CO PO PEO Details On 14 Nov 18 Latest

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MILITARY INSTITUTE OF SCIENCE AND TECHNOLOGY

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

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ADD PHOTOS

Col A K M Nazrul Islam, PhD Wg Cdr Abdul Halim


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

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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 6
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
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MAIN COMPONENTS OF OBE

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A MODEL HIERARCHY OF OUTCOMES

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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:
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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.
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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

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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

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THE POs (1-6)

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THE POs (7-12)

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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
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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 17
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
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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

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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

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PO ASSESSMENT

 Use excel files or software (if available)

 Prepare excel file with detailed formulas

 Here is an example

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RELATIONSHIP BETWEEN THE POs AND PEOs

No PO Statement PEO-1 PEO-2 PEO-3 PEO-4

1 Engineering Yes No No No
Knowledge
2 Problem Analysis Yes No Yes No
3 Design/Development Yes No Yes No
of Solutions
4 Investigation Yes No Yes No
5 Modern Tool Usage No No Yes No
6 The Engineer and No No No No
Society
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RELATIONSHIP BETWEEN THE POs AND PEOs

No PO Statement PEO-1 PEO-2 PEO-3 PEO-4

7 Environment No No No No
Sustainability
8 Ethics No No No Yes
9 Individual Work and No No No Yes
Teamwork
10 Communication No Yes No No
11 Project Management No No No Yes
and Finance
12 Life-long Learning No No Yes No
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BLOOM’S TAXONOMY

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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)

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USE OF BLOOM’S TAXONOMY IN PROCESS OF LEARNING

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USE OF BLOOM’S TAXONOMY IN COURSE DESIGN

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USE OF BLOOM’S TAXONOMY IN COURSE DESIGN

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BLOOM’S TAXONOMY ACTION VERBS

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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.

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EXAMPLE OF WRITING COURSE OUTCOME (CO)

S/No COs Corresponding Bloom’s Delivery Assessment


POs Taxonomy Methods Tools
Domain/
Level
CO-1 Demonstrate PO-2 Problem Application Lecture, Class
an Analysis: White Performance
understandin Identify, Board /assignments
g of the basic formulate, Writing, , Class
circuit
research and Power Attendance,
principles by
solving analyze Point class tests,
simple circuit. complex Presenta final exam
engineering tion
problems and
reach
substantiated
conclusions
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EXAMPLE OF WRITING COURSE OUTCOME (CO)

S/No COs Correspond Bloom’s Delivery Assessment


ing POs Taxonomy Methods Tools
Domain/
Level
CO-2 Apply circuit PO-1, Application Lecture, Class
analysis Engineering White Performanc
techniques like Knowledge: Board e
KCL, KVL node Apply the Writing, /assignmen
and mesh knowledge Power ts, Class
analysis to of math, Point Attendance,
analyze large science, Presenta class tests,
circuits with engineering tion final exam
multiple fundamenta
sources ls to the
solution of
complex
engineering 32
EXAMPLE OF WRITING COURSE OUTCOME (CO)

S/No COs Corresponding Bloom’s Delivery Assessment


POs Taxonomy Methods Tools
Domain/
Level
CO-3 Analyze PO-2, Problem Analysis Lecture, Class
small AC Analysis: White Participatio
circuits Identify, Board n
and relate formulate, Writing, /Observatio
different research and Power n, Class
AC analyze Point Attendance
quantities complex Presentati , lab tests,
in practical engineering on project,
application problems and quiz test
. reach
substantiated
conclusions
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RELATIONSHIP BETWEEN COs AND POs

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


No

EECE-101 CO-1 √

CO-2 √

CO-3 √

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OUTCOME BASED ASSESSMENT METHOD

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VIDEO

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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
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CLOSE THE LOOP THROUGH
CONTINUOUS QUALITY IMPROVEMENT (CQI)

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OPEN FORUM

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COMMANDANT’s REMARKS

PHOTO
CONCLUSION

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THANK YOU

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