Terminology (Abbreviations)

Outcome Based Education (OBE):

 Outcome-Based Education (OBE) is a student-centric teaching and learning methodology in
which the course delivery, assessment are planned to achieve stated objectives and outcomes.
 It focuses on measuring student performance i.e. outcomes at different levels

Course Outcomes (COs):

 These are statements that specify what a learner will know or be able to do as a result of a
learning activity.
 Outcomes are usually expressed as knowledge, skills, or attitudes.
 It is a measurable, observable, and specific statement that clearly indicates what a student
should know and be able to do as a result of learning.
 It describes what students are able to demonstrate in terms of knowledge, skills and values upon
completion of a course/a span of several courses.

Program Outcomes (POs):

 Program outcomes are statements that describe what the knowledge, skills and attitudes students
should have at the time of graduation from an engineering program.
 That means just at the end of 4 years these represent what is the knowledge, skills and attitudes
they should have.
 And at present POs are 12 in number and they are identified by NBA and are applicable to all
engineering programs.

Program Educational Objectives (PEOs):

 These are broad statements that describe the career and professional accomplishments in four to
five years after graduation that the program is preparing the graduates to achieve
Program Specific Outcomes (PSO):
 PSOs are outcomes that are specific to a program. PSOs characterize the specificity of the core
courses of a program. PSOs can be 2 to 4 in number

Few definitions
Mapping Factor (Correlation Level):
It indicates to what extent a certain component (either assessment method to CO or CO to PO or PO
to PEO & PSO
 3-indicates Substantial (high) mapping (high contribution towards attainment)
 2-indicates Moderate (medium) mapping (medium contribution towards attainment)
 1-indicates Slight (low) mapping (some contribution towards attainment)
Level of attainment:
Here 3 levels of attainment are taken as 1-Low; 2-medium; 3- High1-Low
3 levels of attainment can be defined as:
 Attainment 3: 60% Student scoring >= 70% of max marks allocated to CO
 Attainment 2: 50% Stud scoring >= 70% of max marks allocated to CO
 Attainment 1: 40% Stud scoring >= 70% of max marks allocated to CO
 Attainment 0: Less than 40% Stud scoring >=70% of max marks allocated to CO

CO Assessment Rubrics:

 Direct assessment 1: refers to evaluation through internal assessments which include Mid Term
Examinations
 Direct assessment 2: refers to evaluation through End Term Examination (ETE)
 Indirect assessment: refers to the exit feedback survey taken by students/faculty/employers.
The exit feedback survey must be taken up before the end of the semester. The exit survey may
be based on a marking scheme (1-3) for each CO.

* The course exit survey samples are given below for student/faculty/employer
(Kindly note the respective course teacher may modify these templates according to the
requirements of the course)

Sample1: Course Outcome exit survey for students

Course Outcome 1(Low) 2(Moderate) 3(High)

CO1
CO2
CO3
CO4
 Sample 2: Course Contents exit survey for students

Questions 1(Low) 2(Moderate) 3(High)

Quality of the Course Content
Relevance of the textbook to this course
Were the lectures clear/well organized and
presented at a reasonable pace?
Did the lectures stimulate you intellectually?
Are the assignment/lab experiment
procedures clearly explained?

Sample3: Faculty/Employer Survey

Questions 1(Low) 2(Moderate) 3(High)

Satisfaction with the caliber of the
graduates
Courses are relevant to the
organization’s vision and mission
Satisfaction with the speed at which course
content is being adapted to meet changing
industrial needs
Relevant subject or discipline knowledge
Quality of employability skills and
attributes
The satisfaction that graduates are learning
the right skills

Programme Outcomes (POs)

Plastics and Polymer Engineering Graduates will be able to:

PO1 Engineering knowledge: Apply the knowledge of mathematics, science, engineering

fundamentals, and an engineering specialization to the solution of complex
engineering problems.
PO2 Problem analysis: Identify, formulate, review research literature, and analyse
complex engineering problems reaching substantiated conclusions using first
principles of mathematics, natural sciences, and engineering sciences.
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.
PO4 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.
PO5 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.
PO6 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.
PO7 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.
PO8 Ethics: Apply ethical principles and commit to professional ethics and
responsibilities and norms of the engineering practice.
PO9 Individual and teamwork: Function effectively as an individual, and as a member
or leader in diverse teams, and in multidisciplinary settings.

PO10 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.
PO11 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.
PO12 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.
 Bloom’s Taxonomy
Bloom’s taxonomy is a popularly adopted framework for categorizing educational goals.
These are widely used in teaching, learning and assessment, to make students go through
various levels incognitive domain of learning. According to revised Bloom’s taxonomy, the
levels in cognitive domain are as follows:

Leve Descriptor Level of attainment

l
1 Remembering Recalling from memory of previously learned material
2 Understanding Explaining ideas or concepts
3 Applying Using information in another familiar situation
4 Analyzing Breaking information into part to explore understandings and
relationships
5 Evaluating Justifying a decision or course of action
6 Creating Generating new ideas, products or new ways of viewing things

Bloom’s Taxonomy is hierarchical, meaning that learning at the higher level requires that
skills at lower level are attained.

Sample Action Verbs

Lower Order of Thinking (LOT) Higher Order of Thinking (HOT)

Remember Understand Apply Analyze Evaluate Create
Define Explain Solve Analyze Reframe Design
Describe Describe Apply Compare Criticize Create
 List Interpret Illustrate Classify Judge Plan
State Summarize Calculate Distinguish Recommend Formulate
Match Compare Sketch Explain Grade Invent
Tabulate Discuss Prepare Differentiate Measure Develop
Record Estimate Chart Appraise Test Organize
Label Express Choose Conclude Evaluate Produce

Illustration (use of action verb with respect to knowledge dimension and order of
thinking):

Use of action Factual Conceptual Procedural Meta cognitive

verbs
List properties Recognize Explain Identify
Remember of soil characteristic of working of strategies for
(K1) material pump report writing
Summarize Classify Explain Predict the
Understand features of a adhesives by assembly behavior
(K2) new product. toxicity. instructions. of
member
Solve the Illustrate composition Carry out pH Use modern
Apply (K3) following and tests of water techniques to get
arrive to vale of of soils.
samples. solution
energy.
Explain the Differentiate Integrate Assess
Analyse (K4) selection of LOT and HOT compliance The project work
tool/activity with
. regulations.
Select the Determine Judge efficiency of Reflect on one's
Evaluate (K5) appropriate tool relevance of sampling progress.
results. techniques.
Generate a Assemble a team of Design Create a learning
Create (K6) log of experts. efficient portfolio.
daily project work
activities. flow.

1. Remember

Skill Demonstrated Question Ques / Verbs for tests

 Ability to recall of information like, facts, List, define, describe, state, recite, recall,
conventions, definition, jargon, technical identify, show label, tabulate, quote, name,
terms, classifications, categories and who, when, where etc.
criteria.
 Ability to recall methodology and
procedures, abstractions, principles and
 theories in the field.
 Knowledge of dates, events, places.
 Mastery of subject matter.

2. Understand

Skill Demonstrated Question Ques / Verbs for tests

• Understanding information Describe, explain, paraphrase, restate,
• Grasp meaning associate, contrast, summarize, differentiate
• Translate knowledge into new context interpret, discuss.
• Interpret facts, compare, contrast
• Order, group, infer causes
• Predict consequences

3. Apply

Skill Demonstrated Question Ques / Verbs for tests

• Use information Calculate, predict, apply, solve, illustrate, use,
• Use methods, concepts, laws, demonstrate, determine, model, experiment,
theories in new situations show, examine, modify.
• Solve problems using required skill or
knowledge
• Demonstrating correct usage of a
method or procedure.

4. Analyse

Skill Demonstrated Question Ques / Verbs for tests

• Break down a complex problem into Classify, outline, break, down, categorize,
parts. analyze, diagram, illustrate, infer, select.
• Identify the relationships and interaction
between the different parts of complex
problem.

5.Evaluate

Skill Demonstrated Question Ques / Verbs for tests

• Compare and discriminate between ideas Assess, decide, choose, rank, grade, test,
• Assess value of theories, presentations measure, defend, recommend, convince,
• Make choice based on reasoned argument select, judge, support, conclude, argue,
• Verify value of evidence justify, compare, summarize, evaluate.
• Recognize subjectivity
 Use of define criteria for judgments.

6. Create

Skill Demonstrated Question Ques / Verbs for tests

• Use old ideas to create new ones Design, formulate, build, invent, create,
• Combine parts to make (new) compose, generate, derive, modify, develop,
whole, generalize from given facts integrate.
relate
• Knowledge from several areas
• Predict, draw conclusions