Assessment of Cognitive Domain Course Learning Outcomes

Abstract

The outcome-based education philosophy (OBE) is being implemented in higher education of the country which is learner centric and relevant to work situation. The OBE philosophy stresses on development of work-related abilities and their demonstration in work situation or simulated work situations. The The outcome-based education philosophy (OBE) is being implemented in higher education of the country which is learner centric and relevant to work situation. The OBE philosophy stresses on development of work-related abilities and their demonstration in work situation or simulated work situations. The national education policy 2020 emphases on wholesome development of learners encompassing abilities related to core discipline, inter disciplinary, cross disciplinary and multidisciplinary abilities. The focus of educational programmes is to develop programme level outcomes, programme specific outcomes, programme educational objectives aligned to missions and vision of the institute. The paper advocates the development of course learning outcomes using engaging pedagogies and formative assessment approaches to ensure achievement of intended level of course learning outcomes. The paper stresses on shifting from norms reference assessment to criterion reference assessment. The principles of assessment, course learning outcomes, concept of assessment of course learning outcomes, types of assessment formative and summative and formal and informal, creation of learning portfolio, assessment tools, process of preparing question paper for assessment of course learning outcomes, specification table, and suggestions for setting outcome-based assessment are noted.