BA S I C S O F O U T C O M E - BA S E D

E N G I N E E R I N G E D U C AT I O N
( O. B. E )

ENGR. DR NURUDDEEN M. MUSA

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EXPECTED OUTCOME FOR THIS PRESENTATION

• At the end of this training, participants will be able to understand:

• Outcome-Based Education (OBE)
• Programme Education Objectives (PEO’S),
• Programme Outcomes (PO’s), Course Outcomes (CO) and
Performance Indicators
• Bloom’s Learning Taxonomy
• Assessment and Evaluation Methods
• Continual Quality Improvement Process

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INTRODUCTION
• In its effort to provide international mobility of Nigerian engineers, the Council
for the Regulation of Engineering in Nigeria (COREN) becomes a member of
the Federation of Engineering Institutions of Asia and the Pacific (FEIAP). This
gives Nigeria the opportunity to bid to become signatory of the Washington
accord.
• The Washington Accord is a mutual agreement of standards and qualifications
criteria for engineering programmes in the signatory countries. It is an
Agreement that establishes equivalence of other countries’ accredited
professional engineering programs. Accredited Engineering Graduates are
recognized by other signatory countries with possible employment as engineers
in those countries without further examinations. In engineering education, the
outcome based approach has been mandated as compulsory for accreditation of
an engineering programme for signatories of the Washington Accord.
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INTRODUCTION
• Outcome-based education has gained prominence recognition internationally to
promote education reform and policy. Hence, OBE has been implemented in
many countries such as USA, United Kingdom, Australia, New Zealand, Ireland,
Canada, Singapore, Russia, South Africa, Chinese Taipei, Hong Kong, Korea,
Japan and Turkey and Malaysia alike. Nonetheless, reactions towards OBE vary
between commendation by proponents and condemnation by opponents

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OVERVIEW OF OUTCOME BASED EDUCATION
• Based on Spady “Outcome-based education means clearly focusing and
organising everything in an educational system around what is essential for all
students to be able to do successfully at the end of their learning experiences.
This means starting with a clear picture of what is important for students to be
able to do, then organising the curriculum, instruction and assessment to make
sure this learning ultimately happens”
• Before 2002, the Washington Accord was based on conventional education
system widely known as input based education system. The major problem
associated with conventional education system was non-provision of feedback;
which was major hindrance in continuous quality improvement. After the
identification of drawbacks in conventional education system, Washington
Accord adopted outcome based education system in 2002

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 ???
The procedure is actually quite simple. First you arrange items into different
groups. Of course, one pile may be sufficient depending on how much there is to
do. If you have to go somewhere else due to lack of facilities, that is the next step;
otherwise, you are pretty well set. It is important not to overdo things. That is, it is
better to do too few things at once than too many. In the short run this may not
seem important, but complications can arise. A mistake can be expensive as well.
At first, the whole procedure will seem complicated. Soon, however, the whole
procedure will become just another facet of life. It is difficult to foresee any end to
the necessity for this task in the immediate future, but then, one never can tell.
After the procedure is completed, one arranges the materials into different groups
again. Then they can be put into appropriate places. Eventually, they will be used
once more, and the whole cycle will then have to be repeated. However, that is part
of life.
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OVERVIEW OF OUTCOME BASED EDUCATION

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OVERVIEW OF OUTCOME BASED EDUCATION
OBE focuses on what students can actually do after they are taught with the
following key questions:
• What do we want the students to learn or be able to do? (Outcomes and
Motivation)
• How best can we help students to learn or achieve it? (Delivery and Resources)
• How will we know whether the students have learnt or achieved it? (Assessment
and Evaluation)
• How do we close the loop for further improvement? (Continuous Quality
Improvement (CQI))

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IMPLEMENTATION OF OUTCOME BASED
EDUCATION

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 Outcome based education normally starts with
the Mission and vision of the stakeholders (in
most cases the institution / Faculties /
Departments). From these the Program
Education objectives (PEO) are promulgated.
For example
Vision of KUST:
VISION AND
The University shall be an International Centre
MISSION of Excellence

Mission of KUST:
The mission of Kano University of Science and
Technology, Wudil, is to produce highly skilled
manpower through research and training, to
meet the challenges of a fast changing society.

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VISION AND MISSION OF KUST CIVIL
ENGINEERING DEPARTMENT

Vision of the Department:

to produce graduates with high academic standard and adequate practical background for self-
employment as well as of value to industry and the community.
Mission of the Department:
1. To produce graduates with sufficient academic standard and background to meet the increasing
research needs.
2. To produce graduates with sufficient practical skills to meet the rising challenges of a developing
economy.
3. To improve indigenous technologies that will enhance local problem solving capabilities.

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PROGRAM EDUCATIONAL OBJECTIVES (PEO)

PEOs are statements that describe the expected achievements of graduates in their career and
professional life a few years after graduation (say 5 years).
A Characteristics of Good Programme Education Objectives (PEO) Statement includes:
Each addresses one or more needs of one or more stakeholders
Consistent with the mission & vision of the institution
Expectation by stakeholder addressed
Number of statements should be limited and manageable

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PROGRAM EDUCATIONAL OBJECTIVES (PEO)

Should not be simply restatement of outcomes

Forward looking and challenging
Should be stated such that a graduate can demonstrate in their career or professional life
after graduation (long term in nature)
Distinctive/unique features/having own niche
Specific, Measurable, Achievable, Realistic, and having a Time frame (SMART)
Clear, concise, consistent and reachable
Has clear link to the programme outcomes & curriculum design
Reviewed, revised & updated continually Publicized & published

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PROGRAM EDUCATIONAL OBJECTIVES (PEO)

Example of PEO for Civil Engineering Department KUST:

PEO 1
Function successfully in a professional environment by utilizing and enhancing their problem solving
and communication skills.
PEO 2
To explore and apply the modern engineering tools for planning, design, execution and maintenance of
works that is technically viable, economically and socially acceptable
PEO3
Nurture professionals in the fields of engineering and technology who are engaged in life-long learning,
stay informed of the emerging technologies and contemporary issues.

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 MAPPING OF PEOS, VISION AND MISSION
Example of how PEOs are linked to the Vision and Mission
Vision of the Department Mission of the Department Programme Educational
Objectives (PEOs)
to produce graduates with high 1. To produce graduates with sufficient PEO 1
academic standard and adequate academic standard and background to Function successfully in a professional
practical background for self- meet the increasing research needs. environment by utilizing and enhancing their
employment as well as of value to problem solving and communication skills.
industry and the community. 2. To produce graduates with sufficient Related to M1, M2
practical skills to meet the rising PEO 2
challenges of a developing economy. To explore and apply the modern
engineering tools for planning, design,
3. To improve indigenous technologies that execution and maintenance of works that is
will enhance local problem solving technically viable, economically and socially
capabilities. acceptable.
Related to M1, M2, M3
PEO3
Nurture professionals in the fields of
engineering and technology who are engaged
in life-long learning, stay informed of the
emerging technologies and contemporary
issues.
Related to M1, M2

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DEVELOPMENT OF PROGRAM EDUCATIONAL
OBJECTIVES (PEO)

Needs of
Faculty Members Stakeholders

Used to
Define & Revise determine
Program
Educational
Objective

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PROGRAM OUTCOMES(PO)

Based on the PEO’s, the program outcomes are developed. POs are statements that describe what
students are expected to know and be able to perform or do by the time of graduation. Programme
outcomes address Knowledge, Skills and Attitudes to be attained by students. There must be a clear
linkage between Objectives and Outcomes.

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PROGRAM OUTCOMES(PO)

Characteristics of good outcome statements includes:

Each describes an area of knowledge and/or skills that a person can possess
Should be stated such that a student can demonstrate before or by the time of graduation
Should be supportive/responsive of/to one or more programme education objectives (must
be linked to the programme education objectives)
Do not have to include measures or performance expectations
Responsive to objectives
Take advantage of the “unique” character of the Institution
Should meet the specific programme criteria
Package: knowledge, skills, attitude, etc
Cover the domains in the national qualifications framework or accreditation requirements for
programmes.

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PROGRAM OUTCOMES(PO)
COREN in its 2017 BMAS has adopted expected outcomes based on the 12 Washington Accord statement exemplar.
They are as follows:
i. Engineering Knowledge: apply knowledge of mathematics, science, engineering fundamentals and an
engineering specialization to the solution of developmental and complex engineering problems;
ii. Problem Analysis: identify, formulate, research literature and analyze developmental and complex
engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and
engineering sciences;
iii. Design/Development of Solutions: proffer solutions for developmental or 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;
iv. Investigation: conduct investigation into developmental or complex problems using research based
knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of
information to provide valid conclusions;
v. Modern Tool Usage: create, select and apply appropriate techniques, resources and modern engineering and
ICT tools, including prediction, modelling and optimization to developmental and complex engineering activities, with an
understanding of the limitations;
vi. The Engineer and Society: apply reasoning informed by contextual knowledge including Humanities and
Social Sciences to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to
professional engineering practice;

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PROGRAM OUTCOMES(PO)

vii. Environment and Sustainability: understand the impact of professional engineering solutions
in societal and environmental contexts and demonstrate knowledge of and need for sustainable
development;
viii. Ethics: apply ethical principles and commit to professional ethics and responsibilities and norms
of engineering practice, including adherence to the COREN Engineers Code of Conducts;
ix. Individual and Team Work: function effectively as an individual, and as a member or leader in
diverse teams and in multi-disciplinary settings;
x. Communication: communicate effectively on developmental or 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;
xi. Project Management: demonstrate knowledge and understanding of engineering, management
and financial principles and apply these to one’s own work, as a member and leader in a team, to manage
projects and in multi-disciplinary environments;
xii. Lifelong Learning: recognize the need for, and have the preparations and ability to engage in
independent and lifelong learning in the broadest context of technological and social changes.

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MAPPING OF PEO s AND POs
Example of how POs are linked to the PEOs
Programme Educational Description of how POs (Programme
Objectives (PEOs) Outcomes) are linked to the PEOs
1. Function successfully in a 1. Engineering Knowledge: apply knowledge of
professional environment by mathematics, science, engineering fundamentals and an
utilizing and enhancing their engineering specialization to the solution of
problem solving and developmental and complex engineering problems;
communication skills. - The graduates have firm fundamental knowledge and
therefore can easily understand and adapt to any change
2. To explore and apply the modern in the technology
engineering tools for planning, - This will ensure that the graduates will be of high caliber
design, execution and equipped with the fundamental technical principles of
maintenance of works that is science and engineering so that they can lead, facilitate
technically viable, economically and support the development of engineering practices in
and socially acceptable. Nigeria
- Related to PEO 1 and 2
3. Nurture professionals in the fields 2. Problem Analysis: identify, formulate, research literature
of engineering and technology and analyze developmental and complex engineering
who are engaged in life-long problems reaching substantiated conclusions using first
learning, stay informed of the principles of mathematics, natural sciences and
emerging technologies and engineering sciences
contemporary issues. Related to PEOs 1 and 2
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 MAPPING OF POs WITH COURSES
Example of how the course subjects contribute towards POs

Programme Outcome Descriptions

Engineering Knowledge: - Core subjects on Mathematics (Engineering Mathematics I to

apply knowledge of IV), structural analysis, Circuit Theory, Electronics (I to III),
mathematics, science, Computer & Program Design
engineering
fundamentals and an - Basic concepts and theories and their relation to actual
engineering engineering systems are applied and extended in Final Year
specialization to the Projects and Industrial Training.
solution of
developmental and - Extensive laboratory experiments to provide in-depth practical
complex engineering knowledge and hands-on experience to students.
problems;

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COURSE OUTCOMES(CO)

COs are statements that describe what students are expected to know
and be able to perform or do upon completion of a course. Every
learning outcome is intentional and therefore the outcomes must be
assessed using suitable performance indicators. Course outcomes (COs)
must satisfy the stated programme outcomes. There is no need for ANY
(individual) course to address all programme outcomes.

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COURSE OUTCOMES(CO)

Course Outcomes are essential as they:

• define the breadth and depth of learning that students are expected to achieve
• provide a benchmark for formative and summative, assessment
• clearly inform expectations to students
• clearly communicate graduates’ skills to the stakeholders
• define coherent units of learning that can be further
• subdivided for classroom or other delivery modes
• guide and organize the lecturer and the student

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COURSE OUTCOMES(CO)

Reasons for careful specification of outcomes:

1. They enable better planning of instruction and since they are end points they
ensure lecturers know where they are going
2. If the student knows where the lecturer is going they can direct their attention and
effort to this goal a point
3. They can improve performance assessment through between test construction
4. They provide clearly defined parameters for evaluation

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COURSE OUTCOMES(CO)

For Example, consider the CIV3309:

The course has the following outline:
• Introduction to indeterminate structures
• Types of Statically Determinate and Indeterminate Structures
• Static and kinematic Indeterminacy
• Simple beam analysis
• Bending moment, axial force and shear force diagram.
• Analysis of Pin jointed Trusses.
• Determination of section properties.
• Analysis of simple frames
• Analysis of arches.

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COURSE OUTCOMES(CO)
Its course outcome can be formulated as follows:
Program Outcomes

1 2 3 4 5 6 7 8 9 10 11 12
Assessment/
No Course Outcomes Delivery
Evaluation

CO1 At the end of this course the  Lecture  Assignment

student should be able to  Tutorial  Test
classify determinate and 3 3  Final
indeterminate structures. Examination

CO2 At the end of this course the  Lecture  Assignment

student should be able to  Tutorial  Test
evaluate the internal forces and  Final
3 3
moments in beams to develop Examination
shear force and bending
moment diagrams,
CO3 At the end of this course the  Lecture  Test
student should have Ability to  Tutorial  Final
analyze statically determinate Examination
3 3
trusses, beams, and frames and
obtain internal forces

CO4 At the end of this course  Lecture  Test

the student should be able  Tutorial  Final
3 3
to assess section properties Examination
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COURSE OUTCOMES(CO)
Legend Emphasis Level
3 Strongly Emphasis (we address and we assess it in the course)
2 Moderately Emphasis (we address it and we may assess it in the course)
1 Very Little Emphasis (we address it but we do not assess it in the course)
- No Emphasis (we do not address it at all in the course)
Teaching Plan
Week Topic
1 Introduction to indeterminate structures,
Types of Statically Determinate and Indeterminate Structures
2 Static and kinematic Indeterminacy
3 Simple beam analysis
4 Simple beam analysis
Bending moment, axial force and shear force diagram
5 Bending moment, axial force and shear force diagram
6 Analysis of Pin jointed Trusses
7 Analysis of Pin jointed Trusses

8 Determination of section properties

9 Analysis of simple frames
10 Analysis of arches

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Course learning outcome is developed
u s i n g B l o o m ’s Ta x o n o m y t h a t i n v o l v e s
three learning domains: cognitive,
affective, and psychomotor which has
six cognitive levels, five affective
levels and seven physchomotor levels

Blooms et.al has shown that the thought

process can be categorized into six
classes of competencies that student
d i s p l a y. T h e b l o o m s t a x o n o m y i s s h o w n
in the figure where the lower levels
become foundation for the higher levels.
The B l o o m ’s taxonomy process is
ordered in such a way that the lowest
level is the simplest form of
recognition, while the
highest level built on lower levels
involves more complex form of
cognitive skill. By providing a hierarchy
of levels, this taxonomy can assist
teachers in designing assessment
framework to measure the students
learning ability and making teaching
method, innovative and adaptive to
students competencies.

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ASSESSMENT & EVALUATION

• In education, assessment is the process of gathering, interpreting, recording and

using information about pupils’ responses to an educational task.
• Both Formative and Summative assessment are used.
• Formative assessment takes place during the course of teaching and is used
essentially to feed back into the teaching and learning process. E.g. assignments,
tests, quizzes.
• Summative assessment is the “sum” of teaching/learning assuming a finality
status and happens at the end of a course. E.g. Exam.

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ASSESSMENT TOOLS FOR PROGRAMME
EDUCATION OBJECTIVES (PEO)
• Employers’ Survey on Employment Satisfaction
• Input from Industrial Advisory Committee
• Program Educational Objectives Alumni’ s Survey
• Faculty Annual Self-Assessment

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ASSESSMENT TOOLS FOR PROGRAMME
OUTCOMES (PO)
• Course-based Embedded Assessment
• Student Course Satisfaction Survey
• Cumulative GPA (CGPA) Index for Each Course
• Senior Design Projects -- Index of Excellence
• Programme Accreditation
• Academic Review – External Examiner
• Graduate Employment Statistics

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ASSESSMENT TOOLS FOR COURSE OUTCOMES
(CO): FORMATIVE
• Written tests linked to course outcomes
• Oral presentation and assessment
• Student surveys, individual and focus group interviews
• Written project reports
• Assignments, and reports in capstone design subject
• Demonstration and simulation
• Student portfolios
• Peer-evaluations and self evaluations
• Behavioral observation

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ASSESSMENT TOOLS FOR COURSE OUTCOMES
(CO): SUMMATIVE
• Written examination and tests linked to course outcomes
• Oral presentation and assessment
• Student surveys, individual and focus group interviews
• Written project reports
• Demonstration
• Employer survey

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CONTINUAL QUALITY IMPROVEMENT (CQI)
Visions & Missions of
Feedback from & University
to stakeholders on
all stages
Programme Educational
Objectives (PEO) and
Programme Outcomes (PO)

Continuous
Quality Course Outcomes (CO)
Improvement
(CQI)
Teaching & Learning
Stakeholders:
methods
employers,
employees, sponsors,
lecturers, students,
external examiners, Assessments
industry advisors, etc. 36
ROLES OF LECTURERS IN OBE

• Review PEOs, POs, course structures and syllabi.

• Teach the relevant engineering, maths, and other relevant subjects.
• Conduct relevant tutorials and laboratory practical sessions.
• Give appropriate guide on assignments and projects.
• Conduct empirical measurements of POs.
• Prepare the required documentation.
• Obtain and maintain accreditation through Continuous Quality Improvement
(CQI).

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ROLES OF STUDENTS IN OBE

• Know the required Programme Outcomes and Programme Objectives

• For each course, review the Learning Outcomes at the beginning of each semester. This
gives them an idea of the knowledge and skills expected from a particular course.
• Be more proactive in the learning process to acquire the Learning Outcomes of subjects.
• Demonstrate through the assessment methods that the required skills and knowledge
have been acquired.
• Attain the Programme Outcomes and Programme Objectives as a whole during the entire
programme.
• Give constructive feedbacks on the programme/course/academic staff to obtain
accreditation through active participation in Online Teaching Evaluation, Academic
Advisory System, dialog sessions, etc.

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THE END

Q & A

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