Outcome-Based Education (OBE) is an educational philosophy that prioritizes achieving specific, measurable competencies rather than merely covering content. It emphasizes student-centered instruction, flexible teaching methods, and assessments aligned with predefined outcomes to prepare students for real-world challenges. The document discusses the key principles of OBE, its significance in technical education, potential challenges, and a detailed framework for implementing and assessing educational programs.

1. Outcome Based Education (OBE) Philosophy
Dr. Mahendra Chinthala
Assistant Professor
Department of Chemical Engineering
NIT Rourkela

2. • Outcome-based education (OBE) is an educational philosophy that focuses on achieving
specific, measurable outcomes or goals rather than simply covering content or following a
prescribed curriculum.
• The primary idea behind OBE is that all students should achieve predefined outcomes or
competencies by the end of a course or program, ensuring that they are prepared for real-
world challenges and have the necessary skills to succeed in life and their careers.
• OBE is student centered instruction that focuses on measuring student performance i.e.
outcomes
• Outcomes include;
 Knowledge
 Skills
 Attitude
What is Outcome-based Education (OBE) ?

3. Why Outcome-based Education (OBE) ?
• Technical institutions have traditionally followed a system of teaching
where the learning outcomes of students are not always clearly defined or
measured.
• To ensure quality assurance in engineering programs, it is essential to
establish a standardized approach.
• The Washington Accord highlights the importance of outcome-based
education.
• Graduating engineers must be assessed not only on their knowledge but
also on their perspectives and experiences, preparing them for global
opportunities.
• Therefore, it is both a necessity and a challenge for technical institutions to
equip and empower future students to thrive in a global environment.

4. Key Principles of Outcome-Based Education:
Clear Learning Outcomes:
• In OBE, the educational goals are clearly defined from the start. These
outcomes are usually specific, measurable, achievable, and time-bound
(SMART).
• They focus on what students are expected to know, be able to do, or
demonstrate by the end of the learning process.
Focus on Student Achievement:
• The emphasis is on student learning rather than teaching.
• Success is determined by how well students meet the defined learning
outcomes.

5. Flexibility in Teaching Methods:
• OBE allows educators to choose various teaching methods, materials, and
resources to support students in achieving the desired outcomes.
• It recognizes that different students may learn in different ways, so
flexibility is encouraged in how teaching is delivered.
Assessment based on Outcomes:
• Assessments in an OBE system are designed to measure how well students
have met the learning outcomes.
• These assessments can take various forms, such as exams, projects,
presentations, or practical applications, and they should align with the
outcomes.

6. Accountability and Transparency:
• In OBE, both teachers and students are held accountable for achieving the
outcomes. Teachers are responsible for creating learning environments
that enable student success, while students are responsible for their
learning and performance.
• The outcomes should be transparent to students at the beginning,
providing them with a clear understanding of what is expected.
Continuous Improvement:
• The OBE philosophy encourages a feedback loop where educational
programs are regularly evaluated and adjusted based on how well students
are meeting the outcomes.
• This allows for improvements in both curriculum and teaching methods,
making the educational experience more effective over time.

7. Challenges and Criticisms:
Overemphasis on Measurement: Some critics argue that focusing too
much on measurable outcomes can lead to "teaching to the test" and
undermine creativity or critical thinking.
Rigidity in Standards: Setting strict outcomes can limit flexibility in
addressing the unique needs or interests of students.
Implementation Complexity: Developing and continuously adjusting
appropriate assessment tools and outcomes can be time-consuming and
challenging for educators.

8. Institute Vision & Mission
Department Vision & Mission
Program Educational Objectives (PEOs)
Program Outcomes (POs)
Course Outcomes (COs)
Key Constituents of OBE
What students can
achieve after few
years of graduation-
(4 to 5 years)
What
students can
achieve after
upon
graduation
What students can
achieve after upon
Course Completion

9. Program Outcomes (POs)
1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and
engineering concepts to the solution of complex engineering problems.
2. Problem analysis: Identify, formulate, review 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 and development of processes and equipment design considering
the public health and safety, and the cultural, societal, and environmental concerns.
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.

10. 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. 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.

11. Graduate Attributes

12. Institute Vision & Mission
Department Vision & Mission
Program Educational Objectives (PEOs)
Program Outcomes (POs)
Structure of Curriculum
Identification of courses based on POs
Mapping and analysis of Course Outcomes (COs) with POs
Course Delivery & Assessment
Attainment of COs & POs
Review Course delivery and teaching-learning methods
Implementation of OBE

13. Stake Holders feedback
(Employer, Faculty, Students, Alumni)
Identifying suitable courses to attain POs
Corresponding Course Outcomes with PO & Graduate
Attribute
Identifying mode of teaching (L-T-P)
Construction of Credit system
Finalizing Curriculum and complete course design
• In designing curriculum, a course is considered if it satisfies at least one of the
Program outcome (PO)
• In designing syllabus, a topic is considered if satisfies one of the course outcome
Designing Curriculum

14. What is COURSE OUTCOME?
• Course Outcomes (COs) state what a student, on successfully completing the course and
earning a pass grade and the credit can perform/do/demonstrate with what he/she has
learnt in the course.
• Note that the emphasis is on using/applying the knowledge imparted/acquired by a
successful student in the course and not on the knowledge per se.
• Let us see OBE as a system – for design, implementation and continuous improvement
of technical education at the degree level
• COs are central to OBE

15. Writing COs
• It connects/covers the whole curriculum of the course and Bloom’s Taxonomy level
• Bloom's Taxonomy is well recognized and widely used in education in T-L-A that
attempts to move students beyond memorization in terms of Higher-Order Thinking
Skills (HOTS).
•

17. Assessment Planning

18. An Example of Course Outcomes COs
Course Title: Heat & Mass Transfer
• Course Outcomes
1. Solve practical engineering problems using basic concepts of heat and mass transfer.
2. Evaluate steady and unsteady performance for insulation, fin and thermocouple.
3. Analyze laminar and turbulent boundary layer flow on internal and external regions.
4. Design shell and tube-type heat exchangers for convective heat transfer applications.
5. Analyze phase change heat transfer processes applied to process-heat applications
6. Determine radiation heat transfer rates in engineering problems.
7. Perform design calculations of thermal equipment and prepare technical report

19. Course file
Course file is required to report the
•Details of the course
•Prerequisites for the course
•Course Objectives
•Course content
•Suggested Text books or Reference materials
•Course Outcomes statements
•CO-PO mapping
•Lesson Plan
•Course Assessment Plan (Mode and number of evaluations)
• Mid-Eem question papers with evaluation scheme
• End-Sem question papers with evaluation scheme
• Assignment/Quiz/Class Test question papers with student responses
• CO-Attainment for the course
• PO attainment for the course
• Actions planned to improve COs/POs for next academic year if there is any low attainments

21. CO-PO mapping (connecting COs with POs)
COs
PO1:
Engineering
knowledge
PO2:
Problem
analysis
PO3:
Design/development
solutions
PO4:
Investigations
of
complex
problems
PO5:
Modern
tools
PO6:
Engineer
and
society
PO7:
Environment
and
sustainability
PO8:
Ethics
PO9:
Individual
and
teamwork
PO10:
Communication
PO11:
Project
management
and
finance
PO12:
Life-long
learning
CO1 3 2 1 - - 2 3 - - - - -
CO2 3 2 1 - - 2 3 - - - - -
CO3 3 1 1 - - 2 3 - - - - -
CO4 3 3 1 - - 2 3 - - - - -
CO5 3 3 1 - - 2 1 - - - - -
3 2.2 1 - - 2 2.6
- - - - -
Course Title: Renewable Energy Technology
Map COs with Pos with rating 3, 2 and 1
1-Low (Slight)
2- Moderate (Medium)
3-High (Substantial)

22. S.N
o.
Topic Hours
required
1 Introduction to energy sources
and importance of renewable
sources
1
2 Prospects of renewable energy
sources
2
3 Solar energy fundamentals 1
4 Solar geometry 2
5 Solar radiation measurement 1
6 Solar collectors 1
7 Solar applications 2
8 Solar photovoltaic systems 2
9 Wind energy and fundamentals 1
10 Wind conversion systems 1
11 Performance evaluation of wind
machines
2
12 Geothermal energy sources 1
13 Geothermal gradient and
geothermal electric power plant
2
14 Biomass energy sources-Types 1
15 Biomass gasification 1
16 Biomass pyrolysis 1
17 Biomass fermentation 1
18 Biogas plants and design 3
Lesson Plan
19 Urban waste to energy
technologies
1
20 Energy from oceans:
Introduction and conversion
technologies
1
21 Types of Ocean Thermal electric
power generation systems
1
22 Tidal power generation 2
23 Hydro energy and conversion
technologies
1
24 Impulse turbine and reaction
turbine
1
25 Classification of hydro-power
plants
1
26 Energy conservation principles 1
27 Energy audit 2
28 Energy conservation
technologies
1
29 Heat recuperates and heat
regenerators
1
30 Heat pipes and heat pumps 1
31 Energy storage systems 2
Total hours 42

23. What Max
Marks
Proof COs addressed
Direct
Assessment
Methods
Mid-Exam 30 Answer sheets 1,2,3
SEM End
Examination
50 Answer sheets 1,2,3,4,5
Teacher
Assessment
( TA)
20 Assignment
copies
1,2,3,4,5
Indirect
Assessment
Methods
Course End
survey
Questionnaire 1,2,3,4,5
Course Assessment Tools

24. Assessment
• Not specific; but continuous
• Procedure should be valid
• Procedure and tools should
actually assess what one
intends to test
• Procedure should be fair.
• No other factors should
influence assessment
procedure
• Procedure should be reliable
• Results should be consistent.

25. CO attainment Calculation

26. CO Attainment
Direct Method
(80%)
Mid-Sem
Exam
(30%)
End-Sem
Exam
(50%)
TA
(20%)
Indirect method (20%)
Course End Survey
from Students

27. Attainment of Course Outcomes
Process of CO attainment
Step 1: Each course is assigned with 5 course outcomes (COs)
Step 2: The course articulation matrix is prepared by mapping each CO against POs
Step-3: COs are assigned for each question in the question papers (mid-sem, end-sem and Assignment components)
Step 4: Marks scored by each student for each question as per the mapping of CO are tabulated
Step 5: Each course co-ordinator defines the target based on the last three year performance of students. The targets will
vary from course to course. Attainment levels are estimated based on the target as follows.
The 3 levels of attainment can be defined as
Attainment Level -3 ≥ 60% students scoring more than set target marks
Attainment Level- 2- > 50% and < 60% of students scoring more than set target marks
Attainment Level -1- > 40% and < 50% students scoring more than set target marks
Attainment Level -0- ≤40% students scoring more than set target marks
*Attainment level and percentage of students will vary from course to course.
Step 6: The number of students who have scored above the target marks for each CO will be counted
Step 7: The percentage of students above the target is evaluated as follows
% of students above target =
𝑁𝑜.𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑎𝑏𝑜𝑣𝑒 𝑡𝑎𝑟𝑔𝑒𝑡 𝑚𝑎𝑟𝑘𝑠
𝑇𝑜𝑡𝑎𝑙 𝑛𝑜.𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
x 100
Step 8: Based on the student percentage, the attainment levels 1,2,3 are assigned for each CO
Step 9: The same process is followed for Mid-Sem, End-Sem and Assignment components.

28. CH6402 Renewable Energy Technology
Course Outcomes: After the completion of the course, the students will be able
CO1 To understand the applications of solar energy
CO2 To estimate the performance of power plants based on wind and geothermal sources
CO3 To design the biogas plants for power generation
CO4 To know the technologies available for ocean and hydro-energy harvesting
CO5 To identity the importance of energy audit
Target % Attainment level
≥ 60% students scoring more than set target marks 3
≥ 50% and < 60% of students scoring more than set target marks 2
≥ 40% and < 50% students scoring more than set target marks 1
< 40% students scoring more than set target marks 0

29. Mid-Sem Assessment

30. CO- Attainment from MID-SEM Examination

31. End-Sem Assessment

32. CO- Attainment from END-SEM Examination

33. TA Assessment & Overall attainment of COs for a course

34. Course End Survey (Before Sem End Exam)

35. Indirect method too should be based on predefinedlevels
Example; Level-3: 60% or above survey takers opts strongly agree and agree
Level-2: 70% or above survey takers opts strongly agree and agree
Level-1: 60% or above survey takers opts strongly agree and agree

36. CO1 CO2 CO3 CO4 CO5
Direct (80 %) 2 1.4 2.28 1.57 2.28
Indirect(20%) 3 3 3 3 3
Overall CO
attainment
2.2 1.72 2.4 1.86 2.42
Overall CO attainment calculation

37. CO attainment calculation –Rubrics
If targets are achieved, we may set higher targets subsequently as part of
continuous improvement.
3-> 70% students scoring more than set target marks
2-> 60% students scoring more than set target marks
1- > 50% students scoring more than set target marks
0- > Less than 50% students scoring more than set target marks
If targets are not achieved then instead of lowering target; program
should put in place an action plan to attain the target in subsequent
years

38. PO Attainment

39. PO Attainment
Direct
attainment from
COs (80%)
Indirect Attainment from Surveys (20%)
Student
Exit
Survey
From CAY
Final Year Students
before their
End- Sem exams
Employer
Survey
During
Placements of
our students
Alumni
Survey
CAYm2
passed out
students
Industry
Survey
From supervisors
of our students
during their
internship
CAYm2- Current Academic Year minus two Two years before passed out students

40. CO
attainment level
POs
1 2 3 4 5 6 7 8 9 10 11 12
CO1 2.2 3 2 1 - - 2 3 - - - - -
CO2 1.7 3 2 1 - - 2 3 - - - - -
CO3 2.4 3 1 1 - - 2 3 - - - - -
CO4 1.9 3 3 1 - - 2 3 - - - - -
CO5 2.4 3 3 1 - - 2 1 - - - - -
PO attainment 2.12 1.65 2.12 - - 2.12 2.1
- - - - -
PO1 attainment = 2.2∗3+1.7∗3+2.4∗3+1.9∗3+2.4∗3
= 2.12
(3+3+3+3+3)
PO2 attainment =
2.2∗2+1.7∗2+2.4∗2+1.9∗3+2.4∗2
(2+2+1+3+3)
= 1.65
Overall CO
attainment of the
course
2.2 1.7 2.4 1.9 2.42
PO Attainment -Calculation-Direct Method

41. PO Attainment for a passout batch-Direct Method
Course
COs CO
Attainment
Level
(ColumnA)
PO1
Column-B PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
C301
C301.1 1.5 1 1 3 2 2 1 - 1 1 - - - 2 2 1
C301.2 2.1 1 1 3 2 3 1 - - 1 - - - 2 2 1
C301.3 2.4 1 1 3 3 3 - - - 1 2 - - 3 3 1
C301.4 2.5 1 1 3 3 3 2 - - 1 - - - 3 3 1
C301.5 2.4 1 2 3 3 3 - - 1 1 - - 1 3 3 1
C301.6 2.7 1 2 3 3 3 2 - - 1 2 - 1 3 3 1
C302
C302.1 1.8 - - - - - - 1 - 2 1 3 - - - -
C302.2 1.9 - - - - - - 1 - 2 - 3 - - - -
C302.3 1.7 - - - - - - 1 - 2 - 3 - - - -
C302.4 2.7 - - - - - - 1 - 2 - 3 - - - -
C302.5 2.1 - - - - - - 1 - 2 - 3 - - - -
C302.6 1.4 - - - - - - 1 - 2 - 3 - - - -
Program
Outcome
Attainment 2.27 2.34 2.27 2.33 2.31 2.33 1.93 1.95 2.04 2.40 1.93 2.55 2.33 2.33 2.27
Here only 2 course are taken; for actual calculations all courses to be taken
Calculation: PO1= (column A* Column B)/Sum(columnB)

42. Email Address
Name
Year of Joining:
UG Roll NO.
1 Do you able to apply the
fundamentalsof basic sciences and
chemical engineering that you have learnt
to solve any complex chemical
engineering problem
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PO1
2 Do you have the ability to identify
problems, review literature and
analyze complex chemical
engineering problems?
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PO2
3 Do you have the knowledge to design
differentchemical processes and
equipment with appropriate
assumptions
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PO3
4 Do you acquire the skills to
investigate a chemical engineering
research problem
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PO4
5 Do you aware of differentchemical
engineering softwares used in
designing different chemical
processes
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PO5
6 Do you able to assess the societal
issues with your reasoning
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PO6
7 Do you understandthe impact of the Agree highly Agree Agree slightly Disagree Disagree PO7
B.Tech (Chemical Engineering)
Format of Questionnaire used for Student Exit survey

43. 8 Do you apply ethical principles and
commit to professional ethics and
responsibilities
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PO8
9 Do you able to work effectively as an
individual,and as a memberor leaderin diverse
teams
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PO9
10 Do you able to communicate the
problems of chemical engineeringwith clear
instructions by oral and written documentation
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PO10
11 Do you able to manage project works
in multidisciplinary environments
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PO11
12 Do you recognize the need of life-long
learning in the context of technological
advances
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PO12
13 Do you able to use your chemical
engineering concepts, as well as basic sciences
and humanities to solve and analyze
chemical engineering problems.
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PSOI
14 Do you understand the usage of
simulation or computational tools to solve,
design, and optimize complex problems in
the chemical and related disciplines
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PSO2
15 Do you acquire the ability to develop
and modify chemical processes, conduct
experiments, perform technical and
economic evaluations
Agree highly Agree
Moderately
Agree slightly Disagree Disagree
highly
PSO3

44. Email Address
Name
Year of Joining:
UG Roll NO.
Current Organization;
1 Do you able to apply your
chemical engineering fundamentals to
solve any chemical engineering problem
in your job
Agree
highly
Agree
Moderately
Agree
slightly
Disagree Disagree
highly
PO1
2 Do you feel your chemical
engineering knowledge is sufficient to
analyze problems in your chemical or
allied industry job
Agree
highly
Agree
Moderately
Agree
slightly
Disagree Disagree
highly
PO2
3 Do you able to design different
chemical processes and equipment
with appropriate assumptions in your
core job
Agree
highly
Agree
Moderately
Agree
slightly
Disagree Disagree
highly
PO3
4 Did your research based
knowledge helped for conducting
investigations in your core job
Agree
highly
Agree
Moderately
Agree
slightly
Disagree Disagree
highly
PO4
5 Did your chemical engineering
related software knowledge is helpful
for designing different chemical
processes
Agree
highly
Agree
Moderately
Agree
slightly
Disagree Disagree
highly
PO5
6 Do you able to assess the societal
issues with your reasoning
Agree
highly
Agree
Moderately
Agree
slightly
Disagree Disagree
highly
PO6
Sample format of Questionnaire used for Aumni feedback
survey
B.Tech (Chemical Engineering)

45. 7 Do your chemical engineering
fundamentals helped you to
find your professional engineering solutions
for sustainable development
Agree highly Agree Moderately Agree slightly Disagree Disagree
highly
PO7
8 Do you apply ethical principles and
commit to professional ethics and
responsibilities
Agree highly Agree Moderately Agree slightly Disagree Disagree
highly
PO8
9 Do you able to work effectively as an
individual, and as a member or leader in
diverse teams
Agree highly Agree Moderately Agree slightly Disagree Disagree
highly
PO9
10 Do you able to communicate the
problems of chemical engineering with clear
instructions by oral and written documentation
Agree highly Agree Moderately Agree slightly Disagree Disagree
highly
PO10
11 Do you able to manage project works in
multidisciplinary environments
Agree highly Agree Moderately Agree slightly Disagree Disagree
highly
PO11
12 Do you recognize the need of life-long
learning in the context of technological
advances
Agree highly Agree Moderately Agree slightly Disagree Disagree
highly
PO12
13 Do you feel your chemical engineering
concepts, as well as basic sciences and
humanities are sufficient to solve and analyze
chemical engineering problems.
Agree highly Agree Moderately Agree slightly Disagree Disagree
highly
PSOI
14 Do you agree that your simulation or
computational tools you learnt in your UG level
are sufficient to solve, design, and optimize
complex problems in the chemical and related
disciplines
Agree highly Agree Moderately Agree slightly Disagree Disagree
highly
PSO2
15 Do your chemical engineering knowledge
helped to develop and modify chemical
processes, conduct experiments, perform
technical and economic evaluations with social,
moral and ethical values
Agree highly Agree Moderately Agree slightly Disagree Disagree
highly
PSO3

46. Survey PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO2
Student Exit
survey
3 3 2 2 2 2 2 1 2 2 2 2 3 2 2
Employer
Survey
3 3 2 2 2 2 2 1 2 2 2 2 3 2 2
Alumni
survey
3 3 2 2 2 2 2 1 2 2 2 2 3 2 2
Avg
attainment
level
3 3 2 2 2 2 2 1 2 2 2 2 3 2 2
PO Attainment -Calculation- Indirect Method
Indirect method too should be based on predefinedlevels
Example; Level-3: 60% or above survey takers opts strongly agree and agree
Level-2: 70% or above survey takers opts strongly agree and agree
Level-1: 60% or above survey takers opts strongly agree and agree

47. PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PSO1 PSO2 PSO3
Direct
attainment
(80%)
2.4 2.4 2 2 1.7 1.5 1.6 1.2 1.9 2.2 2 1.8 2.2 1.6 2
Indirect
attainment
(20%) 3 3 2 2 2 2 2 1 2 2 2 2 3 2 2
Overall
attainment 2.52 2.52 2 2 1.76 1.6 1.68 1.16 1.92 2.2 2.04 1.84 2.36 1.68 2
Overall PO attainment for 2023-24 Passout batch

48. OBE
Plan
DO
Check
ACT
Mission &
Vision
Program
Outcomes
Course
Outcomes
Course Syllabus
Pedagogy
Teaching –Learning
PO assessment CO assessment
Action plan for improvement
Review Teaching- Learning
activities
Review Course Content

49. At the end of the session, the participants will be able to
Course Outcomes of this workshop
CO1- Understand the importance and implementation of OBE
CO2 - Design and revise curriculum based on the attainment of graduate attributes
CO3- Analyze the assessment tools used for course outcomes and program outcomes
CO4- Frame the question papers as per the blooms taxonomy
CO5- Prepare the course file and question papers as required by NBA

50. References
1. https://www.aicte-india.org/sites/default/files/ExaminationReforms.pdf
2. Prof C R Muthukrishnan Online program Organised by National Board ofAccreditation 2020
3. https://onlinecourses.nptel.ac.in/noc19_ge18/preview, Accreditation and Outcome based Learning By Prof. S
K. Das Mandal & Prof. Anup Kumar Ray, IIT Kharagpur

51. Thanks for your attention