Implementing a sustainable methodology for
assessment of course outcomes and program
outcomes in an Indian Engineering Institute
Mahadevan, Ramachandran (1); Shivaprakash, N C (2); Khobragade, N T (3);
Raju, KVL (4); Nageswara Rao, V V (5)
Organization(s): 1: Aassaan eduCare Private Limited, Chennai, India; 2: Indian Institute Of Science, Bangalore, India; 3:
Chatrapati Shivaji Institute Of Technology, Durg, India; 4: Maharaj Vijayaram Gajapathi Raj College of Engineering,
Vizianagaram, India; 5: Aditya Institute of Technology & Management, Tekkali, India
Abstract—In India, National Board of Accreditation (NBA) has Education’ system has introduced newer paradigms like
been mandated with the quality assessments and accreditation of Program Educational Objectives (PEOs), Program Outcomes
engineering programs. NBA has introduced the accreditation (POs), Course Outcomes (COs), Assessments, Continuous
system based on Outcome Based Education (OBE) with Quality Improvements (CQIs) etc., which are aliens to Indian
paradigms like program educational objectives (PEOs), program faculty and stake-holders like students, parents, alumni,
outcomes (POs), course outcomes (COs), assessments, continuous employers etc. The new accreditation process necessitates a
improvements etc. A sustainable assessment methodology based change of mind-set of the traditional engineering faculty
on students’ feedbacks on course outcomes has been adopted and members, asking them to spell out the course objectives, course
implemented in an engineering institute. Based on the
outcomes, program outcomes mapping, gapes in the syllabus,
assessments of COs and COs vs POs mapping, attainments of
topics beyond syllabus, additional value addition activities and
POs were arrived. Further, the COs attainments are validated
against the University Results. Assessments are repeated every various methodologies to assess COs, POs and PEOs.
semester, leading towards periodic assessments of COs and POs.
II. OUTCOME BASED EDUCATION
The process was found to be sustainable and achieved continuous
quality improvements across all programs, when implemented. Program educational objectives (PEOs) are broad
statements that describe the career and professional
Keywords – Quality; Course outcomes; Program Outcomes; accomplishments that the program is preparing graduates to
Program Educational Objectives; Assessments; Continuous Quality achieve [3]. Program outcomes (POs) are narrower statements
Improvements; Engineering Institutions; India. that describe what students are expected to know and be able
to do by the time of graduation. These relate to the skills,
I. INTRODUCTION knowledge and behaviors that students acquire in their
India has been a provisional member of Washington matriculation through the program [3]. A program consists of
Accord (WA) since 2007, which enables mutual recognition of number of theory, practical and project courses. Each Course
under-graduate engineering programs among the signatory shall have a set of course objectives and course outcomes,
countries. NBA has been mandated with the task of becoming which describe what a teacher wants to teach and what
permanent member and has revised its accreditation processes students will be able to do as a result of teaching and learning.
since 2009, enabling adoption of universal graduate attributes Course Outcomes (COs) are comprehensive sets of statements
as proposed by WA. Its current accreditation system has the of exactly what the students will be able to achieve after
following nine criteria [1]: 1 Vision, Mission and Programme successful study. Course Objectives are to be framed by the
Educational Objectives (75); 2 Programme Outcomes (150); 3 teacher, at the beginning of the course along with the Course
Programme Curriculum (125); 4 Students’ performance (100); Outcomes.
5 Faculty contributions (175); 6 Facilities and technical support
(125); 7 Academic Support Units and Teaching-Learning Based on the Institute’s and the Department’s Mission
Process (75); 8 Governance, Institutional Support and Financial Statements, the Program Assessment Committee (PAC) and
Resources (75) and 9 Continuous Improvement (100). the Department Advisory Committee (DAC) have formulated
Institutions are evaluated under these nine criteria and those the following PEOs for the undergraduate engineering
obtaining 750 marks and above, with minimum 60% in each program.
criteria will get accredited for five years. Institutions getting I. Domain Knowledge: Graduates shall have the
600 and above marks will get provisional accreditation for two knowledge of mathematics, science, computing and
years [1,2]. engineering fundamentals, breadth and in-depth
The new accreditation system necessitates a major shift in studies in Mechanical Engineering, laboratory and
Indian engineering education system, which so far rallied as a project based experiences in addition to proficiency in
input-output based system. The new ‘Outcome Based computer-based engineering and use of modern
computational tools.
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2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)
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II. Employment & Higher Studies: Graduates shall outcomes for all the prescribed courses, by the faculty
succeed in entry-level engineering positions with members and preparation of course-wise students’
manufacturing firms in regional, national, or feedback forms on outcomes towards attainments of COs.
international industries and with government 4) The COs, POs mapping and COs feedback are validated
organizations. In addition, they will succeed in the by the program assessment committee (PAC) of the
pursuit of advanced degrees in engineering or in other program.
fields and will have skills for, continued independent, 5) Each faculty member obtains the students’ feedbacks on
life-long learning. COs and then computes the level of attainment (%) of
COs for each course.
III. Professional Skills: Graduates shall have the ability to
6) By substituting the level of attainment of COs in the
organize and present information, to write and speak Courses Vs Program Outcomes mapping table, the PAC
effective English, to work effectively on team-based
computes average percentage of POs attainments.
engineering projects and will practice ethics and have 7) COs attainments are validated against University results
a sense of social responsibility.
and corrective actions are initiated in case of wide
Further, the PAC and the DAC have decided to adopt the disparities.
following program outcomes that are similar to that of ABET 8) PAC presents COs attainments, POs attainments,
recommended program outcomes (‘a’..’k’), in addition to a University Results, Students’ feedback on faculty,
program specific program outcome (‘l’). performance of students in assignments, seminars etc in
the Department Advisory Committee(DAC) meeting for
a) an ability to apply knowledge of mathematics, science, further refinements.
and engineering 9) Point Numbers 3 to 8 are repeated every semester, leading
b) an ability to design and conduct experiments, as well as to towards continuous assessments of COs, POs, reviews
analyze and interpret data and Continuous Quality Improvements.
c) an ability to design a system, component, or process to
meet desired needs within realistic constraints such as IV. IMPLEMENTATION
economic, environmental, social, political, ethical, health
After finalization of the course outcomes and mapping of the
and safety, manufacturability, and sustainability
course outcomes to program outcomes, a correlation was drawn
d) an ability to function on multi-disciplinary team
between the course outcomes and program outcomes. The course
e) an ability to identify, formulate, and solve engineering
outcomes for a sample course is as follows. Table -1 depicts the
problems
course outcome and mapping to program outcome for the sample
f) an understanding of professional and ethical responsibility
course.
g) an ability to communicate effectively
h) the broad education necessary to understand the impact of
TABLE 1. COURSE OUTCOMES FOR A SAMPLE COURSE
engineering solutions in a global, economic,
environmental, and societal context
i) a recognition of the need for, and an ability to engage in Mapping to
Course
Title
life-long learning Course Outcomes(COs) Program
j) a knowledge of contemporary issues Outcomes(POs)
k) an ability to use the techniques, skills, and modern 1. Ability to identify different types,
engineering tools necessary for engineering practice advantages and disadvantages of power
l) an ability to work professionally in both thermal and transmission systems such as
mechanical system areas including the design and mechanical, hydraulic, electrical etc.
realization of such systems.
Design of Transmission Systems
[a,h]
2. Ability to use relationships between
power, torque, rotational speed, speed
Faculty members have been given intensive training on
ratio and efficiency to solve problems on
outcome based education, PEOs, POs, framing of Course
ME 2352
power transmission systems. [a, b, e]
Outcomes, mapping onto POs, assessment methodologies, 3. Knowledge on gear types, gear a,b,c,e,h,j
continuous improvements etc., to adopt the new paradigms. terminology and gear manufacturing
methods. [e]
III. METHODOLOGY
4. Ability to explain fundamental law of
The authors have implemented the following processes in gearing, failures and gear forces. [e]
their institutions to assess the COs, POs and PEOs and the 5. Ability to identify, evaluate and
same are as follows: compare the functions of different types
of couplings, brakes and clutches. [e]
1) Crystalizing PEOs that are consistent with Institution’s 6. Ability to analyze, design and select
and Program’s Mission. belt, chain, rope drive systems. [b,c,e,j]
2) Adopting Program Outcomes aligned with ABET
program outcomes along with additional, program
specific program outcomes. Students’ feedbacks on attainment of course outcomes are
3) Finalization of Course Objectives, Course Outcomes for assessed at the end of each semester, for all courses and the levels of
all courses, Mapping of course outcomes to the program attainments are computed for all courses in the semester. A sample
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2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)
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course outcomes assessment sheet is given in table 2 for the sample which helps them in improving their course content, delivery,
course. quality of assignments etc. The attainment of Course Outcomes
(COs) for all courses in a semester is given below in the table 3.
TABLE 2. COURSE OUTCOMES ASSESSMENT SHEET
TABLE 3. COURSE OUTCOMES ATTAINMENTS FOR ALL
CAY: 2012-13SEMESTER : EVEN Date : COURSES IN A SEMESTER
SUBJECT DESIGN OF Year : III
TRANSMISSION SYSTEMS SEM : VI Course Course Name Mapping to Assessment of
FACULTY P.MADHUMITHA Code Program Course
CAY: CURRENT ACADEMIC YEAR Outcomes Outcomes
(On a scale of 5)
DESIGN OF TRANSMISSION SYSTEMS-COURSE OUTCOMES ME2351 Principles of a,c,f,h, 4.1
Management
1) Ability to identify different types, advantages and disadvantages ME2352 Finite Element a,b,e,h 4.1
of power transmission systems such as mechanical, hydraulic, Analysis
electrical, etc [a,h] ME2353 Gas Dynamics & a,b,c,e,j 4.2
2) Ability to use relationships between power, torque, rotational Jet Propulsion
speed, speed ratio and efficiency to solve problems on power ME2354 Design of a,b,c,e,h,j 4.3
transmission systems [a, b, e] Transmission
3) Knowledge on gear types, gear terminology and gear System
manufacturing methods [e] ME2355 Automobile a,c,e,h,j 4.4
4) Ability to explain fundamental law of gearing, failures and gear Engineering
forces [e] ME2356 Thermal a,b,c,e, 4.5
5) Ability to identify, evaluate and compare the functions of Engineering Lab
different types of couplings, brakes and clutches [e] ME2357 Design & a,b,c,d,e,f,g 4.0
6) Ability to analyze, design and select belt, chain, rope drive Fabrication Project
systems [b,c,e] ME2358 Communication g,d 3.9
Skills Lab
Evaluation Scale:
Excellent(E) Very Good(VG) Good(G) Average(A) Poor(P)
Tabulating the attainments of course outcomes against the
5 4 3 2 1 mapped program outcomes resulted in the following table 4,
enabling assessment of program outcomes(POs) for the semester.
SNo Questionnaire E VG G A P Table 4 Attainments of course outcomes against the mapped
Course Outcomes(COs) program outcomes
1) Are you able to identify different
Course Details MAPPING ONTO PROGRAM OUTCOMES
types and understand advantages N Course a b c d e f g h i j k l
and disadvantages of power O Names
transmission systems such as 1 Principles 4.1 4.1 4.1 4.1
of
mechanical, hydraulic, electrical etc. Manageme
2) Are you able to use the relationships nt
2 Finite 4.1 4.1 4.1 4.1
between power, torque, rotational Element
speed, speed ratio and efficiency to Analysis
3 Gas 4.2 4.2 4.2 4.2 4.2
solve problems on power Dynamics
transmission systems & Jet
Propulsion
3) Have you acquired knowledge on 4 Design of 4.3 4.3 4.3 4.3 4.3 4.3
gear types, gear terminology and Transmissi
on System
gear manufacturing methods 5 Automobil 4.4 4.4 4.4 4.4 4.4
4) Have you understood the e
Engineerin
fundamental law of gearing, failures g
and gear forces 6 Thermal 4.5 4.5 4.5 4.5
Engineerin
5) Will you able to identify, evaluate g Lab
and compare the functions of 7 Design & 4.0 4.0 4.0 4.0 4.0 4.0 4.0
Fabrication
different types of couplings, brakes Project
and clutches 8 Communic 3.9 3.9
ation Skills
6) Will you able to select, design and Lab
analyze belt, chain, rope drive POs Attainment 4. 4. 4. 3. 4. 4. 3. 4. 4.
(Scale of 5) 20 22 25 95 25 05 95 23 23
systems etc POs Attainment 84 85 85 79 85 80 79 85 86
(Percentage) % % % % % % % % %
Based on the sample size (number of students), attainment of
course outcomes on the scale of five is computed based on the
weighted average method, for the course. In addition, each faculty
member gets feedbacks on each course outcome at the micro level,
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2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)
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V. RESULTS AND CONCLUSION learning etc., to continuously improve the attainments of COs
The results of the implementation of the different and POs and to achieve the PEOs. The processes were found
processes are presented here. The program assessment to be consistent and sustainable and have achieved continuous
committee of the department has tabulated the attainments of quality improvement.
COs and the University Results for the both odd and even VI. REFERENCES
semesters. The COs attainments were in the range of 75-85%
[1] National Board of Accreditation (NBA), India, www.nbaind.org
correlating with the University Results. The POs attainments
were computed from the COs attainments and were in the [2] Manual of Accreditation, National Board of Accreditation(NBA), All
India Council for Technical Education, New Delhi, India, 2004-2013.
range of 75-85%. The DAC has suggested quality content,
[3] Accreditation Board for Engineering & Technology (ABET),
contents beyond the syllabus, additional value addition www.abet.org
programs, innovative and modern pedagogy delivery, e-
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2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)
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