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

Training Text Material

[for Phase-I & Phase-II Workshops]

TABLE OF CONTENTS
1 Accreditation 1.1 Introduction 1.2 Importance and Significances of Accreditation 1.3 Types of Accreditation 1.3.1 Institutional Accreditation 1.3.2 Programme Accreditation 1.4 Accreditation Models 1.4.1 Minimal Model 1.4.2 Input Output Model 1.4.3 Outcome Model Key Components of Outcome Based Education 2.1 Vision and Mission of the Institution 2.1.1 A guideline for Creating Vision and Mission 2.2 Vision and Mission of the Department 2.3 Programme Educational Objectives 2.4 Graduate Attributes 2.5 Programme Outcomes 2.6 Programme Specific Criteria 2.7 Course Outcomes 2.8 Curriculum Design Assessment and Evaluation 3.1 Introduction 3.2 Assessment Tools 3.3 Assessment of Programme Educational Objectives 3.4 Assessment of Programme Outcomes 3.5 Assessment of Course Outcomes :2 :2 :2 :3 :3 :3 :4 :4 :4 :4 :5 :5 :5 :7 :8 : 10 : 11 : 13 : 16 : 20 : 22 : 22 : 22 : 24 : 26 : 26

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 institutions 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:
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Recruitment of well-qualified, competent and role ready graduates Improved Industry institute interaction

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 a n d 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

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 peoples 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:

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.

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.

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/

The committee would

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

2.4 GRADUATE ATTRIBUTES Graduates Attributes (GAs) form a set of individually assessable outcomes that are the components indicative of the graduates 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 ones 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 needs to be planned to teach. Course Outcomes upon the completion of a course. choose a suitable technique modulation for a and given

Describe what a teacher needs to teach, and what Describe what students should demonstrate At the end of the course, students will At the end of the course, students will be able understand the concept of modulation and to demodulation in communication system. demodulation 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 Programme : Digital Communication Systems, : 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. Describe and determine the performance of different waveform coding techniques for the generation of a digital representation of the signal. Describe and determine the performance of different error control coding. schemes for the reliable transmission of digital information over the channel. Describe a mathematical model of digital communication system, to provide a frame work for the bit error rate (BER) analysis. Characterize the influence of channel, in terms of BER on different digital modulated signals Determine the BER performance of different digital communication systems

2.

3.

4.

5. 6.

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 1. Determine the minimum number of bits per and Engineering to solve the complex symbol required to represent the source and the engineering problems in analog/digital maximum rate at which reliable communication systems 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 4. Describe a mathematical model of digital physical layer issues of communication communication system, to provide a frame work system 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 6. Determine the BER performance of different systems to conduct experiments and digital communication systems analyze the performance using modern tools. Design signal processing algorithm, a 7. Design digital communication system as per given specifications component or a electronic subsystem to meet desired needs within a realistic constraints such as economic, environment, social, ethical, health and safety. Example 2: Course Programme : Design and Analysis of Algorithms : 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 1. Use mathematical induction to prove asymptotic Computing and Mathematics bounds for time complexity. appropriate to the discipline. 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 4. Use the Master Theorem to analyze the asymptotic time complexity of divide and conquer algorithms. identify and define the computing requirements appropriate to its 5. Use the theory of NP-completeness to determine whether a computational problem can be solved solution. efficiently. Ability to design, implement, and 6. Design, implement, and test an efficient evaluate a computer-based system, algorithmic solution for a given computational process, component or program to meet problem. desired needs. 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 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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in each curricular component to attain

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 students 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 students learning. They assess opinions or thoughts about the graduates knowledge or

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skills. Indirect measures can provide information about graduates perception of their learning and how this learning is valued by different stakeholders. The following table summarizes the various assessment tools (samples) Assessment Tool Alumni survey Direct/ Indirect 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 Description

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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 Goal: 95% or more of graduates meet or exceed expectations o Percentage who are working towards another degree since graduation o Goal: 30% or more of graduates meet or exceed expectations o Percentage who have published a conference or journal article since graduation o Goal: 10% or more of graduates meet or exceed expectations o Percentage who have filed for a patent since graduation o Goal: 5% or more of graduates meet or exceed expectations o Percentage who have had a patent granted since graduation o Goal: 3% or more of graduates meet or exceed expectations 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 Alumni Survey Employer Survey Frequency Every year Every year Stakeholder Alumni (3 years after the graduation) Employer Who is Responsible? Alumni Interface Cell coordinator Programme Coordinator

Example: Programme Educational Objectives (PEOs) for BE(CSE) I. PEO PEO I The graduates of the programme will progress for their careers in the software industry. Performance Metrics Expected Level of Attainment / Goal Number of graduates who got placement in 80% software industry. Number of graduates who are continuing in 90% the software industry Number of graduates who are carrying out 90 the work in software industries with professional accomplishments Assessment Tool Institutional Data Alumni Survey 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
Direct Method PO Contribu -ting Courses Course Outcom es CO1 Course1 ; Com PO1 Course 2 ; COn ; Course N CO1 ; COp CO1 Attainme nt of Course Outcomes Average Attainme nt level in direct measure Assessme nt Tool Alumni Survey Student Exit Survey Course Exit Survey Rubrics relevant to the PO Other Methods ; ; ; ; ; Indirect Method Attainme nt Level Average Attainme nt level in indirect Measure Attainme nt Level of PO Achieveme nt (Goal: )

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
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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 Continuous Assessment Tests Semester Examination Assignments Lab Exam Project Report 10% 30% 10% 40% 20% 40% 20% 20% 20 % 40% 50% 20% 40% 50% 20 % 20% 40% 20% Course Outcomes Course Outcome I Course Outcome II Course Outcome III Course Outcome IV Course Outcome V Course Outcome VI

Example: Course Name: Digital Logic Design Programme: Computer Science and Engineering Course Outcomes CO1. CO2. CO3. CO4. CO5. Understand different Number systems, Codes, Logic Gates, Boolean laws &theorems. Simplify the Boolean functions to the minimum number of literals. Design & implement different types of combinational logic circuits using Logic gates. Design & implement different types of sequential logic circuits using Flip Flops. 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.
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Course Outcomes Programme Outcomes Mapping Table Course Outcomes CO1 CO2 CO3 CO4 CO5 Programme Outcomes PO1 Medium Medium High High High High High High PO2 PO3

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 with NAND gate. theorems of Boolean algebra. Assessment Tool: Laboratory Experiment: logic gates using NAND & NOR gates. CO2: Simplify the Boolean functions to the minimum number of literals. Assessment Tool: Tests Barrow & Difference of full subtractor. CO3: Design & implement different types of combinational logic circuits using Logic gates. Assessment Tool: Tests
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Implement NOR gate List all postulates & Express the following Boolean functions in Sum of minters &Product of max terms. Implementation of all

Simplify the following Boolean function using K-map Simplify the following Boolean function using Tabulation method. Write the equations for

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.

Assessment Tool: Assignment

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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. Assessment Tool: Assignment sequential circuit for the given state table/state diagram. CO5: Design & implement different types of Counters, Registers, and Programmable Logic Devices. Assessment Tool: Test directional shift register/4-bit universal register. Assessment of Course Outcomes:
Course Outcomes Contribution to Programme Tool PO1 Assignment Q1 CO1 Assignment Q2 Assignment Q3 Lab Experiment CO2 Test Q1 Test Q2 Test Q3 CO3 Test Q1 Assignment Q1 Assignment Q2 Lab Experiment CO4 Assignment Test 51 78 57 90 95 90 76 Outcomes (in %) PO2 86 56 67 90 67 88 PO3 86 56 67 90 67 88 77.50 Yes 74.75 Yes 87 Yes 69 No Attainment Level of Course Outcomes (in %) Achievement (Goal: 70%)

Convert SR flip flop into JK flip flop. Design a clocked

Assessment Tool: Test

Design 3-bit synchronous counter/ Mod-6 ripple counter. Design 4-bit bi

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CO5

Test Q1 Test Q2

60 86

60 86

73.00

Yes

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

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