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Critical Issues and Answers of Outcome-Based Education for Technical Institutions in India
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Author(s): J. P. Patra (Chhattisgarh Swami Vivekanand Technical University, India & Shri Shankaracharya Institute of Professional Management and Technology, Raipur, India), Alok Kumar Jain (Shri Shankaracharya Institute of Professional Management and Technology, Raipur, India), Gurudatta Verma (Shri Shankaracharya Institute of Professional Management and Technology, Raipur, India)and Sumitra Samal (Shri Shankaracharya Institute of Professional Management and Technology, Raipur, India)
Copyright: 2021
Pages: 20
Source title:
Assessment Tools for Mapping Learning Outcomes With Learning Objectives
Source Author(s)/Editor(s): G. R. Sinha (Myanmar Institute of Information Technology, Mandalay, Myanmar)
DOI: 10.4018/978-1-7998-4784-7.ch015
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Abstract
The revolution of the world economy and higher education are driving profound changes in the engineering education system. Worldwide adaptation of outcome-based education framework and enhanced focus on higher-order learning and professional skills necessitates a paradigm shift in traditional practices of curriculum design, education delivery, and assessment. In recent years, worldwide sweeping reforms are being undertaken to bring about essential changes in engineering education in terms of what to teach (content) and how to teach (knowledge delivery) and how to assess (student learning). MHRD and AICTE jointly introduce so many new professional skills through MOOCs and also set some performance indicator to measure the outcomes. This chapter deals with the critical issues present in technical institutions and how it can be neutralized through POs, PSOs, PEOs, and Bloom's Taxonomy.
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