Outcome Based Education

16 March 2021
CECOS UNIVERSITY OF IT AND EMERGING SCIENCES
Peshawar, Pakistan
Engr. Daanyal Umar MS, Geotechnical Engineering
Lecturer, Civil Engineering Department

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 RATE BETWEEN 1 TO 5 WITH 1 “NOT AT ALL”
AND 5 “YES A LOT”

Before After
Session Session
A My knowledge on outcome-based
education is at level

(i) I would like to know more about …..

(ii) Comments:

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 Expected Outcomes
Participants will be:
able to comprehend OBE issues related to
programme objectives (PEO), programme
learning outcomes (PLO) and course learning
outcomes (CLO)
able to comprehend the linkages of programme
educational objectives (PEO), programme
learning outcomes (PLO) and course learning
outcomes (CLO) in implementation; and relating
them to assessment and evaluation

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 Gentle Reminder

● This session does NOT intent participants to

seek for a unified template
● It is an attempt to allow contemplation and
creativity and innovation
● It encourages diversity in approach but
unified in outcome

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Outcome Based Education:
Knowledge & Implementation

Day 1

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 Day 1 Outlines

● Introduction
● OBE Concept
● Developing Engineering Curricula
● Programme Educational Objectives (PEO)
● Programme Learning Outcomes (PLO)
● Course/Learning Outcomes (CO/LO)
● Miscellaneous topics

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Introduction

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 Engineering Curricula

● Emphasising on grades
● No enthusiasm on the part of students
● Unrealistic idea of engineering practice
● Cramming too much in 4 years
● Non-uniform workload among courses

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 Potential Employers

● CGPA
● Communication skills
● Management and leadership skills
● Overall personality

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 Students

● CGPA
● CGPA
● CGPA
● CGPA

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 Common Questions on
Outcome Based Education (OBE)

● What is OBE? Paradigm shift!

● Why OBE?
● When to start OBE?
● Who to develop and implement OBE?
● Etc. etc.

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 Who is the guy that
brought this OBE idea
?
Why do we need OBE?

This is American
(WASHINGTON)
hegemony!

Canada, Hong Kong,

Singapore ... are not OBE

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ACCULTURALISATION
QUALITY EDUCATION
Knowledge
Behaviour Establish, Maintain & Improve
Attitude System

Resources

Management Commitment
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 Students

Improvemen
Quality
Continual
(4)

t (8)
Curriculum
& Learning Faculty (5)
Process (3)
Program
Objectives (1)
& Outcomes
(2) Institutional
Industry
Support &
Linkages Financial
(9) Resources (7)

Infrastructures
& Facilities (6)
 WHY ARE YOU ALL HERE?
WHY ALL THIS EFFORT?

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WHO DOES ACCREDITATION IN PAKISTAN
AND HOW?

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 Pakistan Engineering Council

PEC
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 PAKISTAN ENGINEERING COUNCIL
&
WASHINGTON ACCORD

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 Why OBE
- Pakistan Engineering Council (PEC), as of 2017, has become the full

signatory of Washington Accord.

- Washington Accord created in 1989, as an international effort to

accept OBE; its an agreement to accept undergraduate engineering

degrees acquired under the OBE approach.

- Only those Departments/Universities will be accredited by PEC, which

are based on the OBE approach.

- From 2018, and onward, there is no choice other than the OBE.
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 Why OBE
- OBE is an educational theory that bases each part of an educational

system around goals (outcomes).

- By the end of the educational experience, each student should have

achieved the goal.

- There is no single specified style of teaching or assessment in OBE.

- Instead, classes, opportunities, and assessments should all help

students achieve the specified outcomes.

Spady, William, G. (1994). Outcome-Based Education: Critical Isues and Answers.

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 REQUIRED GRADUATE ATTRIBUTES
AS PER WASHINGTON ACCORD

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 REQUIRED GRADUATE ATTRIBUTES
AS PER WASHINGTON ACCORD

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 REQUIRED GRADUATE ATTRIBUTES
AS PER WASHINGTON ACCORD

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 REQUIRED GRADUATE ATTRIBUTES
AS PER WASHINGTON ACCORD

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 REQUIRED GRADUATE ATTRIBUTES
AS PER WASHINGTON ACCORD

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 REQUIRED GRADUATE ATTRIBUTES
AS PER WASHINGTON ACCORD

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 IMPORTANT

● What kind of curriculum and what kind of

teaching learning process should we follow so
that we meet the GRADUATE ATTRIBUTES
requirement?

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 PEOs/PLOS of OUR DEPARTMENT

● PEOs are broad statements

● PLOs are narrow statements
● Program Outcomes by PEC/ WA
● Program specific learning outcomes
● Domain dependent and domain independent
attributes

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 1. Program Educational Objectives
What is expected (in 3-5 years) upon
graduation (What the programme is
preparing graduates in their career and
professional accomplishments)

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 PEC Manual 2019
1. Program Educational Objectives
• Broad statements: What graduates are
expected to achieve (BE) a few years after
graduation.
• Linked to student outcomes and learning
assessment process.
• Include feedback from faculty, employers,
alumni and other stakeholders
CQI
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 PEC Manual 2019
1. Program Educational Objectives
a.  Well-defined and published Program Mission
b. Program’s educational objectives defined and
consistent with the mission
c. Program’s educational objectives based on the
stakeholder’s needs
d. A process in place to evaluate the attainment
of educational objectives
e. Evaluation results used for continual
improvement of the program
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 PROGRAM EDUCATIONAL OBJECTIVES (PEOs)
FOR B.Sc CIVIL ENGINEERING, CECOS
Graduate will
● PEO-1: Demonstrate a blend of engineering
and professional skills.
● PEO-2: Perform ethically and in a socially
responsible manner.
● PEO-3: Strive to enhance learning and
managerial skills.

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 2. Program Learning Outcomes
● What the graduates are expected to know
and able to perform or attain by the time of
graduation (skills, knowledge and behavior/
attitude)

There must be a clear linkage between

Objectives and Outcomes
Need to distribute the outcomes throughout the programme, and
not one/two courses only addressing a particular outcome
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 PEC Manual 2019
2. Program Learning Outcomes
a. Well-defined and published (12) Program Outcomes
b. Program Outcomes linked to the Program Objectives
c. Mapping of Program Outcomes to Course Learning Outcomes
(CLOs)
d. Teaching-learning and assessment methods appropriate and
supportive to the attainment of Course Learning Outcomes
e. Quality of assessment mechanism to evaluate achievement
levels for all the Program Outcomes by each student
f. Process in place by which assessment results are applied to
further refine the assessment mechanism and/or redefine the
program / course outcomes, thus leading to continuous
improvement of the program
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 PROGRAM LEARNING OUTCOMES (PLOs) FOR
B.Sc CIVIL ENGINEERING
● Program outcomes are the narrower statements that describe
what students are expected to have acquired, be able to
demonstrate and practice by the time of graduation. These
relate to the knowledge, skills and attitude that the students
acquire while progressing through the program.
● The program must demonstrate that by the time of graduation
the students have attained a certain set of knowledge, skills
and behavioral traits, at least to some acceptable minimum
level. Specifically, it is to be demonstrated that the students
have acquired the following graduate attributes:

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 PROGRAM LEARNING OUTCOME (PLOs) FOR
B.Sc CIVIL ENGINEERING

(i) Engineering Knowledge

Apply knowledge of mathematics, science,
engineering fundamentals and an engineering
specialisation to the solution of complex
engineering problems;

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 PROGRAM LEARNING OUTCOME (PLOs) FOR
B.Sc CIVIL ENGINEERING

(ii) Problem Analysis

Identify, formulate, research literature and
analyze complex engineering problems reaching
substantiated conclusions using first principles
of mathematics, natural sciences and
engineering sciences

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 PROGRAM LEARNING OUTCOME (PLOs) FOR
B.Sc CIVIL ENGINEERING
(iii) Design/Development of Solutions
Design solutions for complex engineering
problems and design systems, components or
processes that meet specified needs with
appropriate consideration for public health and
safety, cultural, societal, and environmental
considerations

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 PROGRAM LEARNING OUTCOME (PLOs) FOR
B.Sc CIVIL ENGINEERING

(iv) Investigation
Conduct investigation into complex problems using
research based knowledge and research methods
including design of experiments, analysis and
interpretation of data, and synthesis of
information to provide valid conclusions

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 PROGRAM LEARNING OUTCOME (PLOs) FOR
B.Sc CIVIL ENGINEERING

(v) Modern Tool Usage

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

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 PROGRAM LEARNING OUTCOME (PLOs) FOR
B.Sc CIVIL ENGINEERING

(vi) The Engineer and Society

Apply reasoning informed by contextual knowledge
to assess societal, health, safety, legal and cultural
issues and the consequent responsibilities relevant
to professional engineering practice

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 PROGRAM LEARNING OUTCOME (PLOs) FOR
B.Sc CIVIL ENGINEERING

(vii) Environment and Sustainability

Understand the impact of professional engineering
solutions in societal and environmental contexts
and demonstrate knowledge of and need for
sustainable development

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 PROGRAM LEARNING OUTCOME (PLOs) FOR
B.Sc CIVIL ENGINEERING

(viii) Ethics
Apply ethical principles and commit to professional
ethics and responsibilities and norms of
engineering practice

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 PROGRAM LEARNING OUTCOME (PLOs) FOR
B.Sc CIVIL ENGINEERING

(ix) Individual and Team Work

Function effectively as an individual, and as a
member or leader in diverse teams and in multi-
disciplinary settings

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 PROGRAM LEARNING OUTCOME (PLOs) FOR
B.Sc CIVIL ENGINEERING

(x) Communication
Communicate effectively on complex engineering
activities with the engineering community and with
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

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 PROGRAM LEARNING OUTCOME (PLOs) FOR
B.Sc CIVIL ENGINEERING

(xi) Project Management & Finance

Demonstrate knowledge and understanding of
engineering and management principles and apply
these to one’s own work, as a member and leader
in a team, to manage projects and in
multidisciplinary environments

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 PROGRAM LEARNING OUTCOME (PLOs) FOR
B.Sc CIVIL ENGINEERING

(xii) Life-long Learning

Recognise the need for, and have the preparation
and ability to engage in independent and life-long
learning in the broadest context of technological
change

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 CLOs
Course Learning Outcomes (CLOs):

Upon successful completion of this course, students will be able to:

1. Describe and explain the building layout, specification and construction

process. (C2)(PLO1)

2. Discuss and clarify the concepts of building construction principles and

building code requirements. (C2)(PLO1)(PLO2)

3. Sketch structural and layout drawings for general residential buildings. (P1)
(PLO3)

4. Develop knowledge of building construction. (A4)(PLO1)(PLO12)

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 IMPORTANT

● Accreditation board only specifies certain

parameters by which we can measure the
minimum quality of a certain program.
● They are open ended.
● So, our program outcomes or program learning
outcomes must fulfill these requirements.
● A single missing attribute will lead to non
accreditation.

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ACCREDITATION PROGRAM DOESN’T PRODUCE
BETTER GRADUATES

It Only Ensures That The Program Fulfills The

Minimum Criterion Required For A Graduate
Engineer!

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 Expectations of Accreditation

● Education content (breadth) and level

(depth) are maintained
● Outcome-based Education (OBE)
programme
● Programme Continual Quality
Improvement (CQI)
● Systematic Quality management
system (QMS)
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Outcome Based Education – Concept

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 Outcome Based Education

OBE is a process that involves

assessment and evaluation practices
in education to reflect the attainment of
expected learning and showing
mastery in the programme area

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 Characteristics of OBE curricula

● It has programme educational

objectives, programme outcomes,
course learning outcomes and
performance indicators.
● It is objective and outcome driven, where
every stated objective and outcomes can be
assessed and evaluated.
● It is centered around the needs of the
students and the stakeholders.

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 Characteristics of OBE
curricula cont….
● Every learning outcome is intentional and
therefore the outcomes must be assessed using
suitable performance indicators.
● Programme educational objectives address the
graduates attainment within 3-5 years after their
graduation.
● Programme outcomes, which consist of abilities
to be attained by students before they graduate,
are formulated based on the programme
educational objectives.

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 Characteristics of OBE curricula
cont….
● Programme outcomes address Knowledge,
Skills and Attitudes to be attained by
students.
● Course outcomes must satisfy the stated
programme outcomes. There is no need for
ANY (individual) course to address all
programme outcomes.
● Teaching/ Learning method may have to be
integrated to include different delivery
methods to complement the traditional
Lecture method.
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 Benefits of OBE
 More directed & coherent
curriculum
 Graduates will be more
“relevant” to industry & other
stakeholders (more well-rounded
graduates)
 Continual Quality Improvement
(CQI) is an inevitable
consequence
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 OBE leads to :
• Improved learning
• Increase in institutional effectiveness
• Enhanced accountability

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 Strategy of OBE

● Top down Curricula

Design
● Appropriate Teaching &
Learning Methods
● Appropriate Assessment
& Evaluation Methods

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 Different Levels of Outcomes
Few years after
Program Educational Objectives (PEO) Graduation – 4 to 5 years

Programme Outcomes (PO) Upon graduation

Course/subject Outcomes (CO) Upon subject completion

Weekly/Topic Outcomes Upon weekly/topic

completion

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 Linking Topics to Programme
Educational Objectives (PEO)

● Topics lead to learning objectives

● Group/individual learning objectives lead to
course outcome
● Course outcomes must relate to programme
outcomes
● Programme outcomes must address the
programme educational objectives (What
kind of “engineers” to produce?)

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 Jargons

● Objectives – Broad goals that address

institutional and programme mission
statements and are responsive to the
expressed interest of the stakeholders
● Outcomes – knowledge, skills and
attitudes that directly address the
objectives (desired attributes)

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www.cecos.edu.pk 66
 OBE in a nutshell
 What do you want the students to have or
able to do?  Knowledge, Skill, Affective

 How can you best help students achieve

it? 
 Student Centred Delivery

 How will you know what they have

achieved it?  Assessment
 How do you close the loop

 PDCA (plan-do-act-check)
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 Student-Centered Learning

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 What we want the students to
have or be able to do?

● Cognitive Skills
● Psychomotor Skills
● Affective / Social Skills

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 How students achieve it?

● Lectures, demonstration, laboratories

● Projects (design, research) and field
experience
● Multimedia lectures and tutorials, interactive
simulations, web-based instruction
● Writing, speaking assignments
● Student centred learning
● Presentations
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 Problem organised project work

Literature Lectures Group Studies

Problem Problem Solving Report

Tutorials Field Work Experiment

 How will we know that students
have achieved it (K,S,A)?

 Formative Assessment
 Summative Assessment
 Course Assessment
 Programme Assessment
 Assessment Tools
 Direct and Indirect Assessments

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Developing Curriculum Curricula

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 Continual Improvement

Stakeholders’ requirements (Develop objectives)

Curriculum, Graduates
Teaching &
Staff & with
Learning
Facilities Outcomes

Stakeholders’ satisfaction (Achieving objectives)

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 Bloom’s Taxonomy
- Bloom’s Taxonomy was created in 1956 under the leadership of

Educationist Dr. Benjamin Bloom.

- The committee identified three domains for educational activities or

learning:

- Cognitive: mental skills (Knowledge)

- Affective: growth in feelings or emotional areas (Attitude)

- Psychomotor: manual or physical skills (Skills)

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 ENGINEERING PROGRAMME

Education Training
(Knowledge & Understanding) (Skill)

Cognitive Psychomotor Affective

(Knowledge – K) (Skill – S) (Attitude – A)

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 Institutional
Stakeholders Interest
Mission Statement

Programme Objectives

Programme Outcomes
(Knowledge, skills, attitudes of graduates)

Course Outcomes
(Ability to: explain, calculate, derive, design)

Assessment of Attainment Level

Continual Improvement
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 Curricula Models
Distribution of Knowledge, Skills & Attitude
elements throughout the 4 years

S&A
S&A
Yr. 4 30%
30%

Yr. 3 K 70% K 70% K 70% K 70%

Yr. 2
S&A
30%
S&A
Yr. 1 30%

A B C D
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 Model D: Greater emphasis on skills and attitude at
the early years but lesser toward the middle years
and back to greater emphasis near graduation

Semester 8 Skills &

Attitude
Development Concept of Outcome-based Education

1. Programmeme 2. Programmeme
Educational Objectives Outcomes
Knowledge
EAC requirements EAC requirements

Employers’ requirements WA requirements

NGOs requirements Faculties’ expectations

Semester 1
School’s vision and EEM requirements
mission
T Semester 8 Skills &
Attitude

3. Develop Curriculum Structure

4. Develop Course (Topic) learning outcomes

Knowledge

5. Develop Course outcomes

Semester 1

Model A: Equal emphasis on the

knowledge, skills and attitude from
Assessment and Evaluation for Continual Improvement the early years until graduation

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lower order Intermediate Higher order
lower order Intermediate Higher order
lower order Intermediate Higher order
Attributes Complex Problems
Preamble Engineering problems which cannot be resolved without in-
depth engineering knowledge and having some or all of the
following characteristics:

Range of conflicting Involve wide-ranging or conflicting technical, engineering and

requirements other issues

Depth of analysis required Have no obvious solution and require abstract thinking,
originality in analysis to formulate suitable models

Depth of knowledge required Requires in-depth knowledge that allows a fundamentals-based

first principles analytical approach

Familiarity of issues Involve infrequently encountered issues

Level of problem Are outside problems encompassed by standards and codes of
practice for professional engineering

Extent of stakeholder Involve diverse groups of stakeholders with widely varying needs
involvement and level of
conflicting requirements

Consequences Have significant consequences in a range of contexts

Interdependence Are high level problems possibly including many component
parts or sub-problems
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 ASSESSMENT:
Processes that identify, collect, use and prepare
data for evaluation of achievement of
programme outcomes or educational objectives.
EVALUATION:
Processes for interpretation of data and
evidence from assessment practices that
determine the program outcomes are achieved
or result in actions to improve programme.
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 Assessment

• drives learning (necessary evil!)

• to demonstrate student’s competence in
demonstrating a specific outcome
• is the process that identify, collect, use
and prepare data that can be used to
evaluate attainment.

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 Assessment tools
● Exit surveys, Exit interviews (P)
● Alumni surveys and interviews (P)
● Employer surveys and interviews (P)
● Job offers, starting salaries (relative to national
benchmark) (P)
● Admission to graduate schools (P)
● Performance in group and internship assignments
and in PBL situation (P,C)
● Assignments, report and tests in capstone design
course (P,C)
● Standardized tests (P,C) P: Programme C: Course

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 Assessment tools cont….
● Student surveys, individual and focus group
interviews (P,C)
● Peer-evaluations, self evaluations (P,C)
● Student portfolios (P,C)
● Behavioral observation (P,C)
● Written tests linked to learning objectives (C)
● Written project reports (C)
● Oral presentation, live or videotape (C)
● Research proposals, student-formulated
problems (C) P: programme C: Course
● Classroom's assessment Techniques (C)

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 RUBRIC

● It is a working guide for students and

teachers, usually handed out before the
assignment begins in order to get students to
think about the criteria on which their work
will be judged.
● Authentic assessment tool which is designed
to simulate real life activity where students
are engaged in solving real-life problems.

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 Rubric Adopted from G.Rogers

4 - Exceeds 3 - Meets 2 - Progressing 1 - Below

Criteria Criteria to Criteria Expectations
Content Provides ample Provides adequate Some details but Inconsistent or few
supporting detail supporting detail may include details that may
to support solution/ to support solution/ extraneous interfere with the
argument argument. or loosely meaning of the text.
related material.

Organization Organizational Organizational Little completeness Little evidence of

pattern is logical & pattern is logical & & wholeness, organization or any
conveys completeness conveys completeness though organization sense of wholeness
& wholeness. & wholeness attempted. & completeness.
with few lapses.

Style Uses effective Uses effective Limited & Limited or

language; makes language & predictable inappropriate
engaging, appropriate vocabulary, perhaps vocabulary for the
appropriate word word choices not appropriate for intended audience
choices for audience for intended audience intended audience & purpose.
& purpose. & purpose. & purpose.

Consistently follows Generally follows Generally does not Does not follow the
the rules of the rules for standard follow the rules of rules of standard
standard English. English. standard English. English.
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 May God bless the guy
that brought the idea!
OBE makes us
accountable

What is the best way of

doing OBE?

Let us assess and evaluate

the learning of students the
right way
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 Make it simple

● PEO
● PLOs: 12 Outcomes
● Course outcomes
● KSA
● Involvement
● Assessment
● Course Card/ How you know in paper about a Q?
● How do you know about a failed CLO/PLO?
● OBE Assessment/ Lab Session
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 OUR SITUATION RIGHT NOW!

EN T
G E M PE
A N A C
M

CED

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 Big Picture

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 Open Session
Further Discussion(s)

Dr. Ali Sikander remarks

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