Introduction to Outcome based

Education

Presented by
Sunilkumar S. Manvi
Reva Institute of Technology and Management,
Kattigenhalli, Yelahanka, Bangalore-64, India
(June 7 2014 at Reva ITM)
sunil.manvi@revainstitution.org

Outline of the talk

Thinking Skills and Blooms Taxonomy

What is Outcome Based Education (OBE)
Why OBE
OBE Vs. Traditional Education
Outcomes Pyramid
Vision and Mission
Summary and Conclusions

Thinking Skills
Thinking is the ability to attack a problem or task
and solve it intelligently (or rationally) and
provide a reasonable explanation for the
solution.
Good thinkers (or skillful thinkers) are good
problem solvers, they can withhold making
decisions before they have all (or most of) the
relevant information, they are not afraid of the
unknown.
Also, good thinkers have strong meta-cognitive
skills.

Thinking Skills (Contd.)

Thinking skills has several divisions. Most people divide
thinking skills into two parts, i.e., macro-thinking
strategies and micro-thinking strategies.
The macro-strategies include critical and creative
thinking as well as problem solving, decision making,
and information processing.
The micro-strategies are used to process information
within the macro-strategies, and are usually connected
with a cognitive taxonomy or learning hierarchy
Dr. Benjamin Bloom gave cognitive taxonomy in 1956;
Dr. Robert Gagne, 1977; Dr. Robert Marzano, 1988.

Who is Dr. Benjamin Bloom??

He was a Psychology
teacher, thinker, &
inventor
He worked at a college
(University of Chicago)
He created a list about
how we think about
thinking you may want
to read that again!
He created chart of ideas

1913-1999

Blooms Taxonomy

The levels of thinking

There are six levels of
learning according to Dr.
Bloom
The levels build on one
another. The six levels all
have to do with thinking.
Level one is the lowest level
of thinking of thinking
Level six is the highest level
of thinking

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

New names?? (modified, 2001)

Some people have
renamed these levels to
make them easier to
remember

Knowledge- Remembering

Comprehension- Understanding

Application- Applying

Some people even

switch the last two
levels around

Analysis- Analyzing

Synthesis- Creating

Evaluation- Evaluation

Knowledge or Remembering- L1
observation and recall of
information
knowledge of dates, events,
places
knowledge of major ideas
mastery of subject matter
Key words:
list, define, tell, describe,
identify, show, label, collect,
examine, tabulate, quote,
name, who, when, where,
etc.

Knowledge/Remembering- Do it
Write a list of
vegetables.
Write multiplication
tables
Recite a poem

Comprehension or Understanding- L2

understanding information
grasp meaning
translate knowledge into new
context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
Key words:
summarize, describe, interpret,
contrast, predict, associate,
distinguish, estimate,
differentiate, discuss, extend

Comprehension/ Understanding- Do it
Retell the story of the
Three Little Pigs in
your own words.

Application or Applying- L3
use information
use methods, concepts,
theories in new situations
solve problems using
required skills or knowledge
Key words:
apply, demonstrate,
calculate, complete,
illustrate, show, solve,
examine, modify, relate,
change, classify,
experiment, discover

Application/Applying- Do it
Make a model of a
swing set with paper
and explain how it
works.

Analysis or Analyzing- L4
seeing patterns
organization of parts
recognition of hidden
meanings
identification of
components
Key words:
analyze, separate, order,
explain, connect, classify,
arrange, divide, compare,
select, explain, infer

Analysis/ Analyzing- Do it
Make a family tree
showing relationships.

Synthesis or Creating- L5

use old ideas to create new ones

generalize from given facts
relate knowledge from several
areas
predict, draw conclusions
Key words:
combine, integrate, modify,
rearrange, substitute, plan,
create, design, invent, what if?,
compose, formulate, prepare,
generalize, rewrite

Synthesis/Creating- Do it
Design a magazine
cover that would appeal
to kids in your class.

Evaluation or Evaluating- L6

compare and discriminate

between ideas
assess value of theories,
presentations
make choices based on reasoned
argument
verify value of evidence
recognize subjectivity
Key words
assess, decide, rank, grade, test,
measure, recommend, convince,
select, judge, explain,
discriminate, support, conclude,
compare, summarize

Evaluation/Evaluating- Do it
Make a booklet about 5
rules you see as
important. Convince
others.

Source: http://www.kurwongbss.eq.edu.au/thinking/Bloom/BLOOM%20(one%20page%20poster).doc

Recalling information
Recognising, listing, describing, retrieving, naming, finding

Remembering

Explaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explaining

Understanding

Using information in another familiar situation

Implementing, carrying out, using, executing

Applying

Breaking information into parts to explore understandings and

relationships
Comparing, organising, deconstructing, interrogating, finding

Analysing

Justifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

Evaluating

Generating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

Creating

BLOOMS REVISED TAXONOMY

What Is Outcome Based Engineering Education?

ITS NOT WHAT WE TEACH,

ITS WHAT YOU LEARN
In a nutshell, learner-centric approach
to tertiary education

Why Need Accreditation?

Recognition by Indian Government
An accredited engineering degree means the degree is
recognized by the government.
It is also a sign of the degree being of high quality and the
holder of the degree has already attained a certain level of
knowledge, skill and maturity of thought related to the
relevant discipline.
A person with accredited engineering degree may be able to
work for the government, as well as private sector.
He/she may subsequently become a Professional Engineer.
Institution will be eligible to receive govt. grants.

Why Need Accreditation?

International Mobility (Washington Accord)
The Washington Accord (WA): Agreement that establishes
equivalence of other countries accredited professional
engineering programs.
Accredited Engineering Graduates are recognized by other
signatory countries - Possible employment as engineers in
those countries without further examinations.

Accreditation Council and Roles

NBA by AICTE/NAAC by UGC
Formulates and updates accreditation policies and criteria.
Approves guidelines and operating procedures.
Oversees operational arrangements and appoints evaluation
panel.
Receives evaluation reports and decides on accreditation.
Responds to complaints, appeals or any proposals for change.
Oversees development and operation of accreditation and mutual
recognition agreement with other countries.
Fosters the dissemination of developments and best practices
in engineering education.

Outcome based education (OBE)

1
3
5

Definition of OBE

Characteristics of
OBE curricula
Importance of
OBE

2
4
6

Principles of OBE

Components of OBE

Important terms
of OBE

TEACHER A
DO IT NOW OR
OUT YOU GO!!!

TEACHER B

What is OBE?
a comprehensive approach to organizing
and operating an education system that is
focused on and defined by the successful
demonstrations of learning sought from
each student.
(Spady, 1994)

OBE Address the Following Key

QUESTIONS :
Looking at OBE definition, we can ask certain
question

What do you want the students to learn?

ii. Why do you want them to learn it?
iii.How can you best help students learn it?
iv.How will you know what they have
i.

learnt?

Pictorial view of OBE

Utilize OBE curriculum
that outlines specific,
measureable outcomes

Method of curriculum
design and teaching that
focuses on what students
can actually do after they
are taught.

It is stated clearly NOT

what the lecturer is going
to teach, but what the
outcome of that teaching is
intended to be and at what
standard

OUTCOME -BASED EDUCATION

Principles of OBE
PRINCIPLE 1

PRINCIPLE 2

CLARITY OF FOCUS

DESIGN DOWN

OBE
HIGH
EXPECTATIONS

EXPANDED
LEARNING

PRINCIPLE 3

PRINCIPLE 4

Principles
of EDUCATION
OBE
TRADITIONAL

CLARITY OF FOCUS

Teachers must be clearly focused on what they

want students to know, understand and be able
to do. In other words, teachers should focus on
helping students to develop the knowledge,
skills and personalities that will enable them to
achieve the intended outcomes that have been
clearly defined.

P1

Principles
ofEDUCATION
OBE
TRADITIONAL

DESIGNING DOWN

It means that the curriculum design must start

with a clear definition of the intended outcomes
that students are to achieve by the end of the
program. Once this has been done, all
instructional decisions of teaching and learning
are then made to ensure the achievement of
the intended outcomes.

P2

Principles
of EDUCATION
OBE
TRADITIONAL

HIGH
EXPECTATIONS

Teachers should establish high, challenging

standards of performance in order to encourage
students to engage deeply in what they are
learning. Helping students to achieve high
standards is linked very closely with the idea
that successful learning promotes more
successful learning.

P3

Principles
of EDUCATION
OBE
TRADITIONAL

EXPANDED
OPPORTUNITIES

Teachers must strive to provide expanded

opportunities for all students in learning. This
principle is based on the idea that not all
learners can learn the same thing in the same
way and in the same time. However, most
students can achieve high standards if they are
given appropriate opportunities.

P4

OBE vs TE
TE

OBE
Active Learners

Passive learners

Assessment on an ongoing
basis

Examination driven

An Integration of
knowledge

Textbook and lecturercentred

Learner-centred
Lecturers can be
innovative and creative
Learners responsible for
their own learning

Content-based syllabus

OBE
VS

TE

Syllabus is rigid
Lecturers responsible for
learning

Emphasis on outcomes

Emphasis on what lecturer

hopes to achieve

Flexible time frames;

learner determines pace

Content placed into rigid

time frames

Critical thinking, reasoning

and action

Rote learning

Outcomes Pyramid

Characteristics of OBE Curriculum

It has program aims, program learning 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.
Every learning outcome is intentional and therefore
the outcomes must be assessed using suitable
performance indicators.

Characteristics of OBE Curriculum

Program objectives address the graduates
attainment within 3-5 years after their graduation.
Program outcomes, which consist of abilities to be
attained by students before they graduate, are
formulated based on the program objectives.
Program outcomes address Knowledge (K), Skills (S)
and Attitudes (A) to be attained by students.
Teaching / Learning method may have to be
integrated to include different delivery methods to
complement the traditional Lecturing method.

Components of OBE
Curriculum

Instruction

Focus on Learning
Outcome (LO),

Teaching and learning

activities (TLAs)
Prepared
by lecturers

ELEMENTS
OF OBE

Assessment
Assessment Tasks
(i.e : assignments, quizes, projects,tests, reflective journals,
rubrics ,etc). Prepared by lecturers

Constructive Alignment (CA)

CA refers to the process of creating a learning
environment that supports the learning
activities appropriate to achieve the desired
learning outcomes.
Constructive = what learner does to construct
meaning through relevant activities
Alignment = what teachers does (components
in teaching system teaching method used)

Aligning learning outcomes, learning and teaching

activities and assessment. Adapted from Biggs (1999)

Learning and
teaching
activities

Designed to meet
learning
outcomes

Assessment
methods

Intended
Learning
Outcomes

Designed to assess
learning outcomes

Expected Changes For OBE

Implementation
Modify existing Curriculum

Expected
changes For
OBE
Implementation

Revise course content & structure

Introduce innovative delivery

/Teaching- Learning method
Introduce innovative Assessment &
Evaluation tools
Introduce system of Data and
evidence collection

Continuous Quality Improvement

Continual Quality Improvement (CQI)

Assessment and evaluation processes provide critical
information to lecturers and administrators on the
effectiveness of the design, delivery, and direction of
an educational program - CQI
Improvements based on feedback from evaluations
will close the system loop and the process will
continue year after year.

Vision and Mission of the Institution/Dept/Faculty

Programme Educational Objectives (PEO)

Long-term
Outcomes

Programme Outcomes (PO)

Short-term
Outcomes

Learning Outcomes (CO) of Subjects

Interrelated and
Complement Each Other

Model Hierarchy of Outcomes

Mission and Vision

Conveys the direction of the organization.
Powerfully communicates intentions and
motivates team or organization to realize an
attractive and inspiring common vision of the
future.
A Mission Statement defines the organizations
purpose, core competency and primary objectives.
The vision statement communicates purpose,
values, and future of the organization.

Mission Statement Creation

First identify organization's "winning idea".
This is the idea or approach that will make organization
stand out from its competitors, and is the reason that
customers will come to you and not your competitors.
Next identify the key measures of success. Make sure you
choose the most important measures (and not too many of
them!)
Combine your winning idea and success measures into a
tangible and measurable goal.
Refine the words until you have a concise and precise
statement of your mission, which expresses your ideas,
measures and desired result.

Vision Statement Creation

First identify organization's mission. Then
uncover the real, human value in that mission.
Next, identify what you, your customers and
other stakeholders will value most about how
your organization will achieve this mission. Distil
these into the values that organization has or
should have.
Combine your mission and values, and polish the
words until you have a vision statement inspiring
enough to energize and motivate people inside
and outside organization.

Example
Mission
The mission of the College of Engineering is to advance
knowledge through research and education in core
engineering disciplines. The College promotes ethical,
innovative, and multidisciplinary approaches in an
environment of collaboration with local and global partners
to address society's technological problems.
Vision
The vision of the College of Engineering is to attain national
and international recognition through innovative, multidisciplinary research and education, while promoting
professional integrity, and inspiring students to become
leaders in their profession.

Example
Take the example of a produce store whose
winning idea is "farm freshness".
The owner identifies two keys measures of her
success: freshness and customer satisfaction.
Mission statement is created which is the
action goal that combines the winning idea
and measures of success.

Mission statement
To become the number one produce store in
Main Street by selling the highest quality,
freshest farm produce, from farm to customer
in under 24 hours on 75% of our range and
with 98% customer satisfaction."

Vision Statement
The four most important things (values) identified
are: freshness, healthiness, tastiness and "localness" of the produce.
Here's the Vision Statement created and shared
with employees, customers and farmers alike:
"We help the families of Main Town live happier
and healthier lives by providing the freshest,
tastiest and most nutritious local produce: From
local farms to your table in under 24 hours."

Summary
Blooms taxonomy based on cognitive skills
OBE curriculum based on learner centric and
required outcomes and practices
Accreditation based on OBE curricula
Outcomes pyramid with mission, vision,
program objectives and outcomes, course
objectives and outcomes.
Mission and vision creation

References
http://www6.svsu.edu/~efs/thinking.html
http://rcsweb03.rcs.k12.in.us/programs/High.../ppt/Bloom's_
Taxonomy.ppt
http://www.teach-nology.com/tutorials/
teaching/blooms.html
www.mtcglobal.org/uploads/10_ml.pdf.ppt
apps.psmza.edu.my/obe/doc/1359513507_OBE_INTRO(1).pp
t
http://www.mindtools.com/pages/article/newLDR_90.htm
http://www.niu.edu/facdev/programs/handouts/blooms.sht
ml

Thank You
Any Questions?