Outcome Based Education (OBE)

TIST takes pride in developing graduates who are employable and are capable of contributing to society at the global level. OBE is a student-centric educational system that sets measurable outcomes of student performance – knowledge, skills and attitudes and focuses all activities on achieving these outcomes. These outcomes are clear learning results we want our students to demonstrate at the end of significant learning experiences. In order to implement OBE, TIST has

  1. Developed a clear set of learning outcomes at different levels around which all the system components are focused.
  2. Established the required ambience to encourage the students to achieve these outcomes.

The OBE approach builds competencies in learning, enabling graduates to cope with rapid changes around. It aims at wider recognition, transparency and quality assurance to ensure ‘learning by the student’ through effective teaching methodology leading to industry relevant graduates. OBE enables TIST to

  • Enhance quality of teaching learning process.
  • Structure content around activities
  • Assess achievement of course and program outcomes.
  • Promote interdisciplinary and higher order thinking skills.
  • Achieve global recognition


With the introduction of OBE, TIST now incorporates a couple of novelties in curriculum, within University parameters. Creative content is given priority while adopting pedagogy models like Revised Bloom’s Taxonomy (RBT) and Creative Learning Process (CLP). To achieve mission and vision of the institute, outcomes are framed, assessed and continuously monitored.

 The Practice

Institution has reframed its Vision and Mission in the year 2015 so as to equip the stakeholders for the challenges posed by the times. The institution has defined Program Outcomes (POs) for the departments based on Graduate Attributes. All departments formulate Program Educational Objectives (PEOs) and Program Specific Outcomes (PSOs). NBA process manual is maintained.

Course Outcomes (COs) are framed by concerned faculty for every course handled. The Revised Bloom’s Taxonomy pedagogical model which visualizes six levels of thinking is employed to select observable and measurable action verbs to define these outcomes.


The COs are mapped to POs and PSOs. Course plan endeavors to bridge syllabus-based gaps by adding contents outside syllabus. At the end of every academic year, curriculum gaps are identified using PO/PSO Mapping along with Course End surveys, Program Exit Surveys, Alumni Surveys and Employer Surveys and steps initiated to address them.

A well-defined procedure is followed in the institution for measuring CO, PO and PSO attainment. The attainment of outcomes are assessed through assessment tools, viz.; internal assessments, class tests, assignments, evaluation in labs and end semester exams to determine CO attainment.

Faculty prepare learning materials and teach with the aid of chalk and board, smart classrooms, and models. Format for Classroom Teaching (FCT) is a tool used by faculty as an aid in the teaching-learning process. Each faculty prepares material showing learning outcomes, instructional methods and assessment questions. Difficult concepts are explained with reference to real-world situations. Question paper scrutiny committee scrutinizes the internal examination question papers composed of questions of different levels of difficulty.

Evidence of Success

  • Built a proper framework for curriculum delivery
  • Well-defined assessment procedure for the achievement of outcomes
  • Enhanced student core competencies
  • Obtained the National Board Accreditation for four engineering programs
  • Gained global and national recognition
  • Received approval for awarding B.Tech Honors under APJ Abdul Kalam Technological University (KTU)
  • Obtained the AICTE approval of new programs viz.; B.Tech in Robotics & Automation
  • Received AICTE approval for an increase in intake for the NBA accredited courses B.Tech
  • Computer Science & Engineering and Civil Engineering.
  • Promoted industry-institute interactions
  • Eligibility to avail national/international funds
  • Selected for implementation of Additional Skill Acquisition Program (ASAP)

Problems Encountered and Resources Required

Course Outcomes provided along with the curriculum may not always be defined using RBT; hence TIST designed its own guidelines and additional verbs for framing the course outcomes. Question papers of university exams may not always be following pedagogical approach and so TIST adopted the strategy of uniformly distributing its attainment to all course outcomes in the procedure of calculating course outcome attainment. Industry relevance for concerned courses is not addressed completely in the curriculum. Steps for mitigating the industry-institute gaps are discussed in the Academic Advisory Committee of the departments. Separate academic calendar is prepared which includes all academic activities as per university calendar along with co-curricular and extracurricular activities. Trainings on Pedagogy and orientation on OBE, identification of assessment tools to measure the achievement of outcomes are required.

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