Outcome-Based Engineering Education: A Global Report of International OBE Accreditation and Assessment Practices

Qadir, J. et al. (2020) Outcome-Based Engineering Education: A Global Report of International OBE Accreditation and Assessment Practices. 2020 ASEE Annual Conference & Exposition, Online Event, 21-24 Jun 2020. (doi: 10.18260/1-2--35020)

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Publisher's URL: https://peer.asee.org/35020


Outcome-based education (OBE) is a paradigm in which instructional and assessment/ evaluation are explicitly designed for ensuring the attainment and mastery of predefined learning outcomes. OBE is now the underlying paradigm followed by global accreditation efforts such as the Washington Accord (ratified in 1989). The shift to OBE is so pronounced that some education experts identify the shift to outcome-based education and accreditation as one of the top 5 major changes of the last 100 years. OBE is starkly different from the previous content-based educational approaches in shifting the aim from covering the content to a student-centric mastery that is driven by exit-outcomes and educational objectives. And while OBE is often criticized for straitjacketing education, and resisted by hesitant faculty members suspecting additional burden, studies show that the OBE movement, on the whole, has helped in improving the educational standards and outcomes by helping ensure proper planning of curriculum and assessment and their alignment with the program objectives and desired outcomes. OBE is also flexible in the sense that it does not dictate the choice of specific education strategies or teaching methods. New OBE schemes have also diversified in response to early misgiving about OBE (related to excessive paperwork, and bean-counting-like auditing) and now admit diverse types of evidence (including qualitative and quantitative, formative and summative, formal and informal assessments). In this paper, we present—as a geographically dispersed set of academics from Pakistan, United Kingdom, United States of America, Malaysia, Saudi Arabia—a global international perspective on OBE accreditation standards, practices, and attitudes. We will trace the historical development leading to the great shift to OBE in recent times and also synthesize insights from our diverse transnational experience in meeting accreditation requirements in different countries.

Item Type:Conference or Workshop Item
Glasgow Author(s) Enlighten ID:Imran, Professor Muhammad and Ponciano, Professor Joao and Hussain, Dr Sajjad
Authors: Qadir, J., Shafi, A., Al-Fuqaha, A., Taha, A.-E. M., Yau, K. L. A., Ponciano, J., Hussain, S., Imran, M.A., Muhammad, S. S., Rais, R. N. B., Rashid, M., and Tan, B. L.
College/School:College of Science and Engineering > School of Engineering > Systems Power and Energy
Copyright Holders:Copyright © 2020 American Society for Engineering Education
First Published:First published in 2020 ASEE Virtual Annual Conference Content Access
Publisher Policy:Reproduced in accordance with the publisher copyright policy
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