Outcome Based

Education (OBE)
Objectives

• Background of OBE
• Need for OBE
• OBE Framework and Implementation
• Introduction to QOBE Software
Historical Background
• Early 1900s: Progressive Education Movement
• 1960s: Educational Reforms and Bloom's Taxonomy
• 1970s: Mastery Learning
• 1980s: Rise of Competency-Based Education
• Late 1980s: William G. Spady's Contribution
• 1990s: Global Adoption and Policy Integration
• 21st Century: Widespread Implementation and
Impact
Why do we need OBE?
90% Remember
90%
OBE is a student-centered approach
that focuses on defining specific
learning outcomes/competencies that
students should demonstrate at the end
of a course/program.
IT’S NOT WHAT WE
TEACH,
IT’S WHAT THEY LEARN
Key Elements of
OBE
• Program Educational Objectives
(PEOs)
• Program Learning Outcomes (PLOs)
• Course Learning Outcomes (CLOs)
Key Principles of OBE
Learning Domains
• Cognitive Domain:
Mental skills involved in learning, including knowledge acquisition, comprehension,

application, analysis, synthesis, and evaluation.

• Psychomotor Domain:
Development of physical skills and coordination, this may involve laboratory skills, using

specific software programs, or creating physical models or prototypes.

• Affective Domain:
Encompasses attitudes, values, emotions, and dispositions.
Bloom’s Taxonomy
OBE Framework and
Implementation
1. Vision & Mission statements
2. Program Educational Objectives (PEOs)
3. Program Learning Outcomes (PLOs)
4. Mapping of PLOs to PEOs
5. Mapping of PLOs to courses
6. Course Learning Outcomes (CLOs)
7. Assessment methodology of CLOs, PLOs and PEOs
8. Continuous Quality Improvement (CQI) for PEOs,
PLOs and CLOs
Assessments in the Outcome
Based Education (OBE)
Approach
 Department of Computer Science
Mission
• To be recognized as a department that brings out
graduates with IT skills satisfying international needs as
Program Vision
well as focusing on the local industry.
To become IT hub in Pakistan and beyond
• Participate in the development of the local IT industry
and become the impetus behind the
through live interaction and interdisciplinary and
change in the destination of this region
multidisciplinary research and development.
and country.
• Provide faculty and students essential resources to
research and solve abstract and real-world problems.
• Promote active learning, critical thinking, coupled with
business and entrepreneurial skills.
Program Educational Objectives
PEO 01
Demonstrate a strong command of computer science principles,
theories, and practices, effectively applying them to design and
develop innovative software solutions

PEO 02
Recognize the ethical implications of their work, promoting
privacy, security, inclusivity, and accessibility, while adhering to
professional codes of conduct and legal standards

PEO 03
Possess exceptional communication skills and exhibit
commitment to continuous learning, staying updated with
emerging trends and technologies.
 Program Learning Outcomes
No PLO Description
.
1 Academic To prepare graduates as computing professionals
Education
2 Knowledge for Apply knowledge of computing fundamentals, knowledge of a computing specialization,
Solving and mathematics, science, and domain knowledge appropriate for the computing
Computing specialization to the abstraction and conceptualization of computing models from defined
Problems problems and requirements.
3 Problem Identify, formulate, research literature, and solve complex computing problems reaching
Analysis substantiated conclusions using fundamental principles of mathematics, computing
sciences, and relevant domain disciplines.
4 Design/ oDesign and evaluate solutions for complex computing problems, and design and evaluate
Development fsystems, components, or processes that meet specified needs with appropriate
of Solutions consideration for public health and safety, cultural, societal, and environmental
considerations.
5 Modern Tool Create, select, adapt and apply appropriate techniques, resources, and modern
Usage computing tools to complex computing activities, with an understanding of the
limitations.
 Program Learning Outcomes
N PLO Description
o.
6 Individual and Function effectively as an individual and as a member or leader in diverse teams and in
Team Work multi-disciplinary settings.
7 Communicatio Communicate effectively with the computing community and with society at large about
n complex computing activities by being able to comprehend and write effective reports,
design documentation, make effective presentations, and give and understand clear
instructions.
8 Computing Understand and assess societal, health, safety, legal, and cultural issues within local and
Professionalis global contexts, and the consequential responsibilities relevant to professional
m and Society computing practice
9 Ethics Understand and commit to professional ethics, responsibilities, and norms of professional
computing practice
10 Life-long Recognize the need, and have the ability, to engage in independent learning for
Learning continual development as a computing professional
 PLO-PEO Mapping

PLO PEO
PEO 01 PEO 02 PEO 03

1 ü
2 ü
3 ü ü
4 ü
5 ü ü
6 ü ü
7 ü
8 ü
9 ü
10 ü ü ü
 Rubric Table (Bloom’s Taxonomy)
Criteria Exemplary (4) Proficient (3) Basic (2) Below Basic (1)
Remembering Consistently Demonstrates solid Demonstrates Demonstrates
demonstrates understanding and partial minimal
thorough recall of course understanding and understanding and
understanding and concepts and recall of course recall of course
recall of course materials. concepts and concepts and
concepts and materials. materials.
materials.
Understanding Demonstrates Demonstrates clear Demonstrates Demonstrates
insightful comprehension and minimal
comprehension and interpretation of partial comprehension and
interpretation of course content, comprehension and interpretation of
course content, making connections interpretation of course content,
connecting ideas and synthesizing course content, with little to no
and synthesizing information with limited connections or
information appropriately. connections or synthesis of
effectively. synthesis of information.
information.
 Rubric Table (Bloom’s Taxonomy)
Applying Consistently applies course concepts Applies course concepts and Applies course concepts and Demonstrates
and theories to real world situations, theories to real world situations theories to real world situations to limited ability to apply course
demonstrating a high level of effectively, demonstrating a solid some extent, demonstrating a concepts and theories to real world
practical understanding and problem- level of practical understanding partial level of practical situations, with minimal practical
solving ability. and problem-solving ability. understanding and problem-solving understanding or problem-solving
ability. ability.
Analyzing Consistently analyzes course content Analyzes course content and Analyzes course content and Demonstrates limited ability to
and information critically, identifying information critically, identifying information to some extent, analyze course content and
patterns, relationships, and patterns, relationships, and identifying patterns, relationships, information critically, with minimal
implications with depth and insight. implications effectively. and implications with partial identification of
effectiveness. patterns,relationships, or implications.

Evaluating Consistently evaluates course content Evaluates course content and Evaluates course content and Demonstrates
and arguments rigorously, arguments with discernment and arguments to some extent, limited ability to evaluate course
demonstrating discernment, judgment, constructing well demonstrating partial discernment, content and arguments, with minimal
judgment, and the ability to construct supported arguments effectively. judgment, or ability to construct discernment, judgment, or ability to
well-supported arguments. well supported arguments. construct well supported arguments.
Creating Consistently generates original ideas, Generates original ideas, solutions, Generates original ideas, solutions, Demonstrates
solutions, or products that or products that demonstrate or products to some extent, limited ability to generate original
demonstrate innovation, creativity, innovation, creativity, and demonstrating partial innovation, ideas, solutions, or products, with
and synthesis of course concepts and synthesis of course concepts and creativity, or synthesis of course minimal innovation, creativity, or
materials. materials effectively. concepts and materials. synthesis of course concepts and
materials.
Sample Course and Assessment
Course: Modern Physics

Course description
This course provides an introduction to the fundamental
concepts and principles of modern physics with a focus on their
relevance to computer science. Topics include quantum
mechanics, special relativity, atomic and molecular physics,
nuclear physics, and elementary particles. Emphasis will be
placed on understanding the conceptual foundations and
applications of these theories in different discipline.
Course Learning Outcomes
CLO 01
Demonstrate understanding of fundamental concepts in
Quantum Mechanics and Special theory of Relativity.

CLO 02
Apply Modern Physics principles to analyze and
interpret physical phenomena.

CLO 03
Evaluate the broader implications of Modern Physics in
various contexts.
 CLO-PLO Mapping

CLO PLO Level

CLO 01 2 C2
CLO 02 3 C3
CLO 03 10 C3
 Sample Question

A particle of rest mass m0 is moving with velocity in the x-direction. Using the
conservation laws of total energy and linear momentum, derive an expression for
the relativistic mass mrel of the particle in terms of mass m0 and velocity v.
Assessment
Example: Modern Physics Assessment Question
Course Learning Outcome (CLO):
CLO 2: Apply modern physics principles to analyze and interpret physical phenomena.
Program Learning Outcome (PLO):
PLO 3: Problem Analysis
Knowledge Domain Bloom’s Taxonomy:
Cognitive (C), Level Apply (3)
 Solution
Given:
Rest mass (m0 ) , Velocity (v)
To derive the expression for relativistic mass (mrel), we'll utilize the conservation laws of total energy and linear
momentum.
Conservation of Total Energy:

(mc2 ). The kinetic energy of a particle with relativistic mass mrel moving with velocity v is given by: K =( 𝛾 −1 )mc 2
In relativistic dynamics, the total energy () of a particle is given by the sum of its kinetic energy K and rest energy

where 𝛾 is the Lorentz factor given by 𝛾 = 1 √1− 𝑣 2 𝑐 2

Conservation of Linear Momentum:
The linear momentum (p) of the particle is given by p= mv . Using the conservation laws, we equate the total
energy and linear momentum of the particle before and after the motion to derive an expression for relativistic

𝐾 + 𝑚𝑐2 = √(𝑝𝑐) 2 + (𝑚𝑐2) 2

mass mrel. Expression for Relativistic Mass (mrel): Equating the total energy and linear momentum:

( 𝛾 − 1)𝑚𝑐2+ 𝑚𝑐2 = √(𝛾𝑚𝑣) 2 + (𝑚𝑐2) 2

substituting the expressions for K and P

𝑚𝑟𝑒𝑙 = 𝑚0/ √1− 𝑣 2 𝑐 2

Simplifying and solving for mrel:
 Rubric Table for Assessment
Criteria Excellent (4) Good (3) Fair (2) Poor (1)
Understanding and Demonstrates thorough Shows good Demonstrates basic Lacks understanding
Application of understanding and applies understanding and understanding but and does not apply
Concepts concepts accurately to mostly applies concepts struggles to apply concepts concepts effectively to
solve the problem. accurately to solve the accurately to solve the solve the problem.
problem. problem.

Problem-Solving Analyzes the problem Analyzes the problem Attempts to analyze the Does not effectively
Skills systematically, selects effectively, selects problem but struggles with analyze the problem
appropriate strategies, and appropriate strategies, selecting appropriate or select appropriate
executes calculations and executes strategies, leading to errors strategies, resulting in
accurately. calculations with minor in calculations. significant errors in
errors. calculations.

Clarity of Provides a clear, well- Provides a mostly clear Provides a somewhat Provides an unclear or
Explanation organized explanation of explanation of steps unclear explanation of disorganized
steps with thorough with adequate steps with limited explanation with little
justifications and logical justifications and logical justifications and logical to no justifications or
reasoning. reasoning. reasoning. logical reasoning.
 Assessment in OBE Framework

Rubric for Marks Assessment Question

Criteria Points • Alignment with Course Learning Outcome (CLO)
Derivation of total energy 4
• Integration with Program Learning Outcome (PLO)
expression
and Program Educational Objectives (PEO)
Derivation of linear momentum 3
expression • Promoting Cognitive Development
Correct substitution and 2 • Facilitating Assessment and Evaluation
simplification
• Encouraging Reflection and Growth
Clear explanation of steps 1
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 CQI of CLOs
•Identification of Weak Areas
– If 50% of the students score less than the KPI of 40% specified for each CLO, it is
considered to be unachieved
•Corrective Actions in case of identification of weak areas:
1.Assign an additional assessment to improve the CLO score of students failing to
achieve the CLO passing criteria
2.Improve CLO statement
3.Improve/revise the contents covered under the CLO
4.Increase/decrease the time allocated to the CLO
5.Improve/redesign the assessment tools
6.Improve learning environment and aids (Lab Equipment, Projectors etc.)
7.Change teaching methodology
Continuous Quality
Improvement
• Key Performance Indicator (KPI)
• The Board of Studies and Faculty set these KPIs and it varies according to the students, university
requirements, maturity of OBE system and regional/global demands. Department of Electrical is currently
observing the following KPIs.
• KPI for CLO Achievement at student level
• The student must achieve minimum of 40% in all CLOs
• KPI for CLO Achievement at COHORT level
• 50% of the class students should pass the 40% passing criteria
• KPI for PLO Achievement at Student and COHORT level
• At least 50% student must achieve minimum 50% in all PLOs
• KPI at Program Level
• Minimum 60% students achieve the minimum passing criteria of PLO.
• KPI for Program Educational Objectives
• Minimum 60% students achieve the minimum criteria in Alumni and Employer survey
Key Principles of OBE

• Clear Definition of Learning Outcomes

• Curriculum Design and Instructional Strategies
• Assessment and Evaluation
• Continuous Improvement