Basic information of outcome based education and its attainment process.

1. IMPORTANT ASPECT
S OF THE OUTCOME
BASED EDUCATION
By:
Dr. Bhasker Pratap Choudhary

2. •Teaching Staff
•Curriculum
•Labs
•Other Resource
Input
Teaching &
Learning
Process
Traditional Education Process
• Traditional education process focuses on the inputs.
Students at
Graduation
• Assessment mainly via exam, test, assignments.
• Quality control from teaching evaluation.

3.  Provides students with a learning environment with
little attention to whether or not students ever learn
the material.
 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 e.g.
communication skills, interpersonal skills, analytical
skills, working attitude etc.
Deficiencies of Traditional Education

4. •Teaching Staff
•Curriculum
•Labs
•Other Resource
Input
Teaching &
Learning
Process
Students at
Graduation
Program &
Subject
Outcomes
(Short-term)
Graduates
to Fulfill
Stakeholders’
Satisfaction
Program
Education
Outcomes
Stakeholders:
EAC
Employers
Industry Advisors
Academic Staff
Public and Parents
Students
Alumni
(Long-term)
Towards OBE
• OBE shifts from measuring input and process to include measuring the
output (outcome)
• Assessment by exam, test and assignments.
• Assessment of teaching staff, lecture material & flow,
results and 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.

5. Outcome-Based Education (OBE)
• OBE is an educational process that focuses on what
students can do or the qualities they should develop
after they are taught.
• OBE involves the restructuring of curriculum, assessment
and reporting practices in education to reflect the
achievement of high order learning and mastery rather
than accumulation of course credits.
• Both structures and curricula are designed to achieve
those capabilities or qualities.
• Discourages traditional education approaches based on
direct instruction of facts and standard methods.
• It requires that the students demonstrate that they have
learnt the required skills and content.

6. Focus and Benefits of OBE
OBE addresses the following 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 Improvement through Internal & External
Assessment)?
Benefits of OBE:
1. More directed & coherent curriculum.
2. Graduates will be more “relevant” to industry & other
stakeholders (more well rounded graduates)
3. Continuous Quality Improvement (CQI) is in place.

7. Course Content - Reviewing course content to suit
specified Learning Outcomes, industrial needs, job
specifications, professional body requirement
(accreditation), own niche, etc.
Teaching - Learning Methods - Introducing innovative/
flexible teaching methods/ delivery tools to develop PEO
and PO in students/ graduates.
Assessment & Evaluation Tools - Introducing variety of
assessment and evaluation tools to measure the
achievement of PEO and PO.
Data & Evidence Collection - Collecting evidences of
process involved and the achievement of the PEO and
PO.
Continuous Improvement - Closing the loop.
Outcome-Based Education

8. Aspect Output Outcome
Lectures/
Classes
40 lectures
conducted in a
semester
Students understand and can
apply key concepts learned in
those lectures
Assessment
Students scored
above 70% in final
exams
Students are able to solve real-
world problems using the
knowledge gained
Assignments
/ Projects
100% submission
rate for
assignments
Students develop critical thinking,
problem-solving, and teamwork
skills
Workshops/
Seminars
3 workshops
conducted on
emerging
technologies
Students show increased interest
and enroll in advanced certification
courses
Graduation
95% of students
graduated on time
80% of graduates employed within
6 months or pursuing higher
studies
Educational Output & Outcome

9. Vision and Mission of the Institution/Faculty
Programme Educational Objectives (PEO)
Programme Outcomes (PO)
Course Outcomes (CO) of Subjects
A Model Hierarchy of Outcomes
Outcomes in OBE
Interrelated
and
Complement
Each
Other
Short-term
Outcomes
Long-term
Outcomes

10. Vision and Mission
Vision
The vision of a university is a forward-looking statement that defines the
institution’s long-term aspirations and the ideal future it strives to create.
“To be a globally recognized institution nurturing excellence in education,
research, and innovation for societal transformation.”
Mission
The mission of a university is a formal declaration of its core purpose,
values, and approach to achieving its vision.
•To impart inclusive, student-centered education that fosters intellectual growth,
ethical values, and lifelong learning.
•To promote excellence in teaching, research, and innovation that addresses
local and global challenges.
•To cultivate a learning environment that encourages critical thinking, creativity,
and interdisciplinary collaboration.
•To engage with society through outreach programs, partnerships, and
community service, contributing to sustainable development.
•To develop competent, socially responsible, and globally aware graduates who
are equipped to lead and serve in a dynamic world.

11. At Schools Level
Vision of School
Mission of School
Vision of Department
Mission of Department
Programme is defined as the specialization or discipline of
a Degree. It is the interconnected arrangement of
courses, co-curricular and extracurricular activities
to accomplish predetermined objectives leading to the
awarding of a degree.
Programme Educational Objectives (PEO) are long term
goals (5 years or more after graduation) describing
expected achievements of graduates in their career.

12. Programme Specific Outcomes (PSO) are what the
students should be able to do at the time of graduation
with reference to a specific discipline.
Programme Outcomes (PO) are short term outcomes
(at the point of graduation) describing what students
are expected to know and be able to perform.
Course is defined as a theory, practical or theory cum
practical subject studied in a semester. For Eg.
Engineering Mathematics
Course Outcomes (CO) of subjects are statements that
describe significant and essential learning that learners
have achieved, and can reliably demonstrate at the end
of a course.
1. Generally three or more course outcomes may be
specified for each course based on its Weightage.

13. Direct
Exams, assignments,
tests, quizzes
Final year projects
Laboratory
Exit interview
Indirect
Industrial training
Exit surveys
Course surveys
OBE Assessment Methods
Rubrics for Assessment
A rubric is a scoring guide used to evaluate student work based on
predefined criteria and levels of performance. It clearly describes what is
expected and how it will be assessed, promoting fairness and clarity.

14. Old Bloom’s Taxonomy
Old Revised Description
Knowledge Remembering From static recall to usable knowledge
Comprehension Understanding
It is the ability to grasp the meaning of
the material. Emphasis on meaning and
interpretation.
Application
oriented
Applying
It is the ability to use learned material in
new and concrete situations. No big
change in title but clearer action focus.
Analysis Analysing
It is the ability to break down material/
concept into parts to explore
understandings and relationships. More
detailed emphasis on relationships.
Synthesis Evaluating
It is the ability to justifying a decision or
course of action which shows evaluation
placed before creation.
Evaluation Creating
It is the ability to generating new ideas,
products or new ways of viewing things/
developments. Innovation take place.

15. Learning Levels Assessed through
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
• Innovative
Projects
• Mini Project
• Minor Project
•Assignments (PBL)
• Fixed hour
examinations
(Continuous
internal & external
Assessment)
Assessment methods for different Bloom’s cognitive levels

16. Remembering
Define the term X.
List the components of
Y.
Identify the correct
formula for Z.
What is the function
of ...?
Understanding
Explain the working of a solar
panel.
Summarize the key features of
....
Describe the process of ... in
your own words.
Classify the following into
appropriate categories.
Applying
Solve numerical problem
using….. Law.
Apply …..’s laws to
explain…...
Demonstrate how to
use...
Use the ….formula to
calculate….
Analysing
Analyze the differences
between ….
Compare the features of
two different …...
Examine the causes
of ..
Differentiate between
structured and
unstructured data.
Evaluating
Evaluate the effectiveness of
this ………..
Justify the choice of …… used
in bridge ………..
Critique the author's point of
view in the article.
Recommend a solution based
on the given data.
Creating
Design a ….. for a
…..issue
Create a strategy for a
new product.
Develop a model to
explain …...
Formulate a hypothesis
for ……...

17. Continuous Improvement
 Closing the loop at course level, programme level
and Institute level ensures quality assurance for
stake holders.
 All attainment analysis is made to provide
continuous improvement through either in course
delivery, Assessment and curriculum (Essence of
OBE).