Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review

2019 ◽  
Vol 199 (3) ◽  
pp. 111-127 ◽  
Author(s):  
K. Premalatha
Keyword(s):  
Outcomes Assessment ◽  
Assessment Methods ◽  
Quality Of Education ◽  
Program Outcomes ◽  
Detailed Survey ◽  
Outcome Based Education ◽  
Course Outcomes

In Outcome-Based Education (OBE), the assessment of the Course Outcomes (COs) is the most prominent aspect required to improve the quality of education. The COs for each course are based on the Program Outcomes (POs), Program Specific Outcomes (PSOs), and other requirements. There are various understandings toward the concept of OBE that resulted in various attainment to PO based on the CO. This article describes the framework of OBE and detailed survey on CO-PO mapping and its attainment models. This article serves as guidelines of writing COs, and mapping CO and PO and its attainment.

scholarly journals The Assessment Of Online Degree Programs: Lessons From Recent Alumni

2017 ◽  
Vol 10 (1) ◽  
pp. 67-76
Author(s):  
Yoram Neumann ◽  
Edith Neumann ◽  
Shelia Lewis
Keyword(s):  
Online Learning ◽  
Predictive Validity ◽  
Educational Outcomes ◽  
Outcomes Assessment ◽  
Online Learning Environment ◽  
Degree Programs ◽  
Program Outcomes ◽  
Online Degree ◽  
Very High

The main focus of this study was the assessment performed by recent alumni as an important component of online degree program outcomes assessment. A model of components of the online learning environment was developed and tested to predictive various levels of educational outcomes of online degree programs separately for bachelor and master degree programs' alumni. The educational outcomes include direct educational outcomes and attributed educational outcomes. The model was then validated in predicting summative outcomes assessment. The model played an important role in understanding degree program's online educational outcomes and its predictive validity across all outcomes and degree levels is very high. The alum assessment of the quality of the learning model was found to be the most dominant predictor of educational outcomes for all assessment criteria and for all levels of degree programs. Finally, the explanations and implications of these findings were discussed.

A Comparative Study of Existing Mechanisms for Implementation of OBE in Various Countries

2021 ◽  
pp. 198-210
Author(s):  
Sanjiv Sharma ◽  
Pratistha Dwivedi
Keyword(s):  
Comparative Study ◽  
Model Comparison ◽  
Literature Survey ◽  
Program Outcomes ◽  
Individual Level ◽  
Outcome Based Education ◽  
Student Expectation ◽  
Student Centred Learning ◽  
Course Outcomes ◽  
Self Learning

Outcome-based education (OBE) provides effective ways for enhancing the employability of students enrolled in any program using attainment of predetermined outcomes. Literature survey reveals that OBE-based approaches to education adopt various methods for assessing direct and indirect course outcomes designed for achieving intended program outcomes, program educational objectives, mission and vision of institute. This chapter disseminates knowledge scientifically observed as analytical ways to efficient implementation of outcome-based education in various countries and compare the same for identification of effectiveness. The goals of OBE are achievement of similarities between student expectation and knowledge received through course items delivery of a teacher based on student-centred learning model, comparison of attainment of outcomes at institute and individual level, involvement of students for self-learning.

Automation Course With Direct Measures for ABET Outcomes Assessment

2007 ◽  
Author(s):  
Hakan Gurocak
Keyword(s):  
Outcomes Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Performance Criteria ◽  
Assessment Data ◽  
Program Outcomes ◽  
Course Outcomes ◽  
Direct Measures

This paper presents an assessment system developed for ABET accreditation. The system links program outcomes to course outcomes through a set of performance criteria. In each course, direct measures are used to assess how well the course outcomes are met. Assessment data from each course is then mapped to the program level to measure achievement of the program outcomes. First, details of the assessment process are explained with applications of the process to an automation course. Then, a brief overview of the course and laboratory content are provided.

scholarly journals A Novel Fuzzy Based Assessment Method for Learning Outcomes

2019 ◽  
Vol 8 (4) ◽  
pp. 1665-1669
Keyword(s):  
Student Performance ◽  
Assessment Method ◽  
Program Outcomes ◽  
Student Centered ◽  
Outcome Based Education ◽  
Assessment Activity ◽  
Class Room ◽  
Teaching Learning ◽  
Course Outcomes ◽  
And Behavior

Outcome based education (OBE) is a recent development in student-centered teaching-learning model that emphases on measuring student performance through outcomes. Outcomes include knowledge, skills and attitudes suggested in Blooms taxonomy. The OBE approach encourages students to become active learners because it focusses on student attainment in comparison to teacher-centered learning approach. The level of the attainment of Course Outcomes (COs) is the indicator of the skill, knowledge and behavior that students acquired at the end of the course. In Outcome Based Education every activity performed in the class room is linked with the measurable course outcomes. In this paper, we present an effective fuzzy based approach to assess the attainment of outcomes by mapping every assessment activity performed in the class room with the Course Outcomes (CO) and eventually to Program Outcomes (PO). The attainments of outcomes by the students are also expressed as fuzzy memberships which can also be represented graphically. The entire work is based on the OBE implementation case study of Marian College Kuttikkanam, (MCK)

scholarly journals Student Attainment Measurement System in Civil Engineering Undergraduate Programme:

2021 ◽  
Vol 17 (2) ◽  
pp. 191
Author(s):  
Mazlina Mohamad ◽  
Oh Chai Lian ◽  
Mohd Raizamzamani Md Zain ◽  
Balqis Md Yunus ◽  
Norbaya Hj. Sidek
Keyword(s):  
Measurement System ◽  
Engineering Students ◽  
Civil Engineering ◽  
Academic Staff ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Outcome Based Education ◽  
The University ◽  
The Impact

Abstract : In ensuring the quality of the offered programs in Malaysia, it is crucial to comply with the long chain of Quality Management processes in obtaining and maintaining accreditation of undergraduate engineering programs. One of the processes is to continually and effectively measure the students’ attainment of program outcomes amid the implementation of Outcome-Based Education. This paper focuses on MyCOPO system, the evaluation of undergraduate bachelor degree engineering students’ attainment measurement system in the Faculty of Civil Engineering, Universiti Teknologi MARA, Shah Alam. A quantitative survey has been conducted to measure academic staff and students’ satisfaction level of MyCOPO implementation in the faculty. This survey has been conducted in line with the university strategy in promoting organisation operational excellence via MyCOPO system, where 47 and 227 respondents were recorded for academic staff and students, respectively. Two sets of questionnaires were designed to determine the impact of the system, the effectiveness on delivery and quality of the system and users’ happiness index. This system is found to be impactful in ease the work, increase the quality and provide satisfaction to related parties. The usage of MyCOPO system is effective and the average rating of happiness index for academic staff and students are 8.2 and 7.2 out of 10 for happiness index, respectively.   Keywords: Attainment measurement system, Civil engineering, outcome-based education, satisfaction.  

Reflecting on outcome-based education for human services programs in higher education: a policing degree case study

2020 ◽  
Vol 6 (2) ◽  
pp. 111-122
Author(s):  
Michael Kennedy ◽  
Philip Birch
Keyword(s):  
Higher Education ◽  
Human Services ◽  
Teaching And Learning ◽  
Learning Systems ◽  
Quality Of Education ◽  
Content Type ◽  
Outcome Based Education ◽  
The Impact ◽  
Practical Implications

Purpose This paper aims to consider the impact of outcome-based education (OBE) on students studying human services degrees, particularly those in a policing program. This work examines the validity of the notion that OBE is a progressive teaching approach that improves the quality of education and subsequently professional practice. Design/methodology/approach A critical analysis of a systemised outcome-based teaching and learning approach is adopted. Findings OBE has, as an idea, swept across most educational institutions in an apparently revolutionary wave. However, any critical scrutiny of this systemised approach to teaching and learning calls into question whether it is really progressive or empty rhetoric achieving reactionary ends. Any systemised attempt at social change by way of neo-liberal outcomes that are not principle-driven will serve only to reinforce a philosophy of aggressive competition and individualism at the expense of the rule of law and social policy that is situated on a social contract foundation. Practical implications The practical implications of this paper relate to the delivery of higher education teaching, with particular reference to human service degrees such as policing: the use of post-modernist theory to develop contemporary teaching and learning systems has created challenges with regards to scientific knowledge; a principled, deontological teaching and learning system rather than a utilitarian “outcome”-based delivery is proposed; the validity of the notion that outcome-based teaching and learning systems are progressive initiatives that improve the quality of education is questioned; and the impact of OBE for students entering human services professions such as policing has implications for public and community safety. Originality/value This paper considers the efficacy of OBE as a model for higher education teaching, with particular reference to human services degrees such as policing.

Outcome-based Education: An Outline

2020 ◽  
Vol 7 (1) ◽  
pp. 5-21 ◽  
Author(s):  
N. J. Rao
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
Two Dimensions ◽  
Cognitive Domain ◽  
Program Outcomes ◽  
Curriculum Assessment ◽  
Outcome Based Education ◽  
Cognitive Levels ◽  
Course Outcomes ◽  
Bloom Taxonomy

Things we can do because of learning are called outcomes of learning. Outcome based education (OBE) was propounded by William Spady in the 90s to bring the focus of formal education to what the students learn rather than what they were taught. OBE is a system of education giving priority to ends, purpose, accomplishments, and results. All decisions about the curriculum, assessment, and instruction are driven by the exit learning outcomes the students should display at the end of a program or a course. This paper presents a method of writing outcomes for General higher education programs. Outcomes for a higher education program are defined at three levels as program outcomes (POs), program specific outcomes (PSOs), and course outcomes (COs). The most important aspect of an outcome is that it should be observable and measurable. These are best written in a well-defined framework of taxonomy of learning. Bloom’s taxonomy of learning identifies three domains of learning: Cognitive, affective and psychomotor. Revised Bloom taxonomy of cognitive domain has two dimensions cognitive levels and knowledge categories. It is proposed that CO statements be written within a well-defined structure: Action, knowledge elements, conditions, and criteria. Tagging COs with POs, PSOs, cognitive levels and the number of classroom hours associated facilitates the computation of attainment of COs, POs, and PSOs.

A Systematic Approach for Assessment of Attainment in Outcome-based Education

2021 ◽  
Vol 9 (1) ◽  
pp. 8-29
Author(s):  
S. Amirtharaj ◽  
G. Chandrasekaran ◽  
K. Thirumoorthy ◽  
K. Muneeswaran
Keyword(s):  
Systematic Approach ◽  
Higher Learning ◽  
Assessment System ◽  
Credit System ◽  
Web Based ◽  
Outcome Based Education ◽  
Institutions Of Higher Learning ◽  
Course Outcomes ◽  
Programme Outcomes

The capabilities expected to be attained by learners, after learning a course or programme, are called course outcomes (CO) and programme outcomes (PO), respectively. The objectives of outcome-based education (OBE) are to ensure realization of grooming graduates with all the theoretical, practical and soft skills required to make them competent and industry-ready professionals. This article discusses the implementation of an assessment system for analysing the attainment of outcomes in OBE. It is a web-based application for evaluating the attainment of COs, POs and programme educational objectives (PEOs) in institutions of higher learning. Recently, OBE and choice-based credit system (CBCS) have become prevalent in institutions of higher learning. The significance and benefits of OBE and CBCS are recognized by all stakeholders, including accrediting agencies. The process for establishing and refining, the vision and mission of the institution, vision and mission of the department offering the programme, COs, POs and PEOs are discussed. The procedure and rubrics for assessing the attainment of the outcomes are also discussed. Accreditation is an honouring mechanism used to assess the standards and quality of the education offered by a programme to a student at an institution of higher learning. The article discusses a systematic approach for assessment of attainment of outcomes by graduates of a programme in an autonomous engineering college following OBE with CBCS.

scholarly journals Application of Outcome-Based Curriculum in Religious Studies: The Case of Madrasas in Sri Lanka

2020 ◽  
Vol 13 (3) ◽  
pp. 196
Author(s):  
M. I. M. Jazeel
Keyword(s):  
Sri Lanka ◽  
National Development ◽  
Religious Studies ◽  
Traditional Education ◽  
Integrated System ◽  
Quality Of Education ◽  
Community Needs ◽  
Outcome Based Education ◽  
Historical Contribution

The madrasah tradition is widely recognized by Muslims in Sri Lanka for its historical contribution to their education. However, the criticism is aimed at the quality of madrasah education, and relevance of madrasah studies to the community needs and its national development in Sri Lanka. The outcome-based Education is proposed as an approach to increase its quality of education and to target the national aspirations and benefits. This paper aims at examining OBE application in madrasah studies. The study is based on analyzed data from 98 responded madrasas to the survey and review of the related literatures and documentary review of curriculum of the respondent madrasas. The findings show that the outcome-based curricula have not been in place in majority of the madrasas. However, it is in the initial proposing stage in some of the madrasas, studies of which base on the integrated system of education. The vast majority madrasas need to outline their aims and objectives of studies to identify the set of competencies intended for the graduates. This study is an academic discourse on long lasting Islamic traditional education system.

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