OBE PPT 1.pptx outcomes based education edu

Outcomes Based Education
Outcomes based education (OBE) is a process that
involves the restructuring of curriculum, assessment and
reporting practices in education to reflect the achievement
of high order learning and mastery rather than the
accumulation of course credits” (Tucker, 2004).
(http://www.slideshare.net/jellai09/obe-approaches?from_action=save)

Why Outcome Based Accreditation
· Globalization has brought in a clear shift from education as
transmission of expert knowledge to education as building
learner competencies including learning to learn and life
long learning.
That means focus will have to be on
· Understanding fundamentals very well, and learning new
skills/competencies that would enable individuals to cope
with the demands of the rapidly changing workplace.
· Prepare global engineers who will have to solve problems
and shoulder challenges which are not even known today!!

Accreditation Criteria (OBE)
Vision, Mission and PEOs
Programme Outcomes
Student Performance
Programme Curriculum
Faculty Contributions
Facilities and Technical Support
Academic Support Units and
Teaching-learning Process
Governance, Institutional
Support and Financial
Resources
Continuous Improvement

(Learning &
Teaching)
(Curriculum)
(Education)
(Assessment)
Outcome Based Education
for
Outcome Based Accreditation

Administrative System for Implementation
of OBE
Course Coordinator
Module Coordinator
Programme Assessment Committee
Programme Coordinator
Department Advisory Board
Internal Quality Assurance Cell (IQAC)

Vision and Mission Statements
· Statements help in defining aspirations and to
remain focused
· Should be written in a simple language, easy
to communicate and should define objectives
which present near future of the Institute
· Vision statement is dream of where one wants
the Institute to be and inspires all the stake
holders
· Mission statements are actionable statements
that guide the stake holders to act

How to formulate Vision and Mission
Statements
· Bottoms up approach
· Involve all stakeholders
· Discussion, Brain storming
· Gap analysis or SWOT analysis
· Challenges before the institute
· What are the immediate and long term goals
· Evolve Vision and Mission statements based
on these discussions
· Strategic plan

Vision and Mission Statements
(as per NBA document)
Vision is a futuristic statement that the institution would like to
achieve over a long period of time, and Mission is the means by
which it proposes to move toward the stated Vision
Example..
Vision:
To emerge as one of the nation’s finest Institutions in the field of
Technical Education and Research through focused, effective and
sustained monitoring of its programmes and resources.
Mission:
To develop high quality professionals ingrained in ethics, wisdom
and creativity for the betterment of the society.

Corrected Vision and Mission Statements
Vision:.
To emerge as one of the nation’s finest Institutions of
higher learning in the field of Technical Education to
develop professionals who are technically competent,
ethical, environment friendly for betterment of society.
Mission:
Accomplish stimulating learning environment for
students through quality teaching, research and outreach
activity by providing state of the art facilities, industry
exposure and guidance of dedicated faculty

Department Vision and Mission Statements
(Sample)
Vision:
To be an excellent centre for imparting quality higher education
in Civil Engineering for a constantly changing societal needs with
credibility, integrity and ethical standards.
Mission:
Accomplish excellence in curricular, co-curricular activities with
a committed faculty through teaching and research which creates
technically competent and dedicated civil engineers to serve their
surroundings with pride.

Program Educational Objective-PEO
· The educational objectives of an engineering degree
program are the statements that describe the expected
achievements of graduates in their career, and also in
particular, what the graduates are expected to perform
and achieve during the first few years after
graduation.
· The PEOs, may be guided by global and local needs,
vision of the Institution, long term goals etc.
· For defining the PEOs the faculty members of the
program must continuously work with all
Stakeholders: Local Employers, Industry, Students and
the Alumni

PEOs (Samples)
PEO1:
Graduate will compete on a global platform to pursue their
professional career in Electrical Engineering and allied
disciplines.
PEO2:
Graduates will pursue higher education and/or engage in
continuous up gradation of their professional skills.
PEO3:
Graduate will communicate effectively and will demonstrate
professional behaviour while working in diverse team.
PEO4:
Graduates will demonstrate concern for society and environment.

(Samples 2 - Civil Engineering)
PEO1:
Practice civil engineering in construction industry, public sector
undertaking and as an entrepreneur for successful professional
career.
PEO2:
Pursue higher education for professional development
PEO3:
Exhibit leadership qualities with demonstrable attributes in
lifelong learning to contribute to the societal needs.

Processes for PEOs
· Feedback format for collecting data from
stakeholders
· A process by which PEOs are created and
reviewed periodically
· A process to evaluate to what extent PEOs are
attained
· Review, Mid correction, and Continuous
Quality Improvement

Program Outcomes
· POs are statements about the knowledge,
skills and attitudes (attributes) the
graduate of a formal engineering program
should have.
· Profile of the Graduates reached through
POs - Target
· POs are defined by Accreditation
Agencies of the country (NBA in India)
· Defining these is the Starting Point

Program Outcomes (POs)
1. Engineering Knowledge: Apply the knowledge of mathematics,
science, engineering fundamentals, and an engineering specialization
to the solution of complex engineering problems.
2. Problem Analysis: Identify, formulate, review research literature,
and analyze complex engineering problems reaching substantiated
conclusions using first principles of mathematics, natural sciences,
and engineering sciences.
3. Design/Development of Solutions: Design solutions for complex
engineering problems and design system components or processes
that meet the specified needs with appropriate consideration for the
public health and safety, and the cultural, societal, and environmental
considerations
4. Conduct Investigations of Complex Problems: Use research-based
knowledge and research methods including design of experiments,
analysis and interpretation of data, and synthesis of the information
to provide valid conclusions.

Conti…
5. Modern Tool Usage: Create, select, and apply appropriate
techniques, resources, and modern engineering and IT tools
including prediction and modeling to complex engineering activities
with an understanding of the limitations.
6. The Engineer and Society: Apply reasoning informed by the
contextual knowledge to assess societal, health, safety, legal and
cultural issues and the consequent responsibilities relevant to the
professional engineering practice.
7. Environment and Sustainability: Understand the impact of the
professional engineering solutions in societal and environmental
contexts, and demonstrate the knowledge of, and need for sustainable
development.
8. Ethics: Apply ethical principles and commit to professional ethics
and responsibilities and norms of the engineering practice.

Conti…
9. Individual and Team Work: Function effectively as an individual,
and as a member or leader in diverse teams, and in multidisciplinary
settings.
10. Communication: Communicate effectively on complex
engineering activities with the engineering community and with
society at large, such as, being able to comprehend and write
effective reports and design documentation, make effective
presentations, and give and receive clear instructions.
11. Project Management and Finance: Demonstrate knowledge and
understanding of the engineering and management principles and
apply these to one’s own work, as a member and leader in a team, to
manage projects and in multidisciplinary environments.
12. Life-long Learning: Recognize the need for, and have the
preparation and ability to engage in independent and lifelong
learning in the broadest context of technological change.

PROGRAM SPECIFIC OUTCOMES (PSO)
• These outcomes are specific to a program in
addition to NBA defined POs, namely, Civil,
Mechanical, Chemical, Computer science etc.,(2-4)
Example: Civil Engineering can have PSOs as:
• PSO1: Able to analyse and design building structural
systems.
• PSO2: Able to provide design solutions to water supply
and sewage systems.
• PSO3: Able to identify and analyse transportation
engineering problems and provide solutions for the
benefit of society.

Why the NBA's POs are
What they are?
Source: NBA learning resources

Washington Accord
Attributes
NBA Program
Outcomes.
!.Engineering knowledge, Apply knowledge
of mathematics, science, engineering
fundamentals and an engineering specialization
to the solution of complex engineering
problems.
!.Engineering knowledge, Apply the
knowledge of mathematics, science,
engineering fundamentals, and engg.
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
2. Problem Analysis, Identify, formulate,
research literature, and analyze engineering
problems to arrive at substantiated conclusions
using first principles of mathematics, natural,
and engineering sciences.
WA - Graduate Attributes and
NBA- Program Outcomes

PO 1-5
• POl. Engineering knowledge: Apply the knowledge of mathematics, science, engineering
fundamentals, and engineering. specialization to the solution of complex engineering problems.
• PO2. Problem analysis: Identify, formulate, review research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of mathematics,
natural sciences, and engineering sciences.
• PO 3 Design/development of solutions: Design solutions for complex engineering problems and
design system components, processes to meet the specifications with consideration for the
public health and safety, and the cultural, societal, and environmental considerations.
• 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.
• 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.

Why place these POs in one Basket?
• The Statements show that one part
{That of (complex) Engineering
Problem CEP} is common to all.
• Though, individually each PO deals
with a different aspect of CEP.
Recognizing this commonality
makes the discussion easier.

Complex Engineering Problem-CEP
•
•
1. Problems not the kind generally encountered at
the ends of text book chapters. (These often test if
the contents of the chapter have been understood)
2. These are problems that have not been
completely framed and leave at least a few*
choices for the student to make.
3. Problems may require use of laws of physics,
or bring in some mathematical tools in which the
problem can be framed.

Course Outcomes (COs)
· “Statements of observable student actions that
serve as evidence of the Knowledge, Skills and
Attitudes acquired in a course”.
· Each course is designed to meet (about 6)
Course Outcomes
· The Course Outcomes are stated in such a way
that they can be actually measured.
· POs are attained through program specific Core
Courses

Course Outcomes
Engineering Physics (Not a Good Example)
CO1: Understand the knowledge of basic quantum mechanics, to set up one-
dimensional Schrodinger’s wave equations and its application to few
physical problems.
CO2: Understand the fundamental aspects of crystallography, able to recognize
various planes in a crystal and have knowledge of structure
determination using x-rays.
CO3: Understand the role of free electrons in determining the properties of
metals, the concept of Fermi energy, and the domain formation in
ferromagnetic materials.
CO4: Understand the basic laser physics, working of lasers, holography and
principle of propagation of light in optical fibers.
CO5: Understand the theory of free, damped and forced vibrations of a particle
and also the concept of resonance and its applications in ESR & NMR.
What level of BLOOM,s Taxonomy you want your students to achieve?

OBE PPT 1.pptx outcomes based education edu

Comparison
Bloom’s
Levels
Program
Outcomes
Remember
(K1)
Understand
(K2)
Apply (K3)
Apply
Knowledge
Engineering Knowledge: Apply the knowledge of mathematics,
science, engineering fundamentals, and an engineering
specialization to the solution of complex engineering problems
Analyze (K4)
Problem
Analysis
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
Evaluate
(K5)
Design/
Development of
Solutions
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.

Structure of Course Outcomes:
Course Outcome statement may be broken down into two
main components:
• An action word that identifies the performance to be
demonstrated;
• Learning statement that specifies what learning will be
demonstrated in the performance;
Examples of good action words to include in course outcome
statements:
• Compile, identify, create, plan, revise, analyze, design, select,
utilize, apply, demonstrate, prepare, use, compute, discuss,
predict, assess, compare, rate, critique, outline, or evaluate

Course Title: Strength of Materials
Course Outcomes: Example
At the end of the course, student is able to:
1. Apply laws of physics (eg..Hook’s law, etc.,) to compute different
types of response (stress and deformation) in the given materials.
(PO 1)
2. Analyse structural elements for different force systems to
compute design parameters (BM and SF) (PO2)
3. Design compression elements using engineering principles to
resist any given loads. (PO3)
4. Conduct experiments to validate physical behaviour of
materials/components.(PO4)
5. Prepare laboratory reports on interpretation of experimental
results (P10)
•
Action Verb
Learning Statement

It is one or more processes that identify, collect, and prepare data to
evaluate the achievement of Course Outcomes and Program Outcomes
PO/Course
Assessment Tool
Types
PO/
Course Assessment
Tool
1 2 3 4 5 6 7 8 9 10 11 12
Direct Tools
Tests
√ √ √ √
Assignments
√ √ √
√
√ √ √
√
Lab/Seminars/
Industrial Training/
Projects (Rubrics)
√ √ √ √ √ √ √ √ √ √ √
Indirect Tools
Course End Survey
√ √ √ √ √ √ √ √ √ √ √ √
Exit Survey
√ √ √ √ √ √ √ √ √ √ √ √
Faculty Survey
√ √ √ √ √ √ √ √ √ √ √ √
Alumni Survey
√ √ √
Programme Statistics √ √ √ √ √ √
Assessment:

CO-PO Relationship
· Each CO can be identified to address a subset
of POs
· Based on the number of COs and the sessions
dedicated to them it is possible to identify the
strength of mapping (1, 2 or 3) to POs
· Based on these strengths of selected POs a CO
matrix can be established.

CO-PO Relationship
COURSE COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Analysis of structures II
CO1 3 3 - - - - - - - - - -
CO2 3 3 - - - - - - - - - -
Environmental Engineering I
CO1 3 2 - 3 - 3 3 - - - - -
CO2 3 3 - - - 3 3 - - 3 - -
CO3 - - 3 - - - 3 3 - 3 - -
Geotechnical Engineering II
CO1 3 3 - - - - - - - - - -
CO2 3 3 - - - - - - - - - -
CO3 3 3 - - - - - - - - - -
CO4 3 3 2 - - 3 - - - - - -
Concrete Technology
CO1 3 - - - - - - - - - - -
CO2 - 3 3 - - - - - - - - -
CO3 - 3 3 - - - - - - - - -
CO4 - - - - - - - 3 3 - - -
Hydrology and water
resources
CO1 3 3 - - - - - - - - - -
CO2 3 3 - - - - - - - - - -
CO3 3 3 3 - - - - 3 - - - -
Quantity Surveying and
Costing
CO1 3 3 - 1 - - - - - - - -
CO2 3 3 - - 2 2 - - - - - -
CO3 3 3 - - - - - - - - - -
CO4 2 3 2 - - 3 - - - - - -
Alternate Building Material
& Technology
CO1 3 - - - - - 3 - - - 1
CO2 3 - - - 3 - - - 3
CO3 - - - - 3 - - - 2
CO4 3 - 2 - 2 3 - - - -
Major Project Phase II
CO1 - - - - - - 3 - 3 - - -
CO2 3 3 3 3 - - - 3 3 - - 3
CO3 - - - - 3 - - - 3 - - -
CO4 - - - - - - - - 3 3 2 -

Alignment of Assessment to COs and
hence to POs…Example.

Course:- Concrete Technology Example-1
Topic: Mix Proportioning
Mix proportioning is a process of arriving at
suitable proportions of concrete ingredients
based on their characteristics to achieve
desired strength and durability characteristics
of concrete. Here, students will have the
freedom of selecting different types of
cements, aggregates, admixtures to arrive at a
given grade of concrete say M40.

Contd.,
• To introduce complexity, students can
be asked to provide solutions for the
same M40 grade concrete but to be
used in different field conditions such
as Hot weather concreting, Underwater
concreting, Mass concreting, High
early strength requirement in say 3
days.

PO1: Engineering Knowledge: Apply the knowledge of mathematics,
science, engineering fundamentals, and an engineering
specialization to the solution of complex engineering problems
Example Situation 1:
CO3: Able to understand mix proportioning techniques for
field applications.
Assessment for CO3: (Question in Tests)
Briefly explain the various methods of mix
proportioning techniques.
• Does this CO reflects the intended
measurement from PO1?
• Does the assessment correlates well
with the CO?
Mapping: CO3- PO1.

• In this case, CO does not reflect the intention
of measuring application of either science,
maths or engineering principles. It can
measure only remembrance in this topic.
• Further, the assessment, does not test the
requirement of application of engineering
principles used in mix proportioning as per
PO1. Hence, the correlation between CO-PO
is weak.

PO2:Problem Analysis: Identify, formulate, review research literature, and analyze complex engineering problems
reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.
CO3: Able to apply mix proportion principles to design a concrete mix for
field applications.
Assessment for CO3: (Question in Tests)
Proportion a concrete mix for M40 grade concrete by IS method. Given data:
maximum nominal size of aggregate: 20mm; minimum cement content:
340kg/cum; maximum w/c ratio: 0.45; workability: 75mm slump; exposure:
very severe; concreting type: pumping mode; quality at site: good; aggregate
type: sub-angular; sp. gr of cement – 3.15, aggregate – 2.68, flyash – 2.08, SP
1.08, Design using IS 10026 – 2009.
• Is CO reflects the intended
measurement from PO2?
• Does the assessment correlates well
with the CO?
Mapping: CO3 - PO2

• In this case, the assessment does not test the
students ability to identify, formulate and do
some research for arriving at a suitable concrete
mix for a given situation since many variables of
the design have already been identified in the
problem and hence the strength of mapping of
CO3 for PO2 in the above example can not be
considered good. At best it can map well for
PO1 as it involves application of engineering
fundamentals.

PO3: Design/Development of Solutions: Design solutions for complex
engineering problems and design system components or processes that meet
the specified needs with appropriate consideration for the public health and
safety, and the cultural, societal, and environmental considerations.
CO3: Able to analyse characteristics of mix constituents and
design a concrete mix for field applications.
Assessment:/ASIGNMENT/ ABC Construction Company is
entrusted with manufacturing of precast elements for elevated
express way. The precast elements are required to attain 40 MPa in
7 days. Design a mix for least cost. The mix should comply with the
requirements of IS 10262 and IS 456.
• Is CO reflects the intended measurement
from PO2, PO3 ?
• Does the assessment correlates well with
the CO?
Remarks:
CO3 –PO2, PO3

Contd…
In this case, students are expected to identify and
formulate various design parameters such as type of
cement which can be used for early strength gain, water
content (W/C), workability required to manufacture such
precast elements. They are also required to look for
specifications as per the codal provisions and then apply
engineering principles to arrive at mix proportions for a
least cost.
The assessment correlates well with the CO and hence
maps strongly for PO2 and PO3.

COs (Summary)
• Able to understand mix proportioning techniques for field applications.
• Able to apply mix proportion principles to design a concrete mix for
field applications.
• Able to analyse characteristics of mix constituents and design a
concrete mix for field applications.
(Choice of writing an appropriate CO and choosing the
right assessment to map corresponding PO remains with
the course instructor)

Example of CO-attainment for a course
Grading Scale
50% SCORE : < 50% 1
50% - < 70% 2
70% > =70% 3
75%
Percent of Students should score > 70% of marks for
Attainment
CO CO Decription T1 T2 A1 A2 LAB
CO1
Identify constituent of concrete
material characteristics and different
types of concrete for their appropriate
use in construction. [K 2](PO1)
Q1.a, b,
Q2 a,b
- - - -
CO2
Compare behaviour of concrete
properties with known
materials for design
applications(PO2, PO3)
A1 - - -
CO3
Analyse characteristics of mix
constituents and design a
concrete mix for field
applications.
{ PO2, PO3)
Q1, Q2
-
A2
-
-
CO4
Prepare a comprehensive report
on new knowledge in any one of
the topic related to concrete
technology [K5] (PO8, PO9)
- - lab-
Course Name :Concrete Technology
Course Code :CV 41
Session of
Course
Batch-2013, Sep-Dec'2013
L : T : P -
Semester : I
Credits : 4
Batch : 2013
Faculty :R V Ranganath

Program Outcomes PO1
Max Marks 10 10 10 10 40
PERCENT,
%
SCORES
OR
GRADING
BASED
ON
SCALE
OF
3
Target
>
=70%
5 5
PERCENT,
%
SCORES
OR
GRADING
BASED
ON
SCALE
OF
3
Target
>
=70%
Course Outcomes CO1
TOTAL
OBTAINED
TOTAL
MARKS
ATTEMPTED
CO2
TOTAL
OBTAINED
TOTAL
MARKS
ATTEMPTED
USN Name T1-Q1.a T1-Q1.b T1-Q2.a T1-Q2.b Assignment-
1
1BM13CCT01 ANUSHA S. B.
8 7 8
23 30 77% 3 Y 3 3 5 60.00% 2
1BM13CCT02 BHAVISH DAS (discontinued after I sem)
5 6 12 8
31 40 78% 3 Y 4 4 5 80.00% 3 Y
1BM13CCT03 DEEPA M NAIK
8 7
15 20 75% 3 Y 5 5 5
100.00
%
3 Y
1BM13CCT04 GOLLAPALLI NIRANJAN REDDY
9 7
16 20 80% 3 Y 4 4 5 80.00% 3 Y
1BM13CCT05 JHANSI RAMA PRIYA
9 9
18 20 90% 3 Y 4 4 5 80.00% 3 Y
1BM13CCT06 NIRANJANA N
7 6 9 3
25 40 63% 2 4 4 5 80.00% 3 Y
1BM13CCT07 PAVAN J.
9 9
18 20 90% 3 Y 4 4 5 80.00% 3 Y
1BM13CCT08 PRAMOD B. V.
10 9
19 20 95% 3 Y 3 3 5 60.00% 2
1BM13CCT09 PRAVEEN GONGACHI
4 7
11 20 55% 2 4 4 5 80.00% 3 Y
1BM13CCT10 RAJESH A.
9 7
16 20 80% 3 Y 4 4 5 80.00% 3 Y
1BM13CCT11 SALMAN PASHA
7 7 6
20 30 67% 2 4 4 5 80.00% 3 Y
1BM13CCT12 SHARATH R.
7 7 8 8
30 40 75% 3 Y 3 3 5 60.00% 2
1BM13CCT13 SHRINATH
9 8
17 20 85% 3 Y 4 4 5 80.00% 3 Y
1BM13CCT14 SOWMYA H. V.
9 7
16 20 80% 3 Y 4 4 5 80.00% 3 Y
1BM13CCT15 SUNIL KUMAR B. M.
2 7 7
16 30 53% 2 3 3 5 60.00% 2
1BM13CCT16 VIKAS PRABHAKAR ATTIGERI
9 8
17 20 85% 3 Y 4 4 5 80.00% 3 Y
1BM13CCT17 VIKRAM C GATEGAR
7 8
15 20 75% 3 Y 4 4 5 80.00% 3 Y
1BM13CCT18 VILASKUMAR S. LONIMATH
8 8
16 20 80% 3 Y 5 5 5
100.00
%
3 Y
SUM 50 14 SUM 50 14
AVG GRADING 2.78 AVG GRADING 2.78

10 10 10 10 40
PERCENT,
%
SCORES
OR
GRADING
BASED
ON
SCALE
OF
3
Target
>
=70%
CO3
TOTAL
OBTAINED
TOTAL
MARKS
ATTEMPTED
T1-Q3.a T1-Q3.b T2-Q2.a T2-Q2.b
8 7 15 20 75.00% 3 Y
5 12 17 20 85.00% 3 Y
6 8 8 5 27 40 67.50% 2
9 9 10 90.00% 3 Y
9 9 18 20 90.00% 3 Y
- - - - 0 40 0.00% 1
- - - - 0 40 0.00% 1
8 8 16 20 80.00% 3 Y
8 8 16 20 80.00% 3 Y
6 8 14 20 70.00% 3 Y
7 7 14 20 70.00% 3 Y
- - - - 0 40 0.00% 1
8 9 8 7 32 40 80.00% 3 Y
9 9 18 20 90.00% 3 Y
5 6 11 20 55.00% 2
9 8 8 8 33 40 82.50% 3 Y

COURSE
OUTCOMES
GRADING AVG ON
SCALE OF 3
DISTRIBUTION %
3 2 1
CO1 2.78 14 / 18 = 77.77% 4 / 18 = 22.22% 0 / 18 = 0%
CO2 2.78 14 / 18 = 77.77% 4 / 18 = 22.22% 0 / 18 = 0%
CO3 2.56 13 / 18 = 72.22% 2 / 18 = 11.11% 3 / 18 = 16.66%
CO4 2.56 10 / 18 = 55.55% 8 / 18 = 44.44% 0 / 18 = 0%
TARGET is > = More than 75% of Students Must Achieve 70% Marks.
PO AND CO
SCALE
3 Strongly Related
2 Moderate
1 Low
NUMBER OF
STUDENTS
SCORING > =70%
COURSE
OUTCOMES
% OF STUDENTS
ACHIEVED CO
CO RESULT
CO1 77.78% Y
CO2 77.78% Y
CO3 72.22% N
CO4 55.56% N

COURSE OUTCOMES GRADING AVG ON
SCALE OF 3
DISTRIBUTION %
3 2 1
CO1 2.78 77.78% 22.22% 0.00%
CO2 2.78 77.78% 22.22% 0.00%
CO3 2.56 72.22% 11.11% 16.67%
CO4 2.56 55.56% 44.44% 0.00%
CO1 CO2 CO3 CO4
2.40
2.45
2.50
2.55
2.60
2.65
2.70
2.75
2.80
GRADING AVG ON SCALE OF 3
GRADING AVG ON SCALE OF
3
COURSE OUTCOME
AVERAGE
GRADING

CO Attainment
· The assessments should be in alignment with
the COs
· Question paper should be so set to assess all
COs
· The average marks obtained in assessments
against items for each CO will indicate the CO
attainment.
· Instructors can set targets for each CO of
his/her course.
· Attainment gaps can therefore be identified.
· Instructor can plan to reduce the attainment
gaps or enhance attainment targets.

Attainment of Pos:
Course Name COs
CO
Attainment,
%
CO
Result
PO1 PO2 PO3
PO
4
PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Analysis of Structures-II
CO1 86.00% YES 86% 86% - - - - - - - - - -
CO2 78.00% YES 78% 78% - - - - - - - - - -
Environmental Engineering-I
CO1 85.96%
YES 86% 57% - 86% - 86% 86% - - - - -
CO2 77.19%
YES 77% 77% - - - 77% 77% - - 77% - -
CO3 91.23% YES - - 91% - - - 91% 91% - 91% - -
Geotechnical Engineering-II
CO1 70.00% NO - - - - - - - - - - - -
CO2 74.00% NO - - - - - - - - - - - -
CO3 100.00%
YES 100% 100% - - - - - - - - - -
CO4 75.00% YES 75% 75% 50% - - 75% - - - - - -
Concrete Technology
CO1
77.78% YES
77.78
%
- - - - - - - - - - -
CO2
77.78% YES -
77.78
%
77.78
%
- - - - - - - - -
CO3
72.22% NO - - - - - - - - - - -
CO4
55.56% NO - - - - - - - - - - - -
Hydrology & Water Resources
CO1 83.00%
YES 83% 83% - - - - - - - - - -
CO2 78.00% YES 78% 78% - - - - - - - - - -
CO3 68.00% NO - - - - - - - - - - - -

Contd…
Course Name COs
CO
Attainment,
%
CO
Result
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9
PO1
0
PO11
PO1
2
Quantity
Surveying
and Costing
CO1 95.00% YES 95% 95% - 32% - - - - - - - -
CO2 35.00% NO - - - - - - - - - - - -
CO3 89.00% YES 89% 89% - - - - - - - - - -
CO4 24.00% NO - - - - - - - - - - - -
Alternate
Building
Materials &
Technology
CO1 75.00% YES 75% - - - - 75% - - - 25%
CO2 75.00% YES 75% - - - - 75% - - - 75%
CO3 75.00% YES - - - - 75% - - - 50%
CO4
75.00% YES 75% - 50% - 50% 75% - - - -
Major Project
Phase - II
CO1 100.00% YES - - - - - -
100
%
- 100% - - -
CO2 100.00% YES 100% 100% 100% 100% - - - 100% 100% - -
100
%
CO3 100.00% YES - - - - 100% - - - 100% - - -
CO4 100.00%
YES - - - - - - - - 100%
100
%
67% -
PO
Attain
ment
80% 78% 72% 84% 72% 83%
71
%
69% 98% 84% 67% 82%

Example Weightages for PO Attainment
PO
No
.
Method of Assessment
Dire
ct
Asse
ssme
nt
(CIE
)
Direct
Assess
ment
(SEE)
Stude
nt
Exit
Surve
y
Cours
e End
Surve
y
Facu
lty
Surv
ey
PO
Attain
ment,
%
Weightage
PO Description
50% 30% 10% 5% 5%
PO
1
Apply the knowledge of
mathematics, science,
engineering fundamentals, and
an engineering specialization to
the solution of complex
engineering problems.
38% 22% 7% 4% 4% 76%
PO
2
Identify, formulate, research
literature, and analyz e complex
engineering problems reaching
substantiated conclusions using
first principles of mathematics,
natural sciences, and
engineering sciences.
37% 22% 7% 4% 4% 75%
PO
3
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.
32% 23% 7% 3% 3% 68%
PO
4
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.
39% 23% 7% 4% 3% 77%

PO Attainment
 All POs can be adequately addressed through the
selection of core courses and their COs
 Attainable targets can be selected for each of the CO.
 If assessment is in alignment with COs the performance
of the students indicates the CO attainment.
 These measurements provide the basis for continuous
improvement in the quality of learning.

Continuous Improvement
 Closing the loop at course level,
programme level and Institute level
ensures quality assurance for stake
holders.
 All attainment analysis is made to
provide continuous improvement
through either in course delivery,
Assessment and curriculum (Essence
of OBE)

OBE PPT 1.pptx outcomes based education edu

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