Outcome Based Education (OBE)

Preamble
A systematic, meticulous and stringent mechanism of Outcome Based Education (OBE)
shall be followed with total focus on measurement of student performance through
outcomes. Due weightage shall be given for graduate performance in the realms of
knowledge, skills and attitude in order to ensure holistic development, the educational
philosophy of the institution.

Scope
The OBE framework shall serve as guidelines to enable teaching and learning processes of the
institution to work in tandem to deliver the outcomes that are expected to be achieved
during the academic stint of a student with the College.

The norms laid herein are applicable to all academic programmes, coursesand curricular
activities undertaken by the faculty members.

The current version of OBE policy shall be applicable for the academicprogrammes
which follow NEP 2020 curriculum.

The CO and PO attainment shall be computed for the core courses,elective

courses and skill enhancement courses.
Objectives
The following are the objectives of the OBE policy:

To design a learner-centric and outcome-focused education system

To define Graduate Attributes and Programme Educational Objectives(PEOs) in
alignment with the vision and mission of the college
To develop the Programme Outcomes (POs) to achieve the Graduate Attributes of
the institution
To ensure the creation of learner-centric course contents to attain theestablished
outcomes
To empower teachers to be effective in OBE system
To establish an outcome based assessment system that measures the attainment of
outcomes at course and programme levels
OBE Committee

The OBE process in the institution shall be governed by the OBE committee. The
composition of the committee is given below:

Principal - Chairman

Deans - Ex-officio Members

Controller of Examinations - Ex-officio Examination Office Member IQAC

Representative - Ex-officio IQAC Member

Co-ordinator - Faculty Nominee

Members - FacultyNominees

Roles and Responsibilities

The OBE Committee designs the policy and system of OBE and evaluation of
outcomes.

The committee shall guide the implementation of OBE in all departments.

The committee shall periodically monitor the OBE process and conduct anannual
review of its effectiveness.

The graduate attributes, PEOs, POs and COs of various programmes andcourses
are to be framed and mapped by the committee.

The attainment results of outcomes shall be collated and reviewed by the

committee.

The committee shall ensure the quality assurance of curriculum, pedagogical process
of the institution to attain the outcomes.

Definitions
Graduate Attributes

The level of understanding, knowledge comprehension, skill development,

competencies, attitudinal formation that the students of the institute have to imbibe
 during their education are termed as Graduate Attributes. The Graduate
Attributes mentioned in the ‘Curriculum and Credit Framework for
Undergraduate Programmes, December 2022’ of UGC are given in Annexure I.

Programme Educational Objectives

The objectives that the students are expected to attain after the successful
completion of the programme are termed as Programme Educational
Objectives. PEOs are drawn from the vision and mission of the
institution.Compendium of Institutional Policies

They highlight the academic and professional accomplishments expected to be

achieved.

Programme Outcomes

Programme Outcomes (POs) are the quantified and measurable results that are
expected to be achieved by each and every student towards the end of the
programme. In simple terms these are the graduate attributes that the students are
expected to attain at the completion of the programme.

Course Outcomes

Course Outcomes (COs) are the quantified and measurable results that are
expected to be achieved by each and every student on completion of each and every
course. COs are specific to each and every course in a program.
Outcome Based Education (OBE) Framework
The OBE framework of the College can be depicted as in Fig.1.
i. Outcome Based Education is learner-centric. The PEOs shall be drawn from the
vision and mission of the College and Universal Graduate
Attributes (UGA). POs and COs are to be derived from the PEOs.
ii. The teaching learning process has to be developed according to the PEOsand POs.
iii. The programme outcomes act as a reference guide to set the course outcomes
(COs). The course curriculum shall aspire to fulfill the COsand POs.
 Figure 1. Outcome Based Education framework

iv. Pedagogy and teaching-learning processes shall integrate all essential

components to achieve the outcomes.

v. Formative assessment (CIA) and Summative assessment (End

Semester/Trimester examination) shall incorporate outcome attainment
measurements.

vi. Feedback from stakeholders shall serve as the fulcrum of improvement inthe OBE
framework.

vii. Result/Outcome attainment analysis shall provide the necessary input

regarding attainment of COs, POs and PEOs.

OBE Implementation Process

The OBE implementation comprises of the following process:

i. The OBE committee in consonance with IQAC shall ensure that the PEOs are in
tandem with the vision, mission and UGA.
 ii. The POs and COs shall be defined by the department guided by the
respective Deans.

iii. COs are to be framed using Bloom’s Taxonomy specifying the different sub-
domains of learning. The departments shall implement the necessary teaching-
learning process and skill development activities for the fulfillment of these
outcomes.

iv. OBE system shall be reviewed during the annual feedback from
stakeholders.

Outcome-Based Assessment and Evaluation

The assessment methods shall aim to evaluate the student performance at the course level in
terms of attaining the COs and the performance of all the courses for the attainment of
POs. The two methods of assessment, namely, formative and summative assessment are shown
in figure 2.
 Figure 2. Outcome Based Assessment and Evaluation

Formative Assessment

Periodic Assessment or Continuous Internal Assessment (CIA), whichcarries

4 0% weightage shall be the formative assessment under the OBE framework.
The CIA shall be a combined assessment of skills through mid- termexamination,
assignment, mini-projects, seminar and activity-based evaluation. The formative
assessment shall focus on assessing the students on qualitative parameters.

Summative Assessment

Summative Assessment shall be undertaken through an End Semester/Trimester

Examination (ESE/ETE) and shall carry a weightage of 60% of the total assessment.

Mapping and Computation of Attainment Level

i. The implementation of OBE is complete with mapping and attainment level
computation.

ii. Course outcomes shall be mapped with programme outcomes. One CO may be
mapped with more than one PO and vice versa.

iii. Mapping of COs with formative and summative assessments shall be provided in
the Course Assessment Plan (CAP) of the Curriculum Document.

iv. The department shall ensure that all the COs are sufficient to measure the
attainment level of POs.

v. The attainment is measured at the programme and course level. Benchmarks are
set for PO and CO attainment.
Computation of CO attainment
i. Attainment of COs shall be computed in two steps:
(i) CO attainment shall be computed based on marks obtained in formative and
summative assessment as per the mapping in the CAP.
(ii) The Levels of CO attainment shall be computed based on the percentage of
students attaining the CO benchmarks.
ii. The attainment benchmark for all the courses of UG programmes shall be as per
Table 1 and 2 below:
Table 1. Benchmarks of CO Attainment of UG Programmes

Benchmarks of CO Attainment of UG programmes Interpretation

50% of marks and above CO Attained

Lessthan 50% of marks CO not attained

Table 2. Levels of CO Attainment of UG Programmes based on the

percentage of students attaining CO benchmarks in a course

Levels of CO Attainment
Level A More than 90% of students attained CO benchmarks
Level B More than 80% of students attained CO benchmarks
Level C More than 70% of students attained CO benchmarks
Level D More than 60% of students attained CO benchmarks
Level E More than 50% of students attained CO benchmarks
Level F CO benchmarks not attained

iii. The attainment benchmark for all the courses of PG programmes shall be as per
Table 3 and 4 below:
Table 3. Benchmarks of CO Attainment of PG Programmes
Benchmarks of CO Attainment of PG programmes Interpretation

60% of marks and above CO Attained

Lessthan 60% of marks CO not attained
 Table 4. Levels of CO Attainment of PG Programmes based on the
percentage of students attaining CO benchmarks in a course

Levels of CO Attainment
Level A 100% of Students attained CO benchmarks
Level B 90% of Students and above attained CO benchmarks
Level C 80% of students and above attained CO benchmarks
Level D 70% of students and above attained CO benchmarks
Level E 60% of students and above attained CO benchmarks
Level F CO benchmarks not attained

Computation of PO attainment

PO attainment of UG Programmes: PO attainment is measured as the average percentage

of marks obtained by all the students across all the courses that are mapped to a particular
PO as given below (Table 5).

Table 5. Benchmarks of PO Attainment of UG Programmes

Benchmarks of PO Attainment of UG programmes Interpretation

50% and above PO attained
Lessthan 50% PO not attained
PO attainment of PG Programmes: The benchmark for PO attainment for PG
programmes is shown in Table 6.
Table 6. Benchmarks of PO Attainment of PG Programmes

Benchmarks of PO Attainment of PG Programmes Interpretation

60% and above PO attained
Lessthan 60% PO not attained

Review of OBE policy

The OBE committee shall review the policy based on stakeholder feedback and analysis
of industry trends. Due attention shall be given to incorporate the needs of the
students and developmental concerns of society and nation. The policy shall be easily
adaptable to innovative courses and programmes that would be introduced by the
institution in the future.
 Annexure I

CURRICULUM AND CR EDIT FRAM EWOR K

FOR UNDER GRADUATE PROGRAMMES

UNIVERSITY
GRANTS
COMMISSION
BAHADUR SHAH ZAFAR MARG,
NEW DELHI - 110002
Graduate Attributes:
The graduate attributes include capabilities that help broaden the current
knowledge base and skills, gain and apply new knowledge and skills,
undertake future studies independently, perform well in a chosen career,
and play a constructive role as a responsible citizen in society. Graduate
attributes are fostered through meaningful learning experiences made
available through the curriculum and learning experience, the total
college/university experience, and a process of critical and reflective
thinking.

Graduate attributes include learning outcomes that are specific to

disciplinary areasrelating to the chosen field(s) of learning within broad
multidisciplinary/interdisciplinary/ transdisciplinary contexts and generic
learning outcomes that graduates of all programmes of study should acquire
and demonstrate, as given in Table 1.

Table 1: Graduate attributes

Type of The Learning outcomes descriptors
learning
outcomes
Learning Graduates should be able to demonstrate the acquisition of:
outcomes that
are specific to Comprehensive knowledge and coherent understanding of the
disciplinary/ chosen disciplinary/interdisciplinary areas of study in a broad
interdisciplinary multidisciplinary context, their different learning areas, their
areas of learning linkages with related fields of study, and current and emerging
developmentsassociatedwiththechosendisciplinary/interdisciplinary
areas of learning.
Practical, professional, and procedural knowledge required for
carrying out professional or highly skilled work/tasks related to the
chosen field(s) of learning, including knowledge required for
undertaking self-employment initiatives, and knowledge and mindset
required for entrepreneurship involving enterprise creation, improved
product development, or a new mode of organization.

Skills in areas related to specialization in the chosen

disciplinary/interdisciplinary area(s) of learning in a broad
multidisciplinary context, including wide-ranging practical skills,
involving variable routine and non-routine contexts relating to the
chosen field(s) of learning.
 Capacity to extrapolate from what has been learned, translate
concepts toreal-life situations and apply acquired competencies in
new/unfamiliar contexts ,rather than merely replicate curriculum
content knowledge, togenerate solutions to specific problems.

Generic Complex problem-solving: The graduates should be able to demonstrate

learning the capability to:
outcomes • solve different kinds of problems in familiar and non-
familiar contexts and apply the learning to real-life
situations.
Critical thinking: The graduates should be able to demonstrate the
capability to:
• apply analytic thought to a body of knowledge, including
the analysis and evaluation of policies, and practices, as well as
evidence, arguments, claims, beliefs, and the reliability and
relevance of evidence,
• identify relevant assumptions or implications; and formulate
coherent arguments,
• identify logical flaws and holes in the arguments of others,
• analyze and synthesize data from a variety of sources and draw
valid conclusions and support them with evidence and
examples.
Creativity: The graduates should be able to demonstrate the ability to:
• create, perform, or think in different and diverse ways about
the same objects or scenarios,
• deal with problems and situations that do not have simple
solutions,
• innovate and perform tasks in a better manner,
• view a problem or a situation from multiple perspectives,
• think ‘out of the box’ and generate solutions to
complex problems in unfamiliar contexts,
• Adopt innovative, imaginative, lateral thinking,
interpersonalskills and emotional intelligence.
 Communication Skills: The graduates should be able to demonstrate the
skills that enable them to:
• listen carefully, read texts and research papers analytically and
present complex information in a clear and concise manner to
different groups/audiences,
• express thoughts and ideas effectively in writing and orally and
communicate with others using appropriate media,
• confidently share views and express herself/himself,
• construct logical arguments using correct technical language
related to a field of learning, work/vocation, or an area of
professional practice and convey ideas, thoughts, and
arguments
using language that is respectful and sensitive to gender and
other minority groups.
Analytical reasoning/thinking: The graduates should be able to
demonstrate the capability to:
• evaluate the reliability and relevance of evidence;
• identify logical flaws in the arguments of others;
• analyze and synthesize data from a variety of sources; draw valid
conclusions and support them with evidence and examples, and
address opposing viewpoints.
• Research-related skills: The graduates should be able to
demonstrate:
• a keen sense of observation, inquiry, and capability for
asking relevant/ appropriate questions,
• the ability to problematize, synthesize, and articulate issues
and design research proposals,
• the ability to define problems, formulate appropriate and
relevant research questions, formulate hypotheses, test
hypotheses using quantitative and qualitative data, establish
hypotheses, make inferences based on the analysis and
interpretation of data, and predict cause-and-effect
relationships,
• the capacity to develop appropriate methodology and tools for
data collection,
• the appropriate use of statistical and other analytical tools and
techniques,
• the ability to plan, execute and report the results of
an experiment or investigation, the ability to acquire the
understanding of basic research ethics and skills in
practicing/doing ethics in the field/ in personal research
work, regardless of the funding authority or field of
study.
Coordinating/collaborating with others: The graduates should be able
to demonstrate the ability to:
• work effectively and respectfully with diverse teams,
• facilitate cooperative or coordinated effort on the part of a group,
• act together as a group or a team in the interests of a
common cause and work efficiently as a member of a team.
Leadership readiness/qualities: The graduates should be able to
demonstrate the capability for:
• mapping out the tasks of a team or an organization and
settingdirection.
• formulating an inspiring vision and building a team that can help
achieve the vision, motivating and inspiring team members to
engage with that vision.
‘Learning how to learn skills: The graduates should be able
todemonstrate the ability to:
• acquire new knowledge and skills, including ‘learning how to
learn skills, tha tare necessary for pursuing learning activities
throughout life, through self-paced and self- directed learning
aimed at personal development, meeting economic, social, and
cultural objectives, and adapting to changing trades and
demands of the workplace, including adapting to the changes
in work processes in the context of the fourth industrial
revolution, through knowledge/ skill development/reskilling,
• work independently, identify appropriate resources required for further
learning,
• acquire organizational skills and time management to set self-defined
goals and targets with timelines.
• inculcate a healthy attitude to be a lifelong learner
Digital and technological skills: The graduates should be able to
demonstrate the capability to:
• use ICT in a variety of learning and work situations,
• access, evaluate, and use a variety of relevant
information sources, and use appropriates of
software for analysis of data.
Multicultural competence and inclusive spirit: The graduates should be
able to demonstrate:
• the acquisition of knowledge of the values and beliefs of multiple
cultures and a global perspective to honor diversity,
• capability to effectively engage in a multicultural
group/society and interact respectfully with diverse groups,
• capability to lead a diverse team to accomplish common group
tasks and goals.
• gender sensitivity and adopting a gender-neutral approach, as
also empathy for the less advantaged and the differently-
abled including those with learning disabilities.

Value inculcation: The graduates should be able to demonstrate

the acquisition of knowledge and attitude that arer equired to:
• embrace and practice constitutional, humanistic, ethical, and
moral values in life, including universal human values of truth,
righteous conduct, peace, love, nonviolence, scientific temper,
citizenship values,
• practice responsible global citizenship required for responding
to contemporary global challenges, enabling learners to
become aware of and understand global issues and to become
active promoters of more peaceful, tolerant, inclusive, secure,
andsustainable societies,
• formulate a position/argument about an ethical issue from
multiple perspectives
• identify ethical issues related to work, and follow ethical
practices, including avoiding unethical behaviour such as
fabrication, falsification or misrepresentation of data, or
committing plagiarism, and adhering to intellectual property
rights,
• recognize environmental and sustainability issues, and
participate in actions to promote sustainable development.
 Autonomy, responsibility, and accountability: The graduates
should be able to demonstrate the ability to:
• apply knowledge, understanding, and/or skills with an
appropriate degree of independence relevant to the level of the
qualification,
• work independently, identify appropriate resources required for a
project, and manage a project through to completion,
• exercise responsibility and demonstrate accountability in
applying knowledge and/or skills in work and/or learning
contexts appropriate for the level of the qualification, including
ensuringsafety and security at workplaces.
Environmental awareness and action: The graduates should be able
to demonstrate the acquisition of and ability to apply the knowledge,
skills, attitudes, and values required to take appropriate actions for:
• mitigating the effects of environmental degradation, climate
change, and pollution,
• effective waste management, conservation of biological
diversity, management of biological resources and biodiversity,
forest and wildlife conservation, and sustainable development
Community engagement and service: The graduates should be able
to demonstrate the capability to participate in community-engaged
services/ activities for promoting the well- being of society.

Empathy: The graduates should be able to demonstrate the ability to

identify with or understand the perspective, experiences, or points of
view of another individual or group, and to identify and understand
other people’s emotions.
 Annexure II

PO and CO Mapping and Computation of CO and PO Attainment –

Sample The CO – PO mapping of MSW programmeis depicted below:

a) MSW Programme Outcomes

Programme Outcomes and Specific Outcomes

After successful completion of the two-year Masters programme in Social

Work, the graduate will be able to:

PO:Promote Social Justice and foster societal transformation

PSO 1:Exercise and enhance professional development practices

PSO 2:Engage in Social Work research that contributes tosocial innovation

PSO 3:Apply skills in identification, utilization and management of

resources for sustainable development OutcomeBased Education

(OBE) Policy

b) Sample Course Outcomes Course Title:

Social
Case Work CourseCode:
SOW171203

After the completion of the course, the students will be able to:
 formulate assessment techniques in the social agency setting

 evaluate the progression of the client in the practice of case work

c) PO and CO mapping and attainment: The COs pertaining to the course
are mapped with PO. The formative assessments, CIA, comprises of
i) assignment ii) activity-based learning iii) seminar, a total of 30 marks. The
summative assessment comprises of end semester examination, for a total of 70
marks. Attainment target for the course is set at 60 marks (CIA 18 marks and ESE
42 marks). Marks secured by the students are computed in terms of CO1 and CO2
to arrive at the CO attainment. The results of the analysis are presented in Table 1.

Table 1. CO Attainment of Social Case Work Course

CO1 CO2 Course wise CO

Level of
Course Attainment Attainment Attainment
Attainment
(18) (42) (60)
SOW171203 -
Social Case 18.73 45.04 63.77 Level 2
Work

The CO attainment level of Social Case Work course pertaining to

CO1 and CO2 has attained the benchmark of 60 marks.

d) CO attainment of all courses in MSW Programme: The

CO attainment analysis of the MSW programme is depictedin Table 2.
 Table 2. CO Attainment Analysis of MSW Programme

CO 1 CO 2 Subject wise CO PO
Level of Attainment
Attainment Attainment Attainment Mapping
Semester 1

SOW171201‐ History and Philosophy of Social Work 20.23 46.08 66.31 Level 3 PO3
SOW171202‐ Sociology for Social Workers 19.54 42.65 62.19 Level 2 PO3
SOW171203‐ Social Case Work 18.73 45.04 63.77 Level 2 PO1
SOW171204 ‐ Social Group Work 19.00 45.73 64.73 Level 2 PO1
SOW171205 ‐ Human Rights for Social Workers 18.50 44.85 63.35 Level 2 PO3
SOW1712I1 ‐ Concurrent Field Work I 20.08 47.04 67.12 Level 3 PO1
SOW172201‐ Counselling: Theory and Practice 20.27 40.04 60.31 Level 2 PO3
Semester 2

SOW172202‐ Psychology for Social Workers 19.65 44.50 64.15 Level 2 PO3
SOW172203‐ Community Organization and Social Action 19.85 44.69 64.54 Level 2 PO1
SOW172204 ‐ Social Work Research and Statistics 20.00 41.77 61.77 Level 2 PO2
SOW172205 ‐ Communication for Social Work practice 22.15 46.31 68.46 Level 3 PO3
SOW1722I1 ‐ Concurrent Field Work II 20.31 43.85 64.15 Level 2 PO1
SOW1722I2 ‐ Social Work Camp 21.58 49.19 70.77 Level 3 PO1
OpenElectives 20.62 41.54 62.15 Level 2 PO3
Semester 3

SOW173201‐ Social Welfare Administration 20.15 43.85 64.00 Level 2 PO3

SOW173202‐ DisasterManagement 21.35 48.88 70.23 Level 3 PO3
SOW1732I1 ‐ Concurrent Field Work III 20.15 45.42 65.58 Level 3 PO1
SOW1732I2 ‐ Minor Project 20.27 46.58 66.85 Level 3 PO1
Elective 1 20.35 45.27 65.62 Level 3 PO3
Elective 2 20.46 43.38 63.85 Level 2 PO3
SOW174201‐ Correctional Social Work 22.96 41.69 64.65 Level 2 PO3
SOW174202‐ Social Justice and Empowerment
Semester 4

19.69 41.73 61.42 Level 2 PO3

SOW174203‐ Corporate Social Responsibility 19.19 43.12 62.31 Level 2 PO3
SOW1742R1‐ Dissertation 18.96 45.92 64.88 Level 2 PO2
SOW1742I1 ‐ Concurrent Field Work IV 19.00 45.27 64.27 Level 2 PO1
SOW1742I2 ‐ Block Placement 21.35 44.00 65.35 Level 3 PO1
Elective 3 21.19 43.23 64.42 Level 2 PO3
Elective 4 21.88 44.58 66.46 Level 3 PO3

It is observed from Table 2 that 23 courses have attained thebenchmark of 60

marks.

e) PSO attainment of MSW programme: CO attainment implies PSO

attainment. PSO attainment implies PO attainment. The PSO
attainment analysis is depicted in Table 3.
Table 3. PSO Attainment Analysis of MSW Programme
PSO Attainment Level of Attainment
PSO1 65.71 Level 3
PSO2 63.33 Level 2
PSO3 64.37 Level 2

Table 3 shows that all the PSO1, PSO2 and PSO3 have attained the
benchmark of 60%. The level of attainment regarding PSO1 is
level 3. The level of attainment regarding PSO2 and PSO3 is level
2. Hence it is inferred from PSO attainment that the programme
outcome of the MSW programme has been attained.