nba

1. Anup K. Ray
anuptrg@gmail.com
28 -29 November, 2016

2.  Write Good Instructional Objectives
 Develop and Implement OBE curriculum
 Write SAR as prescribed by NAB
 Use OBE software to develop course
curriculum in your area of expertise.
 Use Rubrics as effective assessment tools

3. 1. Outcome based Education
2. Washington Accord – WA
3. Graduate Attributes –GA
4. Vision and Mission
5. Program Criteria - PC
6. Program Educational Objectives – PEO
7. Program Outcomes (PO)
8. Course Objectives / Outcomes – CO
9. CO – PO Mapping –Course Matrix
10. All Courses –PO Mapping –Program Matrix
11. Program Curriculum
12. Assessment
13. Closing the Loop

5. Outcome Based Education

6. 1. OBE starts with a clear statement on
what Knowledge, Skills and Attitudes
the Graduate Engineer will be able to
demonstrate as having acquired on
successful completion of a 4 year program
of study. These should be clearly
measurable.
2. These are stated as Program Outcomes
and Course Outcomes and are related with
the Vision, Mission and PEO statements
and GA as stated in WA

7. 3. Next Step of OBE is designing appropriate
Outcome based Curriculum.
4. Carefully planned Teaching-Learning
process has to be put in place next.
5. Suitable assessment methods and tools are
to be used at appropriate times involving
the concerned stake holders to monitor and
improve teaching –learning on a
continuous basis.

8. Washington Accord

9.  An accord singed among six countries
(Australia, Canada, Ireland, New Zealand ,
United Kingdom and United States) in
the year 1989.
 The purpose is to mutually recognize and
accept the qualifications accredited by
signatories.
 The accord at present has 15 full
signatories and 5 provisional
signatories.

10.  Members of Washington Accord follows
outcome based accreditation.
 All members accept the defined Graduate
Attributes.
 Washington Accord is applicable only for
UG Engineering Programmes
 India has become a Signatory to WA
recently

11. Graduate Attributes

12.  Graduate Attributes are a set of generic
Knowledge, Skills and Attitudes considered
essential for all graduate engineers of the
21st century.
 All graduate engineers are expected to
demonstrate these attributes on
completion of their degrees.
 Institutions who can ensure these attributes
in their fresh graduates may be accredited.
 It provides the means for establishing
substantial equivalence of degrees.

13. [Graduate Attributes ]
Knowledge, Skills and Attitudes
1. Academic Education
Completion of an accredited programme of
study typified by four years or more of
post-secondary study
2. Knowledge of Engineering Sciences
Apply knowledge of mathematics, science,
engineering fundamentals and an
engineering specialization to the
conceptualization of engineering models

14. 3. 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.
4. Investigation
Conduct investigations of complex problems
including design of experiments, analysis and
interpretation of data, and synthesis of
information to provide valid conclusions.

15. 5. Modern Tool Usage
Create, select and apply appropriate
techniques, resource, and modern
engineering tools including prediction
and modeling, to complex engineering
activities, with an understanding of the
limitations.
6. Individual and Team work
Function effectively as an individual and
as a member or leader in diverse teams
and in multi-disciplinary settings

16. 7. 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.
8. The Engineer and Society
Demonstrate understanding of the societal,
health, safety, legal and cultural issues and
the consequent responsibilities relevant to
engineering practice.

17. 9. Ethics
Understand and commit to professional
ethics and responsibilities and norms
of engineering practice.
10. Environment and Sustainability
Understand the impact of engineering
solutions in a societal context and
demonstrate knowledge of and need
for sustainable development

18. 11. Project Management and Finance
Demonstrate a knowledge and
understanding of management and
business practices, such as risk and
change management, and understand
their limitations
12. Life Long Learning
Recognize the need for, and have the
ability to engage in independent and
life-long learning

19. Vision and Mission Statements

20.  Vision is a futuristic statement that the
institution / department would like to
achieve over a long period of time
 Example 1: Vision: Create high-quality
engineering professionals
 Example 2: Vision: ---To be a premier
university that propagates the generation
and dissemination of knowledge in cutting
edge technologies

21.  To be a centre of excellence in education
and research producing global leaders in
science, technology, entrepreneurship and
management.
 To be a place where knowledge is created in
frontier areas of science and technology.
 To be counted amongst the leading
institutions in the world.
 To be counted as one of the top ‘innovative
leaders’ in the area of technical education.

22.  Mission statements are essentially the
means to achieve the vision
 Example 1: offer a well-balanced
programme of instruction, practical
experience, and opportunities for overall
personality development.
 Example 2: To deliver quality academic
programs based on state-of-the-art R&D.

23.  To serve humanity by creating
professionally competent, socially sensitive
engineers with high ethical values who can
work as individuals or in groups in
multicultural global environments.
 To produce outstanding engineers, brilliant
researchers and teachers, great
entrepreneurs and leaders.

24.  To create individuals who can continue to
learn on their own to scale greater heights
in their profession.
 To produce individuals, who can make
significant contributions to the
advancement of the society and make it a
better place to live.

25. Institute Mission Statement
Example 2
 To attract and nurture quality minds who
will contribute towards the global
knowledge economy
 To inculcate a strong research culture
within a dynamic, efficient and effective
team of academic and support staff
 To be financially self-sustaining via
education and the commercialization of
R&D products and services.

26. Program Criteria

27.  Engineering Programs have their identities-
Civil, Mechanical, …
 Program Criteria judges --- if the program
meets requirements for the title.
 Does the Program qualify for award of Degree ?
AND
 What are the Criteria by which to make the
Judgment?
 Profession and Academia have to lay down the
Requirements jointly.

28.  Program must demonstrate graduates
have knowledge of:
Probability, Stats, Math thru Diff & Integr
Calculus, Basic Sciences, CSE and
Engg Sciences necessary to analyze
and design complex electrical and
electronic devices including software
and systems with hardware and software
components as appropriate to program
objectives.

29.  Curriculum: Must provide Breadth and
Depth across engg topics.
 For EE : Graduates must also have
knowledge of Advanced Math, typically to
include diff. eqns, Lin Algebra, Complex
Variables, Discrete Math.
 For CSE: Discrete Math

30. Program Educational Objectives

31.  PEOs are broad statements that
describe the career and professional
achievements that the program is
preparing the graduates to achieve
within the first few years after
graduation.
 Guidelines for the PEOs
 PEOs should be consistent with the
mission of the Institution

32.  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

33. A. Consultation with
 Industry, Alumni, Students, Management
 Professional Bodies, Faculty, Parents
 Data on trends in the profession
B. Summary of Views during Consultations
C. Accepted Views > Programme Objectives

34. Program Outcomes

35.  Program outcomes are narrower
statements that describe what students
are expected to be able to do by the time
of graduation. POs are expected to be
aligned closely with Graduate Attributes
Guidelines for the POs
Program outcomes basically describe
knowledge, skills and behaviour of
students as they progress through
the program as well as by the time of
graduation and must reflect all GAs.

36. Intermission

37. A statement of something which is
SPECIFIC, MEASURABLE, ACHIEVABLE
that students should be able to DO after
receiving instructions in it.
A.The performance component
B. The condition component
C. The criterion component
Three Important features of a well-written
Instructional Objective

38.  Unacceptable-- Pollution control.
 Poor-- Understand principles of
pollution control
 Weak -- Be able to design a
pollution control system
for a phosphoric acid
production plant

39.  Good--If given the flow chart of a chemical
process production plant, be able to:
1. identify potentially hazardous pollutants(K
2. estimate the likelihood that their emission
rates will exceed EPA regulations (An)
3. select monitoring devices for all emission
sources and justify their selection (Ev)
4. design a system for reducing an
unacceptable emission level (Cr) and
identify the possible flaws (An)

40. Course Outcome

41.  Typically 4-6 CO s are identified /Course.
 COs are major domain specific outcomes
written using action verbs which are specific,
measurable and can be demonstrated by
students on completion of the course.
 Course Outcomes should aim to develop
higher order skills in each Domain of
Learning. Evaluation, Synthesis, Analysis
are typical examples in Cognitive Domain.

42.  With 4-6 most major Outcomes identified
per Course, on average a typical CO is
expected to take between 7-10 lessons in a
40 lesson course.
 Outcomes which can be mastered in a
significantly lower no. of lessons are likely
to be too trivial and more suitable for Unit
or Module Outcomes.
 Attainment of each CO should lead to
attainment of one or more PO s.

43. 1. Given an English language problem
description, define the problem precisely
with input/output requirements,
examine its inherent complexity and
develop a generic or set of initial
solutions (which can be explored for
various design options) and justify their
correctness

44. 2.Given an algorithm description, analyze the
time and space complexity of the algorithm
in the worst case, average case and
amortized scenario as needed in terms of
asymptotic orders of complexity.
3. Given a problem definition, explore
different alternative algorithmic solutions,
compare them with respect to time and
space complexity and choose the design
schemes and/or design parameters and
data structures appropriately to obtain the
best possible choice(s) that can be
converted to an executable program.

45. 4. Design and analyze algorithms using the
methods studied to solve problems in
important applications including those
related to sorting, searching, strings,
graphs, matrices, data structuring and
combinatorial optimization.
5. Examine and prove whether a problem is of
polynomial complexity, hard (NP Complete)
or otherwise and develop optimal and
approximation algorithms for them as
applicable

46. Course Matrix
CO Vs PO
--------------------------------------
Course Outcomes
P
O
1
P
O
2
P
O
3
P
O
4
P
O
5
P
O
6
P
O
7
P
O
8
P
O
9
P
O
1
0
P
O
1
1
P
O
1
2
1. Given an English
language problem----
3 3 3 3 3 2 - -- - - - -
2. Given an Algorithm
Description Analyse
2 3 3 3 3 2 - - - - - -
3. Given a problem
definition, Explore ...
2 2 3 3 2 2 - - - - - -
4. Design and Analyse
algorithms..
3 3 3 3 3 2 - - - - - -
5. Examine and Prove 2 2 2 3 3 2

47. Program Matrix

48.  Selection of courses, their ordering,
identification of COs of each course in any
given Program, along with effective teaching
learning methodology ensure
 Attainment of desired Discipline Expertise
 Attainment of all POs .
 Considerable preparedness for the PEOs.
 While a particular course may target some POs
and not others, taken together all the courses
in a program must meet ALL the POs
satisfactorily.

49.  Shows which courses meet which POs to
what extent. A Program may be considered
to have met all POs if every outcome is met
at level 3 by a significant number of course
3=Fully Met; 2=Partially Met; 1= Poorly Met
-- or Blank = Not Met
 It also shows what improvements are
needed in the course design, teaching-
learning process
 Appropriate Assessment methods and
Tools need to be used for this purpose

50. Program Matrix - Example
Course
No
Program Outcomes
1 2 3 4 5 6 7 8 9 10 11 12
-------- 2 2 1 1 2 1 3 1 3 1 2 3
PH 103 3 2 2 3 3 3 2 -- 1 2 1 1
-------- 3 3 3 3 2 3 2 2 2 2 2 2
MA 203 3 2 2 3 2 3 2 2 1 1 1 2
------- 1 1 2 1 2 2 3 1 3 2 3 2
-------- 2 1 1 2 2 1 3 2 3 1 2 3
EE 409 3 3 3 3 3 2 2 2 2 2 2 3
CS 410 3 3 3 3 2 3 -- -- -- -- -- --
HS 211 1 2 1 2 3 2 3 2 3 2 1 3

51. Program Curriculum

52.  Define PEOs
 Place Starting Design alongside NBA’s
Program Outcomes.
 Can you cover All POs within the
Credit Limit Requirements?
• If Yes, then Sequencing Requirements?
 Else,
 In a Few iterations a Solution should
emerge

53.  Used to check the balance between various
components of curriculum ( Maths, Basic
Sciences, HSS, Computing, Professional
core etc) and their coverage their
contribution in meeting PEOs and POs.
 Checks balance between Theory and
Practice
 Checks contribution s of Project and Lab
work

54. Course
component
% of Total
Credits
Contact
hrs
Total
Credits
POs PEOs
Maths
Science
HSS
Computing
Professional
Core
---------
---------

55. Assessment and Evaluation
 Rubrics

56.  For details refer to :-
 [PPT]AssesmentTools-Outcome Based
Education(OBE) PPT
 jntuhsit.org/new/downloads/Outcome_Based_Ed
ucation.pptx
 SV RAJU, JNTUH. Outcome Based
Education(OBE). Dr.S.Viswanadha Raju.
Professor of CSE. School of Information
Technology. JNTUniversity Hyderabad.

57. The Section on Rubrics as an
Assessment Tool has been
borrowed from a presentation
by
Dr. S. Viswanadha Raju
Professor of CSE
School of Information Technology
JNT University Hyderabad
Reference Source is mentioned in the
previous slide

58. Usi ng Rubrics for Direct A s s e s s m e n t of S t u d e n t Work
• A rubric is a scoring tool that lays out
the specific expectations for an
•
assignment.
Rubrics divide an assignment into its
parts and provide a
description of
component
detailed
constitutes acceptable
what
or
performance
unacceptable levels of
for each of those parts.

59. • Atask description (the assignment)
• A Scale of
achievement,
some
possibly
sort (levels of
in the form of
grades). Scales typically range from 3
to 5 levels.
• The dimensions of the assignment (a
breakdown of the skills/knowledge
involved in the assignment)
• Descriptions of what constitutes each
level of performance (specific feedback)

61. • Rubrics Can be used to classify virtually
any product or behavior, such as essays,
research reports, portfolios, works of art,
recitals, oral presentations,
performances and group activities
• Can be used to provide formative
feedback to students, to grade students,
and to assess programs

62. • Can be used for program assessment
in a number of ways:
–Faculty can use rubrics in classes
and aggregate the data across
sections
–Faculty can independently assess
student products and then aggregate
results
–Faculty can participate in group
readings in which they review student
products together and discuss what
they have found

63. • Checklists – simple list indicating the presence of
'things you are looking for‘ ( by common sense)
• Rating scales – a checklist with a rating scale added
to show the degree to which the ‘things you are
looking for' are present
• Holistic rating scales :
–Do not have a list of the ‘things you're looking for'
–Have short narrative descriptions of the
characteristics of outstanding work, acceptable
work, unacceptable work, and so on
• Descriptive rubrics :Replace the checkboxes of
rating scale rubrics with brief descriptions of the
performance that merits each possible rating

64. • Chec klists – simple list indicating the
presence of 'things you are looking for‘
( by common sense)

69. • Rubrics provide timely feedback – grading can
be done more quickly
• Rubrics prepare students to use detailed
feedback
• Rubrics encourage critical thinking
• Rubrics facilitate communication with others
• Rubrics help faculty refine their teaching skills
• Rubrics help level the playing field for
non-native speakers of English,
•Rubrics can act as a translation device to help
students understand what teachers are talking
about.

70. Closing the Loop

71.  Outcome based Education is an iterative
process.
 A Program is accredited once the minimum
standard is reached.
 The process involves careful assessment
and evaluation of all major components and
recording the results systematically.
 Appropriate changes are introduced to
improve the system

72. Thank you