An Introduction To Outcome Based Education

An Introduction To Outcome Based Education A. K. M. Bazlur Rashid Professor, MME Topics to discuss. Outcome Base Education (OBE) Bloom s Taxonomy

What is Outcome-based Education? OBE is defined as a comprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each student (Spady, 1994) Outcome-based programme must show what it s graduate ARE ABLE TO DO as opposed to Process-based programme shows what it s graduate HAVE DONE (no. of courses, credit hours, course content, etc.) 3/35 If the students have not learned then the teacher has not taught 4/35

Why OBE? Employers Rating of Skills/Qualities 2002 Communication (verbal & written) 4.69 Honesty / Integrity 4.59 Teamwork skills 4.54 Interpersonal skills 4.50 Strong work ethics 4.46 Motivation & initiative 4.42 Flexibility/adaptability 4.41 Analytical skills 4.36 Computer skills 4.21 Organisational skills 4.05 Detail oriented 4.00 Leadership skills 3.97 Self confidence 3.95 Friendly/outgoing personality 3.85 Well mannered / polite 3.82 Tactfulness 3.75 GPA (3.0 or better) 3.68 Creativity 3.59 Sense of humour 3.25 Entrepreneurial skills/risk taker 3.23 5/35 OBE Philosophy ŠInstitutions and programs define their mission and objectives to meet the needs of their constituencies/stakeholders Emphasis on outcomes and preparation for professional practice Programs must demonstrate how outcomes and educational objectives are being met Practice of continuous improvement Input of constituencies / stakeholders Student, faculty, facilities, institutional support, and financial resource issues linked to program objectives 6/35

Mission, Vision of University Programme Educational Objectives (PEO) few years after graduation Programme Outcomes (PO) Year 4 Year 3 Year 2 Year 1 Course 1 Course 2 Others Course Outcomes (CO) 7/35 Programme Educational Objectives (PEO) Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve. Programme 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 graduation through the program. Course Outcomes/Objective (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. 8/35

9/35 To be defined by the programme Mission, Vision of University Programme Educational Objectives (PEO) Programme Outcomes (PO) Course Outcomes (CO) Broadly prescribed by accreditation bodies, like ABET, Washington Accord, etc. 10/35

Programme educational objectives (PEO), Programme outcomes (PO) and Course Outcome (CO) must be measurable There must be performance indicators for each PEO, PO and CO, which enable direct measurement 11/35 to summarise... Outcome-based education means: starting with a clear picture of what is important for students to be able to do then organising the curriculum, instruction, and assessment to make sure that this learning ultimately happens (Spady, 1994) Quality is achieved through the implementation of OBE by defining PEO, PO and CO for the programme By adopting performance indicators for each PEO and PO, which enable direct measurement of their achievement 12/35

Implementing OBE at MME Formulate PEO, PO, CO Prepare CO-PO matrix each PO is covered in at least a few courses Questions need to be designed to address all CO End of semester analyze CO, PO achievement Analyse the course results in terms of CO End of graduation semester analyze all CO, PO achievements Achievement of PEO a few years after graduation EVERYTHING MUST BE DOCUMENTED For independent verification 13/35 feedback to faculty member action taken planning & preparation course starts: introduction/ re-introduction to CO, PO, PEO BUGS meeting final assessment of students after exam direct measurement of CO, PO based on student s performance course delivery: lectures AL/CL presentations, quizzes, class tests student s feedback on CO finalize question paper moderator s feedback on CO, Bloom s taxonomy preparation of question paper for term final exam 14/35

Programme Outcomes (PO) All Course Outcomes (CO) will lead to PO Courses Courses Courses Final Year Thesis Industrial Training Design Courses Extra-curricular activities Industrial talks Industrial visits MME Programme 15/35 So development of academic curriculum with well-defined and measurable CO, PO is crucial to the implementation of OBE Design each individual courses following the requirements of OBE Very important component Course Outcome (CO) 16/35

Course Learning Outcome (CO PO) Matrix Course Learning Outcome (CO) 1 Ability to describe and account for the structure, processing routes and key properties of the main classes of materials 2 Ability to explain how materials are characterised 3 Ability to construct structureprocessing-property relationships for existing and potential materials 4 Ability to assess the suitability of a material for a given purpose, using quantitative analyses where appropriate Program Outcome (PO)* 1 2 3 4 5 6 7 8 9 10 11 x x x x x x x x x x x x x Key Performance Indicators / Index Excellent: A minimum of 20% students obtaining A Plus grade Good: More than 80% students obtaining B and above grades Bad: More than 20% students failed in the course 17/35 Programme Mission of MME The mission statement of MME programme is to provide our students a friendly and supportive environment for world-class education and research in materials and metallurgical engineering that will meet the need of industry, academia and government 18/35

Programme Educational Objectives (PEO) To fulfil the mission statement, the programme educational objectives (PEO) of MME undergraduate programme are to produce graduates who: 1. Provide science and engineering leadership in industrial, academic and government settings in national and international arena by exhibiting proficiency in mathematics, science and engineering, 2. Excel in careers related to the entire life cycle of materials from synthesis and processing, through design and development, to manufacturing, performance, reclamation and recycling, 3. Function and communicate effectively in multidisciplinary teams in the practice of materials and metallurgical engineering, and 4. Engage in lifelong learning activities to enhance their careers and demonstrate professional and ethical responsibility. 19/35 Programme Outcomes (PO) Upon completion of MME undergraduate programme, our graduates will be able to: 1. Apply knowledge of mathematics, chemistry, physics, materials science and materials and metallurgical engineering principles to materials and materials systems. 2. Design and conduct experiments to study structure, processing, properties, and performance of materials and analyse and interpret the experimental data. 3. Design materials and processes to produce them to meet desired needs within realistic constraints. 4. Identify materials-related problems and formulate plans for solving such problems. 20/35

5. Function in multi-disciplinary teams and provide leadership on materials related problems. 6. Have an understanding of professional and ethical responsibility. 7. Communicate materials concept effectively through written reports, oral presentations, and discussion. 8. Have the broad education necessary to understand the impact of materials and metallurgical engineering solutions in a global, economical, environmental, and social context. 9. Have recognition of the need for succeeding in materials and metallurgical engineering graduate programme, for pursuing other forms of continuing education in materials and metallurgical engineering, and for engaging in life-long learning of materials and metallurgical engineering. 10. Have an awareness of contemporary and cultural issues. 11. Use the techniques, skills, and modern materials and metallurgical engineering tools necessary to practice materials and metallurgical engineering as a processional. 21/35 Bloom s Taxonomy Benjamin S. Bloom, Taxonomy of Educational Objectives, 1956 Bloom and a group of psychologists studied classroom activities and goals teachers have while planning these activities Promotion of Higher Order of Thinking (HOT), rather than fact transfer and information recall (or, memorizing) HOT involves metacognition, i.e., thinking about your thinking. We must understand them, connect them to each other, categorize them, manipulate them, put them together in new or novel ways, and apply them as we seek new solutions to new problems. When a learner uses metacognition, he is contemplating and revising his thoughts continuously to make sure he truly understands the information. Emphasis is placed upon its use as a more authentic tool for curriculum planning, instructional delivery and assessment. 22/35

Through Bloom s study, three domains of educational activities or learning were identified that cover all human aspects: (1) Cognitive domain intellectual capability or mental skills (KNOWLEDGE) ability to think (2) Affective domain feelings, emotions and behaviour (ATTITUDE) ability to feel (3) Psychomotor domain manual and physical skills (SKILLS) skills to do This taxonomy of learning behaviors may be thought of as the goals of the learning process. that is, after a learning episode, the learner should have acquired a new skill, knowledge, and attitude. 23/35 Levels of cognitive, affective and psychomotor domains Cognitive Domain Knowledge Affective Domain Attitude Psychomotor Domain Skills 1. Recall (data) 1. Receive (awareness) 1. Imitation (copy) 2. Understand 2. Respond (react) 2. Manipulation (follow orders) 3. Apply (use) 3. Value (understand and act) 3. Develop precision 4. Analyze (structure/element) 4. Organize personal value system 5. Synthesize (create/build) 5. Internalise value system (adopt value system) 6. Evaluate (assess, judge in relational term) 4. Articulation (combine/ integrate related skills) 5. Naturalization (automate, become expert) The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place. 24/35

Using Bloom s in the Classroom The cognitive domains involves knowledge and the development of intellectual skills Level Original (Blooms, 1956) Revised (Anderson, 2001) 1 Knowledge Remembering 2 Comprehension Understanding 3 Application Applying 4 Analysis Analysing 5 Synthesis Evaluating 6 Evaluation Creating / Designing 25/35 1. Remembering Behaviour description recall or retrieve of previously learned information Examples of activity to be trained, or demonstration/evidence to be measured multiple-choice test; recount facts or statistics; recall a process, rules, definitions; quote law or procedure Key workds (verbs which describe the activity to be trained or measured) arrange, define, describe, label, list, memorise, recognise, relate, reproduce, select, state Technology book marking, flash cards, rote learning based on repetition, reading 26/35

2. Understanding Behaviour description understand meaning, restate data in one s own word, interpret, extrapolate, translate Examples of activity to be trained, or demonstration/ evidence to be measured explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors Key workds (verbs which describe the activity to be trained or measured) explain, reiterate, reword, critique, classify, summarise, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theorise, paraphrase, reference, example Technology participating in cooperative learning, taking notes, storytelling, Internet search 27/35 3. Applying Behaviour description use or apply knowledge, put theory into practice, use knowledge in response to real circumstances Examples of activity to be trained, or demonstration/ evidence to be measured put a theory into practical effect, demonstrate, solve a problem, manage an activity Key workds (verbs which describe the activity to be trained or measured) use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play Technology collaborative learning, create a process, blog, practice 28/35

4. Analysing Behaviour description interpret elements, organisational principles, structure, construction, internal relationships; quality, reliability of individual components Examples of activity to be trained, or demonstration/ evidence to be measured identify constituent parts and functions of a process or concept or de-construct a methodology or process; making qualitative assessment of elements, relationships, values and effects; measure requirements or needs Key workds (verbs which describe the activity to be trained or measured) analyse, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide Technology fishbowls, debating, questioning what happened, run a test 29/35 5. Evaluating Behaviour description develop new unique structures, systems, models, approaches, ideas; creative thinking/ operations Examples of activity to be trained, or demonstration/ evidence to be measured develop plans or procedures, design solutions; integrate methods, resources, ideas, parts; create teams or new approaches; write protocols or contingencies Key workds (verbs which describe the activity to be trained or measured) develop, plan, build, create, design, organise, revise, formulate, propose, establish, assemble, integrate, re-arrange, modify Technology survey, blogging 30/35

6. Creating/designing Behaviour description assess effectiveness of whole concepts in relation to values, outputs, efficiency, viability; critical thinking, strategic comparison and review; judgment relating to external criteria Examples of activity to be trained, or demonstration/ evidence to be measured return on investment or cost-effectiveness, practicability; perform a SWOT analysis in relation to alternatives; produce a financial justification for a proposition or venture, calculate the effects of a plan or strategy; perform a detailed and costed risk analysis with recommendations and justifications Key workds (verbs which describe the activity to be trained or measured) review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, ague, project-manage Technology create a new model, write an essay or a project proposal, network with others 31/35 Example 1 of cognitive levels Level Description Example 1 Remembering List down (as many as you wish) cartoon characters that you watch on TV 2 Understanding Select one cartoon character that you like most and describe its character 3 Applying Demonstrate how these characters can help you in real life 4 Analysing Choose three cartoon characters that you like most and study their similarities, differences, strengths and weaknesses 5 Evaluating Out of three above, which one (in your opinion) is the best character and explain the reasons behind your selection 6 Creating/ designing Based on the cartoon characters that you have watched, create a new cartoon character (sketch) and describe its features and main characters 32/35

Example 2 of cognitive levels Level Description Example 1 Remembering Write the Newton s laws of motion 2 Understanding Explain the laws in your own words 3 Applying Demonstrate how these laws can be used in practice 4 Analysing Differentiate between kinetic and potential energies with examples 5 Evaluating Design a problem to demonstrate the principle of conservation of energy 6 Creating/ designing Choose your method with justification to solve a dynamic problem either by using conservation energy or conservation of momentum. 33/35 Action word for each cognitive levels Remembering Understanding Applying Analysing Evaluating Designing Define Explain Apply Analyse Evaluate Evaluate Identify Describe Demonstrate Calculate Create Assess List Determine Illustrate Determine Design Choose Name Differentiate between Interpret Compare Develop Compare Relate Discuss Relate Inspect Formulate Estimate Underline Review Utilise Solve Modify Select Recall Understand Employ Examine Predict Validate 34/35

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