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NBA Closing The Loop

This document discusses continuous improvement in education through outcomes-based accreditation. It emphasizes closing the loop by regularly assessing student outcomes, using the results to improve the program, and reassessing outcomes to evaluate the effectiveness of improvements. Primary tools for assessment include mapping program outcomes to course learning outcomes, developing rubrics to measure outcome attainment, analyzing assessment data, and making evidence-based decisions to enhance learning. Faculty must view assessment as a means for transformation rather than just certification, and institutions need leadership to establish effective continuous improvement processes.

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Er Umesh Thoriya
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95 views30 pages

NBA Closing The Loop

This document discusses continuous improvement in education through outcomes-based accreditation. It emphasizes closing the loop by regularly assessing student outcomes, using the results to improve the program, and reassessing outcomes to evaluate the effectiveness of improvements. Primary tools for assessment include mapping program outcomes to course learning outcomes, developing rubrics to measure outcome attainment, analyzing assessment data, and making evidence-based decisions to enhance learning. Faculty must view assessment as a means for transformation rather than just certification, and institutions need leadership to establish effective continuous improvement processes.

Uploaded by

Er Umesh Thoriya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Objectives of Orientation

Program
An Overview of the Day
Outcomes as an Objective of Teaching
• As teachers, we implicitly know why we are teaching, and
with what objective.
• Broadly we teach with a view to create understanding and
insights.
• In real life, the insight must lead to empowerment: through
knowledge, skills, attitude and behavior: Outcomes.
• Implicitly we know this, but rarely stop to check whether that
is really happening.
• Outcomes Based Education: Essentially teaching with this
awareness and associated effort.
Accreditation: A simple definition
• It is a Process by which:

The Institution being looked at is given a SEAL of approval


by stakeholders in its activity - as meeting their
expectations.

• (Stakeholders: Students, Govt., Industry, Faculty,…)


Request from an old IITK Student
• Good afternoon,

• My name is Suganandha Bharathi and I am a Malaysian Citizen. I had done


my B.Tech in Mechanical Engineering from Indian Institute of Technology
Kanpur and graduated in the year 1997. Until now I am unable to become
graduate member with Board of Engineers Malaysia because IIT
programmes are not accrediated or recognised by NBA india. 

• I hope you could advice me on this matter.

• Thank you

• Suganandha Bharathi
Beyond Certification
• However, its aim is not mere certification.

• It is a process which encourages continuous


look at how you teach, what is its impact, and
how to achieve the set objectives better.

• It should lead to a Continuous Improvement


System.
Today’s Program
• Aimed as an Awareness and Appreciation Program for the
faculty and HOD’s/Heads of Institutions.
• Brief them about the basic processes of accreditation.
• An opportunity to understand the new directions being
pursued in Accreditation at NBA.
• Focus Areas:
Outcome Based Accreditation.
Understanding the Latest SARs for Engineering (Affiliated
Institutions).
Today’s Program
• Outcome Based Accreditation: No Rocket Science.
• Most of what we have to say: common sense.
• However, some familiarity required with basic systems and
tools for accreditation.
• Providing that familiarity is the essential objective today.
Our Resource Team
• Surendra Prasad, Chairman, NBA
• Dr. Anil Nassa, Member Secretary, NBA
• Professor R.V. Ranganath, Professor, BMS College of
Engineering.
Presentation Outline
• Main Emphasis of my talk
Assessment as a tool for institutions towards continuous
improvement of education
: Closing the Loop.
Closing the Loop

: Accreditation as a Tool for


Continuous Improvement of Program
Outcomes
SAR Contents
Serial Code and
Item
Link to the Item
PART A Institutional Information
PART B Criteria Summary
Program Level Criteria
1 Vision, Mission and Program Educational Objectives
2 Program Curriculum and Teaching – Learning Processes
3 Course Outcomes and Program Outcomes
4 Students’ Performance
5 Faculty Information and Contributions
6 Facilities and Technical Support
7 Continuous Improvement
Institute Level Criteria
8 First Year Academics
9 Student Support Systems
10 Governance, Institutional Support and Financial Resources
PART C Declaration by the Institution
Annexure- I Program Outcomes (POs) & Program Specific Outcomes (PSOs)
11
Focus on Program Outcomes

• Criterion 7 is concerned with continuous improvement in


Student or Program Outcomes (Criterion 3).

• Note: Assessment of PEO’s (Criterion 1) not easy.

• However PEO’s important and relevant to vision and mission of


the program and the institution, and the design of the
program.

• Not to be discussed in this discourse.

• Program Outcomes: Central to Short-Term and Long-Term


Improvements in Curriculum and Pedagogy.
Curriculum

• Curriculum Design exercise in many Indian institutions:


Examine the practices in some good institutions (IIT’s), and
adopt suitably.

• Workable, but not necessarily the best approach for your


students and your objectives.
Backward Design

• A Desirable Order of Goals


Improved Student learning: Four Dimensions
– Knowledge
– Skills and Competencies
– Attitudes
– Behaviour
A good learning Environment.
Faculty Efficiency and Efficacy.
Accountability to Stake-holders.
Accreditation.
Goals as Seen by Many Institutions

• Goals: same, But in a Different Order


Accreditation.
Faculty Efficiency and Efficacy.
Improved Student learning
– Knowledge
– Skills
– Attitudes
– Behaviour
Improved learning Environment.
Accountability to Stake-holders.
Faculty Engagement in Continuous
Improvement
• Successful assessment requires faculty participation and
engagement.
• Is their focus right?

Instead of:

• What do we have to do to get NBA accreditation?


The focus needs to be:
• How can we effect improved student learning?
Transformational Assessment

• Goals of Assessment: Information based decision-making.

• Transformational Assessment: Use assessment to understand


and then enhance student learning.
– Change Pedagogy
– Modify courses or facilities
– Redesign curriculum

• Assessment ≠ Exams, although Exams could form an


important basis of assessment.
Information basis

• Smart Data Collection is the Key

– Collect data that would be useful.


• Results of Relevant Exam Questions; Focussed Assignments; Lab practices, etc.
• Build data collection as a part of course delivery.

– Sufficient to provide a reasonable basis for action.

– Data  Information.

– Sufficient Granularity.
• To cover range of outcomes and student competencies well.
Criterion 7: Continuous Improvement

• Statement of NBA criterion not so crisp, although essence


well captured in Criteria 3 and 7 seen together.
• More meaningful to look at the ABET statement.

• The program must regularly use appropriate, documented


processes for assessing and evaluating the extent to which the
student outcomes are being attained. The results of these
evaluations must be systematically utilized as input for the
continuous improvement of the program. Other available
information may also be used to assist in the continuous
improvement of the program.
Closing the Loop

• This concept, although the essence of quality assurance, is


also seen to be the weakest link in most institutions seeking
accreditation.

• Most institutions fail to spend enough effort in closing the


loop.

• Coming from an IIT, I would say, this is true even for the IIT’s
to a large extent.
Why this weakness?

• After all, we all swear by continuous improvement! Then why


this weakness? Several Reasons

• Lack of Leadership/Ownership: Understanding that


improvement not simply an individual effort, but a formal
collective process.

• Non-Compliant Faculty: Too Busy

• Ineffective Tools.
– Discomfort with Assessment
– Inconclusive Results
Other Reasons

• Trying to do too much


– Unsustainable

• Inadequate Resources

• Many more….
Where Do We Start?

If We Wish To.
Management Plan

Improvement
Processes Results
Actions
• Collecting/Con • Data • Curriculum
solidating • Information changes.
Assessment • Knowledge • Pedagogy
Data. • Decisions • Others.
• Analyzing and • Curriculum/Pe
Reporting. dagogy
• Evaluation Improvements
Primary Tools
• PO-CO Mapping: Understanding how Program Outcomes
Embedded into Learning Outcomes for Individual Courses.

• Assessment Methods: Collecting Evidence for and Measuring


the Extent of Learning imbibed by students.

• Developing Performance Indicators and Performance Rubrics.

• Analysis and Decision Making.


Today’s Agenda
• Understanding the nature of these tools and processes, which
a program administration could deploy.

• Not prescriptive, but indicative of the possibilities.

• Immense Scope of Innovation by Individual Institutions and


Programs.

• Evaluators: examine if there is a genuine process developed by


the faculty for assessing attainment of outcomes.
Questions for Closing the Loop
(Are such questions being asked?)
• What do the findings tell us?

• Which improvements are critical for greater effectiveness:


In curriculum, pedagogy, infrastructure, delivery systems?

• Did the changes implemented improve learning?

• How good is our assessment process? How can it be improved


further?

• Express learning as a year-wise chart or Table, for a better


appreciation.
Need for Change of Attitudes

• From • To
• Grading • Assessment
• Scoring right/wrong • Considering the whole
answers. reasoning process.
• Comparison of Students • Comparison to
measurable outcomes.
• Secretive, Exclusive. • Public, Open,
participative.
• Add On. • Embedded.
• Challenging Faculty. • Helping Students.
The NBA Dream
• To bring about a lasting positive transformation in the
technical education system of the country.
• Help it to produce engineers and professionals who can
provide the leadership in designing, manufacturing and
managing technologies of the future.
• Have professional leaders who can provide solutions for a
decent standard of living and life of dignity to all sections of
the society.
• Possible only through a cultural change in our education
systems – not mere NBA Accreditation.
Thanks for Your Attention

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