The University has stated Graduate Attributes / Programme Outcomes, Programme Specific Outcomes and Course Outcomes which are integrated into the assessment process 

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Dr. Babasaheb Ambedkar Open University follows definite process to initiate and start all the new programmes wherein Programme Project Report (PPR)  for each programme are prepared carefully by following the predefined guideline and UGC – DEB regulations.The PPR contains the specific programme objectives and outcomes.

The University has also made definite efforts for designing and disseminating the Learning Outcome-based Course Framework (LOCF) comprising Programme Outcomes (POs), Programme Specific Outcomes (PSOs) and Course Outcomes (COs) for all academic programmes. The accomplishment of Programme Outcomes, Programme Specific Outcomes and Course Outcomes are integrated into the assessment process.

Moreover, keeping pace with the emerging practice of institutionalizing an outcome-oriented higher education system and enhancing employability of graduates, the Dr. Babasaheb Ambedkar Open University has adopted the UGC notified Scheme for development of Learning Outcomes-based Curriculum Framework (LOCF) in the 72nd meeting of the Academic Council held on 30th April 2019. The process of preparing LOCF documents for the Degree, Diploma and Certificate Programmes offered by the university has been initiated by revisiting the existing programmes and also while developing any new programme.

The University offers a variety of programmes, from research degree programmes to post-graduate, undergraduate, diploma, certificate and awareness programmes, where the duration of the programme varies depending on the level of the programme. The learning outcomes of each programme have been stated in the PPR and Programme Guide of each programme.

The expected programme outcome is outlined in the programme guide, and the course specific expected outcomes are provided in the introductory section of the course itself. Thus the expected learning outcome is rooted in the mind of the learners from the very beginning itself. At the micro level each Unit begins with learning objectives that spells out the specific learning outcome that a learner is expected to get after completion of that unit.

Students are encouraged in the Self-Learning Material not only to be self-guided, self-directed, but also to be self-evaluator of his or her own performance in achieving the learning objectives. In their efforts of achieving such outcomes, they are also provided several examples, illustration and pictorial presentations in the running text. Besides the self-check exercises, those are provided at the end of each of the sections, learners are also summed up at the end of each of the units to ensure that the learning outcome is meted out.

The learning outcomes of the units are thematically linked to the broad learning outcome of the course and of the programmes. The University uses formative/continuous and summative/ term-end evaluation for assessing the progress of its learners and evaluation of their performance. Formative/Continuous evaluation is conducted at two levels i.e. through self-check exercises in-built into the SLMs; formative assessment through assignments.

While designing and uploading the assignments, the programme outcomes are considered by the course coordinators/faculties. Similarly, instructions to paper-setters also contain a copy of the concerned page of the syllabus which incorporates learning objectives and programme outcomes as well.

Assignments given to the learners are not similar to term-end questions, rather these assignments force the learners to go through the SLM and to apply this learning perfectly in tune with the programme outcomes. Thus, the pattern of assignments keeps learners centered around the programme outcomes. 

Summative/term-end evaluation is done through Term End Examinations. The paper-setters are sent the course-contents, level of learning expected of the particular learners, and course-outcomes. Thus, the setters of question papers are also expected to remain centered around the course-outcomes, which eventually lead to programme outcomes. In case some paper-setters deviate from this thumb-rule, suitable corrections are incorporated during moderation of external question-papers.

In vocational and professional programmes and programmes requiring field/skill based competencies, evaluation methodology formative assessment includes, assignments, compulsory field work, practicum, workshops, laboratory based sessions, internship, hands-on training etc. which is mandatory. In the case of project work and practical based courses, the learning outcome is ensured through evidence based evaluation like maintenance of field work report / project reports (wherever applicable) etc. In addition, in some programmes, students are attached to industry/institutions/NGOs etc. to gain real time experience and exposure in the world of work in tune with the learning outcome of the programme concerned.

Hence, the programme outcomes are integrated into the assessment process of the University at both formative/continuous and summative/ term-end evaluation stages.

Feedback is an integral part of learning outcome in the ODL system; learners at university are provided feedback during the counselling sessions at the Learner Study Centres and on their assignments by the evaluators.