Government of Karnataka

Directorate of Technical Education

Curriculum Development Cell
Session on

Implementation of Outcome Based

Education in Polytechnic Diploma
Curriculum
With Effect From 2015-16

Educational Models

Input-Output Model
Often involving direct prescriptions of curriculum and
faculty composition
Makes the educational process uniform and potentially
fair
Relatively easy to maintain
Stifle innovation and creativity in the curriculum
Outcome Model
Focuses on the objectives and outcomes of the program
Requires evidence of measurement and attainment of
objectives and outcomes
Too much data may be collected and analyzed
periodically

Input-Output Based Education

financial resources
lab equipment
Infrastructure facilities
faculties

Progra
mme/In
stitutio
n

Number of students
graduating
quantitative grades of
students
success rate of
students

Number of quality of
students

Measureable Input

Measurable Outputs

Outcome Based Education

clear picture

Starting with a
of what is important for students to be

able to do
Then organizing the
curriculum, delivary and
assessment to make sure
learning happens

Outcome Based Education

OBE

(Education)

OBC

What the
student should
(Curriculum)
be able to do?
How to make
the student
(Learning &
Teaching)
achieve the
outcome?How to measure
Attributes
what the student
has achieved?

OBLT

OBA

(Assessment)

Key constituents of Outcome based

Education
Vision
d
e
s
i
g
n

Mission

Graduate
Graduate
Attributes
Attributes

Vision and Mission

Vision is a futuristic statement that the institution /

department would like to achieve over a long period of time

Mission statements are essentially the

means to achieve the vision
For example,
Vision: Create high-quality engineering professionals
Mission: offer a well-balanced programme of instruction,
practical experience, and opportunities
for overall
personality development.

Program Educational
Objectives (PEOs)
Program educational objectives are broad statements that
describe
the career and professional accomplishments
that the program
is preparing the graduates to achieve.
Guidelines for the PEOs
PEOs should be consistent with the mission of the
Institution
The number of PEOs should be manageable
PEOs should be achievable by the program
PEOs should be specific to the program and not too
broad
PEOs should be based on the needs of the

constituencies

Graduate Attributes of the NBA for

diploma programmes
Graduates Attributes (GAs) form a
set of individually assessable
outcomes
that are the components indicative of
the diploma holders potential to
acquire competence to practice at
the appropriate level.

Summary of Graduate
Attributes

Engineering knowledge
Problem analysis
Design & Development of Solutions
Investigation of Problem
Modern tool usage
Engineer and society
Environment& sustainability
Ethics
Individual & team work
Communication
Lifelong learning
+ Project management & finance

The Graduate Attributes of NBA for

diploma holders
Engineering Knowledge:
Apply knowledge of mathematics, science,
engineering fundamentals and core engineering
specialisation to the defined and applied
engineering procedures, processes, systems or
methodologies.
Problem Analysis:
Identify, formulate, study literature, and
analyse broadly-defined engineering
problems in reaching substantiated
conclusions using analytical tools appropriate to
respective discipline or area of specialisation.

...

Graduate Attributes

Design/ Development of Solutions:

Design solutions for broadly- defined engineering/technology
problems and contribute to the design of systems, components or
processes to meet specified needs with appropriate consideration
for public health and safety, cultural, societal, and environmental
considerations.
Investigations:
Conduct investigations of broadly-defined problems; locate,
search and select relevant data from codes, databases and
literature, design and conduct experiments to provide valid
conclusions.
Modern Tool Usage:
Select and apply appropriate techniques, resources, and modern
engineering and IT tools, including prediction and modelling, to
broadly-defined engineering activities, with an understanding
of the limitations.

...

Graduate Attributes

The Engineer and Society:

Demonstrate understanding of the societal, health, safety, legal and
cultural issues and the consequent responsibilities relevant to
engineering technology practice.
Environment and Sustainability:
Understand the impact of engineering/technology solutions in societal
and environmental context and demonstrate knowledge of and need for
sustainable development..
Ethics:
Understand and commit to professional ethics and responsibilities and
norms of engineering technology practice.
Individual and Team Work:
Function effectively as an individual, and as a member or leader in
diverse technical teams.

...

Graduate Attributes

Communication:

Communicate effectively on broadly-defined engineering

activities with the engineering community and with
society at large, by being able to comprehend and write
effective reports and design documentation, make
effective presentations, and give and receive clear
instructions.
Life-long Learning:

Recognise the need for, and have the ability to engage

in independent and life-long learning in specialised
technologies.
Project Management and Finance:

Demonstrate knowledge and understanding of

engineering management principles and apply the same
to ones own work as a member and leader in a team,
and to manage projects in multidisciplinary environments.

PEOs and Vision and Mission

Example of how PEOs are linked to the Vision and Mission
Vision

Mission

Programme Educational
Objectives (PEOs)

To be a leading
engineering faculty for
creation, preservation
and dissemination of
knowledge, training of
knowledge workers for
nation building, and
providing continuous
technical support for the
ICT industry in Malaysia

1. To produce multi-skilled
graduates who are able
to spearhead nationbuilding in the
Information Age
2. To provide opportunities
and resources for
academic and
researchers to carry out
the state-of-the-art
research and
development work
3. To support the growth of
nationwide ICT industry
through provision of
continuous professional
development of
knowledge

1. To develop highly competent

engineers specialising in the area of

microwave and communications
technologies in support of the
related industry.
-Related to M1,M2 & M3
2. To produce innovative technical

leaders that are able to contribute

towards the advancement of
microwave and communications
technologies.
-Related to M1 & M3

15

Course, Degree,
Programme, ??

Course
Course (Subject) 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 (Electrical/Mechanical Engineering programme)
Cohesive arrangement of courses, co-cuuricular and
extra-curricular activities to accomplish predetermined
objectives leading to the awarding of a degree.
Degree
Academic award (Diploma) conferred upon a student on
successful completion of a program designed to achieve
the defined attributes

II-B (2)

How to Evolve Program

Educational Objectives
A)

Consultation
- Industry
- Alumni
- Students
- Management

- Professional Bodies
- Faculty
- Parents
- Data on future
- Data on trends in
development in the profession

B)
- Summary of views during consultation
C)
- Accepted views - objectives
D)
- Identification and designing of courses with defined
objectives.
Elective and core courses.
E)
- Courses to achieve objectives

Program Outcomes (POs)

Program outcomes are narrower statements that describe what

students are expected to know and be able to do by the time of
graduation.

Guidelines for the POs

Program outcomes basically describe knowledge, skills and
behavior of students as they progress through the program as
well as by the time of graduation.
POs should not be too broad
They must align with the Graduate Attributes
They must reflect all the Graduate Attributes

Course Outcomes (COs)

1. Student-focused, not professor-focused
That means: learning not coverage-oriented
2. Alignment between course, program, and institutional levels
Course outcomes need to reflect both the objectives and coutcomes that the academic
program represents as well as the broader mission of the institution as a whole
3. Focus on abilities central to the discipline
Course outcomes should help prepare students for what is important to the discipline of
which the course is a part
4. Focus on aspects of learning that will endure
Teaching students new modes of thinking is likely to have an impact on their future;
having them memorize facts tends to be much more short-lived
5. Are limited to manageable number
Learning outcomes should focus a course on a few (say, 4-6) key purposes that have a
realistic chance of being accomplished within a semester
6. Specific enough to be measurable

7. Blooms Taxonomy

Program Specific Criteria

Program Criteria provide the specificity needed for interpretation

of the bachelor level criteria as applicable to a given discipline.
Requirements stipulated in the Program Criteria are limited to the
areas of curricular topics and faculty qualifications/expertise.
Example:

CSE must include probability and statistics, discrete mathematics, mathematics

through differential and integral calculus; sciences (defined as biological, social,
or physical science); and engineering topics (including computing science)
necessary to analyze software, and systems containing hardware and software
components.
ME must include Principles of engineering, basic science, and mathematics
(including multivariate calculus and differential equations); to model, analyze,
design, and realize physical systems, components or processes; and prepare
students to work professionally in both thermal and mechanical systems areas.

Publishing and disseminating Vision

and Mission, PEOs, POs, COs
Awareness to all the stakeholders on the
defined Vision and mission, PEOs, POs,
COs
Publishing in websites, curricula books,
display boards etc.,
Awareness workshops to students and faculty
periodically

Prepare stakeholders to reinforce with the

activities vis--vis achievement of Vision
and mission, PEOs, POs, COs

How do PEOs, POs and COs

relate
COs

GAs

POs

Mission

PEOs

Consistency between PEOs and Mission

EX: to impart quality education for
the holistic development of
undergraduate and graduate
students with social responsibility
and technically competent
Key Components of Mission statements

PEOs
PEO1

Socially responsible
Technical career
.

PEO2

PEO3

Alignment of defined POs with

Graduate Attributes
Program Outcomes

Graduate Attributes of the NBA (a-l)

(i) Program outcome ()

(ii) Program outcome ()

PEO alignment with POs

Program Educational Objectives

Program Outcomes

(1) PEO ()

ii

iii

iv

vi

vii

viii

ix

..

..

..

Mapping COs with POs

Contribution of courses to program
outcomes
Type

credi

LAB

CHP01: CO1

LEC

MA01:CO1

LEC

CHT01:CO1

OTH

DES

Course code and CO

Program outcomes

OTH

OTH

LEC

Strong Contribution

Week Contribution

No Contribution

Program Curriculum
Components
Course Component

Mathematics
Science
Computing
Humanities
Professional core
.
..

Curriculum Content (%
of total number of
credits of the program )

Total number
of contact
hours

Total Number
of credits

POs

PEOs

Program Curriculum Balance

between theory and practical
Balance between theory ad practice
Course Code Course Title

Total Number of contact hours

Lectu
re (L)

..

Tutorial
(T)

Credits
Practical
(P)

Total Hours

..

Total

Project Name

Type

Achivement

PO

Project (.)

Design

Published

PO 3

Project (.)

Application/multi-disciplinary

Prototype

PO2

..

..

Laboratory work and Project work should contribute towards

outcomes
Delivery method and assessment of the course is very key

28

Program Curriculum Contributions of

professional core
How the core courses are
contributing to PEOS and POs
Any courses specific to meet any of
the PEOS and POs
Course content contribution to meet
the POs
Draft the content/syllabus in tune

Design experience and engineering problem solving skills are

very important

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

Rubrics
Alumini survey
Employer survey
Course-end survey, etc.,.

Rubric
Rubrics is set of performance indicators
which define and describe the important
component of the work being completed
Information to/about individual student
competence (Analytic)
Communicate expectations
Diagnosis for purpose of improvement and feedback

Overall examination of the status of the

performance of a group of students?
(Holistic)

Sample Program Outcome: Student can Work Effectively in Teams

Research&
gather
information

Unsatisfactory
1
Does not collect
any information
relating to the
topic

Developing
2
Collects very
limited
information;
some relate to
the topic

Satisfactory
3
Collects some
basic
information;
most refer to the
topic

Exemplary
4
Collects a great
deal of
information; all
refer to the
topic

Fulfillteams Does not perform Performs very

roles&duties any duties assigned little duties
to the team role

Performs nearly Performs all

all duties
duties of
assigned team
roles

Shareswork
equally

Usually does
the assigned
work; rarely
needs reminding

Always relies on
others to do the
work

Listentoother Is always talking;

Teammates
never allows
anyone else to
speak

Rarely does the

assigned work;
often needs
reminding

Usually does
Listens, but
most of the
sometimes talk
talking; rarely too much
allows others to
speak

Always does the

assigned work
without having
to be reminded.
Listens and
speaks a fair
amount

Score

When to Assess

Program Educational Objectives(PEOs)

Few years after
Graduation 4 to 5 years
Program Outcomes (POs)

Upon
graduation

Course Outcomes (COs)

Upon
course completion

PEO Assessment tools

The data may be collected progressively
Survey questions should elicit the required information
Not to confirm the objective
Ex. PEO: producing the graduates with leadership qualities
Employer survey
Q1: At which level/position our graduates (year) are working in
your organization

Assessment Tool (frequency)

Employer satisfaction survey (Yearly)
Alumni survey (Yearly).
Placement records, higher education records

CO Assessment tools for each course

Assessment Tool
End-of-course surveys
Student comments
Rubrics
Internal Assessment and home assignment
Semester end performance reports
Course performance history plots

PO Assessment tools for all courses

Assessment Tool
End-of-course surveys (Quarterly).
Instructor evaluation reports (Quarterly).
Department performance report (Quarterly).
Student exit survey (Yearly).
Alumni survey (Yearly).
Alumni Advisory Board (Once or twice yearly).
Student Advisory Committee (Once or twice yearly).

Summary of assessment methods/tools

Assessment Tool

Assessment frequency

Assessed by

Reviewed by

PEOs

Employer survey
Alumni survey
Any other

Every year
Once or twice a

Institute
Department

Institute/Department
Institute

POs

Assignments
Examinations
End-of-course survey
Rubrics specific to PO/POs
Employer survey
Faculty survey
Any other

two months
Semester end
Every six months

Faculty
Faculty
Faculty

Faculty
Faculty/Department
Faculty/Department

Every year

Institute

Department

Every six months

Department

Assignments
Examinations
Projects
Group tasks

two months
Semester end
Every six

Faculty
Faculty
Faculty

COs

Faculty
Faculty/Department
Faculty/Department

Assessment of the attainment of PEOs

1. PEO (..)

2. PEO (..)

Assessment tool

Specific query/Problem

Goal (%)

Evaluation(%)

Industrial Survey

Query (....)

80%

85%

Alumni Survey

Query(.)

..

Alumni survey

Query (.)

..

Industrial Survey

Query (....)

80%

85%

Alumni Survey

Query(.)

..

..

Assessment of the attainment of COs

1. CO (..)

2. CO (..)

Assessment tool

Specific query/Problem

Goal$ (%)

Evaluation(%)

End examination

Problem (....)

80%

85%

Rubric

Query(.)

..

Alumni survey

Query (.)

..

Assignment

Problem

80%

85%

Industry Survey

Query(.)

..

..

(....)

Assessment of the attainment

of POs
POs attainment through each Course
Direct
Indirect

Administrative support for

OBE
Quality Assurance cell
OBE assessment and evaluation at institutional level
Program wise assessment semester/year
Continuous improvement initiatives
Industrial/alumni advisory body
Review of the attainment of PEO,PO and suggest
improvements
Program coordinator
Interacting with course coordinators towards attainment
of POs and review/update the changes required for
curriculum contents
Course coordinator
Assess the attainment of COs and review/update the
course delivery and assessment methods

Thank YOU