Outcome Based EducationOBE Dr S Viswanadha Raju Professor
Outcome Based Education(OBE) Dr. S. Viswanadha Raju Professor of CSE School of Information Technology JNTUniversity Hyderabad SVRAJU. JNTU@GMAIL. COM 09963701506 OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
CONTENTS # TENTATIVE TOPIC s OBE session 2 &3 : 11. 45 to 1. 00 & 2. 00 to 2. 45 PM 1. 0 Why Assessment? 2. 0 Assessment Tools 2. 1 Assessment Tools for PEO 2. 1. 1 PEO Assessment Tool: Alumni Survey Protocol 2. 1. 2 PEO Assessment Tool: Employers’ Survey Protocol 2. 1. 3 PEO Assessment Tool: Input from Industrial Advisory Committee Protocol 2. 2 Assessment Tools for Program Outcomes (PO) 2. 2. 1 PO Assessment Tool: Course Embedded Assessment Protocol 2. 2. 2 Other Assessment Tools for Program Outcomes (PO) 3. 0 Rubrics 3. 1 Using Rubrics for Direct Assessment of Student Work 3. 2 What are the parts of a rubric? Rubrics are composed of four basic parts: 3. 3 Rubrics can be classified into four formats 3. 4 Why use Rubrics? 2
What is Assessment? • Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Why Assessment? • Continuous improvement • Total Quality Management applied in educational setting • Accreditation/External evaluation • Competition • Industry push • Learning needs OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Assessment Tools for PEO Alumni Survey Employers’ Survey Input from Industrial Advisory Committee Program Educational Objectives Students’ Survey • Faculty Annual Self-Assessment (faculty meeting) • Facilities and Resources Assessment (faculty meeting) and etc. • • OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
PEO Assessment Tool: Alumni Survey Protocol • Constituency: Alumni • Survey Form Data collection frequency: Yearly • Department Assessment Committee Statistical Analysis: Descriptive and Inferential • Frequency of Analysis and Interpretation: Every three years • Responsibility for Analysis, Interpretation and Implementation resulting in Continuous Improvement: Department Faculty • Faculty In charge • Assessment Goal: 75% of the graduates surveyed would answer all survey items at a scale of 2. 5 or better out of 4. 0. • Outcome: Assessment goal met; Data exhibited for examination during visit of NBA team. OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
PEO Assessment Tool: Employers’ Survey Protocol • Constituency: EMPLOYERS • Survey Form Data collection frequency: Yearly • Department Assessment Committee Statistical Analysis: Descriptive and Inferential • Frequency of Analysis and Interpretation: ONCE IN YEAR • Responsibility for Analysis, Interpretation and Implementation resulting in Continuous Improvement: Department Faculty • Faculty In charge • Assessment Goal: 75% of the graduates surveyed would answer all survey items at a scale of 2. 5 or better out of 4. 0. • Outcome: Assessment goal met; Data exhibited for examination during visit of NBA team. OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
PEO Assessment Tool: Input from Industrial Advisory Committee Protocol • Constituency: Industrial Advisory committee • Input from minutes of the meeting : ONCE IN TWO YEARS • Department Assessment Committee Statistical Analysis: Descriptive and Inferential • Frequency of Analysis and Interpretation: ONCE IN YEAR • Responsibility for Analysis, Interpretation and Implementation resulting in Continuous Improvement: Department Faculty • Faculty In charge OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Assessment Tools for Program Outcomes (PO) • • Course Embedded Assessment Student Course Satisfaction Exit Survey Cumulative GPA Index/Percentage for Each Course Branch name- Basics Exam Senior Design Projects -- Index of Excellence Program NBA Accreditation Academic Review –University /COLLEGE OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
PO Assessment Tool: Course Embedded Assessment Protocol • Measurable: Realization of course learning objectives and a – k (Program outcomes)NBA/Departmental Outcomes • Constituency: Students • Methodology of Data Gathering: Student work • Data collection frequency: Each semester for each course offered Data collection responsibility: Department Assessment Committee Statistical Analysis: Descriptive and/or inferential • Frequency of Analysis and Interpretation: Every semester • Responsibility for Analysis, Interpretation and Implementation resulting in Continuous Improvement: Concerned faculty and the Quality Improvement committee in their respective discipline • Faculty INCHARGE • Assessment Goal: Each assessed item would have a score of 70% or better. OBE Dr. S. Viswanadha Raju, Professor of Faculty would take corrective action to any item having a score of less than 70% CSE , JNTUH
Other Assessment Tools for Program Outcomes (PO) • Student Course Satisfaction Exit Survey : Survey form completed at the conclusion of each class( students and faculty) • Cumulative GPA Index/Percentage for Each Course : Data collected from each course at the end of the semester( students and faculty) • Branch name- Basics Exam : The soundness of theoretical knowledge base will be measured by a comprehensive examination to be taken by all the graduating students of ELET at the senior level • Senior Design Projects -- Index of Excellence : The soundness of designing capability along with technical report writing and oral presentation skills of students will be measured by a panel made up of faculty and engineering staff from the industry • a. Program NBA Accreditation: outcome of Accreditation • b. Academic Review –University /COLLEGE: Internal Assement OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Other Assessment Tools for Program Outcomes (PO) • Practical/internships – Project or report completed as part of experience – Evaluations by experience supervisor(s). Not satisfaction surveys - actual ratings of student performance that is directly related to the outcome. Like capstones, these experiences may be used to measure student performance on more than one outcome. • Theses and dissertations – Ideal for graduate programs. The rubrics that can be used to evaluate the quality of theses and dissertations in several disciplines. OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Using Rubrics for Direct Assessment of Student Work • A rubric is a scoring tool that lays out the specific expectations for an assignment. • Rubrics divide an assignment into its component parts and provide a detailed description of what constitutes acceptable or unacceptable levels of performance for each of those parts. OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
What are the parts of a rubric? Rubrics are composed of four basic parts: • A task description (the assignment) • A scale of some sort (levels of achievement, possibly in the form of grades). Scales typically range from 3 to 5 levels. • The dimensions of the assignment (a breakdown of the skills/knowledge involved in the assignment) • Descriptions of what constitutes each level of performance (specific feedback) OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Conti… OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Conti… • Rubrics Can be used to classify virtually any product or behavior, such as essays, research reports, portfolios, works of art, recitals, oral presentations, performances, and group activities • Can be used to provide formative feedback to students, to grade students, and to assess programs • Can be used for program assessment in a number of ways: – Faculty can use rubrics in classes and aggregate the data across sections – Faculty can independently assess student products and then aggregate results – Faculty can participate in group readings in which they review student products together and discuss what they have found OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Rubrics can be classified into four formats • Checklists – simple list indicating the presence of 'things you are looking for‘ ( by common sense) • Rating scales – a checklist with a rating scale added to show the degree to which the ‘things you are looking for' are present • Holistic rating scales : – Do not have a list of the ‘things you're looking for' – Have short narrative descriptions of the characteristics of outstanding work, acceptable work, unacceptable work, and so on • Descriptive rubrics : Replace the checkboxes of rating scale rubrics with brief descriptions of the performance that merits each possible rating OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Rubrics can be classified into four formats • Checklists – simple list indicating the presence of 'things you are looking for‘ ( by common sense) OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
A rating scale for an oral presentation OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Conti… OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Conti… OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Why use Rubrics? • Rubrics provide timely feedback – grading can be done more quickly • Rubrics prepare students to use detailed feedback • Rubrics encourage critical thinking • Rubrics facilitate communication with others • Rubrics help faculty refine their teaching skills • Rubrics help level the playing field : non-native speakers of English, rubrics can act as a translation device to help students understand what teachers are talking about. OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Conti… • Rubrics Can be used to classify virtually any product or behavior, such as essays, research reports, portfolios, works of art, recitals, oral presentations, performances, and group activities • Can be used to provide formative feedback to students, to grade students, and to assess programs • Can be used for program assessment in a number of ways: – Faculty can use rubrics in classes and aggregate the data across sections – Faculty can independently assess student products and then aggregate results – Faculty can participate in group readings in which they review student products together and discuss what they have found OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Acknowledge I would like to express my special thanks of gratitude to my high school teacher (A. V. Naidu )as well as our Vice chancellor Prof. Rameshwar Rao JNTUH , Rector JNTUH, Registrar of JNTUH and Prof . M. Sreenivasa Rao Director SIT , JNTUH who gave me the golden opportunity to do this wonderful presentation on the topic (OBE), which also helped me in doing a lot of WORK. I would like to say thanks to search engine and referee authors whoever helped me directly / indirectly. I would also like to thank my parents and friends who helped me a lot in finalizing this presentation within the limited time. Finally I would like to extend my sincere thanks to Guest of honor’s, invitees, participants whoever attended for this workshop (OBE) AND management and Principals of engineering colleges. OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
Thank you all OBE Dr. S. Viswanadha Raju, Professor of CSE , JNTUH
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