Page 22 - EVALUATION ENGLISH

Evaluation Reforms

Competencies describe how to demonstrate the ability to perform a specific activity such
as Designing, Synthesizing, Evaluating etc. However it is important to note that not all the
competencies identified may be measurable. Hence, it is necessary to define the Competency,
Performance Indicators that may represent a specific and measurable characteristic of a competence.
An indicative illustration is provided under appendix 2 at 2.6 which mentions Program Learning
Outcome, Competencies and associated Performance Indicators for B.Com. /B.A. (Economics)/B.
Sc. (Chemistry) programmes.
Applying the systems approach, a Systems Engineering Process Model for L OBE may be designed
which not only describes the phases and traceability elements, but also describes the importance
of assessments after the course curriculum has been implemented. The process model outlined
below is a V-shaped model in which the work flow is from the left, top to bottom, to the right,
bottom to top.
Systems Engineering Process Model for LOBE

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Figure-6: Systems Engineering Process Model for LOBE
In figure 6 above, the left half illustrates different phases as well as set of deliverable work products
each of which is traceable to the work product generated from the previous phase; for instance,

the traceability of Course Learning Outcomes to Program Learning Outcomes and Program

Learning Outcomes to Program Education Objectives. Iteration between phases is necessary for

refinement. All deliverables may be verified by an internal program administration committee. The

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right half of the Process Model details the assessment activities as per the assessment management

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plan. In the initial phase, assessments are performed at the course level. The assessment results
are mapped to the program level and the performance is reported in an appropriate format. In the

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last phase, assessment is performed over few years after graduation. This assessment is performed
based on feedback from students who have graduated from the university, from employers and
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from stakeholders dependent on the Program Learning Outcomes. The phases in the V-model are
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described in the following sections. + * !"
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1.2.1 Program Education Objectives (PEOs)
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To encourage and facilitate the adoption of the LOBE model across all disciplines, a list of
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Generic Program Education objectives has been identified from the higher education policy and
mentioned at Appendix-1.
20 Evaluation Reforms in Higher Educational Institutions