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- Benefits of OBE include better preparing students for the workforce, improving the learning process, and producing more innovative graduates with important professional skills. OBE also leads to better recognition of education programs internationally.
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An all-inclusive procedure of Assessment & Accreditation of Higher Education Institutions, including Universities, Autonomous, Affiliated and Constituent Colleges (all Government institutions, Grant-in-aid colleges or Self-financed institutes) in India.
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2. Contents
• Traditional Education
• Outcome Based Education (OBE)
• Key Components of OBE
• Benefits of OBE
• GAs, POs and COs
• Content delivery
• Assessment methods
3. Traditional Education
• 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
4. Outcome Based Education (OBE)
• Starting with a clear picture of
what is important for students to be able
to do…
• Then organizing the curriculum,
deliveryand assessmentto make
sure learning happens…
5. Course, Degree, Programme
• Course
– Course 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
– Cohesive arrangement of courses, co-
curricular and extra-curricular activities to
accomplish predetermined objectives
leading to the awarding of a degree.
• Degree
– Academic award conferred upon a
student on successful completion of a
program designed to achieve the defined
attributes
6. Outcome Based Education
• What students will be able to do by the time and after few years
of graduation?
• ‘Learner Centric’, rather than the traditional ‘Teacher Centric’
• Continuous improvement in the educational (Teaching-
Learning) process
• Preparing Graduates to fit themselves globally
• Effective and innovative Content delivery methods, assessment
methods and procedures
• Enrichment of Faculty involvement in the Teaching-Learning
Process
7. Why OBE
• International recognition and Global employment opportunities
• More employable and innovative graduates with professional and
soft skills, social responsibility and ethics
• Better visibility and reputation of technical institution among
stakeholders
• Improving the commitment and involvement of all stakeholders
• Enabling graduates to excel in their profession and career
accomplishments
• Preparing graduates with leadership positions and challenging
technology development opportunities
8. Traditional Education
quantitative grades of
students
Infrastructure facilities
faculties
lab equipment
financial resources
Number of students
Number of students
graduating
Number of students placed
Program
me
Measureable Input Measurable Outputs
9. Outcome Based Education
career and professional
accomplishments of
graduates
Infrastructure facilities
faculties
lab equipment
financial resources
Number of students
Knowledge, skills and
behaviour of students
graduating
Program
me
Measureable Inputs
Measurable Outcomes
Course outcomes
10. Benefits of OBE -Teacher
• Teaching will become a far more creative and innovative career.
• Lecturers will no longer feel the pressure of having to be the
“source of all knowledge”
• Producing thinking, caring students.
11. OUTCOME BASED ACCREDITATION (OBA)
• Programmes to be accredited from March 2013
onwards will have to be based on OBE
approach!
• NO OBE = NO ACCREDITATION
12. Keys of OBE System
(William G. Spady)
• Developing a clear set of learning outcomes around
which all of the system's components can be focused
• Establishing the conditions and opportunities within
the system that enable and encourage all students to
achieve those essential outcomes
• Having learners do important things with what they
know is a major step beyond knowing itself
14. OBE Assumptions
• all learners can learn and succeed;
• success breeds success; and
• “teaching institutions” control the
conditions of success.
15. OBE Framework
OBE
(Education)
OBC
(Curriculum)
What the student
should be able to
do? OBLT
(Learning &
Teaching)
OBA
(Assessment)
How to make the
student achieve
the outcome?
How to measure
what the student has
achieved?
16. Key Components of OBE
• Vision and Mission of the Institute
• Vision and Mission of the Department
• Programme Outcomes (POs)
• Course Outcomes (COs)
• Programme Specific Criteria
17. VISION AND MISSION OF THE INSTITUTION
Vision:
• Vision is a picture of the future you seek to create,
described in the present tense, as if it were
happening now. It shows where we want to go, and
what we will be like when we get there.
Mission:
• Mission statement defines what an institution is, why
the institution exists, its reason for being. It defines
what are we here to do together
18. Department - VISION AND MISSION
• The vision and mission of the department should be
correlated with the mission and vision of the institution.
• more focused on the theme area and based on the SWOT
analysis.
• A mission statement might include a brief history and
philosophy of the academic programme, the type of students
to be served, the academic environment and primary focus of
the curriculum, faculty roles, the contributions to and
connections with the community, the role of research.
19. Programme Outcomes (POs)
• POs describe what students should know and be able to do at
the end of the programme.
• POs are to be in line with the graduate attributes of IEA.
• POs are to be specific, measurable and achievable.
• POs transform the PEOs into specific student performance and
behaviors that demonstrate student learning and skill
development
20. Programme Outcomes -Dimensions
Knowledge Outcomes
• Pertain to grasp of fundamental cognitive content, core concepts,
basic principles of inquiry, a broad history
Skills Outcomes
• Focus on capacity for applying basic knowledge, analyzing and
synthesizing information, assessing the value of information,
communicating effectively and collaborating
Attitudes and Values outcome
• Encompass affective states, personal/professional/social values and
ethical principles
Behavioral Outcomes
• Reflect a manifestation of knowledge, skills and attitudes as
evidenced by performance, contributions.
21. Programme Outcomes -Guidelines
• Describe student performance, not teacher/professor
performance
• Describe learning product, not process
• Are specific without simply stating the subject matter to be
learned
• Stick to one type of result for each outcome (e.g., do not say
“Knows the scientific method and applies it effectively”)
• Start with an action verb that indicates observable and
measurable behavior
22. Programme Outcomes –Contd.
• Develop assessment methods for each PO to measure
the attainment.
• Publish and Disseminate the POs among the students
and faculty.
• Check for the consistency of the POs with the PEOs of
the Programme and Graduate Attributes.
23. PO# PO
1.k3 Education knowledge: Apply the knowledge of teaching methods in various pedagogy for implementing different skills.
2.k4 Problem analysis: Identify the diverse needs, formulate suitable teaching techniques, review research literature, and analyze complex learning problems
reaching substantiated conclusions using psychological, philosophical and sociological principles.
3.k5 Design/development of solutions: Design solutions for inclusive education and design system components or processes that meet the specified needs
with appropriate consideration for public health and safety, and the cultural, societal, and environmental considerations.
4.k5 Conduct investigations of complex problems: Use research-based knowledge and research methods including design of experiments, analysis and
interpretation of data, and synthesis of the information to provide valid conclusions for the teaching and learning evaluation.
5.k3,k4,k5 Modern tool usage: Create, select and apply appropriate techniques, resources, and modern instructional materials and IT tools, including working and
non-working model to complex teaching activities, with an understanding of the limitations.
6.k5 The Teacher and Society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal and cultural issues and the
consequent responsibilities relevant to the professional teaching practice.
7.k3
Environment and Sustainability: Understand the impact of the professional teaching and learning solutions in societal and environmental contexts and
demonstrate the knowledge of and need for sustainable development.
8.k5 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the teaching practice.
9.k6 Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings.
10.k6 Communication: Communicate effectively on complex teaching activities with the teaching community and with the 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.
11.k6 Project Management: Demonstrate knowledge and understanding of the education management principle and apply these to teaching learning process.
12.k6 Life-long learning: Recognize the need for citizenship training and have the preparation and ability to engage in independent and life-long learning in the
broadest context of technological change.
TABLE:2 Programme outcomes
Programme Name: B.Ed.2016-2018
24. Course Outcomes
• The course outcomes must state the major skills,
knowledge, attitude or ability that students will
acquire.
• Course outcomes should be expressed in terms of
measurable and/or observable behaviors
• Course Outcomes should be agreed upon by the
faculty in a program and should drive program
outcomes.
• Course outcomes should begin with an action verb
(e.g., write, install, solve, and apply).
26. VISTAS
School of Education
Program Name : B.Ed. (2016-2018)
Course Name : Education in Contemporary India
Semester : I
Course Code : 16GCED11
CO. No
K -level
Course outcomes
Students will be able to
CO101.1
K4
Examine the educational problems in contemporary Indian society
CO101.2
K5
Differentiate education in pre and post independent India
CO101.3
K4
Appraise various Indian Constitutional provisions and education commission
CO101.4
K3
Formulate the objectives and need of value education
tcome
32. Assessment Tools
• Direct methods display the student’s knowledge and skills
from their performance in the continuous assessment tests,
end-semester examinations, presentations, and classroom
assignments etc.
• These methods provide a sampling of what students know
and/or can do and provide strong evidence of student
learning.
33. Assessment Tools
• Indirect methods such as surveys and interviews ask the
stakeholders to reflect on student’s learning.
• They assess opinions or thoughts about the graduate’s
knowledge or skills.
• Indirect measures can provide information about graduate’s
perception of their learning and how this learning is valued by
different constituencies.
34. 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
– Alumni survey
– Exit survey
– Course-end survey, etc.,.
34
35. CAT - I CAT - II UE TL
CO1 CO2
ATTAIN
MENT
LEVEL TL CO3 CO4
ATTAIN
MENT
LEVEL TL CO1 - CO4
10M 15M 25M >=60% 10M 15M 25M >=60% 10 GPA >=60%
S.No. Reg. No. Name of the student
1 16511101 JENIFER T 7 8 15 Y 8 9 17 Y 8 Y
2 16511102 MANISHA KUMARI 7 9 16 Y 7 10 17 Y 7 Y
3 16511103 ROSELIN DAYANA A 9 14 23 Y 7 13 20 Y 9 Y
4 16511104 SUCHISMITA NAYAK 10 11 21 Y 9 10 19 Y 9 Y
5 16511105 RENUKA NATH M 6 12 18 Y 7 13 20 Y 9 Y
6 16520101 CHITRA DEVI D 8 10 18 Y 8 11 19 Y 7 Y
7 16520102 DHIVYA T 7 9 16 Y 6 9 15 Y 6 Y
8 16520103 GAYATHRI D 8 9 17 Y 8 10 18 Y 7 Y
9 16520104 KAMATCHI K 8 11 19 Y 8 9 17 Y 6 Y
10 16520105 MADHURA J 8 10 18 Y 6 10 16 Y 5 N
11 16520106 PUSHPA P 5 11 16 Y 8 7 15 Y 6 Y
12 16520107 SANGAVI P 8 10 18 Y 9 10 19 Y 7 Y
13 16520108 SANGEETHA R 7 8 15 Y 9 9 18 Y 5 N
14 16520109 SIVARANJANI M 6 8 14 Y 9 8 17 Y 6 Y
15 16520110 SRIDEVI N 9 12 21 Y 8 12 20 Y 7 Y
16 16520111 SUGANYA P 7 8 15 Y 5 11 16 Y 7 Y
17 16520112 SUJATHA R M 6 11 17 Y 6 12 18 Y 7 Y
18 16520113 SWATHI M 9 12 21 Y 9 13 22 Y 7 Y
19 16520114 UMA MAHESWARI M 8 8 16 Y 6 9 15 Y 6 Y
20 16520115 VIJAYALAKSHMI C M 9 14 23 Y 9 13 22 Y 7 Y
21 16520116 ANTONY JESINTHA MARY J 5 7 12 N 6 5 11 N 6 Y
22 16520117 JAYACHITRA E AB AB AB NA AB AB AB NA RA NA
23 16520118 KALYANI P 4 9 13 N 5 10 15 Y 6 Y
24 16520119 SUJATHA M 6 10 16 Y 6 9 15 Y 6 Y
25 16520120 GAYATHRI K 9 13 22 Y 8 13 21 Y 7 Y
26 16520121 ALIYA SULTANA V H 4 8 12 N 6 4 10 N 5 N
27 16513101 GANGA DEVI R 8 12 20 Y 9 14 23 Y 7 Y
28 16513102 PREETHI K 7 4 11 N 7 11 18 Y 6 Y
29 16513103 SAURABH 8 10 18 Y 7 10 17 Y 7 Y
30 16514101 DHANALAKSHMI M 5 7 12 N 4 6 10 N 7 Y
31 16514102 MAGESH KUMAR K 6 7 13 N 7 13 20 Y 7 Y
32 16514103 MOHAN RAO K 6 9 15 Y 5 5 10 N 5 N
33 16514104 MYTHILI S P 5 10 15 N 4 12 16 Y 7 Y
34 16515101 INDUMATHI R 6 3 9 N 5 4 9 N 5 N
35 16515102 POORNIMA J 7 9 16 Y 6 11 17 Y 7 Y
36 16515103 RADHIKA J 7 9 16 Y 7 10 17 Y 7 Y
37 16515104 RAJESWARI M 4 12 16 Y 6 14 20 Y 7 Y
38 16515105 SIMI DHANISH 7 9 16 Y 7 10 17 Y 7 Y
39 16515106 VIJAYALAKSHMI B 5 8 15 Y 7 9 16 Y 6 Y
40 16515107 NAGALATHA R AB AB AB NA AB AB AB NA RA NA
41 16515108 DENTON GAMBLE 9 13 21 Y 8 12 20 Y 8 Y
42 16518101 ARCHANA T 8 9 17 Y 8 10 18 Y 7 Y
43 16518102 BHUPINDER KAUR TARERIYA 6 10 16 Y 4 14 18 Y 7 Y
44 16518103 DEEPA P 8 9 17 Y 8 10 18 Y 7 Y
45 16518104 DIVYA M 4 13 17 Y 8 12 20 Y 7 Y
46 16518105 NADHIRA A 4 12 16 Y 4 12 16 Y 6 Y
47 16518106 NIVENITHA C 8 12 20 Y 8 11 19 Y 9 Y
48 16518107 RAICHEL D 6 12 18 Y 8 9 17 Y 7 Y
49 16518108 REVATHY G 5 12 17 Y 3 6 9 N 6 Y
50 16518109 RUTH SAMUEL K 8 11 19 Y 8 10 18 Y 8 Y
51 16518110 SEETHALAKSHMI A 7 9 16 Y 8 9 17 Y 7 Y
52 16518111 SHANMATHI K 8 14 22 Y 8 7 15 Y 8 Y
53 16518112 SIVAGAMI R 6 12 18 Y 6 10 16 Y 8 Y
54 16518113 SELVAKANI J 6 10 16 Y 6 9 15 Y 7 Y
55 16518114 SANDHYA S 7 7 14 N 5 12 17 Y 8 Y
56 16518115 KIM PERPETUA 7 8 15 Y 7 9 16 Y 7 Y
57 16518116 MALLIKA K 6 7 13 N 4 6 10 N 6 Y
58 16519101 BHUVANESWARI S 6 10 16 Y 6 9 15 Y 6 Y
59 16519102 GOWRI M 7 12 19 Y 5 10 15 Y 7 Y
60 16519103 NADHIYA A 7 11 18 Y 6 11 17 Y 7 Y
61 16519104 SAILAJA U 6 11 17 Y 7 10 17 Y 7 Y
62 16519105 SOMA CHATTOPADHYAY 6 4 10 N 6 9 15 Y 5 N
63 16519106 VIJAYALAKSHMI P 6 9 15 Y 7 10 17 Y 7 Y
64 16519107 VIJAYALAKHMI S M 7 10 17 Y 9 9 18 Y 7 Y
65 16522101 DHIVYA M 8 10 18 Y 8 9 17 Y 9 Y
66 16522102 MONISHA T 8 11 19 Y 9 9 18 Y 9 Y
67 16522103 NANDHINI S 6 8 14 N 7 8 15 Y 8 Y
68 16522104 SUGANTHI M 7 8 15 Y 8 10 18 Y 9 Y
69 16522105 SANDHYA M 7 9 16 Y 6 11 17 Y 7 Y
70 16523101 AGALYA K 6 8 14 N 7 8 15 Y 7 Y
71 16523102 ANGELENE ELAKKIYA S 7 11 18 Y 8 9 17 Y 8 Y
72 16523103 BALAMBIKA C 7 12 19 Y 7 12 19 Y 9 Y
73 16523104 BHUVANESWARI M 6 8 14 N 4 8 12 N 7 Y
74 16523105 PRISCILLA RAJAKUMARI S 7 9 16 Y 5 12 17 Y 5 N
75 16523106 RADHA K 6 8 14 N 6 9 16 Y 7 Y
76 16523107 SOPHIA P 7 8 15 Y 8 7 15 Y 7 Y
77 16523108 MANJULA C 6 7 13 N 6 9 15 Y 6 Y
Y-57 Y-66 Y-68
N-16 N-8 N-7
NA - 4 NA - 2 NA - 2
Avg. of Course Outcome Attainment 0.74 0.85 0.88
Overall Course Outcome Attainment Level > = 60% 2.75 → (2.5X 0.5 + 3 X 0.5 = 2.75)
TL - Target Level Y - TL Achieved 0.5 - 50% of CAT
CAT - CONTINUOUS ASSESSMENT TEST N - TL Not Achieved 0.5 - 50% of UE
AVG. - AVERAGE NA - Not Applicable UE. UNIVERSITY EXAMINATION
TABLE:4 Percentage of students attaining course outcomes and attainment level
37. S.N
o
Statements 3 2 1
1. Apply the knowledge of teaching methods in various pedagogy for
implementing different skills.
2. Identify the diverse needs, formulate suitable teaching techniques,
review research literature, and analyze complex learning problems.
3. Design solutions for inclusive education and design system
components or processes that meet the specified needs with
appropriate consideration.
4. Use research-based knowledge and research methods including design
of experiments, analysis and interpretation of data, and synthesis of
the information to provide valid conclusions.
5. Create, select and apply appropriate techniques, resources, and
modern instructional materials and IT tools, including working and
non-working model
6. Apply contextual knowledge to assess societal, health, safety, legal
and cultural issues.
7.
Understand the impact of the professional teaching and learning
solutions in societal and environmental contexts.
8. Apply ethical principles and commit to professional ethics and
responsibilities and norms of the teaching practice.
9. Function effectively as an individual, and as a member or leader in
diverse teams, and in multidisciplinary settings.
10. Communicate effectively on complex teaching activities with the
teaching community and with the society at large.
11. Demonstrate knowledge and understanding of the education
management principle and project.
12. Recognize the need for citizenship training and preparation the life-
long learning in the broadest context of technological change.
Dear student,
Its our pleasure to note that you are completing your graduation in a few days. We wish and hope that
you have assimilated all that is required for successful career.
Kindly give your response on the following outcomes you have gained through your two-year degree
program.
HOD and the Faculty members.
At the end of my degree program, I am able to:
3-Strongly agree. 2-Agree. 1-Average
40. Program Specific Outcomes(PSOs)
Program Outcomes (POs)
Course Outcomes (COs)
Upon
graduation
Upon
course completion
Few years after
Graduation – 4 to 5 years
When to Assess
41. Administrative System-OBE
• Course Coordinator
• Module Coordinator
• Program Assessment Committee
• Program Coordinator
• Department Advisory Board (DAB)
• Internal Quality Assurance Cell (IQAC)
