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.

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)

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.

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.

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.

scholarly journals Experiences of Teaching Computer Network Course through Lesson Outcomes

2019 ◽  
Vol 8 (9S4) ◽  
pp. 117-124
Keyword(s):  
Computer Network ◽  
Accreditation Body ◽  
Self Assessment ◽  
Program Outcomes ◽  
National Board ◽  
Exit Survey ◽  
Outcome Based Education ◽  
Review Team ◽  
Teaching Learning ◽  
Course Outcomes

National Board of Accreditation (Abbreviated as NBA) is an official and independent accreditation body of India. Many engineering colleges must adhere to the quality requirements as per the NBA guidelines. Every engineering institute must prepare a Self-Assessment Report (SAR) and submit it to a peer review team for getting NBA Accreditation. In recent years NBA has changed input-output based traditional education system to Outcome-Based Education (OBE). OutcomeBased Education is an approach where each course can have atleast N number of outcomes that students will learn at the end of the semester for a particular course. Later on, these course outcomes can be mapped with Program Outcomes (PO) and Program Educational Objectives (PEO). According to the NBA, CO's are the most granular level of objects that can be defined over a particular course. The problem with particular CO is that they are much generalized and can be mapped to 2-3 chapters of the same course. It becomes very difficult to assess student based on a particular CO. The solution is provided in this paper by dividing CO's in further lesson Outcomes (LO) for effective teaching-learning. The paper also takes a real case study of course – Computer Networks which is an undergraduate course of Mukesh Patel School of Technology Management and Engineering (MPSTME, Affiliated to NMIMS University). After defining LO's of the said course, the paper shows different Course Exit Survey Records in a graphical manner for better understanding. The methodology defined by author outperforms the current existing method defining CO's

scholarly journals The truth revisited: Bayesian analysis of individual differences in the truth effect

2020 ◽  
Author(s):  
Martin Schnuerch ◽  
Lena Nadarevic ◽  
Jeffrey Rouder
Keyword(s):  
Individual Differences ◽  
Model Comparison ◽  
Bayes Factor ◽  
Factor Model ◽  
Cognitive Task ◽  
Data Sets ◽  
Individual Level ◽  
Truth Effect ◽  
Negative Truth ◽  
Positive Truth

The repetition-induced truth effect refers to a phenomenon where people rate repeated statements as more likely true than novel statements. In this paper we document qualitative individual differences in the effect. While the overwhelming majority of participants display the usual positive truth effect, a minority are the opposite – they reliably discount the validity of repeated statements, what we refer to as negative truth effect. We examine 8 truth-effect data sets where individual-level data are curated. These sets are composed of 1,105 individuals performing 38,904 judgments. Through Bayes factor model comparison, we show that reliable negative truth effects occur in 5 of the 8 data sets. The negative truth effect is informative because it seems unreasonable that the mechanisms mediating the positive truth effect are the same that lead to a discounting of repeated statements' validity. Moreover, the presence of qualitative differences motivates a different type of analysis of individual differences based on ordinal (i.e., Which sign does the effect have?) rather than metric measures. To our knowledge, this paper reports the first such reliable qualitative differences in a cognitive task.

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.

scholarly journals Comparing Approaches for Evaluating Digital Interventions on the Shop Floor

Technologies ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 116 ◽  
Author(s):  
Francisco Lacueva-Pérez ◽  
Lea Hannola ◽  
Jan Nierhoff ◽  
Stelios Damalas ◽  
Soumyajit Chatterjee ◽  
...  
Keyword(s):  
Industry 4.0 ◽  
Shop Floor ◽  
Use Case ◽  
Individual Level ◽  
Ict System ◽  
The One ◽  
Comparison Of The Results ◽  
Future Work ◽  
Self Learning ◽  
Smart Factories

The introduction of innovative digital tools for supporting manufacturing processes has far-reaching effects at an organizational and individual level due to the development of Industry 4.0. The FACTS4WORKERS project funded by H2020, i.e., Worker-Centric Workplaces in Smart Factories, aims to develop user-centered assistance systems in order to demonstrate their impact and applicability at the shop floor. To achieve this, understanding how to develop such tools is as important as assessing if advantages can be derived from the ICT system created. This study introduces the technology of a workplace solution linked to the industrial challenge of self-learning manufacturing workplaces. Subsequently, a two-step approach to evaluate the presented system is discussed, consisting of the one used in FACTS4WORKERS and the one used in the “Heuristics for Industry 4.0” project. Both approaches and the use case are introduced as a base for presenting the comparison of the results collected in this paper. The comparison of the results for the presented use case is extended with the results for the rest of the FACTS4WORKERS use cases and with future work in the framework.

scholarly journals The truth revisited: Bayesian analysis of individual differences in the truth effect

2020 ◽  
Author(s):  
Martin Schnuerch ◽  
Lena Nadarevic ◽  
Jeffrey N. Rouder
Keyword(s):  
Individual Differences ◽  
Model Comparison ◽  
Bayes Factor ◽  
Factor Model ◽  
Cognitive Task ◽  
Data Sets ◽  
Individual Level ◽  
Truth Effect ◽  
Negative Truth ◽  
Positive Truth

Abstract The repetition-induced truth effect refers to a phenomenon where people rate repeated statements as more likely true than novel statements. In this paper, we document qualitative individual differences in the effect. While the overwhelming majority of participants display the usual positive truth effect, a minority are the opposite—they reliably discount the validity of repeated statements, what we refer to as negative truth effect. We examine eight truth-effect data sets where individual-level data are curated. These sets are composed of 1105 individuals performing 38,904 judgments. Through Bayes factor model comparison, we show that reliable negative truth effects occur in five of the eight data sets. The negative truth effect is informative because it seems unreasonable that the mechanisms mediating the positive truth effect are the same that lead to a discounting of repeated statements’ validity. Moreover, the presence of qualitative differences motivates a different type of analysis of individual differences based on ordinal (i.e., Which sign does the effect have?) rather than metric measures. To our knowledge, this paper reports the first such reliable qualitative differences in a cognitive task.

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