The document discusses outcome-based education (OBE) and accreditation. It provides definitions for key terms like NBA, accreditation, and OBE. Some key points: 1. NBA is the National Board of Accreditation, an autonomous body that accredits technical education programs in India. 2. Accreditation involves periodic evaluation of programs to ensure they meet standards. It provides quality assurance and improvement. 3. OBE shifts the focus from what is taught to what students learn. It involves designing programs around intended learning outcomes. 4. Implementing OBE and getting accreditation is important for programs to remain competitive and assure quality. It also enables student mobility through

1. Awareness about Accreditation
and OBE
Dr K.Sree Latha
Prof & HOD –EEE
SPEC

2. What Is NBA & Its Constitution
• NBA Stands for NATIONAL BOARD OF ACCREDITATION
• NBA is Totally Independent Body which Accreditates programme from Diploma level
to Post Graduate level in Engineering and Technology, Management, Architecture,
Pharmacy, Hospitality and Mass Communication
National Board of Accreditation (NBA) was constituted by the All India Council for
Technical Education (AICTE), as an Autonomous Body, under Section 10(u) of the AICTE
Act,1987
• To periodically conduct evaluation of Technical Institutions or Programmes on the basis
of Guidelines, Norms and Standards specified by it and to it, by AICTE or the council, or
the commission, regarding recognition and de-recognition of the institution or
programme.
• Accreditation is a process of quality assurance and improvement, whereby a programme
in an approved Institution is critically appraised to verify that the Institution or the
programme continues to meet and/or exceed the Norms and Standards prescribed by
regulator from time to time
• It is a kind of recognition which indicates that a programme or Institution fulfills
certain standards
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3. What Accreditation for Institute
• If your programmes are accredited by NBA, you will
• Be able to identify your programmes with excellence in
technical education.
• Be assured of conformity to good practices and benchmarks
of global requirements.
• Be able to rate your programmes on a national platform to
attract better student intake.
• Be able to appraise yourself vis-à-vis performance.
• Be a satisfied vendor of human capital to world-class
employers and other stakeholders.
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4. Goals Of NBA
• To develop a Quality Conscious system of Technical Education
where Excellence relevance to market needs and participation
by all stake holders are prime and major determinants.
• NBA is dedicated to building a technical education system that
will match the national goals of growth by competence
contributions to economy through competitiveness and
compatibility to societal development.
• NBA will provide Quality bench marks targeted at Global and
National Stockpile of human capital in all fields of technical
education
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5. AICTE Approval Vs Accreditation
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APPROVAL
• Credibility of Management
provider
• Assessment of Promise
• Based on Physical, financial
and infrastructure resources
• Based on Detailed Project
Report
• Quantitative assessment
• Straightforward
decision (Yes/No)
• ACCREDITATION
 Actual performance based on
input and output
 Assessment of Performance
 In addition, includes availability
• and quality of human resources
 Based on self assessment
questionnaires and a SWOT analysis
 Qualitative assessment
 Depends on Quality Systems

6. Significance of Accreditation
• For the Parents and Students
– it signifies that their child goes through a teaching-learning environment as per accepted
good practices, and that the student has entered an institution, which has the essential features
of Quality Professional Education.
• For the alumni
– it signifies attachment through the pride of passing out of an institution with high credentials.
• For the employers.
– It signifies that the institutional performance is based assessment through a competent body of
Quality assessors, with of strengths Weaknesses emanating as a feedback for policy-making.
• For the Institution
– it signifies its strengths, weaknesses and opportunity for future growth.
• For the industry infrastructure Sectors
– it signifies, identification of quality of institutional capabilities and skills and knowledge.
• For the Country
– it signifies confidence in the suitability for sustaining stockpiles of market sensitive human capital
and a pragmatic national development perspective.
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7. Benefits of Accreditation
 Demonstrates accountability to the public.
 Demonstrates the commitment to excellence.
 Strengthens consumer confidence.
 Facilitates continuous Quality Improvement.
 Improves staff morale.
 Recognizes the achievements/innovations.
 Facilitates information sharing.
 Priority in getting financial assistance
 Helps the Institution to know its strengths, weaknesses and opportunities.
 Initiates Institutions into innovative and modern methods of pedagogy
 Gives Institutions a new sense of direction and identity.
 Provides society with reliable information on quality of education offered.
 Promotes intra and inter-Institutional interactions.
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8. Input-Output Based Education
quantitative grades of
students
Infrastructure facilities
No. of Teaching Faculty
Lab equipment
Financial resources
No. of quality of
students
No. of students graduating
success rate of students
Programme
/Institution
Measureable Input Measurable Outputs
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9. Outcome Based Education
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1. what the students need to learn?
2. What the students should demonstrate to the professional world?
3. Accordingly designing both curricula and delivery mechanisms(teaching
strategies) to build the required skills and competence.
1. Basic knowledge
2. Discipline Knowledge
3. Experiments and practice
4. Engineering Tools
5. The Engineer and Society
6. Environment and Sustainability
7. Ethics
8. Individual and Team Work
9. Communication
10. Life-Long learning
Graduate Attributes
Dr K Sree Latha

10. Key Constituents of OBE
MissionVision
d
e
s
i
g
n
Graduate
Attributes
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11. What is OBE
IT’S NOT WHAT WE TEACH,
IT’S WHAT YOU LEARN
Outcome-Based Education (OBE) is an education
approach that focuses on the graduate
attributes or outcomes after completing an
academic programme
- Barr et al., 2006; Mansor et al., 2008.
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12. The desired outcomes are determined first and
the programme curriculum, teaching and
learning methodology and supporting
facilities are designed to support the
intended outcomes.
OBE is a process that involves assessment
and evaluation practices in education to
reflect the attainment of expected learning
and showing mastery in the program area.
What is OBE
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13. Why OBE?
• With the national accreditation bodies,
National Board of Accreditation(NBA) &
National Assessment & Accreditation Council
( NAAC) heavily focusing on the adoption of
OBE approach for all programmes in INDIA.
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14. International Mobility (Washington Accord)
The Washington Accord (WA): Agreement that
establishes equivalence of other countries’
accredited professional & engineering
programs.
Accredited Engineering Graduates are
recognized by other signatory countries -
Possible employment as engineers in those
countries without further examinations.
Why need Accreditation
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15. • Established in 1989, as of 2007, the following
countries are full members of WA: Australia,
Canada, the Republic of Ireland, Hong Kong,
Japan, New Zealand, Singapore, South Africa,
South Korea, Taiwan, the UK and the USA.
• Provisional members of the WA and may
become a full member in the future:
Germany, India, Russia, Malaysia, Sri Lanka.
Why need Accreditation
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Dr K Sree Latha

16. Why need OBE
Programmes to be accredited from
2013 will have to be based on OBE
approach!
NO OBE = NO ACCREDITATION
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17. Traditional Education
• It is content oriented.
• Different degrees have their associated syllabi.
• Relevant contents are taught and examined in
the traditional approach to teaching, the
professor lectures and assigns well-defined
convergent single – discipline problems, and
the students listen, take notes, and solve
problems individually.
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18. • Teachers focus on ‘covering the content’
giving much less thought to the ‘learning
by the student’ & ‘teaching methodology’.
• The content-driven approach to teaching
has been referred to as a teacher-centered
approach.
Traditional Education
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19. Instructional objectives and learning outcomes
are not comprehensively planned & informed
to students.
Student involvement is very Low level.
Too much technical content at the expense of a
broader, liberal education.
Stress on Lower Order Thinking Skills.
Student assessment is not aligned to program
outcomes.
Traditional Education
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20. Bloom’s Higher Order Thinking Skills (HOTS) vs.
Lower Order Thinking Skills (LOTS)
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21. • LEVEL 1: KNOWLEDGE(what do the students know; what content do
they know?)
Knowledge may be defined as the ability to recall or remember facts without
necessarily understanding them.
• LEVEL 2: COMPREHENSION
Comprehension may be defined as the ability to understand and interpret learned
information.
• LEVEL 3: APPLICATION
Application may be defined as the ability to use learned material in new and
concrete situations, e.g. put ideas and concepts to work in solving problems.
• LEVEL 4: ANALYSIS
Analysis may be defined as the ability to break down information into its
components, e.g. look for interrelationships.
LEVEL 5: SYNTHESIS
Synthesis may be defined as the ability to put parts together to form a new
whole.
LEVEL 6: EVALUATION
Evaluation may be defined as the ability to judge the value of material for a
given purpose, e.g. present and defend opinions; identify strengths /
weaknesses; make convincing arguments.
THINKING SKILLS
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22. Why OBE - Deficiencies of Traditional
• Students are given grades and rankings
compared to each other – students become
exam oriented or CGPA driven.
• Graduates are not completely prepared for the
workforce.
• Lack of emphasis on soft skills needed in jobs.
• Example :
communication skills, interpersonal skills,
analytical skills, working attitude, human
relationships skills etc.
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23. OBE Vs Traditional Education Process
OBE shifts from measuring input and process to include measuring
the output (outcome)
Graduates
to Fulfill
Stakeholders’
Satisfaction
Input Process
Program
Education
Outcomes
Program &
Subject
Outcomes
(Short-term) (Long-term)
Teaching &
Learning
Students at
Graduation
•Teaching Staff
•Curriculum
•Labs
•Other Resource
Stakeholders:
NAAC, NBA
Employers
Industry Advisors
Academic Staff
Public & Parents
Students
Alumni
• Assessment by exam, test and assignments.
• Assessment of teaching staff, lecture material & flow, results &
student ‘capabilities’ (Short & long-term outcomes), lab
interview, exit survey etc.
• More ‘thinking’ projects, with analysis.
• Feedback from industry, alumni and other stakeholders.
• Clear continuous improvement step.4/15/2020 23Dr K Sree Latha

24. • OBE :key questions
• What do we want the students to have or be
able to do?
• How can we best help students achieve it?
• How will we know whether they (students)
have achieved it?
• How do we close the loop for further
improvement (Continuous Quality
Improvement (CQI))?
Focus and Benefits of OBE
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25. Vision & Mission of Dept / Program
• It is correlated with vision and mission of institution
• It is more focused on the theme of the department
• It may be created based on the SWOC analysis
( Strengths, Weaknesses, Opportunities, Challenges)
• In Mission statement might be include history,
philosophy of academic, type of student served,
environment, faculty , curriculum ,contributions to
and connection with the community etc.
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26. Mission of Dept/ Program
Components of Program mission statement:
• Primary functions: most important functions,
operations, outcomes, and /or offerings of the
program.
• Purpose: Primary reasons Why you perform
your major activities or operations.
• Stakeholders: groups or individuals that
participate in the program and those that will
benefit from the program.
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27. Vision and Mission of Dept/ Program
•
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28. Programme Educational Objectives (PEOs)
• PEOs are broad statements that describe the
career and professional achievements
that the program is preparing the
graduates to achieve within the first few
years after graduation.
• PEOs should be assessable and realistic
within the context of the committed
resources.
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Dr K Sree Latha

29. •
Programme Educational Objectives (PEOs)
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30. Achievement of PEOs
• There should be enough evidence and
documentation to show the achievement of
PEOs as set by the institution with the help of
the assessment and evaluation processes that
have been developed.
• Also show that this continuous process leads
to refinement / improvement of PEOs.
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31. Program Outcomes (POs)
Program outcomes are narrower statements that
describe what students are expected to be able to do by
the time of graduation. POs are expected to be aligned
closely with Graduate Attributes
Guidelines for the POs
• Program outcomes basically describe knowledge,
skills and behaviour/attitude of students as they
progress through the program as well as by the time
of graduation and must reflect all GAs.
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32. Program Outcomes (POs)
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33. OBE in a nut shell
 What do you want the students to have or able to do?
 How can you best help students achieve it?
 How will you know what they have achieved it?
 How do you close the loop
 Knowledge, Skill, Affective
 Evaluation, Continuous Quality
Improvements
 Student Centred Delivery
 Assessment
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Dr K Sree Latha

34. Issues on Implementation of OBE
 Effective Programme Educational Objectives (PEOs)
 Effective Programme Outcomes (POs).
 Course Outcomes (COs)
 Practical Assessment Tools.
 Effective & Robust Assessment Planning.
 CQI procedures in place
Management Driven! Management Commitment!
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35. Different Levels of Outcomes
Programme Educational Objectives
Programme Outcomes
Course Outcomes
Weekly/Topic Outcomes
Upon graduation
Upon subject completion
Upon weekly/topic
completion
Few years after
Graduation – 4 to 5 years
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36. Programme Educational Objectives
Institutional
Mission Statement
Stakeholders Interest
Programme Outcomes
(Knowledge, skills, attitudes of graduates)
Outcome-Related Course Outcomes
(Ability to: explain, calculate, derive, design)
Continual Improvement
Assessment of Attainment Level
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37. 37
CQI
ACT
CHECK
PLAN
DO
• Adjust Plan
• Adjust Delivery
• Adjust Assessment
criteria
• Establish
Objectives/Outcomes
• Design learning/content
• Make Assessment
• Analyze of data
• Propose
Improvements
• Deliver
• Assess
• Document
Analysis & Evaluation of
CLO, PLO attainments and
results of Survey data
Course File Results
Exam, Test, Quiz, Report,
Presentation
Lecture, Lab, Tutorial
P
O
C
O
P
E
O
Syllabus/ Curriculum
Exam, Project, Survey
etc.
Continuous Quality Improvement (CQI)
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Dr K Sree Latha

38. What is the difference between
“assessment” and “evaluation?”
• Assessment is the process of objectively understanding
the state or condition of a thing, by observation and
measurement. Assessment of teaching means taking a
measure of its effectiveness. “Formative” assessment
is measurement for the purpose of improving
it. “Summative” assessment is what we normally call
“evaluation.”
• Evaluation is the process of observing and measuring a
thing for the purpose of judging it and of determining
its “value,” either by comparison to similar things, or to
a standard. Evaluation of teaching means passing
judgment on it as part of an administrative process.
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39. Levels of Outcomes
Program Educational Objectives:
PEOs are broad statements that describe the career and
professional accomplishments in five years after graduation
that the program is preparing graduates to achieve.
Program Specific Outcomes:
PSOs are statements that describe what the graduates of a
specific engineering program should be able to do.
Program Outcomes:
POs are statements that describe what the students
graduating from engineering programs should be able to do.
Course Outcomes:
COs are statements that describe what students should be
able to do at the end of a course.
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