Outcome Based Education (OBE)

Dr. Rehan Qureshi

Associate Professor
Department of Computer Engineering
Sir Syed University of Engineering & Technology

Contents

 Overview

 Outcome Based Education

 Developing Objectives and Outcomes

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Overview

Applications of

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 Development of Engineering Education
 1800s – formal engineering education on disciplinary
knowledge with grounding in mathematics and sciences
 1900s – continued to be practice-oriented, with many
experienced engineers engaged in teaching & sharing
engineering practice
 Since late 1900s – expansion of scientific and
engineering knowledge
 Early specialization in narrow disciplines
 Increase in teaching of engineering sciences
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Concerns
 Faculty dominated by academicians with little industrial
experience.
 Courses are offered without paying critical attention to
the requirements of an integrated curriculum.
 Graduates from engineering programs often found
lacking in competencies required in real-world
engineering employment.

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What should be the objective of
Engineering Education?

 Unending debate regarding the fundamental

requirements of engineering education in an
undergraduate program.
 Should be answered by examining the social,
economical and technological environment under
which the graduates will practice, not just for the
present but also for the anticipated future.
 Not realistic to have one-size-fit-all approach.
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Development of Outcome-based
Education

 OBE has been implemented since the 1980s with

various forms at different levels of the education
system, from nursery/primary schools to
postgraduate schools.
 In OBE, what matters ultimately is not what is taught,
but what is learned.

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William Spady’s Definition of “Outcome”
 Outcome is “a culminating demonstration of learning”
 “Demonstration” means that learners would actually
DO something tangible, visible, and observable – e.g.,
describe, explain, design, construct, produce, operate,
etc. – with the concepts and content embodied in the
typical curriculum.
 Doing the required skill and competence, not just
knowledge and understanding.
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 Outcome-based accreditation framework
for engineering education
 ABET (Accreditation Board for Engineering and
Technology) is a pioneer in engineering and technology
accreditation.
 In 1996, ABET adopted the new set of standards called
Engineering Criteria 2000 (EC2000) which shifted the
basis for accreditation from inputs, such as what is taught,
to outcomes – what is learned.
 The criteria specified 11 learning outcomes and required
programs to assess and demonstrate their students’
achievement in each of those areas.
11

International Engineering
Alliance (IEA)

 IEA seeks to improve engineering education and

competence globally.
 Constituent Agreements:
 Washington Accord
 International Professional Engineers Agreement
 Sydney Accord
 International Engineering Technologists Agreement
 Dublin Accord
 APEC Engineer Agreement (for engineering technicians)
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6
Signatories of Washington Accord
 Australia (1989)  Chinese Taipei (2007)
 Canada (1989)  Korea (2007)
 Ireland (1989)  Malaysia (2009)
 New Zealand (1989)  Turkey (2011)
 United Kingdom (1989)  Russia (2012)
 United States (1989)  India (2014)
 Hong Kong China (1995)  Sri Lanka (2014)
 South Africa (1999)  China (2016)
 Japan (2005)  Pakistan (2017)
 Singapore (2006)
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PEC Accreditation
 The first Accreditation Manual was published in 2007 by
Engineering Accreditation and Qualification Equivalence
Committee (EA&QEC).
 The second edition of Accreditation Manual was published in
2014, incorporating Washington Accord guidelines, by the
Engineering Accreditation Board (EAB).
 It incorporates all aspects of Outcome Based Education (OBE)
in Engineering programs and its Outcome Based Assessment (OBA).
 The EAB (formerly known as EA&QEC) is now carrying out the
assessment of various engineering programs in the country.
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7
PEC Accreditation
 First Schedule
 Accredited Engineering Programs in Pakistan
 Level-I
 According to Manual of Accreditation – 1st Edition – 2007
 Level-II
 According to Manual of Accreditation – 2nd Edition – 2014
 OBE/OBA

 Second Schedule
 Accredited Engineering Programs Outside Pakistan
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PEC Accreditation Criteria

9 Criteria in EAB Accreditation Manual
1. Program Educational Objectives (PEOs)
2. Program Learning Outcomes (PLOs)
3. Curriculum and Learning Processes
4. Students
5. Faculty and Support Staff
6. Facilities and Infrastructure
7. Institutional Support & Financial Resources
8. Continuous Quality Improvement
9. Industrial Linkages
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8
Outcome Based Education (OBE)

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Outcome Based Education

 OBE means starting with a clear picture of

what is important for students to be able to do,
then organizing the curriculum, instruction and
assessment to make sure this learning
ultimately happens.

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9
 Characteristics of OBE curricula
 It has …
 Program Educational Objectives (PEO),
 Program Learning Outcomes (PLO),
 Course Learning Outcomes (CLO) and
 Performance Indicators.
 It is objective and outcome driven, where every stated
objective and outcome 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

 Programme educational objectives (PEOs) address the
graduates’ attainment within few years after graduation.
 Programme outcomes (PLOs) consist of abilities to be
attained by students before graduation.
 formulated considering the PEOs
 Course outcomes (CLOs) identify the abilities students
are expected to attain at course completion.
 contribute towards attainment of PLOs
 no need for ANY (individual) course to address all PLOs
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Different Levels of Outcomes
Program Educational Objectives (PEO)

• Achieved in few years after graduation

Program Learning Outcomes (PLO)

• Attained upon graduation

Course Learning Outcomes (CLO)

• Attained upon course completion

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Benefits of OBE

 More directed and coherent curriculum

 Graduates will be more “relevant” to industry & other
stakeholders
 more well rounded graduates
 Continuous Quality Improvement (CQI) is an
inevitable consequence

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11
 Key Questions addressed by OBE
 What do you want the students to know
and be able to do?
 How can you best help students
achieve it?
 How will you know what they have
achieved?
 How do you close the loop? (CQI)

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Outcome Based Education

Vision and Stakeholders’

Mission Interests

Program Educational Objectives

Program Learning Outcomes

Course Course Course

Outcomes Outcomes Outcomes Continuous
Quality
Improvement
Assessment of Attainment Level
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12
Developing Objectives and Outcomes

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PEC Criterion 1 - Program Educational

Objectives (PEOs)

 Program educational objectives (PEO) are broad

statements that describe what graduates are expected to
achieve a few years after graduation.
 It should be ensured that the program mission and
objectives are aligned with the vision of the institution.
 The objectives should be clear, concise, realistic and
measurable within the context of the committed
resources.
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13
Accreditation Questions on PEO
 How were the programme objectives determined?
 Are they consistent with the institution missions?
 How does the institution accomplish the objectives?
 How is the review and update done?
 How does the institution knows that the objectives are
met?
 Who are your stakeholders?
 How are the stakeholders involved?
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Exercise 1

 List down potential stakeholders of your

engineering program.
 Can classify as Major and Minor stakeholder.

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Objective Statements

 Should be stated such that a graduate can

demonstrate in their career or professional life after
graduation
 Distinctive and unique features
 Clear, concise, consistent and achievable

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Exercise 2

 Develop several program objectives based on

the kind of graduates your program intents to
produce.

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 PEO Example 1
(Dept. of Electrical and Computer Engg., University of Illinois, USA)
The ECE programs will produce graduates having the choice, talents,
and knowledge to:
 Pursue a diverse range of careers as engineers, consultants, and
entrepreneurs.
 Continue their education in leading graduate programs in engineering and
interdisciplinary areas to emerge as researchers, experts, and educators.
 Re-learn and innovate in ever-changing global economic and technological
environments of the 21st century.
 Practice and inspire high ethical and technical standards and communicate
to colleagues and the public at large their work and accomplishments.
 Lead their professional disciplines, organizations, and communities around
the world. 31

PEO Example 2
(Computer Engineering Program, University of Wisconsin, USA)

 Graduates will have successful careers in computer

engineering fields or will be able to successfully pursue
advanced degrees.
 Graduates will provide solutions to challenging problems
in their profession by applying computer engineering
theory and principles.
 Graduates will communicate effectively, work
collaboratively and exhibit high levels of professionalism
and ethical responsibility.
 Graduates will engage in life-long learning and
professional development to adapt to rapidly changing
work environment. 32

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 PEC Criterion 2 - Program Learning
Outcomes (PLOs)
 Program outcomes are the narrower statements that
describe what students are expected to know and be
able to do by the time of graduation  Graduate
Attributes (GAs).
 The program must demonstrate that by the time of
graduation the students have attained a certain set of
Knowledge, Skills and Attitudes (behavioural traits), at
least to some acceptable minimum level.
 12 PLOs are identical to WA’s 12 GAs.
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Program Learning Outcomes (PLOs)

 It is to be demonstrated that the students have acquired the
following graduate attributes (GAs).
 An educational institution may also include additional outcomes.
1. Engineering Knowledge 7. Environment and
2. Problem Analysis Sustainability
3. Design/Development of 8. Ethics
Solutions 9. Individual and Team Work
4. Investigation 10. Communication
5. Modern Tool Usage 11. Project Management
6. The Engineer and Society 12. Lifelong Learning
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Program Learning Outcomes (PLOs)

 PLO1 Engineering Knowledge:

 An ability to apply knowledge of mathematics, science,
engineering fundamentals and an engineering specialization
to the solution of complex engineering problems.
 PLO2 Problem Analysis:
 An ability to identify, formulate, research literature, and
analyse complex engineering problems reaching
substantiated conclusions using principles of mathematics,
natural sciences and engineering sciences.
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Program Learning Outcomes (PLOs)

 PLO3 Design/Development of Solutions:
 An ability to 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.
 PLO4 Investigation:
 An ability to investigate complex engineering problems in a
methodical way including literature survey, design and conduct
of experiments, analysis and interpretation of experimental
data, and synthesis of information to derive valid conclusions.
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18
Program Learning Outcomes (PLOs)
 PLO5 Modern Tool Usage:
 An ability to 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.
 PLO6 The Engineer and Society:
 An ability to apply reasoning informed by contextual
knowledge to assess societal, health, safety, legal and
cultural issues and the consequent responsibilities relevant to
professional engineering practice and solution to complex
engineering problems.
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Program Learning Outcomes (PLOs)

 PLO7 Environment and Sustainability:

 An ability to understand the impact of professional
engineering solutions in societal and environmental
contexts and demonstrate knowledge of and need for
sustainable development.
 PLO8 Ethics:
 Apply ethical principles and commit to professional ethics
and responsibilities and norms of engineering practice.
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19
Program Learning Outcomes (PLOs)
 PLO9 Individual and Team Work:
 An ability to work effectively, as an individual or in a team, on
multifaceted and/or multidisciplinary settings.
 PLO10 Communication:
 An ability to communicate effectively, orally as well as in
writing, 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 Outcomes (PLOs)

 PLO11 Project Management:

 An ability to demonstrate management skills and apply
engineering principles to one’s own work, as a member
and/or leader in a team, to manage projects in a
multidisciplinary environment.
 PLO12 Lifelong Learning:
 An ability to recognize importance of, and pursue lifelong
learning in the broader context of innovation and
technological developments.
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 PLOs / GAs PEOs
Exercise 3 PEO PEO PEO PEO …
1 2 3 4
Engineering Knowledge
Problem Analysis
 Map PLOs to
Design/Development of Solutions
PEOs Investigation
 Discuss if Modern Tool Usage
your PEOs or The Engineer & Society
Environment & Sustainability
PLOs require
Ethics
revision Individual & Team Work
Communication
Project Management
Lifelong Learning 41

Course Development

 Requirements  Things to consider

 Contents  Depth (ref. Bloom’s
 Plan Taxonomy)
 Learning Outcomes  Delivery methods
 CLO – PLO Matrix  Assessment methods
 CLO – EI Matrix  Students’ time

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21
 Course Learning Outcomes (CLOs)

Definitions:
 CLOs are statements clearly describing the
meaningful, observable and measurable knowledge,
skills and/or attitudes students will learn in a course.
 CLOs are statements clearly describing the specific
type and level of new learning students will have
achieved – and can reliably demonstrate – by the
end of a course.
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PLOs CLOs
CLO CLO CLO CLO CLO …
1 2 3 4 5
01. Engineering Knowledge
Mapping 02. Problem Analysis
03. Design/Development of Solutions
of CLOs 04. Investigation
to PLOs 05. Modern Tool Usage
06. The Engineer & Society
(for each 07. Environment & Sustainability
course) 08. Ethics
09. Individual &Team Work
10. Communication
11. Project Management
12. Lifelong Learning
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 Mapping of CLOs to Course Evaluation
Instruments (EI)

Evaluation CLOS
Instrument CLO 1 CLO 2 CLO 3 CLO 4
Assignments X
Quizzes X X X X
……

Midterm Exam X X
Final Exam X X

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Mapping of Courses to PLOs

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 Exercise 4
 Determine Learning Outcomes (CLOs) for a course.
 Map these CLOs to the PLOs discussed previously.
 Map Evaluation Instruments to the CLOs.
 Create CLOs with action verbs, for example:
After completing this course, the students will be able to:
CLO 1: Recognize basic electronic components and devices
used for different electronic functions.
CLO 2: Design rectifier, clipper, clamper and amplifier Circuits.
CLO 3: Calculate voltage gain, impedance and current gain of
amplifier circuits.
…
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Sources

 Prof. Kai Sang Lock, “Accreditation Workshop for

Faculty and Program Administrators”, 2015
 Prof. Megat Johari and Azlan Abdul Aziz, “Outcome
Based Education: Knowledge, Implementation &
Assessment”, 2013
 http://www.pec.org.pk

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