcomes
Too much data may be collected and analyzed
periodically
 Input-Output Based Education

financial resources
lab equipment Number of students
Progra graduating
mme/In
Infrastructure facilities stitutio quantitative grades of
n students
faculties success rate of
students
Number of quality of
students
Measureable Input Measurable Outputs
 Outcome Based Education
Starting with aclear picture
of what is important for students to be

able to do

Then organizing the

curriculum, delivary and
assessment to make sure
learning happens
 Outcome Based Education

OBE
(Education)

What the OBC

student should (Curriculum)
be able to do?
How to make OBLT
the student (Learning &
achieve the
OBA
Teaching)
Attributes outcome?How to measure
what the student (Assessment)
has achieved?
 Key constituents of Outcome based
Education

Vision Mission

d
e
s
i
g
n Graduate
Graduate
Attributes
Attributes
 Vision and Mission
Vision is a futuristic statement that the institution /
department would like to achieve over a long period of time

Mission statements are essentially the

means to achieve the vision
For example,
Vision: Create high-quality engineering professionals
Mission: offer a well-balanced programme of instruction,
practical experience, and opportunities
for overall personality development.
 Program Educational
Objectives (PEOs)
Program educational objectives are broad statements that
describe the career and professional accomplishments
that the program is preparing the graduates to achieve.

Guidelines for the PEOs

PEOs should be consistent with the mission of the
Institution
The number of PEOs should be manageable
PEOs should be achievable by the program
PEOs should be specific to the program and not too
broad
PEOs should be based on the needs of the
constituencies
Graduate Attributes of the NBA for
diploma programmes

Graduates Attributes (GAs) form a

set of individually assessable
outcomes
that are the components indicative of
the diploma holders potential to
acquire competence to practice at
the appropriate level.
 Summary of Graduate
Attributes
Engineering knowledge
Problem analysis
Design & Development of Solutions
Investigation of Problem
Modern tool usage
Engineer and society
Environment& sustainability
Ethics
Individual & team work
Communication
Lifelong learning
+ Project management & finance
The Graduate Attributes of NBA for
diploma holders
Engineering Knowledge:
Apply knowledge of mathematics, science,
engineering fundamentals and core engineering
specialisation to the defined and applied
engineering procedures, processes, systems or
methodologies.

Problem Analysis:
Identify, formulate, study literature, and
analyse broadly-defined engineering
problems in reaching substantiated
conclusions using analytical tools appropriate to
respective discipline or area of specialisation.
 ... Graduate Attributes
Design/ Development of Solutions:
Design solutions for broadly- defined engineering/technology
problems and contribute to the design of systems, components or
processes to meet specified needs with appropriate consideration
for public health and safety, cultural, societal, and environmental
considerations.

Investigations:
Conduct investigations of broadly-defined problems; locate,
search and select relevant data from codes, databases and
literature, design and conduct experiments to provide valid
conclusions.

Modern Tool Usage:

Select and apply appropriate techniques, resources, and modern
engineering and IT tools, including prediction and modelling, to
broadly-defined engineering activities, with an understanding
of the limitations.
 ... Graduate Attributes

The Engineer and Society:

Demonstrate understanding of the societal, health, safety, legal and
cultural issues and the consequent responsibilities relevant to
engineering technology practice.
Environment and Sustainability:
Understand the impact of engineering/technology solutions in societal
and environmental context and demonstrate knowledge of and need for
sustainable development..
Ethics:
Understand and commit to professional ethics and responsibilities and
norms of engineering technology practice.
Individual and Team Work:
Function effectively as an individual, and as a member or leader in
diverse technical teams.
 ... Graduate Attributes
Communication:
Communicate effectively on broadly-defined engineering
activities with the engineering community and with
society at large, by being able to comprehend and write
effective reports and design documentation, make
effective presentations, and give and receive clear
instructions.

Life-long Learning:
Recognise the need for, and have the ability to engage
in independent and life-long learning in specialised
technologies.
Project Management and Finance:
Demonstrate knowledge and understanding of
engineering management principles and apply the same
to ones own work as a member and leader in a team,
and to manage projects in multidisciplinary environments.
 PEOs and Vision and Mission
Example of how PEOs are linked to the Vision and Mission
Vision Mission Programme Educational
Objectives (PEOs)
To be a leading 1. To produce multi-skilled 1. To develop highly competent
engineering faculty for graduates who are able engineers specialising in the area of
creation, preservation to spearhead nation- microwave and communications
and dissemination of building in the technologies in support of the
knowledge, training of Information Age related industry.
knowledge workers for 2. To provide opportunities -Related to M1,M2 & M3
nation building, and and resources for
providing continuous academic and 2. To produce innovative technical
technical support for the researchers to carry out leaders that are able to contribute
ICT industry in Malaysia the state-of-the-art towards the advancement of
research and
microwave and communications
development work
3. To support the growth of
technologies.
-Related to M1 & M3
nationwide ICT industry
through provision of
continuous professional
development of
knowledge

15
 Course, Degree,
Programme, ??
Course
Course (Subject) is a unit of teaching, which
encompasses various topics, that typically lasts one
semester, is led by one or more faculty and has a fixed
registered students.
Programme (Electrical/Mechanical Engineering programme)
Cohesive arrangement of courses, co-cuuricular and
extra-curricular activities to accomplish predetermined
objectives leading to the awarding of a degree.
Degree
Academic award (Diploma) conferred upon a student on
successful completion of a program designed to achieve
the defined attributes
 II-B (2)

How to Evolve Program

Educational Objectives
A) Consultation - Professional Bodies
- Industry - Faculty
- Alumni - Parents
- Students - Data on future
- Management - Data on trends in
development in the profession

B) - Summary of views during consultation

C) - Accepted views - objectives
D) - Identification and designing of courses with defined
objectives. Elective and core courses.
E) - Courses to achieve objectives
Program Outcomes (POs)
Program outcomes are narrower statements that describe what
students are expected to know and be able to do by the time of
graduation.

Guidelines for the POs

Program outcomes basically describe knowledge, skills and
behavior of students as they progress through the program as
well as by the time of graduation.
POs should not be too broad
They must align with the Graduate Attributes
They must reflect all the Graduate Attributes
 Course Outcomes (COs)
1. Student-focused, not professor-focused
That means: learning not coverage-oriented
2. Alignment between course, program, and institutional levels
Course outcomes need to reflect both the objectives and coutcomes that the academic
program represents as well as the broader mission of the institution as a whole
3. Focus on abilities central to the discipline
Course outcomes should help prepare students for what is important to the discipline of
which the course is a part
4. Focus on aspects of learning that will endure
Teaching students new modes of thinking is likely to have an impact on their future;
having them memorize facts tends to be much more short-lived
5. Are limited to manageable number
Learning outcomes should focus a course on a few (say, 4-6) key purposes that have a
realistic chance of being accomplished within a semester
6. Specific enough to be measurable
7. Blooms Taxonomy
 Program Specific Criteria
Program Criteria provide the specificity needed for interpretation
of the bachelor level criteria as applicable to a given discipline.
Requirements stipulated in the Program Criteria are limited to the
areas of curricular topics and faculty qualifications/expertise.
Example:
CSE must include probability and statistics, discrete mathematics, mathematics
through differential and integral calculus; sciences (defined as biological, social,
or physical science); and engineering topics (including computing science)
necessary to analyze software, and systems containing hardware and software
components.
ME must include Principles of engineering, basic science, and mathematics
(including multivariate calculus and differential equations); to model, analyze,
design, and realize physical systems, components or processes; and prepare
students to work professionally in both thermal and mechanical systems areas.
 Publishing and disseminating Vision
and Mission, PEOs, POs, COs
Awareness to all the stakeholders on the
defined Vision and mission, PEOs, POs,
COs
Publishing in websites, curricula books,
display boards etc.,
Awareness workshops to students and faculty
periodically

Prepare stakeholders to reinforce with the

activities vis--vis achievement of Vision
and mission, PEOs, POs, COs
How do PEOs, POs and COs
relate
COs
GAs


POs

Mission

PEOs
Consistency between PEOs and Mission

EX: to impart quality education for

the holistic development of
undergraduate and graduate
students with social responsibility
and technically competent
Key Components of Mission statements PEOs

PEO1 PEO2 PEO3

Socially responsible

Technical career

.
 Alignment of defined POs with
Graduate Attributes

Program Outcomes Graduate Attributes of the NBA (a-l)

a b c d e f g h i j k l

(i) Program outcome ()

(ii) Program outcome ()

.
 PEO alignment with POs

Program Educational Objectives Program Outcomes

i ii iii iv v vi vii viii ix .. .. ..

(1) PEO ()

.
 Mapping COs with POs
Contribution of courses to program Program outcomes
outcomes

Type credi Course code and CO a b c d e f g h I j k l m n

LAB 4 CHP01: CO1

LEC 4 MA01:CO1

LEC 4 CHT01:CO1

OTH 2

DES 4

OTH 1

OTH 2

LEC 4

Strong Contribution Week Contribution No Contribution

 Program Curriculum
Components
Course Component Curriculum Content (% Total number Total Number POs PEOs
of total number of of contact of credits
credits of the program ) hours

Mathematics
Science
Computing
Humanities
Professional core
.
..
 Program Curriculum Balance
between theory and practical
Balance between theory ad practice
Course Code Course Title Total Number of contact hours Credits
Lectu Tutorial Practical
#
Total Hours
re (L) (T) (P)

.. ..

Total

Project Name Type Achivement PO

Project (.) Design Published PO 3

Project (.) Application/multi-disciplinary Prototype PO2

.. . ..

Laboratory work and Project work should contribute towards

outcomes 28
Delivery method and assessment of the course is very key
Program Curriculum Contributions of
professional core

How the core courses are

contributing to PEOS and POs
Any courses specific to meet any of
the PEOS and POs
Course content contribution to meet
the POs
Draft the content/syllabus in tune
Design experience and engineering problem solving skills are
very important
 Assessment methods and tools

Direct Assessment Method: using measurable performance

indicators of students
Exams
Assignments
Projects
Tutorials
Labs
Presentations

Indirect Assessment Method: Ascertaining opinion or self-reports

Rubrics
Alumini survey
Employer survey
Course-end survey, etc.,.
 Rubric

Rubrics is set of performance indicators

which define and describe the important
component of the work being completed
Information to/about individual student
competence (Analytic)
Communicate expectations
Diagnosis for purpose of improvement and feedback
Overall examination of the status of the
performance of a group of students?
(Holistic)
Sample Program Outcome: Student can Work Effectively in Teams
Unsatisfactory Developing Satisfactory Exemplary Score
1 2 3 4
Research& Does not collect Collects very Collects some Collects a great
gather any information limited basic deal of
information relating to the information; information; information; all
topic some relate to most refer to the refer to the
the topic topic topic
Fulfillteams Does not perform Performs very Performs nearly Performs all
roles&duties any duties assigned little duties all duties duties of
to the team role assigned team
roles
Shareswork Always relies on Rarely does the Usually does Always does the
equally others to do the assigned work; the assigned assigned work
work often needs work; rarely without having
reminding needs reminding to be reminded.

Listentoother Is always talking; Usually does Listens, but Listens and

Teammates never allows most of the sometimes talk speaks a fair
anyone else to talking; rarely too much amount
speak allows others to
speak
 When to Assess

Program Educational Objectives(PEOs)

Few years after
Graduation 4 to 5 years

Upon
Program Outcomes (POs)
graduation

Course Outcomes (COs) Upon

course completion
 PEO Assessment tools

The data may be collected progressively

Survey questions should elicit the required information
Not to confirm the objective
Ex. PEO: producing the graduates with leadership qualities
Employer survey
Q1: At which level/position our graduates (year) are working in
your organization
Assessment Tool (frequency)
Employer satisfaction survey (Yearly)

Alumni survey (Yearly).

Placement records, higher education records

 CO Assessment tools for each course

Assessment Tool
End-of-course surveys

Student comments

Rubrics

Internal Assessment and home assignment

Semester end performance reports

Course performance history plots

 PO Assessment tools for all courses

Assessment Tool
End-of-course surveys (Quarterly).

Instructor evaluation reports (Quarterly).

Department performance report (Quarterly).

Student exit survey (Yearly).

Alumni survey (Yearly).

Alumni Advisory Board (Once or twice yearly).

Student Advisory Committee (Once or twice yearly).

Summary of assessment methods/tools
Assessment Tool Assessment frequency Assessed by Reviewed by

PEOs Employer survey Every year Institute Institute/Department

Alumni survey Once or twice a Department Institute
Any other

POs Assignments two months Faculty Faculty

Examinations Semester end Faculty Faculty/Department
End-of-course survey Every six months Faculty Faculty/Department
Rubrics specific to PO/POs
Employer survey Every year Institute Department
Faculty survey
Any other Every six months Department

COs Assignments two months Faculty Faculty

Examinations Semester end Faculty Faculty/Department
Projects Every six Faculty Faculty/Department
Group tasks
Assessment of the attainment of PEOs
Assessment tool Specific query/Problem Goal (%) Evaluation(%)

1. PEO (..) Industrial Survey Query (....) 80% 85%

Alumni Survey Query(.) .. .

Alumni survey Query (.) .

. . ..

2. PEO (..) Industrial Survey Query (....) 80% 85%

Alumni Survey Query(.) .. .

. . ..
 Assessment of the attainment of COs
Assessment tool Specific query/Problem Goal$ (%) Evaluation(%)

1. CO (..) End examination Problem (....) 80% 85%

Rubric Query(.) .. .

Alumni survey Query (.) .

. . ..

2. CO (..) Assignment Problem (....) 80% 85%

Industry Survey Query(.) .. .

. . ..
Assessment of the attainment
of POs
POs attainment through each Course
Direct
Indirect
 Administrative support for
OBE
Quality Assurance cell
OBE assessment and evaluation at institutional level
Program wise assessment semester/year
Continuous improvement initiatives
Industrial/alumni advisory body
Review of the attainment of PEO,PO and suggest
improvements
Program coordinator
Interacting with course coordinators towards attainment
of POs and review/update the changes required for
curriculum contents
Course coordinator
Assess the attainment of COs and review/update the
course delivery and assessment methods
Thank YOU