Outcome Based Education, Washington Accord, International Engineering Alliance, Graduate Attributes, Program Outcome, Competency, Performance Indicator, Examination Reforms by AICTE

1. Workshop on
Examination Reforms
January 17-19, 2022
Vijay K Jadon
Professor, Chitkara University, Punjab
www.vijayonline.in; vijay.jadon@gmail.com
Session - 2
Outcome Based Education
Framework

2. Workshop on Examination Reforms
Session Flow..
• Outcome Based Education framework
• Graduate Attributes or Program Outcomes
• Competencies and Performance Indicators
2

3. Workshop on Examination Reforms
Outcome Based Education Framework
Objective
The objective of this session is to bring clarity in implementation of Outcome Based
Education through the discussions on Program Educational Objectives , Program
Outcomes, Competencies, Performance Indicators and Course Outcomes.
Outcomes
After the completion of this session, the participants will be able to
§ Discuss the importance of Outcome Based Education vis-a-vis global perspective.
§ Analyze the Graduate Attributes or Program Outcomes of the program.
§ Write critique of Competencies and Performance Indicators of the Program
Outcomes given in Examination Reform Policy 2018.
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4. Workshop on Examination Reforms
Outcome Based Education Philosophy
OBE is about What Students Learn (Outcome) NOT What we Teach (Objective)
4
Prof. William Spady (1994), Faculty of Education and Arts, University of Newcastle, Australia
Clarity of
Focus
Designing
Down
High
Expectations
Expanded
Opportunities

5. Workshop on Examination Reforms
Poll
5
High expectation is related to
A. Faculty
B. Management
C. Government
D. Student
The expectation of fast/extraordinary students catered in
A. Clarity of Focus
B. Designing Down
C. High Expectation
D. Expanded Opportunities

6. Workshop on Examination Reforms
Outcome Based Education – Global Perspective
6
Accords Agreements
International Engineering Alliance
2007
WA
1989
SA
2001
DA
2002
IPEA
1997
APEC
2000
IETA
2001
AIET
2016
21 7
National Board of Accreditation is the signatory for
India (2014) after 7 years of Provisional membership.
IEA-World Federation of Engineering Organizations reviewed. Supported by UNESCO. June 2021

7. Workshop on Examination Reforms
Poll
7
How many permanent signatories are there as on 2020
A. 27
B. 21
C. 14
D. 7
IEA was formed in
A. 2001
B. 2007
C. 2014
D. 2017

8. Workshop on Examination Reforms
Graduate Attributes(GA)/Program Outcome (PO)
§ The professional programs are required to impart knowledge (facts and concepts),
skills (apply knowledge) and attitudes (use of knowledge and skill). GA are generic
to professional engineers in all disciplines.
§ Graduate attributes form a set of individually assessable outcomes that are the
components indicative of the graduate's potential to acquire competence to
practise at the appropriate level.
§ WA is applicable only for UG Engineering Programs.
8
Program Educational Objectives
Program and Program Specific Outcomes
Course Outcomes
Professional success,
Life-long learning, higher education, research
Ethical professional practice
Communication skills,
Team player
These should be clearly measurable.

9. Workshop on Examination Reforms
Graduate Attributes - Analysis
9
Technical Attributes
Professional 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 teamwork
10. Communication
11. Project management and finance
12. Life-long learning
Complex
Contextual
View document

10. Workshop on Examination Reforms
Poll
10
The most important characteristic of an Outcome Statement is
• It should be observable and measurable
• It should be relevant to the subject of concern
• It should be very clear to the student
• It should be of value to the student
Identify PEOs from the following
• Specify, select and formulate environmental engineering systems
• Engage in lifelong learning, career enhancement and adopt to changing
professional and societal needs
• Create, select, and apply modern engineering and IT tools to complex
engineering activities with an understanding of their limitations

11. Workshop on Examination Reforms
Course Outcome
11
R.E. Mager (1962)
• Performance
• Condition (optional)
• Criterion (optional)
Anderson-Bloom
• Common stem
• Verb phrase
• Object of the phrase – Type of knowledge
Action : Represents the activity the learner should perform indicated by action verb
Knowledge : Represents the specific knowledge category
Condition : Process that a learner is expected to follow
Criterion : Parameters that characterize the acceptability of the level of performing the action.

12. Workshop on Examination Reforms
Course Outcome : Sample Statements
12
Determine the dynamic unbalanced condition of a given mechanical system of rigid object
subjected to force and acceleration
Action : Determine (Apply)
Knowledge : dynamic unbalanced condition
Condition : mechanical system of rigid object subjected to force and acceleration
Criterion: None
Process data in Hadoop cluster using Hive and Pig scripts
Action : Process (Apply)
Knowledge : Data in Hadoop cluster
Condition : Hive and Pig scripts
Criterion: None

13. Workshop on Examination Reforms
OBE Implementation
13
Design Program
Outcome (PO)
Design Program Specific
Outcome (PSO)
Program Educational
Objectives
Design Course Outcome and
assessment components
Map COs with POs
Analyze Map and
check gaps
Enrich curriculum and modify
assessment components
Design assessment components and
tasks for targeted CO attainment
Assign weights to assessment
components and tasks
CO Attainment
(40% CIA+60% SEE)
PO Attainment
Direct PO
Attainment
Stake holders
Feedback
Indirect PO
Attainment
20%
80%
Clarity of Focus
Designing Down
Higher
Expectation and
Opportunities
Vision and
Mission
Yes

14. Workshop on Examination Reforms
Mapping and Attainment
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Course-1
CO
Course-2
CO
Course-n
CO
PO

15. Workshop on Examination Reforms
Competency and Performance Indicator
15
PO
Course Outcome
Designing
Down
Assessment
PO Attainment
PO
Activities Outcome
Course Outcome
Designing
Down
PO Attainment
Assessments
Performance
Indicators
Competencies
Competencies are identified using implied abilities listed
in program outcome and the performance indicators are
the statements measurable using the assessments.

16. Workshop on Examination Reforms
Graduate Attributes/Program Outcome
16
GA/PO1: Engineering knowledge
Apply the knowledge of mathematics, science, engineering
fundamentals, and an engineering specialization for the solution
of complex engineering problems.
Activities for PO attainment
§ Can not be solved by direct application course knowledge
§ Deals with conflicting technical issues
§ Involves diverse stakeholders
§ No obvious solution
§ Interdisciplinary Even the basic sciences and engineering sciences
courses do not address this PO directly.
§ Assignments
§ End of chapter problems
§ Case studies
§ Quizzes, etc.

17. Workshop on Examination Reforms
Graduate Attributes/Program Outcome
17
GA/PO2: Problem analysis
Identify, formulate, research literature, and analyze complex
engineering problems reaching substantiated conclusions using
first principles of mathematics, natural sciences, and engineering
sciences.
§ Identify a problem from an experience
§ Formulate an identified problem.
§ Covert into well defined problem by analyzing
§ Select method for solving the well defined problem.
§ Specify hardware and software to solve the problem
Activities for PO attainment
§ Assignments on Problem
Description
§ Mini Project and Major Project
§ Case studies
§ Quizzes, etc.
§ May be asked to identify the
CEP around.

18. Workshop on Examination Reforms
Poll
18
PO2 is “Identify, formulate, research literature, and analyse complex engineering
problems reaching substantiated conclusions using first principles of mathematics,
natural sciences, and engineering sciences”. Which two of the key components of
PO2 are not addressed by the core courses of engineering programs?
• Understanding principles and theories of engineering problems
• Problem identification and formulation
• Understanding how to linearize a non-linear problem

19. Workshop on Examination Reforms
Graduate Attributes/Program Outcome
19 GAA
GA/PO3: Design/development of solutions
GA/PO4: Conduct investigations of complex problems
Design solutions for complex engineering problems and design
systems, components or processes that meet the specified needs
with appropriate consideration for public health and safety, and
cultural, societal, and environmental considerations.
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.
Activities for PO attainment
§ Assignments
§ Project
§ Components – Examination
§ Use standards in assessments
§ Exercises pertaining to Non-
functional requirements
§ Open-ended experiments.
§ Case studies
§ Collection and interpretation of
data
Activities for PO attainment

20. Workshop on Examination Reforms
Graduate Attributes/Program Outcome
20
GA/PO5: Modern tool usage
GA/PO6: The engineer and society
Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and
modelling to complex engineering activities with an
understanding of the limitations
Apply reasoning informed by the contextual knowledge to assess
societal, health, safety, legal, and cultural issues and the
consequent responsibilities relevant to the professional
engineering practice.
§ Creation – projects, labs etc.
§ Selection - Case studies,
examinations
§ Create/Select simulation tools.
§ Interdisciplinary projects
Activities for PO attainment
§ Assignment on relationship of a
product with the society.
§ Case studies, Projects
§ Energy and Society etc
§ Working of Professional Bodies
Activities for PO attainment

21. Workshop on Examination Reforms
Poll
21
PO6 is “Apply reasoning informed by the contextual knowledge to assess societal,
health, safety, legal and cultural issues and the consequent responsibilities
relevant to the professional engineering practice”. PO6 can be effectively
addressed through one of the following activities
• Explore the relationships of products and services to people/society in a
variety of contexts
• Course on Intellectual Properties and Patents
• Course on national health policy

22. Workshop on Examination Reforms
Graduate Attributes/Program Outcome
22
GA/PO7: Environment and sustainability
GA/PO8: Ethics
Understand the impact of the professional engineering solutions
in societal and environmental contexts, and demonstrate the
knowledge of, and the need for sustainable development.
Apply ethical principles and commit to professional ethics and
responsibilities and norms of the engineering practice.
§ Assignments on the effect of
some technological solution on
the environment.
§ Project - Environmental impact
of the project
Activities for PO attainment
§ Assignments to identify impact
of a solution on different
groups.
§ Co-curricular activities
§ Society chapter activities
§ A course on ethical practice
Activities for PO attainment

23. Workshop on Examination Reforms
Graduate Attributes/Program Outcome
23
GA/PO9: Individual and teamwork
GA/PO10: Communication
Function effectively as an individual, and as a member or leader in
diverse teams, and in multidisciplinary settings.
Communicate effectively on complex engineering activities with
the engineering 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.

24. Workshop on Examination Reforms
Graduate Attributes/Program Outcome
24
GA/PO11: Project management and finance
GA/PO12: Life-long learning
Demonstrate knowledge and understanding of the engineering
and management principles and apply these to one’s work, as a
member and leader in a team, to manage projects and in
multidisciplinary environments.
Recognize the need for, and have the preparation and ability to
engage in independent and life-long learning in the broadest
context of technological change

25. Workshop on Examination Reforms
Poll
25
PO12 is “Recognize the need for, and have the preparation and ability to engage
in independent and life-long learning (LLL) in the broadest context of
technological change.” PO12 can be effectively addressed through one of the
following activities
• Making students do a group activity
• Helping students to understand their own learning processes
• Making students write 2-minute papers in some courses

26. Workshop on Examination Reforms
Competency and PI of PO-10
PO 10: Communication: Communicate effectively on complex engineering activities with the
engineering 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.
30
• 10.1.1 Read, understand and interpret technical and non-technical information
• 10.1.2 Produce clear, well-constructed and supported written engineering
documents
• 10.1.3 Create flow in a document or presentation - a logical progression of
ideas so that the main point is clear
Demonstrate an ability to
comprehend technical literature
and document project work
• 10.2.1 Listen to and comprehend information, instructions, and viewpoints of
others
• 10.2.2 Deliver effective oral presentations to technical and non-technical
audiences
Demonstrate competence in
listening, speaking, and
presentation
• 10.3.1 Create engineering-standard figures, reports and drawings to
complement writing and presentations.
• 10.3.2 Use a variety of media effectively to convey a message in a document or
a presentation
Demonstrate the ability to
integrate different modes of
communication
Competency
Performance
Indicator
SA

27. Workshop on Examination Reforms
Assessment Activities of PO-10
• Reading - Case base Quiz
• Writing - Abstract of Paper/Article
• Listening - Audio/Visual Quiz
• Speaking - Presentation, Audio-Video
• Forum Chatting - Discussion Forum
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28. Workshop on Examination Reforms
Suggestive Activities
32
Reading
Writing
Listening
Speaking
Forum
Skills Course Activity PI
Mobile Robotics
Artificial Intelligence
Read and comprehend research articles
Listen and comprehend videos
One-page poster presentation
Projects/Visits
IoT Web Development Upload presentation/video
Python Programming Join suitable discussion forum
10.1.1
10.1.2, 10.3.1
10.2.1
10.1.3, 10.2.2, 10.3.1
10.3.2, 10.2.2

29. Workshop on Examination Reforms
Mapping Strategy
33
PO-1
CA-1.1
CA-1.2
CA-1.3
PI-1.1.1
PI-1.1.2
PI-1.1.3
PI-1.2.1
PI-1.2.2
PI-1.3.1
PI-1.3.2
PI-1.3.3
Assessment
Tools
(Mid
Term/End
Term/Assignments/Projects
etc.)
CO-1
CO-2
CO-3
Program
Outcome
PO
Competencies
to be Attained
CA
Performance
Indicators
PI
Assessment CO

30. Workshop on Examination Reforms
OBE Quality Cycle
34
Say what
you want
Do what
you say
Prove it
Improve it
Curriculum
Delivery
Assessments
BOS/AC/IQAC
Feedback
Levels of Outcomes
PEO, PO, PSO, CO

31. Workshop on Examination Reforms
Assignment
35
Level of Difficulty (as per Bloom's Taxonomy) to be mentioned against each question
(L1/L2/L3/L4/L5/L6)
Multiple choice questions with four options and the correct answer (No. of Qs 20)L2/L3 in
excel
Subjective questions from each participant (No. of Qs 5) in doc format
Critiquing competencies and performance indicators
Task-1
Task-2

32. Workshop on Examination Reforms
Summary
36
“Assessments drive Learning”
IEA
2007
WA
1989
NBA
2014
Engineering knowledge
Problem analysis
Design/development of solutions
Investigation
Modern tool usage
The engineer and society
Environment and sustainability
Ethics
Individual and teamwork
Communication
Project management and finance
Life-long learning
12
GA,
09
WK,
07
WP
CO
CO
Course-1
Course-2
Course-n CO
PO
?
?
?
Competency
Performance Indicator

33. Workshop on Examination Reforms
Thanks
37