Outcome Based Education and Accreditation - A Presentation by NBA

8/9/2019 Outcome Based Education and Accreditation - A Presentation by NBA

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Outcome Based Education

-An awareness workshop fr Evaluators / olders

- An awareness workshop


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Outcome Based Education &Outcome Based Accreditation


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Contents Accreditation - What, why, how ??

Minimal Vs Input-Output Vs Outcome

Outcome based education (OBE) – key constituents

-

Correlation among outcome based parameters

Assessment methods/tools

Assessment of attainment


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What is Accreditation Formal recognition of

the quality of an

educational program /

Institution by an external

- independent agency on

the basis of impartialassessment on the basis

of well defined criteria


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Significance of Accreditation

At National Level

Students and parents to select the institutions and programs for

admission. Employers in deciding about the institutions for recruitment of

graduates.

Institutions to avail the benefits from regulatory bodies and funding.

Institutions in deciding about transfer of students from other institutions

At International Level

Mobility of students for pursuing higher studies and employment inother countries

Growing number of institutes , types (univ, deemed, private,

autonomous, affiliated …) and programs


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Advantages of Accreditation & Its

Processes

Students get quality education and better employment opportunity.

Alumni share their experience and participate in curricular updates in viewof emerging technology and tools.

Development of faculty benefits of realization of efforts, opportunity ofattempting more complex problems, career advancement, consultancy &

Exchange of views – opportunities supplement each other requirement.

Employer in industry / academia/ public services get well grounded practiceengineers with requisite technical and behavioral skills / graduate attributes.

Institution builds up a Brand.

Continuous improvement towards excellence.


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How global mobility is assured ??

Multi-national accords for mutual recognition of accrediting process and

there by recognizing the accreditation.

Washington Accord, 1989

• For UG Engineering Degree program

Sydney Accord, 2001

• For En ineerin Di loma / Pol technic ro ram

Dublin Accord, 2002• For Engineering Technician program

Seoul Accord, 2008

• For Professional Engineers in computing and IT – related fields


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All members accept the defined Graduate Attributes.

Washington Accord is applicable only for UG

Engineering Programmes.If India wants to reap the benefits of its large

human resource and to become knowled e

society and global supplier of trained HR – it ismust to be a full signatory of Washington Accord

- Countries like Australia have a demand for

Engineers.

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Signatories of WA

• Australia – Represented by Engineers Australia (1989)

• Canada – Represented by Engineers Canada (1989)

• Chinese Taipei – Represented by Institute of Engineering Education Taiwan (2007)

• Hong Kong China – Represented by the Hong Kong Institute of Engineers (1995)

• Ireland – Represented by Engineers Ireland (1989)• Japan – Represented by Japan Accreditation Board for Engineering Education (2005)

• Korea –Represented by Accreditation Board of Engineering Education of Korea (2007)

• Malaysia - Represented by Board of Engineers Malaysia (2009)

• New Zealand – Re resented b Institution of Professional En ineers NZ 1989

• Singapore – Represented by Institution of Engineers Singapore (2006 )• South Africa – Represented by Engineering Council of South Africa (1999)

• Turkey – Represented by MUDEK (2011)

• United Kingdom – Represented by Engineering Council UK (1989)

• United States – Represented by Accreditation Board for Engineering

and Technology (1989)


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Provisional Members of WA• Bangladesh –Board of Accreditation for Engineering and Technical Education

• Germany –German Accreditation Agency for Study Programs in Engineering and

Informatics

–

• Pakistan –Pakistan Engineering Council

• Russia –Russian Association for Engineering Education

• Sri Lanka –Institution of Engineers Sri Lanka


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International Accords - IssuesGuiding Principles Autonomy of Signatory

Transparency to Accreditation System

Free from Government and other influences

Basis - Education FrameworkEntry level qualifications

Number of years of the program

MUTUALMUTUALRECOGNITIONRECOGNITION

I n t e r n a t i o n a lI n t e r n a t i o n a l

Accreditation Authority and Reputation ofthe Institute

ObstaclesDifferences in Education System Accreditation system

Disciplines

g r e e m e n t sg r e e m e n t s


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Who does accreditation in India

Institutional accreditation by National Assessment and

Accreditation Council (NAAC)• An autonomous body established by the UGC in 1994

ec n ca rograms

A totally independent body

National Board of Accreditation (NBA)

• Diploma level to Post Graduate level in Engineering and

Technology, Management, Architecture, Pharmacy,Hospitality and Mass Communication


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NBA – A brief history The National Board of Accreditation (NBA) was set up by the AICTE in Sept 1994 and

became independent body in 2010

1994-2003 first format was put in use

1st Revision - Jan 2004

ev s on - an

3rd Revision - June 2009 (SAR 2.0 version)

4th Revision - May 2011 (SAR Version.3.0)

5th Revision – November 2012


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Accreditation Models

Minimal Model Often numeric and law-based

Provides a prescription for a minimal core and very general parameters for therest of the curriculum

Does not encourage continuous improvement

Input-Output Model

Makes the accrediting 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


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Input-Output Based Accreditation

quantitative grades ofInfrastructure facilities

lab equipment

financial resources

Number of students

graduatingProgramme

faculties

Number of quality of

students

success rate ofstudents

Measureable Input Measurable Outputs


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Starting with a clear picture of what is

important for students to be able to do…

Then organizing the curriculum,

delivary and assessment to make

sure learning happens…


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OBE(Education)

OBC(Curriculum)

What the studentWhat the studentshouldshould be able tobe able to


dodo?? OBLT(Learning &Teaching)

OBA(Assessment)

How to make the

student achiee the

outcome!

How to measure what

the student has

achieed!

Attributes


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Key constituents of Outcome based

Education

MissionVision

d

e

s

21

ig

n Graduate

Attributes


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The Graduate Attributesof NBA for UG Engineering

• Engineering Knowledge: Apply knowledge of

mathematics, science, engineering fundamentals and anengineering specialization to the solution of complex

engineering problems.

, ,

literature and analyze complex engineering problemsreaching substantiated conclusions using first principles

of mathematics, natural sciences and engineering

sciences.

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• Design/ Development of Solutions: Design solutions for complex engineering problems and design system

components or processes that meet specified needs withappropriate consideration for public health and safety,cultural, societal and environmental considerations.

•

. . . Graduate Attributes

research-based knowledge and research methods includingdesign of experiments, analysis and interpretation of data andsynthesis of information to provide valid conclusions.

• Modern Tool Usage: Create, select and apply appropriate

techniques, resources and modern engineering and IT toolsincluding prediction and modelling to complex engineeringactivities with an understanding of the limitations.

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• Communication: Communicate effectively on complexengineering activities with the engineering com- munity andwith society at large, such as being able to comprehend andwrite effective reports and design documentation, makeeffective presentations and give and receive clear instructions.

• -

. . . Graduate Attributes

preparation and ability to engage in independent and life- longlearning in the broadest context of technological change.

Project Management and Finance: Demonstrate knowledgeand understanding of engineering and management principlesand apply these to one’s own work, as a member and leader

in a team, to manage projects and in multidisciplinaryenvironments.

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Engineering knowledge

Problem analysis

Design & Development of Solutions

Investigation of Complex Problem

Modern tool usage

Summary of Graduate Attributes

Engineer and society

Environment& sustainability

Ethics

Individual & team work

Communication

Lifelong learning

+ Project management & finance

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Course, Degree, Programme, ?? Course

Course is a unit of teaching, which encompasses various topics,

that typically lasts one semester, is led by one or more facultyand has a fixed registered students.

Programme

- -

curricular activities to accomplish predetermined objectivesleading to the awarding of a degree.

Degree

Academic award conferred upon a student on successfulcompletion of a program designed to achieve the definedattributes


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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.

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Program Educational Objectives (PEOs)

Program educational objectives are broad statements that describethe 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

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II B (2)


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How to Evolve Program Educational

Objectives A) Consultation - Professional Bodies

- Industry - Faculty

- Alumni - Parents- Students - Data on future

- Management - Data on trends indevelopment in the profession

II-B (2)

B) - Summary of views during consultationC) - Accepted views - objectives

D) - Identification and designing of courses with defined objectives.Elective and core courses.

E) - Courses to achieve objectives

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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 ofstudents as they progress through the program as well as by the time ofraduation.

POs should not be too broad They must align with the Graduate Attributes

They must reflect all the Graduate Attributes

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Course Outcomes (COs)

1. Student-focused, not professor-focusedThat 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

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which the course is a part

4. Focus on aspects of learning that will endureTeaching 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

Most important and fundamental to OBE


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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 ofcurricular 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, andsystems 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.

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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.,

Prepare stakeholders to reinforce with the activities vis-

à-vis achievement of Vision and mission, PEOs, POs,

COs


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Accreditation criteria1. Vision, Mission and Program Educational Objectives

2. Programme Outcomes

3. Programme Curriculum

4. Students’ Performance in the Programme

5. Facult Contributions

6. Facilities and Technical Support

7. Academic Support Units and Teaching-Learning Process

8. Governance, Institutional Support and Financial Resources

9. Continuous Improvement


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Consistency between PEOs and Mission

EX: to impart quality education for the holistic

development of undergraduate and graduate students

with social responsibility and technically competentKey Components of Mission statements PEOs

Socially responsible

Technical career

………….

Explain with reason the above correlation


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Alignment of defined POs with

Graduate Attributes

Program Outcomes Graduate Attributes of the NBA (a-l)

a b c d e f g h i j k l

(i) Program outcome (…)

(ii) Program outcome (…)

………….

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PEO alignment with POs

Program Educational Objectives Program Outcomes

i ii iii iv v vi vii viii ix .. .. ..

…

…….

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Mapping COs with POs


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Contribution of courses to programoutcomes

Program outcomes

Type Units Course No. & Title a b c d e f g h I j k l m n

LAB 4 CHEM30AL General

Chemistry Laboratory

II

LEC 4 EE1 Electrical

Engineering Physics I

LEC 4 EE2 Physics for

pp g

OTH 2 EE3 Introduction toElectrical Engineering

DES 4 EE115D Design Studies in

Electronic Circuits

OTH 1 EE19 Fiat Lux

Freshman Seminar

OTH 2 EE99 Student

Research Program

LEC 4 EE100 Electrical and

Electronic Circuits

40Strong Contribution Week Contribution No Contribution


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Program Curriculum – Components

Course Component Curriculum Content(% of total numberof credits of theprogram )

Total

number of

contact

hours

TotalNumber ofcredits

POs PEOs

Mathematics

Science

Computing

Humanities

Professional core

……………….

………………..

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Balance between various components and their

coverage of the PEOs and POs


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Program Curriculum – Balance between

theory and practical

Course

Code

Course

Title

Total Number of contact hours Credits

Lect

ure(L)

Tutorial

(T)

Practical#

(P)

Total Hours

…….. …..

Balance between theory ad practice

Total

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Laboratory work and Project work should contribute towards outcomes

Delivery method and assessment of the course is very key

Project Name Type Achivement PO

Project (….) Design Published PO 3

Project (….) Application/multi-disciplinary Prototype PO2

…….. …………… ………. …………..


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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

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Design experience and engineering problem solving skills are very

important


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Assessment methods and tools

Direct Assessment Method: using measurable performance indicators of

students

Exams Assignments

Projects

Tutorials

Presentations

Indirect Assessment Method: Ascertaining opinion or self-reports

Rubrics

Alumini survey

Employer survey

Course-end survey, etc.,.

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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

Communicate expectations Diagnosis for purpose of improvement and feedback

Overall examination of the status of the performance of a

group of students? (Holistic)

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Generic or Task Specific ?Generic

General rubric that can be used across similar performance

(used across all communication task or problem solving tasks)

Big picture approach

Element of subjectivity

Task specific Can only be used for a single task

Focused approach

Less subjective

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Sample Program Outcome: Student can Work Effectively in Teams


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Sample Program Outcome: Student can Work Effectively in Teams

Unsatisfactory

1

Developing

2

Satisfactory

3

Exemplary

4

Score

Research &

gather

information

Does not collect

any information

relating to the topic

Collects very

limited

information;

some relate tothe topic

Collects some

basic

information;

most refer to thetopic

Collects a great

deal of

information; all

refer to the topic

Fulfill team’s

roles & duties

Does not perform

any duties assigned

Performs very

little duties

Performs nearly

all duties

Performs all

duties of

to the team role assigned team

roles

Shares work

equally

Always relies on

others to do the

work

Rarely does the

assigned work;

often needs

reminding

Usually does

the assigned

work; rarely

needs reminding

Always does the

assigned work

without having

to be reminded.

Listen to other

Team mates

Is always talking;

never allows

anyone else to

speak

Usually does

most of the

talking; rarely

allows others tospeak

Listens, but

sometimes talk

too much

Listens and

speaks a fair

amount

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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

Assessment Tool (frequency)Employer satisfaction survey (Yearly)

Alumni survey (Yearly).

Placement records, higher education records

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your organ zat on


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Assessment Tool

End-of-course surveys

Student comments

CO Assessment tools for each course

Internal Assessment and home assignment

Semester end performance reports

Course performance history plots

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Assessment Tool

End-of-course surveys (Quarterly).

Instructor evaluation reports (Quarterly).

Department performance report (Quarterly).

PO Assessment tools for all courses

Student exit survey (Yearly).

Alumni survey (Yearly).

Alumni Advisory Board (Once or twice yearly).

Student Advisory Committee (Once or twice yearly).

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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

two months

Semester end

Every six months

Faculty

Faculty

Faculty

Faculty

Faculty/Department

Faculty/Department

Summary of assessment methods/tools

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Employer survey

Faculty survey Any other

Every year

Every six months

Institute

Department

Department

COs Assignments

Examinations

Projects

Group tasks

two months

Semester end

Every six

Faculty

Faculty

Faculty

Faculty

Faculty/Department

Faculty/Department


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Assessment tool Specific query/Problem Goal$ (%) Evaluation(%)

1. CO (..) End examination Problem (……....) 80% 85%

Rubric Query(…….…) ….. ….

Assessment of the attainment of COs

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………. …….… …

…………. ………. ……….. …

2. CO (..) Assignment Problem (……....) 80% 85%

Industry Survey Query(…….…) ….. ….

…………. ………. ……….. …


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Assessment of the attainment of POs

POs attainment through each Course

Contribution of courses to programoutcomes Program outcomes

Type Units Course No. & Title a b c d e f g h I j k l m n

LAB 4 CHEM30AL General

POs attainment through all the courses and activities

LEC 4 EE1 Electrical Engineering

Physics I


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Ad i i t ti t f OBE


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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

ev ew o e a a nmen o , an sugges mprovemen s

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 coursedelivery and assessment methods


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Thank YOU

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Outcome Based Education and Accreditation - A Presentation by NBA

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