Understanding and Formulation of PEO, PO and CO

What are Program Educational Objectives (PEOs)?

• Statements that describe the knowledge, skills, and attitudes that learners should have acquired by the end of a learning experience.

• Specific statements/goals consistent with the mission and vision of the IHL, are responsive to the expressed interest of programme stakeholders, and describe the expected achievements of graduates in their career and professional life a few (3 to 5) years after graduation.

• Statements that describe what students are expected to know and be able to perform or attain by the time of graduation.

• Statements that describe the characteristics of well-defined PEOs, POs, and COs.

What is the importance of PEOs, POs, and COs in the context of educational program assessment and accreditation?

• They serve as benchmarks for continuous improvement and ensure program quality and relevance.

• They help programs stay relevant to industry needs and trends.

• They are requirements for accreditation or reaccreditation.

• All of the above.

What are the characteristics of well-defined PEOs?

• They are specific statements/goals consistent with the mission and vision of the IHL.

• They are responsive to the expressed interest of programme stakeholders.

• They describe the expected achievements of graduates in their career and professional life.

• All of the above.

What is the process for formulating effective PEOs, POs, and COs?

• Regularly evaluating and reviewing based on feedback from stakeholders and changes in industry standards.

• Ensuring they are linked to the curriculum design.

• Considering them in the design and review of the curriculum in a top-down approach.

• All of the above.

What do Programme Outcomes (POs) describe?

• The knowledge, skills, and attitudes that learners should have acquired by the end of a learning experience.

• What students are expected to know and be able to perform or attain by the time of graduation.

• The expected achievements of graduates in their career and professional life a few (3 to 5) years after graduation.

• The process and best practices for formulating effective PEOs, POs, and COs.

Which of the following is not good characteristics of PEOs

• Refer to graduate long-term (3-5yrs) achievement in their professional career

• SMART (Specific, Measurable, Achievable, Results oriented, Time frame)

• Consistent to mission & vision of university and department

• Include statement of programme outcomes

Which is the most suitable elements to describe learning outcomes on Cognitive Skills?

• theoretical and technical knowledge

• Work together with different people

• critical, analytical and evaluation skills

• professionalism

Which are the following statements is not right about taxonomy domains?

• The psychomotor domain encompasses the ability of learners to physically accomplish tasks and perform movement and skills.

• The cognitive domain focuses on intellectual skills such as critical thinking, problem solving, and creating a knowledge base.

• The affective domain focuses on the attitudes, values, interests, and appreciation of learners.

• The Taxonomy of Educational Objectives, describe solely the depth of learning the students to achieve

Answer explanation

The Taxonomy of Educational Objectives, known as Bloom's Taxonomy (Bloom, Engelhart, Furst, & Krathwohl, 1956) is one of the most recognized learning theories in the field of education. Educators often use Bloom's Taxonomy to create learning outcomes that target not only subject matter but also the depth of learning they want students to achieve, and to then create assessments that accurately report on students’ progress towards these outcomes (Anderson & Krathwohl, 2001).

What are the expected students graduate attributes (POs) of a degree programme?

Design a course outcome for an OBE course.

(Tips: Start with One verb)