Dr. R. K.

Garg
Professor & Chairman
MED, DCRUST, Murthal
 “WHAT IT IS…..”
 Accreditation is a process of quality
assurance and improvement,
whereby a program in an approved
Institution is critically appraised to
verify that the program continues
to meet and/or exceed the Norms
and Standards prescribed by
regulator from time to time.
 It is a kind of recognition which
indicates that a program fulfills
desired standards.
“WHAT IT IS NOT…..”
 Not to find faults with the institution.
 Not to denigrate the working style of
the institution and its programs.
 Not to demarcate the boundaries of
quality.
 Not to select only institutions of
national.
 Not a award system or Ranking system
(Gold, Silver, 1, 2, 3…).

The following general policies are the guiding principles for the accreditation
of programs:
1. Programs, and not Educational Institutions, are considered for
accreditation.
2. Programs from which at least two batches of students have graduated
are considered for accreditation.

2
3
 ABOUT NBA
 Established in the year 1994 under
Section 10 (u) of AICTE Act.
 NBA became Autonomous in
January 2010 and in April 2013 the
Memorandum of Association and
Rules of NBA were amended to
make it completely independent of
AICTE, administratively as well as
financially.
 NBA now independent in its
functioning: decision making as well
as financially.
 Does not receive any grant either
from the government or from any
regulatory body of technical and
higher education.
REGISTRATION
 Institute‟s Enrolment/Membership
with NBA
 One time Process:
 Submit Basic Details on NBA
website to receive temporary login
details.
 Login (within 5 days) to complete
institution profile incl. uploading
AICTE approval letters duly
signed/stamped by principal.
 After approval by NBA submit Fee
(within 15 days).
 Registered with NBA receiving
Permanent User ID & password.
4
 Once Registered with NBA, apply anytime for accreditation/ re-
accreditation of specific programs.
 Maximum 5 programs on each application.
 AICTE approval letters uploaded up to Current Academic Year (CAY).
 On approval, deposit 10% of Total Fee (within 15 days).
 Pre-qualifiers link gets activated.

 Screening Process.
 Fill Pre-qualifiers for each applied program.
 If approved by NBA, deposit balance 90% of total fee (within 15
days).
 Self Assessment Report (SAR) Link gets activated.

5
Autonomous Non-Autonomous
Institutions Institutions

6
 Institution to upload Self Assessment Report (within 6 months of Link
activation).
 First impression to evaluation team.
 Preparedness status for NBA visit.
 Presents crisp program status.
 Presents the extent a program meets each criterion .
 Documentary evidence for evaluation team to match with visual / oral
evidences during visit.

7
 After uploading of SAR, NBA constitutes Evaluation Team.
 One Chairman and 2 expert members for each program.
 Each expert is an eminent academician / Industry expert (serving or retired) from the
panel of NBA.
 Institute to give five options for visit dates. Final date approved by NBA with mutual
consent.
 Three day visit (Fri, Sat & Sunday).
 Institute to confirm & ensure regular classes /activities are conducted during visit.
 Chairman submits its report to NBA.

 Accreditation:
 Moderation Committee.
 Evaluation & Accreditation Committee.
 Decision by Sub-Committee
Academic Advisory Committee.
 Result communicated to institution
enclosing Report of Chairman &
Experts.
 Appeal:
 Appellate Committee.
 Unsatisfied Institution to appeal within 1
month.
 Appeal Fee Rs. 1,50,000 per program + GST.
of
 Institution presents their case in Person.
 Decision by Academic Advisory Committee.
 Decision Communicated to Institution.
 No provision of Second appeal.

8
 Fully
≈75% & Above „Y‟ Compliant

≈ 60% and <75% „C‟ Concern

≈ 40% and <60% „W‟ Weakness

<40% „D‟ Deficiency

9
10
 Full Accreditation (Six years)
 If there is no “Deficiency” or “Weakness” in any of the
criteria laid down by NBA with at least “07 Criteria”
shall be fully compliant and “Concerns” in the
remaining criteria.
 Number of available Ph.D. in the department is greater Full Accreditation for six years may
than or equal to 30% of the required number of
be considered for a program after
faculty for previous two academic years including
three months:
Current AcademicYear.
 The admissions in the UG program at the program
level are more than or equal to 75% while at the  “#Y” shall be greater than or
institute level, the admissions are required to be more equal to 07
than or equal to 60%, averaged over previous three  “#C” shall be less than or equal
academic years including Current AcademicYear. to 02
 Faculty Student Ratio in the department is less than or  “#W” shall be less than or
equal to 1:15 averaged for the previous three equal to 02
academic years including current academic year.  “#D” shall be zero.
 At least 2 Professors or 1 Professor and 1 Associate
Professor (on a full-time/regular basis) with Ph.D.
The institution is required to submit a
degree are available in the respective department for
previous two academic years including current compliance report to NBA describing
academic year. action taken in response to the
 The placement ratio (Placement + higher studies) is identified “Weakness (es)” and
greater than or equal to 40% averaged for the “Concerns”.
previous three academic years
 HOD of the program under consideration possesses
Ph.D. degree

11
Provisional Accreditation (Three years)

 “#Y” shall be greater than or equal to 04

 “#D” shall be less than or equal to 02
 At least two Professors or one Professor and one
Associate Professor (on a full-time/regular basis) with
Ph.D. Degree are available in the respective
Department for previous two academic years including
Current Academic Year. No Accreditation of the
 The faculty student ratio in the department under program:
consideration is less than or equal to 1:20 averaged
for the previous three academic years including If the program fails to meet
Current Academic Year. criteria for award of
 Number of available Ph.D. in the department is provisional accreditation for 3
greater than or equal to 20% of the required years, the program will not be
number of faculty for previous two academic years considered for accreditation.
including Current AcademicYear
 The placement ratio (Placement + higher studies) is
greater than or equal to 40% averaged over previous
three academic years
 The HOD of the program under consideration
possesses Ph.D. degree.
In case of a “D” in Criterion – V (Faculty
Information & Contributions), the program will
not be considered for accreditation.

12
13
 Full Accreditation (Six years)

 Program scoring a minimum of 750 points in aggregate out of 1000 points with
minimum score of 60% in mandatory fields (criteria 4 to 6)
 The number of available Ph.D. in the department is greater than or equal to 30%
of the required number of faculty for previous two academic years including
current academic year
 Admissions in the UG program at the program level are more than or equal to
75% while at the institute level, the admissions are more than or equal to 50%,
averaged for previous three academic years including Current AcademicYear
 Faculty Student Ratio in the department is less than or equal to 1:15 averaged for
the previous three academic years including current academic year.
 At least 2 Professors or 1 Professor and 1 Associate Professor (on a full -
time/regular basis) with Ph.D. Degree are available in the concerned department for
previous two academic years including current academic year.
 The placement ratio (Placement + higher studies) is greater than or equal to 40%
averaged for the previous three academic years
 The HOD of the program under consideration possesses Ph.D. Degree.

14
Provisional Accreditation (Three years)

 The score for the program is greater than or equal

to 600 points with minimum 40% marks in Criterion V No Accreditation of the
(Faculty Information and Contributions). program:
 At least one Professor or one Associate Professor with
Ph.D. degree (on a full -time/regular basis) is If the program scores less
available in the respective Department for previous than 600 marks or less than
two academic years including current academic year 40% marks in Faculty
 The student faculty ratio in the department under Information and
consideration is less than or equal to 1:20 averaged Contributions (Criterion V)
for previous three academic years including current or fails to meet the criteria
academic year for award of provisional
 The number of available Ph.D. in the department is accreditation for 3 years, the
greater than or equal to 10% of the required number program will not be considered
of faculty for previous two academic years including for accreditation.
current academic year
 The placement ratio (Placement + higher studies) is
greater than or equal to 40% averaged over previous
three assessment years.

15

NEED
 Is Traditional Education (TE)
adequate?
 Concerns that the education
system may not adequately
prepare students for life and
work have prompted a review
of education.
OBE focuses on student learning by:
• Using learning outcome statements to make
explicit what the student is expected to be
able to know, understand or do.
• Providing learning activities which will help
the student to reach these outcomes.
• Assessing the extent to which the student
meets these outcomes through the use of
explicit assessment criteria.
• OBE involves the restructuring of curriculum,
assessment and reporting practices in
education to reflect the achievement of high
order learning and mastery rather than
accumulation of course credits.
• Both structures and curricula are designed to
achieve those capabilities or qualities.
• Discourages traditional education approaches
based on direct instruction of facts and
standard methods.
• It requires that the students demonstrate
that they have learnt the required skills and
content.
16
 TE DEFFICIENCIES:
 Provides students with a learning
environment with little attention to
whether or not students ever learn the
material.

 Students are given grades and rankings

compared to each other – students
become exam oriented or CGPA driven.

 Graduates are not completely prepared

for the workforce.

 Lack of emphasis on soft skills needed in

jobs e.g. communication skills,
interpersonal skills, analytical skills,
working attitude etc.

OBE vs TE
 OBE’s instructional planning process
is a reverse of that associated with
TE planning.

 The desired outcome is selected

first and the curriculum,
instructional materials and
assessments are created to support
the intended outcome.

 All educational decisions are made

based on how best to facilitate the
desired outcomes.

17
 The Washington Accord, established in 1989, is an international accreditation
agreement for professional engineering academic degrees, between the bodies
responsible for accreditation in its signatory countries.
 In 1989, 5 countries signed the Washington Accord. (Australia, New Zealand,
UK, Canada, Ireland & USA).
 Other full signatories are Hong Kong (1995) South Africa (1999), Japan (2005),
Singapore (2006), Taiwan (2007), Chinese Taipei (2007), Korea (2007), Malaysia
(2009), Turkey (2011), Russia (2012), India (NBA) (2014), Sri Lanka (2014), China
(2016), Pakistan (2017).
 The Accord recognises the substantial equivalency of accreditation systems of
member states, & graduates from member states may work in other member
states.
 `Signatories have full rights of participation in the Accord; qualifications
accredited or recognized by other signatories are recognized by each signatory
as being substantially equivalent to accredited or recognized qualifications
within its own jurisdiction.
 Organizations holding provisional status have been identified as having
qualification accreditation or recognition procedures that are potentially
suitable for the purposes of the Accord; those organizations are further
developing those procedures with the goal of achieving signatory status in due
course; qualifications accredited or recognized by organizations holding
provisional status are not recognized by the signatories

18

 OBE addresses the following
key questions:
• What do we want the
students to have or be able to
do?
• How can we best help
students achieve it?
• How will we know whether
they students have achieved
it?
• How do we close the loop for
further improvement
(Continuous Quality
Improvement (CQI))?
• Students are expected to be able to do more
challenging tasks other than memorize and
reproduce what was taught.
• Students should be able to: write project
proposals, complete projects, analyze case
studies, give case presentations, show their
abilities to think, question, research, and make
decisions based on the findings.
• Be more creative, able to analyze and
synthesize information.
• Able to plan and organize tasks, able to work
in a team as a community or in
entrepreneurial service teams to propose
solutions to problems and market their
solutions.

• More directed & coherent • The learning outcomes are set out
curriculum. sequentially on a gradation of increasing
• Graduates will be more complexity that students are expected to
“relevant” to industry & other master.
stakeholders (more well • OBE focuses on how much and how well the
rounded graduates). students have learnt.
• Continuous Quality • Weaker students may have to follow a
Improvement (CQI) is in place. different learning path & finish later.
19
 • COs address the
Learning abilities to be attained
Outcomes by students upon
(COs) completion of a subject

Programme
Outcomes
• POs describe what (POs)
students are expected
to know and be able to Programme
perform or attain by Educational
the time of graduation Objectives
(PEOs)
• PEOs address the
graduates’
attainment 5 years
after graduation

20
21
Vision without actions is a mere dream, Actions
without Vision passes the time, Vision with Actions
changes the World

22
 A One Sentence statement describing the reason your organization or
program exists (what you do + who/what you do this for).

An organization’s mission statement should clearly communicate what it is

that they do. Many mission statements succumb to an overuse of words in
general, but especially jargon.

External
• Inform others of what you do

Faculty • Focus and motivate your team

and Staff

Leaders • Guide strategic planning and decision

hip

23
 Clear (Easy to Understand)-This is not a time to show off your vocabulary. Use concrete
language and keep things simple.Try to keep to 10th grade level.
 Concise (Short and To the Point) Don‟t fall prey to buzzwords, adjectives strings and fluff.
Aim for 5-14 words.
 Useful (Inform. Focus. Guide)It doesn‟t matter how short, clear or cute your phrase is if it
fails to inform others about what you do and focus and guide internal team members and
decisions.

 Cornell-Learning. Discovery. Engagement.

 The mission of the University of Cambridge is to contribute to society through the
pursuit of education, learning, and research at the highest international levels of
excellence.
 The mission of the University of Houston is to offer nationally competitive and
internationally recognized opportunities for learning, discovery and engagement to a
diverse population of students in a real-world setting.
 The mission of MIT is to advance knowledge and educate students in science,
technology, and other areas of scholarship that will best serve the nation and the world
in the 21st century.

24
 TED: Spreading Ideas. (2 words)
 The Humane Society: Celebrating Animals, Confronting Cruelty. (4 words)
 Smithsonian:The increase and diffusion of knowledge. (6 words)
 Monterey Bay Aquarium:To inspire conservation of the oceans. (6)
 Wounded Warrior Project: To honor and empower wounded warriors.(6)
 Best Friends Animal Society: A better world through kindness to animals. (7)
 Kiva:To connect people through lending to alleviate poverty. (8)
 Livestrong:To inspire and empower people affected by cancer. (8)
 Invisible Children:To bring a permanent end to LRA atrocities. (8)
 Public Broadcasting System (PBS): To create content that educates, informs and inspires. (8)
 USO lifts the spirits of America‟s troops and their families. (9)

25
 Vision statements are short phrases or sentences that convey your community's hopes
for the future……………
Your vision is your dream. It's what your organization believes are the ideal conditions
for your community; how things would look if the issue important to you were
completely, perfectly addressed.
It might be a world without war, or a community in which all people are treated as
equals, regardless of gender or racial background.
Characteristics that most vision statements have in common.
 Understood and shared by members of the community
 Broad enough to include a diverse variety of local perspectives
 Inspiring and uplifting to everyone involved in your effort
 Easy to communicate - for example, they are generally short enough to fit on a T-shirt
Guidelines
• Simple and concrete language
• 10th Grade reading level
• Avoid buzzwords
• 5-14 words
• Avoid words>12 letters
• No more than 1 word string (A, B, and C)
26
IITB
• To be a leading global technology university that provides a transformative education to
create
• leaders and innovators, and generates new knowledge for society and industry.
• Carnegie Mellon University will have a transformative impact on society through
continual innovation
• in education, research, creativity, and entrepreneurship.
• Ohio University will be the nation's best transformative learning community where
students realize their
• promise, faculty advance knowledge, staff achieve excellence, and alumni become global
leaders.
• Our vision is of Newcastle as a civic university with a global reputation for academic
excellence.

IITD
 To contribute to India and the World through excellence in scientific and technical
education and research; to serve as a valuable resource for industry and society; and
remain a source of pride for all Indians.

27
28
 LEARN WHAT IS IMPORTANT TO PEOPLE IN YOUR COMMUNITY
 Conduct "public forums" or "listening sessions" with members of the community to gather
ideas, thoughts, and opinions about how they would like to see the community
transformed.
 Hold focus groups with the people interested in addressing the issue(s), including
community leaders, people most affected by the issues, businesses, church leaders, teachers,
etc.
 Obtain interviews with people in leadership and service positions, including such individuals
as local politicians, school administrators, hospital and social service agency staff, about
what problems or needs they believe exist in your community.
 DECIDEWHATTO ASK
 What is your dream for our community?
 What would you like to see change?
 What kind of community (or program, policy, school, neighborhood, etc.) do we want to
create?
 What do you see as the community's (or school's, neighborhood's, etc.) major issues or
problems?
 What do you see as the community's major strengths and assets?
 What do you think should be the purpose of this organization (or effort)?
 Why should these issues be addressed?
 DECIDE ON THE GENERAL FOCUS OF YOUR ORGANIZATION
 DEVELOP YOUR VISION AND MISSION STATEMENTS
29
  Infrastructure, Buildings and Facilities
 Bottoms up approach
 Faculty, Teaching Learning
 Involve all stakeholders
 Industry Interaction, Brand
 Discussion, Brain storming
 Employability, Placement record
 Gap analysis or SWOT analysis
 What students can do after
 Challenges before the institute
graduating??
 What are the immediate and long term
 Whether institute provides all that is
goals
necessary for a confident engineer of
 Evolve vision, mission statements based tomorrow, prepare a 21st Century
on these discussions engineer
 Strategic plan

30
 Why does Program exist? What is its relevance?
 Program Educational Objectives (PEOs) are the statements that describe
the expected achievements of graduates within first few years of their
graduation from the program.
 The PEOs, may be guided by global and local needs, vision of the
Institution, long term goals etc.
 For defining the PEOs the faculty members of the program must
continuously work with all stakeholders: local employers, industry, students
and the alumni.
 There must be a documented, systematically utilized, and effective process,
involving program constituencies, for the periodic review of these program
educational objectives that ensures they remain consistent with the
institutional mission, the program’s constituents’ needs, and these criteria.

31
 Feedback format for collecting data from stakeholders.
 A process by which PEOs are created and reviewed periodically.
 A process by which the curriculum is created to meet the stated PEOs.
 A process to evaluate to what extent PEOs are attained.
 Review, Mid correction, and Continuous Quality Improvement.

A) Consultation - Professional Bodies

- Industry - Faculty
- Alumni - Parents
- Students - Data on future
- Management - Data on trends in
development in the profession
B) Summary of views during consultation
C) Accepted views - objectives.
D) Identification and designing of courses with defined objectives.
E) Courses to achieve objectives

32
The program educational objectives for the electrical engineering program
describe accomplishments that graduates are expected to attain within five years
after graduation.
 Graduates, within five years of graduation, should demonstrate peer-
recognized expertise together with the ability to articulate that expertise and
use it for contemporary problem solving in the analysis, design, and evaluation
of electrical and electronic devices and systems.
 Graduates, within five years of graduation, should demonstrate engagement in
the engineering profession, locally and globally, by contributing to the ethical,
competent, and creative practice of engineering or other professional careers.
 Graduates, within five years of graduation, should demonstrate
sustained learning and adapting to a constantly changing field through graduate
work, professional development, and self study.
 Graduates, within five years of graduation, should demonstrate leadership and
initiative to ethically advance professional and organizational goals, facilitate the
achievements of others, and obtain substantive results.
 Graduates, within five years of graduation, should demonstrate a commitment
to teamwork while working with others of diverse cultural and
interdisciplinary backgrounds.

33
 Graduates from the Mechanical Engineering program and the Manufacturing Engineering
program are expected to attain or achieve the following Program Educational Objectives
within a few years of graduation:

 Development in their chosen profession and/or progress toward an advanced degree

 The trust and respect of others as effective and ethical team members
 A reputation as a source of innovative solutions to complex problems
 Positions of leadership in an organization and/or on teams.

PEO for Bachelor of Civil Engineering:

 A civil engineer who is knowledgeable and technically competent in civil engineering
discipline in-line with the industry requirement.
 A civil engineer who is effective in communication and demonstrate good leadership
quality in an organization.
 A civil engineer who is capable to solve civil engineering problems innovatively, creatively
and ethically through sustainable approach.

34

 PO are outcomes the
students should have
achieved by graduation time.
POs are statements about
the knowledge, skills and
attitudes (attributes) the
graduate of a formal
engineering program should
have.
 POs are defined by
Accreditation Agencies of
the country (NBA in India).
 Programme Outcomes (PO)
are short term outcomes (at
the point of graduation)
describing what students are
expected to know and be
able to perform.
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, 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
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 e g experiments,
analysis and interpretation of data, and
synthesis of the information to provide valid
conclusions.
35
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.
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 lifelong learning in the broadest context of
technological change.
36
 Example of Programme Outcomes for Bachelor of Civil Engineering
Acquire and apply knowledge of sciences and engineering fundamentals to civil
1.
engineering field. (PO1)
2. Demonstrate comprehensive technical expertise in civil engineering. (PO2)
Identify, formulate and provide creative, innovative and effective solution to civil
3.
engineering problems. (PO3)
Communicate effectively both in written and spoken form with engineers, other
4.
professionals and community.(PO4)
5. Function individually or in teams, effectively, with a capability to be a leader.(PO5)

For the Electrical Engineering Department POs may be

1. Ability to apply acquired fundamental knowledge of science and engineering.
2. Possess the relevant technical skills in electrical and electronic engineering.
3. Ability to identify, formulate and solve problems of high- and low-power circuits and
systems.
4. Ability to design & evaluate an electrical or electronic system based on systems
approach.
5. Ability to communicate effectively.
6. Ability to function effectively as an individual and in a group.
7. Ability to understand and commit to prevailing professional and ethical responsibilities.
8. Be aware of the current good practices in electrical & electronic engineering for
sustainable development.
37
Three domains of learning method

Cognitive
The Head
Affective
The Heart
Psychomotor
The Hand 3H
Cognitive domain
Relates to the knowledge and the development of intellectual skills; includes
the recall or recognition of specific facts, procedural patterns, and concepts
Affective domain
Describes the way people react emotionally and their ability to feel another
living thing‟s pain or joy; typically targets the awareness and growth in
attitudes, emotion, and feelings
Psychomotor
Describes the ability to physically manipulate a tool or instrument; usually
focuses on the development of skills
38
39
 INVOLVES KNOWLEDGE AND THE
DEVELOPMENT OF
INTELLECTUAL SKILLS

lower order

Higher order
40
 PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL
MOVEMENT, COORDINATION & USE OF THE
MOTOR SKILL AREAS

lower order

Higher order
41
 AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL
WITH THINGS EMOTIONALLY (e.g. FEELINGS,
INTERESTS, ATTITUDES, APPRECIATION,
ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT
RESULT FROM INSTRUCTION)

lower order

Higher order
42
 Area 1: Vision, Mission, Educational Goals And Learning Outcomes
 Area 2: Curriculum Design And Delivery
 Area 3: Assessment Of Students
 Area 4: Student Selection And Support Services
 Area 5: Academic Staff
 Area 6: Educational Resources
 Area 7: Programme Monitoring And Review
 Area 8: Leadership, Governance And Administration
 Area 9: Continual Quality Improvement

43 (MQA,2008)
 OBE PROCESS
Area
8 Area
Curriculum
1
Curriculum REVIEW Program
PEO
Standards
Area Planning (1) Academic Level
CQI Report
9 Program Outcomes (PO)
Area
Closing the Loop (CDL) 2
Curriculum Bloom’s
Taxonomy
Evaluate / analyse
Course Outcomes (CO)
Area Evaluating Developing Area
7 (4) (2) 3
TL Activities Assessments
Entrance/Exit Surveys Bloom’s
SLT Taxonomy
Test Blueprint

Lesson Plan Implementing Credit Hour

(3)
Marking Scheme Rubrics
Evidences Curriculum Area
Student Portfolio 4
Bloom’s Documenting Area
Formative Assessment Taxonomy
Area 5
Summative Assessment 6
44
 Learning Outcomes (LOs) or Course Outcomes (COs) address the abilities to be
attained by students upon the completion of a subject
 A subject usually has several LOs and the LOs are different from one subject to
another
 POs are attained through program specific Core Courses
 Each course is designed to meet (about 5-6) Course Outcomes
 The Course Outcomes are stated in such a way that they can be actually
measured.

45
 Course Outcome-Control System
 On completion of the course students will be able to
 1. Understand the basic concepts of control systems, pole, zero and can analyze
system stability on that basis.
 2. Develop electrical models/ mechanical models to design a physical system for a
specific operation.
 3. Understand and implement mathematical tools (such as SFG) to analyze a
complete system.
 4. Understand, define different time domain specification parameters and thus can
apply that knowledge to conclude dynamic performance of a system.
 5. Analyze system‟s absolute, relative, local stability using different frequency
domain methods.
 6. Understand, explain, and design analog controllers, compensators and their
selection to meet desired response.
Course Outcome-Engineering Mathematics
On completion of the course
1. Students will be able to apply the concepts, analyze the importance and
applications of Fourier analysis.
2. Students solve problems using numerical techniques and are able to apply them for
different situations
3. Students are able to solve problems using combinatorial techniques.

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 The assessments should be in alignment with the COs
 Question paper should be so set to assess all COs.
 The average marks obtained in assessments against items for each CO will
indicate the CO attainment
 Instructors can set targets for each CO of his/her course
 Attainment gaps can therefore be identified
 Instructor can plan to reduce the attainment gaps or enhance attainment targets.
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COs are mapped to POs and attainment of each PO
is calculated by various tools considering set target
levels. Depending on target level achieved, action plan
is decided at course level as well as program level for
improvement if attainment level is weak.
The process of mapping and attainment of COs and
POs is a complex and time consuming process. There
are various issues related to university affiliated
colleges.
Issue1: COs varies course-wise and program-wise.
There is no standard procedure laid to
calculate COs and POs. Due to different
assessment methods, it is a difficult task to
develop common attainment method.
Issue2: University results plays major role in
attainment of course. The problem
associated with university results is that,
university does not issue question wise
marks of each student and in such a case
individual course outcome attainment is not
possible.
Issue3: Internal assessment is the requirement of
continuous assessment and is essential for
each CO attainment. University does not
provide support for continuous assessment
like test.

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The following steps are used to formulate course outcome, conduct mapping and
attainment of course outcome and program outcomes.
• Detail study of program outcomes.
• Develop course outcomes for each of the courses in the curriculum.
• Create a mapping matrix between courses outcome and program
outcomes, indicating which courses contribute to which program
outcomes.
• Decide attainment tools used to assess the course and measure
performance in terms of levels i.e 1-low, 2- medium, 3-high. These levels
indicate the extent to which a student achieves the course outcomes for
each course.
• Calculate overall program outcome using the CO-PO mapping matrix

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 Department of Computer Science and Engineering
Vision:
To empower students of Computer Science and Engineering Department to be
technologically adept, innovative, self-motivated and responsible global citizen
possessing human values and contribute significantly towards high quality technical
education with ever changing world.

Mission:
The Department of Computer Science and Engineering strives to prepare students
for professional career and higher studies by providing conducive teaching – learning,
research environment and entrepreneurship with leadership skills, enabling them to
serve the engineering profession and society.

PEOs:
1: Excel in Professional career by acquiring knowledge in mathematics and computer
science & engineering principles.
2: Graduates are capable of pursuing higher education and research.
3: Adapt to technological advancements by engaging in lifelong learning with
leadership qualities, professional ethics and soft skills.

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51
Course Title: Electronic circuits- Theory Course

52
Course Title: Electronic Circuits And Logic Design -Laboratory Course

53
Course Title: Project Preliminary/Technical Seminar- Seminar

54
Course Title: Internship/ Minor Project

55
 Attainment of achievement of POs

Alumni

Missions
Visions Program
Program Course
Educational
Outcomes Outcomes
Objectives
Stakeholders

Advisory committee

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 Attainment of achievement of POs

Assessment

Assessment

Assessment
Alumni

Analysis

Analysis

Analysis
Missions
Visions Program Program Course
educational Outcomes Outcomes
Objectives
Stakeholders

Advisory committee CQI

CQI

CQI

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 Attainment of achievement of POs
Direct
Assessment
Indirect
Assessment

Assessment
Alumni

Analysis

Analysis

Analysis
Missions
Visions Program Program Course
Objectives Outcomes Outcomes
Stakeholders

Advisory committee CQI

CQI

CQI

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 Attainment of achievement of POs
Direct
Indirect Exams, assignments, tests, quizzes

Final year projects

Laboratory
Exit interview

Industrial training

Exit survey

Course survey

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COURSE MATRIX

60
 Attainment of achievement of POs
Example: SEE 3433
Exams, assignments, tests, quizzes
Mapping of COs to PO1-PO10,for SEE 3433 Electrical machines

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10
CO1 1,a
CO2 1,a
CO3 2,a
CO4 3,b 3,b
a = exams, tests, quizzes b = assignments
PO1 is assessed using Test 2
PO2 is assessed using question 2 of the final exams

• PO’s assessment will not affect students’ grades

• PO’s assessment will not be used to evaluate lecturers
• If you teach a course, then you need to do this
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 Attainment of achievement of POs
Example: SEE 3433

PO1 is assessed using Test 2

PO2 is assessed using question 2 of the final exams

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 Attainment of achievement of POs
Normalized
Example: SEE 3433 mark for
question 2 of
FE

Normalized
mark for
test 2

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 Attainment of achievement of POs
Example: SEE 3433

Average value =
Measured PO2 for
SEE3433

Average value =
Measured PO1 for
SEE3433

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 Attainment of achievement of POs
Example: SEE 3433
Measured PO’s : PO1  0.66 , PO2  0.691

If KPI for PO1 and PO2 for this course is 0.65, then this course has achieved the KPI
Analysis will be made based on all courses by JKKA

Assessment

This is where we closed the loop !

Analysis
Program
Outcomes

CQI
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IN SUMMARY: Direct assessment

Identify PO’s to be evaluated based on PO to CO mapping

The ones with STRONG emphasis are chosen

Identify method of assessment

e.g. FE questions, tests, quizzes, assignments

Perform the assessment

Calculate and measured the PO’s

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