Accreditation and Outcome based

EL
Learning
PT
N Dr. S. K. Das Mandal
Centre for Educational Technology
Indian Institute of Technology Kharagpur
[email protected]

www.ide.iitkgp.ernet.in
 Introduction to Need of 21st Century
Education
 Accreditation (Washington Accord, NBA
Guideline, etc.)
 Outcome based Learning
 Outcome based Learning Framework and
Pedagogy

EL
 Taxonomies and Instructional Objectives

PT
 Assessment and Evaluation
N
 Learning style and learning approaches
 Good teaching and its Attributes
 Outcome-based Curriculum Design
 Course Outcome
 Identify and write down appropriate outcome based course,
module and unit objectives of the courses based on Bloom
Taxonomy
 Develop / select appropriate test items for all outcome based
objectives for both summative and formative evaluation.
 Plan an outcome-based curriculum document to meet NBA and

EL
Washington Accord requirements.
 Teach more effectively as evidenced by criteria as discussed in

PT
this course.
N
 Design assessment and evaluation framework which reinforce
teaching and learning
 Accreditation and

EL
Outcome based Learning
PT
N Dr. S. K. Das Mandal
Centre for Educational Technology
Indian Institute of Technology Kharagpur
[email protected]

www.ide.iitkgp.ernet.in
 EL
Challenges and Needs of 21st Century Education

PT
N
Challenges in 21st Century Education

 How to improve Student Engagement

 How to equip students with the 21st century knowledge, skills and
attitudes?
 How to allow continuous improvement in curricula, incorporation of

EL
better Open Educational Resource, more effective teaching.

PT
 How to Ensure examination system reinforces teaching and learning
N
 How to ensure life long learning
 How to teach a large class
N
PT
EL
 Questions for Engineering Education
What is the full set of knowledge, skills and attitudes and their level of
proficiency for a student should develop as they graduate from any
institute?
 Engineering Accreditation (Washington Accord, NBA, etc.)

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 Outcome based Education

PT
 Active participation of industry for defining “Outcome of Education”
N
How do we ensure that students develop / acquire those skills?
Suitable pedagogy for achieving the define outcome
Valid and Reliable ASSESSMENT and EVALUATION
Resources shared by the Industry
Proposed a teaching learning process that support the following objective.
 To improve student engagement by promoting self learning so
that within limits, learners are allowed to follow their own
pace, learning styles
 To equip student with 21st century attitude and skills i.e. UG
engineering students need to take considerably more
responsibility for their own learning than is the case at
present. Learning to learn, communication skills, working in

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groups are to be important learning outcomes in addition to

PT
domain specific knowledge.
 Continuous improvement in curricula by incorporating better
N
educational resources from industry and domain experts
through this framework.
 Provide adequate training to the faculty members for effective
teaching.

 Train the faculty members to evaluate the student skills using

more scientific approach.

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 Healthy online debates on course objectives, teaching-learning

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strategies, and evaluation
N
 Accreditation

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PT
Dr. S. K. Das Mandal
N Centre for Educational Technology
Indian Institute of Technology Kharagpur
[email protected]

www.ide.iitkgp.ernet.in
 A Broad Definition of Accreditation

• Formal recognition of an educational program by an external body on the

basis of an assessment of quality

• An evaluation process in which an objective group (accrediting body)

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examines an educational program to ensure that it is meeting minimum

PT
standards established by experts in the field and industry
N
• The outcome of the process is binary: program is either
accredited or not accredited
 Learning Outcomes
[Washington Accord—Graduate Profiles]
Completion of an accredited programme of study typified by four years or more
of post-secondary study
1. Knowledge of Engineering Sciences
Apply knowledge of mathematics, natural science, engineering

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fundamentals and an engineering specialisation to the solution of complex
engineering problems

PT
2. Problem analysis
N
Identify, formulate, research literature and analyse complex
engineering problems reaching substantiated conclusions
Using first principles of mathematics, natural sciences and
engineering sciences
3. Design / development of solutions
Design solutions for complex engineering problems and design systems,
components or processes that meet specified needs with appropriate
consideration for public health and safety, cultural, societal and environmental
considerations.
4. Investigation
Conduct investigations of complex problems including design

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of experiments, analysis and interpretation of data, and synthesis

PT
of information to provide valid conclusions.
5. Modern Tool Usage N
Create, select and apply appropriate techniques, resource,
and modern engineering tools including prediction
and modeling, to complex engineering activities, with
an understanding of the limitations.
6. Individual and Team work
Function effectively as an individual and as a member or leader in diverse
teams and in multi-disciplinary settings
7. Communication
Communicate effectively on complex engineering activities with the
engineering community and with society at large, such as being able to

EL
comprehend and write effective reports and design documentation

PT
make effective presentations, and give and receive clear instructions.
8. The Engineer and Society N
Demonstrate understanding of the societal, health, safety, legal
and cultural issues and the consequent responsibilities
relevant to engineering practice.
9. Ethics
Understand and commit to professional ethics and responsibilities and
norms of engineering practice.
10. Environment and Sustainability
Understand the impact of engineering solutions in a societal context and

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demonstrate knowledge of and need for sustainable development

PT
11. Project Management and Finance
N
Demonstrate a knowledge and understanding of management and
business practices, such as risk and change management, and
understand their limitations
12. Life Long Learning
Recognizethe need for, and have the ability to engage in
independent and life-long learning

EL
PT
N
 NBA Accreditation Parameters
1. Engineering Knowledge:
Apply the knowledge of mathematics, science, engineering fundamentals, and an
engineering specialization to the solution of complex engineering problems.

2. Problem analysis:
Identify, formulate, research literature, and analyse complex engineering problems

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reaching substantiated conclusions using first principles of mathematics, natural

PT
sciences, and engineering sciences.
N
3. Design/ Development of Solutions:
Design solutions for complex engineering problems and design
system components or processes that meet specified needs with
appropriate consideration for public health and safety, cultural,
societal and environmental considerations.
4. Conduct investigations of complex problems:
Use research-based knowledge and research methods including design of
experiments, analysis and interpretation of data, and synthesis of the information to
provide valid conclusions.

5. Modern Tool Usage :

Create, select, and apply appropriate techniques, resources, and modern

EL
engineering and IT tools including prediction and modelling to complex engineering

PT
activities with an understanding of the limitations.
6. The Engineer and Society : N
Apply reasoning informed by the contextual knowledge to assess
societal, health, safety, legal, and cultural issues and the
consequent responsibilities relevant to the professional
engineering practice.
7. Environment and Sustainability:
Understand the impact of the professional engineering solutions in societal and
environmental contexts, and demonstrate the knowledge of need for sustainable
development.

8. Ethics :
Apply ethical principles and commit to professional ethics and responsibilities

EL
and norms of the engineering practice.

PT
9. Individual and Team Work: N
Function effectively as an individual, and as a member or leader in diverse
teams, and in multidisciplinary settings.
10. Communication:
Communicate effectively on complex engineering activities with the engineering
community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations,
and give and receive clear instructions.

11. Project Management and Finance:

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Demonstrate knowledge and understanding of the engineering and management

PT
principles and apply these to one’s own work, as a member and leader in a
team, to manage projects and in multidisciplinary environments.
N
12. Life-long learning :
Recognise the need for, and have the preparation and ability to
engage in independent and life-long learning in the broadest
context of technological change
 Accreditation
• Is Accredited Programs produced better graduates?
 NO, accreditation is, often, a statement of meeting minimum
requirements
 Accreditation does not, necessarily, address admission requirements

EL
PT
 Accreditation should be voluntary and excellent programs may not
choose to accredited
N
 Value of Accreditation
• Accreditation tells perspective students that a program meets minimum standards
• Financial institutions may only choose to provide student loans for study at an
accredited university
• Students transferring between accredited programs can have some sense of
equivalence

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• Students with an accredited undergraduate degree from one country

PT
may/should receive better consideration in another country than a student
from an unaccredited program N
• Accreditation provides/forces a periodic consideration of
educational programs and provides outside benchmarks and
evaluation
Washington Accord Signatory
1.Australia - Represented by Engineers Australia (1989)
2.Canada - Represented by Engineers Canada (1989)
3.Chinese Taipei - Represented by Institute of Engineering Education Taiwan (2007)
4.Hong Kong China - Represented by The Hong Kong Institution of Engineers (1995)
5.India - Represented by National Board of Accreditation (2014) (Applies only to
programes accredited by NBA offered by education providers accepted by NBA as Tier 1

EL
institutions.)
6.Ireland - Represented by Engineers Ireland (1989)

PT
7.Japan - Represented by Japan Accreditation Board for Engineering Education (2005)
N
8.Korea - Represented by Accreditation Board for Engineering Education of Korea (2007)
9.Malaysia - Represented by Board of Engineers Malaysia (2009)
10.New Zealand - Represented by Institution of Professional Engineers NZ (1989)
Washington Accord Signatory

11.Russia - Represented by Association for Engineering Education of Russia (2012)

12.Singapore - Represented by Institution of Engineers Singapore (2006)
13.South Africa - Represented by Engineering Council of South Africa (1999)
14.Sri Lanka - Represented by Institution of Engineers Sri Lanka (2014)
15.Turkey - Represented by MUDEK (2011)

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16.United Kingdom - Represented by Engineering Council UK (1989)

PT
17.United States - Represented by Accreditation Board for Engineering and Technology (1989)
N

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Outcome based Learning

EL
PT
N
 EL
PT
N

Alice in the wonderland

N
PT
EL
IT’S NOT WHAT Teacher TEACHS,
IT’S WHAT Learners LEARN

Role of a Teacher is to

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guide and mentor students

PT
 learner-centric approach
N
Outcome-based Learning
• OBE is an educational process that focuses on what students can do or the
qualities they should develop after they are taught.
• OBE involves the restructuring of curriculum, assessment and reporting
practices in education to reflect the achievement of high order learning and
mastery rather than accumulation of course credits.
• Both structures and curricula are designed to achieve those capabilities or

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qualities.

PT
• Discourages traditional education approaches based on direct instruction
of facts and standard methods.N
• It requires that the students demonstrate that they have learnt the required
skills and content encourage self learning.
OBE addresses the following key questions:

 What do you want the students to be able to do? (skillset)

 How can you best help students achieve it? (Guide)

 How will you know what they have achieved? (Evaluation)

EL
PT
 How do you close the loop (How Evaluation system reinforces
the teaching and learning) N

6
Approach to Design Outcome based Learning
 Systematically design and develop Outcome based curriculum
 Develop appropriate ICT based Pedagogy Framework tools to train
faculty members - to design, develop, monitor and review curricula
based on the Industry/ Expert feedback
 Include references to appropriate learning material for all define
outcome. Industry should include case study, unsolved problem and

EL
resources in the respective outcome.

PT
 Include adequate number of nontrivial practice problems,
N
assignments etc. matching every course outcome to allow students to
test their learning success (Industry should participate to add those).
 Important Steps

 Choose Appropriate, Challenging but Achievable Specific Learning

Outcome
 Write them down in clear and measurable terms using standard action
verbs
 Prepare study guides / learning strategies with detailed list of learning
resources

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 Make it available early to all concerned

PT
 Develop adequate self assessment material well matched with learning
N
objectives to allow students monitor their progress and seek timely help.

Cont…
Provide suitable technology tools which allow
 Students access to learning resources, interact effectively with peers and
mentors.

 Faculty to monitor progress, evaluate and provide timely remedial

lessons

EL
PT
 External experts / industry to participate.
N

Cont…
• Reduce lecture hours and increase tutorial hours to :
Discuss unsolved problems.
Conduct formative evaluations .
Provide individual feedback.
Allow more time for students to learn

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 Promote use of active learning through simulation

PT
tools, virtual labs and also game based learning.
N
 Design courses to promote collaboration,
communication and problem solving.
How are learning outcomes different from learning goals or learning objectives?

Learning goals and objectives: Generally describe what an

instructor or program aims to do
 This course will expose students to the major design methods of the
area….
Learning outcome: A statement describes in observable and
measurable terms what a learner is able to do after completing

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the course or program

PT
Given the specification for a auditorium or studio requirement list the
N
acoustical requirements and design the acoustic part of the auditorium or
studio.

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21st Century Program Structure
Academic Institute
Industry
Mission and Vision

Active
Programme Educational Outcome (PEO) feedback

Programme Programme Specific

Outcome (PO) Outcome (PSO)

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Shared
Courses Outcome Resources

PT
Teaching
Evaluation Learning
Process
N Technology
Tools Technology
Tools Shared by
Industry

Evaluation Result analysis

Course Outcome
Course Overview
Course Level Test item
» Module Outcome

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» Module Overview

PT
» Module level Test item
N
» Module Learning strategy
Unit / Lecture Outcome
Unit summary
Unit level Test item
Learning outcome or Instructional Objectives

A statement of something which is SPECIFIC, MEASURABLE,

ACHIEVABLE that students should be able to DO after
receiving instruction if it

EL
Three Important features of a well-written Instructional Objective

PT
A. The performance component
N
B. The condition component
C. The criterion component