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Sdr co po ppt (4)

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Mekhalaramesh

The document provides an overview of Outcome Based Education (OBE), including: - OBE focuses on what students should be able to do after completing their education rather than focusing on teaching. It is learner-centered rather than teacher-centered. - Key components of OBE include program outcomes that describe what students will be able to do after graduation, course outcomes for individual courses, and assessment methods to measure student achievement of outcomes. - Benefits of OBE include better preparing students for the workforce, improving the learning process, and producing more innovative graduates with important professional skills. OBE also leads to better recognition of education programs internationally.

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Outcome Based Education (OBE)
Contents • Traditional Education • Outcome Based Education (OBE) • Key Components of OBE • Benefits of OBE • GAs, POs and COs • Content delivery • Assessment methods
Traditional Education • Provides students with a learning environment with little attention to whether or not students ever learn the material. • Students are given grades and rankings compared to each other – students become exam oriented or CGPA driven. • Graduates are not completely prepared for the workforce. • Lack of emphasis on soft skills needed in jobs e.g. communication skills, interpersonal skills, analytical skills, working attitude etc
Outcome Based Education (OBE) • Starting with a clear picture of what is important for students to be able to do… • Then organizing the curriculum, deliveryand assessmentto make sure learning happens…
Course, Degree, Programme • Course – Course is a unit of teaching, which encompasses various topics, that typically lasts one semester, is led by one or more faculty and has a fixed registered students. • Programme – Cohesive arrangement of courses, co- curricular and extra-curricular activities to accomplish predetermined objectives leading to the awarding of a degree. • Degree – Academic award conferred upon a student on successful completion of a program designed to achieve the defined attributes
Outcome Based Education • What students will be able to do by the time and after few years of graduation? • ‘Learner Centric’, rather than the traditional ‘Teacher Centric’ • Continuous improvement in the educational (Teaching- Learning) process • Preparing Graduates to fit themselves globally • Effective and innovative Content delivery methods, assessment methods and procedures • Enrichment of Faculty involvement in the Teaching-Learning Process
Why OBE • International recognition and Global employment opportunities • More employable and innovative graduates with professional and soft skills, social responsibility and ethics • Better visibility and reputation of technical institution among stakeholders • Improving the commitment and involvement of all stakeholders • Enabling graduates to excel in their profession and career accomplishments • Preparing graduates with leadership positions and challenging technology development opportunities
Traditional Education quantitative grades of students Infrastructure facilities faculties lab equipment financial resources Number of students Number of students graduating Number of students placed Program me Measureable Input Measurable Outputs
Outcome Based Education career and professional accomplishments of graduates Infrastructure facilities faculties lab equipment financial resources Number of students Knowledge, skills and behaviour of students graduating Program me Measureable Inputs Measurable Outcomes Course outcomes
Benefits of OBE -Teacher • Teaching will become a far more creative and innovative career. • Lecturers will no longer feel the pressure of having to be the “source of all knowledge” • Producing thinking, caring students.
OUTCOME BASED ACCREDITATION (OBA) • Programmes to be accredited from March 2013 onwards will have to be based on OBE approach! • NO OBE = NO ACCREDITATION
Keys of OBE System (William G. Spady) • Developing a clear set of learning outcomes around which all of the system's components can be focused • Establishing the conditions and opportunities within the system that enable and encourage all students to achieve those essential outcomes • Having learners do important things with what they know is a major step beyond knowing itself
OBE -5 D’s  Define Outcomes  Design Curriculum  Deliver Instruction  Document Results  Determine Advancement
OBE Assumptions • all learners can learn and succeed; • success breeds success; and • “teaching institutions” control the conditions of success.
OBE Framework OBE (Education) OBC (Curriculum) What the student should be able to do? OBLT (Learning & Teaching) OBA (Assessment) How to make the student achieve the outcome? How to measure what the student has achieved?
Key Components of OBE • Vision and Mission of the Institute • Vision and Mission of the Department • Programme Outcomes (POs) • Course Outcomes (COs) • Programme Specific Criteria
VISION AND MISSION OF THE INSTITUTION Vision: • Vision is a picture of the future you seek to create, described in the present tense, as if it were happening now. It shows where we want to go, and what we will be like when we get there. Mission: • Mission statement defines what an institution is, why the institution exists, its reason for being. It defines what are we here to do together
Department - VISION AND MISSION • The vision and mission of the department should be correlated with the mission and vision of the institution. • more focused on the theme area and based on the SWOT analysis. • A mission statement might include a brief history and philosophy of the academic programme, the type of students to be served, the academic environment and primary focus of the curriculum, faculty roles, the contributions to and connections with the community, the role of research.
Programme Outcomes (POs) • POs describe what students should know and be able to do at the end of the programme. • POs are to be in line with the graduate attributes of IEA. • POs are to be specific, measurable and achievable. • POs transform the PEOs into specific student performance and behaviors that demonstrate student learning and skill development
Programme Outcomes -Dimensions Knowledge Outcomes • Pertain to grasp of fundamental cognitive content, core concepts, basic principles of inquiry, a broad history Skills Outcomes • Focus on capacity for applying basic knowledge, analyzing and synthesizing information, assessing the value of information, communicating effectively and collaborating Attitudes and Values outcome • Encompass affective states, personal/professional/social values and ethical principles Behavioral Outcomes • Reflect a manifestation of knowledge, skills and attitudes as evidenced by performance, contributions.
Programme Outcomes -Guidelines • Describe student performance, not teacher/professor performance • Describe learning product, not process • Are specific without simply stating the subject matter to be learned • Stick to one type of result for each outcome (e.g., do not say “Knows the scientific method and applies it effectively”) • Start with an action verb that indicates observable and measurable behavior
Programme Outcomes –Contd. • Develop assessment methods for each PO to measure the attainment. • Publish and Disseminate the POs among the students and faculty. • Check for the consistency of the POs with the PEOs of the Programme and Graduate Attributes.
PO# PO 1.k3 Education knowledge: Apply the knowledge of teaching methods in various pedagogy for implementing different skills. 2.k4 Problem analysis: Identify the diverse needs, formulate suitable teaching techniques, review research literature, and analyze complex learning problems reaching substantiated conclusions using psychological, philosophical and sociological principles. 3.k5 Design/development of solutions: Design solutions for inclusive education and design system components or processes that meet the specified needs with appropriate consideration for public health and safety, and the cultural, societal, and environmental considerations. 4.k5 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 for the teaching and learning evaluation. 5.k3,k4,k5 Modern tool usage: Create, select and apply appropriate techniques, resources, and modern instructional materials and IT tools, including working and non-working model to complex teaching activities, with an understanding of the limitations. 6.k5 The Teacher 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 teaching practice. 7.k3 Environment and Sustainability: Understand the impact of the professional teaching and learning solutions in societal and environmental contexts and demonstrate the knowledge of and need for sustainable development. 8.k5 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the teaching practice. 9.k6 Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings. 10.k6 Communication: Communicate effectively on complex teaching activities with the teaching community and with the 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.k6 Project Management: Demonstrate knowledge and understanding of the education management principle and apply these to teaching learning process. 12.k6 Life-long learning: Recognize the need for citizenship training and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change. TABLE:2 Programme outcomes Programme Name: B.Ed.2016-2018
Course Outcomes • The course outcomes must state the major skills, knowledge, attitude or ability that students will acquire. • Course outcomes should be expressed in terms of measurable and/or observable behaviors • Course Outcomes should be agreed upon by the faculty in a program and should drive program outcomes. • Course outcomes should begin with an action verb (e.g., write, install, solve, and apply).
REVISED-BLOOM’S TAXANOMY
VISTAS School of Education Program Name : B.Ed. (2016-2018) Course Name : Education in Contemporary India Semester : I Course Code : 16GCED11 CO. No K -level Course outcomes Students will be able to CO101.1 K4 Examine the educational problems in contemporary Indian society CO101.2 K5 Differentiate education in pre and post independent India CO101.3 K4 Appraise various Indian Constitutional provisions and education commission CO101.4 K3 Formulate the objectives and need of value education tcome
OBE Design MissionVision d e s i g n
Mapping between PEOs,POs and COs PSOs POs COs Mission ♦ ♦ ♦ ♦ GAs
Table:2 Mapping of Course outcomes and program outcomes PO→ PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 CO1 2 3 2 2 3 - - - - - - - CO2 1 2 3 3 3 - - - - - - - CO3 2 3 2 2 3 - - - - - - - CO4 3 2 1 2 3 - - - - - - - Avg. 2 2.5 2 2.25 3 - - - - - - - PO – Program Outcomes CO - Course Outcomes
Table :3 Program level Course - PO Matrix for all the courses including first year courses S.NO Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 1C101 2 2.5 2 2.25 3 - - - - - - - 2C102 2.5 2.5 1.5 1.5 3 - - - - - - - 3C103 2 2.5 2 2 2 2 - - - - - - 4C104 2 2 1.5 1.5 2.75 - - - - - - - 5C105 2.25 2.25 1.75 1.75 3 1.75 - - - - - - 6C106 1.5 2 2 2 2.75 2 - - - - - - 7C107 1.5 2 2 2 2.75 - - - - - - - 8C201 2 2.5 2 2.25 3 - - - - - - - 9C202 - 2 2.5 2.5 2.75 - 2.75 - - - - - 10C203 1.25 2.5 2.75 2.75 2.75 1.25 - - - - - - 11C204 2 2.5 2 2 3 - 2 - - - - - 12C205 1.5 2.25 2.25 2.25 3 1.5 - - - - - - 13C206 1.75 2.75 2.25 2.25 2.25 - - - - - - - 14C207 2.5 1.5 0.5 - 2.5 2.5 - - - - - - 15C208 1.25 2.25 2.25 2.25 3 1.25 - - - - - - 16C301 2 2.5 2 2.25 3 - - - - - - - 17C401 2.25 2.25 1.75 1.75 2.75 - - 1.75 - - - - 18C402 2.5 2.5 1.5 1.75 2.5 - - - - - - - 19C403 2.25 2.25 1.75 1.75 3 - - - - - - - 20C404 2.25 2.25 1.75 1.75 2.25 - - - - - - - 21C405 - - - - 2 - - - - 2.25 2.25 2.25 22C406 - - - - 2 - - - 2 2 - - 23C407 1.25 2.25 2.25 2.25 2.75 1.25 - - - - - - 24C408 - 2 2 2 2 - 2 - - - - - 25CPR1 2.75 2.25 - - - - - - - - - - 26CPR2 - - - - - - - - 3 3 3 3 VISTAS School of Education Programme Name: B.Ed (2016-2018)
Content delivery • Lecture • Lecture with discussion • Demonstrations • Group discussion • Debate • Technical Quiz • Seminar • Mini-project • Asynchronous discussions
Assessment Tools • Direct methods display the student’s knowledge and skills from their performance in the continuous assessment tests, end-semester examinations, presentations, and classroom assignments etc. • These methods provide a sampling of what students know and/or can do and provide strong evidence of student learning.
Assessment Tools • Indirect methods such as surveys and interviews ask the stakeholders to reflect on student’s learning. • They assess opinions or thoughts about the graduate’s knowledge or skills. • Indirect measures can provide information about graduate’s perception of their learning and how this learning is valued by different constituencies.
Assessment methods and tools • Direct Assessment Method: using measurable performance indicators of students – Exams – Assignments – Projects – Tutorials – Labs – Presentations • Indirect Assessment Method: Ascertaining opinion or self- reports – Alumni survey – Exit survey – Course-end survey, etc.,. 34
CAT - I CAT - II UE TL CO1 CO2 ATTAIN MENT LEVEL TL CO3 CO4 ATTAIN MENT LEVEL TL CO1 - CO4 10M 15M 25M >=60% 10M 15M 25M >=60% 10 GPA >=60% S.No. Reg. No. Name of the student 1 16511101 JENIFER T 7 8 15 Y 8 9 17 Y 8 Y 2 16511102 MANISHA KUMARI 7 9 16 Y 7 10 17 Y 7 Y 3 16511103 ROSELIN DAYANA A 9 14 23 Y 7 13 20 Y 9 Y 4 16511104 SUCHISMITA NAYAK 10 11 21 Y 9 10 19 Y 9 Y 5 16511105 RENUKA NATH M 6 12 18 Y 7 13 20 Y 9 Y 6 16520101 CHITRA DEVI D 8 10 18 Y 8 11 19 Y 7 Y 7 16520102 DHIVYA T 7 9 16 Y 6 9 15 Y 6 Y 8 16520103 GAYATHRI D 8 9 17 Y 8 10 18 Y 7 Y 9 16520104 KAMATCHI K 8 11 19 Y 8 9 17 Y 6 Y 10 16520105 MADHURA J 8 10 18 Y 6 10 16 Y 5 N 11 16520106 PUSHPA P 5 11 16 Y 8 7 15 Y 6 Y 12 16520107 SANGAVI P 8 10 18 Y 9 10 19 Y 7 Y 13 16520108 SANGEETHA R 7 8 15 Y 9 9 18 Y 5 N 14 16520109 SIVARANJANI M 6 8 14 Y 9 8 17 Y 6 Y 15 16520110 SRIDEVI N 9 12 21 Y 8 12 20 Y 7 Y 16 16520111 SUGANYA P 7 8 15 Y 5 11 16 Y 7 Y 17 16520112 SUJATHA R M 6 11 17 Y 6 12 18 Y 7 Y 18 16520113 SWATHI M 9 12 21 Y 9 13 22 Y 7 Y 19 16520114 UMA MAHESWARI M 8 8 16 Y 6 9 15 Y 6 Y 20 16520115 VIJAYALAKSHMI C M 9 14 23 Y 9 13 22 Y 7 Y 21 16520116 ANTONY JESINTHA MARY J 5 7 12 N 6 5 11 N 6 Y 22 16520117 JAYACHITRA E AB AB AB NA AB AB AB NA RA NA 23 16520118 KALYANI P 4 9 13 N 5 10 15 Y 6 Y 24 16520119 SUJATHA M 6 10 16 Y 6 9 15 Y 6 Y 25 16520120 GAYATHRI K 9 13 22 Y 8 13 21 Y 7 Y 26 16520121 ALIYA SULTANA V H 4 8 12 N 6 4 10 N 5 N 27 16513101 GANGA DEVI R 8 12 20 Y 9 14 23 Y 7 Y 28 16513102 PREETHI K 7 4 11 N 7 11 18 Y 6 Y 29 16513103 SAURABH 8 10 18 Y 7 10 17 Y 7 Y 30 16514101 DHANALAKSHMI M 5 7 12 N 4 6 10 N 7 Y 31 16514102 MAGESH KUMAR K 6 7 13 N 7 13 20 Y 7 Y 32 16514103 MOHAN RAO K 6 9 15 Y 5 5 10 N 5 N 33 16514104 MYTHILI S P 5 10 15 N 4 12 16 Y 7 Y 34 16515101 INDUMATHI R 6 3 9 N 5 4 9 N 5 N 35 16515102 POORNIMA J 7 9 16 Y 6 11 17 Y 7 Y 36 16515103 RADHIKA J 7 9 16 Y 7 10 17 Y 7 Y 37 16515104 RAJESWARI M 4 12 16 Y 6 14 20 Y 7 Y 38 16515105 SIMI DHANISH 7 9 16 Y 7 10 17 Y 7 Y 39 16515106 VIJAYALAKSHMI B 5 8 15 Y 7 9 16 Y 6 Y 40 16515107 NAGALATHA R AB AB AB NA AB AB AB NA RA NA 41 16515108 DENTON GAMBLE 9 13 21 Y 8 12 20 Y 8 Y 42 16518101 ARCHANA T 8 9 17 Y 8 10 18 Y 7 Y 43 16518102 BHUPINDER KAUR TARERIYA 6 10 16 Y 4 14 18 Y 7 Y 44 16518103 DEEPA P 8 9 17 Y 8 10 18 Y 7 Y 45 16518104 DIVYA M 4 13 17 Y 8 12 20 Y 7 Y 46 16518105 NADHIRA A 4 12 16 Y 4 12 16 Y 6 Y 47 16518106 NIVENITHA C 8 12 20 Y 8 11 19 Y 9 Y 48 16518107 RAICHEL D 6 12 18 Y 8 9 17 Y 7 Y 49 16518108 REVATHY G 5 12 17 Y 3 6 9 N 6 Y 50 16518109 RUTH SAMUEL K 8 11 19 Y 8 10 18 Y 8 Y 51 16518110 SEETHALAKSHMI A 7 9 16 Y 8 9 17 Y 7 Y 52 16518111 SHANMATHI K 8 14 22 Y 8 7 15 Y 8 Y 53 16518112 SIVAGAMI R 6 12 18 Y 6 10 16 Y 8 Y 54 16518113 SELVAKANI J 6 10 16 Y 6 9 15 Y 7 Y 55 16518114 SANDHYA S 7 7 14 N 5 12 17 Y 8 Y 56 16518115 KIM PERPETUA 7 8 15 Y 7 9 16 Y 7 Y 57 16518116 MALLIKA K 6 7 13 N 4 6 10 N 6 Y 58 16519101 BHUVANESWARI S 6 10 16 Y 6 9 15 Y 6 Y 59 16519102 GOWRI M 7 12 19 Y 5 10 15 Y 7 Y 60 16519103 NADHIYA A 7 11 18 Y 6 11 17 Y 7 Y 61 16519104 SAILAJA U 6 11 17 Y 7 10 17 Y 7 Y 62 16519105 SOMA CHATTOPADHYAY 6 4 10 N 6 9 15 Y 5 N 63 16519106 VIJAYALAKSHMI P 6 9 15 Y 7 10 17 Y 7 Y 64 16519107 VIJAYALAKHMI S M 7 10 17 Y 9 9 18 Y 7 Y 65 16522101 DHIVYA M 8 10 18 Y 8 9 17 Y 9 Y 66 16522102 MONISHA T 8 11 19 Y 9 9 18 Y 9 Y 67 16522103 NANDHINI S 6 8 14 N 7 8 15 Y 8 Y 68 16522104 SUGANTHI M 7 8 15 Y 8 10 18 Y 9 Y 69 16522105 SANDHYA M 7 9 16 Y 6 11 17 Y 7 Y 70 16523101 AGALYA K 6 8 14 N 7 8 15 Y 7 Y 71 16523102 ANGELENE ELAKKIYA S 7 11 18 Y 8 9 17 Y 8 Y 72 16523103 BALAMBIKA C 7 12 19 Y 7 12 19 Y 9 Y 73 16523104 BHUVANESWARI M 6 8 14 N 4 8 12 N 7 Y 74 16523105 PRISCILLA RAJAKUMARI S 7 9 16 Y 5 12 17 Y 5 N 75 16523106 RADHA K 6 8 14 N 6 9 16 Y 7 Y 76 16523107 SOPHIA P 7 8 15 Y 8 7 15 Y 7 Y 77 16523108 MANJULA C 6 7 13 N 6 9 15 Y 6 Y Y-57 Y-66 Y-68 N-16 N-8 N-7 NA - 4 NA - 2 NA - 2 Avg. of Course Outcome Attainment 0.74 0.85 0.88 Overall Course Outcome Attainment Level > = 60% 2.75 → (2.5X 0.5 + 3 X 0.5 = 2.75) TL - Target Level Y - TL Achieved 0.5 - 50% of CAT CAT - CONTINUOUS ASSESSMENT TEST N - TL Not Achieved 0.5 - 50% of UE AVG. - AVERAGE NA - Not Applicable UE. UNIVERSITY EXAMINATION TABLE:4 Percentage of students attaining course outcomes and attainment level
S.No REGISTER NO NAME P01 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 1 16511101 JENIFER T 3 3 2 2 2 2 3 3 3 3 3 3 2 16511102MANISHA KUMARI3 3 3 3 3 3 3 2 2 2 3 3 3 16511103ROSELIN DAYANA A3 3 3 3 3 2 2 2 2 3 3 3 4 16511104SUCHISMITA NAYAK3 2 3 2 3 2 3 2 3 3 3 3 5 16511105RENUKA NATH M 2 2 2 2 2 2 2 2 2 2 2 2 6 16520101CHITRA DEVI D 3 3 3 3 3 2 3 3 3 3 3 3 7 16520102 DHIVYA T 2 1 2 2 1 1 2 1 2 2 1 1 8 16520103GAYATHRI D 3 3 3 3 3 2 2 2 2 2 2 2 9 16520104KAMATCHI K 3 3 3 3 3 3 3 2 3 3 3 3 10 16520105MADHURA J 3 3 3 2 2 1 3 3 3 2 2 2 11 16520106 PUSHPA P 2 2 2 2 2 3 2 2 3 3 3 3 12 16520107SANGAVI P 3 3 3 3 3 3 3 3 3 3 3 3 13 16520108SANGEETHA R 3 3 3 2 2 2 2 2 2 2 2 2 14 16520109SIVARANJANI M 2 2 2 2 2 1 1 1 2 1 1 2 15 16520110 SRIDEVI N 3 3 3 3 2 3 3 3 3 2 3 3 16 16520111SUGANYA P 3 3 3 3 3 3 3 3 3 3 3 3 17 16520112SUJATHA R M 3 2 2 1 1 1 2 1 2 1 1 1 18 16520113 SWATHI M 2 2 3 2 2 3 1 2 3 2 3 1 19 16520114UMA MAHESWARI M3 2 3 3 2 2 2 2 3 1 2 3 20 16520115VIJAYALAKSHMI C M2 1 3 2 3 2 3 2 1 2 1 1 21 16520116ANTONY JESINTHA MARY J2 3 3 3 2 3 3 3 3 3 1 3 22 16520117JAYACHITRA E 2 3 3 3 3 1 3 3 3 3 3 2 23 16520118 KALYANI P 2 2 2 3 3 3 2 3 3 2 3 3 24 16520119SUJATHA M 3 3 3 2 3 3 3 3 3 3 3 3 25 16520120GAYATHRI K 3 3 2 3 2 2 2 2 2 2 2 2 26 16520121ALIYA SULTANA V H3 3 3 3 3 3 3 3 1 3 3 3 27 16513101GANGA DEVI R 3 3 3 2 2 2 3 3 3 3 3 3 28 16513102 PREETHI K 2 2 2 2 2 2 3 3 3 2 2 2 29 16513103 SAURABH 3 3 3 3 3 2 2 2 2 2 2 2 30 16514101DHANALAKSHMI M3 3 3 1 3 2 2 2 2 2 2 2 31 16514102MAGESH KUMAR K3 3 3 3 3 3 3 3 2 3 3 3 32 16514103MOHAN RAO K 3 3 3 3 2 3 3 3 3 3 3 3 33 16514104MYTHILI S P 2 2 2 2 2 3 3 3 3 3 3 3 34 16515101INDUMATHI R 3 3 3 3 2 2 2 1 2 3 3 3 35 16515102POORNIMA J 3 3 3 2 3 3 3 3 2 2 3 3 36 16515103 RADHIKA J 3 3 3 3 3 3 2 3 3 3 3 2 37 16515104RAJESWARI M 3 3 3 3 1 3 3 3 3 3 3 3 38 16515105SIMI DHANISH 3 3 3 3 3 3 2 2 3 3 3 3 39 16515106VIJAYALAKSHMI B3 3 3 3 3 3 1 3 2 2 3 3 40 16515107NAGALATHA R - - - - - - - - - - - 41 16515108DENTON GAMBLE 3 3 3 3 3 3 3 2 2 1 3 3 42 16518101ARCHANA T 3 3 3 2 2 2 3 3 3 3 3 3 43 16518102BHUPINDER KAUR TARERIYA3 3 3 3 3 3 3 3 3 3 3 3 44 16518103 DEEPA P 3 3 3 3 3 2 2 2 2 2 2 2 45 16518104 DIVYA M 3 3 3 3 3 3 3 3 3 1 3 3 46 16518105NADHIRA A 3 3 3 3 3 2 3 3 1 3 3 3 47 16518106NIVENITHA C 3 3 3 3 3 3 3 3 2 3 3 3 48 16518107 RAICHEL D 3 3 3 3 3 3 3 3 3 3 3 3 49 16518108REVATHY G 3 3 3 3 2 3 3 3 2 3 3 3 50 16518109RUTH SAMUEL K 3 3 3 3 3 2 3 3 3 3 3 2 51 16518110SEETHALAKSHMI A3 3 3 3 3 2 3 3 2 3 3 2 52 16518111SHANMATHI K 3 3 3 3 3 3 3 3 2 3 3 3 53 16518112SIVAGAMI R 3 3 3 3 3 3 3 3 3 2 3 3 54 16518113SELVAKANI J 3 3 3 2 3 3 3 3 2 3 3 3 55 16518114SANDHYA S 3 3 3 3 3 3 3 2 3 3 3 3 56 16518115KIM PERPETUA 3 3 3 3 2 3 3 2 3 3 3 3 57 16518116 MALLIKA K 3 3 2 3 3 3 2 3 3 3 3 3 58 16519101BHUVANESWARI S3 3 3 3 3 3 3 2 2 3 3 3 59 16519102 GOWRI M 3 3 3 3 3 3 3 3 2 3 3 2 60 16519103NADHIYA A 3 3 3 2 3 3 3 3 2 3 3 3 61 16519104 SAILAJA U 3 3 3 3 2 3 3 3 3 2 3 3 62 16519105SOMA CHATTOPADHYAY3 3 3 3 3 3 3 3 3 2 2 3 63 16519106VIJAYALAKSHMI P 3 2 3 3 3 3 2 3 3 3 3 3 64 16519107VIJAYALAKHMI S M3 3 3 3 3 3 3 3 3 3 2 2 65 16522101 DHIVYA M 3 2 2 3 3 3 3 3 3 3 3 3 66 16522102MONISHA T 3 3 3 3 3 3 3 3 3 2 3 2 67 16522103NANDHINI S 3 3 3 3 3 3 3 2 3 3 3 2 68 16522104SUGANTHI M 3 3 2 2 3 3 3 3 3 3 3 3 69 16522105SANDHYA M 2 3 3 3 3 3 3 3 2 3 3 3 70 16523101 AGALYA K 3 3 2 3 1 3 3 2 3 3 3 3 71 16523102ANGELENE ELAKKIYA S3 3 3 3 3 3 3 3 3 2 3 3 72 16523103BALAMBIKA C 3 3 3 3 2 3 3 3 3 3 3 3 73 16523104BHUVANESWARI M3 3 3 3 3 3 3 3 3 3 3 3 74 16523105PRISCILLA RAJAKUMARI S3 3 3 3 3 2 3 3 3 3 2 3 75 16523106 RADHA K 3 3 3 3 3 2 3 3 3 3 3 3 76 16523107 SOPHIA P 3 2 3 3 3 3 2 3 3 3 3 3 77 16523108MANJULA C 3 3 3 3 3 3 3 3 3 3 3 3 2.84 2.78 2.82 2.70 2.62 2.58 2.67 2.61 2.58 2.58 2.70 2.66 VISTAS SCHOOL OF EDUCATION EXIT SURVEY Average
S.N o Statements 3 2 1 1. Apply the knowledge of teaching methods in various pedagogy for implementing different skills. 2. Identify the diverse needs, formulate suitable teaching techniques, review research literature, and analyze complex learning problems. 3. Design solutions for inclusive education and design system components or processes that meet the specified needs with appropriate consideration. 4. 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. Create, select and apply appropriate techniques, resources, and modern instructional materials and IT tools, including working and non-working model 6. Apply contextual knowledge to assess societal, health, safety, legal and cultural issues. 7. Understand the impact of the professional teaching and learning solutions in societal and environmental contexts. 8. Apply ethical principles and commit to professional ethics and responsibilities and norms of the teaching practice. 9. Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings. 10. Communicate effectively on complex teaching activities with the teaching community and with the society at large. 11. Demonstrate knowledge and understanding of the education management principle and project. 12. Recognize the need for citizenship training and preparation the life- long learning in the broadest context of technological change. Dear student, Its our pleasure to note that you are completing your graduation in a few days. We wish and hope that you have assimilated all that is required for successful career. Kindly give your response on the following outcomes you have gained through your two-year degree program. HOD and the Faculty members. At the end of my degree program, I am able to: 3-Strongly agree. 2-Agree. 1-Average
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 Overall CO Attain 1 C101 1.87 2.33 1.87 2.10 2.80 - - - - - - - 2.8 2 C102 2.33 2.33 1.40 1.40 2.80 - - - - - - - 2.8 3 C103 1.67 2.08 1.67 1.67 1.67 1.67 - - - - - - 2.5 4 C104 2.00 2.00 1.50 1.50 2.75 - - - - - - - 3 5 C105 1.88 1.88 1.46 1.46 2.50 1.46 - - - - - - 2.5 6 C106 1.40 1.87 1.87 1.87 2.57 1.87 - - - - - - 2.8 7 C107 1.25 1.67 1.67 1.67 2.29 - - - - - - - 2.5 8 C201 2.00 2.50 2.00 2.25 3.00 - - - - - - - 3 9 C202 - 1.67 2.08 2.08 2.29 - 2.29 - - - - - 2.5 10 C203 0.96 1.92 2.11 2.11 2.11 0.96 - - - - - - 2.3 11 C204 1.53 1.92 1.53 1.53 2.30 - 1.53 - - - - - 2.3 12 C205 1.00 1.50 1.50 1.50 2.00 1.00 - - - - - - 2 13 C206 1.34 2.11 1.73 1.73 1.73 - - - - - - - 2.3 14 C207 2.08 1.25 0.42 - 2.08 2.08 - - - - - - 2.5 15 C208 1.04 1.88 1.88 1.88 2.50 1.04 - - - - - - 2.5 16 C301 2.00 2.50 2.00 2.25 3.00 - - - - - - - 3 17 C401 2.25 2.25 1.75 1.75 2.75 - - 1.75 - - - - 3 18 C402 2.50 2.50 1.50 1.75 2.50 - - - - - - - 3 19 C403 1.73 1.73 1.34 1.34 2.30 - - - - - - - 2.3 20 C404 1.73 1.73 1.34 1.34 1.73 - - - - - - - 2.3 21 C405 - - - - 1.87 - - - - 2.10 2.10 2.10 2.8 22 C406 - - - - 1.53 - - - 1.53 1.53 - - 2.3 23 C407 1.25 2.25 2.25 2.25 2.75 1.25 - - - - - - 3 24 C408 - 2.00 2.00 2.00 2.00 - 2.00 - - - - - 3 25 CPR1 2.75 2.25 - - - - - - - - - - 3 26 CPR2 - - - - -- - - - 3.00 3.00 3.00 3.00 3 Direct PO attain 1.74 2.00 1.68 1.78 2.33 1.42 1.94 1.75 2.27 2.21 2.55 2.55 Iirect PO attain 2.84 2.77 2.82 2.7 2.62 2.59 2.67 2.61 2.59 2.59 2.7 2.66 Overall PO attain 1.960381 2.157188 1.904 1.965397 2.384278 1.6505 2.087333 1.922 2.331333 2.286889 2.58 2.572 Target set 1.5 2 1.5 1.5 2 1.5 2 1.5 2 2 2 2 Table : 5 : Programme outcome attainment values
Sdr co po ppt (4)
Program Specific Outcomes(PSOs) Program Outcomes (POs) Course Outcomes (COs) Upon graduation Upon course completion Few years after Graduation – 4 to 5 years When to Assess
Administrative System-OBE • Course Coordinator • Module Coordinator • Program Assessment Committee • Program Coordinator • Department Advisory Board (DAB) • Internal Quality Assurance Cell (IQAC)
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Sdr co po ppt (4)

  • 2. Contents • Traditional Education • Outcome Based Education (OBE) • Key Components of OBE • Benefits of OBE • GAs, POs and COs • Content delivery • Assessment methods
  • 3. Traditional Education • Provides students with a learning environment with little attention to whether or not students ever learn the material. • Students are given grades and rankings compared to each other – students become exam oriented or CGPA driven. • Graduates are not completely prepared for the workforce. • Lack of emphasis on soft skills needed in jobs e.g. communication skills, interpersonal skills, analytical skills, working attitude etc
  • 4. Outcome Based Education (OBE) • Starting with a clear picture of what is important for students to be able to do… • Then organizing the curriculum, deliveryand assessmentto make sure learning happens…
  • 5. Course, Degree, Programme • Course – Course is a unit of teaching, which encompasses various topics, that typically lasts one semester, is led by one or more faculty and has a fixed registered students. • Programme – Cohesive arrangement of courses, co- curricular and extra-curricular activities to accomplish predetermined objectives leading to the awarding of a degree. • Degree – Academic award conferred upon a student on successful completion of a program designed to achieve the defined attributes
  • 6. Outcome Based Education • What students will be able to do by the time and after few years of graduation? • ‘Learner Centric’, rather than the traditional ‘Teacher Centric’ • Continuous improvement in the educational (Teaching- Learning) process • Preparing Graduates to fit themselves globally • Effective and innovative Content delivery methods, assessment methods and procedures • Enrichment of Faculty involvement in the Teaching-Learning Process
  • 7. Why OBE • International recognition and Global employment opportunities • More employable and innovative graduates with professional and soft skills, social responsibility and ethics • Better visibility and reputation of technical institution among stakeholders • Improving the commitment and involvement of all stakeholders • Enabling graduates to excel in their profession and career accomplishments • Preparing graduates with leadership positions and challenging technology development opportunities
  • 8. Traditional Education quantitative grades of students Infrastructure facilities faculties lab equipment financial resources Number of students Number of students graduating Number of students placed Program me Measureable Input Measurable Outputs
  • 9. Outcome Based Education career and professional accomplishments of graduates Infrastructure facilities faculties lab equipment financial resources Number of students Knowledge, skills and behaviour of students graduating Program me Measureable Inputs Measurable Outcomes Course outcomes
  • 10. Benefits of OBE -Teacher • Teaching will become a far more creative and innovative career. • Lecturers will no longer feel the pressure of having to be the “source of all knowledge” • Producing thinking, caring students.
  • 11. OUTCOME BASED ACCREDITATION (OBA) • Programmes to be accredited from March 2013 onwards will have to be based on OBE approach! • NO OBE = NO ACCREDITATION
  • 12. Keys of OBE System (William G. Spady) • Developing a clear set of learning outcomes around which all of the system's components can be focused • Establishing the conditions and opportunities within the system that enable and encourage all students to achieve those essential outcomes • Having learners do important things with what they know is a major step beyond knowing itself
  • 13. OBE -5 D’s  Define Outcomes  Design Curriculum  Deliver Instruction  Document Results  Determine Advancement
  • 14. OBE Assumptions • all learners can learn and succeed; • success breeds success; and • “teaching institutions” control the conditions of success.
  • 15. OBE Framework OBE (Education) OBC (Curriculum) What the student should be able to do? OBLT (Learning & Teaching) OBA (Assessment) How to make the student achieve the outcome? How to measure what the student has achieved?
  • 16. Key Components of OBE • Vision and Mission of the Institute • Vision and Mission of the Department • Programme Outcomes (POs) • Course Outcomes (COs) • Programme Specific Criteria
  • 17. VISION AND MISSION OF THE INSTITUTION Vision: • Vision is a picture of the future you seek to create, described in the present tense, as if it were happening now. It shows where we want to go, and what we will be like when we get there. Mission: • Mission statement defines what an institution is, why the institution exists, its reason for being. It defines what are we here to do together
  • 18. Department - VISION AND MISSION • The vision and mission of the department should be correlated with the mission and vision of the institution. • more focused on the theme area and based on the SWOT analysis. • A mission statement might include a brief history and philosophy of the academic programme, the type of students to be served, the academic environment and primary focus of the curriculum, faculty roles, the contributions to and connections with the community, the role of research.
  • 19. Programme Outcomes (POs) • POs describe what students should know and be able to do at the end of the programme. • POs are to be in line with the graduate attributes of IEA. • POs are to be specific, measurable and achievable. • POs transform the PEOs into specific student performance and behaviors that demonstrate student learning and skill development
  • 20. Programme Outcomes -Dimensions Knowledge Outcomes • Pertain to grasp of fundamental cognitive content, core concepts, basic principles of inquiry, a broad history Skills Outcomes • Focus on capacity for applying basic knowledge, analyzing and synthesizing information, assessing the value of information, communicating effectively and collaborating Attitudes and Values outcome • Encompass affective states, personal/professional/social values and ethical principles Behavioral Outcomes • Reflect a manifestation of knowledge, skills and attitudes as evidenced by performance, contributions.
  • 21. Programme Outcomes -Guidelines • Describe student performance, not teacher/professor performance • Describe learning product, not process • Are specific without simply stating the subject matter to be learned • Stick to one type of result for each outcome (e.g., do not say “Knows the scientific method and applies it effectively”) • Start with an action verb that indicates observable and measurable behavior
  • 22. Programme Outcomes –Contd. • Develop assessment methods for each PO to measure the attainment. • Publish and Disseminate the POs among the students and faculty. • Check for the consistency of the POs with the PEOs of the Programme and Graduate Attributes.
  • 23. PO# PO 1.k3 Education knowledge: Apply the knowledge of teaching methods in various pedagogy for implementing different skills. 2.k4 Problem analysis: Identify the diverse needs, formulate suitable teaching techniques, review research literature, and analyze complex learning problems reaching substantiated conclusions using psychological, philosophical and sociological principles. 3.k5 Design/development of solutions: Design solutions for inclusive education and design system components or processes that meet the specified needs with appropriate consideration for public health and safety, and the cultural, societal, and environmental considerations. 4.k5 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 for the teaching and learning evaluation. 5.k3,k4,k5 Modern tool usage: Create, select and apply appropriate techniques, resources, and modern instructional materials and IT tools, including working and non-working model to complex teaching activities, with an understanding of the limitations. 6.k5 The Teacher 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 teaching practice. 7.k3 Environment and Sustainability: Understand the impact of the professional teaching and learning solutions in societal and environmental contexts and demonstrate the knowledge of and need for sustainable development. 8.k5 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the teaching practice. 9.k6 Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings. 10.k6 Communication: Communicate effectively on complex teaching activities with the teaching community and with the 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.k6 Project Management: Demonstrate knowledge and understanding of the education management principle and apply these to teaching learning process. 12.k6 Life-long learning: Recognize the need for citizenship training and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change. TABLE:2 Programme outcomes Programme Name: B.Ed.2016-2018
  • 24. Course Outcomes • The course outcomes must state the major skills, knowledge, attitude or ability that students will acquire. • Course outcomes should be expressed in terms of measurable and/or observable behaviors • Course Outcomes should be agreed upon by the faculty in a program and should drive program outcomes. • Course outcomes should begin with an action verb (e.g., write, install, solve, and apply).
  • 26. VISTAS School of Education Program Name : B.Ed. (2016-2018) Course Name : Education in Contemporary India Semester : I Course Code : 16GCED11 CO. No K -level Course outcomes Students will be able to CO101.1 K4 Examine the educational problems in contemporary Indian society CO101.2 K5 Differentiate education in pre and post independent India CO101.3 K4 Appraise various Indian Constitutional provisions and education commission CO101.4 K3 Formulate the objectives and need of value education tcome
  • 28. Mapping between PEOs,POs and COs PSOs POs COs Mission ♦ ♦ ♦ ♦ GAs
  • 29. Table:2 Mapping of Course outcomes and program outcomes PO→ PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 CO1 2 3 2 2 3 - - - - - - - CO2 1 2 3 3 3 - - - - - - - CO3 2 3 2 2 3 - - - - - - - CO4 3 2 1 2 3 - - - - - - - Avg. 2 2.5 2 2.25 3 - - - - - - - PO – Program Outcomes CO - Course Outcomes
  • 30. Table :3 Program level Course - PO Matrix for all the courses including first year courses S.NO Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 1C101 2 2.5 2 2.25 3 - - - - - - - 2C102 2.5 2.5 1.5 1.5 3 - - - - - - - 3C103 2 2.5 2 2 2 2 - - - - - - 4C104 2 2 1.5 1.5 2.75 - - - - - - - 5C105 2.25 2.25 1.75 1.75 3 1.75 - - - - - - 6C106 1.5 2 2 2 2.75 2 - - - - - - 7C107 1.5 2 2 2 2.75 - - - - - - - 8C201 2 2.5 2 2.25 3 - - - - - - - 9C202 - 2 2.5 2.5 2.75 - 2.75 - - - - - 10C203 1.25 2.5 2.75 2.75 2.75 1.25 - - - - - - 11C204 2 2.5 2 2 3 - 2 - - - - - 12C205 1.5 2.25 2.25 2.25 3 1.5 - - - - - - 13C206 1.75 2.75 2.25 2.25 2.25 - - - - - - - 14C207 2.5 1.5 0.5 - 2.5 2.5 - - - - - - 15C208 1.25 2.25 2.25 2.25 3 1.25 - - - - - - 16C301 2 2.5 2 2.25 3 - - - - - - - 17C401 2.25 2.25 1.75 1.75 2.75 - - 1.75 - - - - 18C402 2.5 2.5 1.5 1.75 2.5 - - - - - - - 19C403 2.25 2.25 1.75 1.75 3 - - - - - - - 20C404 2.25 2.25 1.75 1.75 2.25 - - - - - - - 21C405 - - - - 2 - - - - 2.25 2.25 2.25 22C406 - - - - 2 - - - 2 2 - - 23C407 1.25 2.25 2.25 2.25 2.75 1.25 - - - - - - 24C408 - 2 2 2 2 - 2 - - - - - 25CPR1 2.75 2.25 - - - - - - - - - - 26CPR2 - - - - - - - - 3 3 3 3 VISTAS School of Education Programme Name: B.Ed (2016-2018)
  • 31. Content delivery • Lecture • Lecture with discussion • Demonstrations • Group discussion • Debate • Technical Quiz • Seminar • Mini-project • Asynchronous discussions
  • 32. Assessment Tools • Direct methods display the student’s knowledge and skills from their performance in the continuous assessment tests, end-semester examinations, presentations, and classroom assignments etc. • These methods provide a sampling of what students know and/or can do and provide strong evidence of student learning.
  • 33. Assessment Tools • Indirect methods such as surveys and interviews ask the stakeholders to reflect on student’s learning. • They assess opinions or thoughts about the graduate’s knowledge or skills. • Indirect measures can provide information about graduate’s perception of their learning and how this learning is valued by different constituencies.
  • 34. Assessment methods and tools • Direct Assessment Method: using measurable performance indicators of students – Exams – Assignments – Projects – Tutorials – Labs – Presentations • Indirect Assessment Method: Ascertaining opinion or self- reports – Alumni survey – Exit survey – Course-end survey, etc.,. 34
  • 35. CAT - I CAT - II UE TL CO1 CO2 ATTAIN MENT LEVEL TL CO3 CO4 ATTAIN MENT LEVEL TL CO1 - CO4 10M 15M 25M >=60% 10M 15M 25M >=60% 10 GPA >=60% S.No. Reg. No. Name of the student 1 16511101 JENIFER T 7 8 15 Y 8 9 17 Y 8 Y 2 16511102 MANISHA KUMARI 7 9 16 Y 7 10 17 Y 7 Y 3 16511103 ROSELIN DAYANA A 9 14 23 Y 7 13 20 Y 9 Y 4 16511104 SUCHISMITA NAYAK 10 11 21 Y 9 10 19 Y 9 Y 5 16511105 RENUKA NATH M 6 12 18 Y 7 13 20 Y 9 Y 6 16520101 CHITRA DEVI D 8 10 18 Y 8 11 19 Y 7 Y 7 16520102 DHIVYA T 7 9 16 Y 6 9 15 Y 6 Y 8 16520103 GAYATHRI D 8 9 17 Y 8 10 18 Y 7 Y 9 16520104 KAMATCHI K 8 11 19 Y 8 9 17 Y 6 Y 10 16520105 MADHURA J 8 10 18 Y 6 10 16 Y 5 N 11 16520106 PUSHPA P 5 11 16 Y 8 7 15 Y 6 Y 12 16520107 SANGAVI P 8 10 18 Y 9 10 19 Y 7 Y 13 16520108 SANGEETHA R 7 8 15 Y 9 9 18 Y 5 N 14 16520109 SIVARANJANI M 6 8 14 Y 9 8 17 Y 6 Y 15 16520110 SRIDEVI N 9 12 21 Y 8 12 20 Y 7 Y 16 16520111 SUGANYA P 7 8 15 Y 5 11 16 Y 7 Y 17 16520112 SUJATHA R M 6 11 17 Y 6 12 18 Y 7 Y 18 16520113 SWATHI M 9 12 21 Y 9 13 22 Y 7 Y 19 16520114 UMA MAHESWARI M 8 8 16 Y 6 9 15 Y 6 Y 20 16520115 VIJAYALAKSHMI C M 9 14 23 Y 9 13 22 Y 7 Y 21 16520116 ANTONY JESINTHA MARY J 5 7 12 N 6 5 11 N 6 Y 22 16520117 JAYACHITRA E AB AB AB NA AB AB AB NA RA NA 23 16520118 KALYANI P 4 9 13 N 5 10 15 Y 6 Y 24 16520119 SUJATHA M 6 10 16 Y 6 9 15 Y 6 Y 25 16520120 GAYATHRI K 9 13 22 Y 8 13 21 Y 7 Y 26 16520121 ALIYA SULTANA V H 4 8 12 N 6 4 10 N 5 N 27 16513101 GANGA DEVI R 8 12 20 Y 9 14 23 Y 7 Y 28 16513102 PREETHI K 7 4 11 N 7 11 18 Y 6 Y 29 16513103 SAURABH 8 10 18 Y 7 10 17 Y 7 Y 30 16514101 DHANALAKSHMI M 5 7 12 N 4 6 10 N 7 Y 31 16514102 MAGESH KUMAR K 6 7 13 N 7 13 20 Y 7 Y 32 16514103 MOHAN RAO K 6 9 15 Y 5 5 10 N 5 N 33 16514104 MYTHILI S P 5 10 15 N 4 12 16 Y 7 Y 34 16515101 INDUMATHI R 6 3 9 N 5 4 9 N 5 N 35 16515102 POORNIMA J 7 9 16 Y 6 11 17 Y 7 Y 36 16515103 RADHIKA J 7 9 16 Y 7 10 17 Y 7 Y 37 16515104 RAJESWARI M 4 12 16 Y 6 14 20 Y 7 Y 38 16515105 SIMI DHANISH 7 9 16 Y 7 10 17 Y 7 Y 39 16515106 VIJAYALAKSHMI B 5 8 15 Y 7 9 16 Y 6 Y 40 16515107 NAGALATHA R AB AB AB NA AB AB AB NA RA NA 41 16515108 DENTON GAMBLE 9 13 21 Y 8 12 20 Y 8 Y 42 16518101 ARCHANA T 8 9 17 Y 8 10 18 Y 7 Y 43 16518102 BHUPINDER KAUR TARERIYA 6 10 16 Y 4 14 18 Y 7 Y 44 16518103 DEEPA P 8 9 17 Y 8 10 18 Y 7 Y 45 16518104 DIVYA M 4 13 17 Y 8 12 20 Y 7 Y 46 16518105 NADHIRA A 4 12 16 Y 4 12 16 Y 6 Y 47 16518106 NIVENITHA C 8 12 20 Y 8 11 19 Y 9 Y 48 16518107 RAICHEL D 6 12 18 Y 8 9 17 Y 7 Y 49 16518108 REVATHY G 5 12 17 Y 3 6 9 N 6 Y 50 16518109 RUTH SAMUEL K 8 11 19 Y 8 10 18 Y 8 Y 51 16518110 SEETHALAKSHMI A 7 9 16 Y 8 9 17 Y 7 Y 52 16518111 SHANMATHI K 8 14 22 Y 8 7 15 Y 8 Y 53 16518112 SIVAGAMI R 6 12 18 Y 6 10 16 Y 8 Y 54 16518113 SELVAKANI J 6 10 16 Y 6 9 15 Y 7 Y 55 16518114 SANDHYA S 7 7 14 N 5 12 17 Y 8 Y 56 16518115 KIM PERPETUA 7 8 15 Y 7 9 16 Y 7 Y 57 16518116 MALLIKA K 6 7 13 N 4 6 10 N 6 Y 58 16519101 BHUVANESWARI S 6 10 16 Y 6 9 15 Y 6 Y 59 16519102 GOWRI M 7 12 19 Y 5 10 15 Y 7 Y 60 16519103 NADHIYA A 7 11 18 Y 6 11 17 Y 7 Y 61 16519104 SAILAJA U 6 11 17 Y 7 10 17 Y 7 Y 62 16519105 SOMA CHATTOPADHYAY 6 4 10 N 6 9 15 Y 5 N 63 16519106 VIJAYALAKSHMI P 6 9 15 Y 7 10 17 Y 7 Y 64 16519107 VIJAYALAKHMI S M 7 10 17 Y 9 9 18 Y 7 Y 65 16522101 DHIVYA M 8 10 18 Y 8 9 17 Y 9 Y 66 16522102 MONISHA T 8 11 19 Y 9 9 18 Y 9 Y 67 16522103 NANDHINI S 6 8 14 N 7 8 15 Y 8 Y 68 16522104 SUGANTHI M 7 8 15 Y 8 10 18 Y 9 Y 69 16522105 SANDHYA M 7 9 16 Y 6 11 17 Y 7 Y 70 16523101 AGALYA K 6 8 14 N 7 8 15 Y 7 Y 71 16523102 ANGELENE ELAKKIYA S 7 11 18 Y 8 9 17 Y 8 Y 72 16523103 BALAMBIKA C 7 12 19 Y 7 12 19 Y 9 Y 73 16523104 BHUVANESWARI M 6 8 14 N 4 8 12 N 7 Y 74 16523105 PRISCILLA RAJAKUMARI S 7 9 16 Y 5 12 17 Y 5 N 75 16523106 RADHA K 6 8 14 N 6 9 16 Y 7 Y 76 16523107 SOPHIA P 7 8 15 Y 8 7 15 Y 7 Y 77 16523108 MANJULA C 6 7 13 N 6 9 15 Y 6 Y Y-57 Y-66 Y-68 N-16 N-8 N-7 NA - 4 NA - 2 NA - 2 Avg. of Course Outcome Attainment 0.74 0.85 0.88 Overall Course Outcome Attainment Level > = 60% 2.75 → (2.5X 0.5 + 3 X 0.5 = 2.75) TL - Target Level Y - TL Achieved 0.5 - 50% of CAT CAT - CONTINUOUS ASSESSMENT TEST N - TL Not Achieved 0.5 - 50% of UE AVG. - AVERAGE NA - Not Applicable UE. UNIVERSITY EXAMINATION TABLE:4 Percentage of students attaining course outcomes and attainment level
  • 36. S.No REGISTER NO NAME P01 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 1 16511101 JENIFER T 3 3 2 2 2 2 3 3 3 3 3 3 2 16511102MANISHA KUMARI3 3 3 3 3 3 3 2 2 2 3 3 3 16511103ROSELIN DAYANA A3 3 3 3 3 2 2 2 2 3 3 3 4 16511104SUCHISMITA NAYAK3 2 3 2 3 2 3 2 3 3 3 3 5 16511105RENUKA NATH M 2 2 2 2 2 2 2 2 2 2 2 2 6 16520101CHITRA DEVI D 3 3 3 3 3 2 3 3 3 3 3 3 7 16520102 DHIVYA T 2 1 2 2 1 1 2 1 2 2 1 1 8 16520103GAYATHRI D 3 3 3 3 3 2 2 2 2 2 2 2 9 16520104KAMATCHI K 3 3 3 3 3 3 3 2 3 3 3 3 10 16520105MADHURA J 3 3 3 2 2 1 3 3 3 2 2 2 11 16520106 PUSHPA P 2 2 2 2 2 3 2 2 3 3 3 3 12 16520107SANGAVI P 3 3 3 3 3 3 3 3 3 3 3 3 13 16520108SANGEETHA R 3 3 3 2 2 2 2 2 2 2 2 2 14 16520109SIVARANJANI M 2 2 2 2 2 1 1 1 2 1 1 2 15 16520110 SRIDEVI N 3 3 3 3 2 3 3 3 3 2 3 3 16 16520111SUGANYA P 3 3 3 3 3 3 3 3 3 3 3 3 17 16520112SUJATHA R M 3 2 2 1 1 1 2 1 2 1 1 1 18 16520113 SWATHI M 2 2 3 2 2 3 1 2 3 2 3 1 19 16520114UMA MAHESWARI M3 2 3 3 2 2 2 2 3 1 2 3 20 16520115VIJAYALAKSHMI C M2 1 3 2 3 2 3 2 1 2 1 1 21 16520116ANTONY JESINTHA MARY J2 3 3 3 2 3 3 3 3 3 1 3 22 16520117JAYACHITRA E 2 3 3 3 3 1 3 3 3 3 3 2 23 16520118 KALYANI P 2 2 2 3 3 3 2 3 3 2 3 3 24 16520119SUJATHA M 3 3 3 2 3 3 3 3 3 3 3 3 25 16520120GAYATHRI K 3 3 2 3 2 2 2 2 2 2 2 2 26 16520121ALIYA SULTANA V H3 3 3 3 3 3 3 3 1 3 3 3 27 16513101GANGA DEVI R 3 3 3 2 2 2 3 3 3 3 3 3 28 16513102 PREETHI K 2 2 2 2 2 2 3 3 3 2 2 2 29 16513103 SAURABH 3 3 3 3 3 2 2 2 2 2 2 2 30 16514101DHANALAKSHMI M3 3 3 1 3 2 2 2 2 2 2 2 31 16514102MAGESH KUMAR K3 3 3 3 3 3 3 3 2 3 3 3 32 16514103MOHAN RAO K 3 3 3 3 2 3 3 3 3 3 3 3 33 16514104MYTHILI S P 2 2 2 2 2 3 3 3 3 3 3 3 34 16515101INDUMATHI R 3 3 3 3 2 2 2 1 2 3 3 3 35 16515102POORNIMA J 3 3 3 2 3 3 3 3 2 2 3 3 36 16515103 RADHIKA J 3 3 3 3 3 3 2 3 3 3 3 2 37 16515104RAJESWARI M 3 3 3 3 1 3 3 3 3 3 3 3 38 16515105SIMI DHANISH 3 3 3 3 3 3 2 2 3 3 3 3 39 16515106VIJAYALAKSHMI B3 3 3 3 3 3 1 3 2 2 3 3 40 16515107NAGALATHA R - - - - - - - - - - - 41 16515108DENTON GAMBLE 3 3 3 3 3 3 3 2 2 1 3 3 42 16518101ARCHANA T 3 3 3 2 2 2 3 3 3 3 3 3 43 16518102BHUPINDER KAUR TARERIYA3 3 3 3 3 3 3 3 3 3 3 3 44 16518103 DEEPA P 3 3 3 3 3 2 2 2 2 2 2 2 45 16518104 DIVYA M 3 3 3 3 3 3 3 3 3 1 3 3 46 16518105NADHIRA A 3 3 3 3 3 2 3 3 1 3 3 3 47 16518106NIVENITHA C 3 3 3 3 3 3 3 3 2 3 3 3 48 16518107 RAICHEL D 3 3 3 3 3 3 3 3 3 3 3 3 49 16518108REVATHY G 3 3 3 3 2 3 3 3 2 3 3 3 50 16518109RUTH SAMUEL K 3 3 3 3 3 2 3 3 3 3 3 2 51 16518110SEETHALAKSHMI A3 3 3 3 3 2 3 3 2 3 3 2 52 16518111SHANMATHI K 3 3 3 3 3 3 3 3 2 3 3 3 53 16518112SIVAGAMI R 3 3 3 3 3 3 3 3 3 2 3 3 54 16518113SELVAKANI J 3 3 3 2 3 3 3 3 2 3 3 3 55 16518114SANDHYA S 3 3 3 3 3 3 3 2 3 3 3 3 56 16518115KIM PERPETUA 3 3 3 3 2 3 3 2 3 3 3 3 57 16518116 MALLIKA K 3 3 2 3 3 3 2 3 3 3 3 3 58 16519101BHUVANESWARI S3 3 3 3 3 3 3 2 2 3 3 3 59 16519102 GOWRI M 3 3 3 3 3 3 3 3 2 3 3 2 60 16519103NADHIYA A 3 3 3 2 3 3 3 3 2 3 3 3 61 16519104 SAILAJA U 3 3 3 3 2 3 3 3 3 2 3 3 62 16519105SOMA CHATTOPADHYAY3 3 3 3 3 3 3 3 3 2 2 3 63 16519106VIJAYALAKSHMI P 3 2 3 3 3 3 2 3 3 3 3 3 64 16519107VIJAYALAKHMI S M3 3 3 3 3 3 3 3 3 3 2 2 65 16522101 DHIVYA M 3 2 2 3 3 3 3 3 3 3 3 3 66 16522102MONISHA T 3 3 3 3 3 3 3 3 3 2 3 2 67 16522103NANDHINI S 3 3 3 3 3 3 3 2 3 3 3 2 68 16522104SUGANTHI M 3 3 2 2 3 3 3 3 3 3 3 3 69 16522105SANDHYA M 2 3 3 3 3 3 3 3 2 3 3 3 70 16523101 AGALYA K 3 3 2 3 1 3 3 2 3 3 3 3 71 16523102ANGELENE ELAKKIYA S3 3 3 3 3 3 3 3 3 2 3 3 72 16523103BALAMBIKA C 3 3 3 3 2 3 3 3 3 3 3 3 73 16523104BHUVANESWARI M3 3 3 3 3 3 3 3 3 3 3 3 74 16523105PRISCILLA RAJAKUMARI S3 3 3 3 3 2 3 3 3 3 2 3 75 16523106 RADHA K 3 3 3 3 3 2 3 3 3 3 3 3 76 16523107 SOPHIA P 3 2 3 3 3 3 2 3 3 3 3 3 77 16523108MANJULA C 3 3 3 3 3 3 3 3 3 3 3 3 2.84 2.78 2.82 2.70 2.62 2.58 2.67 2.61 2.58 2.58 2.70 2.66 VISTAS SCHOOL OF EDUCATION EXIT SURVEY Average
  • 37. S.N o Statements 3 2 1 1. Apply the knowledge of teaching methods in various pedagogy for implementing different skills. 2. Identify the diverse needs, formulate suitable teaching techniques, review research literature, and analyze complex learning problems. 3. Design solutions for inclusive education and design system components or processes that meet the specified needs with appropriate consideration. 4. 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. Create, select and apply appropriate techniques, resources, and modern instructional materials and IT tools, including working and non-working model 6. Apply contextual knowledge to assess societal, health, safety, legal and cultural issues. 7. Understand the impact of the professional teaching and learning solutions in societal and environmental contexts. 8. Apply ethical principles and commit to professional ethics and responsibilities and norms of the teaching practice. 9. Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings. 10. Communicate effectively on complex teaching activities with the teaching community and with the society at large. 11. Demonstrate knowledge and understanding of the education management principle and project. 12. Recognize the need for citizenship training and preparation the life- long learning in the broadest context of technological change. Dear student, Its our pleasure to note that you are completing your graduation in a few days. We wish and hope that you have assimilated all that is required for successful career. Kindly give your response on the following outcomes you have gained through your two-year degree program. HOD and the Faculty members. At the end of my degree program, I am able to: 3-Strongly agree. 2-Agree. 1-Average
  • 38. Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 Overall CO Attain 1 C101 1.87 2.33 1.87 2.10 2.80 - - - - - - - 2.8 2 C102 2.33 2.33 1.40 1.40 2.80 - - - - - - - 2.8 3 C103 1.67 2.08 1.67 1.67 1.67 1.67 - - - - - - 2.5 4 C104 2.00 2.00 1.50 1.50 2.75 - - - - - - - 3 5 C105 1.88 1.88 1.46 1.46 2.50 1.46 - - - - - - 2.5 6 C106 1.40 1.87 1.87 1.87 2.57 1.87 - - - - - - 2.8 7 C107 1.25 1.67 1.67 1.67 2.29 - - - - - - - 2.5 8 C201 2.00 2.50 2.00 2.25 3.00 - - - - - - - 3 9 C202 - 1.67 2.08 2.08 2.29 - 2.29 - - - - - 2.5 10 C203 0.96 1.92 2.11 2.11 2.11 0.96 - - - - - - 2.3 11 C204 1.53 1.92 1.53 1.53 2.30 - 1.53 - - - - - 2.3 12 C205 1.00 1.50 1.50 1.50 2.00 1.00 - - - - - - 2 13 C206 1.34 2.11 1.73 1.73 1.73 - - - - - - - 2.3 14 C207 2.08 1.25 0.42 - 2.08 2.08 - - - - - - 2.5 15 C208 1.04 1.88 1.88 1.88 2.50 1.04 - - - - - - 2.5 16 C301 2.00 2.50 2.00 2.25 3.00 - - - - - - - 3 17 C401 2.25 2.25 1.75 1.75 2.75 - - 1.75 - - - - 3 18 C402 2.50 2.50 1.50 1.75 2.50 - - - - - - - 3 19 C403 1.73 1.73 1.34 1.34 2.30 - - - - - - - 2.3 20 C404 1.73 1.73 1.34 1.34 1.73 - - - - - - - 2.3 21 C405 - - - - 1.87 - - - - 2.10 2.10 2.10 2.8 22 C406 - - - - 1.53 - - - 1.53 1.53 - - 2.3 23 C407 1.25 2.25 2.25 2.25 2.75 1.25 - - - - - - 3 24 C408 - 2.00 2.00 2.00 2.00 - 2.00 - - - - - 3 25 CPR1 2.75 2.25 - - - - - - - - - - 3 26 CPR2 - - - - -- - - - 3.00 3.00 3.00 3.00 3 Direct PO attain 1.74 2.00 1.68 1.78 2.33 1.42 1.94 1.75 2.27 2.21 2.55 2.55 Iirect PO attain 2.84 2.77 2.82 2.7 2.62 2.59 2.67 2.61 2.59 2.59 2.7 2.66 Overall PO attain 1.960381 2.157188 1.904 1.965397 2.384278 1.6505 2.087333 1.922 2.331333 2.286889 2.58 2.572 Target set 1.5 2 1.5 1.5 2 1.5 2 1.5 2 2 2 2 Table : 5 : Programme outcome attainment values
  • 40. Program Specific Outcomes(PSOs) Program Outcomes (POs) Course Outcomes (COs) Upon graduation Upon course completion Few years after Graduation – 4 to 5 years When to Assess
  • 41. Administrative System-OBE • Course Coordinator • Module Coordinator • Program Assessment Committee • Program Coordinator • Department Advisory Board (DAB) • Internal Quality Assurance Cell (IQAC)

Editor's Notes

  1. 40