MODULE 3: TEACHING - LEARNING

& EVALUATION
ACADEMICS
• Academic Programmes
• New dept./ Section/ Course introduced
• Academic Calendar
• Time Table
CURRICULAR ASPECTS
• Flexibility of curriculum
• Revision of Syllabi
• Participation of faculty in curriculum development & restructuring
TEACHING - LEARNING
• Innovative Teaching -Learning method
• Student – centric method
• Outcome based method
• Active – learning methods
• Students’ Attendance- Action
• Faculty participation in conferences/ symposia
• Initiatives towards Faculty Development
• Micro Teaching
EVALUVATION
• Examination/ Evaluation reform
• Continuous Assessment (Assignments, Unit test, Seminars, Mini Project & Major project,
Comprehensive Viva, End exams)
• Pass Percentage – Distinction (Result distribution)
FEEDBACK
• Feedback from all stakeholders
 ACADEMICS
• Academic Programmes
• New Department/ Section/ Course introduced
• Academic Calendar
• Time Table
 ACADEMIC PROGRAMMES
 NBA accredits programmes and not institutes.

OUTCOME BASED EDUCATION

Teachers Centered Learners centered

Course Student Learning Student

objective is independent Outcome is Strong independent
No mapping
Learning learning not Learning mapping learning
target calculated target calculated
 Academic Calendar

•Every month, atleast one workshop or Seminar will be

arranged by the Department and it will be mentioned in the
calender.

•If possible, include all activities and function dates in the

calender (NSS camp, College Day, Sports Day, Women’s Day,
Placement Day etc.,).

•It is mandatory to include Intra Departmental Meet conducted

by every Department once in a year.
 TIME TABLE

•Prepare Master Time Table

•If any changes, it will be intimated and the entire college

runs as per the master time table.

•Every single change should reflect in the time table

 CURRICULAR ASPECTS

• Flexibility of curriculum
• Revision of Syllabi
• Participation of faculty in curriculum development &
restructuring
TEACHING - LEARNING
• Innovative Teaching Learning method – Interactive
Session, Quiz, Group Discussion, model, Seminar.
• Student centric method – IPT, IV, Societal Activities,
Students Chapter, Outside Project etc.
• Outcome based method – Knowledge, Skill, Attitude.
• Active learning methods – Open book test, discussions,
problem solving, case studies etc.
TEACHING - LEARNING
• Students’ Attendance- Action
• Faculty participation in conferences/ Symposia
• Initiatives towards Faculty Development
• Micro Teaching
Innovative Teaching Learning methods
Student centric methods
Outcome based methods
Active learning methods
Learning Pyramid
EVALUVATION
• Examination/ Evaluation reform
•Continuous Assessment (Assignments, Unit test,
Seminars, Mini Project & Major project, Comprehensive
Viva, End exams)
• Pass Percentage – Distinction (Result distribution)
FEEDBACK
• Feedback from all stakeholders – Parents, Employer,
Alumni, Graduates etc.
OUTCOME BASED
EDUCATION
 Course, Degree, Programme
• Course
– Course is a unit of teaching that typically lasts one semester

• Programme
– Cohesive arrangement of courses, co-curricular and extra curricular
activities to accomplish predetermined objectives leading to the
awarding of a degree.

• Degree
– Academic award conferred upon a student on successful completion
of a program designed to achieve the defined attributes.
 Why Outcome Based Accreditation
· Understanding fundamentals very well, and learning
new skills/competencies that would enable individuals
to cope with the demands of the rapidly changing
workplace.
· Prepare global engineers who will have to solve
problems and shoulder challenges which are not even
known today!!!.
 Outcome Based Education
(it’s what you learn)
• What students will be able to do by the time and
after few years of graduation?
• Outcome based approach means knowing what
you want to achieve and then taking the steps to
do so.
 Outcome Based Education
for
Outcome Based Accreditation

(Education)

(Curriculum)

(Learning &
Teaching)

(Assessment)
 OBE - 5 D’s

• Define Outcomes
• Define Curriculum
• Deliver Instruction
• Document Results
• Determine Advancement
The OBE Framework

PO

CO
 Key Components of OBE

• Vision and Mission of the Institute

• Vision and Mission of the Department
• Programme Educational Objectives (PEO’s)
• Programme Outcomes (PO’s)
• Course Outcomes (CO’s)
• Programme Specific Outcomes (PSO’s)
 Vision and Mission Statements
· Statements help in defining aspirations and to remain
focused
· Should be written in a simple language, easy to
communicate and should define objectives which
present near future of the Institute
· Vision statement is dream of where one wants the
Institute to be and inspires all the stake holders
· Mission statements are actionable statements that
guide the stake holders to act.
How to formulate Vision and Mission
Statements
• Bottoms up approach
• Involve all stakeholders – Faculty, Parents etc.
• Discussion, Brain storming
• Gap analysis or SWOT analysis
• Challenges before the institute
• What are the immediate and long term goals
• Evolve Vision and Mission statements based on these
discussions
• Strategic plan
 Corrected Vision and Mission Statements
Vision:.
To emerge as one of the nation’s finest Institutions of
higher learning in the field of Technical Education to
develop professionals who are technically competent,
ethical, environment friendly for betterment of society.
Mission:
Accomplish stimulating learning environment for students
through quality teaching, research and outreach activity by
providing state of the art facilities, industry exposure and
guidance of dedicated faculty.
Department Vision and Mission Statements
(Sample)
Vision:
To be an excellent centre for imparting quality higher
education in Civil Engineering for a constantly changing
societal needs with credibility, integrity and ethical
standards.

Mission:
Accomplish excellence in curricular, co-curricular activities
with a committed faculty through teaching and research
which creates technically competent and dedicated civil
engineers to serve their surroundings with pride.
Administrative System for Implementation of
OBE
Course Coordinator

Module Coordinator

Programme Coordinator

Programme Assessment Committee

Department Advisory Board

Internal Quality Assurance Cell (IQAC)

 Program Educational Objective-PEO
· Describe the expected achievements of graduates in
their career, and also in particular, what the graduates
are expected to perform and achieve during the first
few years after graduation.
· 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.
Processes for PEOs
· Feedback - Local Employers, Industry, Students and the
Alumni.
· A process by which PEOs are created and reviewed
periodically.
· A process to evaluate to what extent PEOs are attained.
· Review, Mid correction, and Continuous Quality
Improvement.
Max.Number of PEOs – 1 to5.
 Program Outcomes
· PO’s are statements - knowledge, skills and attitudes the
graduate of a formal engineering program should have.
· Profile of the Graduates reached through POs – Target.

· POs are defined by Accreditation Agencies of the country

(NBA in India).
 Program Outcomes (POs)
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 experiments, analysis
and interpretation of data, and synthesis of the information to provide valid
conclusions.
 Conti…

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.
 Conti…

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.
 Program Specific Outcomes (PSO)
• PSO’s may be 2-4

• PSO1:Able to analyse and design building structural

systems.
• PSO2: Able to provide design solutions to water supply
and sewage systems.
• PSO3:Able to identify and analyse transportation
engineering problems and provide solutions for the
benefit of society.
Course Outcomes
 Definition – Course Outcomes
• Course outcomes are statements of what knowledge,
skills and attitude / behaviour a student should be able
to demonstrate after completion of a course.
• Must be simply, clearly described and capable of being
validly assessed.
• Each course is designed to meet (about 6) Course
Outcomes.
 Course Outcomes Vs Objectives
• COs emphasis on the learner’s ability to do something

In Objectives: Focus In outcomes: Focus on what

on teaching – aims we want the student to be
and objectives use of able to do – use of terms like
terms like know, define, list, name, recall,
understand, be analyze, calculate, design, etc.,
familiar with.

• Aims: Give broad purpose of general intention of the module

• Objectives: Information about what the teaching of the module hopes to achieve

• Course Outcomes are not designed to replace the traditional way of describing teaching and
learning but to supplement it.
 Structure of Course Outcome
Part 1 Action Verb
Part 2 Learning Statement

On successful completion of this course, students should be able to:

Action Verb
Apply the laws of physics (ex: Hook’s law)
Apply the concept of calibration
Prepare lab reports
Learning Statement
To compute different types of responses
(stress and deformation) in the given
materials (PO1)
To calibrate pressure, force and temperature
measuring instruments
on interpretation on experimental results

Examples of good action words to include in course outcome statements:

Compile, identify, create, plan, revise, analyze, design, select, utilize, apply,
demonstrate, prepare, use, compute, discuss, predict, assess, compare,
rate, critique, outline, or evaluate
 Course Outcomes
Engineering Physics (Not a Good Example)

CO1: Understand the knowledge of basic quantum mechanics, to set up one-

dimensional Schrodinger’s wave equations and its application to few physical
problems.
CO2: Understand the fundamental aspects of crystallography, able to recognize
various planes in a crystal and have knowledge of structure determination using x-
rays.
CO3: Understand the role of free electrons in determining the properties of metals,
the concept of Fermi energy, and the domain formation in ferromagnetic materials.
CO4: Understand the basic laser physics, working of lasers, holography and
principle of propagation of light in optical fibers.
CO5: Understand the theory of free, damped and forced vibrations of a particle and
also the concept of resonance and its applications in ESR & NMR.

What level of BLOOM’s Taxonomy you want your students to achieve?

 Course Title: Strength of Materials
 Course Outcomes: Example
 At the end of the course, student is able to: Action Verb

1. Apply laws of physics (eg..Hook’s law, etc.,) to compute different

types of response (stress and deformation) in the given materials.
(PO 1) Learning Statement
2. Analyse structural elements for different force systems to compute
design parameters (BM and SF) (PO2)
3. Design compression elements using engineering principles to resist
any given loads. (PO3)
4. Conduct experiments to validate physical behaviour of
materials/components.(PO4)
5. Prepare laboratory reports on interpretation of experimental
results (P10)
•  
 Course outcomes – Do’s and Don’ts
• It is vital that course outcomes are clearly written so that they are understood by
students, colleagues and external examiners.

• When writing course outcomes it may be helpful to you if you focus on what you
expect students to be able to demonstrate upon completion of the course

• It is standard practice to list the course outcomes using a phrase like “on
successful completion of this course, students should be able to:” [list of course
outcomes]

Avoid complicated sentences. If necessary use more one than one sentence to
ensure clarity.

 General recommendation: Minimum 06 Course Outcomes per Course

 Checklist for writing course outcomes
• Have I begun each outcome with an active verb?

• Have I avoided terms like know, understand, learn, be familiar with,

be exposed to, be acquainted with, be aware of and appreciate?

• Have I included learning outcomes across the range of levels of

Bloom’s Taxonomy?

• Are my outcomes observable and measurable?

• Do all the outcomes fit within the aims and objectives of the course?
Alignment of Assessment to COs and
hence to POs…Example.
 Course:- Concrete Technology Example-1

Topic: Mix Proportioning

Mix proportioning is a process of arriving at
suitable proportions of concrete ingredients based
on their characteristics to achieve desired strength
and durability characteristics of concrete. Here,
students will have the freedom of selecting
different types of cements, aggregates, admixtures
to arrive at a given grade of concrete say M40.
 Contd.,

• To introduce complexity, students can be

asked to provide solutions for the same
M40 grade concrete but to be used in
different field conditions such as Hot
weather concreting, Underwater
concreting, Mass concreting, High early
strength requirement in say 3 days.
PO1: Engineering Knowledge: Apply the knowledge of mathematics, science,
engineering fundamentals, and an engineering specialization to the
solution of complex engineering problems

Example Situation 1:
CO1: Able to understand mix proportioning techniques for
field applications.

Assessment for CO3: (Question in Tests)

Briefly explain the various methods of mix proportioning techniques.
• Does this CO reflects the intended measurement Mapping: CO1- PO1.
from PO1?
• Does the assessment correlates well with the CO?
• In this case, CO does not reflect the intention of
measuring application of either science, maths or
engineering principles. It can measure only
remembrance in this topic.
• Further, the assessment, does not test the
requirement of application of engineering principles
used in mix proportioning as per PO1. Hence, the
correlation between CO-PO is weak.
PO2: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.

Example Situation 2:
CO2: Able to apply mix proportion principles to design a concrete mix for field
applications.

Assessment for CO3: (Question in Tests)

Proportion a concrete mix for M40 grade concrete by IS method. Given data:
maximum nominal size of aggregate: 20mm; minimum cement content: 340kg/cum;
maximum w/c ratio: 0.45; workability: 75mm slump; exposure: very severe;
concreting type: pumping mode; quality at site: good; aggregate type: sub-angular; sp.
gr of cement – 3.15, aggregate – 2.68, flyash – 2.08, SP 1.08, Design using IS 10026 –
2009.
• Is CO reflects the intended measurement from Mapping: CO3 -
PO2? PO2
• Does the assessment correlates well with the CO?
• In this case, the assessment does not test the students
ability to identify, formulate and do some research for
arriving at a suitable concrete mix for a given
situation since many variables of the design have
already been identified in the problem and hence the
strength of mapping of CO3 for PO2 in the above
example can not be considered good. At best it can
map well for PO1 as it involves application of
engineering fundamentals.
PO3: 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.

Example Situation 3:
CO3: Able to analyse characteristics of mix constituents and design a
concrete mix for field applications.
Assessment:/ASIGNMENT/ ABC Construction Company is entrusted
with manufacturing of precast elements for elevated express way. The
precast elements are required to attain 40 MPa in 7 days. Design a mix
for least cost. The mix should comply with the requirements of IS 10262
and IS 456.
• Is CO reflects the intended measurement from PO2, Remarks:
CO3 –PO2, PO3
PO3 ?
• Does the assessment correlates well with the CO?
 Contd…

In this case, students are expected to identify and formulate

various design parameters such as type of cement which can be
used for early strength gain, water content (W/C), workability
required to manufacture such precast elements. They are also
required to look for specifications as per the codal provisions
and then apply engineering principles to arrive at mix
proportions for a least cost.

The assessment correlates well with the CO and hence maps

strongly for PO2 and PO3.
 COs (Summary)
Example Situation 1:

• Able to understand mix proportioning techniques for field applications.

Example Situation 2:

• Able to apply mix proportion principles to design a concrete mix for field
applications.
Example Situation 3:
• Able to analyse characteristics of mix constituents and design a concrete
mix for field applications.

(Choice of writing an appropriate CO and choosing the

right assessment to map corresponding PO remains with
the course instructor)
 CO-PO Relationship

· Each CO can be identified to address a subset of POs

· Based on the number of COs and the sessions
dedicated to them it is possible to identify the
strength of mapping (1, 2 or 3) to POs
· Based on these strengths of selected POs a CO
matrix can be established.
CO-PO Relationship
COURSE COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12

CO1 1 - - - - - - - - - - -

Concrete Technology CO2 3 2 - - - - - - - - - -

CO3 - 3 3 - - - - - - - - -
 Assessment Vs Evaluation
What is Assessment?
Assessment is defined as the Process to
identify, collect, and prepare the data necessary
for evaluation

What is Evaluation?
Evaluation is the process of interpreting the
data acquired through the assessment process in
order to determine how well the PEOs and POs
are being attained.
 Assessment

Assessment Leads to Learning

 When to Access

Program Educational Objectives Few years after Graduation – 4 to

(PEOs) 5 years

Program Outcomes (POs) Upon graduation

Course Outcomes (COs) Upon course completion

Assessment method Assessment tool Purpose (for calculating) Remarks
Direct assessment Internal test 1, 2, 3
Calculating all CO –
(through mark based marks All values of
Direct and Indirect
assessments) Assignments
CO and PO
Group presentation / CO Annexure I for course
End Survey -
Tutorial calculated
End semester exam
grades
will be used
Indirect assessment Course end survey to calculate
(through surveys) Program end survey Use survey forms
the final
Alumni survey
PO value of PO
and PSO
Assessment:
It is one or more processes that identify, collect, and prepare data to evaluate
the achievement of Course Outcomes and Program Outcomes

PO/Course PO/
Assessment Tool Course Assessment 1 2 3 4 5 6 7 8 9 10 11 12
Types Tool
Tests √ √ √ √    
Assignments  √  √
√ √  √   √   √     √
Direct Tools
Lab/Seminars/Industri
al Training/ Projects √ √ √ √ √   √ √ √ √ √ √
(Rubrics)
Course End Survey √ √ √ √ √ √ √ √ √ √ √ √
Exit Survey √ √ √ √ √ √ √ √ √ √ √ √
Indirect Tools Faculty Survey √ √ √ √ √ √ √ √ √ √ √ √
Alumni Survey   √     √         √    
Programme Statistics √ √         √   √   √ √
General Instruction on CO Attainment

· 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.
 Attainment of Pos:
CO
CO PO
Course Name COs Attainment, PO1 PO2 PO3 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Result 4
%
CO1 86.00% YES 86% 86% - - - - - - - - - -
Analysis of Structures-II
CO2 78.00% YES 78% 78% - - - - - - - - - -

YES 86% 57% - 86% - 86% 86% - - - - -

CO1 85.96%
Environmental Engineering-I
YES 77% 77% - - - 77% 77% - - 77% - -
CO2 77.19%
CO3 91.23% YES - - 91% - - - 91% 91% - 91% - -
CO1 70.00% NO - - - - - - - - - - - -
CO2 74.00% NO - - - - - - - - - - - -
Geotechnical Engineering-II
YES 100% 100% - - - - - - - - - -
CO3 100.00%
CO4 75.00% YES 75% 75% 50% - - 75% - - - - - -
77.78
77.78% YES - - - - - - - - - - -
CO1 %
77.78 77.78
77.78% YES - - - - - - - - - -
CO2 % %
Concrete Technology
72.22% NO - - - - - - - - - - -
CO3

55.56% NO - - - - - - - - - - - -
CO4

YES 83% 83% - - - - - - - - - -

CO1 83.00%
Hydrology & Water Resources YES 78% 78% - - - - - - - - - -
CO2 78.00%

CO3 68.00% NO - - - - - - - - - - - -
 PO Attainment
 All POs can be adequately addressed through the selection of
core courses and their COs
 Attainable targets can be selected for each of the CO.
 If assessment is in alignment with COs the performance of the
students indicates the CO attainment.
 These measurements provide the basis for continuous
improvement in the quality of learning.
 Continuous Improvement

 Closing the loop at course level, programme

level and Institute level ensures quality
assurance for stake holders.
 All attainment analysis is made to provide
continuous improvement through either in
course delivery, Assessment and curriculum
(Essence of OBE)
 FEED BACK

Getting feedback from all stakeholders

THANK YOU

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