scholarly journals An Approach to Evaluate Program Outcomes and Program Educational Objectives through Direct and Indirect Assessment Tools

2019 ◽  
Vol 14 (23) ◽  
pp. 85
Author(s):  
Akash Rajak ◽  
Ajay Shrivastava ◽  
Arun Tripathi
Keyword(s):  
Comparative Study ◽  
Technical Education ◽  
Assessment Tools ◽  
Educational Objectives ◽  
Program Outcomes ◽  
Indirect Assessment ◽  
Outcome Based Education

The model of outcome-based education is based on achieving attainments at the end of each course by the students in any undergraduate or postgraduate program. It was implemented in all technical institutions of India as per the guidelines of All India Council for Technical Education, India. The attainments are calculated by deploying some direct and indirect tools. This include courses results, placements, projects and various surveys like alumni, employer etc. The paper discusses the attainment of Program Educational Objectives and Program Outcomes for any undergraduate or postgraduate program. In outcome-based education, certain targets are to be set on the basis of previous year performance of students and these targets are achieved in the form of attainments. In this research, a comparative study of last three batches of a postgraduate course is done in the form of attainments.

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.

Assessment Practices in Outcome-Based Education

2020 ◽  
pp. 50-61
Author(s):  
Lavanya C. ◽  
Jandhyala N. Murthy ◽  
Satyanarayana Kosaraju
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Traditional Method ◽  
Summative Assessment ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Indirect Assessment ◽  
Direct Assessment ◽  
Outcome Based Education ◽  
Teaching Learning

Evaluation is an essential process for the measurement of transformation that a student attains after a teaching learning process. Outcome-based education (OBE) in academics especially in the field of engineering is an accepted philosophy in recent years. The OBE system departs from the traditional method where assessment of students is based only on grades and/or ranks. Output has been the traditional measurement criterion in education field, which does not address the level of transformation in the learner, whereas outcome is the measurement of level of achievement showing the transformation. Assessment tools are required for the measurement of outcome. These tools could be direct tools for direct assessment or indirect tools for indirect assessment. An assessment can be a formative assessment or summative assessment. Learning is complete only if transformation is observable in all the vital aspects of attitude, skill, and knowledge. It is widely accepted that all these aspects can be measured in OBE.

scholarly journals An Indirect Evaluation of Program Educational Objectives and Student Outcomes for Engineering Programs: A Case Study

2020 ◽  
Vol 10 (5) ◽  
pp. 6209-6213
Author(s):  
S. M. A. Ghaly
Keyword(s):  
Objective Assessment ◽  
Assessment Method ◽  
Educational Objectives ◽  
Program Outcomes ◽  
Engineering Programs ◽  
Indirect Assessment ◽  
Assessment Plans ◽  
Indirect Evaluation ◽  
Assessment Results

Outcome and objective assessment is a method for determining whether students and graduates have learned, have retained, and can apply what they have been taught. Assessment plans have to include a statement of educational objectives, measurements of attainment of the objectives, and use of the assessment results for continuous improvement. In this paper, the experience of the Electrical Engineering program at Al-Imam Mohammad Ibn Saud Islamic University is used as an example of how an indirect assessment method is established and implemented. Many surveys have been used and contributed to the numerical analysis for the indirect assessment of the program outcomes and achievements. The indirect assessment results indicate that the target levels are achieved for all the seven program outcomes and the three objectives that have been considered.

Comparative study of four greenness assessment tools for selection of greenest analytical method for assay of hyoscine N-butyl bromide

2021 ◽  
Author(s):  
Mohammed Gamal ◽  
Ibrahim A. Naguib ◽  
Dibya Sundar Panda ◽  
Fatma F. Abdallah
Keyword(s):  
Comparative Study ◽  
Analytical Method ◽  
Assessment Tools ◽  
Butyl Bromide ◽  
Selection Of

The competencies of four greenness assessment tools were tested. AGREE is the best greenness tool while NEMI is the poorest one. AGREE, GAPI, and ESA are reliable greenness tools.

scholarly journals AN EXAMPLE OF ABET ACCREDITATION PRACTICE OF MECHANICAL ENGINEERING PROGRAM AT UAE UNIVERSITY

2019 ◽  
Vol 7 (8) ◽  
pp. 387-401
Author(s):  
Emad Elnajjar ◽  
S.-A.B. Al Omari ◽  
Farag Omar ◽  
Mohamed YE. Selim ◽  
AHI Mourad
Keyword(s):  
Learning Outcomes ◽  
United Arab Emirates ◽  
Mechanical Engineering ◽  
Student Learning Outcomes ◽  
Assessment Tools ◽  
Indirect Assessment ◽  
Engineering Program ◽  
Engineering And Technology ◽  
United Arab Emirates University

This paper focuses on the Mechanical Engineering Program (MEP) at United Arab Emirates University (UAEU) as a case study in terms of consistent accreditation by the internationally recognized Accreditation Board for Engineering and Technology, Inc. (ABET), where significant proportions of the study give attention towards the recent records of accreditation; granted in 2016. The paper describes the program educational objectives (PEOs), the student learning outcomes (SOs), and the curriculum, direct and indirect assessment tools of the SOs and it’s mapping to the PEO, and the level of attainment achieved is addressed through a case study example.

scholarly journals Effective Implementation of Outcome-based Education: The Role of Faculty Awareness

2021 ◽  
Vol 4 (3) ◽  
pp. 380
Author(s):  
Srinivasa Pai P ◽  
Gururaj Upadhyaya
Keyword(s):  
Technical Education ◽  
Accreditation Body ◽  
Accreditation Process ◽  
Faculty Members ◽  
National Board ◽  
Technical Programs ◽  
Outcome Based Education ◽  
Autonomous Institution

Accreditation of technical institutions is very important to guarantee the quality of technical education that is being offered. Outcome based education (OBE) is followed in the delivery of technical education across all Institutions in India and the National Board of Accreditation (NBA), which is the nodal accreditation body for technical institutions in India follows outcome based accreditation (OBA) in the accreditation of technical programs. In the OBE and OBA, faculty constitutes the most important component and plays an important role in facilitation of the same. In this regard, the authors felt that there is a need to understand the level of awareness of faculty about the same and accordingly a survey was conducted among the faculty of the authors’ institution, which is an autonomous Institution and comes under Tier I scheme of NBA accreditation process. From among 285 faculty members, about 96 participated in the survey. This paper discusses the significance of faculty’s awareness and involvement in the accreditation process and implementation of OBE. The results of the survey indicate some interesting findings, which is discussed in detail. Some suggestions and guidelines are given at the end to increase the level of awareness and their involvement in the OBE and OBA processes respectively.

scholarly journals Comparative Analysis of Program Outcomes Achievement between Face-to-Face and Virtual Classes during COVID-19 Pandemic

2021 ◽  
Vol 20 (1) ◽  
pp. 1-7
Author(s):  
M Tanseer Ali ◽  
Md. Abdur Rahman ◽  
Carmen Z. Lamagna
Keyword(s):  
Online Education ◽  
Engineering Education ◽  
Paradigm Shift ◽  
Program Outcomes ◽  
Face To Face ◽  
Knowledge Based ◽  
Outcome Based Education ◽  
Electronic Engineering ◽  
Virtual Classes ◽  
Education Platform

Outcome based engineering education is a paradigm shift from traditional knowledge-based education to modern skill-based education. After the Washington Accord, the engineering education all over the world has adopted the new pedagogy for Engineering Education. But last year, after the hit of COVID – 19 pandemics, most of the education system has to move online. The online education platform raised a new challenge for Outcome Based Education. In this paper, the effect of Online education on OBE implemented B.Sc. in Electrical and Electronic Engineering program has been analyzed and the attainment performance of the Program Outcomes has been presented. With this empirical evidence it has been demonstrated that with careful implementation and encouragement OBE can achieve its potential even with Online education.

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