CO-PO Mapping & Attainment
Its about how to map COs & POs for OBE
CO-PO Mapping & Attainment
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Presentation Transcript
University Mission Should be measurable and achievable Vision Long term goals GRADUATE ATTRIBUTES Department Department Department Department Dept. Vision Dept. Mission Prog. 1 Programme Outcomes Learning Outcomes Aligned with University Vision & Mission Prog. 2 Prog. 3
Input-Output Based Education financial resources Programme/Institution Number of students graduating lab equipment Infrastructure facilities quantitative grades of students success rate of students faculties Number of quality of students Measurable Outputs Measureable Input
OBE addresses the following key questions: • What do you want the students to have or able to do? • How can you best help students achieve it? • How will you know what they have achieved it? • How do you close the loop
Outcome Based Education OBE (Education) OBC (Curriculum) What the student should be able to do? OBLT (Learning & Teaching) How to make the student achieve the outcome? Attributes OBA (Assessment) How to measure what the student has achieved?
Key constituents of Outcome based Education design Vision Mission Graduate Attributes 8
OBE addresses the following key questions: (cont...) • Who are our stakeholders? • What services do we provide? • Do constituencies understand our objectives? • What services, facilities and policies must be present? • How do we measure our results? • How do we use these results for CQI? • Are we achieving our objectives and improving? • Are our constituencies satisfied?
Outcome-based Education • Focuses on student learning by: • Using learning outcome statements to make explicit what the student is expected to be able to know, understand or do; • Providing learning activities which will help the student to reach these outcomes; • Assessing the extent to which the student meets these outcomes through the use of explicit assessment criteria.
Outcome-based Education Constituents requirements (Develop objectives) Curriculum, Staff & Facilities Teaching & Learning Graduates with Outcomes Constituents satisfaction (Achieving objectives) Continual Quality Improvement
Operation Models for OBE Distribution of K, S, A elements throughout the 4 years Yr. 4 S&A 30% S&A 30% Yr. 3 K 70% K 70% K 70% K 70% Yr. 2 S&A 30% Yr. 1 S&A 30% C D A B A B C D
Process Structure (Skeletal) Assessment and Evaluation Attainmentof Graduate Profile ProgramOutcomes/ Graduate Profile (To beachieved) Revise? Teaching/Learning: Curriculum, Faculty, Assessment &Evaluation (Design and implementationcomponent) Accredit?
Profile of the Graduates-Target • The Profile should (and does) meet requirements of all theStakeholders. • AND • Is in line with the Profile as defined by the Washington Accord/NBA • Defining this is the StartingPoint GraduateProfile
Engineering Knowledge • ProblemAnalysis • Design/development ofsolutions • Conduct investigations of complexProblems • Modern toolusage • The engineer andsociety • Environment andsustainability • Ethics • Individual and teamwork • Communication • Project management andfinance • Life-longlearning NBA-ProgramOutcomes
POs- WorkingDetails • Definition and Validation of Course Outcomes and their mapping to ProgramOutcomes • List all the Course Outcomes (COs) and Program Outcomes (POs) • List Assessment tools employed for evaluation oflevel of attainment for COs (and evidence forthis) • Establish Attainment Levels for thePOs • Indicate processesemployed.
Evaluation of the attainment of the ProgrammeOutcomes • Results of evaluation of each PO. (to berecorded) • What are the levels ofattainment? • 1. How the results of evaluation were used forcurricular improvements? • (Continuous Improvement )
ProgramCurriculum • ProgramOutcomes • Curriculum and the Teaching/Learningprocesses are the basis on which the program isbuilt • Attainment of POs indicates that the job iswell done Role of the twocriteria PO
Curriculum, Assessment and Evaluation are the major tools by which ProgramOutcomes are attained. We should look at all of these together. These need to be designedwell. Curriculum
Structure of a Typical Engineering Curriculum • Contents of Basic Science, Humanities, and Program Specific Courses – Core, Elective{Balanced?} • ContentDelivery • LaboratoryWork • ProjectWork
Framework Programme ProgramOutcomes 3 Curriculum & Teaching,Learning 1 CourseOutcomes 2
Teaching/Learning/Assessment/Evaluations CourseOutcomes ProgramOutcomes If True,Done Curriculum
ProgramOutcomes They areinteresting!
PROGRAM OUTCOMES –PO • Have to beunderstood • Some Difficult toAttain • Also, Difficult to Assessand Evaluate • We examine all theseaspects
Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals,and engg. specialization to the solution of complex engineeringproblems. Problem analysis: Identify, formulate, research literature, and analyze engineering problems to arrive at substantiated conclusions using first principles of mathematics, natural, and engineeringsciences. Design/development of solutions: Design solutionsforcomplex engineering problems and design system components, processes to meet the specifications with consideration for the public health and safety, and the cultural, societal, and environmentalconsiderations. Conduct investigations of complex problems:Useresearch-based knowledge including design of experiments, analysis and interpretation of data, and synthesis of the information to provide validconclusions.
5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of thelimitations. The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant to the professional engineeringpractice. Environment and sustainability: Understand the impactof the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainabledevelopment. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.
9. Individual and team work: Function effectively as an individual, and as a member or leader in teams, and in multidisciplinarysettings Communication: Communicate effectively with the engineering community and with society at large. Be able to comprehend and write effective reports documentation. Make effective presentations, and give and receive clear instructions. Project management and finance: Demonstrateknowledge and understanding of engineering and management principles and apply these to one’s own work, as a member and leader in a team. Manage projects in multidisciplinaryenvironments. Life-long learning: Recognize the need for, and havethe preparation and ability to engage in independent and life-long learning in the broadest context of technologicalchange.
ForEvaluators • It is one or more processes that identify, collect, and prepare data to evaluate the achievement of Program Outcomes Assessment
Attainment of PO Evaluator’sView
Meaning and Purpose of POs Determine the set of COs related to POs using CO-POMatrix Analysis of COs Attainment of COs & then POs
Complex EngineeringProblem-CEP • Problems not the kind generally encountered at the ends of text book chapters. (These often testif the contents of the chapter have beenunderstood) • These are problems that have not been completely framed and leave at least a few*choices for the student tomake. • Problems may require use of laws of physics,or bring in some mathematical tools in which the problem can beframed.
The FirstStep • Towards Assessment: { Recognize that POs are attained through the COs. Sodetermine the corresponding set COs. These COs in turn lead to places where information andevidences are present}
Mapping from the CO-POmatrix Setof {COs} & {Associated set of Courses}
Every Course Leads to Some Outcomes. All the courses must cover the stated list of outcomes. One way of verifying this to prepare a match matrix as shown below. In the table below * could also be a number- typically in (0,1) indicating level ofattainment.
Every Course Leads to Some Outcomes. All thecourses together must cover all the POs(andPSOs). For a course we map the COs to POs through the CO-PO matrixshownbelow. Assume that it is for a course EE111
How do PEOs, POs and COs relate COs GAs ♦ ♦ ♦ ♦ POs * * + * . + Mission * + . . . * * + * + + PEOs * + * *