manual nba

NATIONAL BOARD OF ACCREDITATION

ORIENTATION WORKSHOP ON

OUTCOME BASED ACCREDITATION

TRAINING TEXT MATERIAL [FOR PHASE-I & PHASE-II WORKSHOPS]

NATIONAL BOARD OF ACCREDITATION

4th Floor, East Tower, NBCC Place

Bhisham Pitamah Marg, Pragati Vihar New Delhi 110003

P: 91(11)24360620-22, 24360654 Fax: 91(11) 24360682

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Training Text Material [for Phase-I & Phase-II Workshops]

TABLE OF CONTENTS

1 Accreditation : 2 1.1 Introduction : 2 1.2 Importance and Significances of Accreditation : 2 1.3 Types of Accreditation : 3

1.3.1 Institutional Accreditation : 3 1.3.2 Programme Accreditation : 3

1.4 Accreditation Models : 4 1.4.1 Minimal Model : 4 1.4.2 Input – Output Model : 4 1.4.3 Outcome Model : 4

2 Key Components of Outcome Based Education : 5

2.1 Vision and Mission of the Institution : 5 2.1.1 A guideline for Creating Vision and Mission : 5

2.2 Vision and Mission of the Department : 7 2.3 Programme Educational Objectives : 8 2.4 Graduate Attributes : 10 2.5 Programme Outcomes : 11 2.6 Programme Specific Criteria : 13 2.7 Course Outcomes : 16 2.8 Curriculum Design : 20

3 Assessment and Evaluation : 22

3.1 Introduction : 22 3.2 Assessment Tools : 22 3.3 Assessment of Programme Educational Objectives : 24 3.4 Assessment of Programme Outcomes : 26 3.5 Assessment of Course Outcomes : 26

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CHAPTER 1 ACCREDITATION

1.1 INTRODUCTION:

Accreditation is a formal recognition of an educational program by an external body

on the basis of an assessment of quality. It is a process of quality assurance and

improvement, whereby a programme in an institution is critically appraised to verify that

the institution or the programme continues to meet and exceed the norms and standards

prescribed by the appropriate designated agency. Accreditation does not seek to replace

the system of award of degree and diplomas by the universities/autonomous institutions.

But, accreditation provides quality assurance that the academic institution’s aims and

objectives are honestly pursued, and effectively achieved by the resources available, and

that the institution has demonstrated capabilities of ensuring effectiveness of the

educational programmes over the validity period of accreditation.

1.2 IMPORTANCE AND SIGNIFICANCES OF ACCREDITATION

To attain international recognition of the degrees awarded.

To provide students a quality education which lead to a wide range of job

opportunities and international mobility.

To make the institute/department aware about strengths and weaknesses of the

institution/programme offered by it and encourage the institute to move continuously

towards the improvement of quality of its programme, and the pursuit of excellence.

To facilitate institutions for updating themselves in programme curriculum, teaching

and learning processes, faculty achievements, students’ knowledge/skills/abilities.

To excel among stakeholders (students, faculty, alumni, parents, recruiters,

industries, government/Public Sectors, regulators, management, etc)

The accreditation helps the stake holders in the following ways:

o Students:

Selection of Institutions and educational programmes of higher standards

Admission in reputed educational institutions for higher studies.

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o Faculty: Career growth in an inspirational environment with academic freedom,

o Parents: Assurance of quality education to their wards.

o Alumni: Career with professional accomplishment.

o Industries and Employers:

Recruitment of well-qualified, competent and role ready graduates

Improved Industry – institute interaction

o Institutions: Continuous improvement towards Excellence and building a brand name

o Government/Regulator:

Quality improvement in the education

Availability of skilled manpower.

1.3 TYPES OF ACCREDITATION

1.3.1 Institutional Accreditation

Institutional Accreditation is the evaluation of overall institutional quality, but it does not

focus on individual academic programmes. It is usually based on an evaluation of

whether the institution meets specified standards such as faculty qualifications, research

activities, student intake, learning resources and infrastructure. It might also be based on

an estimation of the potential for the institution to produce graduates that meet explicit or

implicit academic standard or professional competence. National Accreditation and

Assessment Council (NAAC) was set up in 1994 by the University Grants Commission

(UGC) for institutional accreditation through a combination of internal and external

quality assessment.

1.3.2 Programme Accreditation

Programme Accreditation is the evaluation of a programme of study, rather than an

institution as a whole. It is mainly to assess the professional competencies of the

graduates. National Board of Accreditation (NBA) was originally constituted in 1994 to

assess the qualitative competence of the educational institutions from diploma level

to postgraduate level in engineering and technology, management, pharmacy,

architecture, and related disciplines. The NBA, in its present form, has come into

existence as an autonomous body with effect from 7th January 2010, with the

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objective of assurance of quality and relevance of the technical education through the

mechanisms of accreditation of programmes offered by the technical institutions.

1.4. ACCREDITATION MODELS

Accreditation involves a set of procedures designed to gather evidence to enable a

decision to be made about whether the institution or programme should be granted

accredited status. The set of procedures differs from one model to another. The following

are the popular accreditation models.

1.4.1 Minimal Model

This model ascertains basic characteristics of the institution and programme. In general,

this model is numeric and law-based. This model ascertains the existence of

infrastructure, size and qualification of the faculty, coverage of basic topics in the

curriculum. Further, it provides a prescription for a minimal core and general parameters

for the rest of the curriculum. The minimal model is easy to implement and maintain as

long as it adheres to the “minimal” philosophy. One of the major drawbacks of this model

is that it does not encourage continuous improvement in curriculum, teaching learning

process and faculty competency other than qualification.

1.4.2 Input-Output Model

This model strictly adheres to the core curriculum. It gives direct prescriptions of

curriculum and faculty composition. It also specifies parameters for the rest of the

curriculum. It makes the accrediting process uniform and potentially fair. The criteria of

this model are unambiguous and often numeric. But, it is difficult to establish and update.

This model is relatively easy to maintain as it is adherent to clear rules. However, there is

no scope for innovation and creativity in the curriculum.

1.4.3 Outcome based Model

This model prescribes a minimum core and basic requirements. It focuses on the goals

and objectives of the programme. But, tt does not specify the specific goals of the

program. Thus provides significant diversity in setting up goals and objectives. It makes

that this model is very different from other models. This model requires evidence of

measurements to feed a quality improvement process. It is sophisticated and hard to

evaluate as it requires a lot of responsibility and risk in the hands of the program leaders.

Outcome based model is ‘Learner Centric’, rather than the traditional ‘Teacher Centric’.

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CHAPTER 2

KEY COMPONENTS OF OUTCOME BASED EDUCATION

2.1 VISION AND MISSION OF THE INSTITUTION

Vision:

Vision is a picture of the future you seek to create, described in the present tense, as if it

were happening now. It shows where we want to go, and what we will be like when we

get there.

Mission:

Mission statement defines what an institution is, why the institution exists, its reason for

being. It defines what are we here to do together.

2.1.1 A guideline for Creating Vision and Mission

The vision and Mission statements are to be co-created through a collaborative process. A

guideline to build a shared vision is as follows

Start with personal vision

o When a shared vision effort starts with personal vision, institution becomes a tool

for people’s self-realization, rather than a machine they are subjected to.

Treat all the stakeholders as equal.

Involve every department in the institution. Avoid ‘Sampling’

Among the various teams in the institution, encourage Independence and diversity

Seek alignment, not agreement.

Have people speak only for themselves

Expect and nurture reverence for each other

Consider using an ‘ Interim Vision’ to build momentum

Focus on the dialogue, not just the Vision statement

Some of the lead questions those may be helpful in the creation of the Vision and Mission

statements:

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o What are the critical elements in our system?

o Who are the current stakeholders today – inside and outside?

o What are the most influential trends in our institution today?

o What aspects of our institution empower people?

o How is the strategic plan currently used?

o What major losses do we fear?

o What do we know (that we need to know)?

o Who are the stake holders of the institution?

o What are the most influential trends in our institution?

o What is our image in the market place?

o What is our unique contribution to the world around us?

o In what ways is our institution a great place to work?

o How do we know that the future of our institution is secure?

o What are our values?

o How do we handle good times and hard times?

Example: Vision and Mission Statements:

Vision:

To create professionally competent, and socially sensitive engineers capable of

working in multicultural global environment.

Mission:

To achieve academic excellence in science, engineering and technology through

dedication to duty, innovation in teaching and faith in human values;

To enable our students to develop into outstanding professionals with high ethical

standards to face the challenges of the 21st Century

To fulfill the expectation of our society by equipping our students to stride forth as

resourceful citizens, aware of the immense responsibilities to make the world a

better place.

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2.2 VISION AND MISSION OF THE DEPARTMENT

The vision and mission of the department should be correlated with the mission and

vision of the institution. Further, mission and vision of the department is to be more

focused on the theme area of the Department. It may be created based on the SWOT

(Strength, Weakness, Opportunity and Threat) analysis.

A mission statement might include a brief history and philosophy of the academic

programme, the type of students to be served, the academic environment and primary focus

of the curriculum, faculty roles, the contributions to and connections with the community, the

role of research, and a stated commitment to diversity and nondiscrimination.

Example: The Mission Statements of UC, Berkeley.

University:

To serve society as a center for higher learning, providing long-term societal

benefits through transmitting advanced knowledge, discovering new knowledge,

and functioning as an active working repository of original knowledge. That

Obligation, more specifically, includes undergraduate education, research and

other kinds of public service, which are shaped and bounded by the central

pervasive mission of discovering and advancing knowledge

Department of Electrical Engineering and Computer Science

Educating future leaders in academia, government, industry, and entrepreneurial

pursuit, through a rigorous curriculum of theory and application that develops

the ability to solve problems individually and in teams

Creating knowledge of fundamental principles and innovative technologies

through research within the core areas of EECS and in collaboration with other

disciplines that is distinguished by its impact on academia, industry and society

Serving the communities to which we belong, at local, national, and international

levels, combined with a deep awareness of our ethical responsibilities to our

profession and society.

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2.3 PROGRAMME EDUCATIONAL OBJECTIVES (PEO)

The Program Educational Objectives (PEOs) are broad statements that describe the

career and professional accomplishments that the programme is preparing graduates

to accomplish. PEOs should be measurable, appropriate, realistic, time bound and

achievable.

Significances of PEOs:

PEOs are meant to guide the programme toward continual improvement.

PEOs provide concrete and measurable steps toward achievement of goals. Also, they

provide the crucial link between the programme and the needs of stakeholders in the

program and the Vision and Mission of the Department and the institution. .

The PEOs would be helpful in careful curriculum design, continual monitoring of

students’ progress, assessment of outcomes, and evaluation of the curriculum by the

programme primary and major stakeholders. Establishment of the PEOs normally

follows the process of identification of stakeholder needs.

Guidelines for Establishing/redefining PEOs:

Collect and review documents that describe your department and its programs

Collect and review instructional materials

List the achievements you implicitly expect of graduates in their field. Describe your

alumni in terms of such achievements as career accomplishments, societal activities,

aesthetic and intellectual involvement.

Form a committee to establish/redesign PEOs. The committee may consist of Head of

the Department, Programme coordinator, Senior Faculty members, representatives

from students, parents, Alumni, employers and members from professional bodies

like IEEE, ACME, ACSE.

o The committee considers the following to establish/redefine the PEOs

Mission and Vision of the Institution and Department

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Data collected from the stakeholders.

Details of the current status (Student admission quality, Teaching &

Learning Process, Faculty and their research activities, other facilities)

of Department.

Data Collected on prospect/ potential of identified Industries (relevant

to the academic programme) / Research Organizations/Higher

Educational Institutions etc.

Action Taken Reports on Minutes of the Meeting.

o The committee would

Analyze the data collected from the stake holders

Analyze the current status of the Department

Analyze the data collected on prospect/ potential of identified Industries/

Research Organizations/ Higher Educational Institutions.

Develop assessment methods for each PEO to measure the attainment.

(It would be better to specify the expected attainment level for each

PEO). It is generally a good idea to identify between three and five

PEOs.

Check for the consistency of the PEOs with the mission statements of

the Department.

Publish and Disseminate the PEOs among the stakeholders. This would help the

stakeholders to know about the career accomplishments of the graduates

Example: PEOs of Electrical Engineering Programme of UCLA.

PEO1: Graduates of the program will have successful technical or professional careers

PEO2: Graduates of the program will continue to learn and to adapt in a world of

constantly evolving technology

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2.4 GRADUATE ATTRIBUTES

Graduates Attributes (GAs) form a set of individually assessable outcomes that are the

components indicative of the graduate’s potential to acquire competence to practice at

the appropriate level. The GAs are exemplars of the attributes expected of a graduate

from an accredited programme. The Graduate Attributes of the NBA are as following:

1. Engineering Knowledge: Apply the knowledge of mathematics, science,

engineering fundamentals, and an engineering specialization to the solution of

complex engineering problems.

2. Problem Analysis: Identify, formulate, research literature, and analyze complex

engineering problems reaching substantiated conclusions using first principles of

mathematics, natural sciences, and engineering sciences.

3. Design/development of Solutions: Design solutions for complex engineering

problems and design system components or processes that meet t h e 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 t h e information to provide valid

conclusions.

5. Modern Tool usage: Create, select, and apply appropriate techniques, resources,

and modern engineering and IT tools including prediction and modelling to

complex engineering activities with an understanding of the limitations.

6. The Engineer and Society: Apply reasoning informed by the contextual

knowledge to assess societal, health, safety, legal, and cultural issues and the

consequent responsibilities relevant to the professional engineering practice.

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.

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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 M anagement and Finance: Demonstrate knowledge and

understanding of t h e engineering and management principles and apply these

to one’s own work, as a member and leader in a team, to manage projects and

in multidisciplinary environments.

12. Life-long Learning: 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.

2.5 PROGRAMME OUTCOMES (POs)

Programme Outcomes (POs) describe what students should know and be able to do at the

end of the programme. They are to be in line with the graduate attributes of NBA. POs

are to be specific, measurable and achievable. POs transform the PEOs into specific

student performance and behaviors that demonstrate student learning and skill

development.

2.5.1 Dimensions of Program Outcomes

Knowledge Outcomes

Pertain to grasp of fundamental cognitive content, core concepts, basic principles

of inquiry, a broad history

Skills Outcomes

Focus on capacity for applying basic knowledge, analyzing and synthesizing

information, assessing the value of information, communicating effectively and

collaborating

Attitudes and Values outcome

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Encompass affective states, personal/professional/social values and ethical

principles

Behavioral Outcomes

Reflect a manifestation of knowledge, skills and attitudes as evidenced by

performance and contributions.

2.5.2 Guidelines for Establishing/redefining POs:

Have open discussions with department faculty on the following.

Describe an ideal student in your programme at various phases throughout the

programme. Be concrete and focus on those strengths, skills, and values that you

feel are the result of, or at least supported and nurtured by, the program

experience.

o What does an ideal student know?

o What can an ideal student do?

o What does an ideal student care about?

List and briefly describe the program experiences that contribute most to

the development of an ideal student.

Programme Outcomes are to be SMART

o Specific: Be precise about graduates are going to achieve

o Measurable: Quantify each Programme Outcomes

o Appropriate: Align with the needs of the students

o Realistic: Consider the resources to make each outcome can be achieved

o Time-Specific: At the time of graduation.

Develop assessment methods for each PO to measure the attainment. Hence, it is

generally a good idea to identify between five and ten.

Publish and Disseminate the POs among the students and faculty.

Check for the consistency of the POs with the PEOs of the Programme and Graduate

Attributes.

In general, Programme Outcomes

Describe student performance, not teacher/professor performance

Describe learning product, not process

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Are specific without simply stating the subject matter to be learned

Stick to one type of result for each outcome (e.g., do not say “Knows the scientific

method and applies it effectively”)

Start with an action verb that indicates observable and measurable behavior

The following questions would be helpful in establishing Programme Outcomes

o For each of the PEOs, what are the specific student behaviors, skills, or abilities

that would tell you this PEO is being achieved?

o Ideally and briefly, what would a skeptic need (evidence, behavior, etc.), in order

to see that your students are achieving the major goals you have set out for them?

o In your experience, what evidence tells you when students have met these goals –

how do you know when they are “getting” it?

Example: Sample POs of Electronics and Communication Engineering Programme

At the end of the Programme, a student will be able to

1. Apply knowledge of Mathematics, Science and Engineering to solve the complex

engineering problems in analog/digital electronic Systems

2. Identify and formulate a problem from the physical layer issues of communication system

3. Model and simulate communication systems to conduct experiments and analyze the

performance using modern tools.

4. Design signal processing algorithm, a component or a electronic subsystem to meet

desired needs within a realistic constraints such as economic, environment, social,

ethical, health and safety.

5. Test, measure and provide valid conclusions on the performance of signal processing

algorithm or component of wireless communication systems using the tools/equipment.

6. Work as a member of a project team to find successful design solutions to the problems

related to wireless communication systems

2.6 PROGRAM ME SPECIFIC CRITERIA

In addition to the General Criteria, each programme must satisfy a set of criteria specific

to it, known as Programme Specific Criteria which deal with the requirements for

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engineering practice particular to the related sub-discipline. The stipulations in the

Programme Specific Criteria chiefly concern curricular issues and qualifications &

competencies of faculty. The programme curriculum is to be provided in correlation with the

programme specific criteria. The NBA is intended to adopt the programme specific criteria

specified by appropriate American Professional societies such as ASME, ASCE, IEEE etc.

The institution shall provide evidence that the programme curriculum satisfies the

programme specific criteria, and industry specific criteria and industry

interactions/internship. Three examples are given for Programme Specific Criteria.

Example 1:

Program Criteria for Civil and Similarly Named Engineering Programs

Lead Society: American Society of Civil Engineers (ASCE)

These program criteria apply to engineering programs including "civil" and similar

modifiers in their titles.

1. Curriculum

The program must prepare graduates to apply knowledge of mathematics through

differential equations, calculus-based physics, chemistry, and at least one additional area

of basic science, consistent with the program educational objectives; apply knowledge of

four technical areas appropriate to civil engineering; conduct civil engineering

experiments and analyze and interpret the resulting data; design a system, component, or

process in more than one civil engineering context; explain basic concepts in

management, business, public policy, and leadership; and explain the importance of

professional licensure.

2. Faculty

The program must demonstrate that faculty teaching courses that are primarily design in

content are qualified to teach the subject matter by virtue of professional licensure, or by

education and design experience. The program must demonstrate that it is not critically

dependent on one individual.

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Example 2:

Program Criteria for Computer Science and Similarly Named Computing Programs

Lead Society: Institute of Electrical and Electronics Engineers (IEEE) Cooperating Society for Computer Engineering Programs: CSAB These program criteria apply to computing programs using computer science or similar terms in

their titles. The program must enable students to attain, by the time of graduation:

An ability to apply mathematical foundations, algorithmic principles, and computer

science theory in the modeling and design of computer-based systems in a way that

demonstrates comprehension of the tradeoffs involved in design choices.

An ability to apply design and development principles in the construction of software

systems of varying complexity.

Curriculum

Students must have the following amounts of course work or equivalent educational

experience:

a. Computer science: One and one-third years that must include:

1. Coverage of the fundamentals of algorithms, data structures, software design,

concepts of programming languages and computer organization and architecture.

2. An exposure to a variety of programming languages and systems]

3. Proficiency in at least one higher-level language.

4. Advanced course work that builds on the fundamental course work to provide depth.

b. One year of science and mathematics:

1. Mathematics: At least one half year that must include discrete mathematics. The

additional mathematics might consist of courses in areas such as calculus, linear

algebra, numerical methods, probability, statistics, number theory, geometry, or

symbolic logic.

2. Science: A science component that develops an understanding of the scientific

method and provides students with an opportunity to experience this mode of inquiry

in courses for science or engineering majors that provide some exposure to

laboratory work.

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Faculty: Some full time faculty members must have a Ph.D. in computer science.

Example 3: Program Criteria For Electrical, Computer, and Similarly Named Engineering Programs Lead Society: Institute of Electrical and Electronics Engineers Cooperating Society for Computer Engineering Programs: CSAB

These program criteria apply to engineering programs that include electrical, electronic,

computer, or similar modifiers in their titles.

Curriculum

The structure of the curriculum must provide both breadth and depth across the range of

engineering topics implied by the title of the program. The curriculum must include

probability and statistics, including applications appropriate to the program name;

mathematics through differential and integral calculus; sciences (defined as biological,

chemical, or physical science); and engineering topics (including computing science)

necessary to analyze and design complex electrical and electronic devices, software, and

systems containing hardware and software components.

The curriculum for programs containing the modifier “electrical” in the title must

include advanced mathematics, such as differential equations, linear algebra, complex

variables, and discrete mathematics. The curriculum for programs containing the

modifier “computer” in the title must include discrete mathematics.

2.7 COURSE OUTCOMES (COs)

Course Outcomes (COs) are clear statements of what a student should be able to demonstrate

upon completion of a course. They should be assessable and measurable knowledge, skills,

abilities or attitudes that students attain by the end of the course. It is generally a good idea

to identify between four and seven.

All courses in a particular programme would have their own course outcomes. These course

outcomes are designed based on the requirement of the programme outcomes (POs). Each

course outcomes are mapped to a relevant PO and they are mapped to the programme

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educational objectives (PEO). The teaching learning process and assessment methods are to

be designed in such a way to achieve the COs. It is important to ensure that the student is

able to acquire the knowledge or skill required.

2.7.1 Course Objectives Vs Course Outcomes

The following table summarizes the difference between course objectives and course outcomes.

Course Objectives Course Outcomes

Describe what a teacher needs to teach, and what

needs to be planned to teach.

Describe what students should demonstrate

upon the completion of a course.

At the end of the course, students will

understand the concept of modulation and

demodulation in communication system.

At the end of the course, students will be able

to choose a suitable modulation and

demodulation technique for a given

specification.

2.7.2 Characteristics of Course Outcomes

The course outcomes must state the major knowledge, skills, attitude or ability that

students will acquire.

Course outcomes should be expressed in terms of measurable and/or observable

behaviors

Course Outcomes should be agreed upon by the faculty in a program and should drive

program outcomes.

Course outcomes should begin with an action verb (e.g., write, install, solve, and apply).

It would be better to map the course outcomes to the learning domain in Blooms or other

Taxonomy.

Two examples are given for the course outcomes and how they are mapped with programme

outcomes.

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Example 1:

Course : Digital Communication Systems,

Programme : Electronics and Communication Engineering

This course aims at designing digital communication systems for a given channel and

performance specifications choosing from the available modulation and demodulation schemes.

Course Outcomes:

At the end of the course, a student will be able to

1. Determine the minimum number of bits per symbol required to represent the source and the

maximum rate at which reliable communication can take place over the channel.

2. Describe and determine the performance of different waveform coding techniques for the

generation of a digital representation of the signal.

3. Describe and determine the performance of different error control coding. schemes for the

reliable transmission of digital information over the channel.

4. Describe a mathematical model of digital communication system, to provide a frame work

for the bit error rate (BER) analysis.

5. Characterize the influence of channel, in terms of BER on different digital modulated signals

6. Determine the BER performance of different digital communication systems

7. Design digital communication systems as per given specifications

Correlation between Programme Outcomes and Course Outcomes:

Programme Outcomes (samples) Course Outcomes Apply knowledge of Mathematics, Science and Engineering to solve the complex engineering problems in analog/digital systems

1. Determine the minimum number of bits per symbol required to represent the source and the maximum rate at which reliable communication can take place over the channel.

2. Describe and determine the performance of different waveform coding techniques for the generation of a digital representation of the signal.

3. Describe and determine the performance of different error control coding. schemes for the reliable transmission of digital information over

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the channel. Identify and formulate a problem from the physical layer issues of communication system

4. Describe a mathematical model of digital communication system, to provide a frame work for the bit error rate (BER) analysis.

5. Characterize the influence of channel, in terms of BER on different digital modulated signals

Model and simulate communication systems to conduct experiments and analyze the performance using modern tools.

6. Determine the BER performance of different digital communication systems

Design signal processing algorithm, a component or a electronic subsystem to meet desired needs within a realistic constraints such as economic, environment, social, ethical, health and safety.

7. Design digital communication system as per given specifications

Example 2:

Course : Design and Analysis of Algorithms

Programme : Computer Science and Engineering

Course Outcomes:

At the end of the course, students will be able to:

1. Use mathematical induction to prove asymptotic bounds for time complexity.

2. Use asymptotic notation to formulate the time and space requirements of algorithms.

3. Prove the tight asymptotic lower bound for the running time of any comparison based

sorting algorithm.

4. Use the Master Theorem to analyze the asymptotic time complexity of divide and

conquer algorithms.

5. Use the theory of NP-completeness to determine whether a computational problem

can be solved efficiently.

6. Design, implement, and test an efficient algorithmic solution for a given

computational problem.

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Correlation between Programme Outcomes and Course Outcomes:

Programme Outcomes (samples) Course Outcomes Ability to apply knowledge of Computing and Mathematics appropriate to the discipline.

1. Use mathematical induction to prove asymptotic bounds for time complexity.

2. Use asymptotic notation to formulate the time and space requirements of algorithms.

3. Prove the tight asymptotic lower bound for the running time of any comparison based sorting algorithm.

Ability to analyze a problem, and identify and define the computing requirements appropriate to its solution.

4. Use the Master Theorem to analyze the asymptotic time complexity of divide and conquer algorithms.

5. Use the theory of NP-completeness to determine whether a computational problem can be solved efficiently.

Ability to design, implement, and evaluate a computer-based system, process, component or program to meet desired needs.

6. Design, implement, and test an efficient algorithmic solution for a given computational problem.

2.8 CURRICULUM DESIGN

The programme curriculum is to be designed such that the students should demonstrate

the essential knowledge, skills, and abilities needed for professional practice and higher

studies. The curriculum should align with the programme educational objectives through

its direct support from programme outcome. The programme curriculum should also

satisfy the programme specific criteria.

A curriculum design committee is to be formed. The processes may be followed by the

committee is as follows.

Inputs

o Program Educational Objectives

o Program Outcomes

o Program specific Criteria

Process

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o Identify the curricular components that cover depth and breadth for the

attainment of programme educational objectives. The curricular

components may include

Humanities and Social Sciences Basic Sciences Engineering sciences Discipline Core Discipline Electives Inter-disciplinary Electives Project Co-curricular and Extra-curricular Activities

o Determine the credits for the identified curricular components like

Basic Sciences, Humanities &Social Sciences, professional core,

electives, projects, co-curricular and extra curricular activities

o Identify the courses/tasks in each curricular component to attain

program outcome

o Define the course outcomes for each course and give the correlation

with the program outcomes.

o Schedule the courses semester-wise and prepare the pre-requisite flow

chart for the courses in the curriculum

o Obtain the approval of curriculum by competent authorities

The individual courses would have the following

o Department, Course Number and title of Course

o Identification of Course Designers

Mapping with Faculty Expertise

o Designation as a Core or Elective course

o Pre-requisites

o Contact Hours and type of course (Lecture, tutorial, seminar, project,

etc)

o Course Assessment Methods (Both Continuous and Semester-end

Assessment

o Course Outcomes

o Topics Covered

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o Text Books and/or Reference Material

CHAPTER 3

ASSESSMENT AND EVALUATION

3.1 INTRODUCTION

Assessment and evaluation play vital role in OBE. Effective assessment methods would

be helpful in improving the student learning. In particular to the learning process,

assessment is the systematic collection and analysis of information to improve student

learning.

In OBE, assessment is one or more processes, carried out by the institution, that identify,

collect, and prepare data to evaluate the achievement of programme educational

objectives, programme outcomes and course outcomes. Evaluation is one or more

processes, done by the evaluation team, for interpreting the data and evidence

accumulated through assessment practices. Evaluation determines the extent to which

programme educational objectives or programme outcomes are being achieved, and

results in decisions and actions to improve the programme.

3.2 ASSESSMENT TOOLS

Assessment tools are categorized into direct and indirect methods to assess the

programme educational objectives, programme outcomes and course outcomes.

Direct methods display the student’s knowledge and skills from their performance in the

continuous assessment tests, end-semester examinations, presentations, and classroom

assignments etc. These methods provide a sampling of what students know and/or can

do and provide strong evidence of student learning.

Indirect methods such as surveys and interviews ask the stakeholders to reflect on

student’s learning. They assess opinions or thoughts about the graduate’s knowledge or

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skills. Indirect measures can provide information about graduate’s perception of their

learning and how this learning is valued by different stakeholders.

The following table summarizes the various assessment tools (samples) Assessment Tool Direct/

Indirect

Description

Alumni survey Indirect Collection of a wide variety of information about program

satisfaction, how well students are prepared for their

careers, what types of jobs or graduate degrees majors have

gone on to obtain, and the skills that are needed to succeed

in the job market or in graduate study, 3 years after the

graduation.

Provide the information opportunity to collect data on which

areas of the program should be changed, altered, improved

or expanded.

Employer Survey Indirect Provide information about the curriculum, programs and

course outcomes, on-the-job field-specific information

about the application and value of the skills that the program

offers.

It helps to determine if their graduates have the necessary

job skills and if there are other skills that employers

particularly value that graduates are not acquiring in the

program.

Student Exit survey Indirect To evaluate the success of the programme in providing

students with opportunities to achieve the programme

outcomes.

Course Exit Survey Indirect To determine the quality of the course, the various

outcomes, that this course tries to satisfy, and the level of

achievement of these outcomes.

Project Evaluation Direct This is a demonstration of the abilities of a student

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throughout the programme

Course Evaluation Direct It gives information about what and how students are

learning within the classroom environment, using existing

information that faculty routinely collect (test / end-semester

exam performance, assignments etc.)

Methods of assessing student learning within the classroom

environment.

Guidelines for selecting assessment methods

The evidence you collect depends on the questions you want to answer. The sample

questions for the programme assessment are

Does the program meet or exceed certain standards?

How does the program compare to others?

Does the program do a good job at what it sets out to do?

How can the program experience be improved?

As many outcomes are difficult to assess using only one assessment tool, use multiple

methods to assess each learning outcome.

Include both direct and indirect measures.

Include qualitative as well as quantitative measures.

Choose assessment methods that allow you to assess the strengths and weaknesses of the

program.

3.3 Assessment of PEOs:

Define the performance Indicators and goals for the attainment of each PEO.

Example: A sample PEO of Electrical Engineering Programme of UCLA

PEO1: Graduates of the program will have successful technical or professional careers

Performance Indicators with Goals

o Level of technical or professional contribution according to employer

o Goal: 95% or more of graduates meet or exceed expectations

o Percentage of graduates working in technical or professional careers or enrolled in

graduate or professional school

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o Percentage who are working towards another degree since graduation


o Percentage who have published a conference or journal article since graduation


o Percentage who have filed for a patent since graduation


o Percentage who have had a patent granted since graduation


Choose a set of appropriate assessment tools to measure the performance indicators of

each PEO.

Identify the stakeholder from whom the data are to be collected

Identify the person responsible for collecting and analyzing data and the frequency of the

assessment

o The following table describes the assessment tool, frequency, identified

stakeholder and the person responsible for data collection & analysis (Sample)

Assessment Tool Frequency Stakeholder Who is Responsible?

Alumni Survey Every year Alumni (3 years after the graduation)

Alumni Interface Cell coordinator

Employer Survey Every year Employer Programme Coordinator

Example: Programme Educational Objectives (PEOs) for BE(CSE)

I. The graduates of the programme will progress for their careers in the software industry.

PEO Performance Metrics Expected Level of Attainment / Goal

Assessment Tool

PEO I Number of graduates who got placement in software industry.

80% Institutional Data

Number of graduates who are continuing in the software industry

90% Alumni Survey

Number of graduates who are carrying out the work in software industries with professional accomplishments

90 Employer Survey

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3.4. Assessment of Programme Outcomes:

The following table may be used to assess and evaluate the programme outcomes considering the

direct and indirect methods. Some Pos may be assessed either by direct or indirect assessment

methods. Direct method of assessment of PO is based on the achievements in the contributing

courses for that particular PO. Indirect method of assessment is based on the various surveys,

feedbacks and rubrics.

Based on the attainment level of each PO, programme outputs may be modified/redesigned or

strategic plans may be designed to improve the attainment level.

3.5 ASSESSMENT OF COURSE OUTCOMES:

Course Outcomes are the attributes that the students are expected to demonstrate after completing

the course. The assessment of COs is important to assess whether the student or learner has

attained what is expected out of them. The assessment results are used for continuous quality

improvement. The results of course outcomes attainment are used to evaluate the attainment of

Programme Outcomes (PO). It is also used to improve the teaching and learning experience in a

Direct Method Indirect Method

PO Contribu

-ting Courses

Course Outcom

es

Attainment of

Course Outcomes

Average Attainment level in

direct measure

Assessment Tool

Attainment Level

Average Attainment level in indirect Measure

Attainment Level

of PO

Achievement

(Goal: )

PO1

Course1

CO1

Alumni Survey

; Student

Exit Survey

Com Course

Exit Survey

Course 2

CO1 Rubrics relevant

to the PO

; Other

Methods

COn ; ; ;

Course N CO1 ;

; ; COp ;

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particular course. The evaluation of the attainment of course outcomes are carried out using

the data from continuous assessment tests, end semester examination, assignments,

laboratory examinations and project reports. This method is referred to as course embedded

measurement. The assessment method - course outcome mapping table may be created as

follows, to measure the course outcomes.

Assessment

Method

Course Outcomes

Course

Outcome I

Course

Outcome II

Course

Outcome III

Course

Outcome IV

Course

Outcome V

Course

Outcome VI

Continuous

Assessment

Tests

20 % 20% 40% 20% - -

Semester

Examination 10% 10% 20% 20% 20 % 20%

Assignments 30% 40% 40% - - -

Lab Exam - - - 20% 40% 40%

Project

Report - - - - 50% 50%

Example:

Course Name: Digital Logic Design

Programme: Computer Science and Engineering

Course Outcomes

CO1. Understand different Number systems, Codes, Logic Gates, Boolean laws &theorems. CO2. Simplify the Boolean functions to the minimum number of literals. CO3. Design & implement different types of combinational logic circuits using Logic gates. CO4. Design & implement different types of sequential logic circuits using Flip Flops. CO5. Design & implement different types of Counters, Registers, and Programmable Logic

Devices.

Programme Outcomes addressed in this course:

PO1. An ability to apply knowledge of mathematics, science and engineering appropriate to the discipline.

PO2. An ability to design, implement and evaluate a computer-based system, process, component, or program to meet desired needs.

PO3. An ability to apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices.

30

Course Outcomes – Programme Outcomes Mapping Table

Course Outcomes Programme Outcomes

PO1 PO2 PO3

CO1 Medium

CO2 Medium

CO3 High High

CO4 High High

CO5 High High

Sample Questions that may be used for assessing the attainment of course outcomes:

CO1: Understand different Number systems, Codes, Logic Gates, Boolean laws and

Theorems

Assessment Tool: Assignment

Implement NOR gate

with NAND gate.

List all postulates &

theorems of Boolean algebra.

Express the following

Boolean functions in Sum of minters &Product of max terms.

Assessment Tool: Laboratory Experiment:

Implementation of all

logic gates using NAND & NOR gates.

CO2: Simplify the Boolean functions to the minimum number of literals.

Assessment Tool: Tests

Simplify the following Boolean function using K-map

Simplify the following Boolean function using Tabulation method.

Write the equations for

Barrow & Difference of full subtractor.

CO3: Design & implement different types of combinational logic circuits using Logic gates.

Assessment Tool: Tests

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Design a combinational logic circuit for bcd to ex-3 code converter.


Implement 4-bit full adder with look ahead carry generator.

Differentiate bet. Decoder & encoder, Multiplexer & Demultiplexer.

32

Assessment Tool: Laboratory Experiment Implementation of

different combinational logic circuits. Design of BCD to 7-segment display.

CO4: Design & implement different types of sequential logic circuits using Flip Flops.


Convert SR flip flop into JK flip flop.

Assessment Tool: Test

Design a clocked

sequential circuit for the given state table/state diagram.

CO5: Design & implement different types of Counters, Registers, and Programmable Logic

Devices.

Assessment Tool: Test

Design 3-bit synchronous counter/ Mod-6 ripple counter.

Design 4-bit bi

directional shift register/4-bit universal register.

Assessment of Course Outcomes:

Course

Outcomes Tool

Contribution to Programme

Outcomes (in %)

Attainment Level of

Course Outcomes (in

%)

Achievement

(Goal: 70%) PO1 PO2 PO3

CO1

Assignment Q1 51 - -

69 No Assignment Q2 78 - -

Assignment Q3 57 - -

Lab Experiment 90 - -

CO2 Test Q1 95 - -

87 Yes Test Q2 90 - -

Test Q3 76 - -

CO3 Test Q1 - 86 86

74.75 Yes Assignment Q1 - 56 56

Assignment Q2 - 67 67

Lab Experiment - 90 90

CO4 Assignment - 67 67 77.50 Yes

Test - 88 88

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CO5 Test Q1 - 60 60 73.00 Yes

Test Q2 - 86 86

Recommendation: Conduct extra classes on the topics such as logic gates & Boolean algebra. Give more assignments on combinational circuits

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