1. MILITARY INSTITUTE OF SCIENCE AND TECHNOLOGY

2. Presentation on
Program Educational Objectives (PEOs), Program Outcomes (POs) and Course Outcomes (COs)

3. Col A K M Nazrul Islam, PhD Wg Cdr Abdul Halim, psc
ADD PHOTOS
Col A K M Nazrul Islam, PhD
Wg Cdr Abdul Halim, psc

4. INTORDUCTION

5. AIM
To apprise about the details of Program Educational Objectives (PEOs), Program Outcomes (POs) and Course Outcomes (COs) as a Components of Outcome Based Education (OBE) system

6. SEQUENCES
Components of OBE System
Details on PEO, PO & CO
Bloom’s Taxonomy
Example of writing CO
Relation Between CO and PO
Outcome Based Assessment
Changes to be Made
CQI Loop
Conclusion

7. OUTCOME-BASED EDUCATION (OBE)
A Shift in Focus from a Resource or Input-Based or Process-Based Approach to an Outcome-Based Approach
OBE is an educational process where Program structures & curricula are means, not ends
Directed/focused at achieving certain specified outcomes in terms of individual student learning
Outcomes- key things students should understand and be able to do or the qualities they should develop

8. MAIN COMPONENTS OF OBE

9. A MODEL HIERARCHY OF OUTCOMES

10. PROGRAM EDUCATIONAL OBJECTIVES (PEO)
Program Educational Objectives (PEO) are long term goals (e.g. 5 years or more after graduation) describing expected achievements of graduates in their career
Example: The Department of Electrical, Electronic and Communication Engineering forms the foundation for professional and personal development of the graduates that are expected within few years after graduation. The graduates should:

11. PROGRAM EDUCATIONAL OBJECTIVES (PEO)
PEO 1: Excel in their engineering career in the public and, private sectors or academia by applying the knowledge acquired in mathematical, computing and engineering principles and enhancing their skills.
PEO-2: Engage themselves toward lifelong learning and the pursuit of post graduate or other professional education.
PEO 3: Analyze and design engineering systems after considering safety, sustainability, economical and social impacts of engineering decisions.
PEO 4: Demonstrate professionalism, ethics, and ability to work in inter and multi-disciplinary team and to adapt to the latest trends and technology.

12. PROGRAM OUTCOME (PO)
Program Outcomes (PO) are short term outcomes at the point of graduation describing what students are expected to know and be able to perform
Those POs are generic for any Engineering program
POs relate to the knowledge, skills and attitudes that student acquire while progressing through the program.
The program must demonstrate that by the time of graduation, student have attained a certain set of knowledge, skills and behavioral traits to some acceptable minimum level

13. PROGRAM OUTCOME (PO)
These traits are otherwise comes under three domains of Bloom’s Taxonomy:
Cognitive Domain (Knowledge)
Psychomotor Domain (skills)
Affective Domain (attitude)
Washington Accord has specified 12 Graduate Attributes as POs of Engineering programs
BAETE has adopted those POs

14. THE POs (1-6)

15. THE POs (7-12)

16. KNOWLEDGE PROFILE

17. COMPLEX ENGINEERING PROBLEMS
Engineering problems that cannot be resolved without in-depth engineering knowledge and have some or all of the characteristics mentioned bellow:
Involve wide-ranging conflicting technical, engineering and other issues
Have no obvious solution and require abstract thinking
Requires research-based knowledge
Involve in frequently encountered issues
Involves diverse groups of stakeholders with widely varying needs
Are high-level problems that include many component parts or sub-problems

18. COURSE OUTCOME (CO)
Course Outcomes (CO) address the abilities to be attained by students upon the completion of a subject
CO should be clear, measurable, use verbs (e.g. identify, recall etc).
COs are more detailed and specific than programmatic outcomes, because they identify the unique knowledge and skill expected to be gained from the course.
A subject usually has several COs
Ideally 3 to 5 COs is considered a good practice
Bloom’s Taxonomy has great influence while writing COs

21. CO ASSESSMENT IN THEORY COURSES
Finalize CO for theory and lab courses separately
Prepare course syllabus that must have
Course Outcome (COs)
CO with Assessment Methods
Mapping of COs and POs
All the assessments (CT, assignments, Final Term Exam) that we want to consider must map to the COs
Following POs may not be possible to assess through written exam:
PO5: Modern Tool Usage
PO9: Individual and Team Work
PO10: Communication
PO12: Life-long Learning

22. MAPPING OF QUESTIONS TO COs
All questions need not to be mapped
The question planned for CO mapping must be compulsory
Options might be given if all question map to the same CO
One question should not map multiple COs
Too many breakdown/details of mapping should be avoided

23. CO ASSESSMENT IN LAB COURSES
Not as simple as theory
Variations in assessments
Final Quiz Test, report, viva, presentation
Individual/Group Project, Project Delivery Report
Weekly Programming/Hardware assignments (if any)
Following POs can be assessed through lab courses
PO4: Investigation – through software/hardware open-ended project
PO5: Modern Tool Usage- through tools taught in Lab classes
PO9: Individual and Team Work- through Group Projects
PO10: Communication- through Viva, Project presentation, Written Reports etc

24. PO ASSESSMENT Use excel files or software (if available)
Prepare excel file with detailed formulas
Here is an example

25. RELATIONSHIP BETWEEN THE POs AND PEOsNo
PO Statement
PEO-1
PEO-2
PEO-3
PEO-4 1
Engineering Knowledge
Yes 2
Problem Analysis 3
Design/Development of Solutions 4
Investigation 5
Modern Tool Usage 6
The Engineer and Society

26. RELATIONSHIP BETWEEN THE POs AND PEOsNo
PO Statement
PEO-1
PEO-2
PEO-3
PEO-4 7
Environment Sustainability 8
Ethics
Yes 9
Individual Work and Teamwork 10
Communication 11
Project Management and Finance 12
Life-long Learning

27. BLOOM’S TAXONOMY

28. THREE DOMAINS OF LEARNING
Cognitive Domain: Mental skills (Knowledge)
Psychomotor Domain: Manual or Physical skills (skills)
Affective Domain: Growth in feelings or emotional areas (attitude or self)

29. USE OF BLOOM’S TAXONOMY IN PROCESS OF LEARNING

30. USE OF BLOOM’S TAXONOMY IN COURSE DESIGN

31. USE OF BLOOM’S TAXONOMY IN COURSE DESIGN

32. BLOOM’S TAXONOMY ACTION VERBS

33. EXAMPLE OF WRITING COURSE OUTCOME (CO)
Course Name: EECE 101 : Electrical Circuits I
CO101.1
Demonstrate an understanding of the basic circuit principles by solving simple circuit.
CO101.2
Apply circuit analysis techniques like KCL, KVL node and mesh analysis to analyze large circuits with multiple sources.
CO101.3
Analyze small AC circuits and relate different AC quantities in practical application.

34. EXAMPLE OF WRITING COURSE OUTCOME (CO)
S/No
COs
Corresponding POs
Bloom’s Taxonomy Domain/
Level
Delivery Methods
Assessment Tools
CO-1
Demonstrate an understanding of the basic circuit principles by solving simple circuit.
PO-2 Problem Analysis:
Identify, formulate, research and analyze complex engineering problems and reach substantiated conclusions
Application
Lecture, White Board Writing, Power Point Presentation
Class Performance
/assignments, Class Attendance, class tests, final exam

35. EXAMPLE OF WRITING COURSE OUTCOME (CO)
S/No
COs
Corresponding POs
Bloom’s Taxonomy Domain/
Level
Delivery Methods
Assessment Tools
CO-2
Apply circuit analysis techniques like KCL, KVL node and mesh analysis to analyze large circuits with multiple sources
PO-1, Engineering Knowledge:Apply the knowledge of math, science, engineering fundamentals to the solution of complex engineering problems.
Application
Lecture, White Board Writing, Power Point Presentation
Class Performance
/assignments, Class Attendance, class tests, final exam

36. EXAMPLE OF WRITING COURSE OUTCOME (CO)
S/No
COs
Corresponding POs
Bloom’s Taxonomy Domain/
Level
Delivery Methods
Assessment Tools
CO-3
Analyze small AC circuits and relate different AC quantities in practical application.
PO-2, Problem Analysis:
Identify, formulate, research and analyze complex engineering problems and reach substantiated conclusions
Analysis
Lecture, White Board Writing, Power Point Presentation
Class Participation
/Observation, Class Attendance, lab tests, project, quiz test

37. VIDEO

38. WHAT CHANGES TO BE MADE
Course Content- Reviewing course content to suit specified Learning Outcomes, current development, industrial needs, job specifications, professional body requirement (accreditation) etc
Teaching-Learning Methods- Introducing innovative/flexible teaching method/delivery tools to develop PEO and PO in students/graduates
Assessment & Evaluation Tools- Introducing variety of assessment and evaluation tools to measure the achievement of PEO and PO
Data & Evidence Collection- Collecting evidence of process involved and the achievement of the PEO and PO
OBE Management System- Create an effective OBE management system

39. OPEN FORUM

40. COMMANDANT’s REMARKS

41. CONCLUSION

42. THANK YOU