accredited with naac ‘a’ grade

KLS Gogte College of Commerce

Outcome Based Education

KARNATAK LAW SOCIETY’S

GOGTE COLLEGE OF COMMERCE, BELAGAVI

ACCREDITED WITH NAAC ‘A’ GRADE

UGC RECOGNISED COLLEGE WITH POTENTIAL FOR EXCELLENCE [CPE]

AFFILIATED TO RANI CHANNAMMA UNIVERSITY, BELAGAVI

Outcome Based Education Handbook



About Us:

Gogte College of Commerce was established in 1954 for imparting education in

BCOM, BBA, BCA & M.Com and other Add-On Commerce Programmes. It is

affiliated to Rani Channamma University Belagavi and recognised by Government

of Karnataka. The College is included in 2(f) and 12(b) Schedule of the University

Grants Commission, New Delhi.

In January 2006, the College celebrated Golden Jubilee which was inaugurated by

Honorable Shri. P. Chidambaram, Former Minister for Finance, Government of

India. The other dignitaries who participated in the Celebrations included Mr.

Sachin Pilot, Honorable Member of Parliament, Mr. Suresh Angadi, Honar’ble

Member of Parliament, Mr.Prabhakar Kore, Member of Rajyasabha and Chancellor

KLE University, Belagavi, Mr. Prakash Hukkeri, MP, who are Alumni of the

College.

The college is recognised as Research Centre in Commerce leading to Ph.D

by Rani Channamma University, Belagavi.

The college has received grants under College with potential for excellence

from University Grants Commission, New Delhi (CPE grants), Proposals for

second phase have been submitted.

Our Vision:

To be a trendsetter in imparting excellent education in commerce, Business

Administration, and Computer Applications and in all allied streams to the utmost

satisfaction of the Students and Stakeholders.

Our Mission:

To provide a strong edifice to students for dedicated and committed service through

excellent and competent teaching.

Our Objectives:

To bring out graduates of excellence, competence, character and integrity to venture

into right vocations, professions and entrepreneurship.

Our Excellence Policy:

To impart knowledge as per the syllabi prescribed by the RCUB and beyond.

To train students with practical knowledge.

To provide opportunities to explore and nature the talents.

To sharpen the skills needed for modern business world.

To imbibe moral and ethical values among the students.



1) What is outcome based Education?

Outcome based education (OBE) is student-centered instruction model that focuses

on measuring student performance through outcomes. Outcomes include

knowledge, skills and attitudes. Its focus remains on evaluation of outcomes of the

program by stating the knowledge, skill and behavior a graduate is expected to

attain upon completion of a program or graduation. In the OBE model, the required

knowledge and skill sets for a particular degree is predetermined and the students

are evaluated for all the required parameters (Outcomes) during the course of the

program.

2) Why institutions need to follow OBE?

The induction of India in the Washington Accord in 2014 is considered a big leap

forward for the higher-education system in India. It means that a graduate from

India can be employed in any one of the other countries who have signed the

accord. For Indian HEI’s to get accredited by NAAC according to the pacts of the

accord, it is aspirational for institutions to follow the Outcome Based Education

(OBE) model.

3) How is it measured?

The OBE model measures the progress of the graduate in three parameters, i.e

Program Outcomes (PO): Program outcomes are narrower statements that

describe what students are expected to know and be able to do by the time of

graduation.

Program Specific Outcomes (PSO): PSOs are statements that describe what the

graduates of a specific degree program should be able to do.

Course Outcomes (CO): Course outcomes are the measurable parameters which

evaluates each students performance for each course that the student undertakes in

every semester.

4) How OBE makes education better?

Learner Centric All students do not learn the same way and at the same pace. So

instead of providing a standardised model, it accepts the diversity

in the classroom and uses the element of continuous evaluation

achieve the desired outcome at the end of education.

Clarity and Focus Since outcomes are predefined students and teachers strategise

well to achieve the end goals or outcomes. There is always a

specific skill or knowledge to be demonstrated instead of just

getting enough marks, which will help shift the focus from

assessments to learning.



How to implement an OBE framework in our institution?

PROGRAMME OUTCOMES (PO)

B.COM

PO- 1: After completing three years for Bachelors in Commerce (B.Com)

program, students would gain a thorough grounding in the fundamentals of

Commerce and Finance.

PO - 2: The commerce and finance focused curriculum offers a number of

specializations and practical exposures which would equip the student to face

the modern-day challenges in commerce and business.

PO -3: The all-inclusive outlook of the course offer a number of value based

and job oriented courses ensures that students are trained into up-to-date. In

advanced accounting courses beyond the introductory level, affective

development will also progress to the valuing and organization levels.

BBA:

PO- 1: After completing three years BBA Programme Students will acquire

and demonstrate analytical and problem solving skills within various

disciplines of Business finance, Management, Human Resource and

Marketing.

PO- 2: The course offers three specializations such as Finance, Human

Resources and Marketing which will help students to face challenges in the

business.

PO- 3: The students should possess the knowledge, skills and attitudes during

the end of the BBA degree course. By virtue of the training and curriculum,

they can become Managers, Professors, Stock Agents, Government jobs

holders, etc.

Assessment of curriculum and needs

Defining outcomes Collaboration Mapping outcomes with subsets

Defining contributions from assessments and

results

Feedback and continuous evaluation



BCA:

PO-1: To produce employable IT workforce, that will have sound knowledge

of IT and business fundamentals that can be applied to develop and customize

solutions for Small and Medium Enterprises (SME).

PO-2: To develop skilled manpower in the various areas of information

technology like: Data base management, Software Development, Computer-

Languages, Software engineering, Web based applications etc.

PO-3:To Understand the fundamental concepts of Computers, Business

environment and IT Applications in Business competent technical writing

skills so as to enable the graduate to communicate business ideas to senior

management and general public.

PO-4: Successfully understand & analyze technical data to reach actionable

conclusions, including technological solutions to the business.

PO-5: Learn technologies & programming languages, so the business

problems could be addressed.

PO – 6: An ability to analyze a problem, and identify and define the

computing requirements appropriate to its solution. To identify and sharpen

their IT/ programming skills.

M.COM

PO-1: Enriched knowledge with new ideas and techniques essential for

business and management.

PO-2: Mastery over specific skills in business.

PO-3: Capability to acquire and handle any position in business.

PO-4: Develop analytical interpretative and presentation skill regarding

research in commerce and management.

PO-5: Acquaintance with recent trends in commerce and management.

Bloom’s Taxonomy:

Bloom's Taxonomy is a classification of learning objectives within education. It was

created in 1956 under the leadership of educational psychologist Dr Benjamin

Bloom in order to promote higher forms of thinking in education, such as analyzing

and evaluating concepts, processes, procedures, and principles, rather than just

remembering facts. It is most often used when designing educational, training, and

learning processes.



Bloom's Taxonomy divides educational objectives into three domains: Affective,

Psychomotor, and Cognitive. Within the taxonomy learning at the higher levels

is dependent on having attained prerequisite knowledge and skills at lower

levels.



Steps followed for implementing outcome based education:

Step 1 : Obtain course outcome

Every Course leads to some Course Outcomes. The CO statements are defined by

considering the course content covered in each module of a course. After the course

(subject) allotment from the department, the course in-charge of the course has to

write appropriate COs for their corresponding course. For every course there may

be 5 or 6 COs. The keywords used to define COs are based on Bloom’s Taxonomy.

CO Sample CO statements

CO1 Understand the basic concepts of logic building , learn usage of tools like

flowchart and algorithm

CO2 Understand the fundamentals of C programming .

CO3 Apply of loops and decision making statements to solve the

problem.

CO4 Implement different Operations on arrays

CO5 Analyse functions to solve the given problem.

CO6 Implement the concept of structures and unions.

Step 2 : Mapping of course outcome with program outcome

After writing the CO statements, the course incharge will map CO with PO of the

respective dept. The role of the program coordinator is to review the CO statements

and the CO-PO mapping done by course in-charge. He also has to consolidate . At

the end of three years(batchwise), the program coordinator has to evaluate the PO.

For a course we map the COs to POs through the CO-PO matrix accordibg to

various correlation levels are:

“1” – Slight (Low) Correlation “

“2” – Moderate (Medium) Correlation “3” – Substantial (High) Correlation

“-” indicates there is no correlation

CO (C

Programming)

PO1 PO2 PO3 PO4 PO5 PO6

CO1 M

CO2 M

CO3 H

CO4

CO5 H H

CO6 M



CO(C

Programming)


CO1 2

CO2 2

CO3 3

CO4

CO5 3 3

CO6 2

Step 3 : Setting weightage for CO assessment

Step 4 : CO measurement through assessment

Attainment

Level

Internal Assessment University assessment

Level 1 60% of students scoring more than

40% marks in internal assessment

tools

60% of students scoring more

than 40% marks in University

assessment



tools



assessment



tools



Assessment

CO Assessment Methods

Internal Assessment (20% weightage)

Theory/ Practical Test

AssignmentsDaily assessment

(attendance/involvement)

University Assessment (80%

weightage)

Theory/Practical Examination



Step 5 : Obtain CO attainment table

Attainment is the action or fact of achieving a standard result towards

accomplishment of desired goals. Primarily attainment is the standard of academic

attainment as observed by test and/or examination result.

Sample CO Attainment

PO Assessment

Direct assessment

(80% weightage)

Internal Exam (20 %

weightage)

University exam (80% weightage)

InDirect assessment

(20% weightage)

Alumini Survey on Program/

Curriculum



Step 6 : Obtain PO attainment table through direct and indirect assessment

methods.

Find the average of each of the COs assessment and consolidate the with CO-PO

matrix and average attainment value.

CO(C

Programming)


CO1 1.81

CO2 1.73

CO3 2.84

CO4

CO5 2.84 2.6 2.9

CO6 1.7

Average 1.81 1.73 2.84 2.6 1.7 2.9

Sample CO – PO Direct Assessment Table

Sem Subject Name PO1 PO2 PO3 PO4 PO5 PO6

Sem I C programming

Computer

Fundamentals

MIL

Financial accounting

Indian Constitution

C Programming Lab

Computer

Fundamentals Lab

Sem II Data Structures

Digital logic and

circuit design

MIL

Financial accounting

Human Righhts and

Environmental

Studies

Data Structures Lab

DLCD Lab

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Indirect Assessment is done by conducting a alumini feedback on curriculum and its

satisfaction.

accredited with naac ‘a’ grade

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