CO_S_PO_S_Dr.JLN.pptx

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Dr.J.Lakshmi Narayana
Professor & Head
Department of Electronics & Communication Engineering
9/23/2022

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OUTLINE
• EDUCATION SYSTEM
• ACCREDITATION
• NBA CRITERIA
• TEACHER & LEARNER IN OBE
• OBE SYSTEM
• KEY COMPONENTS OF OBE
• DOCUMENTATION IN OBE
• OUTCOME BASED EDUCATION FLOWCHART
• COURSE OUTCOMES (CO’S)
• CO STATEMENTS
• BLOOM’S TAXONOMY
• FEW SAMPLE CO’S
• ASSESMENT & ATTAINMENT OF CO’S
• PROGRAMME OUTCOMES
• ASSESMENT & EVALUATION
• CRITERIA 3 (NBA) : COURSE OUTCOMES & PROGRAMME OUTCOMES
• DESIGNING & USING RUBRICS
• COURSE FILE
9/23/2022

For your Personality Development,
remember and practice the following:
* If you Change, then everything will
Change for you
* Be Positive
* Be Confident
* Set your Goals
* Compete with yourself
Work for yourself
9/23/2022 3

Education Systems
 Traditional and Present Education System →
Teaching Methods only
Competence Based Education (CBE) System →
Teaching and Learning Methods → Learning
Methods only
 Outcome Based Education (OBE) System →
Teaching and Learning Methods → Learning
Methods only
9/23/2022 4

Competence Based Education (CBE)
What is Competence?
 A cluster of related abilities, commitments, knowledge,
skills and attitudes that enable a person to act effectively
in a job or situation.
 Engineers develop their Competence by Education,
Training & Experience and are able to perform functions
in the job because of their Knowledge, Skills & Attitudes.
 It is based on what is learned by the student rather
than what is taught to the student.
9/23/2022 5

Government
Students /
Alumni
Institute /
Faculty
Industry /
Employers
Competence Based Education (CBE)
9/23/2022 6

Outcome Based Education (OBE)
 OBE is a performance based education which
emphasizes measuring outcomes rather than
inputs.
 OBE gives recognition to people for the
knowledge, skills and attitudes they have acquired.
 OBE’s aim is to reduce gap between industry and
academia by interaction and interface and by providing a
curriculum designed to give knowledge, skills, attitude,
values, ethics and quality.
 It is a student-centred learning philosophy that
focuses on student performance, which are called
outcomes.
9/23/2022 7

What is Accreditation?
• A kind of definition given by National
Board of Accreditation
• Formal recognition of an educational
program / Institution by an external
agency on the basis of impartial
assessment of the attainment of
specific requirements against well
defined criteria
9/23/2022 8

Who is responsible for accreditation in India?
• The process of accreditation is for the program and
not for the institute.
• Accreditation process is to be carried by external and
independent agency.
• Agency’s assessment must be impartial and focused
• The process of assessment must be defined and
documented properly.
• NATIONAL BOARD OF ACCREDITATION IS THE
AUTHORIZED AGENCY IN INDIA FOR ACCREDITATION
OF 4 YEAR ENGINEERING PROGRAMS
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9/23/2022

NBA Criteria for accreditation
Criteria Points
Vision, Mission and Program Educational Objectives 060
Program Curriculum and Teaching Learning Processes 120
Course Outcomes and Program Outcomes 120
Student Performance 150
Faculty Information and Contributions 200
Facilities and Technical Support 080
Continuous Improvement 050
First Year Academics 050
Student Support Systems 050
Governance, Institute Support and Financial Resources 120
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9/23/2022

Teacher and Learner in OBE
 Teacher
A Teacher is someone who helps others to
learn by giving information.
 Learner
A Learner is someone who learns by himself
and makes others to learn by giving
instructions.
9/23/2022 12

Teacher’s Role in OBE
Teacher
Learner
Mentor - Guide – Counselor – Facilitator –
Advisor - Assessor - Evaluator
9/23/2022 13

OBE System is:
 multi knowledge, skills and attitude
 multi teaching and learning methods
 multi assessments methods
 multi evaluation methods
 multi grading methods
(numbers/letters/descriptions)
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OBE
(Education)
OBC
(Curriculum)
What the student
should be able to
do?
OBLT
(Learning & Teaching)
OBA
(Assessment)
How to make the
student achieve the
outcome?
How to measure what
the student has
achieved?
Outcome Based Education
for
Outcome Based Accreditation
Attributes
9/23/2022 15

KEY COMPONENTS OF OBE
• Vision and Mission of the institute and department
• Program Educational Objectives
• Graduate Attributes – as defined by NBA
• Program Outcomes – as defined by NBA/institute
• Program Specific Outcomes – as defined by institute
• Curricular Components – Core and Elective
• Course Outcomes – as defined by department
• Course Structure – Prerequisite Chart
• Assessment of Attainments
• Identifying the gaps
• Action Taken Report on improvements
• CLOSING THE LOOP
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9/23/2022

Doucumentation in
OUTCOME BASED EDUCATION
• Document well defined outcomes for each program
as well as each course within the program
• Indicate the expected levels of attainments of each
these outcomes
• Document the process of action to be taken in case
of need for correction / improvement
• The attainment of the outcomes MUST BE
MEASURABLE.
• Identify and document the process of assessment of
the attainments of each defined outcome.
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9/23/2022

Doucumentation in
OUTCOME BASED EDUCATION
• Measure the attainments at the end of course
/ program as per the identified process.
• Conduct reviews to identify the gaps between
the targets set and achieved attainments
• Document the review process and findings.
• Document the Action Taken on each of the
identified gaps.
• Document the revision / modification to the
defined outcomes.
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9/23/2022

Vision and Mission Statements
• Vision is a picture of the future of the institute we
seek to create
• Normally defined in present tense
• Represent where we want to be and when to
reach
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• Mission is the process to achieve the vision
• Defines the reasons for the existence of the
institution
• Defines the reasons for togetherness of all stake
holders in building the institution
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PROGRAM EDUCATIONAL OBJECTIVES
• Set of precise statements indicating the target
of graduates after about 5 years
• Every statement must be measurable
• Should begin with an appropriate action verb
• Must follow the process of identification of
the needs of stake holder
• Should guide for continual improvement of
the program
• Should help in design of curriculum
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9/23/2022

PROGRAM EDUCATIONAL OBJECTIVES
• PEOs are futuristic statements
• In the recent revision, there is no assessment of
attainment of PEOs.
• Institute should define the PEOs, establish the
correlation between POs and PEOs, PEOs and
Curricular Components.
• Sample PEO
– Apply computer science theory blended with mathematics
and engineering to model computing systems.
– Engage in lifelong learning, career enhancement and
adapt to changing professional and societal needs.
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9/23/2022

Graduate Attributes
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1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering
fundamentals, and an engineering specialisation for the solution of complex engineering
problems.
2. Problem analysis: Identify, formulate, research literature, and analyse complex engineering
problems reaching substantiated conclusions using first principles of mathematics, natural
sciences, and engineering sciences.
3. Design/development of solutions: Design solutions for complex engineering problems and
design system components or processes that meet t h e specified needs with appropriate
consideration for public health and safety, and cultural, societal, and environmental
considerations.
4. Conduct investigations of complex problems: Use research-based knowledge and research
methods including design of experiments, analysis and interpretation of data, and synthesis
of the information to provide valid conclusions.
5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools, including prediction and modelling to complex
engineering activities, with an understanding of the limitations.
6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess
societal, health, safety, legal, and cultural issues and the consequent responsibilities
relevant to the professional engineering practice.
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Graduate Attributes – Contd.
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7. Environment and sustainability: Understand the impact of the professional
engineering solutions in societal and environmental contexts, and demonstrate
the knowledge of, and need for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and
responsibilities and norms of the engineering practice.
9. Individual and team work: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.
10. Communication: Communicate effectively on complex engineering activities with
the engineering community and with t h e society at large, such as, being able to
comprehend and write effective reports and design documentation, make
effective presentations, and give and receive clear instructions.
11. Project management and finance: Demonstrate knowledge and understanding of
t h e engineering and management principles and apply these to one’s own
work, as a member and leader in a team, to manage projects and in
multidisciplinary environments.
12. Life-long learning: Recognise the need for, and have the preparation and ability
to engage in independent and life-long learning in the broadest context of
technological change.
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Program Outcomes
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• Program outcomes are precise statements inline with
NBA Graduate Attributes
• In the recent revision – POs and GAs are same
• Every statement must emphasis on the achievement
of the graduate at the end of the program.
• Every statement must be precise, measurable,
targetable and achievable.
• Should have scope for measuring the attainments
• Should have scope for improvements to reach the set
targets.
9/23/2022

Program Specific Outcomes (PSOs)
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– Program Outcomes are defined by NBA
– Tier – II institutes have freedom to add additional
outcomes called Program Specific Outcomes (PSOs)
– The institute must establish compliance of University
Curriculum with POs and PSOs
– The institute must identify gaps in the compliance of
University curriculum with POs and PSOs
– Documentary evidence must be provided for the
identification of the gaps
– Institute must identify Content beyond syllabus for filling
the gaps.
– PSOs must be measurable and attainable
9/23/2022

Program Specific Outcomes (PSOs)
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– Program Outcomes for Tier-II institutions are defined.
– GAs or slightly modified statements, as decided by NBA are
the Program Outcomes (POs)
– The institutions can add some more Program Specific
Outcomes (PSO)
– If the university curriculum maps with POs, thenthere is no
need to add PSOs.
– Primary purpose of these statements is to highlight the
coverage of content beyond syllabus.
– PSO have to be mapped to Course Outcomes
– All the stated PSO must be like POs –
– PSOs must be measurable and attainable
9/23/2022

Course Outcomes
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• Course Outcomes are the precise statements, which
can be attained by every student at the end of the
course.
• Every Statement must be measurable and attainable
• Every statement must be correlated with one or
more PO / PSO.
• There should be scope for analysing the attainment
and improvement.
• Institute should have documentary evidence for
establishing the correlation with PO / PSOs, Action
Taken Report on improvements
9/23/2022

• All courses under the bachelor degree
program would have their own course
outcomes or also commonly known as CO.
• These COs are produced based on the
requirement of the program outcomes (PO).
• Each CO will be mapped to PO (the CO-PO)
matrix. The PO will be then mapped to the
program educational objectives (PEO).
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• Once the outcomes for a course have been identified,
the delivery and assessment methods need to be
designed in such a way to achieve the stated outcome.
• The delivery is important to ensure the student able
to acquire the knowledge or skill required.
• Assessment is also important to assess whether the
student or learner has attained what is expected out of
them.
• The result from these will be used for continuous
quality improvement (CQI). Suitable assessment
method needs to be chosen, depending on the
expected course outcome and the delivery method
9/23/2022 32

• COs are developed through continued
interaction between Developer(s) and a
number of other entities.
• The next few slides determine with whom and
when such interaction should take place
9/23/2022 34

Who and When
• Talk with others
• ‰ Brainstorm what an ideal graduate would know, understand, be
able to do (and/or . . .).
• ‰ Define the essential features of your academic program and
think about how they help shape student beliefs, behaviors, and
attitudes.
• ‰ Describe skills/qualities of successful alumni of your program.
• ‰ Examine curricular and co-curricular experiences provided to
students in the program and the skills, attitudes, beliefs that they
use and develop.
• ‰ Share ideas about teaching and learning in your discipline—
e.g., teaching strategies, teaching philosophies, theories of learning,
research on learning in the discipline, principles or assumptions
about teaching and learning, etc.
9/23/2022 35

Who and When
• Seek Models & Resources
•
• ‰ Check for lists of standards/competencies/qualities available
from web sites or other resources from professional organizations.
• ‰ Look at student course outcome statements from other
departments or on campus or at other universities.
• ‰ Consider surveys or other sources for lists of skills and qualities
expected of your graduates by graduate/professional schools,
employers, and others who will interact with alumni of your
programs.
• ‰ Review documents (brochures, fliers, web pages, catalog
descriptions) for recurring themes related to outcomes/goals.
• ‰ Look for connections between institutional, college-level, and
Liberal Arts Core goals and discipline-specific applications of those
goals.
9/23/2022 36

Who and When
• Review/Revise/Refresh
•
• ‰ Review goal statements and/or learning outcome
statements with committee, students, stakeholders
• ‰ Revise wording of selected goal statements and/or
learning outcome statements
• ‰ Develop/revise/replace learning outcomes for selected
goals
• ‰ Reduce number of goal statements and/or learning
outcome statements
• ‰ Create systems for regular review of outcome
statements.
9/23/2022 37

Who and When
• Make Use of Inventories and Taxonomies
•
• ‰ Teaching Goals Inventory
• –Angelo, T. & Cross, K.P. (1993) Classroom assessment techniques; a
handbook for college teachers. San Francisco: Jossey-Bass
• –Also available from the University of Iowa Center for Teaching at
http://www.uiowa.edu/~centeach/tgi/index.html
• ‰ Bloom’s Taxonomy
• – http://www.nwlink.com/~donclark/hrd/bloom.html
• – http://www.stedwards.edu/cte/images/stories/CTE/bwheel.gif
• – http://www.coe.uga.edu/epltt/bloom.htm
• ‰ Taxonomy of Significant Learning
• – http://www.ou.edu/idp/significant/WHAT%20IS.pdf
9/23/2022 38

Who and When
• Connect course outcomes with the
curriculum
•
• ‰ List course outcomes from every syllabus
for the program and look for connections with
program outcomes
• ‰ Map where and how course outcomes are
addressed in required and elective courses for
the program
9/23/2022 39

Who and When
• Determine ways to use course outcome statements
•
• ‰ Locate current statements of course outcomes in the catalog, on
the web, in brochures.
• ‰ Check for completeness, consistency, and currency of
statements related to learning goals and outcomes, in their various
locations.
• ‰ Decide how and where you can place information about learning
goals and course outcomes for the use of current and prospective
students and other stakeholders.
• ‰ Think about ways to increase student awareness of intended
learning goals—e.g., new student orientation, campus visits,
scholarship programs, “spotlights” on student achievement, etc
9/23/2022 40

Who and When
• Create Supporting Structures
•
• ‰ Assessment committee (membership,
responsibilities, terms of appointment, etc.)
• ‰ Procedures for reporting (who, how, what, when)
• ‰ Strategies for connecting assessment data with
curricular change processes
• ‰ Systems for tracking changes resulting from
assessment activities
• ‰ Reward/recognition for faculty and department
achievements related to student learning
9/23/2022 41

Structure of a CO Statement
• o Action: Represents an activity the learner should
perform. An action is indicated by an action verb
representing the concerned cognitive process.
• o Knowledge: Represents the specific knowledge that is
expected from the learner
• o Conditions: Represent the process the learner is
expected to follow or the conditions under which to
perform the action (This is an optional element of CO)
• o Criteria: represent the parameters that characterize
the acceptability levels of performing the action (This is
an optional element of CO)
9/23/2022 42

How to write PO / PSO / CO Statements?
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• Every Statement must be measurable
• Every Statement must emphasize the measurable
component.
• Every Statement preferably must start with an action
verb and principally measurable part of the
statement must appear at the start of the statement.
• The institute must provide documentary evidence for
establishment of the statements and their
measurability.
9/23/2022

Use Simple, Specific Action Verbs.
• When writing course outcomes, focus on student
behavior and use simple, specific action verbs to describe
what most students are expected to demonstrate.
• The wording should be something as follows: Students
will be able to . . . .”
• Concrete verbs such as “define,” “apply,” or
“analyze” are more helpful for assessment
• than
• verbs such as “be exposed to,” “understand,”
“know,” “be familiar with.”
9/23/2022 44

Bloom’s Taxonomy - ACTION VERBS
Cognitive Learning Action Verbs:
– Knowledge - to recall or remember facts without
necessarily understanding them
– Comprehension – to understand and interpret learned
information
– Application – to put ideas and concepts to work in solving
problems
– Analysis – to break information into its components to see
interrelationships and ideas
– Synthesis – to use creativity to compose and design
something original
– Evaluation – to judge the value of information based on
established criteria
9/23/2022 45

Verbs - Remember
Choose
Define
Find
How
Label
List
Match
Name
Omit
Recall
Relate
Select
Show
Spell
Tell
What
When
Where
Which
Who
Why
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9/23/2022

Verbs - Understand
Classify
Compare
Contrast
Demonstrate
Explain
Extend
Illustrate
Infer
Interpret
Outline
Relate
Rephrase
Show
Summarize
Translate
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Verbs - Apply
Apply
Build
Choose
Construct
Develop
Experiment with
Identify
Interview
Make use of
Model
Organize
Plan
Select
Solve
Utilize
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9/23/2022

Verbs - Analyse
Analyse
Assume
Categorize
Classify
Compare
Conclusion
Contrast
Discover
Dissect
Distinguish
Divide
Examine
Function
Inference
Inspect
List
Motive
Relationships
Simplify
Survey
Take part in
Test for
Theme 49
9/23/2022

Verbs - Evaluate
Agree
Appraise
Assess
Award
Choose
Compare
Conclude
Criteria
Criticize
Decide
Deduct
Defend
Determine
Disprove
Estimate
Evaluat
Explain
Importance
Influence
Interpret
Judge
Justify
Mark
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Measure
Opinion
Perceive
Prioritize
Prove
Rate
Recommend
Rule on
Select
Support
Value
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Verbs - Create
Adapt
Build
Change
Choose
Combine
Compile
Compose
Construct
Create
Delete
Design
Develop
Discuss
Original
Originate
Plan
Predict
Propose
Solution
Solve
Suppose Test
Theory
Maximize
Minimize
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Elaborate
Estimate
Formulate
Happen
Imagine
Improve
Invent
Make up
Maximize
Minimize
Modify
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Bloom’s Taxonomy - ACTION VERBS
Affective Learning
appreciate, accept, attempt, challenge, defend,
dispute, join, judge, praise, question, share, support
Psychomotor Learning
bend, grasp, handle, operate, reach, relax, shorten,
stretch, differentiate (by touch), express (facially),
perform (skillfully)
9/23/2022 52

Few Sample COs
• Course: Problem Solving and Computer Programming
• CO1:Develop algorithms for mathematical and
scientific problems
• Develop may be replaced with Design
• Mathematical and Scientific Problems is too general
statement.
• More appropriate CO could be “solving simple
mathematical problems including computing,
searching, sorting.”
• Design Algorithms for solving simple mathematical
problems including computing, searching and sorting
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9/23/2022

Course: Problem Solving and Computer
Programming
• CO2 Explore alternate algorithmic approaches to
problem solving
• Explore may be replaced with Compare and Contrast.
• What is being emphasised?
• Is it identifying alternate approaches or
• To identify the algorithms that are suitable for the specific
problems in terms of time and space complexity.
• However, word explore may be retained in view of
alternate algorithm approaches.
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9/23/2022

Programming
• CO3 Understand the components of computing systems
• Can understand be measured?
• Even if it Yes, it can be measured through memory tests
only.
• Examination based on memory test (written) does not
really measure the level of understanding
• Understand is too low in terms of assessment.
• More appropriate could be Explore the internals of
computing systems to suitably develop efficient
algorithms.
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9/23/2022

Programming
• CO4 Choose data types and structures to solve
mathematical and scientific problem
• Identify data types and data structures as tools to
solve specific problems
• CO5 Develop modular programs using control
structures
• Apply control structures to develop modular programs
to solve mathematical problems
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9/23/2022

Course: Problem Solving and Computer Programming
• CO4 Choose data types and structures to solve
mathematical and scientific problem
• Examine the suitability of data types and data structures
to solve specific problem
• CO5 Develop modular programs using control structures
• Apply control structures to develop modular programs to
solve mathematical problems
• CO6 Write programs to solve real world problems using
object oriented features
• Apply Object Oriented feature in developing programs to
solve real world problems
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9/23/2022

Mathematics - III
• CO1 Solve linear differential equations using Laplace
transforms
• What is the purpose of this CO?
• To sole linear differential equation or
• To apply Laplace transforms
• Accordingly the CO can be rewritten as:
• Apply Laplace transforms to solve linear differential
equations
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9/23/2022

Mathematics - III
• CO2 Evaluate multiple integrals and improper integrals
• CO3 Convert line integrals to area integrals
• CO4 Convert surface integrals to volume integrals
• CO5 Determine potential functions for irrotational
force fields
• The emphasis is more on the processes rather than on
the applications. Accordingly they may be reworded with
applications in specific areas
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9/23/2022

Statistical and Numerical Methods
• CO1 Construct a curve by least squares method
– It is vague, may not be measurable
Apply least square methods to approximate ….
• CO2 Analyze the data based on large and small sample
sizes.
– ‘Analyze’ is OK. But what is the expected outcome.
– What is the relevance of large and small samples
Conduct sampling tests based on small and large
sample sizes
60
9/23/2022

Statistical and Numerical Methods
• CO3 Determine service time and waiting time in a queue.
– Emphasis is on process.
– Use standard formula, insert data and get the result!
– Model a real world system as queue and measure its
characteristics
• CO4 Determine an interpolating function for data
– Apply interpolation methods to ….
• CO5 Solve initial value problems.
– Outcome is missing
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Digital Logic Design
• CO1 Design digital components including - decoders,
multiplexers, arithmetic circuits
• CO2 Design of synchronous sequential circuits
– Needs a revision in terms of wording and outcome
• CO3 Analyze digital systems and improve the
performance by reducing complexities.
– Is emphasis on analysis or on improving the performance or
reducing the complexity of the design?
• CO4 Test digital systems and analyse faults
– Is this not the expected outcome of CO1 above?
– Probably, the key word is analysis of faults and redesign
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Discrete Mathematics
• CO1 Understand sets, relations, functions and discrete
structures
• CO2 Apply Propositional logic and First order logic to
solve problems
• CO3 Understand discrete mathematical structures
– Repetition of part of CO1
– In general a question in an examination should aim
at (preferably) only one PO.
All the above COs are confining to about 25% of the
syllabus only
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9/23/2022

Discrete Mathematics
• CO4 Formulate and solve graph problems
– Including searching, spanning
• CO5 Count discrete event occurrences
– Apply techniques for counting the occurrences of discrete
events including permutations, combinations, with/without
repetitions
• CO6 Formulate and solve recurrence relations
– Emphasis on formulation of recurrence relations. However
equally important aspect is solving recurrence relation.
Probably it may be written as another outcome or CO6 may
be retained as it is.
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Data Structures and Algorithms
• CO1 Understand the concept of ADT
– Avoid understand. Compare data types and
Abstract Data Types
– Explore the components of ADTs
• CO2 Identify data structures suitable to solve
problems
– More important than identification, it is to choose
a data structure to represent data and to solve
efficiently.
– Emphasis is on choice and efficiency
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Data Structures and Algorithms
• CO3 Develop and analyse algorithms for stacks,
queues
– Design and analyse algorithms for stack and queue
operations including creation, insertion, deletion.
• CO4 Develop algorithms for binary trees and
graphs
– Design and develop algorithms for binary search
tree operations, graph algorithms like searching,
scanning, insertion and deletion.
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Avoid these COs
• improve their ability to read, listen to, and/or follow
directions,
– It is hard to measure ‘improve’ without pre and post testing.
– Are the students only going to listen OR follow directions?
– The whole concept is vague and unclear, what must the
students do?
– What criteria would be used for this?
– While we would all like to see this in our courses, is it an
overarching outcome for any other than basic skills courses?
9/23/2022 67

Avoid these COs
• design experiments and interpret data according to the
scientific method in order to evaluate a hypothesis, and..
– This CO has jargon and hidden expectations.
The CO could be rewritten to read:
– Design experiments and interpret data according to the scientific
method in order to evaluate a hypothesis. This includes the
ability to:
• (a) approach the scientific method in a variety of ways;
• (b) formulate questions;
• (c) design experiments that answer the questions; and
• (d) manipulate and evaluate the experimental data to reach
conclusions
9/23/2022 68

Avoid these COs
• Write papers that:
• • develop a thesis,
• • present coherent and logical claims,
• • are organized with clear links between claims and support,
• • are well developed with sufficient and relevant evidence,
• • use standard American English correctly,
• • make stylistic choices in persona, syntax, and diction; and
• • gauge the needs of and address a specific audience.
• This is specific but some of the language is unclear.
– What is standard American English?
– Good measurable outcome criteria.
– Clear direction for the students
9/23/2022 69

Avoid these COs
• demonstrate knowledge of disabilities and
accommodations and services available for
students in the …. program.
– This is measurable, but could be written with
more specific expectations.
– What are the criteria?
9/23/2022 70

Avoid these COs
• demonstrate Social Responsibility.
– Too general, no way to measure outcomes.
– What does this mean anyway?, terms are unclear.
9/23/2022 71

Direct Assessment Methods
• Course-related assessment
– Class room tests, quizzes
– Mid and end semester exams
– Case Studies
– Classroom Assessment
– Content Analysis
– Course-embedded Questions and Assignments
– Portfolios
– Essays
– Theses, research and projects, publications
– Awards/grants received
– Locally developed pre- and post- tests ƒ
– Reflective journals ƒ
– Internship evaluations ƒ
– GRE subject exams/Certification exams/ƒAll India Exams
9/23/2022 72

Indirect Assessment Methods
• Institutional and Program Surveys
– Alumni Surveys-Tracking of alumni awards/achievements (national, state etc ..)
– Employer Surveys
– Final year student Surveys (before and after)
– Student Satisfaction Surveys
– Interviews( faculty members, leaving students, alumni)
– Peer institutions comparison ƒ
– Job placement
– M. Tech/MS acceptance rates ƒ
– Performance in M. Tech/MS
– Student graduation rates
– Exit interviews ƒ
– Curriculum/syllabus analysis
9/23/2022 73

• Assessment-CO matrix is produced for each
individual course based on these 6 assessment
categories. This matrix shows the
weightage distribution of the percentage of
marks distribution for each specified CO.
9/23/2022 74

Matrix
Assessment Type
Course Outcomes (CO)
CO1 CO2 CO3 CO4 CO5 CO6 CO7 CO8 CO9 CO10
Final Exam 20% 40% 40%
Test 30% 30% 40%
Quizzes 30% 30% 20% 20%
Assignments 10% 20% 50% 20%
Project 20% 20% 20% 20% 20%
Others
9/23/2022 75

Assessment
Assessment Final
exam
Test Quizzes Assignment Project Others TOTAL
Overall
percentage 50% 15% 5
%
10% 20% - 100%
Based on the overall percentage distribution, the CO-mark needs to be re-calculated
so that the score is normalized accordingly. Using example in Table, the new mark
for CO1will be:
MarksCO1 = (0.3T x 0.15) + (0.3Q x 0.05) + (0.1A x 0.1) Similarly, for CO2:
MarksCO2 = (0.2FE x 0.5) + (0.3T x 0.15) + (0.3Q x 0.05) + (0.2A x 0.1)
Where
FE is the student’s Final Exam mark
T is the student’s Test mark
Q is the student’s Quizzes mark
A is the student’s Assignment mark
9/23/2022 76

CO Assessment
• After the calculation, the new CO-mark for
each outcome for each student is tabulated in
a new table, as shown in Table. In this table,
the CO marks for individual student according
to each CO is presented.
Student CO1 CO2 CO3 CO4 CO5 CO6 CO7 CO8 CO9 CO10
Student 1 63 73 77 78.77 83.33 83.33 83.33 NR NR 83.33
Student 2 95 89 89 86.05 86.67 86.67 86.67 NR NR 86.67
Student 3 81 74 75 72.31 83.33 83.33 83.33 NR NR 83.33
Student 4 61 67 70 74.14 96.67 96.67 96.67 NR NR 96.67
Student 5 82 88 90 92.53 90 90 90 NR NR 90
Student 6 75 76 77 77.69 83.33 83.33 83.33 NR NR 83.33
9/23/2022 77

CO Assessment
• The user can set a threshold value for CO attainment
criteria, for example 70%.
• Using the data in Table below as an example, it is
observed that Student1 has attained the entire COs
except CO1.
• From this data, the attainment for each CO for this
course can be analyzed by counting the number of
students attaining that particular CO, or by calculating
the average score.
Course Outcomes CO1 CO2 CO3 CO4 CO5 CO6 CO7 CO8 CO9 CO10
Attainment result NO YES YES YES YES YES YES YES YES YES
Score 48% 70% 74% 83% 97% 97% 97% NR NR 97%
9/23/2022 78

What is Assessed
• Student Learning
– Knowledge of discipline (What do students know?)
– Skills (What can students do?)
– Values (What do students care about?)
• Student Attitudes And perceptions about:
– Advising Curriculum Campus climate
– Campus facilities Mentoring Co curricular activities
– Course scheduling Teaching Student services
– Preparation for work or graduate school
• Departmental Processes: Are Students served effectively & Efficiently
when they Need services
– Advising Counseling Graduation checks
– Library assistance Tutoring Computer assistance
– Financial Aid Health care Transcripts
– New student orientations
9/23/2022 79

Dept. Assessment Team
• This team consists of three faculty members
appointed by the department chair.
• The responsibility of the assessment team is to:
– (a) collect and distill data necessary for assessing
program outcomes,
– (b) evaluate the extent to which program objectives
are achieved, and
– (c) make recommendations to the Undergraduate
Committee regarding changes to the course outcomes
and curriculum made apparent through the review of
collected data
9/23/2022 80

How Assessment Information is
Obtained
• Tools for assessing program educational objectives and
program outcomes use a combination of direct and
indirect methods, some of which are quantitative and
some of which are qualitative.
• These methods depend on assessment information from
three types of sources: employers, faculty, and students.
• It is suggested to use a single tool to evaluate the extent
to which program educational objectives are achieved
and this tool is a survey of individuals who have
graduated from our program within the last 5 years.
9/23/2022 81

Final year students’ exit survey
• Another assessment tool is the exit survey of
graduating students. Prior to graduation, all
graduating seniors are required to complete an
exit questionnaire and an outcomes assessment
survey.
• This provides students with the opportunity to
assess, from their personal learning experiences,
the effectiveness of the program in achieving the
program outcomes relative to their own
expectations.
9/23/2022 82

Employers’ online survey
• A third assessment tool is an online survey
that is sent to employers who recruit our
students for internships and jobs. It allows
employers to reflect on the students they hire
and to assess the effectiveness of the
undergraduate program in achieving its
outcomes.
•
9/23/2022 83

NBA and other External assessors
• A fourth assessment tool is an informal
assessment through student interviews
conducted by the NBA or other eveluators.
• Typically a small group of 3 to 4 students is
interviewed by the evaluators during each visit
for an informal assessment of the program
outcomes and the program educational
objectives.
9/23/2022 84

Student Forums:
• Students are encouraged in an open, friendly
manner to comment on strengths and to express
concerns.
• Faculty and administration also attend.
• While the format is anecdotal, the intent of the
forum is to find out where problems exist in a
way that we simply could not do otherwise.
• Meeting notes from these forums are given to
the department chair for further action if needed
9/23/2022 85

Course Surveys
• o Course Surveys: Mid-Course ; Course-End
• o Written / Electronic; Signed / Anonymous
• o Mid-Course Survey:
• – Typically, about a 2 month after the start of the course
• – Useful for corrections in course delivery
• o Course-End Survey:
• – At the end of the course
• – Useful for “closing the quality loop”
• – May be used in computing course attainment, though
the manual does not explicitly recognize this approach!
9/23/2022 86

Mid-Course Survey
• o Helpful for mid-course corrections
• o Typical Questions to be answered by all the students (on a
scale of 1 to 5 – most negative to most positive response):
• – COS are clear
• – Pace of coverage is comfortable
• – Instruction is aligned to COs
• – Questions are encouraged
• – Good access to learning resources
• – Examples are worked out well
• – Good communication skills (of Faculty)
• – Supportive attitude (of Faculty) ... ..
9/23/2022 87

• Course-End Survey o Helpful for : “closing the
loop” o Can be used in computing attainments
of COs o Questions generally cover: – Course
Management – Learning Environment –
Attainment of COs – Instructor characteristics
... ... ...
9/23/2022 88

Typical Questions
• – COs were clear
• – Instructional activities helped in attaining Cos
• – Pace of coverage was comfortable
• o Questions were encouraged
• o Had good access to learning resources
• o Examples were worked out well and also useful for Examinations
• o Instructor had good communication skills
• o Instructor’s attitude was supportive
• o How much did you learn?
• o Any specific CO(s) that you are not confident of? (Tick them in the
list below)
• o The course helped you in improving your problem solving abilities
... ... .
9/23/2022 89

Assessment& Attainment of COs
Attainment of COs can be measured directly and indirectly
using relevant assessment instruments.
• o Direct attainment of COs can be determined mostly from
the performances of students in various examinations
• o Indirect attainment of COs can be determined from the
course exit surveys etc. The exit survey form should permit
receiving feedback from students on individual COs.
• o Computation of indirect attainment of COs may turn out
to be complex; the percentage weightage to indirect
attainment can be kept at a low percentage, say 20%.
9/23/2022 90

Direct CO attainment
• o Semester End Examination (SEE) is conducted and
evaluated by the University.
• o The Department will have access only to the marks
obtained by each student in the course
• o As the information on performance in SEE on each
student in individual COs is not available, the
Institution/Department has to take that attainment
(percentage marks) for all COs of the course is the same.
• o The proportional weightages of CIE: SEE may be 40:60,
30:70,25:75 or 20-80.
• o The number of assessment instruments used for CIE is
decided by the instructor and/or Department and
sometimes by the affiliating University
9/23/2022 91

CO-ATTAINMENT METHODology
• Generally, the approach in evaluating the attainment of CO is
using existing data from students’ marks, for example from the
test results, final exam, quizzes and lab report.
• These assessments are referred as formal assessment or course
embedded measurement. This method is chosen because of the
information is readily available and it is common for most
courses.
• In general, assessment methods used are grouped into 6
categories: (1) Final exam (2) Tests (3) Quizzes (4) Assignments (5)
Project (6)Others.
• Each of these categories contributes a certain portion of the marks
into some of the COs.
• The first 5 categories are self-explanatory, while “Others” is used
when a certain assessment could not be placed in any other
categories, such as oral presentation
9/23/2022 92

• Expected Level of Attainment of Outcomes from Senior Exit surveys
• In analyzing the outcomes assessment data from senior surveys, the
responses were converted to numerical values according to the scale: Very
Well = 3, Well = 2, Adequately = 1, Not at All =0.
• Let response(i, q) denote the numerical value of student i’s response to
question q. Let N(q) denote the number of respondents responding to
question q.
• For each semester, an average score, score(q), was computed for each
survey question, by summing up the numerical responses of all
respondents divided by the number of respondents:
– score(q) = Sum of Response(q,i)/ N(q)
• The expected level of attainment of an outcome is at least 1 (Adequate).
• It is an on-going goal of the department, as a result of continuous
improvement to strive to achieve a level for each outcome between
Adequate and Well (that is, 1.5).
9/23/2022 93

Using the Survey Data
• o Find the average rating for one relevant question.
Example: For a question related to CO3, of the 65
answers: 6 rated 1 (low); 54 rated 4; and 5 rated 5. So,
the average is :( 6x1+54x4+5x5)/65=3.8 It corresponds
to (as per our own settings) The above can be
normalized as :( 6x1+54x4+5x5)/65x5 =0.76(76%) i.e
Level 2 (medium)!
• o Repeat for all other relevant questions
• o The final attainment of that CO is the average of all
these values
• o This process is repeated for all the COs
9/23/2022 94

Combining Direct & Indirect
Evaluations
• o The attainment levels obtained by direct
methods and course-end survey can be
combined to get the final level of attainment.
• o The relative weights need to be decided
upon. (90% and 10% to 80% and 20%?)
• o Example:CO3 – Direct method (SBTE
Examination + Internal Assessment): 1.9 –
Based on Course-End Survey: 2 – Final Value:
(0.9 x 1.9) + (0.1 x 2) = 1.91
9/23/2022 95

Course Outcome Checklist
• Do the COs include active verbs?
• Do the COs suggest or identify an assessment?
• Do the COs address the expected level of learning for the course using Bloom’s
Taxonomy as a guideline?
• Do the COs address more than one domain (cognitive, psychomotor, and
affective)? If yes, consider creating multiple COs.
• Are the COs written as outcomes rather than as objectives?
– Language indicates an important overarching concept versus small lesson or chapter
objectives.
– Outcomes address what a student will be able to do at the completion of the course.
– COs address student competency rather than content coverage.
• Are the COs appropriate for the course?
– Consistent with the curriculum document of record
– Represents a fundamental result of the course
– Aligns with other courses in a sequence, if applicable
– Represents collegiate level work
• Will students understand the COs?
• Comments or suggestions:
9/23/2022 96

Mapping of COs with PO / PSOs
• Every Course Outcome must be mapped to
one or more PO / PSO.
• Mapping / Correlation can be weak / medium
/ strong.
• Institute may develop some rubrics for the
mapping – like a documentation regarding the
level of correspondence
• Mapping may be quantified as 1 (weak),
2 (medium) and 3 (strong)
97
9/23/2022

98
Program
PEOs, POs identified
through discussions with
Faculty, Industry and
Alumni
Course
COs are identified through
discussions in DAC-UG
and BOS
Curriculum Book
Curriculum book of each
program contains
Academic Rules
PEOs, POs and COs
Lecture Plan
Detailed lecture plan
along with COs distributed
to Students
PEOs, POs,
COs
9/23/2022

99
Question Tagging
Questions are tagged to
COs of Courses.
CO attainments as %
measured by Faculty
Mapping Tables
CO-PO, PO-PEO mappings
identified by HOD and Faculty
1-weak, 2-moderate, 3-strong
Attainment Parameters
ai : Attainment of CO-i
pj : Attainment of PO-j
sk: Attainment of PEO-k
cij : mapping of CO-i with PO-j
wjk: mapping of PO-j with PEO-k
Direct Attainment
pj = ∑i(ai * cij) / ∑i(cij)
sk = ∑j(pj * wjk) / ∑j(wjk)
Measuring Direct
Attainments
9/23/2022

100
CO
Attainment
• Teachers enter CO attainments of their subject.
PO, PEO
Attainment
• HOD enters CO-PO table and PO-PEO tables.
• Computes PO and PEO attainments for each
program
Correction
• The attainments of POs and PEOs computed as
above are expected to be 10-15% lower than the
actual grades in view of relative grading.
Implementation
A web based application, with CO attainments as inputs and
PO and PEO attainments as output is developed in-house by
students.
9/23/2022

• Indirect attainment of POs and PEOs are mainly measured
through online survey on Exit feedback.
• Exit Survey is collected with 98 questions. The average
number of students participated during 2014 is more than
90%.
• Of these 50 questions are related to the academic aspects.
• Average response, for each of these 50 questions given by
students of concerned programs, is computed on a scale of 5.
• Department Academic Committee prepares a mapping table
(on a scale of 0,1,2,3) of exit feedback questions Vs POs of
the program.
101
Indirect Assessment
9/23/2022

• The average response for each question and the
mapping weights are used to compute the indirect
attainment of each PO.
• PO-PEO mapping table is used to compute the
indirect attainment of PEOs.
ai : Average response of Qn-i,
pj : Attainment of PO-j
cij : mapping of Qn-i with PO-j
wjk: mapping of PO-j with PEO-k
sk: Attainment of PEO-k,
pj = ∑i(ai * cij) * 20 / ∑i(cij)
sk = ∑j(pj * wjk) / ∑j(wjk)
102
Indirect Assessment
9/23/2022

Overall attainment of POs and PEOs of each program are
computed by giving 60% weightage to Direct
attainment and 40% weightage to Indirect attainment
• PO-j attainment =
0.6 * pj (Direct) + 0.4 * pj (Indirect)
• PEO-k attainment =
0.6 * sk (Direct) + 0.4 * sk (Indirect)
103
Overall Attainment
9/23/2022

104
Students
enter
online
feedback
Feedback
&
comments
to faculty
Faculty
prepares
SAR and
submits to
AACD
AACD
review
AACI
Remedial
Action
Closing
the
loop
9/23/2022

Concluding Remarks
• For each program, it is advisable to write the outcomes
independently.
• In case of improper statements, there is scope for
improvement.
• Avoid using the outcomes written by some one else
• CLOSING THE LOOP
– Document what you plan,
– implement what you document,
– Analyse what you implement,
– Identify gaps as a result of analysis.
– Document the action taken to fill the gaps.
• CLOSING THE LOOP is very important aspect of OBE
105
9/23/2022

Program Outcomes
9/23/2022 106

NBA-Program Outcomes
• 1. Engineering Knowledge,
• 2. Problem Analysis
• 3. Design/development of solutions,
• 4. Conduct investigations of complex Problems,
• 5. Modern tool usage,
• 6. The engineer and society,
• 7. Environment and sustainability,
• 8. Ethics,
• 9. Individual and team work,
• 10. Communication,
• 11. Project management and finance,
• 12. Life-long learning
9/23/2022 107

• 1. Engineering knowledge: Apply the knowledge of mathematics,
science, engineering fundamentals, and engg. specialization to the
solution of complex engineering problems.
• 2. Problem analysis: Identify, formulate, research literature, and
analyze engineering problems to arrive at substantiated conclusions
using first principles of mathematics, natural, and engineering
sciences.
• 3. Design/development of solutions: Design solutions for complex
engineering problems and design system components, processes to
meet the specifications with consideration for the public health and
safety, and the cultural, societal, and environmental considerations.
• 4. Conduct investigations of complex problems: Use research-
based knowledge including design of experiments, analysis and
interpretation of data, and synthesis of the information to provide
valid conclusions.
9/23/2022 108

• 5. Modern tool usage: Create, select, and apply appropriate
techniques, resources, and modern engineering and IT tools
including prediction and modelling to complex engineering
activities with an understanding of the limitations.
• 6. The engineer and society: Apply reasoning informed by the
contextual knowledge to assess societal, health, safety, legal, and
cultural issues and the consequent responsibilities relevant to the
professional engineering practice.
• 7. Environment and sustainability: Understand the impact of the
professional engineering solutions in societal and environmental
contexts, and demonstrate the knowledge of, and need for
sustainable development.
• 8. Ethics: Apply ethical principles and commit to professional ethics
and responsibilities and norms of the engineering practice.
9/23/2022 109

• 9. Individual and team work: Function effectively as an individual,
and as a member or leader in teams, and in multidisciplinary
settings.
• 10. Communication: Communicate effectively with the engineering
community and with society at large. Be able to comprehend and
write effective reports documentation. Make effective
presentations, and give and receive clear instructions.
• 11. Project management and finance: Demonstrate knowledge and
understanding of engineering and management principles and
apply these to one’s own work, as a member and leader in a team.
Manage projects in multidisciplinary environments.
• 12. Life-long learning: Recognize the need for, and have the
preparation and ability to engage in independent and life- long
learning in the broadest context of technological change.
9/23/2022 110

PROGRAM OUTCOMES – PO
• • Have to be understood clearly
• • Some are difficult to Attain
• • Also, difficult to Assess and Evaluate
9/23/2022 111

POs- Working Details
• 1. Definition and Validation of Course Outcomes
and their mapping to Programme Outcomes
• 2. List all the Course Outcomes (COs),
Programme Outcomes (POs), and Program
Specific Outcomes (PSOs)
• 3. List Assessment tools employed for evaluation
of level of attainment for COs (and evidence for
this)
• 4. Establish Attainment Levels for the POs and
PSOs
• 5. Indicate processes employed.
9/23/2022 112

Attainment of Programme Outcomes
• 1. Illustrate how course outcomes contribute to
the POs
• 2. Explain how modes of delivery of courses help
in attainment
• 3. How assessment tools, used to assess the
impact of delivery of course/course content
contribute towards the attainment of course
outcomes/programme outcomes
• 4. Extent to which the laboratory and project
course work are contributing towards attainment
of the POs
9/23/2022 113

Evaluation of the attainment of the
Programme Outcomes
• Results of evaluation of each PO. (to be
recorded)
• What are the levels of attainment?
• How the results of evaluation were used for
curricular improvements?
– (Continuous Improvement -- Criterion-7)
• Curriculum
• Curriculum, Assessment and Evaluation are the
major tools by which Program Outcomes are
attained. We should look at all of these together.
9/23/2022 114

• Every Course Leads to Some Outcomes.
• All the courses together must cover all the POs
(and PSOs).
• For a course we map the COs to POs through
the CO-PO matrix shown below.
• Assume that it is for a course CS111
9/23/2022 115

Examples PO 1
• Problems that can not be solved by just direct
application of techniques and theorems taught in the
course. (Different from most problems at the end of
chapters in a typical text book that allow more or less
simple and direct approach).
• Problems that may or may not have a unique solution.
For example, a design problem can be solved in many
ways and leads to different solutions.
• Could require the students to define appropriate
constraints/ requirements not explicitly mentioned in
the problem statement (like: cost, power requirement,
life span etc).
9/23/2022 116

Examples PO 1
• There would be a need for the problem to be
defined in an appropriate mathematical
framework (taking into account any physics
required).
• In a design problem there would be a need for
use of a modern computational tool. For
example, in the design of an antenna or a DSP
filter.
9/23/2022 117

PO 2:
• Problem analysis: Identify, formulate, research literature,
and analyse engineering problems to arrive at
substantiated conclusions using first principles of
mathematics, natural, and engineering sciences.
• In engineering practice one would be given only a
statement on – “What is the Problem” or “How it manifests
itself”
• Like- “The engine vibrations are very high” and no other
clue.
• You have to figure out- How vibrations are examined,
measured, sources detected and so on.
• Text book problems lay out the whole framework for you.
9/23/2022 118

Assessment
• It is one or more processes that identify, collect, and
prepare data to evaluate the achievement of Program
Outcomes and program educational objectives.
Evaluation
• These are processes for interpreting the data and
evidence accumulated through assessment practices.
• Evaluation determines the extent to which POs or
PEOs are being achieved and results in decisions and
actions to improve the program as also for
accreditation
9/23/2022 119

Assessment and Evaluation
• We assess the students continually as they progress
through the program using tools like: Mid-Semester
exam, End-Semester exam, Tutorials, Quizzes,
Assignments, and (may be) some more.
• Q. Then, what has changed?
• Ans. Now, we have to make assessments against the
POs that we have declared as creating the required
profile of the Graduate. Thus Assessment and
Evaluation have to address this new which influences
the constructs of assessment and evaluation tools so
that claims of COs and POs can be substantiated
9/23/2022 120

PROGRAM OUTCOMES (ANNEXURE 1)
1.Engineering knowledge: Apply the knowledge of mathematics, science,
engineering fundamentals, and an engineering specialization to the solution of
complex engineering problems.
2.Problem analysis: Identify, formulate, research literature, and analyze
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
3.Design/development of solutions: Design solutions for complex
engineering problems and design system components or processes that meet
the specified needs with appropriate consideration for the public health and
safety, and the cultural, societal, and environmental considerations.
4.Conduct investigations of complex problems: Use research-based
knowledge and research methods including design of experiments, analysis and
interpretation of data, and synthesis of the information to provide valid
conclusions.
5.Modern tool usage: 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.
6.The engineer and society: Apply reasoning informed by the contextual
knowledge to assess societal, health, safety, legal and cultural issues and the
consequent responsibilities relevant to the professional engineering practice. 121

7. Environment and sustainability: Understand the impact of the
professional engineering solutions in societal and environmental contexts,
and demonstrate the knowledge of, and need for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and
responsibilities and norms of the engineering practice.
9. Individual and team work: Function effectively as an individual, and as a
member or leader in diverse teams, and in multidisciplinary settings.
10.Communication: Communicate effectively on complex engineering activities with
the engineering community and with society at large, such as, being able to
comprehend and write effective reports and design documentation, make effective
presentations, and give and receive clear instructions.
11.Project management and finance: Demonstrate knowledge and understanding of
the engineering and management principles and apply these to one’s own work, as
a member and leader in a team, to manage projects and in multidisciplinary
environments.
12.Life-long learning: Recognize the need for, and have the preparation and ability to
engage in independent and life-long learning in the broadest context of
technological change.
Program Specific Outcomes
Program specified 2 – 4 PSOs
122

Criterion 3. Course Outcomes and
Program Outcomes (120)
• 3.1. Establish the correlation between the
Courses and the Program Outcomes (POs) and
Program Specific Outcomes (PSOs) (20)
• 3.1.1 has the description of COs
• 3.2.2 and 3.2.3 deal with mapping 0f COs-POs
9/23/2022 123

3.1.1. Course Outcomes (COs) (05)
• Course Outcomes should be prepared for all courses
and made available as evidence, if asked)
• Number of Outcomes for a Course is expected to be
around 6.
• Header:Course Name, Year of Study:;
• for example- CS202 Year of study 2013-14 and the
outcomes are numbered CS202.1, CS202.2 ……
• Evidence of COs being defined for every course (5)
• Appropriateness of the statements
9/23/2022 124

3.1.2. CO-PO matrices of courses selected in 3.1.1 (six matrices to be
mentioned; one per semester from 3rd to 8th semester) (05)
Note:
Enter correlation levels 1, 2 or 3 as defined below:
1: Slight (Low) 2: Moderate (Medium) 3: Substantial (High)
It there is no correlation, put “-”
Similar table is to be prepared for PSOs
Justification of the mapping
CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
C202.1
C202.2
C202.3
C202.N
C202
125
9/23/2022

3.1.3. Program level Course-PO matrix of all courses INCLUDING first year
courses (10)
Note:
Enter correlation levels 1, 2 or 3 as defined below:
1: Slight (Low) 2: Moderate (Medium) 3: Substantial (High)
It there is no correlation, put “-”
It may be noted that contents of Table 3.1.2 must be consistent with information available in Table
3.1.3 for all the courses.
Similar table is to be prepared for PSOs
Justification of the mapping
Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
C101
C202
C303
….
….
C4…
126
9/23/2022

3.2. Attainment of Course Outcomes (50)
• 3.2.1. Describe the assessment processes
used to gather the data upon which the
evaluation of Course Outcome is based (10)
• 3.2.2. Record the attainment of Course
Outcomes of all courses with respect to set
attainment levels (40)
9/23/2022 127

3.2.1. Describe the assessment processes used
to gather the data upon which the evaluation
of Course Outcome is based (10)
• Examples of data collection processes may include, but are not
limited to –
• - Specific exam/tutorial questions
• - Assignments
• - Laboratory tests
• - Project evaluation,
• - Student portfolios.
• A portfolio is a collection of artifacts that demonstrate skills,
personal characteristics, and accomplishments created by the
student during study period, internally developed
assessment exams, project presentations, oral exams etc.
• List of Assessment process (2)
• Quality and relevance of processes and tools (8)
9/23/2022 128

3.2.2. Record the attainment of Course
Outcomes of all courses with respect
to set attainment levels (40)
• Program shall have set Course Outcome attainment levels for all
courses
• The attainment levels shall be set considering average
performance levels in the University Examination or any higher
value set as target for the assessment years
• Attainment level
 Student performance in internal assessments with respect to
the Course Outcomes
 Performance in the University Examination
• Methodology to define attainment levels and its compliance, data
collection, verification, analysis and decision making
9/23/2022 129

Measuring Course Outcomes attained
through University Examinations
• Note: For cases where the University does not
provide useful indicators like average or median
marks etc., the program may choose an attainment
level on its own with justification
9/23/2022 130

Example related to attainment levels Vs. targets:
(The examples indicated are for suggestive and Program may logically define levels )
Attainment Level 1: 60% students scoring more than University
average percentage marks or set attainment level in the final
examination
examination
examination
• Attainment is measured in terms of actual percentage of
students getting set percentage of marks
• If targets are achieved then all the course outcomes are
attained for that year Program is expected to set higher targets
for the following years as a part of continuous improvement
• If targets are not achieved the program should put in place an
action plan to attain the target in subsequent years
9/23/2022 131

Measuring CO attainment through Internal
Assessments:
(The examples indicated are for reference only. Program may appropriately define levels)
• Target may be stated in terms of percentage of
students getting more than class average
marks or set by the program in each of the
associated COs in the assessment instruments
– midterm tests,
– assignments,
– mini projects,
– reports and
– presentations etc. as mapped with the COs
9/23/2022 132

Example
• Mid-term test 1 addresses C202.1 and C202.2. Out of the
maximum 20 marks for this test 12 marks are associated
with C202.1 and 8 marks are associated with C202.2
• Examples related to attainment levels Vs. targets:
• Attainment Level 1: 60% students scoring more than 60%
marks out of the relevant maximum marks
9/23/2022 133

• Attainment is measured in terms of actual percentage of
students getting set percentage of marks
• If targets are achieved then the C202.1 and C202.2 are
attained for that year, Program is expected to set higher
targets for the following years as a part of continuous
improvement
• If targets are not achieved the program should put in place
an action plan to attain the target in subsequent years
• Similar targets and achievement are to be stated for the
other midterm tests/internal assessment instruments
9/23/2022 134

Course Outcome Attainment:
• For example:
• Attainment through University Examination: Substantial i.e.
3
• Attainment through Internal Assessment: Moderate i.e. 2
• Assuming 80% weightage to University examination and
20% weightage to Internal assessment, the attainment
calculations will be (80% of University level) + (20% of
Internal level ) i.e. 80% of 3 + 20% of 2 = 2.4 + 0.4 = 2.8
• Note: Weightage of 80% to University exams is only an
example. Programs may decide weightages appropriately
for University exams and internal assessment with due
justification
9/23/2022 135

3.3. Attainment of Program Outcomes and
Program Specific Outcomes (50)
• 3.3.1. Describe assessment tools and
processes used for measuring the attainment
of each of the Program Outcomes and
Program Specific Outcomes (10)
• 3.3.2. Provide results of evaluation of each
PO & PSO (40)
9/23/2022 136

3.3.1. Describe assessment tools and processes used for
measuring the attainment of each of the Program Outcomes
and Program Specific Outcomes (10)
• Describe the assessment tools and processes used to gather
the data upon which the evaluation of each of the Program
Outcomes and Program Specific Outcomes is based indicating
the frequency with which these processes are carried out
• Describe the assessment processes that demonstrate the
degree to which the Program Outcomes and Program Specific
Outcomes are attained and document the attainment levels
• List of Assessment tools and processes (5)
• Quality /Relevance of assessment tools and processes (5)
• Direct and Indirect Assessment Tools & Processes
• Effective implementation
• Assessment methodology
• Indirect assessment formats/collection/analysis
• Decision making
9/23/2022 137

3.3.2. Provide results of evaluation of
each PO & PSO (40)
• Program shall set Program Outcome attainment levels for all POs and PSOs
• The attainment levels by direct (student performance) and indirect
(surveys) are to be presented through Program level Course-PO & PSO
matrix as indicated
• PO Attainment: Similar table is to be prepared for PSOs
• Results and level of attainment of each PO/PSO (24)
• Overall levels of attainment (16)
• Appropriate attainment levels
• Documentary evidences
• Attainment from Core courses
9/23/2022 138

Example:
1. It is assumed that a particular PO has been mapped to
four courses CS2O1, CS3O2, CS3O3 and CS4O1
2. PO attainment level will be based on attainment levels
of direct assessment and indirect assessment
3. For affiliated, non-autonomous colleges, it is assumed
that while deciding on overall attainment level 80%
weightage may be given to direct assessment and
20% weightage to indirect assessment through
surveys from students(largely), employers (to some
extent). Program may have different weightages with
appropriate justification
9/23/2022 139

• Direct attainment level of a PO & PSO is
determined by taking average across all
courses addressing that PO and/or PSO.
• Fractional numbers may be used for
example: 1.55
• Indirect attainment level of PO & PSO is
determined based on the student exit
surveys, employer surveys, co-curricular
activities, extracurricular activities etc.
9/23/2022 140

3.3.2. Provide results of evaluation of
each PO & PSO (40)
• Program shall set Program Outcome attainment levels for all POs
and PSOs
• The attainment levels by direct (student performance) and indirect
(surveys) are to be presented through Program level Course-PO &
PSO matrix as indicated
• PO Attainment: Similar table is to be prepared for PSOs
• Results and level of attainment of each PO/PSO (24)
• Overall levels of attainment (16)
• Appropriate attainment levels
• Documentary evidences
• Attainment from Core courses
9/23/2022 141

Course PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CS101
CS102
…
….
….
CS409
Direct
Attainment
Indirect
Attainment
142
9/23/2022

• Direct attainment level of a PO & PSO is
determined by taking average across all courses
addressing that PO and/or PSO.
• Fractional numbers may be used for example
1.55
• Indirect attainment level of PO & PSO is
determined based on the student exit surveys,
employer surveys, co-curricular activities,
extracurricular activities etc.
9/23/2022 143

Example:
1. It is assumed that a particular PO has been mapped to
four courses C2O1, C3O2, C3O3 and C4O1
2. PO attainment level will be based on attainment levels
of direct assessment and indirect assessment
3. For affiliated, non-autonomous colleges, it is assumed
that while deciding on overall attainment level 80%
weightage may be given to direct assessment and 20%
weightage to indirect assessment through surveys from
students(largely), employers (to some extent).
Program may have different weightages with
appropriate justification
9/23/2022 144

Example contd.
• Assuming following actual attainment levels:
• Direct Assessment
• C201 –High (3)
• C302 – Medium (2)
• C303 – Low (1)
• C401 – High (3)
• Attainment level will be summation of levels divided by
no. of courses 3+2+1+3/4= 9/4=2.25
9/23/2022 145

Example contd.
Indirect Assessment
• Surveys, Analysis, customized to an average
value as per levels 1, 2 & 3.
• Assumed level – 2
• PO Attainment level will be 80% of Direct
Assessment + 20% of Indirect Assessment i.e.
1.8 + 0.4 = 2.2, Moderate/Medium level of
attainment
• Note: Similarly for PSOs
9/23/2022 146

Designing and Using Rubrics
Designing and using
Rubrics
9/23/2022 147

After this session, you will be
able to…
 Articulate the advantages of a
rubric
 Learn how to develop a rubric
 Evaluate projects using a rubric
 Describe the pitfalls to rubrics
Dr. A. Venu Gopal
9/23/2022 148

An assessment tool to
 Save Grading Time,
 Convey Effective Feedback,
 Promote Student Learning
What is a Rubric?
Rubrics divide an assignment into its
component parts and provide a detailed
description of what constitutes
acceptable or unacceptable levels of
performance for each of those parts.
9/23/2022 149

What is a Rubric?
A rubric is a tool that helps to make subjective
measurements as objective, clear, and
consistent as possible by defining the criteria on
which performance should be judged.
A systematic scoring guideline to evaluate
students’ performance (papers, seminars,
assignments, projects, case studies) through the
use of a detailed description of performance
levels.
 Used to get consistent scores across all
students.
9/23/2022 150

 You are getting carpal tunnel syndrome from writing the
same comments on almost every student paper.
 The stack of papers on your desk is fast approaching
the ceiling. You’re already 4 weeks behind in your
grading, and it’s clear that you won’t be finishing it
tonight either.
 Students often complain that they cannot read the
notes you labored so long to produce.
 You have graded all your papers and worry that the last
ones were graded slightly differently from the first ones.
 You’ve sometimes been disappointed by whole
assignments because all or most of your class turned
out to be unaware of academic expectations.
Do You Need a Rubric?
9/23/2022 151

Why use Rubrics?
 Rubrics can improve student performance, as well as
monitor it, by making expectations clear and by
showing students how to meet these expectations.
 Communicate detailed explanations of what constitutes
excellence;
 Give more feedback than just a letter grade; can be
powerful motivational tools.
 They tend to reduce the amount of time you spend
evaluating student work.
9/23/2022 152

How to begin?
 Start with the course or program objectives.
 Course objectives grow out of departmental
mission and objectives.
 Program objectives grow out of the
program’s educational objectives..
9/23/2022 153

Where to start?
 Developing a rubric from scratch can be challenging.
 Get ideas by looking at what others have done
 Lots of sample rubrics for many disciplines at:
http://www.winona.edu/air/rubrics.html
 Online tool for developing rubric (with more samples):
Rubistar for Teachers:
http://rubistar.4teachers.org/index.php
 Online module for using the Rubistar at:
http://www.vcu.edu/cte/resources/videos/Rubistar_tutorial
/index.html
Dr. A. Venu Gopal
9/23/2022 154

Developing a rubric…
3 key questions
1. What do you want your students to
accomplish through this assignment?
2. What is it worth?
3. What scale will I use?
9/23/2022 155

What do you want your students to
accomplish through this assignment?
1. Create a list of these objectives.
2. Group similar objectives in categories
or themes.
9/23/2022 156

What is it worth?
 Decide the set of performance criteria for the
assignment.
 Organize the identified criteria from most
important to least important.
 Decide how you will calculate a grade.
9/23/2022 157

What scale will I use?
 Decide how many levels of ability you will identify in
your grading.
 List characteristics that describe each objective.
 Identify ways to describe above expectation, meets
expectation, and below expectation.
 Criteria like "clear," "organized," and "interesting" may
not mean much to students when they sit down to
revise.
Dr. A. Venu Gopal
9/23/2022 158

•Vague / General descriptors include:
– excellent
– good
– weak
– some
– most
– creative
What scale will I use?
9/23/2022 159

 An easy way is to set up tables in MS Word
 List criteria down the left side and the various levels
across the top (or vice versa).
 Fill in each cell with your description of that level of
performance. Points can be listed in the cell or at the
top.)
 Creative, ready-made rubrics are widely available,
but for best results , design your own.
Designing rubrics:
Performan
ce criteria
Level 1 Level 2 Level 3 Level 4
Criteria 1
Criteria 2
Criteria 3
Criteria 4
9/23/2022 160

Proficiency levels may be labeled in a variety of ways
--examples:
 No evidence, minimal evidence, partial evidence,
complete evidence
 Emerging, developing, achieving
 Below average, average, excellent
 Unacceptable, acceptable, competent, proficient
 Serious flaws, minor flaws, competent response,
exemplary response
9/23/2022 161

Rubrics for team work
OBJECTIVE
OUTCOM
E
PERFORMA
NCE
CRITERIA
EVAUATI
ON /
ASSESSM
ENT
WORK
EFFECTIVELY
WITH OTHERS
ABILITY TO
FUNCTION IN
MULTIDISCIPLI
NARY TEAM
COLLECT
INFORMATION
RELATED TO THE
TOPIC
FULFILL TEAM
ROLE’S DUTIES
SHARES WORK
EQUALLY
LISTEN TO OTHER
TEAMMATES
EVIDE
NCE
&
GRADI
NG
9/23/2022 162

OBJECTI
VE
EVALUATIO
N / GRADE
SCALE &
DIMENSION
PERFORMA
NCE
CRITERIA
TASKS
Development of a Rubric
9/23/2022 163

Rubrics for Project Report Presentation
PERFORMAN
CE CRITERIA
UNSATISFACTOR
Y
MARGINAL SATISFACTO
RY
EXEMPLAR
Y
SCORE
1 (0-25 %) 2 (26-50 %) 3 (51-75 %) 4 (76-100 %)
ORGANISATIO
N
AUDIENCE
CANNOT
UNDERSTAND
PRESENTATION
BECAUSE THERE
IS NO SEQUENCE
OF
INFORMATION
AUDIENCE
HAS
DIFFICULTY
FOLLOWIN
G
PRESENTATI
ON
BECAUSE
STUDENT
JUMPS
AROUND
STUDENT
PRESENTS
INFORMATI
ON IN
LOGICAL
SEQUENCE
WHICH
AUDIENCE
CAN
FOLLOW
STUDENT
PRESENTS
INFORMATI
ON IN
LOGICAL,
INTERESTIN
G
SEQUENCE
WHICH
AUDIENCE
CAN
FOLLOW
70
9/23/2022 165

PERFORMAN
CE CRITERIA
UNSATISFACT
ORY
MARGINAL SATISFACT
ORY
EXEMPLARY SCOR
E
1 (0-25 %) 2 (26-50 %) 3 (51-75 %) 4 (76-100 %)
STUDENT
KNOWLEDGE
STUDENT
DOES NOT
HAVE GRASP
OF
INFORMATION
, CANNOT
ANSWER
QUESTIONS
ABOUT THE
SUBJECT
STUDENT IS
UNCOMFO
RTABLE
WITH
INFORMATI
ON AND IS
ABLE TO
ANSWER
ONLY
RUDMENTA
RY
QUESTIONS
STUDENT IS
AT EASE
WITH
EXPECTED
ANSWERS
TO ALL
QUESTIONS
, BUT FAILS
TO
ELABORATE
STUDENT
DEMONSTRA
TES FULL
KNOWLEDGE
BY
ANSWERING
ALL
QUESTIONS
WITH
EXPLANATIO
NS AND
ELABORATIO
NS
70
9/23/2022 166

PERFORMA
NCE
CRITERIA
UNSATISFACT
ORY
MARGINAL SATISFACT
ORY
EXEMPLAR
Y
SCO
RE
1 (0-25 %) 2 (26-50 %) 3 (51-75 %) 4 (76-100 %)
GRAPHICS STUDENT
USES
SUPERFLUOU
S GRAPHICS
OR NO
GRAPHICS
OCCASION
ALLY USES
GRAPHICS
THAT
RARELY
SUPPORT
TEXT AND
PRESENTAT
ION
GRAPHICS
RELATE TO
TEXT AND
PRESENTAT
ION
USE
GRAPHICS
THAT
EXPLAIN
AND
REINFORCE
TEXT AND
PRESENTATI
ON
90
9/23/2022 167

PERFORMA
NCE
CRITERIA
UNSATISFACT
ORY
MARGINAL SATISFACT
ORY
EXEMPLAR
Y
SCO
RE
1 (0-25 %) 2 (26-50 %) 3 (51-75 %) 4 (76-100 %)
MECHANICS HAS FOUR OR
MORE
SPELLING
ERRORS
AND/OR
GRAMMATICA
L ERRORS
HAS THREE
SPELLING
ERRORS
AND/OR
GRAMMATI
CAL
ERRORS
HAS NO
MORE
THAN TWO
SPELLING
ERRORS
AND/OR
GRAMMATI
CAL
ERRORS
HAS NO
SPELLING
OR
GRAMMATI
CAL
ERRORS
40
9/23/2022 168

PERFORMA
NCE
CRITERIA
UNSATISFACT
ORY
MARGINAL SATISFACT
ORY
EXEMPLAR
Y
SCOR
E
1 (0-25 %) 2 (26-50 %) 3 (51-75 %) 4 (76-100
%)
EYE
CONTACT
READS ALL
REPORT WITH
NO EYE
CONTACT
OCCASION
ALLY USES
EYE
CONTACT,
BUT STILL
READS
MOST OF
THE
REPORT
MAINTAINS
EYE
CONTACT
MOST OF
THE TIME
BUT
FREQUENT
LY TURNS
TO NOTES
MAINTAIN
S EYE
CONTACT
WITH
AUDIENCE,
SELDOM
RUNNING
TO THE
NOTES
65
9/23/2022 169

PERFORMAN
CE CRITERIA
UNSATISFACTO
RY
MARGINAL SATISFACTO
RY
EXEMPLARY SCOR
E
1 (0-25 %) 2 (26-50 %) 3 (51-75 %) 4 (76-100 %)
ELOCUTION MUMBLES,
INCORRECTLY
PRONOUNCES
TERMS, AND
SPEAKS TOO
QUIETLY FOR
STUDENTS IN
THE BACK OF
THE CLASS TO
HEAR
VOICE IS
LOW,
INCORRECTL
Y
PRONOUNCE
S TERMS,
AUDIENCE
HAS
DIFFICULTY
HEARING
PRESENTATI
ON
VOICE IS
CLEAR,
PRONOUNCE
S MOST
WORDS
CORRCTLY,
AUDIBLE TO
THE ENTIRE
CLASS
USES A CEAR
VOICE,
CORRECT
AND PRECISE
PROUNCIATI
ON OF
TERMS,
AUDIBLE TO
THE ENTIRE
CLASS
40
62.5
AVERAGE SCORE = (70 + 70 + 90 + 40 + 65 + 40)/6 =
9/23/2022 170

Rubric System
Dr. A. Venu Gopal
9/23/2022 171

Rubrics Developed to validate the POs
Course Evaluation
 Course outcomes have been derived for
each course with an aim to attain program
outcomes.
 Course outcomes are also derived to attain
different cognitive levels of learning the
course.
 Course outcomes are attached to POs with
numbers; 3 (strong), 2 (moderate) and
1 (slightly)
9/23/2022 172

Each course is evaluated for 100 marks.
 20 Marks – Minor / Assignments /
Seminars / Quiz
 30 marks – Mid semester exam
 50 marks – End semester exam
Student performance is measured by total
marks obtained and further converted into
letter grade
9/23/2022 173

Questions in Minor / Mid / End exams are designed to
address COs of the subject.
The average marks obtained for each question is computed
CO-1 CO-2 CO-3 ….. CO-m
Qn-1 * *
Qn-2 * *
…. *
Qn-n *
CO-attainment is computed based on the average of average
marks of questions that address a particular CO.
CO-1 = ___ %;CO-2 = ___ %;CO-3 = ___ %; ….CO-m = ___ %;
Computation of CO attainments:
9/23/2022 174

A glance at attainment of CO indicates the
attainment of different cognitive levels of that
subject. This gives a scope for
 Review of COs
 Enhancing the quality of question papers
 Giving more stress on a particular CO which
is attained poor.
9/23/2022 175

PO
1
PO
2
PO
3
PO
4
PO
5
PO
6
PO
7
PO
8
PO
9
CO1 2 3 1 1 2
CO2 1 3 1 1 2
CO3 3 2 2 2 1 1 1
CO4 1 1 1 1
CO5 1 2 2 2 1 1
CO6 1 1 1 1 1 1 1
PO attainment
9/23/2022 176

A glance at POs may indicate how much
strong that particular course in attaining POs
of the program. It also give scope to review
the POs along with the review of the syllabus
of that subject.
Dr. A. Venu Gopal
9/23/2022 177

Overall assessment of POs and improvements
proposed:
PO.
No
PO Statement Status Proposed
Improvement
PO1
Apply
engineering
knowledge,
techniques and
modern tools to
analyze problems
in manufacturing
engineering.
Development of
assignments
and class room
tutorials that
allow for
increased
application of
concepts
learned in the
course.
9/23/2022 179

proposed:
PO
.
No
Improvement
PO
2
Identify
manufacturing
processes and
measurement
techniques to
produce required
components.
Increasing the
number of case
studies with
specific focus on
practical
application of
manufacturing
processes
9/23/2022 180

Overall assessment of POs and
improvements proposed:
PO.
No
Improvement
PO
3
Design and
conduct
experiments to
understand
process or
product
behavior and to
provide optimal
solutions.
Conducting
experiments and
analyzing the data as
a part of
Manufacturing
Engineering
Laboratory.
9/23/2022 181

proposed:
PO.
No
Improvement
PO
4
Develop and
validate models
to solve
complex
manufacturing
systems using
modern
engineering and
IT tools.
Use of statistical
software like
MiniTab and
Design Expert as a
part of course
assignments
9/23/2022 182

proposed:
PO.
No
Improvement
PO5
Develop
management
control systems
for production
planning,
logistics and
services.
Develop case
studies that allow
for application of
algorithms
learned
9/23/2022 183

proposed:
PO.
No
Improvement
PO6 Communicate
effectively with
diverse groups
while leading and
executing
interdisciplinary
projects.
Conducting
seminars as a
part of course
work.
9/23/2022 184

proposed:
PO.
No
Improvement
PO7 Apply
professional,
ethical, legal,
security and
social issues in
the design of
manufacturing
processes.
Increased focus
on sustainable
manufacturing
practices as a
part of
manufacturing
course
9/23/2022 185

proposed:
PO.
No
Improvemen
t
PO8 Engage in life-long
learning as a
means of
enhancing
knowledge and
skills for
professional
advancement.
Encouraging
more
students to
participate
and attend
seminars
9/23/2022 186

proposed:
PO.
No
Improvement
PO9
Conceptualize
and analyze
new problems
leading to
research and
development.
Increasing
emphasis on
selecting new
problems as a
part of
dissertation
work
9/23/2022 187

Assignment in OBE
1. Select a lesson from any one your courses, you are
teaching
2. Prepare lesson objectives and outcomes with action
verbs
3. Choose suitable teaching and learning methods to
achieve your objectives
4. Identify knowledge, skills, and attitude areas in your
lesson
5. Choose suitable assessment methods to achieve your
student outcomes
6. Identify suitable evaluation and grading methods
7. Prepare necessary documentation required for evidence
9/23/2022 191

1. Pre-Requisites
2. Course Outcomes
3. CO-PO Mapping
4. Detailed Syllabus
5. Reading
6. Lecture Schedule
7. Learning Resources/ Readings/
Video lectures
Course File
9/23/2022 192

8. Scheme of Evaluation
9. Mid Semester Examination
10.Scheme of evaluation: Mid Semester Examination
11.End Semester Examination
12.Scheme of evaluation: End Semester Examination
13.Standard of questions
14.Analysis of analytical and descriptive questions
Course File
9/23/2022 193

15. Difficulties faced during the course coverage
16. Suggestions for improvement of course delivery
17. Statistics of Marks / Grades
18. CO – Attainment
19. Sample copies of 3 answer scripts (both for Mid
and End exams): 1 well performed, 1 average
performed and one below average performed
20. Attendance Register
21. Feedback
Course File
9/23/2022 194

9/23/2022 195
http://www.ide.iitkgp.ernet.in/Pedagogy1/pedagogy_main.jsp
http://www.inpods.com/
http://academics.lmu.edu/spee/officeofassessment/assessmentresources/creating
anassessmentplan/tabularassessmentplan/
http://obescl.uitm.edu.my/index.php/obe-scl-module/assesment

CO_S_PO_S_Dr.JLN.pptx

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