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Outcome-Based Education: A Case Study on Course Outcomes, Program Outcomes and Attainment for Big Data Analytics Course


Affiliations
1 School of Computing & Informatics, College of Engineering & Technology, Dilla University, Dilla, SNNPR, Dilla University, Ethiopia
2 School of Computing & Informatics, College of Engineering & Technology, Dilla University, Dilla, SNNPR, Ethiopia
3 Department of CSE, Rajarajeswari College of Engineering, Bangalore-4 560074, Karnataka, India
4 Department of CSE, GITAM University, Bangalore Campus, Karnataka, India
 

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The key aspect of Outcome-Based Education (OBE) is an assessment of learning outcomes. OBE assessment of the outcomes of the course is the most critical feature required to improve the quality of education. Learning outcomes are concrete, formal statements that state what students are expected to learn in a course. Program Outcomes (POs) are the knowledge, skills, and attitudes that students should have at the end of the course. POs can be measured through Course Outcomes (COs) which are broad statements indicating knowledge, skills acquired at the end of the course. The results of each course are based on COs and POs. An innovative method is needed for assessing the COs and POs. This paper details the CO-PO matrix analysis and CO-PO attainment analysis for Big data analytics course. This study aims to give an effective strategy for evaluating COs and POs, beginning with the formulation of COs using Bloom's Taxonomy. In this methodology by using the students' performance in internal assessment, end exam, assignments, and course exit feedback; calculate the attainment of the course. The proposed method assists in the creation of effective lesson plans, high-quality question papers, and effective rubrics for course evaluation. The outcome-based approach necessitates a paradigm shift in the curriculum process and how the learner is empowered to achieve outcomes.

Keywords

Attainment, Course Outcomes, Outcome Based Education, Program Outcomes, Program Evaluation, Student Evaluation.
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Abstract Views: 377

PDF Views: 190




  • Outcome-Based Education: A Case Study on Course Outcomes, Program Outcomes and Attainment for Big Data Analytics Course

Abstract Views: 377  |  PDF Views: 190

Authors

K. S. Ananda Kumar
School of Computing & Informatics, College of Engineering & Technology, Dilla University, Dilla, SNNPR, Dilla University, Ethiopia
Bekele Worku
School of Computing & Informatics, College of Engineering & Technology, Dilla University, Dilla, SNNPR, Ethiopia
Sisay Muleta Hababa
School of Computing & Informatics, College of Engineering & Technology, Dilla University, Dilla, SNNPR, Ethiopia
Balakrishna R.
Department of CSE, Rajarajeswari College of Engineering, Bangalore-4 560074, Karnataka, India
Prasad A. Y.
Department of CSE, GITAM University, Bangalore Campus, Karnataka, India

Abstract


The key aspect of Outcome-Based Education (OBE) is an assessment of learning outcomes. OBE assessment of the outcomes of the course is the most critical feature required to improve the quality of education. Learning outcomes are concrete, formal statements that state what students are expected to learn in a course. Program Outcomes (POs) are the knowledge, skills, and attitudes that students should have at the end of the course. POs can be measured through Course Outcomes (COs) which are broad statements indicating knowledge, skills acquired at the end of the course. The results of each course are based on COs and POs. An innovative method is needed for assessing the COs and POs. This paper details the CO-PO matrix analysis and CO-PO attainment analysis for Big data analytics course. This study aims to give an effective strategy for evaluating COs and POs, beginning with the formulation of COs using Bloom's Taxonomy. In this methodology by using the students' performance in internal assessment, end exam, assignments, and course exit feedback; calculate the attainment of the course. The proposed method assists in the creation of effective lesson plans, high-quality question papers, and effective rubrics for course evaluation. The outcome-based approach necessitates a paradigm shift in the curriculum process and how the learner is empowered to achieve outcomes.

Keywords


Attainment, Course Outcomes, Outcome Based Education, Program Outcomes, Program Evaluation, Student Evaluation.

References





DOI: https://doi.org/10.16920/jeet%2F2021%2Fv35i2%2F153364