1. The concept of outcome-based education, and writing learning outcome
Kazi Bayzid Kabir, PhD
Assistant Professor, Chemical Engineering
&
Additional Director, IQAC
BUET

2. The percentage of employers that plan to screen graduates by GPA
Median GPA cutoff 3.0
Source: NACE, Job outlook The National Association of Colleges and Employers (2015)

3. Employers rate the importance of candidate skills/qualities
Source: NACE, Job outlook The National Association of Colleges and Employers (2015)

4. Graduate attributes
Graduate attributes are the qualities, skills and understandings a university community agrees its students should develop during their time with the institution.
These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses.
They are qualities that also prepare graduates as agents of social good in an unknown future

5. Abbreviations CO: Course outcomes
NACE: The National Association of Colleges and Employers
OBE: Outcome-based education
PEO: Program Educational Objectives
PO: Program outcomes

6. The concept of Outcome-based education (OBE)
OBE as an educational model in which curriculum and pedagogy and assessment are all focused on student learning outcomes

7. Simple concept of OBE
Faculty publicly articulate assessment information in advance of instruction.
Students are able to direct their learning efforts to clear expectations.
Student progress and completion of learning outcomes are determined by achievement of learning outcomes

8. EVERYTHING MUST BE DOCUMENTED  For independent verification
Implementing OBE
Formulate PEO, PO, CO
Prepare CO-PO matrix  make sure that each PO is covered in at least a few courses
Questions should be designed to address all CO
Analyse the course results in terms of CO  set indicator for achievement, then check if the target is achieved
End of semester  analyze CO, PO achievement for each cohort or batch, and each student
End of graduation semester  analyze all CO, PO achievements for each cohort or batch, and each student
Achievement of PEO  a few years after graduation
EVERYTHING MUST BE DOCUMENTED 
For independent verification

9. Defining learning outcomes
Learning outcomes are statements describing our intentions about what students should know, understand, and be able to do with their knowledge when they have graduated
Define what students should be able to demonstrate or represent at the end of a course, a class session, and so on
Learning outcomes tell us specifically what needs to be assessed

10. Hierarchy of outcomes Mission, Vision of University Program
Educational
Objectives (PEO)
Few years after graduation
Program Outcomes (PO)
Year 4
Course 1
Course 2 …
Others
Course Outcomes (CO)
Year 3
Year 2
Year 1
Engineering
programme

11. Definitions Program Educational Objectives (PEO)
Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve
Program Outcomes (PO)
Program outcomes are narrower statements that describe what students are expected to know and be able to do by the
time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program.
Course Outcomes (CO)
Course outcomes are even narrower statements that describe what students are expected to know and be able to do at the end of the course

12. Different terminologies
Program Educational Objectives (PEO)
Program Objectives
Program Outcomes (PO)
Student Outcomes
Program Learning Outcomes
Course Outcomes (CO)
Learning Outcomes

13. To be defined by the program
Mission, Vision of University
Program
Educational Objectives (PEO)
Broadly prescribed by accreditation bodies, like ABET
Course Outcomes (CO)
Program Outcomes (PO)

14. Program outcomes “(a) through (k)” (ABET)
an ability to apply knowledge of mathematics, science, and engineering
an ability to design and conduct experiments, as well as to analyze and interpret data
an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
an ability to function on multidisciplinary teams
an ability to identify, formulate, and solve engineering problems
an understanding of professional and ethical responsibility
an ability to communicate effectively
the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
a recognition of the need for, and an ability to engage in life-long learning
a knowledge of contemporary issues
an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

15. Learning outcomes for today!
At the end of this session we will be able to
Develop and critique learning outcomes
Explain how learning outcomes direct curriculum development, planning of pedagogy, and program or institutional accountability

16. Dimensions of learning outcomes
Knowledge outcomes: Cognitive content
Skills outcomes: application, basic skills, higher-order cognitive skills, knowledge-building skills
Attitude and values outcomes: affective outcomes, personal/professional/social values, ethical principles
Behavioral outcomes: a manifestation of the knowledge, skills, and attitudes; performance and contributions

17. Sources of learning outcomes
Goals: Translating to learning outcomes

18. Learning outcome for the goal “Critical thinking”
Students will approach an issue or problem from multiple perspectives.
Students will make claims or arguments based on evidence, information, or research.
Students will compare and contrast academic materials and concepts with their community experiences and explain the reasons for the differences
Three different approaches to achieve the goal!!

19. Sources of learning outcomes
Goals: Translating to learning outcomes
Professional and Disciplinary Associations
Future employers, community partners
Faculty and students

20. Ensuring High-Quality Learning Outcomes
The very first assurance in designing quality learning outcomes is that all of the sources are considered and used with care.
Another critical consideration for high-quality learning outcomes is clarity

21. Developing outcomes A Faculty dialogue and learning process
Big questions such as ‘‘What do we want our graduates to be able to do and be?’’

22. Taxonomies: Support for development
Once you begin to articulate some of the answers to the big questions, there is help for your work of developing outcomes
Since 1956 educators have used a taxonomy of cognitive levels and learning outcomes, and the taxonomy continues to be relevant for our work

23. Three domains

24. Prioritizing Curriculum Content
The taxonomies will help you articulate what you want students to be able to do with the content of your curriculum
The cognitive levels from Bloom’s taxonomy will help you to prioritize
Brainstorming all of the possible content for a course or program
Colour coding may be helpful

25. Finalizing Learning Outcomes
reviewing samples and examples of learning outcomes from multiple sources
Collaboration is essential
Finally, you need to ask yourself, ‘‘What do I want students to be able to do or be after they finish my course, our program?’’
Once you are satisfied with your answers—you have the learning outcomes

26. Using outcomes as a centrepiece
Learning outcomes should be used as a centerpiece for all of your design work, whether it is a program, a course, or a degree
The end result will be richer and more meaningful and will benefit from multiple perspectives

27. Learning outcomes have three parts:
Observable action (V): What the student will do that demonstrates learning
Under what conditions (C): The context within which the student will demonstrate learning. 
To what degree of precision (S): How well s/he have to demonstrate his/her learning

28. Example: Learning outcome of a swimming lesson
By the end of this lesson, the learner will be able to swim 100 meters solo in the university pool without any artificial aid in less than 1 minute

29. SMART outcomes

30. To create specific, measurable/observable, and results-oriented objectives
Start with an observable action word that captures what the learner should be able to do
Avoid ill-defined terms that are open to variable interpretation (e.g., understand, learn, grasp); use instead terms that describe directly observable (e.g. list, describe)
When necessary, specify criteria concerning expected standard of performance

31. To create attainable learning objectives
Consider the beginning level of understanding/skill of your learners and craft your objective to move them to the next level
Consider and specify when appropriate the conditions under which performance will take place
Limit number of objectives to major learning points you would like students to walk away with (5/course)

32. Points to ponder
It is NOT compulsory for every CO to have all 3 learning domains (C,A,P)
It is NOT compulsory for every CO to have all 3 components (i.e. V+C+S)
But must have at least V+C or V+S
CANNOT have 2 “verbs” in the same domain (e.g. state and explain the basic principles.....), use the highest level of taxonomy only (i.e. explain the basic principles....)
Can have 2 “verbs” in different domains (e.g. explain and display the standard procedure ), BUT must measure both (i.e. there must be assessments for both outcomes)
CO can have sub outcomes (e.g. Topic Outcomes, Lesson Outcomes) which might be more detail and can have ALL 3 components to ensure the attainment of the CO.

33. Fluid Mechanics: Learning outcome
Write the exact equations for a fluid flow problem incorporating applicable simplifications
VERB
CONDITION
STANDARD
BLOOM’s
Write
incorporating applicable simplifications
the exact equations for a fluid flow problem C6

34. Fluid Mechanics: Learning outcome
List and explain five fundamental characteristics of turbulence
VERB
CONDITION
STANDARD
BLOOM’s
Explain
five fundamental characteristics C2

35. Closing the loop

36. A sample course outcome and assessment methods
investigate complex reaction systems using PolyMath or other software (C4)
design reactors that have multiple reactions taking place under non-isothermal and unsteady conditions (C6)
Evaluate the performance of heterogeneous catalytic reactors with diffusional effects (C6)
predict the conversion and exit concentrations for non-ideal reactors using RTD data, rate law and reactor models (C6)
critique advanced works done in the field of catalysis and reactor design (C5)
In-class assessment
Take home assignment; exam
Take home assignment; exam
Take home assignment; exam
Oral presentation

37. Revisiting some of the slides

38. Learning outcome for the goal “Critical thinking”
Students will approach an issue or problem from multiple perspectives.
Students will make claims or arguments based on evidence, information, or research.
Students will compare and contrast academic materials and concepts with their community experiences and explain the reasons for the differences
Three different approaches to achieve the goal!!

39. Learning outcomes for today!
At the end of this session we will be able to
Develop and critique learning outcomes
Explain how learning outcomes direct curriculum development, planning of pedagogy, and program or institutional accountability

40. Thank You