Department of

Computer Science and Engineering

OBE - Outcome Based Education


Outcome Based Education (OBE) is an educational theory that bases each part of an educational system around goals or outcomes. By the end of the educational experience, each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes. The role of the faculty adapts into instructor, trainer, facilitator and mentor based on the outcomes targeted.

Outcome-based methods have been adopted in education systems around the world. In an international effort to accept OBE, the ‘Washington Accord’ was created in 1989; it is an agreement to accept undergraduate engineering degrees that were obtained using OBE methods. The Board of Accreditation for Engineering and Technical Education (BAETE), an accreditation body of Bangladesh under IEB (Institute of Engineers, Bangladesh) is working to be one of the full signatory countries under Washington Accord.

Graduate Attributes (Program Outcomes) for B.Sc. in Engineering Program based on Washington Accord:

Program Outcomes (POs) are narrower statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the knowledge skills and attitudes that students acquire while progressing through the program. The students of the B.Sc. in CSE program are expected to achieve the following graduate attributes or program outcomes at the time of graduation.

PO1–Engineering knowledge (Cognitive): Apply the knowledge of mathematics, science, engineering fundamentals and an engineering specialization to the solution of complex engineering problems.

PO2–Problem analysis (Cognitive): Identify, formulate, research the literature and analyze complex engineering problems and reach substantiated conclusions using first principles of mathematics, the natural sciences and the engineering sciences.

PO3–Design/development of solutions (Cognitive, Affective): Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for public health and safety as well as cultural, societal and environmental concerns.

PO4–Investigation (Cognitive, Psychomotor): Conduct investigations of complex problems, considering design of experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.

PO5–Modern tool usage (Psychomotor, Cognitive): Create, select and apply appropriate techniques, resources and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations.

PO6–The engineer and society (Affective): Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice.

PO7–Environment and sustainability (Affective, Cognitive): Understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate the knowledge of and need for sustainable development.

PO8–Ethics (Affective): Apply ethical principles and commit to professional ethics, responsibilities, and the norms of the engineering practice.

PO9–Individual work and teamwork (Psychomotor, Affective): Function effectively as an individual and as a member or leader of diverse teams as well as in multidisciplinary settings.

PO10–Communication (Psychomotor, Affective): Communicate effectively about complex engineering activities with the engineering community and with society at large. Be able to comprehend and write effective reports, design documentation, make effective presentations and give and receive clear instructions.

PO11–Project management and finance (Cognitive, Psychomotor): Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work as a member or a leader of a team to manage projects in multidisciplinary environments.

PO12–Life-long learning (Affective, Psychomotor): Recognize the need for and have the preparation and ability to engage in independent, life-long learning in the broadest context of technological change.


Bloom’s Revised Taxonomy

There are six levels of cognitive learning according to the revised version of Bloom's Taxonomy. Each level is conceptually different. The six levels are remembering, understanding, applying, analyzing, evaluating, and creating.

Using Bloom's Revised Taxonomy in Assessment

These levels can be helpful in developing learning outcomes because certain verbs are particularly appropriate at each level and not appropriate at other levels (though some verbs are useful at multiple levels). A student might list presidents or proteins or participles to demonstrate that they remember something they learned, but generating a list does not demonstrate (for example) that the student is capable of evaluating the contribution of multiple presidents to American politics or explaining protein folding or distinguishing between active and passive participles.


Definition: retrieve, recall, or recognize relevant knowledge from long-term memory (e.g., recall dates of important events in U.S. history, remember the components of a bacterial cell). Appropriate learning outcome verbs for this level include: cite, define, describe, identify, label, list, match, name, outline, quote, recall, report, reproduce, retrieve, show, state, tabulate, and tell.


Definition: demonstrate comprehension through one or more forms of explanation (e.g., classify a mental illness, compare ritual practices in two different religions). Appropriate learning outcome verbs for this level include: abstract, arrange, articulate, associate, categorize, clarify, classify, compare, compute, conclude, contrast, defend, diagram, differentiate, discuss, distinguish, estimate, exemplify, explain, extend, extrapolate, generalize, give examples of, illustrate, infer, interpolate, interpret, match, outline, paraphrase, predict, rearrange, reorder, rephrase, represent, restate, summarize, transform, and translate.


Definition: use information or a skill in a new situation (e.g., use Newton's second law to solve a problem for which it is appropriate, carry out a multivariate statistical analysis using a data set not previously encountered). Appropriate learning outcome verbs for this level include: apply, calculate, carry out, classify, complete, compute, demonstrate, dramatize, employ, examine, execute, experiment, generalize, illustrate, implement, infer, interpret, manipulate, modify, operate, organize, outline, predict, solve, transfer, translate, and use.


Definition: break material into its constituent parts and determine how the parts relate to one another and/or to an overall structure or purpose (e.g., analyze the relationship between different flora and fauna in an ecological setting; analyze the relationship between different characters in a play; analyze the relationship between different institutions in a society). Appropriate learning outcome verbs for this level include: analyzearrange, break down, categorize, classify, compare, connect, contrast, deconstruct, detect, diagram, differentiate, discriminate, distinguish, divide, explain, identify, integrate, inventory, order, organize, relate, separate, and structure.


Definition: make judgments based on criteria and standards (e.g., detect inconsistencies or fallacies within a process or product, determine whether a scientist's conclusions follow from observed data, judge which of two methods is the way to solve a given problem, determine the quality of a product based on disciplinary criteria). Appropriate learning outcome verbs for this level include: appraise, apprise, argue, assess, compare, conclude, consider, contrast, convince, criticize, critique, decide, determine, discriminate, evaluate, grade, judge, justify, measure, rank, rate, recommend, review, score, select, standardize, support, test, and validate.


Definitions: put elements together to form a new coherent or functional whole; reorganize elements into a new pattern or structure (design a new set for a theater production, write a thesis, develop an alternative hypothesis based on criteria, invent a product, compose a piece of music, write a play). Appropriate learning outcome verbs for this level include: arrange, assemble, build, collect, combine, compile, compose, constitute, construct, create, design, develop, devise, formulate, generate, hypothesize, integrate, invent, make, manage, modify, organize, perform, plan, prepare, produce, propose, rearrange, reconstruct, reorganize, revise, rewrite, specify, synthesize, and write.

Source: Anderson, Lorin W., and David R. Krathwohl, eds. 2001. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Addison Wesley Longman, Inc.


Bloom's Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in Cognitive, Affective and Psychomotor domains. The Cognitive domain list has been the primary focus of most education and is frequently used to structure curriculum learning objectives, assessments, and activities. The three domains and respective levels are illustrated below.

Cognitive [C]


Affective [A]


Psychomotor [P]


















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Regular feedback, response and implementation ensure the continuous quality improvement of the program.

The Dept. of CSE, BUBT adopts strategy and practice of CQI based on the feedback of students, teachers, alumni, employers and syllabus committee in order to continuous upgrade of teaching- learning quality. The three correlated individual CQI loops ultimately ensure the overall Program Educational Objectives (PEO) for B.Sc. in CSE program.

A model of CQI is presented below for reference.