Department Of Computer Science and

Engineering

CO, PO, PSO and PEO Assessment Manual

For

Bachelor of Technology in Computer Science and Engineering

Academic Year 2022-23

United Institute Of Technology Prayagraj

(College Code: 284)

D-3, UPSIDC Industrial Area, Naini, Prayagraj

Approved by, All India Council for Technical Education, New Delhi

Affiliating University: Dr. A. P. J. Abdul Kalam Technical University Uttar Pradesh, Lucknow
 CONTENTS

1 Introduction 1

2 Vision and Mission

2.1 Vision of United Group of institutions 2

2.2 Mission of United Group of Institutions 2

2.3 Vision of United Institute of Technology 2

2.4 Mission of United Institute of Technology 2

2.5 Vision of Computer Science & Engineering 3

2.6 Mission of Computer Science & Engineering 3

2.7 Process for Establishing / Updating the Vision and Mission

Statements of the Department

3 Outcome Based Education (OBE) 6

3.1 Program Educational Objectives (PEOs) 7

3.2 Program Outcomes 8

3.3 Program Specific Outcomes (PSOs) 18

3.4 Bloom’s Taxonomy 18

3.5 Rubric 21

3.6 Criteria of Assess Student Work 22

3.7 Course Outcomes 22

3.8 Course Outcome Assessment 25

3.9 Setting of the target level for all the tools /Methods 32

3.10 Course Outcome Attainment Process 32

3.11 Process to Find the course Attainment of Theory and 32

Practical Subjects
 3.12 Process to set Attainment Level 34

3.13 Attainment of Program Outcome and Program Specific 35 Outcome

3.14 Process to Find Out the Program Outcome Attainment of 38 Theory Subject

4 Summary Attainment process 41

Annexure

1 CO Attainment Level 42

2 Final CO Attainment for the Cource 43

3 CO-PO/PSO Matrix and PO/PSO Attainment by Direct Method 44

4 ALUMNI FEEDBACK FORM (SESSION 45

5 CURRENT PASSING OUT STUDENT FEEDBACK FORM 46

6 PARENT FEEDBACK FORM 47

7 Theory Course Assessment Process 48

8 Practical Course Assessment Process 49

1. Introduction
The United Group, founded by Late Shri Shiv Ram Das Gulati in 1951 emerged from a transport
business to the giants in the fields of education, health, services, transportation and journalism.
The group made a mammoth leap in the education arena in mid 80s by being the pioneers in
computer education.

United Institutes work on the motto of holistic education of its students. Hence every measure is
taken that their progress does not remain constrained to the classrooms. Ample scope for
extracurricular activities along with classroom syllabus keeps the student at par with the best of
the institutes. The campuses are located away from the city, landscaped stunningly to create a
peace of mind and make the environment academically inductive.

Special care is given to the courses of the student which demand industrial trainings and visit. The
Naini industrial area provides the perfect opportunity for the students to gain hands on experience
and getting to know the grooves of the industry.

At United we believe in taking the course of progress in the fields of technology and
administration to the pinnacle. Therefore, our motto remains fostering the young minds of today,
who will in turn create history tomorrow.

United Institute of Technology Allahabad was established in the year 2007 and offers
undergraduate courses in Civil Engineering, Mechanical Engineering, Electronics and
Communication Engineering, Electrical and Electronics Engineering, Computer Science &
Engineering, and Information Technology. Postgraduate courses in Computer Science &
Engineering, and Electronics and Communication Engineering are also offered by the institute.
The Institute is approved by All India Council for Technical Education, New Delhi and affiliated
to Dr. A. P. J. Abdul Kalam Technical University, Uttar Pradesh, Lucknow and has been allotted
Code 284.

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2. Vision and Mission
2.1 Vision of United Group of Institutions
We at United Group of Institutions, aim at creating a workforce of professionals with analytical
skills who can dream a better world and transform the dream into reality.

We aim to create a dynamic and collaborative climate to broaden our students' competence, and
build an Institute that is resilient, flexible and productive and attain recognition for high ethical
standards and responsiveness to the social environment.

2.2 Mission of United Group of Institutions

We aspire to reassert the significance of high quality education by producing competent
professionals who can shape the destiny of our nation into a stronger and developed stature.

We envisage that high quality education using interactive methodologies will equip students to
excel as a professional. The values instilled among students while imparting education, will
strengthen the moral and ethical fabric of the nation and revive the human spirit. The zeal of
competitiveness will always be positive and setbacks will only be catalysts for greater
achievements

With these beliefs, the United Group will strive towards faster evolution, and will make its marks
on the global academic map.

2.3 Vision of United Institute of Technology

To be a value-based institution continuously striving for excellence in engineering education,
research and entrepreneurship development, fostering habitude of skill development and
multidimensional growth.

2.4 Mission of United Institute of Technology

M1: To provide state-of-the-art infrastructure and conducive learning environment to analyze,
investigate, design and develop solutions using engineering knowledge.

M2: To foster a habitude of skill development and entrepreneurship focused towards in-depth
knowledge, leadership and multidimensional growth.

M3: To conduct impactful research, generate novel ideas and reach innovative solutions for
addressing the needs of the society.

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M4: To inculcate ethical values and social responsibility in thoughts, expressions and deeds,
individually and also collectively.

2.5 Vision of Department Of Computer Science & Engineering

To be a centre of excellence in the field of Computer Science and Engineering for producing
talented engineers to ethically serve constantly changing needs of society and industry throughout
their career and life.

2.6 Mission of Department Of Computer Science & Engineering

M1: Accomplish excellence with committed faculty by providing theoretical foundation and
practical skills for solving complex engineering problems in the state-of-the-art trends in
Computer science and allied disciplines.

M2: To foster skills and competency, generating novel ideas, entrepreneurship and model
creations focused towards deep knowledge, interpersonal skills and leadership.

M3: To develop habitude of research among faculty and students in the area of Computer Science
& Allied disciplines by providing the desired environment, for addressing the needs of
industry and society.

M4: To mould the students with ethical principles in thoughts, expression and deeds.

2.7 Process for Establishing / Updating the Vision and Mission

Statements of the Department
The following steps are followed to establish and update the Vision and Mission of
Department.

Step 1: As per directions of the Central Planning Committee (CPC), the Department Planning
Committee (DPC) starts the revision process for the Vision and Mission
statements.

Step 2: The newly drafted Vision and Mission of the Institute are taken as the basis along
with the current Vision and Mission statements of the Department.

Step 3: The Department conducts brain-storming sessions with the faculty members on the
skill set required by the Employers, Industries, and R&D.

Step 4: The Department establishes the draft version of the Vision and Mission statements.

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Step 5: The views from stakeholders are collected and incorporated to revise the drafted
version of the Vision and Mission statements of the Department based on their
inputs.

Step 6: The CPC reviews/approves the modified draft version received from DPC.

Step 7: If the CPC is not satisfied with the draft version of the Department’s Vision and
Mission statements, it is again sent for modification to the DPC, otherwise approval
is sent to the DPC for further processing and publication.

Step 8: The Department will publish and disseminate the newly established Vision and
Mission statements at identified places.

The process is shown in the flowchart in Figure 2.1.

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Figure 2.1: Process for Establishing / Updating the Vision & Mission
Statements of the Department

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3. Outcome-Based Education (OBE)
OBE is a model of education that rejects the traditional focus on what the school provides
to students, in favor of making students demonstrate that they "know and are able to do"
whatever the required outcomes are. OBE reforms emphasize setting clear standards for
observable and measurable outcomes. This means clearly focusing and organizing
everything in an educational system around what is essential for all students to be able to
do successfully at the end of their learning experiences.

The Outcome-based education (OBE) philosophy is "Success for all students and staff”
by

• Ensuring that all students are equipped with the knowledge, competence, and
qualities needed to be successful after they exit the educational system.

• Structuring and operating institutions so that those outcomes can be achieved and
maximized for all students.

OBE has proven to be a success in helping institutions measure their learning outcomes
and at the same time enabling students to develop new skills that prepare them to stand
out with their global counterparts.

OBE ensures the following:

Instead of passing the same curriculum to the next generation, the curriculum is planned
and designed as per the needs of today’s students.

Instead of focusing on completing the syllabus by the end of the semester, the teachers
have to be focused on developing new skills in the students.

Instead of assessing students on their grade, they are assessed on the ‘Levels’ that track
their learning skills

For implementing and achieving the OBEs following methodology has been followed:

1. Establishment of Mission statements

2. Establishment of Program Educational Objectives (PEOs)

3. Mapping of Mission statements and Program Educational Objectives (PEOs)

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 The mission statements have been chosen keeping the emerging trends in computing and
these have been framed to help achieve the Program Educational Objectives (PEOs).

To arrive at the final statements, following surveys had been conducted to get into the
nerves of the current industry, meet-up with the challenges, existing norms and learn the
prevailing demands of the IT industry. Employers, students, alumni and parent / guardian
have also been pooled into the list for building Outcome-Based Education (OBE) more
effective. Every effort has been made to keep the Program Educational Objectives (PEOs)
in line with the organizational business goals. Further, the mission statements alongside
the PEOs have been communicated and explained to faculty, students and all levels of
employees.

Employer survey
Student survey
Alumni survey
Parent / Guardian survey
Eminent Persons survey

The Program Educational Objectives (PEOs), Program Outcomes (POs), Program Specific
Outcomes and (PSOs) and Course Outcomes (COs) are defined, developed and validated though
their attainment.

3.1 Program Educational Objectives (PEOs)

The PEOs have been prepared keeping in view the following:

i. The students should acquire such a disciplined knowledge in the field of computer
science and allied fields to be able to compete in an effective way globally for
employment and / or higher studies / up gradation of their skills.

ii. To provide an environment to develop professionalism and lifelong learning.

The PEOs are

PEO1. Excel in professional career and higher education by acquiring knowledge in

mathematical computing and Computer Science & Engineering principles.

PEO2. Apply modern tool usage, contextual knowledge and computer science to provide novel
engineering solutions and efficient product design to meet the future technological needs
of the society and industry.
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 PEO3. Adopt professionalism, ethical attitudes, communication skills, team work and
lifelong learning in their profession.

The above PEO statements have been established through the following process, which is similar
to the process of establishment of Vision and Mission statements:

Step 1: As per directions of the Central Planning Committee (CPC), the Department Planning
Committee (DPC) starts the revision process for the PEO statements.

Step 2: The newly drafted Vision and Mission statements of the Department are taken as the
basis.

Step 3: The Department conducts brain-storming sessions with the faculty members on the skill
set required by the Employers, Industries, and R&D.

Step 4: The Department establishes the draft version of the PEO statements.

Step 5: The views from stakeholders are collected and incorporated to revise the drafted version
of the PEO statements of the Department based on their inputs.

Step 6: The CPC reviews/approves the modified draft version received from DPC.

Step 7: If the CPC is not satisfied with the draft version of the Department’s PEO statements, it is
again sent for modification to the DPC, otherwise approval is sent to the DPC for further
processing and publication.

Step 8: The Department will publish and disseminate the newly established PEO statements at
identified places.

3.2 Program Outcomes (POs):

Program Outcomes are statements about the knowledge, skills and attitudes / attributes / abilities
the graduate of a formal engineering program should have upon graduation. These are the central
organizing feature of student learning. Program Outcomes (PO) can only be achieved and
demonstrated through the integration of course components and Course Outcomes (CO).

To effectively define the PO statements, these must be checked, whether they satisfy following
characters:

• Must define the scope and depth of the program

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• Should focus on the end-point of the program

• Identify what typically students will know and be able to do on graduation

• Should be measurable, realistic and achievable within the context and timeframe

• Must be realized through component courses over the extent of the program

• They should be demonstrated through course assessment, particularly in final year courses,
and especially through capstones.

These are defined by Accreditation Agencies of the country i.e. NBA as given below:

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

fundamentals, and their engineering specialization to the solution of Complex Computer
Science and engineering problems.
PO2. Problem Analysis: Identify, formulate, review research literature, and analyze Complex
Computer Science and engineering problems reaching substantiated conclusions using
first principles of mathematics, natural sciences, and engineering sciences.
PO3. Design/Development of Solutions: Design solutions for Complex Computer Science and
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 for Complex Computer
Science and engineering problems:

That cannot be solved by straightforward application of knowledge, theories and

techniques applicable to the engineering discipline as against problems given at the
end of chapters in a typical text book that can be solved using simple engineering
theories and techniques

That may not have a unique solution. For example, a design problem can be solved in
many ways and lead to multiple possible solutions
Those require consideration of appropriate constraints / requirements not explicitly
given in the problem statement such as cost, time, memory requirements, durability,
product life, etc.

Which need to be defined (modeled) within appropriate mathematical framework and.

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 Those often require use of modern computational concepts and tools, for example, in
the design of a software for a real time system.

PO5. Modern Tool Usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to Complex Computer
Science and 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 Team Work: 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 lifelong learning in the broadest context of technological
change.

Competencies & Performance Indicators for Program Outcomes

1. Program Outcome 1

1.1 Demonstrate competence in mathematical modeling

Apply the knowledge of discrete structures, linear algebra, statistics and numerical
techniques to solve problems

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 Apply the concepts of probability, statistics and queuing theory in modeling of
computerbased system, data and network protocols.

1.2 Demonstrate competence in basic sciences

Apply the knowledge of laws of natural science to obtain solution of engineering

problems.

1.3 Demonstrate competence in engineering fundamentals

Apply the knowledge of engineering fundamentals to obtain solution of engineering

problems.

1.4 Demonstrate competence in specialized engineering knowledge to the program

Apply theory and principles of computer science and engineering to solve an

engineering problem

2. Program Outcome 2

2.1 Demonstrate an ability to identify and formulate complex engineering problem

Evaluate problem statements and identify objectives
Identify processes / modules / algorithms of a computer-based system and parameters
to solve a problem
Identity mathematical algorithmic knowledge that applies to a given problem

2.2 Demonstrate an ability to formulate plan and methodology for a solution of an

engineering problem

Reframe the computer-based system into interconnected subsystems

Identity functionalities and computing resources
Identify existing solution/methods to solve the problem, including forming justified
approximations and assumptions
Compare and contrast alternative solution/methods to select the best methods
Compare and contrast alternative solution processes to select the best process

2.3 Demonstrate an ability to formulate and interpret a model

Able to apply computer engineering principles to formulate modules of a system with

required applicability and performance.
Identity design constraints for required performance criteria

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 2.4 Demonstrate an ability to execute a solution process and analyze results

Applies engineering mathematics to implement the solution

Analyze and interpret the results using contemporary tools
Identify the limitations of the solution and sources/causes Arrive at conclusions with
respect to the objectives.

3. Program Outcome 3

3.1 Demonstrate an ability to define a complex/open-ended problem in engineering terms

Able to define a precise problem statement with objectives and scope

Able to review state-of-the-art literature to synthesize system requirements.
Able to choose appropriate quality attributes as defined by ISQ/IEC/IEEE standard
Explore and synthesize system requirements from larger social and professional
concerns
Able to develop software requirement specifications (SRS).

3.2 Demonstrate an ability to generate a diverse set of alternative design solutions

Able to explore design alternatives

Able to produce a variety ol potential design solutions suited to meet functional
requirements.
Identify suitable non-functional requirements for evaluation of alternate design
solutions

3.3 Demonstrate an ability to select optimal design scheme for further development

Able to perform systematic evaluation of the degree to which several design concepts
meet the criteria.
Consult with domain experts and stakeholders to select candidate engineering design
solution for further development

3.4 Demonstrate an ability to advance an engineering design to defined end state

Able to reline architecture design into a detailed design within the existing constraints
Able to implement and integrate the modules
Able to verify the functionalities and validate the design
4. Program Outcome 4

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 4.1 Demonstrate an ability to conduct investigations of technical issues consistent with
their level of knowledge and understanding

Define a problem for purposes of investigation, its scope and importance

Able to choose appropriate procedure algorithm, dataset and test cases
Able to choose appropriate hardware/software tools to conduct the experiment.

4.2 Demonstrate an ability to design experiments to solve open-ended problems

Design and develop appropriate procedures/methodologies based on the study

objectives

4.3 Demonstrate an ability to analyze data and reach a valid conclusion

Use appropriate procedures, tools and techniques to collect and analyze data
Critically analyze data for trends and correlations, stating possible errors and
limitations
Represent data (tabular / graphics format) to analyze & explain the data and draw
conclusions.
Synthesize information and knowledge about the problem from the raw data to reach
appropriate conclusions

5. Program Outcome 5

5.1 Demonstrate an ability to identify/create modern engineering tools, techniques and

sources

Identify modern engineering tools, techniques and resources for engineering activities
Create/ad and tools and techniques to solve engineering problems

5.2 Demonstrate an ability to select and apply discipline-specific tools, techniques and
resources

Identify the strengths and limitations of tools for

(i) Acquiring Information
(ii) Modeling and simulating,
(iii) Monitoring system performance, and
(iv) Creating software / hardware architecture and design.
Demonstrate proficiency in using CS/IT tools

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 5.3 Demonstrate an ability to evaluate the suitability and limitations of tools used to solve
an engineering problem

Discuss limitations and validate tools, techniques and resources

Verify the credibility of results from tool use with reference to the accuracy and
limitations, and the assumptions inherent in their use.

6. Program Outcome 6

6.1 Demonstrate an ability to describe engineering roles in a broader context, e.g.

pertaining to the environment, health, safety, legal and public welfare

Identity and describe various engineering roles: particularly as pertains to protection of

the public and public interest at the global, regional and local level

6.2 Demonstrate an understanding of professional engineering regulations, legislation and

standards

Interpret legislation, regulations, codes, and standards relevant to your discipline and
explain is contribution to the protection of the public

7. Program Outcome 7

7.1 Demonstrate an understanding of the impact of engineering and industrial

practices on social, environmental and in economic contexts
Identity risks/impacts in the life-cycle of an engineering product or activity
Understand the relationship between the technical, socio-economic and environmental
dimensions of sustainability

7.2 Demonstrate an ability to apply principles of sustainable design and development

Describe management techniques for sustainable development

Apply principles of preventive engineering and sustainable development to an
engineering activity or product relevant to the discipline

8. Program Outcome 8

8.1 Demonstrate an ability to recognize ethical dilemmas

Identity situations of unethical professional conduct and propose ethical alternatives

8.2 Demonstrate an ability to apply the Code of Ethics

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Identify tenets of the ASME professional code of ethics

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 Examine and apply moral & ethical principles to known case studies

9. Program Outcome 9

9.1 Demonstrate an ability to form a team and define a role for each member

Recognize a variety of working and learning preferences; appreciate the value of

diversity on a team
Implement the norms of practice (eg, rules, roles, charters, agendas, etc.) of effective
team work, to accomplish a goal
9.2 Demonstrate effective individual and team operations-- communication, problem-
solving, conflict resolution and leadership skills
Demonstrate effective communication, problem-solving, conflict resolution and
leadership skills
Treat other team members respectfully
Listen to other members
Maintain composure in difficult situations

9.3 Demonstrate success in a team-based project

Present results as a team with smooth integration of contributions from all individual
efforts

10. Program Outcome 10

10.1 Demonstrate an ability to comprehend technical literature and document project work

Read, understand and interpret technical and non-technical information

Produce clear well-constructed and well-supported written engineering documents
Create flow in a document or presentation - a logical progression of ideas so that the
main point is clear

10.2 Demonstrate competence in listening, speaking, and presentation

Listen to and comprehend information, instructions, and viewpoints of others

Deliver effective oral presentations to technical and non-technical audiences

10.3 Demonstrate the ability to integrate different modes of communication

Create engineering standard figures, reports and drawings to complement writing and

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 presentations
Use a variety of media effectively to convey a message in a document or a presentation

11. Program Outcome 11

11.1 Demonstrate an ability to evaluate the economic and financial performance of an

engineering activity

Describe various economic and financial costs/benefits of an engineering activity

Analyze different forms of financial statements to evaluate the financial status of an
engineering project

11.2 Demonstrate an ability to compare and contrast the costs/benefits of alternate

proposals for an engineering activity

Analyze and select the most appropriate proposal based on economic and financial
considerations

11.3 Demonstrate an ability to plan/manage an engineering activity within time and budget
constraints

Identity the tasks required to complete an engineering activity and the resources
required to complete the tasks
Use project management tools to schedule an engineering project, so it is completed on
time and on budget.

12. Program Outcome 12

12.1 Demonstrate an ability to identity gaps in knowledge and a strategy to close these gaps

Describe the rationale for the requirement for continuing professional development
Identify deficiencies or gaps in knowledge and demonstrate an ability to source
information to close this gap

12.2 Demonstrate an ability to identify changing trends in engineering knowledge and

practice

Identify historic points of technological advance in engineering that required

practitioners to seek education in order to stay current

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 Recognize the need and be able to clearly explain why it is vitally important to keep
current regarding new developments in your field

12.3 Demonstrate an ability to identify and access sources for new information

Source and comprehend technical literature and other credible sources of information
Analyze sourced technical and popular information for feasibility, viability,
sustainability, etc

The above mentioned twelve Program Outcomes (POs) can be divided into following two
categories:

Category 1: Learning, acquiring and using Technical Skills

Category 2: Using and transferring skills to environment

The action verbs used in these POs and can also be identified and correlated with course outcomes
Bloom’s levels. These observations are given in table below:

Table 3.1: verbs used in these POs and correlated with course outcomes Bloom’s levels
‘Program Outcomes Cate Action Correspondi ng COs Bloom’s Level
gory Verbs Used Bloom’s
Level of POs
Engineering Knowledge (PO1) Apply K3 (i) Theory courses
Problem Analysis (PO2) Identify K2 K1 to K4
(ii) Practical Courses
Formulate K6
K1 to K5
Review K2 (iii) Project / Mini
Design / Development of Design K 3, K 6 Project
Solutions (PO3) Develop K 3, K 6 K1 to K6
Conduct Investigations of Analyze K4
Complex Problems (PO4) Interpret K 2, K 3
Design K6
Modern Tool Usage (PO5) Create K6
Select K1, K 2. K6
Apply K3
The Engineer & Society (PO6) Apply K3
Assess K3

Environment & Sustainability Rules:

(PO7) 1. If K1 action verb of a CO correlates with any of PO7 to
PO12 then correlation is one (1)
Ethics (PO8)

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Individual and Team Work 2. If K2 to K3 action verbs of a CO correlates with any of
(PO9) PO7 to PO12 then correlation is two (2)
Communication (PO10) 3. If K4 to K6 action verbs of a CO correlates with any of PO7
Project Management and to PO12 then correlation is three (3)
Finance (PO11)
Life Long Learning PO12)

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3.3 Program Specific Outcomes (PSOs): These outcomes are specific to a
program in addition to the POs already defined above. These may be 2 to 4 in numbers.

o PSO1: Ability to use mathematical abstraction, algorithm design and appropriate

data structures to solve real world problems using different programming
paradigms.
o PSO2: Ability to develop computing solutions for problems in multidisciplinary
areas by applying software engineering principles.
o PSO3: Gain knowledge in diverse areas of computer science and management skills
for successful career, entrepreneurship and higher studies.

3.4 Bloom’s Taxonomy

Bloom’s Taxonomy is a multi-tiered hierarchical model of classifying thinking according to six
cognitive levels of complexity. The taxonomy is hierarchal in the sense that each level is
subsumed by the higher levels. For example, a student working at “Application Level” is supposed
to have also mastered the materials at “Knowledge” and “Comprehension” levels.

During 1990s Lorin Anderson revised the Bloom’s Taxonomy, hoping to add relevance to 21st
century students and teachers as shown below:

Taxonomy (Revised)
Figure 3.1: Bloom’s

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 LEVELS

Definitions Bloom’s Definition Action Verbs

Choose, Define, Find, How, Label, List,

Remembering( Exhibit memory of previously Match, Name, Omit, Recall, Relate, Select,
learned material by recalling facts,
K1) terms, basic concepts, and answers. Show, Spell, Tell, What, When, Where,
Which, Who, Why

Demonstrate understanding of facts Classify, Compare, Contrast, Demonstrate,

Understanding
and ideas by organizing, comparing, Explain, Extend, Illustrate, Infer, Interpret,

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(K2) translating, interpreting, giving Outline, Relate, Rephrase, Show,
descriptions, and stating main ideas.
Summarize, Translate

Apply, Build, Choose, Construct, Develop,

Solve problems to new situations by
applying acquired knowledge, facts, Experiment, with, Identify, Interview, Make
Applying (K3)
techniques and rules in a different use of, Model, Organize, Plan, Select, Solve,
way.
Utilize

Analyze, Assume, Categorize Classify,

Examine and break information into Compare, Conclusion, Contrast, Discover,
parts by Identifying motives or Dissect, Distinguish, Divide, Examine,
Analyzing(K4)
causes. Make inferences and find Function, Inference, Inspect, List, Motive,
evidence to support generalizations. Relationships, Simplify, Survey, Take part in,
Test for, , Theme

Agree, Appraise, Assess, Award, Choose,

Compare, Conclude, Criteria, Criticize,
Present and defend opinions by
Decide, Deduct, Defend, Determine,
Evaluating making judgments about
Disprove, Estimate, Evaluate, Explain,
information, validity of ideas, or
(K5) Importance, Influence, Interpret, Judge,
quality of work based on a set of
Justify, Mark, Measure, Opinion, Perceive,
criteria.
Prioritize, Prove, Rate, Recommend, Rule
on, Select, Support, Value

Adapt, Build, Change, Choose, Combine,

Compile, Compose, Construct, Create,
Delete, Design, Develop, Discuss, Elaborate,
Compile information together in a
different way by combining Estimate, Formulate, Happen, Imagine,
Creating (K6)
elements in a new pattern or Improve, Invent, Make up, Maximize,
proposing alternative solutions.
Minimize, Modify, Original, Originate, Plan,
Predict, Propose, Solution, Solve, Suppose,
Test, Theory
Table 3.2: Bloom’s Taxonomy Definitions and Action verbs

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The definitions and verbs for Bloom’s Taxonomy are given in the table below. Care must be taken
to ensure that the verbs chosen for lesson level objectives build up to the level of the verb that is
in the course level objective. The lesson level verbs can be below or equal to the course level
verb, but they CANNOT be higher in level.

3.5 Rubric
A rubric is a scoring guide, for both teacher and student, for evaluating the performance of students in
their quiz, test, laboratory work, examination, or a project. It has following three parts:

I. Performance criteria

II. Rating scale and

III. Indicators.

Rubric defines what is expected and what will be assessed according to specified criteria, making
grading and ranking simpler, more transparent, and fairer.

A rubric looks like as shown below:

Criterion 2

Criterion 3

Criterion 4

Figure 3.3: Rubric Structure

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3.6 Criteria to Assess Student Work
Ideally, a rubric will have three to five performance criteria depending upon areas that really matter to
the quality of the work that’s being produced and what are expectations from the students for example:
What students need to demonstrate in the assignment?

• What are the learning outcomes of this unit?

• Which learning outcomes will be listed in the rubric?

• Which skills are essential at competent or proficiency levels for the task or assignment to be
complete?

• How important is the overall completion of the task or project?

3.7 Course Outcomes (CO):

Course Outcomes are the statements of knowledge / skills/ abilities that students are expected to
know, understand and perform as a result from their learning experiences in each course. A
welldefined CO facilitates faculty in designing suitable delivery and assessment methods to
achieve the designed CO in the beginning of a semester and in measuring the achievement of the
CO at the end of the semester. The course outcomes should be SMART.

Table 3.3: course outcomes should be SMART

They must provide description of precise behaviour and situation it will be

Specific
performed. And must be concrete, focused and detailed

Measurable The performance of the objective must be observed and measured

Achievable The objective must be achieved by using reasonable amount of effort

Realistic They must be appropriate for the student and the situation

Time-bound Must be clearly stated with a time limit for accomplishing objective

The course outcomes have already been described by the University along with each course based
on the Bloom’s Taxonomy, which has been described below:

Table 3.4: TEACHING - LEARNING STRATEGIES ADOPTED

24
 1. BLENDED LEARNING with 4. Group Activities
Flipped
5. DISCUSSION & Brain Storming
Class
6. Self-Learning
2. Lecture
• Assignments
Computer
Aided • MOOC
Presentation • Tutorial
Direct Instruction • Seminar
Fully Online Instruction • Web-
Case Study Enhanced
Learning
3. Computer Labs/Laptop Instruction
7. Mental Modeling
Demonstration
8. Examination
Drill And Practice

4. Project Development

Project Presentation
Question And Answer

Assessment and Attainment

Assessment Methods weightage and Frequency

25
 Figure 3.4: Flowchart for Course Assessment

3.8 Course Outcome Assessment

Each course is evaluated by two type of tools / methods i.e. direct assessment tools and indirect
assessment tools.. Direct assessment tools / methods are to assess the students’ knowledge and
performance, which they have gained in the class and other activities such as assignment,
26
workshops, seminars, lectures by eminent persons etc. Direct assessment is carried out by Internal
and external assessments and indirect assessment is carried out by a course exit survey and if
required by feedbacks from examiners and employers. Schedule of direct assessments is prepared
by the course coordinator while meeting the requirements of the Affiliating University AKTU
regulations.

The list of CO assessment tools, frequency and weightage are shown in the figure and table below.

Table 3.5: List of CO Assessment Tools, Frequency and weightage

Tools / Methods Frequency
Weighta
ge

Day to day Regular

Mid SEM Exam Twice / SEM 30

Quiz For all COs 10

Assignment For all COs 20

Practical Regular 25

Mini -Project Once 50

Project Regular 100

End Semester Examination (Theory) Once in a semester 150

Once in a semester 25
End Semester Examination
(Practical)

Once in a semester
End Semester Examination (Project) 300

Program Exit Survey Once per year

27
 Alumni Feedback Once per year

Parent Feedback Once per year

1. Assessment of theory courses:

Direct Assessment: Direct assessment of theory courses is carried out by Internal and
External assessment of each defined CO

Internal Assessment:

(a) Day to Day assessments: It is carried out for enhancing the learning
process of the students on regular basis. At least one class test and any
other direct assessment tools e.g. assignments, Quiz, Surprise test etc as
desired by the course coordinator is / are conducted.

(b) MID Semester (Sessional) Examinations: Two descriptive

examinations are conducted as per the Affiliating University AKTU
schedule by the course coordinator for one and half an hour with no
choice, covering all the COs of the course as detailed below:

i. Two Sessional Tests with equal weightage of marks are

conducted according to academic plan of the institute and
covers all possible levels of Blooms Taxonomy. It is taken
care that each test covers 50% COs respectively. In case
of odd numbered COs in any subject one of the COs may
appear in both sessional tests with different
levels of Bloom’s Taxonomy.
ii. One Make-up Test is also conducted only for those
students who fail to appear in either any one or both
sessional tests due to some or other reason. No student is
allowed to appear in make-up test for improving their
performance i.e. those students who have been appeared
in both sessional tests.
iii. Final sessional marks are calculated by taking average of
both sessional test marks OR only makeup test.

28
 (c) Quiz: MCQ / Objective examination is conducted, covering all COs, as
many times as per the choice of course coordinator.

(d) Assignments: The assignments are important to analyze ideas and

concepts learned and to consider the relationships among them. Regular
home assignments are given for improving self learning / web enhanced
learning for following:

Cognitive enhancement

Ensured knowledge gain

Improved writing pattern

Augmenting reasoning and analytical skills

Augmenting Planning & organization tactics

and skills

Increased focus on studies

Improved time management skills

It is ensured that the entire COs and all possible levels of Blooms
Taxonomy are covered. Assignment marks are calculated by averaging
marks of all assignments.

• External Assessment:

• At the end of every semester, a three hours examination is conducted by

the Affiliating University AKTU.

Indirect Assessment:

At the end of the semester, after all examinations are over a survey on course
learning outcomes with the students is conducted.

2. Assessment of Practical Courses:

• Internal Assessment:

• Day to Day assessments: It is carried out for getting the practical

application / proof of the theories learnt. The assessment is carried
out based on the results of experimentation results, lab reports and
vivo voce conducted during / after the completion, of experimentation.

29
 • Internal (Sessional) Examinations: After completion of all the
scheduled experiments in the course, an internal examination for two
/ three hours is conducted by the course coordinator to assess the skills
acquired by the student through theory classes and the practical
sessions held.

• External Assessment:

• At the end of every semester, a three hours examination is conducted

at the institute in presence of an External Examiner appointed by the
Affiliating University AKTU.

Indirect Assessment:

At the end of the semester, after all examinations are over a survey on course
learning outcomes with the students is conducted.

3. Mini Project Work / Industrial Training / Summer Training

Internal assessment only is conducted by examining implementation details & project

report and viva voce examination during presentation.

4. Project Work

Project works are for collaborative learning, improvement of innovative & intellectual
capabilities and also self learning.

Allotment: Projects to the students are allotted by a committee appointed by the department,
after review of the synopsis submitted by either student or a faculty.

Internal Assessment:

o Internal (Sessional) Examinations: It is carried out through regular

reviews by a departmental committee in the following manner:

a. After the finalization of the project allotment, students are

instructed to make a PowerPoint presentation on the project
giving an overview of the model development and work
progress so far.

b. Students are instructed to submit Design / Experimental

document of the project and give a PowerPoint presentation on
work progress so far.
30
 c. Students are instructed to submit complete project report and
PowerPoint presentation for the project.

• External Assessment:

• At the end of every semester, the assessment of project work is

conducted through presentation of project work done and Vivo-voce, by a
committee appointed by the department and an External Examiner
appointed by the Affiliating University at the institute.

Indirect Assessment:

At the end of the semester, after all examinations are over a survey on course
learning outcomes with the students is conducted.

Course Outcomes are the statements of knowledge / skills/ abilities that students are expected to
know, understand and perform as a result from their learning experiences in each course. The
assessment processes described above gathers the required data which is used for evaluation of
the attainments of Course Outcomes. The relevancy and appropriateness of the tools used for
assessment is described in the Tables below.

Table 3.6: Relevancy and Appropriateness of Assessment method

Types of Assessment Assessment Appropriateness/Relevancy in
Course Type Method Assessment
Theory Internal Sessional Test Assessment of progress in a course and
helping them to prepare for end semester
examination
Assignment To improve Self Learning skills
Quiz Quick and informal assessment of student
knowledge, concentration and confidence
External University For students to test their knowledge, rectify
Examination their skills, analyze new problems based on
their whole semester study, and ultimately to
qualify for the next semester.
Practical Internal Lab Experiments Hands-on-learning continuous assessment
Practical Records Solution representation assessment
Practical Semester - end department-level learning
assessment assessment
External University Semester-end university-level learning
Examination assessment
Summer Internal Presentation Self-learning, Communication ability and life-

training / long learning assessment

Mini project

31
Seminar Internal Students ability to improve their knowledge
and understanding of a topic by engaging with
key issues -
Project Internal Apply their theoretical knowledge acquired to
& External practical situations, explore new ideas, and
develop problem-solving and critical thinking
skills
The various assessment tools, assessment frequency, assessing & reviewing authority and
mapping of tools with COs for different type of courses are listed in the table.

Table 3.7: Assessment Process for Theory Courses

Assessment Tool Assessment Assessing Reviewing Mapping with COs
Frequency Authority Authority
Sessional Test-1 ONE PER Course Department Relevant COs
Sessional Test-2 SEMESTER Instructor Advisory Remaining COs
Committee
Makeup Test All COS
Quiz 1 to n CO1 to n
Where n is number of COs Where n is number of COs
Assignment 1 to n CO1 to n
Where n is number of COs Where n is number of COs
Semester Exam Affiliating Affiliating All COs
University University
Table 3.8: Assessment Process for Practical Courses
Assessment Tool Assessment Assessing Reviewing Authority Mapping with
Frequency Authority COs
Lab Experiments Regular Course Instructor Department All COS
Viva Voice throughout Advisory All COS
Semester Committee
Practical Record All COS
Internal Semester One Per Course Instructor Department All COS
Exam Semester Advisory
Committee
Semester Exam One Per Affiliating Affiliating University All COS
Semester University
Table 3.9: Assessment Process for Project
Assessment Tool Assessment Criteria
Assessment Assessing Reviewing Mapping
Period Authority Authority with COs
Progress Presentation-1 Presentation Skill 7th Semester Project Department All COS
Progress Presentation -2 Implementation Details 8th Semester Review Advisory All COS
Documentation, Viva 8th Semester Committee Committee
Internal Examination All COS
Voce
External Examination Presentation Skill 8th Semester Affiliating Affiliating All COS
Implementation Details University University
Documentation, Viva
Voce

32
 Table 3.10: Assessment Process for Mini Project / Industrial Training

Assessment Assessment Criteria Assessment Assessing Reviewing Mapping with

Tool Period Authority Authority COs

Progress Presentation Skill One Per All COS

Seminar Department
Presentation Semester
Implementation Details Review Advisory
Documentation, Viva Voce Committee Committee

Table 3.11: Assessment Process for MOOC

Assessment Tool Assessment Period Assessing Reviewing Mapping
Authority Authority with COs
ONLINE Assignments Throughout Semester IIT, Kanpur IIT, Kanpur All COS
Examination Semester End A K Technical A K Technical All COS
University University
For representing the correlation among COs, POs, PSOs and PEOs rating scale of 1 to 3 has
been decide by the Departmental Planning Committee, where 1 is low, 2 is medium and 3 is
high. If there is no correlation it is represented by “blank”

For describing the attainment levels also rating scale of 1 to 3 has been decide by the
Departmental Planning Committee where 1 is low, 2 is medium and 3 is high. If there is no
correlation it is represented by “blank”

Before starting the process of calculating the CO attainment levels, student number threshold
levels and marks obtained threshold levels for each assessment tools are decided by the
Departmental Planning Committee.

Such rubric is decided for internal and external assessments separately and for all assessment
tools. Departmental Planning Committee decides the following and distributes it to every
faculty member for calculation and records.

ITSTi: Internal Theory Student Number Threshold, where i is 1, 2, 3 for attainment levels 1,
2, and 3 respectively and ITST1 < ITST2 < ITST3

ETSTi: External Theory Student Number Threshold, where i is 1, 2, 3 for attainment levels 1,
2, and 3 respectively and ETST1 < ETST2 < ETST3

PSTi: Practical Student Number Threshold, where i is 1, 2, 3 for attainment levels 1, 2, and 3
respectively and PST1 < PST2 < PST3

ITCTi: Internal Theory Course Score Threshold, where i is 1, 2, 3 for attainment levels 1, 2,
and 3 respectively and ITCT1 = ITCT2 = ITCT3

33
 ETCTi: External Theory Course Score Threshold, where i is 1, 2, 3 for attainment levels 1, 2,
and 3 respectively and ETCT1 = ETCT2 = ETCT3

PSTi : Practical Course Score Threshold, where i is 1, 2, 3 for attainment levels 1, 2, and 3
respectively and PST1 = PST2 = PST3

Similarly for other tools the rubrics are decided..

All these threshold values are decided by taking the average of performance of last three years
or as decided by Departmental Planning Committee. For example

For attainment level 3 of a CO if 70% or above students score more that 70% of marks

For attainment level 2 of a CO if 60% or above students score more that 70% of marks

For attainment level 1 of a CO if 40% or above students score more that 70% of marks

3.9 Setting of the Target level for all the Tools / Methods
Department advisory committee also sets the target level of attainment for the next year based on
the performance of students in previous years.

3.10 Course Outcome Attainment Process

The Departmental Planning Committee after deciding the necessary threshold values etc. conveys
it to all faculty members and also informs them to submit the attainment values as per schedule.

3.11 Process to find out the course outcome attainment of theory and practical
subjects

Step 1: An Excel sheet will prepare for each assessment method of theory subject containing CO
level score in each of the assessment method i.e. sessional test, quiz and assignment.

Step 2: In each frequency of the assessment method CO attainment level get calculated as per
following rubric table.
Table 3.12: Rule for Internal Assessment ( For Theory Subjects)
Rule for Internal Assessment ( For Theory Subjects) Level
ITST1 Percentage of students above the ITCT Percentage of threshold 1 (LOW)
level proposed by the HOD.
ITST2 Percentage of students above the ITCT Percentage of threshold 2 (MEDIUM)
level proposed by the HOD.
ITST3 Percentage of students above the ITCT Percentage of threshold 3 (HIGH)
level proposed by the HOD.
34
 Table 3.13: Rule for External Assessment ( For Theory Subjects)
Rule for External Assessment ( For Theory Subjects) Level

ETST1 Percentage of students above the ETCT Percentage of threshold 1 (LOW)

level proposed by the HOD.
ETST2 Percentage of students above the ETCT Percentage of threshold 2 (MEDIUM)
level proposed by the HOD.
ETST3 Percentage of students above the ETCT Percentage of threshold 3 (HIGH)
level proposed by the HOD.

Table 3.14: Rule ( For Practical’s Subjects)

Rule ( For Practical’s Subjects) Level

PST1 Percentage of students above the PCT Percentage of threshold 1 (LOW)

level proposed by the HOD.
PST2 Percentage of students above the PCT Percentage of threshold 2 (MEDIUM)
level proposed by the HOD.
PST3 Percentage of students above the PCT Percentage of threshold 3 (HIGH)
level proposed by the HOD.
Where:

ITST 1,2,3: Internal Theory Student Threshold (ITST1<ITST2<ITST3)

ITCT: Internal Theory Course Threshold
ETST 1,2,3: External Theory Student Threshold (ETST1<ETST2<ETST3)
ETCT: External Theory Course Threshold
PST 1,2,3 : Practical Student Threshold (PST1<PST2<PST3)
PCT: Practical Course Threshold

Step 3: Since AKTU University does not provide the score on CO basis thus overall score will
be used to find the co attainment level equally applicable for all CO’s as per the rubric defined
above.

Step 4: Attainment of COi= (Summation of COi attainment level as per in step 2 for each
frequency of all assessment method)

(Total no. of time attainment mentioned for COi )

COi is the ith Course Outcome

Step 5: Overall internal attainment of CO = Average of all internal CO attainment level.

Step 6: Final CO attainment level = Weightage1 * overall internal attainment level +

Weightage2* University exam CO attainment level.
35
 Where

Weightage1 is Internal marks Weightage in total marks of Theory, Practical, Project etc.

Weightage2 is External marks Weightage in total marks of Theory, Practical, Project etc.

3.12 Process to a set attainment level

Step 1: A review committee comprising of CPC and DPC of respective department’s for which
attainment level is going to be decided will identify/ review PPO and SPO; and ensure PPO must
attain the level already decided; though every effort made for SPO to attain the decided level for
APY.

Step 2: Calculate attainment level for each PO using attainment calculation methodology from data
collected through various evaluation tools.

Step 3: Step 2 will provide attainment level of APY to the CPC and DPC.

Step 4: If APY crosses attainment level of 2.5 for all decided PPO then CPC will decide the IPT
value and calculate TCY using following equation:

TCYi=TPYi+IPT

And attainment level is set to two third of target level.

Else If APY crosses the attainment level for all decided PPO then CPC will decide the PIA and
calculate the attainment level of current academic session using equation

ACY=APY(1+(PIA/100))

Else ACY and TCY will continue the value of APY and TPY respectively.

Step 5: CPC will provide the ACY and TPY value to the respective department’s head for quality
control of all teaching learning environment and process.

Where

PPO= Primary program outcome (Program outcomes which are necessary to be attained as decided
by the CPC)

SPO= Secondary program outcome (Program outcomes which are not included in PPO)

ACY= Attainment level of current academic year

APY=Attainment level of Previous academic year

PIA= Percentage level increase in attainment level

TCY= Threshold level of current academic year rubrics

36
TPY= Threshold level of previous academic year rubrics
IPT= Point increase in the rubrics threshold value

3.13 Attainment of Program Outcomes and Program Specific Outcomes

All the theory and practical courses are directly related/mapped with PO’s and PSO’s.
Achieving Course attainment is the direct way of accomplishing PO’s and PSO’s.
Performance in various courses reflects the extent of achievement of PO’s and PSO’s. The
detailed process is given below. The various direct and indirect tools and its frequency, the
responsible authority to collect data for assessing the attainment of each PO, and PSO.

Collection of survey
Calculate

37
 Figure 3.6: Composition of PO Attainment

Table 3.15: Direct Assessment Tools

Type Tools / Methods Process
Theory i. Two Sessional examinations are conducted
i. Sessional Tests covering all COs
ii. Assignment iii. ii. Assignments are give covering all COs of the
Quiz subject and for all possible Bloom’s levels
iii. MCQ / Objective examination is conducted
minimum one / unit of the course.

Practical
i. Performance during After completion of all the experiments in a
experimentation course one sessional examination is
ii. Practical records iii. conducted besides regular evaluation during
Sessional Tests each lab class.
Project
i. Review Presentation ii. Regular reviews are held for evaluation of the
Implementation and progress of project work, its documentation.
Viva voce iii. Implementation through presentation and
Documentation viva voce by a departmental committee.

University Examination At the end of a semester, the affiliating

i. Theory University conducts theory examination,
ii. Practical iii. practical examination with an external
Project examiner and also for project work done
with an external examiner.

Table 3.16: Indirect Assessment Tools

38
 Type Tools / Methods Process

Internal Surveys Online / Offline) Feedback Survey is conducted to assess

i. Program Exit ii. program level outcome from final year
Alumni Feedback iii. student, program level outcome at work and
Parent Feedback life-long learning from alumni and program
outcome satisfaction of the parent.
Table 3.17: Appropriateness/Relevancy in Direct Assessment
Type of Assessment Direct Appropriateness/Relevancy in
course Assessment Assessment
Method

Internal Sessional Test Institution-level continuous assessment

Theory Assignment Self-learning

Quiz Department-level continuous

assessment

External AKTU University-level Assessment

University
Examination
Practical Internal Lab Experiment Hands-on-learning continuous
assessment

Practical records Solution representation assessment

Internal Practical Semester-end department-level learning

assessment assessment

External AKTU external Semester-end university-level learning

practical external assessment
assessment

Internal Summer training Self-learning, communication ability

presentation/ and life-long learning assessment
Mini
Project
Internal Seminar Self-learning and create level
assessment

Internal/ Project Self-learning and create level

External assessment

Table 3.18: Appropriateness/Relevancy in Indirect Assessment Method

39
 Indirect Assessment Appropriateness/Relevancy in Assessment
Method for PO/PSO

Program exit survey To assess program level outcome from final year
student.
Alumni exit survey To assess program level outcome at work and life-long
learning.

Parents To assess program outcome satisfaction of the parent.

● Direct assessment evaluation parameter value will collect from their respective
assessment methodology.
● Indirect assessment evaluation parameter value will collect from respective surveys.
● To calculate the overall course outcome attainment, direct and indirect evaluation
proportion, set by the central planning committee, equally applicable at department level,
will utilize.
● Institute/department level committee will take necessary action if any course outcome
shortfall.

3.14 Process to find out the program outcome attainment of theory subject:
Step 1: Collect final CO attainment level of respective course.

Step 2: Collect PO/PSO consistency matrix of respective course. Step

3: Calculate average of each PO using following formula

POi = Average of COij

Where POi is ith Program Outcome

COij is jth CO PO matrix level for ith PO

Step 4: Calculate each PO attainment level using following formula

Direct Attainment level of POi = (Average COs for POi /3) * Final CO attainment for the
course.

Direct Attainment level of PSOi = (Average COs for PSOi /3) * Final CO attainment for the
course.

40
Step 5: Collect Program exit survey, alumni survey and parent's survey representing PO/PSO
opinion on 10-point scale.

Step 6: find the average of each PO opinion and find indirect PO attainment level using rubric.

Table 3.19: Rule for Internal Assessment ( For Theory Subjects)

Rule for Internal Assessment ( For Theory Subjects) Level

ITST1 Percentage of students above the ITCT Percentage of 1 (LOW)

threshold level proposed by the HOD.

ITST2 Percentage of students above the ITCT Percentage of 2

threshold level proposed by the HOD. (MEDIUM)

ITST3 Percentage of students above the ITCT Percentage of 3 (HIGH)

threshold level proposed by the HOD.

Table 3.20: Rule for External Assessment ( For Theory Subjects)

Rule for External Assessment ( For Theory Subjects) Level

1 (LOW)
ETST1 Percentage of students above the ETCT Percentage of
threshold level proposed by the HOD.

ETST2 Percentage of students above the ETCT Percentage of 2

threshold level proposed by the HOD. (MEDIUM)

3 (HIGH)
ETST3 Percentage of students above the ETCT Percentage of
threshold level proposed by the HOD.

Table 3.21: Rule ( For Practical’s Subjects)

Rule ( For Practical’s Subjects) Level

1 (LOW)
PST1 Percentage of students above the PCT Percentage of
threshold level proposed by the HOD.

PST2 Percentage of students above the PCT Percentage of 2

threshold level proposed by the HOD. (MEDIUM)

PST3 Percentage of students above the PCT Percentage of 3 (HIGH)

41
 threshold level proposed by the HOD.

Where:

ITST 1,2,3: Internal Theory Student Threshold (ITST1<ITST2<ITST3)

ITCT: Internal Theory Course Threshold

ETST 1,2,3: External Theory Student Threshold (ETST1<ETST2<ETST3)

ETCT: External Theory Course Threshold

PST 1,2,3 : Practical Student Threshold (PST1<PST2<PST3)

PCT: Practical Course Threshold

Step 7: Calculate final PO attainment level of each PO using formula

POi = Direct attainment level of POi * 0.8 + indirect PO attainment level of POi * 0.2

Table-3.22: Direct and Indirect Assessment Method

Assessment Assessment Method Weightage Assessment Assessment and
Type Period Reviewed by

Direct Assessment Tools based on 80% One per

subject nature semester

AKTU Examination (67%

fpr K-code and 70% for
One per
Rcode of University Department
semester
Exam+33% for K-code and Advisory
30% for R-code of the Committee
Assessment tools)

As per AKTU internal,

External weightage
distribution.

Indirect Current Passing out 20% 8th

Students Survey Semester
Parents survey One per year

Alumni survey One per year

42
4 Summary Attainment Process
Steps Description
Step 1
Define the Vision and Mission of the Department in line with Institute’s Vision
and Mission.

Step 2 Define the Program Educational Objectives (PEOs) of the Department.

Step 3
Establish the mapping between PEOs and POs to setup target level of PO
attainment

Step 4
Define the relation between Course Outcomes (COs) and POs for each course
to obtain overall CO mapping with each POs.

Step 5 Develop the overall CO-PO mapping matrix for all courses.
Step 6
Computation and construction of overall CO attainment matrix for each course
using course assessment tools.

Step 7
Calculation and construction of direct PO attainment matrix using overall
COPO

mapping matrix and overall CO attainment matrix.

Step 8 Calculation of overall direct PO attainment.

Step 9 Calculation of indirect PO attainment

Step 10 Computation of overall PO attainment

Comparison of target level and obtained PO attainment.
Step 11

43
 Annexure 1
CO Attainment Level

42
 Annexure 2
Final CO Attainment for the Course

43
 Annexure 3
CO-PO/PSO Matrix and PO/PSO Attainment by Direct Method

44
 Annexure 4

UNITED INSTITUTE OF TECHNOLOGY, PRAYAGRAJ

DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING
ALUMNI FEEDBACK FORM (SESSION 2021-22)
Branch:……………………………..Passing Year:…………………………….Date………………………
Student Name:…………………………………………………….......Mob.No…….………………………
Given your response by making ( ) on any column (from 1 to 10) against each point.
(Column 10 stands for Excellent or outstanding and column 1 stands for poor or
unsatisfactory) Remark: Parameters are based on defined PO & PSO.

S No Response
Points to be considered
1 2 3 4 5 6 7 8 9 10
1 How do you rate the knowledge of Mathematics, Physics, Chemistry and
basic Engineering to solve Engineering Works?
2 How do you rate your ability to identify, formulate and analyze complex
Engineering problems?
3 How do you rate your ability to design efficient processes and develop
high quality products giving due consideration to safety, environmental
issues and economic aspects?
4 How do you rate your ability to conduct investigation of complex
Engineering problems?
5 Had you acquired skills to select and use modern Engineering tools and
Software for Modeling, Simulation and solution of Complex Engineering
problems?
6 Do you able to apply contextual knowledge to assess social, health,
safety, legal and cultural issues in professional practice to become a
responsible engineer?
7 Do you able to understand the social and environmental impacts of
applying Engineering to solve real life problems and practice sustainable
development?
8 How do you rate your ability to work with full commitment to
professional and ethical responsibilities as an engineer?
9 How do you rate your ability to work individually in a team or as a leader
in any demanding or challenging environment?
10 How do you rate your ability to communicate effectively with
Engineering community or the society at large through appropriate
reports, designs, presentations and instructions?
11 Do you able to engage in life-long learning in the broadest context of
developments in technology for continuous Professional development?
12 Are you able to understand Engineering and Management principles and
apply these to manage multidisciplinary projects and finance as an
individual or as a member or leader of a team?
13 How do you rate your ability to apply the knowledge of Programming
languages, Data, Structure and Algorithms, Data Science, Networks and
Software Engineering principles for Software product development?
14 How do you rate your ability to apply the knowledge of Mathematics,
Physics, Chemistry and basic Engineering to solve Engineering
problems?
15 How do you rate your ability to identify, formulate and analyze complex
Engineering problems and derive meaningful conclusions using
principles of Mathematics, Science and Engineering?
 Annexure 5
Place: Signature

45
UNITED INSTITUTE OF TECHNOLOGY, PRAYAGRAJ
DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING
CURRENT PASSING OUT STUDENT FEEDBACK FORM

Branch:……………………………………..Year/Section:……………..
Date……………………………..
Student Name:………………………….Roll. No.………………………Mob.
No.………………………..
Given your response by making ( ) on any column (from 1 to 10) against each point.
(Column 10 stands for Excellent or outstanding and column 1 stands for poor or
unsatisfactory) Remark: Parameters are based on defined PO and PSO.
S No Response
Points to be considered
1 2 3 4 5 6 7 8 9 10
1 Have you learned the fundamental principles underlying the
major areas of Mathematics, Science and Engineering in your
courses?
2 Are you able to analyze a problem and formulate the solution
using principles of Mathematics, Natural Science and
Engineering Science?
3 Have you published any paper using innovative ideas
considering public health, safety and social environmental
issues during your graduation?
4 Do you able to use research based knowledge and methods to
investigate complex problems?
5 Have you used creative thinking Modern tools techniques and
resources for solutions to complex Engineering activities
keeping the constraints in mind?
6 Do you able to reason out issues related to society, health,
safety, legal and culture using contextual knowledge and
borne the responsibility relevant to professional Engineering
discipline to address the same?
7 Are you able to grasp the impact of professional Engineering
solutions in the context of society and environment and apply
it for sustainable development?
8 Are you able to apply ethical principles and commitment to
professional ethics and responsibilities
9 Are you a team player and able to function effectively in a
multidisciplinary setting?
 Annexure 6

10 Are you able to communicate effectively on complex

Engineering activities with the Engineering communities and
the society?
11 Are you able to apply knowledge and skill to manage projects
in a multi-disciplinary environment?
12 Are you able to keep yourself updated on the latest technology
to adhere in your workplace?
13 Are you able to work in operation and maintenance services
in Software Development Industry?
14 Are you able to apply basic principles of Engineering science
to engage yourself in national level research?
15 Have you used creative thinking to design software?

Place: Signature

46
UNITED INSTITUTE OF TECHNOLOGY, PRAYAGRAJ
DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING PARENT
FEEDBACK FORM

Parent Name:……………………………………... Mob. No……………………….

Date……………….. .
Student Name:…………………………… Branch…………………………….Study
Year:………………
Given your response by making ( ) on any column (from 1 to 10) against each point.
(Column 10 stands for Excellent or outstanding and column 1 stands for poor or unsatisfactory)
Remark: Parameters are based on defined PO & PSO.

S Response
No Points to be considered
1 2 3 4 5 6 7 8 9 10
1 How well your ward has been able to apply the knowledge of Mathematics,
Physics, Chemistry and basic engineering to solve Engineering problems?
2 How well your ward has been able to identify, formulate and analyze complex
Engineering problems and derive meaningful conclusions using principles of
Mathematics, Science and engineering in your work?
3 How well your ward has been able to design efficient processes and develop
high quality products giving due consideration to safety, environmental issues
and economic aspects?
4 How well your ward has been able to conduct investigation of complex
Engineering problems?
5 How well your ward has been able select and use modern engineering tools
and software for modeling, simulation and solution of complex Engineering
problems?
 Annexure 7

6 How well your ward has been able to apply contextual knowledge to assess
societal, health, safety, legal and cultural issues in professional practice to
become a responsible engineer?
7 How well your ward has been able to understand the societal and
environmental impacts of applying Engineering to solve real life problems and
practice sustainable development?
8 How well your ward has been able to work with full commitment to
professional and ethical responsibilities as an engineer?
9 How well your ward has been able to work individually in a team or as a leader
in any demanding or challenging environment?
10 How well your ward has been able to communicate effectively through written
and oral modes to all levels of stakeholders in society.
11 How well your ward has been able to apply engineering and management
principles to manage multidisciplinary projects as an individual or as a team
member or team leader?
12 How well your ward has been engaging himself in life-long learning and
developments in technology for continuous professional development?
13 How far your ward has been able to provide effective and efficient real time
solution to engineering problems in his area, based on acquired knowledge so
as to empower industry and society?
14 How far your ward has been able to channelize his knowledge base, business
links and social contacts into socially beneficial activities?
15 How far your ward is in a position to pursue continual path of professional
development, interspersed with advanced education and continuing
enhancement programs, relevant to his specific career goals?

Place: Signature

47
 Annexure 7

Theory Course Assessment Process

80 20

67 33 Assignments-1,2,3,4,5

48
 Annexure 8

80 20

Lab Experiments

50 50

49