Outcome Based Education

(OBE) Manual
Draft 1
Academic Year 2020-21

Team OBE
DYPCET, Kolhapur
Vision

PO

CO
 INDEX

1 Vision, Mission and Quality Policy of Institute ............................................................................3

2 OBE Framework of the Institute .................................................................................................4
3 Revised Blooms' Taxonomy ........................................................................................................5
4 Action Verbs for Course Outcome ..............................................................................................7
5 Guidelines for Writing Course Outcome Statements .................................................................8
6 Quality of Course Outcome ........................................................................................................9
7 CO-PO Mapping Guidelines ......................................................................................................10
8 Targets / Attainment Levels ......................................................................................................12
9 Student Competency ................................................................................................................13
10 Rubrics for Assessment .............................................................................................................15
11 Activity Based Learning ............................................................................................................16
12 List of Assessment Tools............................................................................................................17
13 CO Attainment Calculations .....................................................................................................18
14 Sample List of Activities with BTL ..............................................................................................21
15 Contribution of Course Attainment in PO Attainment ..............................................................22
16 Continuous Improvement .........................................................................................................23
17 List of Documents......................................................................................................................24

Abbreviations:
OBE Outcome Based Education BTL Bloom's Taxonomy Level
LOT Lower Order of Thinking HOT Higher Order of Thinking
PEO Program Educational Objectives PO Program Outcome
CO Course Outcome PSO Program Specific Outcome
UE University Theory Exam POE Practical Oral Exam
CE Course Exit Survey HoD Head of Department
PC Program Coordinator DAB Department Advisory Board
PAC Program Assessment Committee AY Academic Year

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1
 Preamble

Outcome Based Education (OBE) is an educational model that forms the base of a quality
education system. There is no single specified style of teaching or assessment in OBE. All educational
activities carried out in OBE should help the students to achieve the set goals. The faculty may adapt the
role of instructor, trainer, facilitator, and/or mentor, based on the outcomes targeted.
OBE enhances the traditional methods and focuses on what the Institute provides to students. It
shows the success by making or demonstrating outcomes using statements "able to do" in favor of
students. OBE provides clear standards for observable and measurable outcomes.

Benefits of OBE
· Clarity: The focus on outcome creates a clear expectation of what needs to be accomplished by the
end of the course.
· Flexibility: With a clear sense of what needs to be accomplished, instructors will be able to
structure their lessons around the students' needs.
· Comparison: OBE can be compared across the individual, class, batch, program and institute levels.
· Involvement: Students are expected to do their own learning. Increased student involvement
allows them to feel responsible for their own learning, and they should learn more through this
individual learning.

India, OBE and Accreditation

th
From 13 June 2014, India has become the permanent signatory member of the Washington
Accord. Implementation of OBE in higher technical education also started in India. The National
Assessment and Accreditation Council (NAAC) and National Board of Accreditation (NBA) are the
autonomous bodies for promoting global quality standards for technical education in India. NBA has
started accrediting only the programs running with OBE from 2013.
The National Board of Accreditation mandates establishing a culture of outcome based education
in institutions that offer Engineering, Pharmacy, Management program. Reports of outcome analysis help
to find gaps and carryout continuous improvements in the education system of an Institute, which is very
essential.

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2
 Vision, Mission and Quality Policy of Institute
Vision of Institute: To become a leading Institute in producing high quality technical professionals for nation
building.
Mission of Institute: Quality Policy of Institute:
· To nurture the students with high quality We are committed to create quality professionals to
education. meet the emerging industrial and social needs
· To promote creativity, excellence and through :
discipline. • Innovative quality education.
· To explore career opportunities for the • Technology oriented system administration.
students. • State of art infrastructure.
· To enhance industry-institute interaction • Congenial & disciplined learning environment.
and research activities. • Inculcating moral & ethical values among faculty
· To create social and environmental and students.
awareness. · Aiming at continual improvement in all activities.

Program Outcomes (POs)

· PO 1 : Engineering Knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an
engineering specialization to the solution of complex engineering problems.
· PO 2 : Problem Analysis: Identify, formulate, research literature, and analyze complex engineering problems reaching
substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.
· PO 3 : Design/Development of Solutions : Design solutions for complex engineering problems and design system
components or processes that meet the specified needs with appropriate consideration for the public health and
safety, and the cultural, societal, and environmental considerations.
· PO 4 : Conduct Investigations of Complex Problems : Use research-based knowledge and research methods including
design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid
conclusions.
· PO 5 : Modern Tool Usage : Create, select, and apply appropriate techniques, resources, and modern engineering and
IT tools including prediction and modelling to complex engineering activities with an understanding of the limitations.
· PO 6 : The Engineer and Society : Apply reasoning informed by the contextual knowledge to assess societal, health,
safety, legal and cultural issues and the consequent responsibilities relevant to the professional engineering practice.
· PO 7 : Environment and Sustainability : Understand the impact of the professional engineering solutions in societal
and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.
· PO 8 : Ethics : Apply ethical principles and commit to professional ethics and responsibilities and norms of the
engineering practice.
· PO 9 : Individual and Team Work : Function effectively as an individual, and as a member or leader in diverse teams,
and in multidisciplinary settings.
· PO 10 : Communication : Communicate effectively on complex engineering activities with the engineering community
and with society at large, such as, being able to comprehend and write effective reports and design documentation,
make effective presentations, and give and receive clear instructions.
· PO 11 : Project Management and Finance : Demonstrate knowledge and understanding of the engineering and
management principles and apply these to one's own work, as a member and leader in a team, to manage projects and
in multidisciplinary environments.
· PO 12 : Life-Long Learning : Recognize the need for, and have the preparation and ability to engage in independent and
life-long learning in the broadest context of technological change.
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4
Page
Before Start of Semester During Semester Till End of Semester

Competency Matrix Verifica on of Implementa on & Verifica on

Course file/Plan in classroom/labs
Not sa sfied

Subject Preference form Refine Course file/Plan Difficulty faced

Sa sfied
Yes

Subject Allotment by HoD Resolve with Subject

Approve & allow to teach
NO

(Based on Competency ) Expert/PC/HoD

Iden fying Student competency Assessment and Evalua on, CO-

Subject confirma on by faculty
& Ac on taken PO a ainments & analysis
OBE Framework of the Institute

Curriculum, Lesson Plan, Course Submission of Analysis to

Execu on of all other Ac vi es
file, Authen ca on by HoD PC/HoD 1
 create Produce new or original work
design, assemble, construct, conjectur, develop, formulate author, investigate

Justify a stand or decision

evaluate appraise, argue, defend, judge, select, support, value, critique, weigh

Draw connections among ideas

differentlate, organize, relate, compare, contrast, distinguish, examine,
analyze experiment, question, test

Use information in new situations

execute, implement, solve. use, demonstrate, interpret, operate,
apply schedule, sketch

Explain ideas or concepts

dessity, describe, discuss, explain, identity, locate,
understand recognize, report, select, translate
Revised Bloom's Taxonomy (BT)

Recall facts and basic concepts

remember define, duplicate, list, memorize, repeat, state

5
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 The cognitive process dimensions- categories

Lower Order of Thinking Higher Order of Thinking

(LOT) (HOT)

Remember Understand Apply Analyse Evaluate Create

Recognizing Interpreting Executing Differentiating Checking Planning

(identifying) (coordinating,
Illustrating Implementing Organizing detecting, Generating
Recalling testing,
(retrieving) Classifying Attributing monitoring) Producing
(constructing)
Summarizing Critiquing
(judging)
Inferring
(concluding)

Comparing

Explaining

The Knowledge Dimension

Concrete Knowledge Abstract knowledge

Factual Conceptual Procedural Metacognitive

· Knowledge of · Knowledge of · Knowledge of · Strategic

terminologies classifications and subject specific Knowledge
· Knowledge of categories skills and · Knowledge about
specific details & · Knowledge of algorithms cognitive task,
elements principles & · Knowledge of including
generalizations subject specific appropriate
· Knowledge of techniques and contextual and
theories, models methods conditional
& structures · Knowledge of Knowledge
criteria for · Self- Knowledge
determining
when to use
appropriate
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procedures

6
 Action Verbs for Course Outcomes

Sample Action verbs:

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

Remember Understand Apply Analyse Evaluate Create

Define Explain Solve Analyse Reframe Design
Describe Describe Apply Compare Criticize Create
List Interpret Illustrate Classify Judge Plan
State Summarise 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 w.r.t knowledge dimension and order of thinking):

Use of action verbs Factual Conceptual Procedural Metacognitive

List properties of Recognize Explain working Identify strategies

Remember soil characteristic of of pump for report writing
material

Summarize Classify Explain Predict

Understand features of a adhesives by assembly the behavior
new product. toxicity. instructions. of member

Respond to Provide Carry out pH Use modern

frequently advice to tests of water techniques to get
Apply
asked team members samples. solution
questions.

Explain the Differentiate Integrate Assess

Analyse selection of LOT and HOT compliance with the project work
tool/ activity. regulations.

Select the Determine Judge efficiency Reflect on one's

Evaluate appropriate relevance of of sampling progress.
tool results. techniques.

Generate a log Assemble a Design efficient Create a learning

Create of daily team of experts. project workflow. portfolio.
activities. Page

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 Guidelines for writing Course Outcome Statements

Well-written course outcomes involve the following parts:

1. Action verb
2. Subject content
3. Level of achievement as per BTL
4.Modes of performing task (if applicable)

Illustration:
Students are able to
1) Design column splices and bases. Action verb (underlined)
2) Determine the losses in a flow system. Subject content
3) Use structural analysis software to a competent Level. level of achievement
4) Present seminar on real life problems. Modes of performing task with action verb (underlined)

While writing COs the following questions/points must be addressed properly.

Is there a description of precise behavior and the situation it will be

Specific
performed in ? Is it concrete, detailed, focused and defined ?

Measurable Can the performance of the outcome be observed and measured ?

With a reasonable amount of efforts and application can the outcome be

Achievable achieved ? Are you attempting too much ?
Is the outcome important or worthwhile to the learner or stakeholder ? Is
Relevant it possible to achieve this outcome ?
Is there a time limit, rate, number, percentage or frequency clearly stated ?
Time-Bound When will this outcome be accomplished ?

Note: If Laboratory is given as separate course (with course code) then there should be separate course
outcomes for Laboratory.

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 Quality of Course Outcome

Process at department level to maintain quality of CO

University COs, Use of CO quality Expert faculty/

Program
other Ins tute parameters, BTL Course coordinator/
coordinator/ HoD
COs, Last year COs etc. Module coordinator

Draft CO
References by Verification Approval
Course In-charge

Guidelines/Checklist for COs:

Number of COs 2 to 4
Action Verb, Subject Content, Level of
CO essentials Achievement, Modes of Performing task
(If Applicable)
Understand, Remember, Apply, Analyse,
Based on BTL
Evaluate, Create
Number of BTL Considered in one course Minimum 3
Technical Content/ point of curriculum All curriculum contents are covered
Additional CO for gap identified/filling.
Curriculum gap
Adds more weightage

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 CO-PO Mapping Guidelines

CONSIDER ANY TWO MINIMUM CRITERIA FOR CO-PO MAPPING JUSTIFICATION

A] Contact Hours: Lecture, Tutorial and Practical
Level Contact Hours in Percentage (including Lecture, Tutorial & Practical)
No mapping (-) < 5%
Low (1) 5- 15%
Medium (2) 15- 25%
High (3) >25%
Description
Number of Lectures = 3per week x 12 weeks = 36 Hours
Tutorial = 1Hr x 12 Weeks = 12 Hours
Practical = 2Hr x 12 Week = 24 Hours
Total Hrs = 36+12+24 = 72 Hrs
Example: Let, CO1 related points are engaged in 10 lectures + 1 Tutorial and 2 practical Hours
Then contact hours = 10+1+2x2 = 15 hours
Therefore, contact hours in percentage = (15/72) x 100 = 20.8 %. Medium mapping (2)
B] Number of Assessment Tools used
Level Assessment tools used to assess the CO
No mapping (-) 0
Low (1) 1 or 2
Medium (2) 3
High (3) 4 or more
Description
CO assessment tools: Mid-term test, end term test, class test, surprise test, oral, continuous internal
assessment (Assignment, Lab practical assessment), course exit survey, University theory
exam, oral exam/ practical oral exam, external feedback, Activities (Survey, guest lecture, workshop, seminar, case
studies, mini/minor projects etc.)
Every CO must be correlated with each PO and appropriate mapping may be selected.
C] Key words
Most of the times, appropriate keyword is sufficient for mapping.

Level Keywords Used in writing COs

No mapping (-) Key words related with LOT and not related with course or any outcomes
Low (1) Part of PO is reflected through keywords/action verbs
Major part of PO is reflected through keywords/action verbs. + moderate
Medium (2)
level performance is expected from student to achieve PO

High (3) Exact action verb of PO + critical performance expected from student
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to achieve PO

10
D] Critical Assessment Record for PO5 to PO12

Level Assessment Depth

No mapping (-) No rubric used for assessment
Low (1) Single rubric category used for assessment
Medium (2) Two rubric category used for assessment
High (3) Three or more rubric category used for assessment

Illustration
Category Rubric Level of Performance
No. Category 4 3 2 1
Seeks Will take Resists taking Never shows
opportunities lead if group on leadership up
Group to lead; while insists; not role; while
1
Leader leading is good at being leading allows
attentive to attentive to uneven
each member each member contributions
Always Sometimes Rarely Never shows
contributes; contributes; contributes; up and never
quality of quality of contributions contributes.
2 Contribution are often
contributions contributions
peripheral or
is exceptional is fair irrelevant;
frequently
misses team
sessions
Always cooperative cooperative Non-
cooperative with with few cooperative
Cooperation with all members,but members, and
3
members, sometimes argue most
support good argue of time
initiatives
E] Assessment Type
Level Assessment Depth
No mapping (-) Test items (1) OR Nil
Low (1) Test items (2) OR Assessment item (1)
Medium (2) Test items (2) + Assessment item (1) OR Assessment item (2)
High (3) Test items (2) + Assessment item (2) and More

Test Item:
Mid-term, End term, class test, surprise test, University theory exam (Questions + additional information)
Assessment items:
Quizzes, Assignment problems, simulation, laboratory experiments, project, field work, report
presentation, tutorials, activities, etc.
F] Any other criteria with proper justifiable document is acceptable. Page

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 Targets/ Attainment Levels
TARGET

Minimum passing criteria

Threshold based
40%

Average of last 3 year

Performance based Average based

Average of Current Semester
(new subject)

A ainment level
1 – if 60 % students score more than target
2 – if 70 % students score more than target
3 – if 80 % students score more than target
5

Illustration
Avg % result
Case of Clue for keeping Attainment Attainment Attainment
in last year/ 3
Course target 1 if 2 if 3 if
years

40 % cross 50% cross 60% cross

Course 1 <40 % Threshold target target target

Above 40% but Threshold with high 60 % cross 70% cross 80% cross
Course 2 target target target
less than 50% attainment level

40 % cross 50% cross 60% cross

Course 3 Above 50 % Average based
target target target

Average based 60 % cross 70% cross 80% cross

Course 4 Above 80 % with high target target target
attainment level

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 Student Competency

Chart of Action Plan

Phase II Efforts for

Phase I Remedial Impact
Re- Improvement
Categorization Actions for Analysis at
Categorization of till
of improvement the end of
Students Semester
Students term
End

Guidelines for First Year

Phase I- Categorization
Phase II- Re-categorization
(After 15 Days of start of
(After Mid Term Result)
semester)
th
12 Marks Mid Term Result
Prerequisite Test Timely Completion of work
Surprise Test after 15 days Lab Performance
Attendance & Behaviour Attendance & Behaviour
Previous Semester University Result (Applicable for Sem-II)

Guidelines for Higher Classes [SY, TY & BE]

Phase I- Categorization
Phase II- Re-categorization
(After 15 Days of start of
(After Mid Term Result)
semester)
Previous semester University Result
Mid Term Result
whichever is available
Prerequisite Test Timely Completion of work
Surprise Test after 15 days Lab Performance
Attendance & Behaviour Attendance & Behaviour
Previous semester University Result

Base Score for student category

<50% -S low Learner
50% to 65% - Average Learner
>65%- A
dvanced Learner
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 Strategies for Slow, Average and Advanced Learners
For Slow learners
Ø Document/record of remedial classes with timetable & attendance
Ø Specially designed assignment/ task
Ø Student study group for peer to peer learning
Ø Individual Counseling
Ø Student help desk
Note: Remedial sessions should be conducted once every week.

For Average Learners

Ø Additional assignment/ task
Ø Encouraging for timely and effective completion of work
Ø Conduction of quiz, orals etc.
Ø Solving previous year University question papers and test papers
Ø Presentation on technical topics/ case studies/mini projects
Note: Activities should be on continuous basis.

For Advanced Learners

Ø Encouraging to present & publish papers in journals/conferences/competitions
Ø Guidance for GATE/ competitive Examination
Ø Encouraging to participate in professional activities.
Ø Specially designed activities to improve the portfolio of students.
Ø Individual guidance for career building
Note: Activities should be on continuous basis.

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 Rubrics for Assessment
What is Rubric?
• A scoring guide with criteria for evaluating students' work in direct relation to one or more of the
PO's and a rating scale indicating differing levels of performance.
Rubrics are:
• Used to examine how well students have met CO or PO rather than how well they perform
compared to their peers.
• Typically include measurable descriptors that define expectations at each level of performance for
each criterion.
Sample Rubrics for CO assessment in Laboratory: (10 Marks)

Level of Performance
Category
3 marks 2 marks 1 marks
· Able to perform · Able to perform · Able to perform the
experiment experiment within experiment partially
Performance independently within prescribed time with no results.
in Lab (3) prescribed time · Large deviation of
· The result is close or to result from standard
standard value. value
· Able to show strong · Partially show strong · Lack of theoretical
theoretical background theoretical background background of
Level of experiment or lack
of experiment of experiment
Understanding / of interpretation of
· Able to interpret · Partially able to
Q&A (3) data
proper data to reach interpret data to reach
conclusion conclusion.
Documentation Level
4 marks 3 marks 2 marks
· Graphs, table, · Shortfalls found in · Report submitted
contents are well any of the contents but not written
constructed. of the report viz. properly.
· All-important graphs, tables,
Quality of calculations, results,
calculations and result
Submission (4) conclusions/
have been clearly made.
Comments, etc.
· Conclusions/
observations/
comments done clearly

Rubric maximum score = 4+3+3 (high marks) = 10 (100%)

Rubric minimum score = 1+1+2 (low marks) = 4 (40%)

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 Activity Based Learning

Learn Individually Learn by Team Work

Activity Based
Learning

Learn by Solving Learn by

Problems Doing/Hands-on

Learn by Questioning/
Answering

Examples:
MOOC, Flipped Classroom, Think Pair Share, Think Pair Solo, Four Corners, Round Robin, Collaborative
Learning, Jig-Saw Puzzle, Matrix Method, Peer Learning, Work-Based Learning, Problem-Based Learning,
Personalized Learning, Group Discussion, Debate, Case Studies, Fish Bowl, Reciprocal Teaching, etc.

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 List of Assessment Tools

All (Direct + Indirect) CO Assessment Tools = PO Direct Assessment Tools

Sample CO Assessment Tools

• Mid Term Test

• End Term Test
• Quiz
• Assignment
• Practical/ Lab work
• Industrial Visit, Workshop
• Other Task/Activity
• University Exam
• Oral/POE
• Course Exit Survey
• External Feedback (External Examiner/Trainer, Campus Placement Technical Expert)
Direct Tools: (Measurable in terms of marks and w.r.t. CO) Assessment done by faculty at Institute level
Indirect Tools: (Non measurable in terms of marks and w.r.t. CO) Assessment done at University Level

PO Assessment Tools

Direct PO Assessment (80%) Indirect PO Assessment (20%)

Direct Indirect Program

Alumni Employer Parent
Exit
(CO Assessment) (CO Assessment) Survey Survey Survey
Survey

CIA- Other
Assignment, Activities, University
Mid/End External
Exam
Term Practical, Course Feedback
(Theory,
Exam Seminar, Exit (Examiner)
O/POE)
Project Survey

Sample Indirect PO assessment Tools

•Program Exit Survey
•Alumni Survey
•Employer Survey of Alumni
•Parent Feedback

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 CO Attainment Calculations
Attainment Weightage:
Consider following weightage for PO Assessment Tools
PO Assessment Tools
Direct PO Assessment (80%) Indirect PO Assessment (20%)

Consider following weightage for CO Assessment Tools

PO Direct Assessment Tools =

CO Assessment Tools

Direct CO Indirect CO
Assessment Assessment
20 80 University BE Curriculum
60 40 University CBCS (from 2018 FY batch)

Illustration of Internal Test Examination Attainment:

Course Engg. Mathematics
Maximum Marks 30
Number of Students Appeared 60
Passing Level (Threshold Based Target) 12 (40% here)
Now, we need target (mentioned above in table) and marks of all students to calculate
attainment. The table below shows marks of all students
5 23 5 11 21 0
0 12 5 2 7 4
0 22 3 3 10 7
5 18 9 20 17 24
23 8 25 16 9 10
12 2 8 11 22 4
26 13 2 1 30 19
24 22 16 10 1 2
12 21 8 25 11 4
24 9 22 20 20 17
Now
Number of student achieving 12 or more marks 28
% of students achieving 12 or more marks (28/60)*100 = 46.6%
1 – if 40 % students score more than target
2 – if 50 % students score more than target
3 – if 60 % students score more than target
Page Then Attainment is = 1 (from 46.6%)
18
Illustration of Feedback/Rubric Based Assessment & Attainment

Course SOM
Maximum Marks 5
Number of Students Appeared 60
Passing Level (Threshold Based Target) 3 (>50% here)

Now, we need target (mentioned above in table) and response/feedback of all students to
calculate attainment. The table below shows score/response of all students
4 3 3 1 2 5
3 3 2 1 2 4
4 2 5 5 1 5
1 1 5 2 2 4
2 2 5 3 5 1
2 4 2 5 2 1
3 4 4 2 4 3
5 2 4 3 2 5
5 5 4 4 4 2
5 4 4 2 3 5
Now
Number of student giving 3 or more score 37
% of students with 3 or more marks (37/60)*100 = 61.7%

1 – if 40 % students score more than target

2 – if 50 % students score more than target
3 – if 60 % students score more than target
Then attainment is = 3 (from 61.7%)
***
Overall Attainment of CO
Let's assume CO1 is assessed using any 2 direct + 2 Indirect CO assessment tools, then
A. Overall CO Attainment = (Weightage x Direct CO attainment) + (Weightage x Indirect CO
attainment)
For University regular BE Curriculum and
B. Overall CO Attainment = (20 % x Direct CO attainment) + (80% x Indirect CO attainment)
For University CBCS Pattern,
C. Overall CO Attainment = (60 % x Direct CO attainment) + (40% x Indirect CO attainment) for
Autonomous Pattern

# Note: Appropriate % weightage distribution may be considered for any number of direct/indirect
assessment tools with proper justification at department/faculty level.
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 Illustration
PO PSO
Course CO BTL
1 2 3 4 5 6 8 9 10 11 12 1 2 3
C202.1 3 - - - - - - - - - - - - - Remember
C202.2 3 3 - - - - - - - - - - - - Understand
C202.3 - 3 - - - - - - - - - - - - Apply
C202.4 - 3 - - - - - - - - - - - - Apply
C202.5 - - 3 - 2 - - - - - 2 - - - Analyse
C202.6 - - - - 3 2 - - - - - 3 - - Analyse

So we finalize this assessment tools and then weightages

CO1 to CO4: Midterm & or end term + Continuous assessment (Assignment) + UE (PO1, 2)
CO5: Mid & or End term + Assignments + Activity (rubric for PO5, 12) + UE (PO3)
CO6: Mid & or End term + Assignments + Activity (rubric for PO5, 6) + UE (PSO1)

Direct Tools (60%)

Indirect Tool (40%)
(with justified/appropriate weightage)

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 Sample List of Activities with BTL

Activities Possible BTL PO Mapping

Tutorial- Write-ups Understand, Apply Any relevant PO from 1 to 4
Practical-Experiments Understand, Apply, Analyse, Evaluate, Create Any Relevant PO
Test/Quiz Understand, Apply, Analyse Any relevant PO from 1 to 4
Students' Seminar Understand, Apply, Analyse Any PO from 1, 2, 8, 10
Case Study Understand, Apply, Analyse
Presentation/Oral Understand
Guest Lecture Understand
Visits Understand
Any Relevant PO
Survey & Analysis Apply & Analyse
Workshop/Hands-on Training Apply, Analyse, Evaluate
Task Evaluate, Create
Minor Project Create
Note: Faculty/ department can conduct other than the mentioned activities with BTL, PO and proper
justification.

Activity Planning Guidelines (PO5 to PO12)

Sr. Contact Mapping
Activity Minimum Assessment Tool
No. Hours Level
Seminar Presentation
Case Study
Feedback or Quiz or Rubric Based
1 Guest Lecture 1 to 6 hrs 1
Assessment
Visits
Survey & Analysis
Visits i) Feedback or Quiz
Survey & Analysis ii) Rubric Based Assessment for Report,
2 Workshop / Hands -on 7 to 20 Hrs Presentation etc. 2
Training
Task
Workshop/Hands - on i) Feedback or Quiz
Training More than
3 ii) Rubric Based Assessment for each PO 3
Task 20 Hrs
Minor Project iii) Impact analysis

Note: Department may use other additional criteria and justify the mapping level.
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 Contribution of Course Attainment in PO Attainment

Illustration
Let us assume CO-PO mapping of a course

PO PSO
CO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
1 3 - - - - - - - - - - - - - -
2 - 2 1 - - - - - - - - - 3 - -
3 - 3 1 - - - - - - - - - 3 - -
4 - 3 - 2 - - - - - - - 1 3 - -
Average 3 3 1 2 - - - - - - - 1 3 - -

Overall Attainment of CO is as below

Direct Tool Indirect Tool Overall CO Attainment
CO Attainment (A) Attainment (B) = 0.2x A + 0.8 x B
1 2 3 2.8
2 3 3 3
3 2 3 2.8
4 1 3 2.6

Hence, final contribution of CO attainment in PO attainment can be done using the below formula,
CO Contribution = Overall CO attainment X ( CO-PO Mapping weightage / 3)

PO PSO
CO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3
1 2.80 - - - - - - - - - - - - - -
2 - 2.00 1.00 - - - - - - - - - 3.00 - -
3 - 2.80 0.93 - - - - - - - - - 2.80 - -
4 - 2.60 - 1.73 - - - - - - - 0.86 2.60 - -
Average 2.80 2.50 0.96 1.73 - - - - - - - 0.86 2.80 - -

Sample calculations:
CO1- PO1 mapping attainment 2.8 x 3/3 = 2.80 (up to 2 decimal places)
CO2- PO2 mapping attainment 3 x 2/3 = 2.00
CO2- PO3 mapping attainment 3 x 1/3 = 1.00
CO3- PO3 mapping attainment 2.8 x 1/3 = 0.93
CO4- PO12 mapping attainment 2.6 x 1/3 = 0.86

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 Con nuous Improvement

A) Contribu on of CO in PO a ainment and Con nuous Improvement (Faculty Level)

Outcome Ac on to be taken by faculty

High a ainment of all Set new higher targets or a ainment levels for next
CO-PO (>2.5 out of 3) Academic Year (A.Y.).

Moderate a ainment of all

Record observa ons, Con nue ac on plan of last
CO-PO (1.8 to 2.49 out of 3)
A.Y. with plan for improvements.

Record observa ons, assess the target set, revise/improve

Low a ainment of all CO-PO
ac on plan of last A.Y. to achieve the a ainment with plan
(0.9 to 1.79 out of 3)
for improvements.

Record observa ons, Cri cal assessment of target with

CO-PO not a ained, poor
Program Assessment Commi ee (PAC), Revise ac on plan
performance(<0.9 out of 3)
of last A.Y. at faculty/department level.

B) PO a ainment and Con nuous Improvement (PC and HoD Level)

Category Outcome Ac on by PC andHoD

PO a ained Include ac vi es with HOT.

highly
Course
related
PO not Iden fy concerned courses, plan for immediate
a ained highly improvements, guide, support and monitor its
execu on.

Ac vity Ac vi es Conducted Cri cal assessment, impact analysis to be done

related and revise as per the need for improvements.

Page

23
 List of Documents

Sr. Title Details

1 Vision, Mission of Institute Maintain at Deptt. Level (PC & HoD)
2 Vision, Mission of Program Maintain at Deptt. Level (PC & HoD)
3 PEO of Program, PEO-PO/PSO Mapping Maintain at Deptt. Level (PC & HoD)
4 PO and PSO of Program Maintain at Deptt. Level (PC & HoD)
5 CO + PO/PSO + Mapping Maintained by every faculty in Course File
Revised Bloom's Taxonomy Level Print to be maintained in Course File of
6
and OBE Framework Faculty & displayed in department all labs
7 Course List with Course Codes Maintain at Deptt. Level (PC & HoD)
8 List of PO Assessment Tools Maintain at Deptt. Level (PC & HoD)
9 List of CO Assessment Tools Used Maintained by every faculty in Course File
10 Program Assessment Committee & DAB Maintain at Deptt. Level (PC & HoD)
11 Course and Module Coordinators Maintain at Deptt. Level (PC & HoD)
Along with delivery details and assessment
12 Course Plan
tools by Faculty
Attainment Levels/ Targets of all Maintained by every faculty in
13
courses of your program Course File
Course wise rubrics to be maintained by
every Faculty
14 Rubrics
All activity rubrics to be maintained at deptt.
Level (PC & HoD)
Test Papers, Model Answers, Sample Answer
Papers, Results, Sample Journals of students,
15 Record of all Assessment Details Lab Manuals, Sample Seminar, Project
Report & other record concerned with
assessment to be maintained by Faculty
Identification, Action Taken Record to be
16 Slow-Advanced Learners
maintained by Faculty
17 Course Exit Survey of every course To be maintained by concerned Faculty
Program Exit Survey, Alumni Feedback, End of Final Year: Maintain at Deptt.
18 Employer Feedback Level (PC & HoD)
At End of Course: Maintained by Faculty
19 CO Attainment
and to be submitted to department
At end of A.Y.: (Direct + Indirect) to be
20 PO Attainment
maintained by PC & HoD at Deptt. Level
CO level documents to be maintained by
Impact Analysis and Continuous concerned faculty.
21 Improvement Related Documents PO level documents to be maintained by
Page
PC and HoD.

24
 Continuous Improvement

Quality
Faculty Student
Parameters at
Contribution performance
Institute Level

Student Exit Quality of Faculty R&D, Student

Admission Quality Results
Quality Teaching Learning Development Consultancy Activities

Innovation In Research & Meritorious

Higher Education OBE Improvement STTP/FDP Training
Teaching Learning Funded Projects Students

Setting Graduates in
Placement Interactive Publication Consultancy Stipulated Time Co-curricular &
Attainment Levels Period extra-curricular
activities

Student-Centered Setting Patent/ Performance of

Entrepreneur Product
teaching Attainment Target Copyright/IP Clear Pass
Development
Awards &
achievements
Project Based Interaction with
Final Attainment
Learning outside world

Activity based
learning
 Vision
To Become A Leading Ins tute In Producing
High Quality Technical Professionals For Na on Building.

Mission
1. To nurture the students with high quality educa on.
2. To promote crea vity, excellence and discipline.
3. To explore career opportuni es for the students.
4. To enhance industry-ins tute interac on and research ac vi es.
5. To create social and environmental awareness.

Quality Policy
We are commi ed to create quality professionals to
meet the emerging industrial and social needs through
1.Innova ve quality educa on.
2.Technology oriented system administra on.
3.State of art infrastructure.
4.Congenial & disciplined learning environment.
5.Inculca ng moral & ethical values among faculty
and students.
6.Aiming at con nual improvement in all ac vi es.

CONTACT DETAILS
Official Website - www.coek.dypgroup.edu.in
Official Email Id - [email protected]
Official Instagram Id - h ps://instagram.com/dypcet_official
Official Facebook Page Link - h ps://www.facebook.com/dypcetkolhapur
Official Twi er Account Link - h ps://twi er.com/DYPCET_kolhapur
Phone - 0231-2601431, 33, Fax- 0231-2601432