Outcome-Based Education (OBE) and Accreditation for Program Evaluators Workshop
WELCOME
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(
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)
PEOs, Curriculum and Teaching Learning, Analysis and
Attainment of COs & POs
11:30 – 13:00, 11 August 2023
VJTI Mumbai
Prof C R MUTHUKRISHNAN
1
NBA documents for PEVs
1.
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5.
P
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2
About OBE
OBE is a quality improvement framework/system
•
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3
What is Quality
•
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OBE overview/model
VISION
(1)
MISSION
(1)
PEOs
(1)
POs/PSOs and COs T-L-A
(2&3)
RESULTS -->ANALYSIS
(3,7)
MEASUREMENT
METHODS;
OUTCOME
ASSESSMENT
CRITERIA (3)
IDENTIFY ACTION ;
IMPLEMENT
(7)
5
What is an OUTCOME?
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6
PEO Example – Aeronautical Engineering
P
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8
Programme Educatioanl Objectives (PEO):
(Mechanical)
•
To develop technically competent mechanical
engineers well-trained in basic principles so that they
are able to adapt to technological advancement.
•
To produce broad-minded mechanical engineers who
are able to manage well in technology as well as in
human relations.
Programme Educatioanl Objectives (PEO):
(Telecommunications)
•
To produce all-rounded engineers in the
telecommunications technologies in support of the
emerging ICT industry.
•
To develop capable technical leaders who are able to
spearhead the advancement of telecommunications
in the country
9
10
Programme Educational Objectives (PEO):
(Bio-Instrumentation)
•
To produce engineers of high caliber who will lead,
facilitate and support the development of
biotechnology, health, and life sciences industries.
•
To spearhead and enhance the efficiency of wealth
creation via the biotechnology, health, and life
sciences industries.
.
Criteria Summary
Name of the program:
11
ANNEXURE I
(A) PROGRAM OUTCOMES
Engineering Graduates will be able to:
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.
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.
12
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.
13
PSOs – Example
(Civil Engineering)
•
PSO1: Proficiency in a specialized area: Demonstrate proficiency in
one of the following specialized areas of Civil Engineering i)
Construction Materials and Management ii) Structural and
Geotechnical Engineering iii) Environmental, water resources and
Transportation Engineering
•
PSO2: Ability to apply principles of civil engineering for the entire life
cycle of the project ranging from initial design to the closure of the
project.
•
PSO3: Ability to identify and analyse various properties of
construction materials and their applications in design and
construction of various structures
14
About complexity (Complex Problems)
•
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-
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•
H
a
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m
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a
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e
(
m
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)
s
o
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S
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;
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(
B
L
O
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A
X
O
N
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Y
)
15
Some characteristics of complex engineering problems
1.
I
t
m
u
s
t
r
e
q
u
i
r
e
t
h
e
a
p
p
l
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o
f
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n
‐
d
e
p
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h
k
n
o
w
l
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d
g
e
,
a
n
d
a
d
d
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t
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a
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l
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I
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m
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a
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c
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a
r
a
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r
i
s
t
i
c
s
:
2.
I
n
v
o
l
v
e
s
w
i
d
e
‐
r
a
n
g
i
n
g
o
r
c
o
n
f
l
i
c
t
i
n
g
i
s
s
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e
s
3.
H
a
s
n
o
o
b
v
i
o
u
s
s
o
l
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t
i
o
n
s
u
c
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t
h
a
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e
a
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i
v
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y
/
o
r
i
g
i
n
a
l
i
t
y
/
i
n
n
o
v
a
t
i
o
n
i
s
r
e
q
u
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r
e
d
4.
I
n
v
o
l
v
e
s
i
n
f
r
e
q
u
e
n
t
l
y
e
n
c
o
u
n
t
e
r
e
d
i
s
s
u
e
s
5.
M
a
y
b
e
o
u
t
s
i
d
e
a
c
c
e
p
t
e
d
s
t
a
n
d
a
r
d
s
a
n
d
c
o
d
e
s
6.
I
n
v
o
l
v
e
s
i
n
t
e
r
a
c
t
i
o
n
w
i
t
h
d
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s
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s
t
a
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h
o
l
d
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r
s
a
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d
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e
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r
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d
s
7.
P
o
s
e
d
a
t
a
h
i
g
h
‐
l
e
v
e
l
w
i
t
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m
a
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p
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s
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b
‐
p
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o
b
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m
s
t
h
a
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q
u
i
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e
s
a
s
y
s
t
e
m
s
a
p
p
r
o
a
c
h
16
Assessment of attainment of Outcomes – COs, POs
•
OUTCOMES are what our students achieve by T-L-A
•
We need to measure to what extent the outcomes are attained and, use the
measurement to identify doable improvements and act on these.
•
CO attainment are to be calculated by the teacher at the end of the course
•
POs are to be assessed at the end of the program, that is, every year for the
graduating batch – may also be assessed in between (partial) for possible in-
program improvement.
•
Since POs are achieved by COs, PO assessment will use CO assessment as input
and be based on
CO-PO matrix
which captures the contribution of COs to POs
•
CO assessment will be based on how students do in the tests/quizzes,
internal/end-semester examinations, assignments/home-work and therefore, we
need to capture connection between questions in the exam/test and the COs
•
These assessments are for an entire class (i.e., aggregate) – as distinct from
individual student performance
17
Example of Course Outcomes COs
•
C
o
u
r
s
e
T
i
t
l
e
:
H
e
a
t
&
M
a
s
s
T
r
a
n
s
f
e
r
C
O
1
S
o
l
v
e
p
r
a
c
t
i
c
a
l
e
n
g
i
n
e
e
r
i
n
g
p
r
o
b
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m
s
u
s
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g
b
a
s
i
c
c
o
n
c
e
p
t
s
o
f
h
e
a
t
a
n
d
m
a
s
s
t
r
a
n
s
f
e
r
.
C
O
2
E
v
a
l
u
a
t
e
s
t
e
a
d
y
a
n
d
u
n
s
t
e
a
d
y
p
e
r
f
o
r
m
a
n
c
e
f
o
r
i
n
s
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l
a
t
i
o
n
,
f
i
n
a
n
d
t
h
e
r
m
o
c
o
u
p
l
e
.
C
O
3
A
n
a
l
y
z
e
l
a
m
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n
a
r
a
n
d
t
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b
o
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n
d
a
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y
l
a
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r
f
l
o
w
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n
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n
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e
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n
a
l
a
n
d
e
x
t
e
r
n
a
l
r
e
g
i
o
n
s
.
C
O
4
.
D
e
s
i
g
n
s
h
e
l
l
a
n
d
t
u
b
e
t
y
p
e
h
e
a
t
e
x
c
h
a
n
g
e
r
s
f
o
r
c
o
n
v
e
c
t
i
v
e
h
e
a
t
t
r
a
n
s
f
e
r
a
p
p
l
i
c
a
t
i
o
n
s
.
C
O
5
A
n
a
l
y
z
e
p
h
a
s
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c
h
a
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a
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s
-
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a
t
a
p
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a
t
i
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s
C
O
6
D
e
t
e
r
m
i
n
e
r
a
d
i
a
t
i
o
n
h
e
a
t
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r
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p
r
o
b
l
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m
s
.
C
O
7
P
e
r
f
o
r
m
d
e
s
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g
n
c
a
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c
u
l
a
t
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f
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a
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p
o
r
t
18
CO-PO mapping (connecting COs with POs)
•
The mapping is a matrix with rows as COs and columns as POs
Each cell in the matrix has a value in {--, 1, 2, 3}The meaning associated with the values are as follows:
-- this CO (row) has negligible contribution to the PO(column)
1
relevant and small significance
2
medium or moderate and
3
strong
These values have to be justified in implementation, that is, T-L-A of the
course, in terms of the BLOOM Level of the questions/Problems
19
An Example CO-PO mapping (contd ..)
P
O
1
P
O
2
P
O
3
P
O
4
C
O
1
2
2
C
O
2
3
C
O
3
2
2
C
O
4
3
2
C
O
5
3
C
O
6
2
C
O
7
3
3
20
Course : Data Structures and Algorithms
21
22
23
Engineering Mathematics I
•
CO1
:
Solve
first order ordinary differential equations
using methods to calculate integrals
•
CO2
: Model physical processes such as Newton’s law of
cooling, electrical circuit, rectilinear motion, mass spring
systems
using mathematics (ordinary linear differential
equations)
•
CO3
:
T
race the curve for a given equation and measure
arc length of various curves.
•
CO4
: Simple solid geometry using equations of sphere,
cone and cylinder with problems
•
CO5
: Evaluate multiple integrals and apply to find area
bounded by curves, volume bounded by surfaces,
Centre of gravity and Moment of inertia.
24
Engineering Mathematics II
•
CO1
: Mean value theorems and its generalizations
leading to Taylors and Maclaurin’s series and
application in the analysis of engineering problems.
•
CO2
: Fourier series representation and harmonic
analysis
and
analysis of periodic continuous systems.
•
CO3
:
D
erivative of functions of several variables
and
applications
in
Engineering.
•
CO4
:
M
atrices and linear algebra and analysis of
system of linear equations, finding linear and
orthogonal transformations with problems from
Engineering.
25
Engineering Physics
•
CO1
:
I
nterference, diffraction & polarization;
applications
in
engineering.
•
CO2
: Lasers & optical fibres & their use in some industrial
applications.
•
CO3
: Theory of semiconductors & their applications in
some semiconductor devices.
•
CO4
: Basics of magnetism & superconductivity;
applications in Engineering.
•
CO6
:
N
anomaterials & their applications.
26
Engineering Chemistry
•
CO1
:
M
ethods and techniques for analysis of water and
applications in
softening/reuse of water .
•
CO2
: On completion of course, learner will be able to select
appropriate electro-technique and method of material
analysis.
•
CO3
: Demonstrate the knowledge of advanced engineering
materials for various engineering applications.
•
CO4
: On completion of course, learner will be able to,
Analyse fuel and suggest use of alternative fuels.
•
CO5
: On completion of course, learner will be able to identify
chemical compound based on their structure.
•
CO6
: On completion of course, learner will be able to, explain
causes of corrosion and methods of minimizing corrosion.
27
Basic Electrical Engineering
•
CO1
: Differentiate between electrical and magnetic circuits and derive
mathematical relation for self and mutual inductance along with
coupling effect.
•
CO2
: Calculate series, parallel and composite capacitor as well as
characteristic parameters of alternating quantity and phasor
arithmetic.
•
CO3
: Derive expression for impedance, current, power in series and
parallel RLC circuit with AC supply along with phasor diagram.
•
CO4
: Relate phase and line electrical quantities in polyphase networks,
demonstrate the operation of single-phase transformer and calculate
efficiency and regulation at different loading conditions.
•
CO5
: Apply and analyse the resistive circuits using star-delta
conversion KVL, KCL and different network theorems under DC supply.
•
CO6
: Evaluate work, power, energy relations and suggest various
batteries for different applications, concept of charging and
discharging and depth of charge.
28
Basic Electronics Engineering
•
CO1
: Explain the working of P-N junction diode and its
circuits.
•
CO2
: Identify types of diodes and plot their
characteristics; compare BJT with MOSFET.
•
CO3
: Build and test analog circuits using OPAMP and
digital circuits using universal/basic gates and flip flops.
•
CO4
: Use different electronic measuring instruments to
measure various electrical parameters.
•
CO5
: Select sensors for specific applications.
•
CO6
: Describe basic principles of communication
systems.
29
Engineering Graphics
•
CO1
: Draw fundamental engineering objects using basic
principles and rules
•
CO2
: Construct the various engineering curves using the
drawing instruments.
•
CO3
: Apply the concept of orthographic projection of an
object to draw several 2D views and its sectional views for
visualizing the physical state of the object.
•
CO4
: Apply the visualization skill to draw a simple isometric
projection from given orthographic views precisely using
drawing equipment or software.
•
CO5
: Draw the development of lateral surfaces for cut
section of geometric solids.
•
CO6
: Draw fully-dimensioned 2D, 3D drawings using
computer aided drafting tools.
30
Programming And Problem Solving
•
CO1
: Identify and define problem solving aspect and
various data types and its operations. (Knowledge).
•
CO2
: Describe and Implement various logical constructs
of Python Language. (Understand, Apply).
•
CO3
: Apply built-in functions to optimize code. (Apply)
•
CO4
: Analyse and improve
programs
•
CO5
: Understand & Compare object-oriented concepts
with other programming paradigms. (Evaluate)
•
CO6
: Design and Develop efficient model using Python.
(Create)
31
Engineering Mechanics
CO1
: Determine resultant of various force systems.
CO2
: Determine centroid, moment of inertia
CO3
: calculate forces in cables using principles of
equilibrium.
CO4
: Solve trusses, frames for finding member forces and
apply principles of equilibrium to forces in space.
CO6
: Calculate position, velocity and acceleration of
particles using principles of kinetics and Work, Power,
Energy.
32
Workshop Practice
•
CO1
: Familiar with safety norms to prevent any mishap
in workshop.
•
CO2
: Handle appropriate hand tool, cutting tool and
machine tools to
fabricate
a job.
•
CO3
: Understand the construction, working and
functions of machine tools and their parts.
•
CO4
: Know simple operations (Turning and Facing) on a
centre lathe.
33
Project Based Learning
•
CO1
: Identify real-life-like problems
by exploring
sources; focus on
societal needs.
•
CO2
: Analyse the identified problem
in
technology
perspective – design, improvement
•
CO3
: Propose suitable solution using knowledge of
engineering
and
modern tools.
•
CO4
:
D
emonstrate solution and present in written/Oral
form.
•
CO5
: Develop ability to work as an individual and as a
team member.
•
CO6
: Inculcate attitude of individual and team work for
lifelong learning.
34
Systems In Mechanical Engineering
•
CO1
: Describe and compare the conversion of energy
from renewable and non-renewable energy sources.
•
CO2
: Explain basic laws of thermodynamics, heat
transfer and their applications.
•
CO3
: List the types of road vehicles and their
specifications.
•
CO4
: Illustrate various basic parts and transmission
system of a road(surface) vehicle.
•
CO5
: Discuss several manufacturing processes and
identify
their
suitability for requirements.
•
CO6
: Study various types of mechanisms and
their
application.
35
Writing COs
Blooms’ Taxonomy levels –
•
connects to learning required to answer questions in Exams.
•
Bloom's Taxonomy
is
widely
used in education to take students
beyond simple memorization.
1.
Knowledge/remembering (recall)
2.
Comprehension/understanding.
3.
Application/applying.
4.
Analysis/analyzing.
5.
Evaluation/evaluating.
6.
Synthesis/creating.
Attaining POs requires reaching level 6 in assessment in the curriculum
36
Two useful study resources
EXAMINATION REFORM POLICY, NOVEMBER 2018
h
t
t
p
s
:
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37
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B
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o
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a
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a
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k
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,
k
n
o
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e
,
a
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d
a
p
p
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a
t
i
o
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.
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.
According to revised Bloom’s taxonomy, the levels in the cognitive domain are as follows:
38
R
e
v
i
s
e
d
B
l
o
o
m
’
s
T
a
x
o
n
o
m
y
Bloom’s taxonomy is hierarchical;
learning at higher level requires skills at a lower level to be attained
39
C
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Examination Reform Policy
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Examination Reform Policy
43
Appendix
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44
Appendix
45
SAMPLES QUESTIONS FOR BLOOMS TAXONOMY LEVELS
:
1. REMEMBER
Appendix
A
P
P
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N
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46
S
a
m
p
l
e
Q
u
e
s
t
i
o
n
s
:
1.
State Ohm’s law
2.
List the physical and chemical properties of silicon
3.
List the components of A/D converter
4.
List the arithmetic operators available in C in increasing order of precedence.
5.
Define the purpose of a constructor.
6.
Define the terms: Sensible heat, Latent heat and Total heat of evaporation
7.
List the assembler directives.
8.
Describe the process of galvanisation and tinning
Appendix
47
S
a
m
p
l
e
Q
u
e
s
t
i
o
n
s
:
9.
Write truth table and symbol of AND, OR, NOT, XNOR gates
10.
Define the terms: Stress, Working stress and Factor of safety.
11.
What is the difference between declaration and definition of a variable/function?
12.
List the different storage class specifiers in C.
13.
What is the use of local variables?
14.
What is a pointer to a pointer?
15.
What are the valid places for the keyword “break” to appear?
16.
What is a self-referential structure?
48
2. UNDERSTAND
S
a
m
p
l
e
Q
u
e
s
t
i
o
n
s
:
1.
Explain the importance of sustainability in Engineering design
2.
Explain the behaviour of PN junction diode under different bias conditions
3.
Describe the characteristics of SCR and transistor equivalent for a SCR
4.
Explain the terms: Particle, Rigid body and Deformable body giving two examples for each.
49
S
a
m
p
l
e
Q
u
e
s
t
i
o
n
s
:
5.
How many values of the variable num must be used to completely test all branches of the following code fragment?
if (num>0)
if (value<25)
{value=10*num; if(num<12)
value=value/10;
}
else
Value=20*num;
else
Value=30*num
6.
Discuss the effect of Make in India initiative on the Indian manufacturing Industry.
7.
Summarise the importance of ethical code of conduct for engineering professionals
8.
Explain the syntax for ‘for loop’.
9.
What is the difference between including the header file with-in angular braces < > and double quotes “ ”?
50
S
a
m
p
l
e
Q
u
e
s
t
i
o
n
s
:
10.
What is the meaning of base address of the array?
11.
What is the difference between actual and formal parameters?
12.
Explain the different ways of passing parameters to the functions.
13.
Explain the use of comma operator (,).
14.
Differentiate between entry and exit controlled loops.
15.
How is an array different from linked list?
51
3. APPLY
S
a
m
p
l
e
Q
u
e
s
t
i
o
n
s
:
1.
Model and realize the following behaviors using diodes with minimum number of digital inputs.
(i)
Turning on of a burglar alarm only during night time when the locker door is opened.
(ii)
Providing access to an account if either date of birth or registered mobile number or both are correct.
(iii)
Updating the parking slot empty light in the basement of a shopping mall.
1.
One of the resource persons needs to address a huge crowd (nearly 400 members) in the auditorium. A system is to be
designed in such a way that everybody attending the session should be able to hear properly and clearly without any
disturbance. Identify the suitable circuit to boost the voice signal and explain its functionality in brief.
52
S
a
m
p
l
e
Q
u
e
s
t
i
o
n
s
:
3. A ladder 5.0 m long rests on a horizontal ground & leans against a smooth vertical wall at an angle 20
0
with the vertical. The weight of
the ladder is 900 N and acts at its middle. The ladder is at the point of sliding, when a man weighing 750 N stands on a rung 1.5 m from the
bottom of the ladder. Calculate the coefficient of friction between the ladder & the floor.
4.
A ball is dropped from 6 meters above a flat surface. Each time the ball hits the surface after falling a distance h, it rebounds
a distance rh. What will be the total distance the ball travels in each of the following cases.
(a) r>1
(b) 0<r<1 (c) r=1
5.
The region bounded by the curves y=e^((-1) ⁄ x),y=0,x=1, and x=5 is rotated about the x-axis. Use Simpson’s Rule with n=8
to estimate the volume of the resulting solid.
6.
An electric train is powered by machine which takes the supply from 220 V DC rail running above the train throughout.
Machine draws current of 100 A from the DC rail to account for high torque during starting and runs at 700 r.p.m initially.
Calculate the new speed of the train once it picks up the speed
where the torque output required is only 70% of starting torque.
Assume the motor has a resistance of 0.1Ω across its terminals.
Appendix
53
Sample Questions:
7.
Write an algorithm to implement a stack using queue.
8.
A single array A[1..MAXSIZE] is used to implement two stacks. The two stacks grow from opposite ends of the array.
Variables top1 and top2 (topl< top2) point to the location of the topmost element in each of the stacks. What is the condition
for “stack full”, if the space is to be used efficiently.
9.
Consider the following table of arrival time and burst time for three processes P0, P1 and P2.
The pre-emptive shortest job first scheduling algorithm is used. Scheduling is carried out only at arrival or completion of
processes. What is the average waiting time for the three processes?
10. A CPU generates 32-bit virtual addresses. The page size is 4 KB. The processor has a translation look- aside buffer (TLB)
which can hold a total of 128-page table entries and is 4-way set associative. What is the minimum size of the TLB tag?
54
S
a
m
p
l
e
Q
u
e
s
t
i
o
n
s
:
1.
A class of 10 students consists of 5 males and 5 females. We intend to train a model based on their past scores to predict
the future score. The average score of females is 60 whereas that of male is 80. The overall average of the class is 70. Give
two ways of predicting the score and analyse them for fitting model.
2.
Suppose that we want to select between two prediction models, M1 and M2. We have performed 10 rounds of 10-fold
cross-validation on each model, whereas the same data partitioning in round one is used for both M1 and M2. The error
rates obtained for M1 are 30.5, 32.2, 20.7, 20.6, 31.0, 41.0, 27.7, 26.0, 21.5, 26.0. The error rates for M2 are 22.4, 14.5,
22.4, 19.6, 20.7, 20.4, 22.1, 19.4, 16.2, 35.0. Comment on whether one model is significantly better than the other
considering a significance level of 1%.
4. ANALYZE
55
6.
Dave is working on a Campus Management Software but is unable to identify the maximum number of students per course.
He decided to implement the same using arrays but discovered that there is memory wastage due to over-provisioning. Which
method of memory storage should be used by Dave and how it can be implemented using C?
Sample Questions:
3. Return statement can only be used to return a single value. Can multiple values be returned from a function? Justify your answer.
4. Bob wrote a program using functions to find sum of two numbers whereas Alex wrote the statements to find the sum of two
numbers in the main() function only. Which of the two methods is efficient in execution and why?
5. Carly wants to store the details of students studying in 1st year and later on wishes to retrieve the information about the students
who score the highest marks in each subject. Specify the scenario where the data can be organized as a single 2-D array or as multiple
1-D arrays.
56
Sample Questions:
7. Ram is working on a 32-bit machine whereas Sita is working on a 64-bit machine. Both wrote the same code to find factorial of a
number but Ram is unable to find factorial of a number till 9 whereas Sita is able to find the factorial of higher number. Identify the
possible reason why Ram is unable to find the factorial. Suggest some changes in the code so that Ram can handle bigger inputs.
8.
While writing a C code, the problem faced by the programmers is to find if the parenthesis is balanced or not. Write an
algorithm to check if the parenthesis in C code are balanced. Initially your code should work for balanced { and } braces.9.
Swapping of the data in a linked list can be performed by swapping the contents in the linked list. Can the contents of a
linked list be swapped without actually swapping the data?
Appendix
57
Appendix
5. EVALUATE
58
Both higher order cognitive skills ‘Evaluate’ and ‘Create’ are difficult to assess in time-limited examinations. These need to
be assessed in variety of student works like projects, open ended problem- solving exercises etc. Typical examples of
problem statements or need statements which need higher order abilities to solve are given below
6. CREATE
59
Sample Problem / Need statements:
1.
Automatic tethering of milking machine to the udder of a cow. A milk diary wants to automate the milking process. The milking
process involves attaching the milking cups to the teats. Design a system for the same.
2.
An electric vehicle uses LIoN batteries. The batteries have to be charged and get discharged during use. The batteries require
continuous monitoring during charging and discharging so that they remain healthy and yield a long life. Design a system to
monitor and manage the health of the batteries.
3.
A Biotech industry needs automation for filling its product into 20 ltr bottles. Design a system to meter the flow into the bottles
so that each bottle has 20 ltr of the liquid. There will be more than one filling station and the system has to monitor all the filling
stations as well as keep count of the total production on a daily basis.
4.
Microwave Doppler radar with a range of 9m are available for motion detection. Design a surround view monitoring system for a
3 wheeler to detect human obstacles while the vehicle is in motion.
5.
Design a system to assist the driver by using cameras to detect lane markers and pedestrians while the vehicle is in motion.
6.
Develop a small size USB 2.0 / 3.0 CMOS camera system which can be used for industrial inspection, medical applications,
microscopy, etc. The system should be able to capture the image quickly and be able to process the captured image and then
store it also
60
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P
a
p
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r
s
MODEL QUESTION PAPER
Course: Programming for Problem solving (ESC 103)
Maximum Marks :100; Duration: 03 hours
Appendix
61
Appendix
62
63
BL – Bloom’s Taxonomy Levels (1- Remembering, 2- Understanding, 3 – Applying, 4 – Analysing, 5 – Evaluating,
6 - Creating)
CO – Course Outcomes
PO – Program Outcomes; PI Code – Performance Indicator Code
64
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P
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November 2018
ALL INDIA COUNCIL FOR TECHNICAL EDUCATION
Nelson Mandela Marg, Vasant Kunj, New Delhi-110070
65
Page No.
2
Assessment Strategy for Outcome Based Education (OBE) 17
2.1
Mapping Program Outcomes (POs)to Assessment (Examinations) 17
2.2
Two-step Process for Bringing Clarity to POs 19
2.3
Program Outcomes -Competencies – Performance Indicators (PIs)
23
1
Introduction 13
3
Improving Structure and Quality of Assessments 39
3.1
Bloom’s Taxonomy for Assessment Design 40
3.2
Action Verbs for Assessment 43
3.3
Assessment Planning
46
4
Assessing Higher-order Abilities & Professional Skills 49
4.1
Innovative Educational Experiences to Teach and Assess 49
4.2
Using Scoring Rubrics as Assessment Tool 51
4.3
Open-Book Examinations
52
TABLE OF CONTENTS
66
Page No.
APPENDIX-A 56
Competencies and P
performance Indicators for POs
Computer Science/Information Science Programs
APPENDIX-B 76
Sample Questions for Bloom’s Taxonomy Levels
APPENDIX-C 91
Model Question Papers
APPENDIX-D 107
Sample Scoring Rubrics
TABLE OF CONTENTS
67
●
POs give useful guidance at the program level for the curriculum design, delivery and assessment of student
learning. However, they represent fairly high-level generic goals that are not directly measurable. Real
observability and measurability of the POs at course level is very difficult. To connect high-level learning
outcomes (POs) with course content, course outcomes and assessment, there is a necessity to bring further
clarity and specificity to the program outcomes [5]. This can be achieved through the following two-step
process of identifying Competencies and Performance Indicators (PI).
●
(1) Identify Competencies to be attained: For each PO define competencies –different abilities implied by
program outcome statement that would generally require different assessment measures. This helps us to
create a shared understanding of the competencies we want students to achieve. They serve as an
intermediate step to the creation of measurable indicators.
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68
Example:
Program Outcome 3
Design:
PO3: Design/Development of Solutions: Design solutions for complex engineering problems and
design system
components or processes that meet the specified needs with appropriate consideratio
n
for public health and
safety, and cultural, societal, and environmental considerations.
C
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1.
Demonstrate an ability to define a complex, open-ended problem in engineering terms.
2.
Demonstrate an ability to generate a diverse set of alternative design solutions.
3.
Demonstrate an ability to select the optimal design scheme for further development.
4.
Demonstrate an ability to advance an engineering design to the defined end state.
69
(2)
Define Performance Indicators: For each of the competencies identified, define performance Indicators (PIs) that are explicit
statements of expectations of the student learning. They can act as measuring tools in assessment to understand the extent of
attainment of outcomes. They can also be designed to determine the appropriate achievement level or competency of each indicator
so that instructors can target and students can achieve the acceptable level of proficiency.
E
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:
For the Competency -2
Demonstrate an ability to generate a diverse set of alternative design solutions
Performance Indicators:
1.
Apply formal idea generation tools to develop multiple engineering design solutions
2.
Build models, prototypes, algorithms to develop a diverse set of design solutions
3.
Identify the functional and non-functional criteria for evaluation of alternate design solutions.
It should be noted that, when we consider the program outcome, it looks like, it can be achieved only in the Capstone project. But if
we consider the competencies and performance indicators, we start seeing the opportunities of addressing them (and hence PO) in
various courses of the program.
70
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Examination Reform Policy
Once the above process is completed for the program, the assessment of COs for all the courses is designed by connecting
assessment questions (used in various assessment tools) to the PIs. By following this process, where examination
questions map with PIs, we get clarity and better resolution for the assessment of COs and POs. The pictorial
representation of the process is given in Figure below:
71
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Examination Reform Policy
72
Examination Reform Policy
73
Examination Reform Policy
74
75
76
Examination Reform Policy
77
●
The above table can be used for most of the engineering programs. However, for Computer Science &
●
Engineering/ Information Technology programs it requires some modifications.
●
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Examination Reform Policy
78
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RUBRICS FOR COMMUNICATION (WRITTEN & ORAL)
Appendix
79
Appendix
80
RUBRICS FOR ASSESSMENT OF DESIGN PROJECTS
81
82
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Appendix
GA – Group Assessment
IA – Individual Assessment
GA – Group Assessment
IA – Individual Assessment
83
Procedure for CO attainment calculation
Exam questions CO- PI-BL
evaluated
answer scripts
Rubrics
CO -attainment
84
CO attainment calculation
Procedure for PO attainment calculation
CO-PO
articulation matrix
--, 1,2,3
CO assessments (1,2,3
)
Fill in CO-PO matrix
calculate column-wise
dot product and
divide column-sum
POs assessed
86
CO-PO
mapping
(example)
1:
Slight
(Low)
2:
Moderate
(Medium)
3:
Substantial
(High) :
blank:
no
correlation
87
P
O Attainment -
Calculation
Here only 2 course are taken
;
for actual calculations all courses to be taken
Calculation: PO1= (column
A*
Column B)/Sum(column
B)
This can be done in
excel
or spread-sheet tool
88
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From an SAR of civil Engineering program (accreditation completed)
PO1: Engineering knowledge: Apply knowledge of mathematics,
science, engineering fundamentals, and an engineering specialization
for the solution of complex engineering problems.
Target: 2.5
Set by Department;
Calculated attainment:
2.3
The overall attainment of PO1 is near but below the target value;
The foundation course Mechanics of Materials (CVC202) has CO
attainment below the target. Mathematical courses - Statistics and
Integral Transforms (MAC209) and Numerical Methods and Partial
Differential Equations (MAC213) have attainment below the target
value. These are impacting the PO attainment.
Actions identified are –
continued on the next slide
89
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90
Recap
1.
What is CO and PO/PSO?
2.
CO->PO mapping and justification for entries in the map
3.
PO
Competency
Performance Indicators (PIs)
4.
BLOOM LEVELS, Question tagging with [CO PI BL] /Rubrics
5.
How to calculate CO attainment? Choice of thresholds
6.
How to calculate PO attainment?
7.
Close the loop – continuous improvement.
91
PRACTICE OF OBE
OVERVIEW
1.
AS-IS: some observations on how we are doing it at present
2.
SAR STRUCTURE: criteria and Marks
3.
SAR CONTENTS: Data and its use, process description and
application, Continuous Improvement (CI)
4.
TO-BE some guidelines for making SAR and for the visit
92
OBE PRACTICE: AS-IS
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93
SAR Structure
SAR structure:
PART-A (Institutional Information) and
PART-B (Program Specific Information)
10 criteria with marks.
Criteria have sub and sub-sub criteria
94
Preparation for the visit
•
Study SAR critically. Look through the website and the evaluation
guidelines. Note CAY, CAYm1and CAYm2 as applicable.
•
Prepare the pre-visit report, highlighting critical issues in the criteria
to go into detail during the visit.
•
Have questions on which to seek clarifications and/or obtain details
ready, preferably written down.
•
Look through data in PQ and correspond in SAR with the applicable
years
95
Criteria Summary
Name of the program _______________________________________
3.1. Establish the correlation between the courses and the Program Outcomes (POs)
& Program Specific Outcomes (20)
(Program Outcomes as mentioned in Annexure I and Program Specific Outcomes as defined by the
Program)
3.1.1. Course Outcomes (COs) (SAR should include course outcomes of one course
from each semester of study, however, should be prepared for all courses
and made available as evidence, if asked) (05)
Note:
Number of Outcomes for a Course is expected to be around 6.
Course Name: Ciii Year of Study: YYYY – YY; for ex. C202 Year of study 2013-14
C202 is the second course in second year and ‘.1’ to ‘.6’ are the outcomes of this course
97
3.1.2. CO-PO matrices of courses selected in 3.1.1 (six matrices to be
mentioned; one per semester from 3
rd
to 8
th
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 “-”
2. Similar table is to be prepared for PSOs
98
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.
2.
Similar table is to be prepared for PSOs
99
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)
(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.)
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 is to be measured in terms of student
performance in internal assessments with respect to the Course Outcomes of a course in addition to the
performance in the University examination
)
Measuring Course Outcomes attained through University Examinations
Target may be stated in terms of percentage of students getting more than the university average marks or more
as selected by the Program in the final examination. 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.
For Example related to attainment levels Vs. targets: (The examples indicated are for reference only. Program
may appropriately define levels), Please refer SAR
100
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 Program Outcome 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)
3.3.2. Provide results of evaluation of each PO & PSO (40)
(The attainment levels by direct (student performance) and indirect (surveys) are to be presented through Program
level Course-PO&PSO matrices as indicated).
PO Attainment
101
Note:
Similar table is to be prepared for PSOs
C101, C102 are indicative courses in the first year. Similarly, C409 is final year course. First numeric digit indicates year of study and
remaining two digits indicate course nos. in the respective year of study.
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.
Example:
It is assumed that a particular PO has been mapped to four courses C2O1, C3O2, C3O3 and C4O1
The attainment level for each of the four courses will be as per the examples shown in 3.2.2
PO attainment level will be based on attainment levels of direct assessment and indirect assessment
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.
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
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.
Note: Similarly for PSOs
102
Capsule view of SAR contents
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THANK YOU
ALL THE BEST
WELCOME YOUR FEEDBACK
126
Explore the framework of OBE and accreditation, focusing on defining program outcomes, assessing outcomes, and continuous improvement through evaluation guidelines and reports. Learn about quality improvement in education through curriculum design and attainment analysis. Discover how to measure student achievement and alignment with course outcomes. Expectations and assessments are crucial aspects for improvement in educational standards.
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WELCOME Orientation Workshop on Outcome Orientation Workshop on Outcome- -Based Education (OBE) and Accreditation Based Education (OBE) and Accreditation OBE&A for Program Evaluators (PEVs) OBE&A for Program Evaluators (PEVs) PEOs, Curriculum and Teaching Learning, Analysis and Attainment of COs & POs 11:30 13:00, 11 August 2023 VJTI Mumbai Prof C R MUTHUKRISHNAN 1
NBA documents for PEVs 1. 1. SAR SAR Self Assessment Report Self Assessment Report 2. 2. Evaluation Guidelines Evaluation Guidelines 3. 3. PE report PE report PART PART- -A A 4. 4. PE report PE report PART PART- -B B 5. 5. Previsit Report Previsit Report 2
About OBE OBE is a quality improvement framework/system What do we want our students to achieve? What do we want our students to achieve? Captured in PROGRAM OUTCOMES [POs] Captured in PROGRAM OUTCOMES [POs] How do our students achieve it? How do our students achieve it? Through curriculum comprising courses with Course Outcomes Through curriculum comprising courses with Course Outcomes [COs], teaching/learning and evaluation [COs], teaching/learning and evaluation How do we know how well our students have achieved it? How do we know how well our students have achieved it? Assess attainment of COs and POs Assess attainment of COs and POs How do we close the loop for further improvement How do we close the loop for further improvement (Continuous Quality Improvement (CQI) Improvement (CQI)? ? Make use of the assessment of attainment of COs and POs Make use of the assessment of attainment of COs and POs (Continuous Quality 3
What is Quality Quality Quality stating what is to be achieved POs , COs and PO stating what is to be achieved POs , COs and PO steps (actions) to do to achieve it T- -L L- -A A course feedback and improvement Measuring the COs *Assessment of Attainment of COs [3] *Assessment of Attainment of COs [3] Analyse Attainment and & take up improvements [7] CO mapping [3] CO mapping [3] constructive alignment [2] constructive alignment steps (actions) to do to achieve it T [2] In In- -course feedback and improvement Measuring the COs Analyse Attainment and & take up improvements [7] *If expectations are set high *If expectations are set high assessment may be low. assessment may be low. If expectations are set low If expectations are set low assessments may be high Expectations to be set appropriately Expectations to be set appropriately assessments may be high 4
OBE overview/model MEASUREMENT METHODS; OUTCOME ASSESSMENT CRITERIA (3) VISION(1) MISSION (1) POs/PSOs and COs T-L-A(2&3) RESULTS -->ANALYSIS (3,7) PEOs (1) IDENTIFY ACTION ; IMPLEMENT (7) 5
What is an OUTCOME? Course Outcomes Outcomes state state what course course and and earning earning a a pass perform/do/demonstrate perform/do/demonstrate with These These are are also also referred referred as as Learning and and in in NBA NBA we we use use the emphasis emphasis on on use/application use/application of of the successful successful student student in in the the course The central concept in OBE is OUTCOMES The central concept in OBE is OUTCOMES We have We have course outcomes course outcomes(COs) and Course what a a student, student, on pass grade grade and with what what he/she Learning Outcomes the term term Course Course Outcomes the knowledge knowledge imparted/acquired course and and not not on on the the knowledge on successfully successfully completing and the the credit credit is is competent he/she has has learnt learnt in in the Outcomes or or Student Student Outcomes Outcomes (COs) imparted/acquired by knowledge per completing the competent to to the course Outcomes (COs). . Note Note the the course. . the by a a per se se. . (COs) and Program outcomes Program outcomes(POs) (POs) 6
PEO Example Aeronautical Engineering PEO PEO1 1. . government, government, academia Our Our graduates graduates will academia and will have and military military as as innovative have successful successful professional innovative engineers professional careers engineers. . careers in in industry, industry, PEO PEO2 2. . Our with with the the lifecycle Our graduates graduates will lifecycle of of aircraft will be aircraft systems systems be successful successful in in solving solving engineering engineering problems problems associated associated PEO PEO3 3. . Our activities activities such professional professional certification Our graduates graduates will such as as participation certification and will continue continue to to learn participation in in professional and seeking seeking higher learn and professional organizations, higher education education. . and advance advance their organizations, attainment their careers careers through attainment of of through PEO PEO4 4. . Our internationally internationally Our graduates graduates will will be be active active members members ready ready to to serve serve the the society society locally locally and and Note Note that that PEOs PEOs are are about about what what graduates graduates may may do do after after they they graduate graduate 7
Programme Educatioanl Objectives (PEO): (Mechanical) To develop technically competent mechanical engineers well-trained in basic principles so that they are able to adapt to technological advancement. To produce broad-minded mechanical engineers who are able to manage well in technology as well as in human relations. 8
Programme Educatioanl Objectives (PEO): (Telecommunications) To produce all-rounded engineers in the telecommunications technologies in support of the emerging ICT industry. To develop capable technical leaders who are able to spearhead the advancement of telecommunications in the country 9
Programme Educational Objectives (PEO): (Bio-Instrumentation) To produce engineers of high caliber who will lead, facilitate and support the development of biotechnology, health, and life sciences industries. To spearhead and enhance the efficiency of wealth creation via the biotechnology, health, and life sciences industries.. 10
Criteria Summary Name of the program: Criteria No. Criteria Marks Program Level Criteria 1. Vision, Mission and Program Educational Objectives 50 2. Program Curriculum and Teaching Learning Processes 100 3. Course Outcomes and Program Outcomes 175 4. Students Performance 100 5. Faculty Information and Contributions 200 6. Facilities and Technical Support 80 75 7. Continuous Improvement Institute Level Criteria 8. First Year Academics 50 9. Student Support Systems 50 10. Governance, Institutional Support and Financial Resources 120 Total 400+280+220 1000 11
ANNEXURE I (A) PROGRAM OUTCOMES Engineering Graduates will be able to: 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. 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. 12
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. 13
PSOs Example (Civil Engineering) PSO1: Proficiency in a specialized area: Demonstrate proficiency in one of the following specialized areas of Civil Engineering i) Construction Materials and Management ii) Structural and Geotechnical Engineering iii) Environmental, water resources and Transportation Engineering PSO2: Ability to apply principles of civil engineering for the entire life cycle of the project ranging from initial design to the closure of the project. PSO3: Ability to identify and analyse various properties of construction materials and their applications in design and construction of various structures 14
About complexity (Complex Problems) Non Non- -linearity linearity Dynamic equilibrium Dynamic equilibrium Operating range and characteristics/behaviour outside the OR Operating range and characteristics/behaviour outside the OR Reliability/ fault Reliability/ fault- -tolerance and recovery tolerance and recovery Transients/Time variance/ dynamic versus static Transients/Time variance/ dynamic versus static Size/Scale Size/Scale Elemental versus System Complexity Elemental versus System Complexity Life Life- -cycle issues for processes and products cycle issues for processes and products Evolution Evolution Maintainability, Serviceability (RAS) Maintainability, Serviceability (RAS) Systems as Interconnection of parts or subsystems and interactions Systems as Interconnection of parts or subsystems and interactions Functional and Non Functional and Non- -functional specifications and partial specifications functional specifications and partial specifications Open Open- -endedness/in endedness/in- -completeness completeness Have more than one (many) solutions Have more than one (many) solutions Simple Simple- -complex is not binary; it is multidimensional continuum complex is not binary; it is multidimensional continuum Essence captured in HOTS - - higher higher- -order thinking skills order thinking skills (BLOOMS TAXONOMY) Essence captured in HOTS (BLOOMS TAXONOMY) 15
Some characteristics of complex engineering problems 1. 1. It must require the application of in depth knowledge, and additionally It must require the application of in depth knowledge, and additionally It must satisfy at least one of the following additional characteristics: It must satisfy at least one of the following additional characteristics: 2. 2. I Involves wide ranging or conflicting issues nvolves wide ranging or conflicting issues 3. 3. H Has no obvious solution such that creativity/originality/innovation is required as no obvious solution such that creativity/originality/innovation is required 4. 4. I Involves infrequently encountered issues nvolves infrequently encountered issues 5. 5. May be May be outside accepted standards and codes outside accepted standards and codes 6. 6. I Involves nvolves interaction with interaction with diverse stakeholders and their needs diverse stakeholders and their needs 7. 7. P Posed osed at a high level with many components or sub problems that requires a at a high level with many components or sub problems that requires a systems approach systems approach 16
Assessment of attainment of Outcomes COs, POs OUTCOMES are what our students achieve by T-L-A We need to measure to what extent the outcomes are attained and, use the measurement to identify doable improvements and act on these. CO attainment are to be calculated by the teacher at the end of the course POs are to be assessed at the end of the program, that is, every year for the graduating batch may also be assessed in between (partial) for possible in- program improvement. Since POs are achieved by COs, PO assessment will use CO assessment as input and be based on CO-PO matrix which captures the contribution of COs to POs CO assessment will be based on how students do in the tests/quizzes, internal/end-semester examinations, assignments/home-work and therefore, we need to capture connection between questions in the exam/test and the COs These assessments are for an entire class (i.e., aggregate) as distinct from individual student performance 17
Example of Course Outcomes COs Course Title: Heat & Mass Transfer Course Title: Heat & Mass Transfer CO1 CO1 Solve practical engineering problems using basic concepts of heat and mass transfer. practical engineering problems using basic concepts of heat and mass transfer. CO2 CO2 Evaluate steady and unsteady performance for insulation, fin and thermocouple. steady and unsteady performance for insulation, fin and thermocouple. CO3 CO3 Analyze laminar and turbulent boundary layer flow on internal and external regions. laminar and turbulent boundary layer flow on internal and external regions. CO4. CO4. Design shell and tube type heat exchangers for convective heat transfer applications. shell and tube type heat exchangers for convective heat transfer applications. CO5 CO5 Analyze phase change heat transfer processes applied to process phase change heat transfer processes applied to process- -heat applications heat applications CO6 CO6 Determine radiation heat transfer rates in engineering problems. radiation heat transfer rates in engineering problems. CO7 CO7 Perform design calculations design calculations for a for a thermal equipment and prepare technical report thermal equipment and prepare technical report 18
CO-PO mapping (connecting COs with POs) The mapping is a matrix with rows as COs and columns as POs Each cell in the matrix has a value in {--, 1, 2, 3} The meaning associated with the values are as follows: -- this CO (row) has negligible contribution to the PO(column) 1 relevant and small significance 2 medium or moderate and 3 strong These values have to be justified in implementation, that is, T-L-A of the course, in terms of the BLOOM Level of the questions/Problems 19
An Example CO-PO mapping (contd ..) PO1 PO1 PO2 PO2 PO3 PO3 PO4 PO4 CO1 CO1 2 2 2 2 CO2 CO2 3 3 CO3 CO3 2 2 2 2 CO4 CO4 3 3 2 2 CO5 CO5 3 3 CO6 CO6 2 2 CO7 CO7 3 3 3 3 20
Course : Data Structures and Algorithms PO1 PO2 PO3 PO4 PO5 CO1 CO1 : : Apply concepts of List ADT in linear and non Apply concepts of List ADT in linear and non- -linear data structures linear data structures Mapping & Mapping & Justification Justification 2 2 2 2 3 3 solutions solutions using using List ADT ADT - - implement implement and analyse and analyse 1 1 2 2 Basic Basic concepts of concepts of Data Data structures structures introduced introduced Problem Problems s for which for which Lists are Lists are used will be used will be discussed discussed Use of Use of List ADT in List ADT in various various requirements will be requirements will be evaluated evaluated Programs to Programs to implement solutions implement solutions will be taught will be taught List CO2: CO2: Implement stacks and queues in applications Implement stacks and queues in applications 1 1 Fundamenta Fundamenta ls ls of stacks of stacks and queues and queues will be will be discussed discussed 2 2 Problem Problem analysis analysis to use stacks use stacks and queues and queues 3 3 1 1 2 2 Implementati Implementati on of on of solutions solutions u using stacks sing stacks and queues and queues for various for various problems problems Applications Applications of Stacks and of Stacks and queues queues evaluated evaluated Programming Programming implementations implementations of solutions of solutions to 21
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 CO3: CO3: Analyse Analyse and use concepts of tree data structure and use concepts of tree data structure 1 1 2 2 3 3 1 1 2 2 Fundamental Fundamental concepts of concepts of Trees will be Trees will be discussed discussed problems problems for which trees which trees can be used can be used will be will be discussed discussed for Development Development of s of solutions olutions using using Trees will Trees will be be implemented implemented and analysed and analysed Use of Use of Trees for various for various applications applications will be will be evaluated evaluated Trees Programs to Programs to implement implement solutions solutions will be taught will be taught CO4: CO4: Implement Implement graph for problem solving graph for problem solving 1 1 3 3 3 3 1 1 2 2 Fundamental Fundamental concepts of concepts of Graphs will be Graphs will be discussed discussed Problem Problem modeling modeling using using Graphs Graphs and and solutions solutions will will be be developed developed Solutions Solutions using using Graphs Graphs will be will be analysed analysed Usage of Usage of Graphs in Graphs in various various domains domains will be will be evaluated evaluated Programming Programming language to language to implement implement solutions will be solutions will be taught taught : 22
PO1 PO1 PO2 PO2 PO3 PO3 PO4 PO4 PO5 PO5 CO5: CO5: Analyse Analyse and apply appropriate searching and sorting techniques in real world contexts and apply appropriate searching and sorting techniques in real world contexts 1 1 2 2 3 3 Solutions Solutions using using various various sorting and sorting and searching searching algorithms algorithms Wii be Wii be implemented implemented 3 3 2 2 Fundamental Fundamental concepts of concepts of Sorting and Sorting and Searching Searching will be will be discussed discussed applications applications of Sorting of Sorting and and searching searching algorithms algorithms will be will be discussed discussed different different algorithms algorithms and their and their efficiency efficiency will be will be evaluated evaluated and and compared compared Programs Programs for for algorithms algorithms will be will be worked worked out out 23
Engineering Mathematics I CO1: Solve first order ordinary differential equations using methods to calculate integrals CO2: Model physical processes such as Newton s law of cooling, electrical circuit, rectilinear motion, mass spring systems using mathematics (ordinary linear differential equations) CO3: Trace the curve for a given equation and measure arc length of various curves. CO4: Simple solid geometry using equations of sphere, cone and cylinder with problems CO5: Evaluate multiple integrals and apply to find area bounded by curves, volume bounded by surfaces, Centre of gravity and Moment of inertia. 24
CO1: Mean value theorems and its generalizations leading to Taylors and Maclaurin s series and application in the analysis of engineering problems. CO2: Fourier series representation and harmonic analysis and analysis of periodic continuous systems. CO3: Derivative of functions of several variables and applications in Engineering. CO4: Matrices and linear algebra and analysis of system of linear equations, finding linear and orthogonal transformations with problems from Engineering. Engineering Mathematics II 25
Engineering Physics CO1: Interference, diffraction & polarization; applications in engineering. CO2: Lasers & optical fibres & their use in some industrial applications. CO3: Theory of semiconductors & their applications in some semiconductor devices. CO4: Basics of magnetism & superconductivity; applications in Engineering. CO6: Nanomaterials & their applications. 26
Engineering Chemistry CO1: Methods and techniques for analysis of water and applications in softening/reuse of water . CO2: On completion of course, learner will be able to select appropriate electro-technique and method of material analysis. CO3: Demonstrate the knowledge of advanced engineering materials for various engineering applications. CO4: On completion of course, learner will be able to, Analyse fuel and suggest use of alternative fuels. CO5: On completion of course, learner will be able to identify chemical compound based on their structure. CO6: On completion of course, learner will be able to, explain causes of corrosion and methods of minimizing corrosion. 27
Basic Electrical Engineering CO1: Differentiate between electrical and magnetic circuits and derive mathematical relation for self and mutual inductance along with coupling effect. CO2: Calculate series, parallel and composite capacitor as well as characteristic parameters of alternating quantity and phasor arithmetic. CO3: Derive expression for impedance, current, power in series and parallel RLC circuit with AC supply along with phasor diagram. CO4: Relate phase and line electrical quantities in polyphase networks, demonstrate the operation of single-phase transformer and calculate efficiency and regulation at different loading conditions. CO5: Apply and analyse the resistive circuits using star-delta conversion KVL, KCL and different network theorems under DC supply. CO6: Evaluate work, power, energy relations and suggest various batteries for different applications, concept of charging and discharging and depth of charge. 28
Basic Electronics Engineering CO1: Explain the working of P-N junction diode and its circuits. CO2: Identify types of diodes and plot their characteristics; compare BJT with MOSFET. CO3: Build and test analog circuits using OPAMP and digital circuits using universal/basic gates and flip flops. CO4: Use different electronic measuring instruments to measure various electrical parameters. CO5: Select sensors for specific applications. CO6: Describe basic principles of communication systems. 29
CO1: Draw fundamental engineering objects using basic principles and rules CO2: Construct the various engineering curves using the drawing instruments. CO3: Apply the concept of orthographic projection of an object to draw several 2D views and its sectional views for visualizing the physical state of the object. CO4: Apply the visualization skill to draw a simple isometric projection from given orthographic views precisely using drawing equipment or software. CO5: Draw the development of lateral surfaces for cut section of geometric solids. CO6: Draw fully-dimensioned 2D, 3D drawings using computer aided drafting tools. Engineering Graphics 30
Programming And Problem Solving CO1: Identify and define problem solving aspect and various data types and its operations. (Knowledge). CO2: Describe and Implement various logical constructs of Python Language. (Understand, Apply). CO3: Apply built-in functions to optimize code. (Apply) CO4: Analyse and improve programs CO5: Understand & Compare object-oriented concepts with other programming paradigms. (Evaluate) CO6: Design and Develop efficient model using Python. (Create) 31
Engineering Mechanics CO1: Determine resultant of various force systems. CO2: Determine centroid, moment of inertia CO3: calculate forces in cables using principles of equilibrium. CO4: Solve trusses, frames for finding member forces and apply principles of equilibrium to forces in space. CO6: Calculate position, velocity and acceleration of particles using principles of kinetics and Work, Power, Energy. 32
Workshop Practice CO1: Familiar with safety norms to prevent any mishap in workshop. CO2: Handle appropriate hand tool, cutting tool and machine tools to fabricate a job. CO3: Understand the construction, working and functions of machine tools and their parts. CO4: Know simple operations (Turning and Facing) on a centre lathe. 33
Project Based Learning CO1: Identify real-life-like problems by exploring sources; focus on societal needs. CO2: Analyse the identified problem in technology perspective design, improvement CO3: Propose suitable solution using knowledge of engineering and modern tools. CO4: Demonstrate solution and present in written/Oral form. CO5: Develop ability to work as an individual and as a team member. CO6: Inculcate attitude of individual and team work for lifelong learning. 34
CO1: Describe and compare the conversion of energy from renewable and non-renewable energy sources. CO2: Explain basic laws of thermodynamics, heat transfer and their applications. CO3: List the types of road vehicles and their specifications. CO4: Illustrate various basic parts and transmission system of a road(surface) vehicle. CO5: Discuss several manufacturing processes and identify their suitability for requirements. CO6: Study various types of mechanisms and their application. Systems In Mechanical Engineering 35
Writing COs Blooms Taxonomy levels connects to learning required to answer questions in Exams. Bloom's Taxonomy is widely used in education to take students beyond simple memorization. 1. Knowledge/remembering (recall) 2. Comprehension/understanding. 3. Application/applying. 4. Analysis/analyzing. 5. Evaluation/evaluating. 6. Synthesis/creating. Attaining POs requires reaching level 6 in assessment in the curriculum 36
Two useful study resources EXAMINATION REFORM POLICY, NOVEMBER 2018 https://www.aicte-india.org/sites/default/files/ExaminationReforms.pdf Model Question Papers for Undergraduate Programs Model Question Papers for Undergraduate Programs https://www.aicte https://www.aicte- -india.org/sites/default/files/MQP.pdf india.org/sites/default/files/MQP.pdf 37
Revised Blooms Taxonomy Bloom s taxonomy is hierarchical; learning at higher level requires skills at a lower level to be attained 39
Action Verbs for Assessment Choice of action verbs in constructing assessment questions is important to consider. Quite often, the action verbs are indicators of the complexity (level) of the question. Over time, educators have come up with a taxonomy of measurable verbs corresponding to each of the Bloom s cognitive levels. These verbs help us not only to describe and classify observable knowledge, skills and abilities but also to frame the examination or assignment questions that are appropriate to the level we are trying to assess. Suggestive list of skills/ competencies to be demonstrated at each of the Bloom s level and corresponding cues/ verbs for the examination/ test questions is given below: Level Skill Demonstrated Question cues / Verbs for tests 1. Remember Ability to recall facts, conventions, definitions, jargon, list, define, tell, describe, recite, recall, technical terms, classifications, categories, and criteria identify, show, label, tabulate, quote, name, ability to recall methodology and procedures, abstractions, who, when, where principles, and theories in the field knowledge of dates, events, places mastery of subject matter 40
Level Skill Demonstrated Question cues / Verbs for tests describe, explain, paraphrase, restate, 2. Understand understanding information grasp meaning associate, contrast, summarize, differentiate translate knowledge into new context interpret, discuss interpret facts, compare, contrast order, group, infer causes predict consequences 3. Apply use information calculate, predict, apply, solve, illustrate, use, use methods, concepts, laws, theories in new demonstrate, determine, model, experiment, situations show, examine, modify solve problems using required skills or knowledge Demonstrating correct usage of a method or procedure 4. Analyse break down a complex problem into parts classify, outline, break down, categorize, Identify the relationships and interaction between the analyze, diagram, illustrate, infer, select different parts of a complex problem identify the missing information, sometimes the redundant information and the contradictory information, if any 41 Examination Reform Policy
Level Skill Demonstrated Question cues / Verbs for tests assess, decide, choose, rank, grade, 5. Evaluate compare and discriminate between ideas assess value of theories, presentations test, measure, defend, recommend, make choices based on reasoned argument convince, select, judge, support, verify value of evidence conclude, argue, justify, compare, recognize subjectivity summarize, evaluate use of definite criteria for judgments use old ideas to create new ones 6. Create design, formulate, build, invent, create, Combine parts to make (new) whole, compose, generate, derive, modify, generalize from given facts develop, integrate relate knowledge from several areas predict, draw conclusions It may be noted that some of the verbs in the above table are associated with multiple Bloom s Taxonomy levels. These verbs are actions that could apply to different activities. We need to keep in mind that it is the skill, action or activity we need students to demonstrate that will determine the contextual meaning of the verb used in the assessment question. 42 Examination Reformolicy
. Assessment Planning Normally the first three learning levels; remembering, understanding and applying and to some extent fourth level analysing are assessed in the Continuous Internal Evaluation (CIE) and Semester End Examinations (SEE), where students are given a limited amount of time. And abilities; analysis, evaluation and creation can be assessed in extended course works or in a variety of student works like course projects, mini/ minor projects, internship experience and final year projects. 43 Examination Reform Policy
APPENDIX APPENDIX- -A A Competencies and Performance Indicators (PIs) Computer Science & Engineering/Information Technology Programs PO 1: Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialisation for the solution of complex engineering problems. Competency Indicators 1.2.1 1.2 Demonstrate competence in mathematical modelling Apply the knowledge of discrete structures, linear algebra, statistics and numerical techniques to solve problems Apply the concepts of probability, statistics and queuing theory in modeling of computer-based system, data and network protocols. 1.2.2 1.5 Demonstrate competence in basic sciences 1.5.1 Apply laws of natural science to an engineering problem 44 Appendix
APPENDIX APPENDIX- -B B Sample questions for Bloom s Taxonomy levels Sample questions for Bloom s Taxonomy levels SAMPLES QUESTIONS FOR BLOOMS TAXONOMY LEVELS: 1. REMEMBER Skill Demonstrated Question Ques / Verbs for tests Ability to recall of information like, facts, conventions, list, define, describe, state, recite, recall, identify, show, definitions, jargon, technical terms, classifications, label,tabulate, quote, name, who, when, where, etc. categories, and criteria ability to recall methodology and procedures, abstractions, principles, and theories in the field knowledge of dates, events, places mastery of subject matter 46 Appendix
Sample Questions: State Ohm s law 1. List the physical and chemical properties of silicon 2. List the components of A/D converter 3. List the arithmetic operators available in C in increasing order of precedence. 4. Define the purpose of a constructor. 5. Define the terms: Sensible heat, Latent heat and Total heat of evaporation 6. List the assembler directives. 7. Describe the process of galvanisation and tinning 8. 47 Appendix
Sample Questions: 9. Write truth table and symbol of AND, OR, NOT, XNOR gates 10. Define the terms: Stress, Working stress and Factor of safety. 11. What is the difference between declaration and definition of a variable/function? 12. List the different storage class specifiers in C. 13. What is the use of local variables? 14. What is a pointer to a pointer? 15. What are the valid places for the keyword break to appear? 16. What is a self-referential structure? 48
2. UNDERSTAND Skill Demonstrated Question Ques / Verbs for tests understanding information describe, explain, paraphrase, restate, associate, contrast, grasp meaning summarize, differentiate interpret, discuss translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Sample Questions: 1. Explain the importance of sustainability in Engineering design 2. Explain the behaviour of PN junction diode under different bias conditions 3. Describe the characteristics of SCR and transistor equivalent for a SCR 4. Explain the terms: Particle, Rigid body and Deformable body giving two examples for each. 49
Sample Questions: 5. How many values of the variable num must be used to completely test all branches of the following code fragment? if (num>0) if (value<25) { value=10*num; if(num<12) value=value/10; } else Value=20*num; else Value=30*num 6. Discuss the effect of Make in India initiative on the Indian manufacturing Industry. 7. Summarise the importance of ethical code of conduct for engineering professionals 8. Explain the syntax for for loop . 9. What is the difference between including the header file with-in angular braces < > and double quotes ? 50
Sample Questions: 10. What is the meaning of base address of the array? 11. What is the difference between actual and formal parameters? 12. Explain the different ways of passing parameters to the functions. 13. Explain the use of comma operator (,). 14. Differentiate between entry and exit controlled loops. 15. How is an array different from linked list? 51
3. APPLY Skill Demonstrated Question Ques / Verbs for tests use information calculate, predict, apply, solve, illustrate, use, demonstrate, use methods, concepts, laws, theories in new situations determine, model, experiment, show, examine, modify solve problems using required skills or knowledge Demonstrating correct usage of a method or procedure Sample Questions: 1. Model and realize the following behaviors using diodes with minimum number of digital inputs. (i) Turning on of a burglar alarm only during night time when the locker door is opened. (ii) Providing access to an account if either date of birth or registered mobile number or both are correct. (iii) Updating the parking slot empty light in the basement of a shopping mall. 1. One of the resource persons needs to address a huge crowd (nearly 400 members) in the auditorium. A system is to be designed in such a way that everybody attending the session should be able to hear properly and clearly without any disturbance. Identify the suitable circuit to boost the voice signal and explain its functionality in brief. 52
