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Evaluation Reforms

problems and challenges faced by society at global or local levels. A review of the goals and
outcomes on a regular basis forms an essential step.

The Learning Performance Pyramid describes an iterative model where the organizational
characteristics (goals) drive the organizational objectives and objectives further lead to organizational
outcomes.
The first step in developing the Program Education Outcomes is to develop clear Program
Education Objectives (PEOs). Program Education Objectives depend upon the goals, mission and
vision statements of the institution/organization along with the inputs from all its stakeholders like
parents, students, society, environment, regional and national interests as illustrated in Figure-4.

Figure-4 : Organizational Inputs to Program Education Objectives
LOBE is a dynamic and flexible framework, which allows organizations/institutions to design
their institutional specific program education objectives to evolve continuously along with the
evolution of social systems, ever changing national and regional interests.
Once an institution defines program education objectives, these objectives will lead to the
development of Program Learning Outcomes. Program Learning Outcomes lead to the
identification of competencies and from competencies one may derive multiple indicators or
measurable components to assess competencies objectively.
Program Learning Outcomes also lead to design and development of a curriculum containing
multiple courses with specific objectives. Course Learning Outcomes and respective course
competencies and its indicators are further derived from course objectives.
A Program Learning Outcome may lead to one or many different competencies and each
competency may have one or more measurable components called Indicators/ Performance
Indicators. The figure below describes the linkages between Program Learning Outcomes and
Competencies and its Indicators.

Figure-5 : Traceability of Program Learning Outcomes to Competencies & its Indicators

Evaluation Reforms in Higher Educational Institutions 19