LEARNING ASSESSMENT AND OUTCOMES BASED TEACHING LEARNING

2007

Outcome-Based Education (OBE) is an educational system which has been enforced on all engineering programmes. The driving force for this change is the current higher learning education development, which is an accreditation regulatory in the Malaysian Qualification Agency (MQA) Act. Shifting towards this new practice, the concept and delivery of OBE should first be recognised by any Institution of Higher Learning (IHL) provider for accreditation purposes. This paper focuses on the driving force and an implementation model of OBE practices in the Faculty of Civil Engineering (FCE) UiTM Pahang.

Journal of Engineering Education Transformations, 2016

Ever since Outcome Based Education (OBE) has been made mandatory for accreditation of an engineering programme by National Board of Accreditation (NBA), many engineering institutes have adopted OBE. OBE model of accreditation focuses on objectives and outcomes of an engineering programme. It requires evidences of attainment of the predefined outcomes. The basic difference between OBE and traditional learning is that OBE is more 'Learner Centric' and focuses on what a student has learnt rather than what the faculty teaches. 'Learner Centric' model places the student at the centre of the learning process. At the heart of OBE are the Graduate Attributes. Marathwada Mitra Mandal's College of Engineering (MMCOE) is implementing OBE in all its undergraduate programmes since semester-II of academic year 2014-2015. This paper is an attempt to put forth the initiatives taken by MMCOE to adopt OBE philosophy. A Microsoft Excel-based system is used for computation of CO-PO attainment.The system takes into account both direct and indirect tools of assessment.

Eur. Chem. Bull. 2023, 12(Special Issue 4), 12929-12940, 2023

Outcome-based education (OBE) is an approach that focuses on defining measurable learning outcomes and aligning instructional strategies and assessment methods to achieve those outcomes. OBE can help the world achieve its sustainable development goals (SDGs) by ensuring students develop the knowledge, skills, and competencies to address complex social and environmental challenges. This research article highlights the journey of the “Outcome-based education” discussion in worldwide research viz., past, present research affairs, and future. The present study also shows a bibliometric analysis of 238 records related to “Outcome-based education” by collecting the data from the Web of Science (WoS) from 1991 through 2022. The bibliometric results have shown year-wise publication trends, prominent publishers, most cited articles, most productive countries, prominent authors, and institutions. Further Netmap analysis done through VOSviewer software illustrates the growth of “Outcome based education” in the past, present, and future. Bibliometric and network analysis results from this research will significantly facilitate an understanding of the progress and trends for “Outcome-based education

Proceedings of the 4th International Conference on Innovation in Education, Science and Culture, ICIESC 2022, 11 October 2022, Medan, Indonesia

This study aims to analyze the Analysis of Outcome-based education (OBE) at the Faculty of Social Sciences, Medan State University in Facing International Accreditation. In the international recognition process, evaluations are carried out by independent assessors from various countries. Evaluation is considered very important to improve the quality of education in Indonesia to gain international recognition. Evaluation generally uses outcomesbased education (OBE) as the main reference criterion where the focus is on the abilities that students can do at the end of the learning process. As an education system, OBE does many things including restructuring the curriculum, teaching and learning, assessment, and monitoring/evaluation in the education process. Based on the research conducted, it can be concluded that the prepare of study programs to infacing the stages of international accreditation. Therefore, the first thing that must be prepared is to strengthen the Outcome Based Education (OBE)-based curriculum. The Outcome Based Education (OBE) paradigm begins with Outcome Based Curriculum (OBC), Outcome Based Learning and Teaching (OBLT), and Outcome Based Assessment and Evaluation (OBA. All study programs can prepare for determining graduate profiles, determining learning outcomes, designing curriculum, assessment of learning outcomes, evaluation, and continuous improvement actions.

This paper initially traces the roots of Outcome-Based Education (OBE) and introduces key concepts at the level of school-wide implementation based on Spady (1994). It then proceeds with defining what outcomes are and discusses how the definition of outcomes demands paradigm shift in assessment and evaluation practices. Finally, the paper tackles important implications of carrying out the framework for the practice and methods of assessment and evaluation of students " performance in schools. These implications are meshed with discussion of the four operating principles of OBE.

2020 ASEE Virtual Annual Conference Content Access Proceedings

where he directs the ICTD; Human Development; Systems; Big Data Analytics; Networks (IHSAN) Research Lab. His primary research interests are in the areas of computer systems and networking, applied machine learning, using ICT for development (ICT4D); and engineering education. He is the author of more than 100 peer-reviewed research papers that have been published at various top conferences and journals. He currently serves as the Chairperson of the Electrical Engineering department at ITU. He was awarded the HEC Best University Teacher Award, the highest national teaching award in Pakistan, in 2012. He is a senior member of IEEE. He is an ACM Distinguished Speaker for a three-year term starting 2020 and an ACM Senior Member.

Journal of Engineering Education Transformations

India has a broad, varied, and multifaceted technical and higher education system and is behind China and the United States in terms of the world's largest system of higher education. Accreditation is a mechanism intended to assess whether an educational institution or program satisfies the specified academic standards. While in the US the accreditation body is Accreditation Board for Engineering and Technology, Inc. (ABET), in India, it is the National Board of Accreditation (NBA) and National Assessment and Accreditation Council (NAAC). NBA accreditation model is linked to ABET via Washington Accord. The task in front of these authorities is introducing the policies to ensure that students receive the type of education they require in today's complicated and volatile world. This paper demonstrates a case-study on how the Electronics and Telecommunication Engineering Department of Fr. C. Rodrigues Institute of Technology (FCRIT) leveraged the policies and models adapted by NBA for Outcome Based Education (OBE) for raising the quality of the Bachelor of Engineering Program. It reviews the history and role played by ABET and NBA in contin uously ev olvin g the criter ia f or the accreditation of engineering courses. It presents the systems and processes established by the Department as per the NBA-OBE model for enhancing students' Course Outcome (CO) and Program Outcome (PO) attainments. There has been increase of 4.1% and 5% in averaged CO and PO attainments, respectively, for the 2016-20 passed out batch compared to 2014-18 batch. In conclusion, the NBA-OBE model can be leveraged further for enhancement in outcomes in the proposed autonomy model at FCRIT.

Higher Education for the Future

Outcome-based education (OBE) has been the effective framework of teaching, learning and evaluation for the UGC and NAAC for the past five years. Nevertheless, most universities in the country are yet to design their academic programmes and curricula. In this context, we have taken OBE as the central theme for the journal's current issue. Four articles directly relate to OBE's general and particular aspects. N. J. Rao's article comprehensively deals with the theory and practice of OBE. Other articles by Manulal P. R. and Shefeeque V. draw on discipline-specific issues and effects of OBE.

Outcomes based education is at the center of engineering education today. National board of accreditation (NBA) in accordance with Washington accord has laid down the requirements that must be satisfied by engineering graduates in order to make them compatible and acceptable by the world outside. It is learnt that, the effective implementation of Outcomes Based Education (OBE) framework definitely gives fruitful results in the form of attributes that are achieved by graduates passing out from the programme. At the same time, implementation of OBE is a tedious and time consuming exercise. This necessitates that the systematic plan is prepared and implemented to get the intended results after the implementation. The present paper focuses on the systematic and stepwise plan designed and executed to understand and experience OBE framework. An awareness was created amongst the students and faculty about OBE framework that includes design of Programme Educational Objectives, Program Outcomes, Course Learning Outcomes, their mapping and assessment procedure. A systematic methodology was developed to ensure system in place for design of formats and for exhaustive collection of required data for attainment of course outcomes, program outcomes and program educational objectives. Attainment of all the courses contributing to POs, attainment of all POs and attainment of PEOs was calculated with appropriate selection and use of direct and indirect assessment tools. Finally, results on level of attainment of CLOs, POs and PEOs are presented to be useful in removing lacunae if any, in curriculum design, delivery of instructions and assessment methods.

2008

Index Terms: outcome based education, assessment and evaluation, automation system.