TABLE OF CONTENTS

1. ACCREDITATION:

1.1 Introduction

1.2 Importance and Significances of Accreditation

1.3 Types of Accreditation

1.3.1 Institutional Accreditation

1.3.2 Programme Accreditation

1.4 Accreditation Models

1.4.1 Minimal Model

1.4.2 Input – Output Model

1.4.3 Outcome Model

2. KEY COMPONENTS OF OUTCOME BASED EDUCATION:

2.1 Vision and Mission of the Institution

2.1.1 A guideline for Creating Vision and Mission

2.2 Vision and Mission of the Department

2.3 Programme Educational Objectives

2.4 Graduate Attributes

2.5 Programme Outcomes

2.6 Programme Specific Criteria

2.7 Course Outcomes

2.8 Curriculum Design

3. ASSESSMENT AND EVALUATION:

3.1 Introduction

3.2 Assessment Tools

3.3 Assessment of Programme Educational Objectives

3.4 Assessment of Programme Outcomes

3.5 Assessment of Course Outcomes

CHAPTER-I

ACCREDITATION

1.1 INTRODUCTION:

Accreditation is a formal recognition of an educational program by an

external body on the basis of an assessment of quality. It is a process

of quality assurance and improvement, whereby a programme in an

institution is critically appraised to verify that the institution or the

programme continues to meet and exceed the norms and standards

prescribed by the appropriate designated agency. Accreditation does

not seek to replace the system of award of degree and diplomas by

the universities/autonomous institutions. But, accreditation provides

quality assurance that the academic institution’saims and objectives

are honestly pursued, and effectively achieved by the resources

available, and that the institution has demonstrated capabilities of

ensuring effectiveness of the educational programmes over the

validity period of accreditation.

1.2 IMPORTANCE AND SIGNIFICANCES OF ACCREDITATION:

To attain international recognition of the degrees awarded.

To provide students a quality education which lead to a wide range

of job opportunities and international mobility.

To make the institute/department aware about strengths and

weaknesses of the institution/programme offered by it and

encourage the institute to move continuously towards the

improvement of quality of its programme, and the pursuit of

excellence.

To facilitate institutions for updating themselves in programme

curriculum, teaching and learning processes, faculty

achievements, students’ knowledge/skills/abilities.

To excel among stakeholders(students,faculty,alumni,

parents, recruiters, industries, government/Public

Sectors, regulators, management, etc)

The accreditation helps the stake holders in the following ways:

o STUDENTS:

Selection of Institutionsand educational programmes

of higher standards

Admissionin reputed educational institutions for

higher studies.

o FACULTY: Career growth in an inspirational environment with

academic freedom.

o PARENTS: Assurance of quality education to their wards.

o ALUMNI: Career with professional accomplishment.

o INDUSTRIES AND EMPLOYERS:

Recruitment of well-qualified, competent and role

ready graduates

Improved Industry – institute interaction

o INSTITUTIONS: Continuous improvement towards Excellence

and building a brand name

o GOVERNMENT/REGULATOR:

Quality improvement in the education

Availability of skilled manpower.

1.3 TYPES OF ACCREDITATION:

1.3.1 INSTITUTIONAL ACCREDITATION:

Institutional Accreditation is the evaluation of overall institutional

quality, but it does not focus on individual academic programmes. It

is usually based on an evaluation of whether the institution meets

specified standards such as faculty qualifications, research activities,

student intake, learning resources and infrastructure. It might also

be based on an estimation of the potential for the institution to

produce graduates that meet explicit or implicit academic standard or

professional competence. NationalAccreditation and Assessment

Council(NAAC)wassetupin1994bytheUniversityGrantsCommission

(UGC)for institutional accreditationthrough acombination ofinternal

andexternal qualityassessment.

1.3.2 PROGRAMME ACCREDITATION:

Programme Accreditation is the evaluation of a programme of study,

rather than an institution as a whole. It is mainly to assess the

professional competencies of the graduates.

NationalBoardofAccreditation(NBA)

wasoriginallyconstitutedin1994toassessthequalitativecompetenceof

the

educationalinstitutionsfromdiplomaleveltopostgraduatelevelinengin

eeringandtechnology,management,pharmacy,architecture,andrelate

ddisciplines.The NBA,initspresent form,hascome

intoexistenceasanautonomousbodywitheffectfrom7thJanuary2010,

withtheobjectiveofassuranceofqualityandrelevanceof the

technicaleducationthroughthemechanisms ofaccreditation

ofprogrammes offeredbythetechnicalinstitutions.

1.4. ACCREDITATION MODELS:

Accreditation involves a set of procedures designed to gather evidence

to enable a decision to be made about whether the institution or

programme should be granted accredited status. The set of

procedures differs from one model to another. The following are the

popular accreditation models.

1.4.1 MINIMAL MODEL:

This model ascertains basic characteristics of the institution and

programme. In general, this model is numeric and law-based. This

model ascertains the existence of infrastructure, size and

qualification of the faculty, coverage of basic topics in the curriculum.

Further, it provides a prescription for a minimal core and general

parameters for the rest of the curriculum. The minimal model is easy

to implement and maintain as long as it adheres to the “minimal”

philosophy. One of the major drawbacks of this model is that it does

not encourage continuous improvement in curriculum, teaching

learning process and faculty competency other than qualification.

1.4.2 INPUT-OUTPUT MODEL:

This model strictly adheres to the core curriculum. It gives direct

prescriptions of curriculum and faculty composition. It also specifies

parameters for the rest of the curriculum. It makes the accrediting

process uniform and potentially fair. The criteria of this model are

unambiguous and often numeric. But, it is difficult to establish and

update. This model is relatively easy to maintain as it is adherent to

clear rules. However, there is no scope for innovation and creativity in

the curriculum.

1.4.3 OUTCOME BASED MODEL:

This model prescribes a minimum core and basic requirements. It

focuses on the goals and objectives of the programme. But, tt does

not specify the specific goals of the program. Thus provides

significant diversity in setting up goals and objectives. It makes that

this model is very different from other models. This model requires

evidence of measurements to feed a quality improvement process. It

is sophisticated and hard to evaluate as it requires a lot of

responsibility and risk in the hands of the program leaders. Outcome

based model is ‘Learner Centric’, rather than the traditional ‘Teacher

Centric’.

CHAPTER-II

KEY COMPONENTS OF OUTCOME BASED EDUCATION

2.1 VISION AND MISSION OF THE INSTITUTION

VISION:

Vision is a picture of the future you seek to create, described in the

present tense, as if it were happening now. It shows where we want to

go, and what we will be like when we get there.

MISSION:

Mission statement defines what an institution is, why the institution

exists, and its reason for being. It defines what we are here to do

together.

2.1.1 A GUIDELINE FOR CREATING VISION AND MISSION

The vision and Mission statements are to be co-created through a

collaborative process. A guideline to build a shared vision is as

follows:

Start with personal vision

o When a shared vision effort starts with personal vision,

institution becomes a tool for people’s self-realization, rather

than a machine they are subjected to.

Treat all the stakeholders as equal.

Involve every department in the institution. Avoid ‘Sampling’

Among the various teams in the institution, encourage

Independence and diversity

Seek alignment, not agreement.

Have people speak only for themselves

Expect and nurture reverence for each other

Consider using an ‘ Interim Vision’ to build momentum

Focus on the dialogue, not just the Vision statement

Some of the lead questions those may be helpful in the creation of the

Vision and Mission statements:

o What are the critical elements in our system?

o Who are the current stakeholders today – inside and

outside?

o What are the most influential trends in our institution

today?

o What aspects of our institution empower people?

o How is the strategic plan currently used?

o What major losses do we fear?

o What do we know (that we need to know)?

o Who are the stake holders of the institution?

o What are the most influential trends in our institution?

o What is our image in the market place?

o What is our unique contribution to the world around us?

o In what ways is our institution a great place to work?

o How do we know that the future of our institution is secure?

o What are our values?

o How do we handle good times and hard times?

Example: Vision and Mission Statements:

VISION:

To create professionally competent, and socially sensitive engineers

capable of working in multicultural global environment.

MISSION:

To achieve academic excellence in science, engineering and

technology through dedication to duty, innovation in teaching and

faith in human values;

To enable our students to develop into outstanding professionals

with high ethical standards to face the challenges of the 21st

Century

To fulfill the expectation of our society by equipping our students to

stride forth as resourceful citizens, aware of the immense

responsibilities to make the world a better place.

2.2 VISION AND MISSION OF THE DEPARTMENT

The vision and mission of the department should be correlated with

the mission and vision of the institution. Further, mission and vision

of the department is to be more focused on the theme area of the

Department. It may be created based on the SWOT (Strength,

Weakness, Opportunity and Threat) analysis.

A mission statement might include a brief history and philosophy of

the academic programme, the type of students to be served, the

academic environment and primary focus of the curriculum, faculty

roles, the contributions to and connections with the community, the

role of research, and a stated commitment to diversity and non-

discrimination.

EXAMPLE: THE MISSION STATEMENTS OF UC, BERKELEY.

UNIVERSITY:

To serve society as a center for higher learning, providing long-term

societal benefits through transmitting advanced knowledge,

discovering new knowledge, and functioning as an active working

repository of original knowledge. That Obligation, more specifically,

includes undergraduate education, research and other kinds of

public service, which are shaped and bounded by the central

pervasive mission of discovering and advancing knowledge.

DEPARTMENT OF ELECTRICAL ENGINEERING AND COMPUTER SCIENCE

Educating future leaders in academia, government, industry, and

entrepreneurial pursuit, through a rigorous curriculum of theory and

applicationthat develops the ability to solve problems individually

and in teams

Creating knowledge of fundamental principles and innovative

technologies through research within the core areas of EECS and in

collaboration with other disciplines that is distinguished by its

impact on academia, industry and society

Serving the communities to which we belong, at local, national, and

international levels, combined with a deep awareness of our ethical

responsibilities to our profession and society.

2.3 PROGRAMME EDUCATIONAL OBJECTIVES (PEO)

The Program Educational Objectives (PEOs) are broad statements

that describe the career and professional accomplishments that the

programme is preparing graduates to accomplish. PEOs should be

measurable, appropriate, realistic, time bound and achievable.

SIGNIFICANCES OF PEOS:

PEOs are meant to guide the programme toward continual

improvement.

PEOs provide concrete and measurable steps toward achievement

of goals. Also, they provide the crucial link between the

programme and the needs of stakeholders in the program and the

Vision and Mission of the Department and the institution. .

The PEOs would be helpful in careful curriculum design,

continual monitoring of students’ progress, assessment of

outcomes, and evaluation of the curriculum by the programme

primary and major stakeholders. Establishment of the PEOs

normally follows the process of identification of stakeholder needs.

GUIDELINES FOR ESTABLISHING/REDEFINING PEOS:

o Collect and review documents that describe your department and

its programs

o Collect and review instructional materials

o List the achievements you implicitly expect of graduates in their

field. Describe your alumni in terms of such achievements as

careeraccomplishments, societal activities, aesthetic and

intellectual involvement.

o Form a committee to establish/redesign PEOs. The committee

may consist of Head of the Department, Programme coordinator,

Senior Faculty members, representatives from students, parents,

Alumni, employers and members from professional bodies like

IEEE, ACME, ACSE.

o The committee considers the following to establish/redefine the

PEOs

Mission and Vision of the Institution and Department

Data collected from the stakeholders.

Details of the current status (Student admission quality,

Teaching & Learning Process, Faculty and their research

activities, other facilities) of Department.

Data Collected on prospect/ potential of identified

Industries (relevant to the academic

programme)/Research Organizations/Higher Educational

Institutions etc.

Action Taken Reports on Minutes of the Meeting.

o THE COMMITTEE WOULD

Analyze the data collected from the stake holders

Analyze the current status of the Department

Analyze the data collected on prospect/ potential of

identified Industries/ Research Organizations/ Higher

Educational Institutions.

Develop assessment methods for each PEO to measure

the attainment. (It would be better to specify the expected

attainment level for each PEO). It is generally a good idea

to identify between three and five PEOs.

Check for the consistency of the PEOs with the mission

statements of the Department.

Publish and Disseminate the PEOs among the

stakeholders. This would help the stakeholders to know

about the career accomplishments of the graduates

EXAMPLE: PEOs of Electrical Engineering Programme of UCLA.

PEO1: Graduates of the program will have successful technical or

professional careers

PEO2: Graduates of the program will continue to learn and to adapt in a

world of constantly evolving technology

2.4 GRADUATE ATTRIBUTES

Graduates Attributes (GAs) formasetofindividuallyassessable

outcomes that arethecomponentsindicativeofthegraduate’spotential

toacquirecompetencetopracticeattheappropriatelevel. The

GAsareexemplarsoftheattributes expected of a

graduatefromanaccredited programme. TheGraduate Attributes of

the NBA are as following:

1. ENGINEERINGKNOWLEDGE:Apply the knowledge

ofmathematics,science,engineering fundamentals,andan

engineeringspecializationtothesolutionofcomplexengineering

problems.

2. PROBLEMANALYSIS:Identify,formulate, research literature,

andanalyzecomplexengineering

problemsreachingsubstantiatedconclusionsusingfirstprinciple

sofmathematics,natural sciences,andengineeringsciences.

3. DESIGN/DEVELOPMENT OFSOLUTIONS:Designsolutions

forcomplexengineering problems

anddesignsystemcomponentsorprocessesthatmeet t h e

specifiedneedswithappropriateconsideration for the

publichealthandsafety, and the

cultural,societal,andenvironmentalconsiderations.

4. CONDUCT INVESTIGATIONS OFCOMPLEXPROBLEMS:Use research-

basedknowledge

andresearchmethodsincludingdesignofexperiments,

analysisandinterpretationofdata, andsynthesisof the

information toprovidevalidconclusions.

5. MODERNTOOLUSAGE:Create,select,andapplyappropriatetechniqu

es,resources,andmodernengineeringandITtoolsincludingpredicti

on andmodelling tocomplexengineering

activitieswithanunderstanding ofthelimitations.

6. THEENGINEERANDSOCIETY:Applyreasoninginformedby the

contextualknowledgetoassesssocietal,health,safety,legal,andcul

turalissuesandtheconsequentresponsibilitiesrelevantto the

professionalengineeringpractice.

7. ENVIRONMENTANDSUSTAINABILITY:Understand theimpactof the

professional engineering

solutionsinsocietalandenvironmentalcontexts,

anddemonstrate the knowledge of,andneed forsustainable

development.

8. ETHICS:Applyethicalprinciplesandcommit toprofessional

ethicsandresponsibilitiesandnormsof the engineeringpractice.

9. INDIVIDUALANDTEAMWORK:Functioneffectivelyasanindividual,and

asamember

orleaderindiverseteams,andinmultidisciplinarysettings.

10. COMMUNICATION:Communicateeffectivelyoncomplexengineering

activitieswiththeengineeringcommunityandwithsocietyatlarge,s

uchas,beingabletocomprehendandwriteeffectivereportsanddesi

gndocumentation,makeeffectivepresentations,andgiveandrecei

veclearinstructions.

11. PROJECTMANAGEMENTANDFINANCE:Demonstrateknowledge

andunderstandingof the engineering and

managementprinciplesandapplythese

toone’sownwork,asamember andleader inateam,

tomanageprojectsandinmultidisciplinaryenvironments.

12. LIFE-

LONGLEARNING:Recognizetheneedfor,andhavethepreparationand

abilitytoengage in independentandlife-

longlearninginthebroadest contextoftechnological change.

2.5 PROGRAMME OUTCOMES (POs)

Programme Outcomes (POs) describe what students should know and

be able to do at the end of the programme.They are to be in line with

the graduate attributes of NBA. POs are to be specific, measurable

and achievable. POs transform the PEOs into specific student

performance and behaviors that demonstrate student learning and

skill development.

2.5.1 DIMENSIONS OF PROGRAM OUTCOMES

KNOWLEDGE OUTCOMES

Pertain to grasp of fundamental cognitive content, core

concepts, basic principles of inquiry, a broad history

SKILLS OUTCOMES

Focus on capacity for applying basic knowledge, analyzing and

synthesizing information, assessing the value of information,

communicating effectively and collaborating

ATTITUDES AND VALUES OUTCOME

Encompass affective states, personal/professional/social values

and ethical principles

BEHAVIORAL OUTCOMES

Reflect a manifestation of knowledge, skills and attitudes as

evidenced by performance and contributions.

2.5.2 GUIDELINES FOR ESTABLISHING/REDEFINING POS:

Have open discussions with department faculty on the

following.

Describe an ideal student in your programme at various

phases throughout the programme. Be concrete and focus

on those strengths, skills, and values that you feel are the

result of, or at least supported and nurtured by, the program

experience.

o What does an ideal student know?

o What can an ideal student do?

o What does an ideal student care about?

List and briefly describe the program experiences that

contribute most to the development of an ideal

student.

Programme Outcomes are to be SMART

o Specific: Be precise about graduates are going to

achieve

o Measurable: Quantify each Programme Outcomes

o Appropriate: Align with the needs of the students

o Realistic: Consider the resources to make each

outcome can be achieved

o Time-Specific: At the time of graduation.

Develop assessment methods for each PO to measure

the attainment. Hence, it is generally a good idea to

identify between five and ten.

Publish and Disseminate the POs among the students

and faculty.

Check for the consistency of the POs with the PEOs of

the Programme and Graduate Attributes.

IN GENERAL, PROGRAMME OUTCOMES

Describe student performance, not teacher/professor performance

Describe learning product, not process

Are specific without simply stating the subject matter to be learned

Stick to one type of result for each outcome (e.g., do not say “Knows

the scientific method and applies it effectively”)

Start with an action verb that indicates observable and measurable

behavior

THE FOLLOWING QUESTIONS WOULD BE HELPFUL IN ESTABLISHING PROGRAMME

OUTCOMES :

o For each of the PEOs, what are the specific student behaviors,

skills, or abilities that would tell you this PEO is being achieved?

o Ideally and briefly, what would a skeptic need (evidence, behavior,

etc.), in order to see that your students are achieving the major

goals you have set out for them?

o In your experience, what evidence tells you when students have

met these goals – how do you know when they are “getting” it?

Example: Sample POs of Electronics and Communication Engineering

Programme:

At the end of the Programme, a student will be able to

1. Apply knowledge of Mathematics, Science and Engineering to solve

the complex engineering problems in analog/digital electronic

Systems

2. Identify and formulate a problem from the physical layer issues of

communication system

3. Model and simulate communication systems to conduct experiments

and analyse the performance using modern tools.

4. Design signal processing algorithm, a component or a electronic

subsystem to meet desired needs within a realistic constraints such

as economic, environment, social, ethical, health and safety.

5. Test, measure and provide valid conclusions on the performance of

signal processing algorithm or component of wireless communication

systems using the tools/equipment.

6. Work as a member of a project team to find successful design

solutions to the problems related to wireless communication systems

2.6 PROGRAM ME SPECIFIC CRITERIA

In addition to the General Criteria, each programme must satisfy a

set of criteria specific to it, known as Programme Specific Criteria

which deal with the requirements for engineering practice particular

to the related sub-discipline. The stipulations in the Programme

Specific Criteria chiefly concern curricular issues and qualifications&

competencies of faculty. The programme curriculum is to be provided

in correlation with the programme specific criteria. The NBA is

intended to adopt the programme specific criteria specified by

appropriate American Professional societies such as ASME, ASCE,

IEEE etc. The institution shall provide evidence that the programme

curriculum satisfies the programme specific criteria, and industry

specific criteria and industry interactions/internship. Three examples

are given for Programme Specific Criteria.

EXAMPLE 1:

PROGRAM CRITERIA FOR CIVIL AND SIMILARLY NAMED ENGINEERING PROGRAMS

LEAD SOCIETY: AMERICAN SOCIETY OF CIVIL ENGINEERS (ASCE)

These program criteria apply to engineering programs including "civil" and

similar modifiers in their titles.

1. CURRICULUM

The program must prepare graduates to apply knowledge of mathematics

through differential equations, calculus-based physics, chemistry, and at

least one additional area of basic science, consistent with the program

educational objectives; apply knowledge of four technical areas

appropriate to civil engineering; conduct civil engineering experiments and

analyze and interpret the resulting data; design a system, component, or

process in more than one civil engineering context; explain basic concepts

in management, business, public policy, and leadership; and explain the

importance of professional licensure.

2. FACULTY

The program must demonstrate that faculty teaching courses that are

primarily design in content are qualified to teach the subject matter by

virtue of professional licensure, or by education and design experience.

The program must demonstrate that it is not critically dependent on one

individual.

EXAMPLE 2:

PROGRAM CRITERIA FOR COMPUTER SCIENCE AND SIMILARLY NAMED COMPUTING

PROGRAMS

LEAD SOCIETY: INSTITUTE OF ELECTRICAL AND ELECTRONICS ENGINEERS (IEEE)

COOPERATING SOCIETY FOR COMPUTER ENGINEERING PROGRAMS: CSAB

These program criteria apply to computing programs using computer

science or similar terms in their titles. The program must enable students

to attain, by the time of graduation:

An ability to apply mathematical foundations, algorithmic principles,

and computer science theory in the modeling and design of computer-

based systems in a way that demonstrates comprehension of the

tradeoffs involved in design choices.

An ability to apply design and development principles in the

construction of software systems of varying complexity.

CURRICULUM

Students must have the following amounts of course work or equivalent

educational experience:

a. COMPUTER SCIENCE: ONE AND ONE-THIRD YEARS THAT MUST INCLUDE:

1. Coverage of the fundamentals of algorithms, data structures,

software design, conceptsof programming languages and computer

organization and architecture.

2. An exposure to a variety of programming languages and systems]

3. Proficiency in at least one higher-level language.

4. Advanced course work that builds on the fundamental course work

to provide depth.

b. ONE YEAR OF SCIENCE AND MATHEMATICS:

1. MATHEMATICS: At least one half year that must include discrete

mathematics. Theadditional mathematics might consist of courses in

areas such as calculus, linear algebra,numerical methods,

probability, statistics, number theory, geometry, or symbolic logic.

2. SCIENCE: A science component that develops an understanding of

the scientific methodand provides students with an opportunity to

experience this mode of inquiry in coursesfor science or engineering

majors that provide some exposure to laboratory work.

FACULTY: Some full time faculty members must have a Ph.D. in

computer science.

EXAMPLE 3:

PROGRAM CRITERIA FOR ELECTRICAL, COMPUTER, AND SIMILARLY NAMED ENGINEERING

PROGRAMS

LEAD SOCIETY: INSTITUTE OF ELECTRICAL AND ELECTRONICS ENGINEERSCOOPERATING

SOCIETY FOR COMPUTER ENGINEERING PROGRAMS: CSAB

These program criteria apply to engineering programs that include

electrical, electronic, computer, or similar modifiers in their titles.

CURRICULUM

The structure of the curriculum must provide both breadth and depth

across the range of engineering topics implied by the title of the

program. The curriculum must include probability and statistics,

including applications appropriate to the program name; mathematics

through differential and integral calculus; sciences (defined as

biological, chemical, or physical science); and engineering topics

(including computing science) necessary to analyze and design complex

electrical and electronic devices, software, and systems containing

hardware and software components.

The curriculum for programs containing the modifier “electrical” in the

title must include advanced mathematics, such as differential

equations, linear algebra, complex variables, and discrete

mathematics. The curriculum for programs containing the modifier

“computer” in the title must include discrete mathematics.

2.7 COURSE OUTCOMES (COs)

Course Outcomes (COs) are clear statements of what a student

should be able to demonstrateupon completion of a course. They

should be assessable and measurable knowledge, skills, abilities or

attitudes that students attain by the end of the course. It is generally

a good idea to identify between four and seven.

All courses in a particular programme would have their own course

outcomes. These course outcomes are designed based on the

requirement of the programme outcomes (POs). Each course

outcomes are mapped to a relevant PO and they are mapped to the

programme educational objectives (PEO). The teaching learning

process and assessment methods are to be designed in such a way to

achieve the COs.It is important to ensure that the student is able to

acquire the knowledge or skill required.

2.7.1 Course Objectives Vs Course Outcomes

The following table summarizes the difference between course

objectives and course outcomes.

COURSE OBJECTIVES COURSE OUTCOMES

Describe what a teacher needs to teach,

and what needs to be planned to teach.

Describe what students should

demonstrate upon the completion of

a course.

At the end of the course, students will

understand the concept of modulation

and demodulation in communication

At the end of the course, students

will be able to choose a suitable

modulation and demodulation

system. technique for a given specification.

2.7.2 CHARACTERISTICS OF COURSE OUTCOMES

The course outcomes must state the major knowledge, skills,

attitude or ability that students will acquire.

Course outcomes should be expressed in terms of measurable

and/or observable behaviors

Course Outcomes should be agreed upon by the faculty in a

program and should drive program outcomes.

Course outcomes should begin with an action verb (e.g., write,

install, solve, and apply).

It would be better to map the course outcomes to the learning

domain in Blooms or other Taxonomy.

Two examples are given for the course outcomes and how they are

mapped with programme outcomes.

EXAMPLE 1:

COURSE : DIGITAL COMMUNICATION SYSTEMS,

PROGRAMME : ELECTRONICS AND COMMUNICATION ENGINEERING

This course aims at designing digital communication systems for a

given channel and performance specifications choosing from the

available modulation and demodulation schemes.

COURSE OUTCOMES:

At the end of the course, a student will be able to:

1. Determine the minimum number of bits per symbol required to

represent the source and the maximum rate at which reliable

communication can take place over the channel.

2. Describe and determine the performance of different waveform

coding techniques for the generation of a digital representation of the

signal.

3. Describe and determine the performance of different error control

coding. schemes for the reliable transmission of digital information

over the channel.

4. Describe a mathematical model of digital communication system, to

provide a frame work for the bit error rate (BER) analysis.

5. Characterize the influence of channel, in terms of BER on different

digital modulated signals

6. Determine the BER performance of different digital communication

systems

7. Design digital communication systems as per given specifications

CORRELATION BETWEEN PROGRAMME OUTCOMES AND COURSE OUTCOMES:

PROGRAMME OUTCOMES (SAMPLES) COURSE OUTCOMES

Apply knowledge of Mathematics,

Science and Engineering to solve

the complex engineering problems

in analog/digital systems

1. Determine the minimum number of bits

per symbol required to represent the

source and the maximum rate at which

reliable communication can take place

over the channel.

2. Describe and determine the

performance of different waveform

coding techniques for the generation of a

digital representation of the signal.

3. Describe and determine the

performance of different error control

coding. schemes for the reliable

transmission of digital information over

the channel.

Identify and formulate a problem

from the physical layer issues of

communication system

4. Describe a mathematical model of

digital communication system, to

provide a frame work for the bit error

rate (BER) analysis.

5. Characterize the influence of channel, in

terms of BER on different digital

modulated signals

Model and simulate communication

systems to conduct experiments

and analyze the performance using

modern tools.

6. Determine the BER performance of

different digital communication systems

Design signal processing algorithm,

a component or a electronic

subsystem to meet desired needs

within a realistic constraints such

as economic, environment, social,

ethical, health and safety.

7. Design digital communication system as

per given specifications

Example 2:

COURSE : DESIGN AND ANALYSIS OF ALGORITHMS

PROGRAMME : COMPUTER SCIENCE AND ENGINEERING

COURSE OUTCOMES:

AT THE END OF THE COURSE, STUDENTS WILL BE ABLE TO:

1. Use mathematical induction to prove asymptotic bounds for time

complexity.

2. Use asymptotic notation to formulate the time and space requirements

of algorithms.

3. Prove the tight asymptotic lower bound for the running time of any

comparison based sorting algorithm.

4. Use the Master Theorem to analyze the asymptotic time complexity of

divide and conquer algorithms.

5. Use the theory of NP-completeness to determine whether a

computational problem can be solved efficiently.

6. Design, implement, and test an efficient algorithmic solution for a given

computational problem.

CORRELATION BETWEEN PROGRAMME OUTCOMES AND COURSE OUTCOMES:

Programme Outcomes(samples)

Course Outcomes

Ability to apply knowledge of

Computing and Mathematics

appropriate to the discipline.

1. Use mathematical induction to prove

asymptotic bounds for time complexity.

2. Use asymptotic notation to formulate the

time and space requirements of

algorithms.

3. Prove the tight asymptotic lower bound for

the running time of any comparison based

sorting algorithm.

Ability to analyze a problem, and

identify and define the

computing requirements

appropriate to its solution.

4. Use the Master Theorem to analyze the

asymptotic time complexity of divide and

conquer algorithms.

5. Use the theory of NP-completeness to

determine whether a computational

problem can be solved efficiently.

Ability to design, implement, and

evaluate a computer-based

system, process, component or

program to meet desired needs.

6. Design, implement, and test an efficient

algorithmic solution for a given

computational problem.

2.7 CURRICULUM DESIGN

The programme curriculum is to be designed such that the students

should demonstrate the essential knowledge, skills, and abilities

needed for professional practice and higher studies. The curriculum

should align with the programme educational objectives through its

direct support from programme outcome. The programme curriculum

should also satisfy the programme specific criteria.

A curriculum design committee is to be formed. The processes may

be followed by the committee is as follows.

Inputs

o Program Educational Objectives

o Program Outcomes

o Program specific Criteria

Process

o Identify the curricular components that cover depth and

breadth for the attainment of programme educational

objectives. The curricular components may include

Humanities and Social Sciences

Basic Sciences

Engineering sciences

Discipline Core

Discipline Electives

Inter-disciplinary Electives

Project

Co-curricular and Extra-curricular Activities

o Determine the credits for the identified curricular

components like Basic Sciences, Humanities &Social

Sciences, professional core, electives, projects, co-curricular

and extra curricular activities

o Identify the courses/tasks in each curricular component to

attain program outcome

o Define the course outcomes for each course and give the

correlation with the program outcomes.

o Schedule the courses semester-wise and prepare the pre-

requisite flow chart for the courses in the curriculum

o Obtain the approval of curriculum by competent authorities

The individual courses would have the following

o Department, Course Number and title of Course

o Identification of Course Designers

Mapping with Faculty Expertise

o Designation as a Core or Elective course

o Pre-requisites

o Contact Hours and type of course (Lecture, tutorial,

seminar, project, etc)

o Course Assessment Methods (Both Continuous and

Semester-end Assessment

o Course Outcomes

o Topics Covered

o Text Books and/or Reference Material

CHAPTER 3

ASSESSMENT AND EVALUATION

3.1 INTRODUCTION

Assessment and evaluation play vital role in OBE. Effective

assessment methods would be helpful in improving the student

learning. In particular to the learning process, assessment is the

systematic collection and analysis of information to improve student

learning.

In OBE,assessment is one or more processes, carried out by the

institution, that identify, collect, and prepare data to evaluate the

achievement of programme educational objectives, programme

outcomes and course outcomes. Evaluation is one or more processes,

done by the evaluation team, for interpreting the data and evidence

accumulated through assessment practices. Evaluation determines

the extent to which programme educational objectives or programme

outcomes are being achieved, and results in decisions and actions to

improve the programme.

3.2 ASSESSMENT TOOLS

Assessment tools are categorized into direct and indirect methods to

assess the programme educational objectives, programme outcomes

and course outcomes.

DIRECT METHODSdisplay the student’s knowledge and skills from their

performance in the continuous assessment tests, end-semester

examinations, presentations, and classroom assignments etc. These

methods provide a sampling of what students know and/or can do

and provide strong evidence of student learning.

INDIRECT METHODSsuch as surveys and interviews ask the

stakeholders to reflect on student’s learning. They assess opinions or

thoughts about the graduate’s knowledge or skills. Indirect measures

can provide information about graduate’s perception of their learning

and how this learning is valued by different stakeholders.

The following table summarizes the various assessment tools (samples):

ASSESSMENT

TOOL

DIRECT/INDIRECT

DESCRIPTION

Alumni survey Indirect Collection of a wide variety of information about

program satisfaction, how well students are

prepared for their careers, what types of jobs or

graduate degrees majors have gone on to obtain,

and the skills that are needed to succeed in the

job market or in graduate study, 3 years after

the graduation.

Provide the information opportunity to collect

data on which areas of the program should be

changed, altered, improved or expanded.

Employer

Survey

Indirect Provide information about the curriculum,

programs and course outcomes, on-the-jobfield-

specific information about the application and

value of the skills that the program offers.

It helps to determine if their graduates have the

necessary job skills and if there are other skills

that employers particularly value that graduates

are not acquiring in the program.

Student Exit

survey

Indirect To evaluate the success of the programme in

providing students with opportunities to achieve

the programme outcomes.

Course Exit

Survey

Indirect To determine the quality of the course, the

various outcomes, that this course tries to

satisfy, and the level of achievement of these

outcomes.

Project

Evaluation

Direct This is a demonstration of the abilities of a

student throughout the programme

Course

Evaluation

Direct It gives information about what and how

students are learning within the classroom

environment, using existing information that

faculty routinely collect (test / end-semester

exam performance, assignments etc.)

Methods of assessing student learning within the

classroom environment.

GUIDELINES FOR SELECTING ASSESSMENT METHODS

The evidence you collect depends on the questions you want to answer.

The sample questions for the programme assessment are

o Does the program meet or exceed certain standards?

o How does the program compare to others?

o Does the program do a good job at what it sets out to do?

o How can the program experience be improved?

As many outcomes are difficult to assess using only one assessment

tool, use multiple methods to assess each learning outcome.

Include both direct and indirect measures.

Include qualitative as well as quantitative measures.

Choose assessment methods that allow you to assess the strengths and

weaknesses of the program.

3.3 ASSESSMENT OF PEOS:

Define the performance Indicators and goals for the attainment of each

PEO.

Example: A sample PEO of Electrical Engineering Programme of UCLA

PEO1: Graduates of the program will have successful technical or

professional careers

PERFORMANCE INDICATORS WITH GOALS

o Level of technical or professional contribution according to employer

Goal: 95% or more of graduates meet or exceed expectations

o Percentage of graduates working in technical or professional careers or

enrolled in graduate or professional school

Goal: 95% or more of graduates meet or exceed expectations

o Percentage who are working towards another degree since graduation

Goal: 30% or more of graduates meet or exceed expectations

o Percentage who have published a conference or journal article since

graduation

Goal: 10% or more of graduates meet or exceed expectations

o Percentage who have filed for a patent since graduation

Goal: 5% or more of graduates meet or exceed expectations

o Percentage who have had a patent granted since graduation

Goal: 3% or more of graduates meet or exceed expectations

Choose a set of appropriate assessment tools to measure the

performance indicators of each PEO.

Identify the stakeholder from whom the data are to be collected

Identify the person responsible for collecting and analyzing data and the

frequency of the assessment

o The following table describes the assessment tool, frequency,

identified stakeholder and the person responsible for data

collection & analysis(Sample)

ASSESSMENT

TOOLFREQUENCY STAKEHOLDER WHO IS RESPONSIBLE?

Alumni Survey Every year Alumni (3 years

after the

graduation)

Alumni Interface Cell

coordinator

Employer Survey Every year Employer Programme Coordinator

Example:Programme Educational Objectives (PEOs) for BE(CSE)

I. The graduates of the programme will progress for their careers in the

software industry.

PEO PERFORMANCE METRICS

EXPECTED

LEVEL OF

ATTAINMENT /GOAL

ASSESSMENT

TOOL

PEO I Number of graduates who got

placement in software industry.

80% Institutional

Data

Number of graduates who are

continuing in the software industry

90% Alumni

Survey

Number of graduates who are

carrying out the work in software

industries with professional

accomplishments

90 Employer

Survey

3.4. ASSESSMENT OF PROGRAMME OUTCOMES:

The following table may be used to assess and evaluate the programme

outcomes considering the direct and indirect methods. Some Pos may be

assessed either by direct or indirect assessment methods. Direct method of

assessment of PO is based on the achievements in the contributing courses for

that particular PO. Indirect method of assessment is based on the various

surveys, feedbacks and rubrics.

Direct Method Indirect Method

PO

Contrib

u-ting

Courses

Course

Outco

mes

Attainm

ent of

Course

Outcom

es

Average

Attainm

ent

level in

direct

measur

e

Assess

ment

Tool

Attainm

ent

Level

Average

Attainm

ent

level in

indirect

Measur

e

Attainm

ent

Level of

PO

Achieve

ment

(Goal: )

PO1

Course

1

CO1Alumni

Survey

;

Student

Exit

Survey

Com

Course

Exit

Survey

Course

2

CO1

Rubrics

relevant

to the

PO

;

Other

Method

s

COn ;

; ;

Course

N

CO1 ;

; ;

COp ;

Based on the attainment level of each PO, programme outputs may be

modified/redesigned or strategic plans may be designed to improve the

attainment level.

3.5 ASSESSMENT OF COURSE OUTCOMES:

Course Outcomes are the attributes that the students are expected to

demonstrate after completing the course. The assessment of COs is important

to assess whether the student or learner has attained what is expected out

of them. The assessment results are used for continuous quality

improvement. The results of course outcomes attainment are used to evaluate

the attainment of Programme Outcomes (PO). It is also used to improve the

teaching and learning experience in a particular course.The evaluation of the

attainment of course outcomes are carried out using the data from

continuous assessment tests, end semester examination, assignments,

laboratory examinations and project reports. This method is referred to as

course embedded measurement. The assessment method - course outcome

mapping table may be created as follows, to measure the course outcomes.

ASSESSMENT

METHOD

COURSE OUTCOMES

COURSE

OUTCOME ICOURSE

OUTCOME II

COURSE

OUTCOME

III

COURSE

OUTCOME IVCOURSE

OUTCOME VCOURSE

OUTCOME VI

Continuous

Assessment

Tests

20 % 20% 40% 20% - -

Semester

Examination10% 10% 20% 20% 20 % 20%

Assignments 30% 40% 40% - - -

Lab Exam - - - 20% 40% 40%

Project

Report- - - - 50% 50%

EXAMPLE:

COURSE NAME: DIGITAL LOGIC DESIGN

PROGRAMME: COMPUTER SCIENCE AND ENGINEERING

COURSE OUTCOMES

CO1. Understand different Number systems, Codes, Logic Gates, Boolean

laws &theorems.

CO2. Simplify the Boolean functions to the minimum number of literals.

CO3. Design & implement different types of combinational logic circuits using

Logic gates.

CO4. Design & implement different types of sequential logic circuits using

Flip Flops.

CO5. Design & implement different types of Counters, Registers, and

Programmable Logic Devices.

PROGRAMME OUTCOMES ADDRESSED IN THIS COURSE:

PO1. An ability to apply knowledge of mathematics, science and

engineering appropriate to the discipline.

PO2. An ability to design, implement and evaluate a computer-based

system, process, component, or program to meet desired needs.

PO3. An ability to apply mathematical foundations, algorithmic

principles, and computer science theory in the modeling and design of

computer-based systems in a way that demonstrates comprehension of

the tradeoffs involved in design choices.

COURSE OUTCOMES – PROGRAMME OUTCOMES MAPPING TABLE

COURSE OUTCOMESPROGRAMME OUTCOMES

PO1 PO2 PO3

CO1 Medium

CO2 Medium

CO3 High High

CO4 High High

CO5 High High

SAMPLE QUESTIONS THAT MAY BE USED FOR ASSESSING THE ATTAINMENT OF COURSE

OUTCOMES:

CO1: UNDERSTAND DIFFERENT NUMBER SYSTEMS, CODES, LOGIC GATES, BOOLEAN

LAWS AND THEOREMS:

ASSESSMENT TOOL: ASSIGNMENT

Implement NOR gate with NAND gate.

List all postulates & theorems of Boolean algebra.

Express the following Boolean functions in Sum of minters &Product

of max terms.

ASSESSMENT TOOL: LABORATORY EXPERIMENT:

Implementation of all logic gates using NAND & NOR gates.

CO2: SIMPLIFY THE BOOLEAN FUNCTIONS TO THE MINIMUM NUMBER OF LITERALS.

ASSESSMENT TOOL: TESTS

Simplify the following Boolean function using K-map

Simplify the following Boolean function using Tabulation method.

Write the equations for Barrow & Difference of full subtractor.

CO3: DESIGN & IMPLEMENT DIFFERENT TYPES OF COMBINATIONAL LOGIC CIRCUITS

USING LOGIC GATES.

Assessment Tool: Tests

Design a combinational logic circuit for bcd to ex-3 code converter.

Assessment Tool: Assignment

Implement 4-bit full adder with look ahead carry generator.

Differentiate bet. Decoder & encoder, Multiplexer &Demultiplexer.

Assessment Tool: Laboratory Experiment

Implementation of different combinational logic circuits. Design of

BCD to 7-segment display.

CO4: DESIGN & IMPLEMENT DIFFERENT TYPES OF SEQUENTIAL LOGIC CIRCUITS USING

FLIP FLOPS.

ASSESSMENT TOOL: ASSIGNMENT

Convert SR flip flop into JK flip flop.

ASSESSMENT TOOL: TEST

Design a clocked sequential circuit for the given state table/state

diagram.

CO5: DESIGN & IMPLEMENT DIFFERENT TYPES OF COUNTERS, REGISTERS, AND

PROGRAMMABLE LOGIC DEVICES.

ASSESSMENT TOOL: TEST

Design 3-bit synchronous counter/ Mod-6 ripple counter.

Design 4-bit bi directional shift register/4-bit universal register.

ASSESSMENT OF COURSE OUTCOMES:

COURSE

OUTCOMESTOOL

CONTRIBUTION TO

PROGRAMME OUTCOMES (IN%)

ATTAINMENT LEVEL

OF COURSE

OUTCOMES (IN %)

ACHIEVEMENT

(GOAL: 70%)PO1 PO2 PO3

CO1

Assignment

Q151 - -

69 No

Assignment

Q278 - -

Assignment

Q357 - -

Lab

Experiment90 - -

CO2 Test Q1 95 - -

87 YesTest Q2 90 - -

Test Q3 76 - -

CO3 Test Q1 - 86 86

74.75 Yes

Assignment

Q1- 56 56

Assignment

Q2- 67 67

Lab - 90 90

Experiment

CO4 Assignment - 67 6777.50 Yes

Test - 88 88

CO5 Test Q1 - 60 6073.00 Yes

Test Q2 - 86 86

RECOMMENDATION:

Conduct extra classes on the topics such as logic gates & Boolean

algebra.

Give more assignments on combinational circuits.