Outcome Based Education

S V RAJU,
JNTUH
OBE Dr.S.Viswanadha Raju, Professor of CSE ,JNTUH
Outo!e Based Eduation"OBE#
Dr.S.Viswanadha Raju
Professor of CSE
Shoo$ of %nfor!ation Tehno$o&'
JNTUni(ersit' H'dera)ad
SVRAJU.JNTU@GMAIL.COM
09963701506
S V RAJU,
JNTUH
2
CONTENTS
#
TENTATIVE TOPIC s OBE session 1 : 9.50 AM to 11.00PM
1
What is Outcome Base Eucation!OBE"
#.
Wh$ OBE
%
Wh$ Nee Acc&eitation an OBE
'
T&aitiona( eucation
5
Thin)in* +)i((s
,
Wh$ OBE -.e/iciencies o/ T&aitiona( Eucation
0
Wh$ OBE - E1am 2esu(ts is not the most Im3o&tant Consie&ation 4$ Em3(o$e&
5
E13ectations on stuents une& OBE - The Outcomes
9
OBE 6s. T&aitiona( Eucation P&ocess
10
7ocus an Bene/its o/ OBE
11
Outcomes P$&ami
1#
Vision 8 Mission o/ Institution
1%
Vision 8 Mission o/ .e3a&tment
1'
Mission o/ .e3a&tment
S V RAJU,
JNTUH
3
CONTENTS
#
TENTATIVE TOPIC s OBE session 1 &2 : 9.50 AM to 11.00PM & 11.45 to
1.00
15
Program E!"ationa# O$%e"ti&es'PEOs(
1,
Program O!t"omes 'POs(
10
Ma))ing POs to PEOs
15
CA*E *T+,-
15.1
Vision an mission
15.#
Program E!"ationa# O$%e"ti&es ')eOs(
15.%
Program o!t"omes 'POs(
19
A Com)eni!m o. Tea"/ing 0 1earning Pro"ess
#0
Contin!o!s Im)ro&ement o. Program
#1
1earning O!t"omes an 2o3 o I 3rite #earning o!t"omes4
##
1earning O!t"omes &s. 1earning O$%e"ti&es
#%
5es)onsi$ities o. 6a"!#t7 Mem$er
#'
O!t"omes Assessment Com)onents
#5
OBE A&antages .or Instr!"tors8 E!"ationa# ,e&e#o)ers8 Aministrators an
*t!ents
S V RAJU,
JNTUH
4
CONTENTS
#
TENTATIVE TOPIC s OBE session 2 &9 : 11.45 to 1.00 & 2.00 to 2.45 PM
1.0
:/7 Assessment4
#.0
Assessment Too#s
#.1
Assessment Too#s .or PEO
#.1.1
PEO Assessment Too#: A#!mni *!r&e7 Proto"o#
#.1.#
PEO Assessment Too#: Em)#o7ers; *!r&e7 Proto"o#
#.1.%
PEO Assessment Too#: In)!t .rom In!stria# A&isor7 Committee
Proto"o#
#.#
Assessment Too#s .or Program O!t"omes 'PO(
#.#.1
PO Assessment Too#: Co!rse Em$ee Assessment
Proto"o#
#.#.#
Ot/er Assessment Too#s .or Program O!t"omes 'PO(
%.0
5!$ri"s
%.1
+sing 5!$ri"s .or ,ire"t Assessment o. *t!ent :or<
%.#
:/at are t/e )arts o. a r!$ri"4 5!$ri"s are "om)ose o. .o!r $asi"
)arts:
%.%
5!$ri"s "an $e "#assi.ie into .o!r .ormats
%.'
:/7 !se 5!$ri"s4
S V RAJU,
JNTUH
5
CONTENTS
#
TENTATIVE TOPIC s OBE session 9: 2.45 to 9.90 PM
1
Name o/ the P&o*&am : In/o&mation Techno(o*$
1.1
Program E!"ationa# O$%e"ti&es 'PEOs(
1.%
Program O!t"omes 'POs(
1.'
Ma))ing : POs to PEOs
1.5
Categori=ation o. POs :To C!rri"!#!m
1.,
PEOs ma))ing 3it/ C!rri"!#!m
#
*am)#e "o!rses : Ma))ing CO;s to EO;s
#.1
Ma))ing o. Co!rse O$%e"ti&es 'COs( 3it/ E>)e"te O!t"omes 'EOs( : Engineering
P/7si"s
#.#
Ma))ing o. Co!rse O$%e"ti&es 'COs( 3it/ E>)e"te O!t"omes 'EOs( :O$%e"t
Oriente Programming !sing C??
#.%
Ma))ing o. Co!rse O$%e"ti&es 'COs( 3it/ E>)e"te O!t"omes 'EOs( :In!stria#
Training
#.'
Ma))ing o. Co!rse O$%e"ti&es 'COs( 3it/ E>)e"te O!t"omes 'EOs( :Pro%e"t 3or<
%
COMPA5I*ION O6 TIE5@1 & TIE5@ii E&a#!ation A!ie#ines8 NBA8 %an!ar7 2019
%.1
Part@B
S V RAJU,
JNTUH
What is OBE
ITS NOT WHAT WE TEACH,
ITS WHAT OU LEARN
Outo!e*Based Eduation "OBE# is
an eduation a++roah that fouses on
the &raduate attri)utes or outo!es after
o!+$etin& an aade!i +ro&ra!!e *
Barr et a$., ,--./ 0ansor et a$., ,--1.
S V RAJU,
JNTUH
What is OBE
The desired outo!es are deter!ined
first and the +ro&ra!!e urriu$u!,
teahin& and $earnin& !ethodo$o&' and
su++ortin& fai$ities are desi&ned to
su++ort the intended outo!es.
S V RAJU,
JNTUH
What is OBE
OBE "Outo!es Based Eduation# is
)ased on a (er' si!+$e, +ratia$, $o&ia$
notion that e(er' one of us uses e(er'da'
in our $i(es.
Outo!es*)ased a++roah !eans
2nowin& what 'ou want to ahie(e and
then ta2in& the ste+s to do so.
S V RAJU,
JNTUH
What is OBE
E345 Car+enter wants to )ui$d a ta)$e, he
has a +iture of a ta)$e in !ind and then he
asse!)$es his !ateria$s and too$s and
)e&ins a ste+*)'*ste+ +roess unti$ he has a
ta)$e.
E34, 0other wants to oo2 a !ea$, she has
a +iture of it in !ind and then she
asse!)$es her !ateria$s and too$s and
)e&ins a ste+* )'* ste+ +roess to reate a
!ea$.
S V RAJU,
JNTUH
What is OBE
%n other words, in order to ahie(e
so!ethin&, 'ou ha(e to 2now or ha(e an
idea of what it is 'ou want to ahie(e.
6n outo!es*)ased a++roah is as
si!+$e as that. %t is o!!on
sense.
S V RAJU,
JNTUH
Why OBE?
9
%ndian eduation s'ste! has a$read' headed
towards Outo!e*Based Eduation "OBE#
a++roah.
9
Nationa$$' "for 7ua$ifiations, 7ua$ifiations
fra!ewor2s and 7ua$it' assurane#/ and
%nternationa$$' "for wider reo&nition and
trans+aren' +ur+oses#.
9
%t is i!+ortant for the understandin& of
7ua$ifiations in soiet', for e3a!+$e )' $earners
and e!+$o'ers.
S V RAJU,
JNTUH
Why OBE?
9
8ith the $oa$ areditation )od', Nationa$
Board of 6reditation"NB6# hea(i$'
fousin& on the ado+tion of OBE a++roah
for a$$ en&ineerin& +ro&ra!!es in %ND%6
" fro! ,-59#
S V RAJU,
JNTUH
Why need Accreditation
9
6 +erson with aredited
en&ineerin& de&ree !a' )e a)$e to
wor2 for the &o(ern!ent, as we$$
as +ri(ate setor.
9
He:she !a' su)se7uent$' )eo!e
a Professiona$ En&ineer.
S V RAJU,
JNTUH
International Mobility (Washington Accord)
9
The 8ashin&ton 6ord "86#4 6&ree!ent that
esta)$ishes e7ui(a$ene of other ountries; aredited
+rofessiona$ en&ineerin& +ro&ra!s.
9
6redited En&ineerin& <raduates are reo&ni=ed )'
other si&nator' ountries * Possi)$e e!+$o'!ent as
en&ineers in those ountries without further
e3a!inations.
S V RAJU,
JNTUH
9
Esta)$ished in 5>1>, as of ,--?, the fo$$owin&
ountries are fu$$ !e!)ers of 864 6ustra$ia,
Canada, the Re+u)$i of %re$and, Hon& @on&,
Ja+an, New Aea$and, Sin&a+ore, South 6fria,
South @orea, Taiwan, the U@ and the US6.
9
Pro(isiona$ !e!)ers of the 86 and !a'
)eo!e a fu$$ !e!)er in the future4 <er!an',
%ndia, Russia, 0a$a'sia, Sri Ban2a.
S V RAJU,
JNTUH
Why need OBE
!"#$"%&&'( )# *' %++"',-)', ."#&
2013 /-00 1%2' )# *' *%(', #3 O4E
%55"#%+16
NO O4E 7 NO ACCRE8ITATION
S V RAJU,
JNTUH
Traditional Education
9
%t is ontent oriented.
9
Different de&rees ha(e their assoiated s'$$a)i.
9
Re$e(ant ontents are tau&ht and e3a!ined
%n the traditiona$ a++roah to teahin&, the
+rofessor $etures and assi&ns we$$*defined
on(er&ent sin&$e C disi+$ine +ro)$e!s, and
the students $isten, ta2e notes, and so$(e
+ro)$e!s indi(idua$$'.
S V RAJU,
JNTUH
Teahers fous on Do(erin& the
ontent; &i(in& !uh $ess thou&ht to
the D$earnin& )' the student; and
Dteahin& !ethodo$o&';.
The ontent*dri(en a++roah to
teahin& has )een referred to as a
teaher*entered a++roah.
S V RAJU,
JNTUH
%nstrutiona$ o)jeti(es and $earnin&

outo!es are not o!+rehensi(e$'
+$anned and infor!ed to students.
Student in(o$(e!ent is (er' Bow $e(e$
Too !uh tehnia$ ontent at the

e3+ense of a )roader, $i)era$ eduation
Stress on Bower Order Thin2in& S2i$$s
Student assess!ent is not a$i&ned to

+ro&ra! outo!es.
S V RAJU,
JNTUH
The +rini+a$ 7uestion as2ed of the
en&ineerin& &raduate at the ti!e of
reruit!ent is no $on&er E8hat
ourses did 'ou stud' to o)tain 'our
de&reeFG )ut rather E8hat an
'ou do now that 'ou ha(e o)tained
'our de&reeFH
S V RAJU,
JNTUH
H-$1'" 9O",'" T1-3:-3$ S:-00(
;HOTS<
L#/'"=O",'" T1-3:-3$ S:-00(
THIN>ING S>ILLS
,5
Knowledge
(Remembering)
Comprehension
(Understanding)
Application
(Applying)
Analysis
(Analyzing)
Evaluation
(Evaluating)
Synthesis
(Creating )
S V RAJU,
JNTUH
THIN>ING S>ILLS
Eah hi&her*$e(e$ s2i$$ auto!atia$$'
in(o$(es the $ower*$e(e$ s2i$$s
Usua$$', under&raduate eduation dea$s
a$!ost e3$usi(e$' with Re!e!)erin&,
Understandin& and 6++$'in&.
%dea$$', a$$ B$oo! $e(e$s shou$d )e
addressed in e(er' ourse "need not )e
se7uentia$#.
,,
S V RAJU,
JNTUH
Conti
L'2'0 1? >3#/0',$';what do the students 2now/ what ontent do the' 2nowF#
@now$ed&e !a' )e defined as the a)i$it'
to rea$$ or re!e!)er fats without
neessari$' understandin& the!.
LEVEL 2? C#&5"'1'3(-#3
Co!+rehension !a' )e defined as the
a)i$it' to understand and inter+ret
$earned infor!ation.
S V RAJU,
JNTUH
Conti
LEVEL 3? A550-+%)-#3
6++$iation !a' )e defined as the a)i$it' to
use $earned !ateria$ in new and onrete
situations, e.&. +ut ideas and one+ts to
wor2 in so$(in& +ro)$e!s.
LEVEL 4? A3%0@(-(
6na$'sis !a' )e defined as the a)i$it' to
)rea2 down infor!ation into its o!+onents,
e.&. $oo2 for inter*re$ationshi+s.
S V RAJU,
JNTUH
Conti
9
LEVEL 5? S@3)1'(-(
S'nthesis !a' )e defined as the
a)i$it' to +ut +arts to&ether to for! a
new who$e.
Bearnin& outo!es in this area

stress reati(e )eha(iors and +$ae
!ajor e!+hasis on the for!u$ation
of new +atterns or struture.
S V RAJU,
JNTUH
Conti
LEVEL 6? E2%0A%)-#3
E(a$uation !a' )e defined as the a)i$it'
to jud&e the (a$ue of !ateria$ for a &i(en
+ur+ose, e.&. +resent and defend
o+inions/ identif' stren&ths :
wea2nesses/ !a2e on(inin&
ar&u!ents.
The jud&!ents are to )e )ased on

definite riteria.
Conti
S V RAJU,
JNTUH
Conti
These !a' )e interna$ riteria

"or&ani=ation# or e3terna$ riteria
"re$e(ane to the +ur+ose# and the
indi(idua$ !a' deter!ine the riteria or
)e &i(en the!.
Bearnin& outo!es in this area are

hi&hest in the o&niti(e hierarh'
)eause the' ontain e$e!ents of a$$ the
other ate&ories as we$$ as onsious
(a$ue jud&!ents )ased on $ear$' defined
riteria.
Conti
S V RAJU,
JNTUH
Why OBE - Deiciencies o Traditional
Students are &i(en &rades and

ran2in&s o!+ared to eah other C
students )eo!e 'B%& #"-'3)', or
CG!A ,"-2'3.
<raduates are not o!+$ete$'

+re+ared for the wor2fore.
Ba2 of e!+hasis on soft s2i$$s needed

in jo)s
S V RAJU,
JNTUH
Why OBE - Deiciencies o Traditional
E3a!+$e 4
o!!uniation s2i$$s, inter+ersona$
s2i$$s, ana$'tia$ s2i$$s, wor2in& attitude,
hu!an re$ationshi+s s2i$$s et.
S V RAJU,
JNTUH
Why OBE - E!a" #esult is $ot the
Most I"%ortant Consideration by E"%loyer
9 E&50#@'"( R%)-3$ #. S:-00(CDA%0-)-'( 9 2002
9 C#&&A3-+%)-#3 ;2'"*%0 E /"-))'3< 4.69
9 H#3'()@CI3)'$"-)@ 4.59
9 T'%&/#": (:-00( 4.54
9 I3)'"5'"(#3%0 (:-00( 4.50
9 S)"#3$ /#": ')1-+( 4.46
9 M#)-2%)-#3 E -3-)-%)-2' 4.42
9 F0'B-*-0-)@C%,%5)%*-0-)@ 4.41
9 A3%0@)-+%0 (:-00( 4.36
9 C#&5A)'" (:-00( 4.21
9 O"$%3-(%)-#3%0 (:-00( 4.05
9 8')%-0 #"-'3)', 4.00
9 L'%,'"(1-5 (:-00( 3.97
9 S'0. +#3.-,'3+' 3.95
9 F"-'3,0@C#A)$#-3$ 5'"(#3%0-)@ 3.G5
9 W'00 &%33'"', C 5#0-)' 3.G2
9 T%+).A03'(( 3.75
9 G!A ;3.0 #" *'))'"< 3.6G
9 C"'%)-2-)@ 3.59
9 S'3(' #. 1A&#A" 3.25
9 E3)"'5"'3'A"-%0 (:-00(C"-(: )%:'" 3.23
S V RAJU,
JNTUH
E!%ectations on &tudents under OBE ' the
Outco"es
9
Students are e3+eted to )e a)$e to do !ore
ha$$en&in& tas2s other than !e!ori=e and
re+rodue what was tau&ht.
9
Students shou$d )e a)$e to4 write +rojet
+ro+osa$s, o!+$ete +rojets, ana$'=e ase
studies, &i(e ase +resentations, show their
a)i$ities to thin2, 7uestion, researh, and
!a2e deisions )ased on the findin&s.
S V RAJU,
JNTUH
E!%ectations on &tudents under OBE ' the
Outco"es
9
Be !ore reati(e, a)$e to ana$'=e and
s'nthesi=e infor!ation.
9
6)$e to +$an and or&ani=e tas2s, a)$e to
wor2 in a tea! as a o!!unit' to
+ro+ose so$utions to +ro)$e!s and
!ar2et their so$utions.
S V RAJU,
JNTUH
OBE (ersus Traditional Education
)rocess
9
Traditiona$ eduation +roess fouses on the
in+uts.
T'%+1-3$ S)%..
CA""-+A0A&
L%*(
O)1'" R'(#A"+'
Input
T'%+1-3$ E
L'%"3-3$
Process
Students at
Graduation
6ssess!ent !ain$' (ia e3a!, test, assi&n!ents.
Iua$it' ontro$ fro! teahin& e(a$uation.

S V RAJU,
JNTUH
OBE (ersus Traditional Education )rocess
Education
9
OBE shifts fro! !easurin& in+ut and +roess to
-3+0A,' &'%(A"-3$ )1' #A)5A) ;#A)+#&'<
Teaching Staff
Curriculum
a!s
"ther #esource
Input
Teaching $
earning
Process
Students at
Graduation
Program $
Su!%ect
"utcomes
(Short-term)
Graduates
to &ulfill
Sta'eholders(
Satisfaction
Program
Education
"utcomes
Sta'eholders)
EAC
Employers
Industry Advisors
Academic Staff
Public and Parents
Students
Alumni
(Lon-
term)
6ssess!ent )' e3a!, test and assi&n!ents.
6ssess!ent of teahin& staff, $eture !ateria$ J f$ow,
resu$ts and student Da+a)i$ities; "Short J $on&*ter!
outo!es#, $a) inter(iew, e3it sur(e' et.
0ore Dthin2in&; +rojets, with ana$'sis.
Keed)a2 fro! industr', a$u!ni and other
sta2eho$ders.
C$ear ontinuous i!+ro(e!ent ste+.
S V RAJU,
JNTUH
*ocus and Beneits o OBE
9
O4E ?:'@ HA'()-#3(
9
8hat do we want the students to ha(e or
)e a)$e to doF
9
How an we )est he$+ students ahie(e itF
9
How wi$$ we 2now whether the' students
ha(e ahie(ed itF
9
How do we $ose the $oo+ for further
i!+ro(e!ent "Continuous Iua$it'
%!+ro(e!ent "CI%##F
S V RAJU,
JNTUH
*ocus and Beneits o OBE
4'3'.-)( #. O4E?
5. 0ore direted J oherent urriu$u!.
,. <raduates wi$$ )e !ore Ere$e(antH to
industr' J other sta2eho$ders "!ore
we$$ rounded &raduates#
9. Continuous Iua$it' %!+ro(e!ent
"CI%# is in +$ae.
S V RAJU,
JNTUH
OBE
9
The OBE a++roah starts with definin&
the outo!es that are re7uired )' the
(arious sta2eho$ders.
9
Three t'+es of outo!es are defined suh
as 4
a# Pro&ra!!e Eduationa$ O)jeti(e
"PEO#4 The &raduate shou$d ha(e after
fi(e 'ears wor2in& in the industr'
S V RAJU,
JNTUH
OBE
")# Pro&ra!!e Outo!es "PO#
and "#Course Outo!es "CO#4 PO
are desira)$e &raduate attri)utes at
the ti!e of &raduation whi$e CO are
the s2i$$s $earnt )' the students at
the end of eah ourse in the
+ro&ra!!e
S V RAJU,
JNTUH
O+TCOME& ),#AMID
The Outcomes Pyramid sho:n 4e(o: 3&esents a 3icto&ia(
&e3&esentation amon* se6e&a( i//e&ent )ins o/ *oa(s; o4<ecti6es;
an outcomes.
S V RAJU,
JNTUH
(ision - Mission o Institution
Vision
Vision is a +iture of the future
To reate and desri)ed in +resent tense
%t shows where we want to &o
8hat we wi$$ )e $i2e when we &et there
S V RAJU,
JNTUH
(ision - Mission o Institution
0ission
-
0ission state!ent defines what an
institution is
-
8h' the institution e3ists and its
reason for )ein&
-
8hat we are here to do to&ether
S V RAJU,
JNTUH
Dierence bet.een Mission and
(ision
M-((-#3 V-(-#3
Ans3ers Wh$= What=
,e.inition +tatement +na3shot
1engt/ +ho&t >on*
P!r)ose In/o&ms Ins3i&es
A"ti&it7 .oin* +eein*
E..e"t C(a&i/ies Cha((en*es
S V RAJU,
JNTUH
(ision - Mission o De%art"ent
9
%t is orre$ated with (ision and !ission of institution
9
%t is !ore foused on the the!e of the de+art!ent
9
%t !a' )e reated )ased on the S8OT ana$'sis
" Stren&ths,8ea2nesses, O++ortunities, Threats#
9
%n 0ission state!ent !i&ht )e in$ude histor', +hi$oso+h' of
aade!i, t'+e of student ser(ed , en(iron!ent, fau$t' ,
urriu$u! ,ontri)utions to and onnetion with the
o!!unit' et.
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JNTUH
Mission o De%art"ent
Co!+onents of Pro&ra! !ission state!ent
9
Pri!ar' funtions4 !ost i!+ortant
funtions, o+erations, outo!es, and :or
offerin&s of the +ro&ra!
9
Pur+ose4 Pri!ar' reasons 8h' 'ou
+erfor! 'our !ajor ati(ities or o+erations
9
Sta2eho$ders4 &rou+s or indi(idua$s that
+artii+ate in the +ro&ra! and those that
wi$$ )enefit fro! the +ro&ra!
S V RAJU,
JNTUH
Mission o De%art"ent
9
The !ission " na!e of 'our +ro&ra! or unit# is to
"'our +ri!ar' +ur+ose # )' +ro(idin& "'our +ri!ar'
funtions or ati(ities# to " 'our sta2eho$ders#.
"additiona$ state!ents#
E3a!+$e
The !ission of the B.Teh Co!+uter Siene and
En&ineerin& is to +re+are students for e!+$o'!ent in
(arious o!+uter siene re$ated areas )' eduatin&
the! in the funda!enta$ one+ts , 2now$ed&e , and
$a)orator' :fie$ds tehni7ues and s2i$$s o!+utin&
tehni7ues
S V RAJU,
JNTUH
)rogra""e Educational Ob/ecti0es
()EOs)
9
Pro&ra! eduationa$ o)jeti(es are )road
state!ents that desri)e the areer and
+rofessiona$ ao!+$ish!ents that the
+ro&ra! is +re+arin& &raduates to ahie(e.
9
PEOs shou$d )e assessa)$e and rea$isti
within the onte3t of the o!!itted
resoures.
S V RAJU,
JNTUH
()EOs)
9
8hi$e fra!in& the PEOs the fo$$owin&
fators are to )e onsidered
-
The PEOs shou$d )e onsistent with the !ission of
the institution and de+art!ent.
-
6$$ the sta2eho$ders shou$d +artii+ate in the +roess
of fra!in& PEOs.
-
The nu!)er of PEOs shou$d )e !ana&ea)$e.
-
%t shou$d )e )ased on the needs of the sta2eho$ders
-
%t shou$d )e s+eifi to the +ro&ra!!e and not too
)road.
-
%t shou$d not )e too narrow and si!i$ar to the POs
S V RAJU,
JNTUH
()EOs)
9
Kor e3a!+$e, the PEOs of an aade!i
+ro&ra!!e !i&ht read $i2e this4
-
State!ent of areas or fie$ds in whih
the &raduates find e!+$o'!ent
-
Pre+aredness of &raduates to ta2e u+
hi&her studies
9
The PEOs are re(iewed +eriodia$$'
)ased on feed)a2 of the +ro&ra!!e;s
(arious sta2eho$ders
S V RAJU,
JNTUH
)rogra" ob/ecti0es can be broadly
deined on i0e counts1
I. C#"' C#&5')'3+'?
To +ro(ide students with a so$id foundation in !athe!atia$, sientifi and
en&ineerin& funda!enta$s re7uired to so$(e en&ineerin& +ro)$e!s.
%%. Breadth4
To train students with &ood sientifi and en&ineerin&
)readth as to o!+rehend, ana$'=e, desi&n, and reate
no(e$ +roduts and so$utions for the rea$ $ife +ro)$e!s.
%%%. Pre+aration4
To +re+are students to e3e$ in o!+etiti(e e3a!inations : +ost&raduate
+ro&ra!s : ad(aned eduation or to sueed in industr': tehnia$ +rofession.
S V RAJU,
JNTUH
()EOs)
IV. !"#.'((-#3%0-(&?
To inu$ate in students +rofessiona$ and ethia$ attitude,
effeti(e o!!uniation s2i$$s, tea!wor2 s2i$$s,
!u$tidisi+$inar' a++roah, and an a)i$it' to re$ate
en&ineerin& issues to )roader soia$ onte3t.
V. Bearnin& En(iron!ent4
To +ro(ide student with an aade!i en(iron!ent with
awareness of e3e$$ene, $eadershi+, and the $ife*$on&
$earnin& needed for a suessfu$ +rofessiona$ areer.

S V RAJU,
JNTUH
()EOs)
A+1-'2'&'3) #. !EO(
There shou$d )e enou&h e(idene and
dou!entation to show the ahie(e!ent of
PEOs as set )' the %nstitution with the he$+
of the assess!ent and e(a$uation +roesses
that ha(e )een de(e$o+ed.
6$so show that this ontinuous +roess

$eads to refine!ent : i!+ro(e!ent of
PEOs
S V RAJU,
JNTUH
)rogra""e Outco"es
9
Pro&ra! outo!es are narrower state!ents
that desri)e what students are e3+eted to
2now and )e a)$e to do )' the ti!e of
&raduation.
9
These re$ate to the s2i$$s, 2now$ed&e, and
)eha(iors that students a7uire in their stud'.
@now$ed&e4
L
Kats students 2now and one+ts the'
understand
S V RAJU,
JNTUH
)rogra""e Outco"es
S2i$$s4
L
S2i$$s students use in !ana&in& and a++$'in& their
2now$ed&e suh as o!+utation,
e3+eri!entation,ana$'sis, s'nthesis :desi&n,
e(a$uation, o!!uniation, $eadershi+, and
tea!wor2.
6ttitudes4
L
6ttitudes that ditate the &oa$s toward whih their
2now$ed&e and s2i$$s wi$$ )e direted C +ersona$
(a$ues, onerns, +referenes, and )iases.
S V RAJU,
JNTUH
)rogra""e Outco"es
9
NB6;s <raduate 6ttri)utes of U< en&ineerin&
+ro&ra!!e are as fo$$ows
5.En&ineerin& 2now$ed&e4 6++$' the 2now$ed&e of
!athe!atis, siene, en&ineerin& funda!enta$s, and
an en&ineerin& s+eia$i=ation to the so$ution of o!+$e3
en&ineerin& +ro)$e!s.
,. Pro)$e! ana$'sis4 %dentif', for!u$ate, researh
$iterature, and ana$'se o!+$e3 en&ineerin& +ro)$e!s
reahin& su)stantiated on$usions usin& first
+rini+$es of !athe!atis, natura$ sienes, and
en&ineerin& sienes.
S V RAJU,
JNTUH
)rogra""e Outco"es
9. Desi&n:de(e$o+!ent of so$utions4 Desi&n
so$utions for o!+$e3 en&ineerin& +ro)$e!s and desi&n
s'ste! o!+onents or +roesses that !eet the
s+eified needs with a++ro+riate onsideration for the
+u)$i hea$th and safet', and the u$tura$, soieta$, and
en(iron!enta$ onsiderations
M. Condut in(esti&ations of o!+$e3 +ro)$e!s4 Use
researh*)ased 2now$ed&e and researh !ethods
in$udin& desi&n of e3+eri!ents, ana$'sis and
inter+retation of data, and s'nthesis of t h e infor!ation
to +ro(ide (a$id on$usions.
S V RAJU,
JNTUH
)rogra""e Outco"es
N. 0odern too$ usa&e4 Create, se$et, and a++$' a++ro+riate
tehni7ues, resoures, and !odern en&ineerin& and %T
too$s in$udin& +redition and !ode$in& to o!+$e3
en&ineerin& ati(ities with an understandin& of the
$i!itations.
.. The en&ineer and soiet'4 6++$' reasonin& infor!ed )'
the onte3tua$ @now$ed&e to assess soieta$, hea$th,
safet',$e&a$, and u$tura$ issues and the Conse7uent
res+onsi)i$ities re$e(ant to the +rofessiona$ en&ineerin&
+ratie.
S V RAJU,
JNTUH
)rogra""e Outco"es
?.En(iron!ent and sustaina)i$it'4 Understand
the i!+at of t h e +rofessiona$ en&ineerin&
so$utions in soieta$ and en(iron!enta$
onte3ts, and de!onstrate the 2now$ed&e of,
and need for sustaina)$e de(e$o+!ent.
1. Ethis4 6++$' ethia$ +rini+$es and o!!it to
+rofessiona$ ethis and res+onsi)i$ities and
nor!s of the en&ineerin& +ratie.
S V RAJU,
JNTUH
)rogra""e Outco"es
>. %ndi(idua$ and tea! wor24 Kuntion effeti(e$' as an
indi(idua$, and as a !e!)er or $eader in di(erse
tea!s, and in !u$tidisi+$inar' settin&s.
5-. Co!!uniation4 Co!!uniate effeti(e$' on
o!+$e3 en&ineerin& ati(ities with the en&ineerin&
o!!unit' and with soiet' at $ar&e, suh as, )ein&
a)$e to o!+rehend and write effeti(e re+orts and
desi&n dou!entation, !a2e effeti(e +resentations,
and &i(e and reei(e $ear instrutions.
S V RAJU,
JNTUH
)rogra""e Outco"es
55. Projet !ana&e!ent and finane4
De!onstrate 2now$ed&e and understandin& of
t h e en&ineerin& and !ana&e!ent +rini+$es
and a++$' these to one Ds own wor2, as a
!e!)er and $eader in a tea!, to !ana&e
+rojets and in !u$tidisi+$inar' en(iron!ents.
5,. Bife*$on& $earnin&4 Reo&ni=e the need for,
and ha(e the Pre+aration and a)i$it' to en&a&e
in inde+endent and $ife*$on& $earnin& in the
)roadest onte3t of tehno$o&ia$ han&e
S V RAJU,
JNTUH
)rogra""e Outco"es
9
Pro&ra!s Outo!es are outo!es "5#
throu&h "5,# +$us an' additiona$ outo!es
that !a' )e artiu$ated )' the +ro&ra!.
L
The +hrases that define the outo!es
)e&in with the ation (er)s4
,'.-3', +%0+A0%)', '()-&%)', %3,

#A)0-3'
S V RAJU,
JNTUH
Ma%%ing )Os to )EOs
How does one de(e$o+ +ro&ra! o)jeti(es
and +ro&ra! outo!esF
%s this a hi2en and e&& t'+e of 7uestionF
No, the +ro&ra! outo!es deri(e fro! the
+ro&ra! o)jeti(es.
POs !ust foster attain!ent of PEOs.
There is a hierarh' to the +roess and it is
a to+*down +roess that )e&ins with the
Pro&ra! O)jeti(es.
S V RAJU,
JNTUH
MA))I$2 )EOs to )os
T1' &%55-3$ +#A0, *' ,one to
many, many to one, %3, many to
many 5%"%&')'"(.
S V RAJU,
JNTUH
CA&E &T+DIE&
V-(-#348e +ro(ide soiet' with +eo+$e
ser(in& and +ro)$e! so$(in& +rofessiona$s
in Co!+uter En&ineerin&.
MISSION4To +ro(ide our soiet' with hi&h
7ua$it' +rofessiona$s ha(in& a stron&
eduation in Co!+uter en&ineerin&/ with
rih u$tura$, ethia$, en(iron!enta$, and
soia$ sensiti(ities/ a+ait' for ritia$
thin2in&/ and the entre+reneuria$ s2i$$s to
so$(e o!+utin& +ro)$e!s.
!"#2-,' ('"2-+'( )# (#02' '3$-3''"-3$ 5"#*0'&( %( &'&*'"( #.

-3)'",-(+-50-3%"@ )'%&(.
S V RAJU,
JNTUH
)#O2#AM ED+CATIO$A3 OB4ECTI(E&
(%eOs)
<raduates wi$$4
5. 6ddress the ha$$en&es that the'
wi$$ fae in their areers.
,. Pursue $ife*$on& $earnin& and
ontinue to de(e$o+ their +ro)$e!*
so$(in& s2i$$s,
9. E3hi)it $eadershi+ and tea!*
)ui$din& s2i$$s.
S V RAJU,
JNTUH
)#O2#AM ED+CATIO$A3 OB4ECTI(E&
(%eOs)
M.Pro(ide 7ua$it' ser(ie to the
+rofession, &o(ern!ent, and soiet'.
N.Kuntion as effeti(e !e!)ers of
interdisi+$inar' tea!s.
..6++$' urrent and inno(ati(e
en&ineerin& tehno$o&ies and riteria.
S V RAJU,
JNTUH
)rogra" outco"es ()Os)
%. A*-0-)@ )# A3,'"()%3, %3, %550@ .A3,%&'3)%0
:3#/0',$' #. &%)1'&%)-+( )1"#A$1 ,-..'"'3)-%0
'HA%)-#3(, 5"#*%*-0-)@ %3, ()%)-()-+(I (+-'3+'
;51@(-+( %3, +1'&-()"@<I %3, '3$-3''"-3$
(+-'3+'( ;!%") #. A4ETS J%< .
A4ET? Accreditation Board or Engineering and
Technology
*. !"#.-+-'3+@ -3 % &-3-&A& #. .#A" "'+#$3-K',
&%L#" +#&5A)'" (+-'3+' %"'%(, (A+1 %(?
,%)%*%(' &%3%$'&'3), +#&5A)'" 0%3$A%$'(,
-3)'$"%)', %550-+%)-#3(, ;!%") #. A4ETS J%< .
S V RAJU,
JNTUH
Conti
+. A*-0-)@ )# +#3,A+) 'B5'"-&'3)( %3, )# +"-)-+%00@
%3%0@K' %3, -3)'"5"') ,%)% -3 % &-3-&A& #. .#A"
&%L#" +#&5A)'" '3$-3''"-3$ %"'%( ;A4ETS J*< .
,. A*-0-)@ )# 5'".#"& +#&5A)'" '3$-3''"-3$
-3)'$"%)', ,'(-$3 #. (@()'&(, +#&5#3'3)(, #"
5"#+'(('( *@ &'%3( #. 5"%+)-+%0 'B5'"-'3+'(
)1"#A$1#A) )1' 5"#.'((-#3%0 +#&5#3'3) #. )1'
+A""-+A0A& ;A4ETS J+<.
'. A*-0-)@ )# 50%@ %3 '..'+)-2' "#0' -3
&A0)-,-(+-50-3%"@ 5"#.'((-#3%0 /#": $"#A5(
(#02-3$ '3$-3''"-3$ 5"#*0'&( ;A4ETS J,<.
S V RAJU,
JNTUH
Conti
.. A*-0-)@ )# -,'3)-.@, .#"&A0%)', %3, &#,'"3 '3$-3''"-3$
)##0(, )'+13-HA'(, %3, (:-00( ;A4ETS J' E J:<.
$. U3,'"()%3,-3$ #. )1' -&5#")%3+' #. +#&50-%3+' /-)1
5"#.'((-#3%0 5"%+)-+' %3, ')1-+%0 -((A'(, (A+1 %(?
*-,,-3$I 5"#+A"'&'3)I %3, 5"#.'((-#3%0 -3)'"%+)-#3I
%&#3$ #)1'"( ;A4ETS J.<.
1. A*-0-)@ )# +#&&A3-+%)' '..'+)-2'0@ -3 E3$0-(1 ;A4ETS
J$<.
0. 4"#%, ',A+%)-#3 3'+'((%"@ )# A3,'"()%3, )1' -&5%+) #.
+#&5A)'" '3$-3''"-3$ (#0A)-#3( #3 1'%0)1, $'3'"%0
/'0.%"', (%.')@, '32-"#3&'3)%0 HA%0-)@ %3, '+#3#&@ -3 %
$0#*%0 +#3)'B) ;A4ETS J1<.
Conti
S V RAJU,
JNTUH
Conti
-. C#&&-)&'3) )# '3$%$' -3 0-.'0#3$ 0'%"3-3$
;A4ETS J-<.
L. A/%"'3'(( #. +#3)'&5#"%"@ (#+-%0, +A0)A"%0,
'+#3#&-+, '32-"#3&'3)%0 %3, '3$-3''"-3$
-((A'( ;A4ETS JL<.
Conti
S V RAJU,
JNTUH
A COM)E$DI+M O* TEAC5I$2 '
3EA#$I$2 )#OCE&&
<uide the $earner4
Be sure that students 2now the PEOs, POs,
Curriu$u! and 6ssess!ent Proess.
De(e$o+ a strutured hierarh' of ontent4
Content needs to in$ude one+ts,
a++$iations and +ro)$e! so$(in&.
Use i!a&es and (isua$ $earnin&
Ensure that the student is ati(e
Re7uires +ratie
S V RAJU,
JNTUH
Conti
Pro(ide feed)a2
Ha(e +ositi(e e3+etations of students
%ndi(idua$i=e the teahin& st'$e
0a2e the $ass !ore oo+erati(e
6s2 thou&ht*+ro(o2in& 7uestions
Be enthusiasti and de!onstrate the jo' of
$earnin&
Enoura&e students to teah other students
Care a)out what 'ou are doin&
Conti
S V RAJU,
JNTUH
Continuous I"%ro0e"ent o )rogra"
Continuous re(iew of +ro&ra! o!+rises two
feed)a2 $oo+s4 The Outer $oo+ "Strate&i
P$annin& Boo+# for i!+ro(in& the +ro&ra! and the
%nner Boo+ "6ssess!ent J %!+ro(e!ent Boo+# to
+ro(ide for urriu$a i!+ro(e!ent.
Outer Boo+4 The Outer Boo+ "Strate&i P$annin&
Boo+# is used to +ro(ide initia$ and fo$$ow*on hi&h*
$e(e$ &uidane to the de+art!ent in de(e$o+in& and
!aintainin& the +ro&ra! o)jeti(es and outo!es.
S V RAJU,
JNTUH
Continuous I"%ro0e"ent o )rogra"
%nitia$ in+ut o!es fro! sta2eho$ders, NB6

&uidane, and uni(ersit'*$e(e$ direti(es.
These in+uts are used to refine and

!onitor +ro&ra! o)jeti(es and outo!es.
S V RAJU,
JNTUH
Conti
I33'" L##5?
The %nner Boo+ "6ssess!ent and

%!+ro(e!ent Boo+# +ro(ides for on&oin&
urriu$a and ourse i!+ro(e!ent.
Based on feed)a2 o)tained, the

de+art!ent renders urriu$ar han&es, and
indi(idua$ instrutors refine, when
a++ro+riate, the ourses under their
jurisdition.
Conti
S V RAJU,
JNTUH
Conti
The inner $oo+ a$so +ro(ides a !ehanis!

for the fau$t' and students to +ro(ide
feed)a2 on s+eifi ourses.
The inner $oo+ is the do!ain of ourse

i!+ro(e!ent, and su&&estions for ourse
i!+ro(e!ents t'+ia$$' arise fro! instrutor
and student o!!ents and disussions of
the +ro&ra! fau$t'.
Conti
S V RAJU,
JNTUH
A(('((&'
3)
E2%0A%)-#
3
C#A"('(
%3,
%+)-2-)-'(
I3()"A+)#"
C#A"('
A(('((&'
3)
S)A,'3)
C#A"('
A(('((&'3)
I3)'"3%0 I35A)
EB-) I3)'"2-'/(
F'',*%+: ."#& A+%,'&-+ %,2-(#"(
F'',*%+: ."#& (A++'',-3$ +#A"(' -3 % ('HA'3+'
F'',*%+: ."#& +%5()#3' ,'(-$3
EB)'"3%0 I35A)
A0A&3- SA"2'@
E&50#@'" -35A)
A,2-(#"@ 4#%",
I&5"#2'&'
3) !0%33-3$
Assessment
$
Improvement
oop
Every
Course
"ffering
Scheduled
Intervals
&igure) Assessment of Program "utcomes !y course
Conti
S V RAJU,
JNTUH
3earning Outco"es
Course Outo!es4
Course Outo!es are state!ents

that desri)e what students are
e3+eted to 2now, attitudes the' are
e3+eted to ho$d, and what the' are
a)$e to do as a resu$t of ta2in& a
ourse
S V RAJU,
JNTUH
3earning Outco"es
6ssess!ent not on$' !easures +ro&ress
and ahie(e!ent of the $earners )ut a$so the
effeti(eness of the teahin& !ateria$s and
!ethods used for the transation.
Hene, assess!ent shou$d )e (iewed as a

o!+onent of urriu$u! with the twin
+ur+ose of effeti(e de$i(er' and further
i!+ro(e!ent in the teahin&*$earnin&
+roess.
S V RAJU,
JNTUH
3earning Outco"es
Outo!es assess!ent in the for! of

standardi=ed e3a!s "+rere7uisite e3a!s,
!id*sessiona$ e3a!s, o!+rehensi(e fina$
e3a!s, $a)orator' e3a!s, written re+orts,
ora$ +resentations, et.# +ro(ide +ossi)$e
!eans of de!onstratin& that the hosen
+erfor!ane thresho$ds defined )' the
+ro&ra! outo!es are !et.
S V RAJU,
JNTUH
5o. do I .rite learning
outco"es6
9
There are fi(e $e(e$s "$owest to hi&hest
o&niti(e s2i$$s#4Thin2in& S2i$$s
-
@now$ed&e:re!e!)erin&
-
Co!+rehension:understandin&
-
6++$iation:a++$'in&
-
6na$'sis:ana$'=in&
-
E(a$uation:e(a$uatin&
-
S'nthesis:reatin&
S V RAJU,
JNTUH
Conti
9
E3a!+$es of $earnin& outo!es (er)s for
$i)rar' instrution in$ude4
-
@now$ed&e:Re!e!)erin&4 define, $ist, reo&ni=e
-
Co!+rehension:Understandin&4harateri=e, desri)e,
e3+$ain, identif', $oate, reo&ni=e, sort
-
6++$iation:6++$'in&4 hoose, de!onstrate, i!+$e!ent,
+erfor!
-
6na$'sis:6na$'=in&4 ana$'=e, ate&ori=e, o!+are,
differentiate
-
E(a$uation:E(a$uatin&4 assess, riti7ue, e(a$uate, ran2,
rate
-
S'nthesis:Creatin&4 onstrut, desi&n, for!u$ate, or&ani=e,
s'nthesi=e
S V RAJU,
JNTUH
5o. do I .rite learning
outco"es6
9
Ver)s to a(oid4
-
Understand
-
6++reiate
-
@now a)out
-
Beo!e fa!i$iar with
-
Bearn a)out
-
Beo!e aware of
S V RAJU,
JNTUH
3earning Outco"es 0s7 3earning
Ob/ecti0es
9
%t is not uni(ersa$$' reo&ni=ed, and !an'
e3+erts !a' find that the ter! D$earnin&
outo!es; desri)es what the' ha(e a$read'
understood )' the ter! D$earnin& o)jeti(es;.
9
So!e sho$ars !a2e no distintion )etween the
two ter!s/ those who do usua$$' su&&est that
$earnin& outo!es are a su)set or t'+e of
$earnin& o)jeti(e
S V RAJU,
JNTUH
Ob/ecti0es
$earnin& o)jeti(e
0a' out$ine the !ateria$ the instrutor
intends to o(er or the disi+$inar'
7uestions the $ass wi$$ address
$earnin& outo!e
what the student shou$d 2now and
rea$istia$$' )e a)$e to do )' the end of an
assi&n!ent, ati(it', $ass, or ourse.
S V RAJU,
JNTUH
Ob/ecti0es
9
Kor this reason, $earnin& outo!es often start with a
(ersion of the +hrase EB' the end of this ourse,
students wi$$OH
1earning O$%e"ti&es 1earning O!t"omes
.esc&i4e :hat a teache&
nees to teach an :hat
nees to 4e 3(anne to teach
.esc&i4e :hat stuents
emonst&ate u3on the
com3(etion o/ cou&se
+tuents :i(( une&stan the
conce3t o/ ? an @ in
&es3ecti6e omain
+tuents :i(( 4e a4(e to
choose suita4(e ? an @ /o&
a *i6en s3eci/ication
Ob/ecti0es
S V RAJU,
JNTUH
Program Sta'eholders
(Constituencies)
Program
*ission
PE"s P"s
Curriculum+
Courses+
C"s
*te) 1: Pre)are PEOs t/at aress
)rogram mission.
PEOs are res)onsi&e to t/e e>)resse

interests o. )rogram sta<e/o#ers.
*te) 2: 6orm!#ate a set o. POs
'<no3#ege8 s<i##s8 an attit!es )rogram
gra!ates s/o!# /a&e(
Conti
S V RAJU,
JNTUH
S)'5 3? Kra!e urriu$u!, ourses, and COs that
address the POs and in turn the PEOs.
Ste+ M4 The +ro&ra! !ust e(a$uate student
+erfor!ane, ad(ise students re&ardin& urriu$ar and
areer !atters, and !onitor student +ro&ress to foster
their suess in ahie(in& +ro&ra! outo!es, there)'
ena)$in& the! as &raduates to attain +ro&ra!
o)jeti(es.
Ste+ N4 De(e$o+ a s'ste! with )ui$t*in Continuous
%!+ro(e!ent 0ehanis! "%nstitutiona$i=ation of ontinuous
i!+ro(e!ent and assess!ent +roesses at a$$ $e(e$s#.
Conti
S V RAJU,
JNTUH
#E&)O$&IBI3ITIE& O* A *AC+3T,
MEMBE#
5. Kor!u$ate the $earnin& outo!es and the
fina$$' the ourse outo!es.
,. Teah the ourse to ena)$e the students
attain the ourse outo!es.
9. E3a!ine the students whether the ourse
outo!es ha(e )een attained.
M. %!+ro(e ontinua$$' the ourse outo!es
so that the' in turn foster the +ro&ra!
outo!es.
S V RAJU,
JNTUH
Outcomes Assessment
Components
&te%s .hich underlie the assess"ent o student
learning1
9
De(e$o+ $earnin& o)jeti(es:outo!es
9
Che2 for a$i&n!ent )etween the urriu$u! and the
o)jeti(es:outo!es
9
De(e$o+ an assess!ent +$an
9
Co$$et assess!ent data
9
Use resu$ts to i!+ro(e the +ro&ra!
9
Routine$' e3a!ine the assess!ent +roess and orret,
as needed
Note 4 Student $earnin& outcomes, shou$d deri(e fro! the
objectives whih f$ow fro! the goals and mission of the
+ro&ra!
S V RAJU,
JNTUH
Outcomes Assessment Components
Outco"e Based Assess"ent
S V RAJU,
JNTUH
OBE Advantages for Instructors Educational
!evelopers Administrators and "tudents
9
To enhane the 7ua$it' of teahin& and $earnin&/
9
To ensure the a++ro(a$ and areditation of new and
e3istin& +ro&ra!s/
9
To ensure the aounta)i$it' and 7ua$it' assurane/
9
To ta2e res+onsi)i$it' for their own $earnin&/
9
To artiu$ate the 2now$ed&e, s2i$$s and e3+eriene
a7uired durin& their +ro&ra!/
9
%t is a fra!ewor2 for o$$a)orati(e urriu$u! +$annin&/
9
%t;s $i2e too$ for e(a$uatin& and i!+ro(in& the urriu$u!/
9
To enoura&e ontinuit' )etween under&raduate,
+ost&raduate and ontinuin& eduation.
S V RAJU,
JNTUH
Why Assessment?
9
Continuous i!+ro(e!ent
9
Tota$ Iua$it' 0ana&e!ent a++$ied in
eduationa$ settin&
9
6reditation:E3terna$ e(a$uation
9
Co!+etition
9
%ndustr' +ush
9
Bearnin& needs
S V RAJU,
JNTUH
Ac#no$ledge
I $ould li#e to e%press my special than#s of gratitude to my
high school teacher &A'(')aidu *as $ell as our (ice chancellor
+rof' ,amesh$ar ,ao -)./0 ,ector -)./0 ,egistrar of
-)./0 and +rof ' 1'"reenivasa ,ao !irector "I. -)./0 $ho
gave me the golden opportunity to do this $onderful presentation
on the topic &OBE* $hich also helped me in doing a lot of WO,2'
I $ould li#e to say than#s to search engine and referee authors
$hoever helped me directly 3 indirectly '
I $ould also li#e to than# my parents and friends $ho helped
me a lot in finali4ing this presentation $ithin the limited time '
5inally I $ould li#e to e%tend my sincere than#s to 6uest of
honor7s invitees participants $hoever attended for this
$or#shop &OBE* A)! management and +rincipals of engineering
colleges'
S V RAJU,
JNTUH
Than2 'ou a$$

Outcome Based Education

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Outcome Based Education

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S V RAJU,

%nstrutiona$ o)jeti(es and $earnin&

Student in(o$(e!ent is (er' Bow $e(e$

Too !uh tehnia$ ontent at the

Stress on Bower Order Thin2in& S2i$$s

Student assess!ent is not a$i&ned to

Bearnin& outo!es in this area

The jud&!ents are to )e )ased on

These !a' )e interna$ riteria

Bearnin& outo!es in this area are

Students are &i(en &rades and

<raduates are not o!+$ete$'

Ba2 of e!+hasis on soft s2i$$s needed

6ssess!ent !ain$' (ia e3a!, test, assi&n!ents.

Iua$it' ontro$ fro! teahin& e(a$uation.

6$so show that this ontinuous +roess

,'.-3', +%0+A0%)', '()-&%)', %3,

!"#2-,' ('"2-+'( )# (#02' '3$-3''"-3$ 5"#*0'&( %( &'&*'"( #.

%nitia$ in+ut o!es fro! sta2eho$ders, NB6

These in+uts are used to refine and

The %nner Boo+ "6ssess!ent and

Based on feed)a2 o)tained, the

The inner $oo+ a$so +ro(ides a !ehanis!

The inner $oo+ is the do!ain of ourse

Course Outo!es are state!ents

Hene, assess!ent shou$d )e (iewed as a

Outo!es assess!ent in the for! of

PEOs are res)onsi&e to t/e e>)resse

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!"#2-,' ('"2-+'( )# (#02' '3$-3''"-3$ 5"#0'&( %( &'&'"( #.