Outcome Based

Education
By

Sikandar Bilal Khattak

 Outline
• Introduction to OBE

• OBE

• Vision and Mission

• Program Educational Objectives (PEOs)

• Program Learning Outcomes (PLOs)

• Course Learning Outcomes (CLOs)

• Blooms Taxonomy

• Rubrics

• Surveys

• Self Assessment Report

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Engineers Vs Technologist
Engineers
Career in Career in
Research & Design Work Supervision & Maintenance
Technologists

Education
Strong in Appropriate
Mathematics, Mathematics,
Computing, Computing,
Engineering Engineering
Sciences, Sciences,
Professional Engineering Technology Professional
courses Breadth & Depth of Breadth & Depth of courses
(Theoretical) Curricula Curricula (Practical)

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 What is OBE
• It is a method of curriculum design and teaching that focuses
on what students can actually do after they are taught

• These questions are asked

• What do you want the students to learn?

• Why do want them to learn it?

• How can you best help students to learn it?

• How will you know what they have learnt?

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 OBE NutShell
Questions Answers

What do you want the student to have or

Taxonomy (Knowledge, Skill, Affective)
able to do

How can you best help student achieve it? Student Centered Devliery

How will you know what they have

Assessment
achieved?

How do you close the loop? Continuous Quality Improvement (CQI)

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 Level of Outcomes

Programme Educational Objectives Few years after

Graduation – 3 to 5 years

Program Learning Outcomes Upon graduation

Course/subject Learning Outcomes Upon Course completion

Weekly/Topic Outcomes Upon weekly/topic completion

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 UET Vision

• To be among the top-ranking universities of the world

through education, research and innovation.

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 UET Mission

• To produce highly qualified, well-rounded professionals

through education who play a leading role in the society
by powering and driving knowledge-based economy and
offer research services and innovation for sustainable
development.

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 B.Sc Industrial Engineering
Mission

• To produce industrial engineers having professional

knowledge, research and problem-solving skills to play
leading role for the economic well-being, safety and
productivity of an organization and society.

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Program Educational
Objectives (PEOs)

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 Program Educational
Objectives (PEOs)

• PE Objectives are evaluated after 3-5 years of graduation

• PEOs are treated similar to courses,

• whatever is claimed or evaluated needs to have a

complete record

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 PEOs Cont…
Key
When Performance
PEO No. PEOs How measured
measured Indicators
(KPI)
Every year but Combined
1
Serve in industry or academia or
Alumni Survey
from Alumni strength of
operate their own business who graduated 40-60 % of
three years ago alumni
Every year but Working
Combined in
Exhibit quest for higher education
2 or continued professional Alumni Survey
from Alumni strength of
development who graduated 30-50% of
three years ago alumni
Alumni Survey and
Every year but
pursuing
Combined
3
Demonstrate adherence to ethical from Alumni strength of
practices and community services who graduated 60-70 %
Employer Survey
three years ago alumni
adhere to

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Program Learning
Outcomes (PLOs)

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SAs=WAs = PLOs=SOs
(i) Engineering Technology Knowledge (SA1): An ability to apply knowledge of mathematics, natural science,
Engineering Technology fundamentals and Engineering Technology specialization to defined and applied
Engineering Technology procedures, processes, systems or methodologies. 


(ii) Problem Analysis (SA2): An ability to Identify, formulate, research literature and analyze broadly-defined
Engineering Technology problems reaching substantiated conclusions using analytical tools appropriate to the
discipline or area of specialization. 


(iii) Design/Development of Solutions (SA3): An ability to 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. 


(iv) Investigation (SA4): An ability to conduct investigations of broadly-defined problems; locate, search and select
relevant data from codes, data bases and literature, design and conduct experiments to provide valid conclusions. 


(v) Modern Tool Usage (SA5): An ability to Select and apply appropriate techniques, resources, and modern
technology and IT tools, including prediction and modelling, to broadly-defined Engineering Technology problems,
with an understanding of the limitations. 


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(vi) The Engineering Technologist and Society (SA6): An ability to demonstrate understanding of the societal, health,
safety, legal and cultural issues and the consequent responsibilities relevant to Engineering Technology practice and
solutions to broadly defined Engineering Technology problems. 


(vii) Environment and Sustainability (SA7): An ability to understand and evaluate the sustainability and impact of
Engineering Technology work in the solution of broadly defined Engineering Technology problems in societal and
environmental contexts. 


(viii) Ethics (SA8): Understand and commit to professional ethics and responsibilities and norms of Engineering
Technology practice 


(xi) Individual and Team Work (SA9): An ability to Function effectively as an individual, and as a member or leader in
diverse teams. 


(x) Communication (SA10): An ability to communicate effectively on broadly defined Engineering Technology activities
with the Engineering Technologist 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. 


(xi) Project Management (SA11): An ability to demonstrate knowledge and understanding of Engineering Technology
management principles and apply these to one’s own work, as a member or leader in a team and to manage projects in
multidisciplinary environments. 


(xii) Lifelong Learning (SA12): An ability to recognize the need for, and have the ability to engage in independent and
life-long learning in specialist Engineering Technologies. 


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 PLO KPI

• A student must attain 50 % of each PLO.

• If he/She fails he will be given CQI.

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Course Learning
Outcomes

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 Course Content
Course Content for Introduction to Computing

• Introduction to computer hardware and software, Word

processing programs, Spreadsheets programs, Equation
solvers and procedural computations, Communication
and networking. Constants and variables, Arithmetic
operations, Intrinsic functions, Algorithm design,
Flowcharts, and Pseudo codes, IF statements, Do loop,
While loop, Data files, Formatted Input and Output,
Logical and character data type, Arrays: one-dimensional,
two-dimensional, Subprograms: Functions and
subroutines, Numerical Applications, Introduction to
programming language

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 CLOs for Theory
CLOs for Introduction to Computing (Theory)

Taxonomy PLOs Addressed by

CLO No. Course Learning Outcomes (CLOs)
Domain Course (PLO No.)

K n o w a b o u t c o m p u t e r h a rd w a re ,
Engineering Knowledge
1 software’s, programming languages and C1
(i)
communication networks

Practice word processing, spread sheet,

2 presentation software’s, and different C3 Modern Tool Usage (v)
programming languages

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 CLOs for Theory
CLOs for Introduction to Computing (Lab)

Taxonomy PLOs Addressed by

CLO No. Course Learning Outcomes (CLOs)
Domain Course (PLO No.)

To use the proper safety gadgets, safety

1 precautions and other resources A3 Ethics (viii)
including dressing

To actively Contribute individually and as Individual and Team

2 A2
team member Work (ix)

To Practice the Experimental Task and

3 writing skills as per subject requirements P3 Modern Tool Usage (v)
(List of Practicals of each course)
To be able to apply, explain, express and
4 collect information regarding the course C3 Investigation (iv)
contents and labs

5 To organize report in a given format A4 Communication (x)

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Bloom’s Taxonomy

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 Bloom’s Taxonomy
• Cognitive Domain (Knowledge)

• Highest Levels needs to be targeted

• Psychomotor Domain (Skill)

• Lowest or Intermediate levels to be Targeted

• Affective Domain (Attitude)

• Lowest levels to be targeted

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 Cognitive Domain
C6
C5
C4
C3
C2
C1

lower order Intermediate Higher order

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New Bloom’s Taxonomy
• Synthesis is Removed

• Creating is Added

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 Sensory Domain
P7
P6
P5
P4
P3
P2
P1

lower order Intermediate Higher order

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 Affective Domain

A5
A4
A3
A2
A1

lower order Intermediate Higher order

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Rubrics

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 What are Rubrics

• Rubrics are a powerful, authentic tool used to assess

students work.

• This scoring tool list specific criteria for project or piece of

work.

• Rubric enable students to understand why they received

a specific score.

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Rubric for Lab Reports

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Rubrics Examples

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Rubrics Examples Cont…

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Rubrics Example Cont…

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Assessment Criteria
and Methods

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Assessment Criteria and
Methods
Assessment Criteria Assessment Methods

Final and Mid Term Paper Absolute/Relative

Assignment and Quizzes Absolute/Relative

Lab Reports/Project Reports Rubrics

Presentation Rubrics

Lab Work/Project Work Rubrics

Viva Rubric

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 CLO KPI
• General

• A student must attain 50 % of each CLO.

• If he/She fails he will be given CQI.

• Cohort Level

• 40 % of students in a class must attain 50 % of each

CLO.

• If KPI not achieved, corrective action to be taken by

chairman and instructor.

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CQI

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 Continuous Quality
Improvement (CQI)

• Any corrective action if the KPIs for PEOs, PLOs, or CLOs

are not achieved.

• Much better if the CQI is designed for PEOs, PLOs, and

Cohort KPI only.

• Any corrective action or improvement related to any other

aspect of the program.

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Surveys

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 Surveys

• Alumni Survey

• Graduating Student Surveys

• Internee Surveys

• Course and Teacher Evaluation Survey

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Alumni Survey-Example

PEO Related Questions PLO Related Questions

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 Self Assessment Report
(SAR)
• 9 Chapters

• Each Chapter has different sub-criteria

• All are equally important but most relevant to OBE are

Chapter 1, 2, 3, 8, and 9.

• 18 Different annexes

• Mapping and other Information

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• Chapter 1 Program Educational Objectives

• Chapter 2 Program Learning Outcomes

• Chapter 3 Course Learning Outcomes

• Chapter 4 Students

• Chapter 5 Faculty and Support Staff

• Chapter 6 Facilities and Infrastructure

• Chapter 7 Institutional Support and Financial Resources

• Chapter 8 Continuous Quality Improvement (CQI)

• Chapter 9 Industrial Linkages

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SAR (NTC Manual)

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SAR (NTC Manual)

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SAR (NTC Manual)

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SAR (NTC Manual)

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 Thats It
Thank You

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