Program Outcome Attainment Through Course Outcomes: A Comprehensive Approach

Bhagyalakshmi, H. R.; Seshachalam, D.; Lalitha, S.

doi:10.1007/978-81-322-1931-6_33

Cited by 5 publications

(6 citation statements)

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“…In addition, they should be aligned with the POs and represent the minimum requirements to complete a course. This assessment can be done directly or indirectly (Abidin, Anuar, & Shuaib, 2009;Basri et al, 2010;Bhagyalaksmi, Seshachalam, & Lalitha, 2015;Masni-Azian, Rahimah, & Othman, 2014). Direct assessment technique could be implemented in so many ways, for instance, in final examination, assignments, projects, and portfolios, which constitute the mapping of CO to PO (Shaeiwitz & Briedis, 2007).…”

Section: Co Attainmentmentioning

confidence: 99%

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Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review

Premalatha¹

2019

Journal of Education

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In Outcome-Based Education (OBE), the assessment of the Course Outcomes (COs) is the most prominent aspect required to improve the quality of education. The COs for each course are based on the Program Outcomes (POs), Program Specific Outcomes (PSOs), and other requirements. There are various understandings toward the concept of OBE that resulted in various attainment to PO based on the CO. This article describes the framework of OBE and detailed survey on CO-PO mapping and its attainment models. This article serves as guidelines of writing COs, and mapping CO and PO and its attainment.

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Section: Co Attainmentmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review

Premalatha¹

2019

Journal of Education

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“…Rubrics will be useful even to identify the best projects. As an evaluator, it is necessary to set benchmarks for our evaluation [8].…”

Section: Po10 Po12mentioning

confidence: 99%

Method of Designing and Implementing Outcome-Based Learning in Value Added Courses for Contemporary Skills which Enhances the Program Outcomes

Kumar¹

2020

JEET

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The acceptance of outcome-based education (OBE) is increasing since the 1980s across different countries in the world. Implementation of OBE is essential right from primary education to postgraduate courses and even in research programs since the primary focus is on outcomes that are learner centric.This paper analyses the OBE curriculum design, it reflects on the method of designing value-added courses (VAC) and its effectiveness. It is found that VACs are instrumental in reducing the curriculum gaps to attain program outcomes (POs) of any given curriculum along with targeted skills. This work demonstrates the curriculum gap analysis, determines sample of learners acquiring cognitive skills in randomly selected courses, presents a framework for Industry-endorsed open short-term courses, and introduces new formats for documenting VACs for project-based and case study-based learning. The VACs contribute to POs by nearly 20%. It may be noted that VACs implementation enabled all POs attainment and gives no room for the curriculum gap. This paper contributes a comprehensive idea for offering several VACs that boost the achievement of POs at the expected level along with contemporary skills by considering a postgraduate degree.

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“…of articles available highlighted the OBE implementation, assessment and evaluation and different taxonomies. The work of Basri et al, (2010) describes the method of evaluation of PEOs and POs, Bhagyalaksmi H. R. et al, (2015) explains PO attainment through CO, Biney, P., & Bryant, M. R. (2005) presented a strategy for the direct Assessment , Bloom, B. et al, discusses the taxonomy, illustrative examples for testing the skills such as knowledge, comprehension, application and analysis and inputs for evaluation. Dalton, E. (2003) articulates learning objectives, activities and strategies for evaluation, a study of COs attainment in Mechanical Engineering is investigated by Drakshayani, D. N., (2016).…”

Section: Introductionmentioning

confidence: 99%

“…A literature study carried out revives that Tier-II institutions who offered VAC are not considered as a course with COs defined and direct assessment is done for PO attainment including the works such as (Basri, N. E. A. at. al., , 2010), (Bhagyalaksmi et. al., 2015), (Biney, P., & Bryant, M. R. 2005), (Biney, P., & Bryant, M. R. 2005), (Drakshayani, D. N. 2016), (Gurocak, H. 2008).…”

Section: Introductionmentioning

confidence: 99%

Value-Added Courses with industry endorsement for Bridging Curriculum Gap in the Outcome-Based Learning: An Effective Strategy to Post-graduate Studies

Kumar¹

2021

Journal of Education

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In outcome based education (OBE), curriculum design with industry involvement is most recommended approach which enables relevant execution of teaching learning process. Globally, acceptance of OBE is increasing since four decades. This article investigates the OBE curriculum design by adding Value-Added Courses (VACs) which are endorsed and participated by industry experts jointly with academicians. It is found that VACs are instrumental in reducing the curriculum gaps to attain program outcomes (POs) of any given curriculum along with targeted skills. Analysis presented in this article focuses on the program outcomes gap in the curriculum which enables identification, design and implementation of different VACs. Further, it determines that attainment achieved through VACs significantly reduces the curriculum gap. Hence it is one of the best tool which improves over all PO attainments and shows better path towards the expectation of industries. Proposed framework of analysis showed that VACs contribute to POs by nearly 20%. This article contributes a comprehensive idea for offering several VACs that boost the achievement of POs.

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Program Outcome Attainment Through Course Outcomes: A Comprehensive Approach

Cited by 5 publications

References 1 publication

Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review

Course and Program Outcomes Assessment Methods in Outcome-Based Education: A Review

Method of Designing and Implementing Outcome-Based Learning in Value Added Courses for Contemporary Skills which Enhances the Program Outcomes

Value-Added Courses with industry endorsement for Bridging Curriculum Gap in the Outcome-Based Learning: An Effective Strategy to Post-graduate Studies

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