Outcome Based Education - Comsats Abbottabad

1. Introductory Presentation on
Outcome Based Education
COMSATS University Islamabad -
Abbottabad Campus (CUI – ATD CAMPUS).
Department of Civil Engineering, COMSATS Abbottabad.
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2. Introduction to OBE
OBE makes us
accountable
What is the best way of
doing OBE?
Let us assess and evaluate the
learning of students the right way
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3. 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
Employers Rating of Skills/Qualities – 2002
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4. Outcomes Based Education
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
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5. 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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6. Bloom’s Taxonomy and Engineering Program
Engineering
Programme
Cognitive
(Knowledge –K)
Psychomotor
(Skill-S)
Affective
(Attitude-A)
Education
(Knowledge and Understanding)
Training (Skill)
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7. Domain Levels
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8. • Cognitive Levels (Knowledge based)
• Psychomotor Levels (Skill based)
• Five Levels of Affective Domain (Attitude
based)
Domains and their levels
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9. Domains and their levels
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10. International Engineering
Alliance (IEA)
&
Washington Accord
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11. International Engineering
Alliance (IEA)
• The International Engineering Alliance (IEA) is a global
not-for-profit organization, 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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12. International Engineering Alliance (IEA)
Washington Accord
THE WASHINGTON ACCORD
IS AN INTERNATIONAL
AGREEMENT BETWEEN
BODIES RESPONSIBLE FOR
ACCREDITING ENGINEERING
DEGREE PROGRAMMES.
Sydney Accord
THE SYDNEY ACCORD IS AN
INTERNATIONAL
AGREEMENT BETWEEN
BODIES RESPONSIBLE FOR
ACCREDITING ENGINEERING
TECHNOLOGY ACADEMIC
PROGRAMMES.
Dublin
THE DUBLIN ACCORD IS AN
INTERNATIONAL
AGREEMENT ESTABLISHING
THE REQUIRED
EDUCATIONAL BASE FOR
ENGINEERING TECHNICIANS.
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13. Washington Accord Full
Signatory Countries
Australia
Canada
China
Chinese Taipei
Hong Kong China
Ireland
Japan
Korea
Malaysia
New Zealand
Russia
Singapore
South Africa
Sri Lanka
Turkey
India - Represented by
National Board of
Accreditation (NBA)
(2014)
United States -
Represented by
Accreditation Board for
Engineering and
Technology (ABET)
(1989)
United Kingdom -
Represented by
Engineering Council
United Kingdom
(ECUK) (1989)
Pakistan - Represented
by Pakistan
Engineering Council
(PEC) (2017)
Peru (2018)
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14. PEC Requirements Before Washington
Accord
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15. Engineers
Professional
Engineers
Technologists Others
PAE
+
3 years
Work
Experience
(Normally
5 year
+
Registered
with the
Board
ENGINEERING GRADUATES OUTCOMES
Registered
with the
Board
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16. PEC Requirements After Washington
Accord
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17. Affective
(Attitude – A)
Psychomotor
(Skill – S)
Cognitive
(Knowledge – K)
Education
(Knowledge & Understanding)
Training
(Skill)
ENGINEERING PROGRAMME
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18. OBE System
NED Vision and Mission
Program Mission
Department Mission
Program Educational Objectives (PEOs)
Program Learning Outcomes (PLOs)
Course Learning Outcomes (CLOs)
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CUI Vision and Mission
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19. Program Educational
Objectives
(PEOs)
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20. • 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.
Program Educational Objectives (PEOs)
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21. Program Educational Objectives (PEOs)
The Bachelor of Civil Engineering program offered by
COMSATS University - Abbottabad is designed to enable
undergraduate students to
 PEO 1: Demonstrate clear understanding and a vision of
the core domains of 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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22. Program Learning Outcomes
(PLOs)
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23. Program Learning Outcomes (PLOs)
Specifically, it is to be
demonstrated that the students
have acquired the following
graduate attributes:
1. Engineering Knowledge
2. Problem Analysis
3. Design/Development of
Solutions
4. Investigation
5. Modern Tool Usage
6. The Engineer and Society
7. Environment and Sustainability
8. Ethics
9. Individual and Team Work
10.Communication
11.Project Management
12.Lifelong Learning
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24. 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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25. Different Levels of Outcomes
Programme Educational Objectives
Programme Outcomes
Course/subject 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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26. ASSESSMENT:
Processes that identify, collect, use and
prepare data for evaluation of achievement
of programme outcomes or educational
objectives.
EVALUATION:
Processes for interpretation of data and
evidence from assessment practices that
determine the program outcomes are
achieved or result in actions to improve
program.
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27. Department of Civil Engineering - CUI ATD 27

28. Why are course outcomes important?
They are essential because they:
• define the type and depth of learning students are
expected to achieve
• provide an objective benchmark for formative, summative,
and prior learning assessment
• clearly communicate expectations to learners
• clearly communicate graduates’ skills to the stakeholders
• define coherent units of learning that can be further
subdivided or modularized for classroom or for other
delivery modes.
• guide and organize the instructor and the learner.
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29. Depth of Knowledge
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30. Complex
Problems
Broadly Defined
Problems
Well defined
Problems
Can be solved
using limited
theoretical
knowledge, but
normally requires
extensive practical
knowledge
Requires
knowledge of
principles and
applied procedures
or methodologies
Requires in-depth
knowledge that
allows a
fundamentals-based
first principles
analytical approach
Depth of Knowledge Required
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31. 31
Problem Organized Project Work
or POPBL (Project Oriented Problem Based
Learning)
Problem Analysis Problem Solving Report
Literature Lectures Group Studies
Tutorials Field Work Experiment
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32. • 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.
Depth of Knowledge
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33. Rubrics
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34. • a set of instructions or rules.
• Rubrics based assignment & complex
problems will be given to each student.
• Laboratory work will be assessed through
rubrics
Rubrics
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35. Excellent
100%
Good
75%
Average
50%
Poor
25%
Clarity of design The drawing fully describes
the intent of the designer.
Drawing is clear and reflects
what the product is.
Drawing is clear and reflects
what product is.
Drawing is clear but not
reflective of what the
product is.
Drawing is not clear and is
not obvious about what the
product is.
Proper size and scale Drawing has an excellent
appearance.
Space is used to display the
final drawing in a professional
manner.
Drawn to scale.
80% Space is used to display
the final drawing in a
professional manner.
Drawn to scale.
The title block is only 80%
completed.
50% Space is used properly
to display drawing.
Not drawn to scale.
Not drawn correctly.
Dimensions All important dimensions are
shown on the drawing.
Dimensions are correct.
80% of dimensions are done
correctly.
50% of dimensions are done
correctly.
Improper and/or
unnecessary dimensioning.
Orthographic/
Isometric/ section
view
All views are projected
correctly.
1 view is projected
incorrectly.
2 view is projected
incorrectly.
All views are projected, but
are incorrect.
Graphically accurate Drawing views provided are
sufficient, correct and
appropriate.
Drawing is to the appropriate
scale.
80% of Drawing views
provided are sufficient,
correct appropriate.
50% of drawing views
provided are sufficient,
correct or appropriate.
Drawing is drawn to the
appropriate scale.
The drawing views
provided are not sufficient,
correct or appropriate.
Drawing is not drawn to the
appropriate scale.
Rubrics for conducting Lab
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36. 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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Department of Civil Engineering - CUI ATD

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

38. 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.
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39. Advantage of OBE system
• More directed & coherent curriculum
• Graduates will be more “relevant” to industry & other
stakeholders (more well rounded graduates)
• Continual Quality Improvement (CQI) is an inevitable
consequence
• 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.
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40. 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?
 Knowledge, Skill, Affective
 Student Centred Delivery
 Assessment
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41. Issues on Implementation of OBE
 Effective Programme Educational Objectives (PEO)
 Effective Programme Outcomes (PO).
 Practical Assessment Tools.
 Effective Assessment Planning.
 Robust Evaluation Planning.
 CQI procedures in place
Management Driven! Management Commitment!
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