Leveraging the Assesment Methods for Outcome Based Education

Abstract

Migration of courses constituting higher engineering education into an OBE (Outcome Based Education) environment is a challenging activity with varied perspectives. Such migration involves graceful modulation to the curriculum, delivery mechanisms and the assessment criteria. These modulations are driven by modulated Course Outcomes which, invariably lands up asynchronously, with different motivations. A process frame work is believed to alleviate the difficulties in achieving successful migration and hence is formalized in this paper and presented. Here we attempt to leverage the use of technology in the conventional teaching system, which results in improved teaching-learning process. The focus on OBE is through the use of various assessment methods in a specific course.