Practical Implementation of Outcome-Based Education Practices in the Indian Engineering Institutes – An Objective Approach Based Investigation

Abstract

Outcome-based education (OBE) by Washington Accord (WA) promises to improve the technical education system by clarifying expectations for students and focussing assessment on specific learning outcomes for better measurement of student achievements. Numerous publications describe the process and results of OBE implementation in India. This article is a meta-analysis of research articles documenting the OBE efforts made by Indian engineering institutes. The study implements the established objective approached based reviewing technique. A rubric comprising seven distinct measurements was applied to assess critically selected articles. The detailed assessment indicates that there is a lack of empirical validation of the results obtained by the researchers. The papers were also found to lack a consistent understanding of CO-PO mapping. Hence, there is a clear research gap of statistical validation of the results using pre and postimplementation data for a given improvement. Keywords: Education; Engineering; Outcome-based education; Students; Undergraduates

A Comprehensive Exploration of Outcome-Based Education Principles and Practices

“…This investigation was conducted to find out. The term "metacognitive capabilities" refers to three different types of skills: planning, monitoring, and Evaluating (PME), [10,12,13] Steps in the guided inquiry learning paradigm had mirrored features of metacognitive competence. Planning parts of metacognitive skills include identifying and defining the problem, developing a hypothesis, and formulating a solution strategy (such as designing experiments).…”

“…It also reflects on how students might check their writing's creation, speaking performance and comprehension processes through selfquestioning and revision strategy. Studies such as North Central Regional Educational Laboratory, [9, 13,14] claim that monitoring can assist students better grasp their difficulties and how to overcome them. Participants are asked about their experiences with self-assessment, self-evaluation, and reflective practice as part of the evaluation approaches.…”