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Our OBECapsule provides ERP based configuration of target, correlation of CO-PO mapping and evaluation methods of CO-PO attainment & monitoring continuous improvement of attainment. It also provides the practical training on OBE methods. OBEcapsule has faculty centric & user friendly features. We have best of the OBE experts in the training process.

OBE Setup

  • Vision & Mission of department & institution
  • Alignment between Vision & Mission
  • Programme Educational Objectives (PEOs)
  • Co-relation between PEOs & Mission Statments
  • Programme Outcomes(POs), Programme Specific Outcomes(PSOs)
  • Course Outcomes (COs)
  • Mapping between COs & POs/PSO
  • Programme Articulation Matrix
OBE Content

OBE Content

Definition Diagram

  • 1.1.1 Education
    Education is a process in which one imparts or acquires knowledge, skills, values, ethics and attitude to act respectfully, knowledgeably and wisely, to provide solutions of different problems and to build environment for further learning. 
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  • 1.1.2 Difference between formal and informal education
    When a person learns through the well-defined curriculum, system and processes defined by the institution it is called formal education. When a person learns through daily life experiences it is called informal education.
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  • 1.1.3 Educational outputs and educational outcomes (or outcomes)
    These are the measure of performance of students represented in certain parameters such as marks obtained, pass percentage, class average marks, number of backlogs, ranks of students, etc. It is easy to define outputs. These are quantitative parameters and easy to evaluate the attainment.
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  • 1.2.1 Output-based education
    Traditional education system is an output-based education system (or input-output based duction), where student undergoes through a system of teaching-learning and evaluation processes. Outputs are measured in terms of performance of students such as marks obtained, pass percentage, class average marks, number of backlogs, ranks of students, etc.
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  • 1.2.2 Outcome-based education
    In an outcome-based education system, students undergo through a system of teaching-learning and evaluation processes in which outcomes are measured in terms of acquired ability in skills, knowledge and attitude (or behavior) by the students.
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  • 1.2.4 Difference between output-based education and outcome-based education
    1.2.4 Difference between output-based education and outcome-based education
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  • 1.3.1 Major Steps of Implementation for OBE
    The figure 1.3 gives the major steps of implementation of OBE in a department. In steps 1 to 6, we define vision, mission, PEOs, POs, COs, curriculum and assessment and evaluation methods. The steps 7 to 10 involve in implementation phase where we live through practices of OBE.
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  • Questions
    Questions
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  • 2.1.1 Vision statement
    Vision is a futuristic statement that the institution would like to achieve over a long period of timeand Mission is the means by which it proposes to move toward the stated Vision. So, Mission statements are essentially the means to achieve the vision of the institution. 
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  • 2.1.2 Difference between vision and mission
    2.1.2 Difference between vision and mission
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  • 2.2 Defining Vision
    Each institute must have the vision statement and each department of an institute shall also have the vision statement in alignment with the vision statement of the institute.
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  • 2.2.1 Review of Vision statement
    The simple way to review any vision statement is to identify the aspiration and objective/strategy/purpose in the statement. Then do reasoning for which part is the stronger than other. Take an example of vision statement, ‘promoting global understanding by imparting quality education’. The part of the statement, ‘promoting global understanding’ implies to take measures to prepare students for global awareness. The remaining part, ‘by imparting quality education’  implying for global standard education system to make students with global understanding. But, in the entire vision statement, there is no such emphasis on what recognition the institute is aiming for. The vision statement seems to be a part of some mission statement.
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  • 2.3 Defining Mission
    As the mission statements need to embed the means to achieve the vision of an institute. The befitting roadmap(mission) is essential to get to goal(vision). Hence, vision statement must be taken as the basis for defining mission statement. Let’s make an attempt for a systematic approach to define the mission statements. Following steps can be adopted while defining mission statements.
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  • 2.4 Consistency between Vision and Mission
    Mission must be defined in consistence with vision. If vison and mission statement are already defined, then the consistency between vision and mission can be justified by the following steps.
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  • Questions
    Questions
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  • What is Program Educational Objective (PEO)?
    Program educational objectives (PEOs) are the broad statement of career and professional accomplishments of graduates  that a program is preparing them to achieve within a few years of graduation. A program in fact prepares students with expected knowledge, skills and attitude such that after becoming graduates they can demonstrate career accomplishment to fulfil the PEOs of the program. 
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  • 3.1.1 Objective of a program and program educational objective
    Table 3.1: Difference between Objective of a program and Program Educational Objective
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  • 3.2 Defining PEOs
    PEOs must be defined for each program separately. Three to four PEOs may be defined for each program and each PEO is a broad statement
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  • 3.2.1 Dimension of accomplishment of Graduates
    While defining a PEO, it is better to identify the broad area(s) of accomplishment graduates. Further we can mention specific achievement we want our graduates to achieve.some broad areas of accomplishment and some related specific achievements are given below.
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  • 3.2.2 Approach for defining PEOs
    PEOs are broad statements of achievement and accomplishment of graduates. These are also the ambition of program owner for their students when they go to job fields after graduation. the following two-step approachcan be followed while defining PEOs.
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  • 3.3 Difference between mission of the department and PEO
    Table 3.3: Difference between mission and PEOs
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  • 3.3.1 Connection between Mission and PEOs
    It is required to justify the consistency between mission and PEOs. This is an essential component in the self assessment report (SAR) for program level accreditation by national board of accreditation (India). Leadership deployment, systems, processes, supports and recourses must be in place to yield the program outcomes. Attainment of Program outcomes shall ensure good competency among graduates. PEOs of a program shall be met if students accomplish in the organization. Graduates can accomplish and achieve in career if they a have good competency. Usually the means of achievement and strategy are embedded in mission statements. Hence, mission and PEOs must be defined with consistency. 
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  • 3.4 Consistency between mission and PEOs
    We know that mission is defined in alignment with aspiration of recognition and the objective of institution as stated in vision. However, it also equally important to ensure the alignment of mission with PEOs. The action points in the mission must be oriented towards the development of graduate attributes that are required for graduate for accomplishment in their professional career. To establish consistency between mission and PEOs, the following steps may be adopted.
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  • 3.5 Process of defining PEOs
    Program educational objectives shall be defined and finalized in the departmentas a new program is launched.The PEOs shall be revised after collecting the feedback from alumni and employers. Since we expect our graduate to meet the PEOs through their professional career in 2-3 years after their graduation, the PEOs may be modified after 6-7 years since the launch of a program (a four year program). 
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  • Questions
    Questions
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  • 4. Bloom’s Taxonomy
    There are three learning domains as perBloom's Taxonomy: the cognitive, affective, and psychomotor. Each domain has certain number of hierarchical levels of learning.
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  • 4.1 Bloom’s cognitive taxonomy:
    4.1 Bloom’s cognitive taxonomy: 
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  • 4.2 Bloom’s affective taxonomy:
    4.2 Bloom’s affective taxonomy:
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  • 4.3 Bloom’s Psychomotor taxonomy
    includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures.
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  • Questions
    Questions
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  • 5.1 Graduate Attributes
    Students take admission in programs of higher study to become graduates. Students will undergo a bunch courses and activities to earn credits through evaluation to complete the requirement of the program to get the degree. Students are expected to acquire some qualities and standards of knowledge, skills attitudes during their entire duration of study of the program which are called graduate attributes. The quality and standard of graduates are represented by some indicators which are called graduate attributes. Some examples graduate attributes are; sound knowledge, problem solving, design, team work, leadership, environment & sustainability, ethics, etc.
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  • 5.2 What is Complex Problem?
    The epicentre of all POs is the complex problem which is to be identified and solved by the graduates. A problem may be simple or complicated or complex in nature.
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  • 5.2.1 Exploring a Complex Problem
    The causes of a complex problem are multidimensional hence it has a many of variables. The variable may interact with number of other variables or vice versa.
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  • 5.2.2 Comparison among Simple, Complicated and Complex Problem
    5.2.2 Comparison among Simple, Complicated and Complex Problem
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  • 5.3 Stages to handle the Complex Problem
    Complex problems do not have straight forward solution. A best effort is put to provide the solution that cannot be taken for final solution. Innovation is the important element for solution of a complex problem, hence both cognitive skills and soft skills are essential.
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  • 5.4 Required skills to handle different stages of the complex problem
    5.4 Required skills to handle different stages of the complex problem
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  • 5.5 The other attributes to deal a complex problem successfully
    5.5 The other attributes to deal a complex problem successfully
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  • 5.6 Knowledge and Attitude Profile Given by NBA
    5.6 Knowledge and Attitude Profile Given by NBA
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  • Questions
    Questions
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  • 6.1.1 National Board of Accreditation (NBA) has defined 11 program outcomes for engineering programs.
    6.1.1 National Board of Accreditation (NBA) has defined 11 program outcomes for engineering programs. 
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  • 6.2 Key performance Indicators related to POs
    In the definition of each PO, a set of ability regarding knowledge, skills and attitudes are incorporated in the statement. Each of such ability in the statement is called key performance indicator. Hence, there are set of key performance indicators (KPI) in each PO statement. We can enlist the key performance indicators for each PO as shown below.
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  • 6.3.1 Background for PSO
    Before defining a PSO we need to explore the background for it. The big question on PSO; what are the cognitive skills and soft skills that are not covered under POs defined by NBA and need to be considered to be defined in a separate statements in the form of PSO. For same program, different department (of different institutes) may define different PSOs.
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  • 6.3 Program Specific Outcome
    NBA has given twelve program outcomes for all engineering programs. These are the common graduate attributes expected from every engineering graduate. Although these are common definition for all engineering programs, still graduates will acquire knowledge and skills their respective programs. For example, the skill to use modern tools relates to PO5, but knowledge of modern tools of graduate of computer science and engineering may be different from the knowledge of modern tools of mechanical engineering.  Since students of a particular engineering program shall study some specific courses, laboratory and activities, they may acquire some very program specific knowledge and skills that will be different from other program of study. Hence, it is advisable to define some program specific outcomes (PSOs) over and above the POs given by NBA.
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  • 6.3.2 For example, a department offering UG electronics and communication program
    6.3.2 For example, a department offering UG electronics and communication program, may have following strength.
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  • 6.4 Mapping POs with PEOs
    PEOs are the expectation of the achievement of graduates that they will attain in 2-3 years after graduation. The success of the students in profession depends on performance and contribution.
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  • Questions
    Questions
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  • 7.1 Structure of course outcomes
    Course outcomes are student learning outcomes that students will achieve after going through the course. The course outcomes articulate what students will know (i.e., knowledge), what student will be able to do (i.e., skills) and how they will do (attitudes or behaviour). The level of knowledge and ability of execution are measurable, and behavioural demonstration is observable.
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  • 7.1.1 Part 1: Verb to qualify KSA:
    Usually the definition of the course outcome starts with the phrase, “students will be able to….”. The phrase is immediately followed by a verb to represent the KSA. Table 4.1 shows the useful verbs which are linked to different levels of Bloom’s cognitive taxonomy.
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  • 7.1.2 Part 2: Subject matter of KSA
    The part 1 shall follow the part 2 in which the content of the subject shall be mentioned on which student are expected to acquire the KSA. For example, ‘design digital counter for synchronous and asynchronous clock using flip flops.’ Here, ‘digital counter’ is the content and students are expected to design digital circuits for synchronous and asynchronous  counters using any flip flop. The verb ‘design’ links to level six of bloom’s cognitive taxonomy and it is assessable and measurable.
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  • 7.1.3 Part 3: Context and/or achievement of KSA
    This part of the CO statement is optional. If required the condition of performance of students can be written in a specific context. For example, in a IoT based system development course, CO can be defined, ‘develop an IoT based system coding to connect sensors to internet using instructional manual of raspberry pi”. Students shall demonstrate the coding skills on IoT platform and they can use instructional manual for raspberry pi. Hence student will be performing coding taking help manual. 
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  • 7.2.1 Valid statement:
    There important valid points that are to be considered while defining CO statements to make the statement a valid one. The each statement must be learner centric, relevant, concrete, measurable and achievable (Table 7.2).
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  • 7.2.2 Examples
    7.2.2 ExamplesIn table 7.3, some CO statements are taken and comment is given whether these are in alignment with expected merits of CO statements.
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  • 7.3.1 Definition of Few Terms
    7.3.1 Definition of Few Terms
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  • 7.3.2 Background of CO Definition:
    Course outcomes are the course level knowledge and skills that the students will acquire after completion of a  course. From the structure of CO statement(Figure7.1),it is seen that knowledge and skills are defined on a particular subject matter.Assume a course; Digital Electronics.
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  • 7.4.1 Outlining Expected Learning By Students
    7.4.1 Outlining Expected Learning By Students
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  • 7.4.2Unique BTL and Multiple BTL based CO Statement:
    7.4.2Unique BTL and Multiple BTL based CO Statement:
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  • 7.5 Steps for Developing CO statement
    The five major steps can adopted to define and finalize the COs of a course before the COs are accepted and approved. 
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  • 7.6 Articulate the Syllabus
    7.6 Articulate the Syllabus
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Testimonials

Testimonials

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Saul Goodman

Ceo & Founder

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Sara Wilsson

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Store Owner

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Freelancer

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Entrepreneur

Call To Action

Experience seamless CO-PO management with our ERP-powered OBE Capsule. Set targets, configure mappings, and evaluate attainment—all in one platform.

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Team

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Walter White

Chief Executive Officer

Sarah Jhonson

Product Manager

William Anderson

CTO