Logo Name of the Institution

OUTCOME BASED EDUCATION

(OBE) MANUAL
DRAFT 1

ACADEMIC YEAR
2021 – 22

Team OBE
Foreword
 INDEX

1 Introduction, Rational, what is OBE?............................ 3

2 OBE Architecture …………………………………….. 5
3
4
5
6
7
8
9
10
11
12
13
14
15
16

Abbreviations:
OBE Outcome Based Education BTL Blooms Taxonomy Level
HOT Higher Order of Thinking LOT Lower Order of Thinking
PEO Program Education Objective PO Program Outcome
CO Course Outcome PSO
 Preamble

The rationale behind OBE

What is Outcome Based Education

Traditional Vs Outcome Based Education

Factors affecting the success of OBE

OBE ARCHITECTURE

Vision of the Institution

 Mission of the Institution Values

Program Educational Objectives (PEO):

PEO 1
PEO 2
PEO 3

Program Outcomes (PO):

PO 1
PO 2
PO 3
PO 4
PO 5
PO 6
PO 7
PO 8
PO 9
 PO 10
PO 11
PO 12

Before start of Semester During the Semester End of Semester

Details regarding the steps in developing a course using Outcome Based Approach

Structure of Course Outcome

Bloom's Taxonomy: Action verbs for generating outcomes

Remembering Understanding Applying Analyzing Evaluating Creating

While writing COs the following points should be addressed
Is there a description of precise behavior and the situation it will
Specific be performed in? Is it concrete, detailed, focused and defined?

Measurable Can the performance of the outcome be observed and measured?

With a reasonable number of efforts and application can the

Achievable outcome be achieved? Are you attempting too much?
Is the outcome important or worthwhile to the learner or
Relevant stakeholder? Is it possible to achieve this outcome?
Is there a time limit, rate, number, percentage or frequency
Time-Bound clearly stated? When will this outcome be accomplished?

Outcome Based Assessment

The final assessment in an OBE approach is the estimation of the level of attainment of POs and
PSOs. These outcomes are estimated from the estimates of all COs and Activity Outcomes AOs
of the entire program. Hence every Course Outcomes (COs) and other Activity Outcomes (AOs)
should be mapped onto the respective POs and PSOs in terms of the strength of mapping.

Mapping Scale for estimation of mapping strength (Sample)

Weightage Relationship % Attainment

0 Nil 0%
1 Low 1-50%
2 Moderate 51-70%
3 Significant 71-100%
CO – PO and CO – PSO mapping of a course.
PO1 PO2 PO3 PO4 … PO11 PO12 PSO1 PSO2 PSO3 PSO4

CO1 2 - 3 - 2 - 3 2 - 3

CO2

CO3

CO4

CO5

Non-Course Activity AO – PO mapping

PO1 PO2 PO3 PO4 … PO11 PO12

AO1 3 2 1 - 2 1

AO2

AO3

AO4

Program Matrix
Courses P01 P02 ... …. P011 P012 PS01 PS04
CO101.1 3 2 1 2 3 3
CO101.2 3 -
CO101.3 2 -
.
.
CO102.1 3 2
CO102.2 3 1
.
.

CO312.5 2 1
A course plan is a guided planning of the components of the course. This help in providing a
check of various components in terms of the course outcomes. The cardinal principle behind the
OBE process is constructive alignment.

Format of a Course Plan (Sample)

PMC2020 - OPERATIONS RESEARCH

Program and Semester: MCA, 3rd Semester

Course Outcome:
Upon completion of the course the students are able to:
CO1: Formulate OR Models of the real system from the verbal descriptions about the system.
CO2: Solve the OR models using appropriate algorithms and methods.
CO3: Analyze the solutions and propose recommendations to the decision makers
CO4: Use appropriate tools and resources that could be applied for the solution of problems.
CO5: Identify the problems and situations where the OR modeling could be effectively used

Module1

Course Content/Syllabus Learning Experience Indicator/

Outcome Evaluation
  Linear programming Students identifies the concepts Chart of
  problems-Mathematical related to various models. Models
CO1 formulation. Graphical, (Presentation, Video, Lecture) Class
CO2 method of solution. Simplex Students formulate mathematical Exercise
CO3 method, Model Formulation. models in LPP (exercises and Active
CO5 Definition of goal practice from Moodle task) response
programming, Applications Illustrates the procedural steps in sheet 
– graphical Solution. Ethical solution (Demonstrated lecture,  
issues in optimization, videos and exercise) Assignment
modeling and decision Suggest on Ethical issues related to Project
making. solutions (Discussion) Test1
 
Constructive Alignment is the basic
principle in OBE approach. Here the
curriculum, teaching and learning
activities and assessments are all directed
towards the intended learning outcomes of
the course. The emphasis of constructive
alignment is on the learner. This approach
places the students in the center of
learning activity and teaching is
considered as just a catalyst for learning.
The teacher’s role here is to create an
environment suitable for learning and get
the students engage in learning activity.
The figure shown here illustrates the constructive alignment.

Innovative practices that are integrated with OBE

⮚ Small Group Discussion ⮚ Inquiry – based Learning
⮚ Problem based Learning ⮚ Simulation and Gaming
⮚ Group Activities / Project work ⮚ Writing with peer review
⮚ Assignments. ⮚ Debates and Discussions
⮚ Case Studies ⮚ Random Calling
⮚ Concept mapping / mind mapping ⮚ Snow balling / syndicate groups
⮚ Tutorial worksheets ⮚ Team based learning
⮚ Collaborative learning ⮚ Buzz Groups

Outcome Based Assessment

Formative and Summative Assessments
Direct and Indirect Assessment

Design of a rubrics

Integration of rubrics with Outcome

Integration of question paper with Outcomes
Sl No Question CO1 CO2 CO3 CO4 CO5
1 Explain…… 2
2 Define……. 1
3 List the……. 1
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Estimation of COs: Detailed Procedure

Estimation of POs and PSOs: Detailed Procedure

Course Level Attainment: Detailed Procedure

Program Course Attainment: Detailed Procedure

Illustration:
Avg %
Course result in Clue for keeping target Attainment Attainment Attainment
last year 1 if 2 if 3 if

Course 1 <40 % Threshold 40 % cross 50% cross 60% cross

target target target

Course 2 Above 40% Threshold with 60 % cross 70% cross 80% cross
but less than high attainment target target target
50% level
 Course 3 Above 50 % Average based 40 % cross 50% cross 60% cross
target target target

Course 4 Above 80 % Average based 60 % cross 70% cross 80% cross

with high target target target
attainment level

Alumni Feedback:

Survey Format:

Strategies for Slow, Average and Advanced Learners:

Sample list of Activities:

Steps for Continuous Improvement:

 References:
https://rldworld.com/2020/04/29/outcome-based-education-5-preparing-
outcome-based-course-outline-and-lesson-plan-with-outcome-mappings/
https://rldworld.com/2020/05/09/outcome-based-education-6-teaching-
learning-strategy-and-performance-evaluation-method/
https://rldworld.com/2020/04/24/outcome-based-education-4-curriculum-
and-curriculum-design-process/