Flip Book | Quick Recap - OBE Concepts

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M6# Activity 3: Best Practice Sharing

Here’s a detailed suggestion for Activity 3: Best Practice Sharing, designed to foster collaborative learning and idea exchange around Outcome-Based Education (OBE).

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🎯 Activity 3: Best Practice Sharing

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✅ Objective

• Encourage participants to reflect on successful OBE implementation strategies from their own institutions.

• Promote peer learning by sharing practical experiences.

• Stimulate creativity by brainstorming innovative OBE practices in groups.

• Build a repository of actionable ideas that can be adapted or scaled.

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🧑‍🏫 Facilitator Preparation

• Inform participants ahead to think about an OBE-related practice or innovation from their institution.

• Prepare guiding questions or prompts to help articulate practices clearly.

• Arrange for a comfortable setting for group discussions and presentations.

• Optionally prepare a template for capturing shared best practices.

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📝 Activity Instructions for Participants

1. Individual Presentation:

   • Each participant prepares a short description (3–5 minutes) of one OBE-related best practice from their institution.

   • Focus on:

     • What the practice is (e.g., innovative assessment method, effective CO attainment monitoring, feedback mechanism).

     • How it was implemented.

     • The benefits or impact observed.

2. Group Brainstorming:

   • After presentations, form small groups (4–6 participants).

   • Discuss and brainstorm new OBE-related ideas or improvements that could be tried.

3. Group Sharing:

   • Each group selects one or two best ideas to share with the larger group.

4. Documenting Practices:

   • Facilitator or participants note down key points and create a shared best practices list or booklet.

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🗣️ Facilitator Tips

• Encourage honesty and openness — even small improvements count as good practices.

• Support quieter participants by asking guiding questions.

• Foster a positive, non-judgmental environment for idea sharing.

• Highlight transferable practices that others could adapt.

• If time-constrained, limit individual presentations to 2–3 minutes.

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📋 Best Practice Sharing Template (Optional)

Practice Name	Description	Implementation Steps	Benefits/Impact	Contact Person/Source
Online CO Attainment Tracker	Digital dashboard for real-time CO monitoring	Developed using Excel macros, updated monthly	Quick identification of weak areas, timely interventions	Prof. A. Kumar, Dept. of CSE

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🛠️ Optional Add-ons

• Compile shared best practices into a digital handbook or webpage.

• Set up a follow-up forum or mailing list for continued sharing.

• Award recognition or certificates for innovative practices shared.

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https://chatgpt.com/share/68381b6c-1594-8005-9a9b-280a449bcf64

M6# Activity 2: SAR Mapping Exercise

Here’s a detailed suggestion for Activity 2: SAR Mapping Exercise designed to help participants understand how to align their Outcome-Based Education (OBE) documents with NBA Self-Assessment Report (SAR) requirements.

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🎯 Activity 2: SAR Mapping Exercise

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✅ Objective

• Familiarize participants with the NBA Self-Assessment Report (SAR) structure and requirements.

• Develop skills to identify and link appropriate OBE-related documents to specific SAR sections.

• Enhance understanding of documentation and evidence needed for NBA accreditation.

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🧑‍🏫 Facilitator Preparation

• Provide a sample excerpt from an NBA SAR focusing on a few key criteria/sections (e.g., Curriculum Design, Teaching-Learning & Evaluation, Continuous Improvement).

• Prepare a list or folder of typical OBE documents (Course files, CO-PO matrices, attainment reports, feedback forms, action plans).

• Provide a mapping worksheet template to record links between SAR sections and OBE documents.

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📝 Activity Instructions for Participants

1. Distribute the NBA SAR excerpt and the OBE document list to participants.

2. Ask participants to:

   • Read through each SAR section carefully.

   • Identify which OBE documents serve as evidence or support for that section.

3. Record the mapping in the worksheet by listing:

   • SAR Section Title & Description

   • Corresponding OBE Documents (e.g., Course Files, CO-PO Matrices, Attainment Reports)

   • Brief justification for each linkage

4. Optionally, discuss challenges faced in mapping and clarify any SAR requirements.

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📝 Sample Mapping Worksheet Format

SAR Section	OBE Document(s)	Justification/Notes
Curriculum Design	Syllabus, CO-PO Mapping Matrix	Demonstrates alignment of curriculum with outcomes
Teaching-Learning	Lesson Plans, Attendance Records	Evidence of teaching schedule and student engagement
Evaluation	Question Papers, CO Attainment Reports	Shows assessment methods and outcome achievement
Continuous Improvement	Feedback Forms, CQI Action Plans	Documents actions taken based on feedback and data

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🗣️ Facilitator Tips

• Encourage participants to think beyond documents to the purpose behind each SAR section.

• Highlight that quality and currency of documents matter, not just presence.

• Use this exercise to reinforce the importance of systematic documentation.

• Discuss how gaps in documentation can impact accreditation readiness.

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🛠️ Optional Resources

• Full NBA SAR document for reference.

• Example OBE documents folder (electronic or printed excerpts).

• Sample completed mapping worksheet for demonstration.

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M6# Activity 1: Build a Course File

Certainly! Here’s a detailed suggestion for Activity 1: Build a Course File, designed to help participants organize and document course-related materials effectively.

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🎯 Activity 1: Build a Course File

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✅ Objective

• Familiarize participants with the structure and components of a comprehensive course file.

• Enable hands-on practice in organizing course documents according to institutional/ accreditation requirements.

• Highlight the importance of systematic record-keeping for transparency, accountability, and quality assurance.

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🧑‍🏫 Facilitator Preparation

• Provide a course file template outlining key sections and document types.

• Share sample documents or excerpts for reference (e.g., syllabus, lesson plans, assessment records, CO-PO mapping).

• Prepare a mock course profile (course name, code, instructor, semester).

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📝 Activity Instructions for Participants

1. Review the course file template provided, which may include:

   • Course Information (syllabus, objectives)

   • Lesson Plans/Teaching Schedule

   • Course Outcomes (COs) & Program Outcomes (POs) Mapping

   • Assessment Plan & Question Papers

   • Attendance Records

   • Student Performance Data (marks, CO attainment)

   • Feedback Forms (student, peer, industry)

   • Continuous Quality Improvement (CQI) Records

2. Using the mock course profile given, populate the course file template with:

   • Sample or placeholder data/documents

   • CO statements and CO-PO matrix

   • Sample assessment questions and answer keys

   • Attendance sheet format

   • Feedback summary

3. Organize the materials in a logical sequence following the template.

4. Optionally, create a table of contents for the course file.

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📂 Sample Course File Sections

Section No.	Section Name	Contents Example
1	Course Overview	Syllabus, Course Objectives, Credit Details
2	Lesson Plans	Weekly teaching schedule, Topics covered
3	Outcomes & Mapping	COs, PO Mapping Matrix
4	Assessments	Question papers, Answer keys, Rubrics
5	Attendance & Participation	Attendance sheets, Participation records
6	Performance Data	Marks, CO attainment reports
7	Feedback & CQI	Feedback summaries, Improvement action plans

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🗣️ Facilitator Tips

• Stress the importance of regular updates to the course file.

• Encourage participants to think about easy retrieval and audit readiness.

• Suggest using both digital and physical formats if applicable.

• Discuss how a well-maintained course file supports faculty accountability and accreditation.

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🧰 Optional Resources

• Editable Course File Template (Word/PDF)

• Sample assessment and feedback forms

• Checklist for course file completeness and quality

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M4# Activity 3: Assessment Blueprinting

 Certainly! Here's a comprehensive suggestion for:

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🎯 Activity 3: Assessment Blueprinting

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✅ Objective

To enable participants to:

• Design an assessment (e.g., question paper or test) aligned with Course Outcomes (COs).

• Map each question to a corresponding CO.

• Classify each question using Bloom’s Taxonomy.

• Ensure balance across cognitive levels and outcomes.

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🧑‍🏫 Facilitator Preparation

• Choose a sample course (e.g., “Database Management Systems”, “Thermodynamics”, etc.).

• Provide predefined COs for the course (3–5 outcomes).

• Share a quick refresher on Bloom’s Taxonomy levels and action verbs.

• Provide a blueprinting table template.

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🧾 Sample Course for the Activity

Course: Database Management Systems (DBMS)

Sample COs:

• CO1: Explain fundamental concepts of relational databases. (Bloom’s: Understand)

• CO2: Apply SQL queries to manipulate and retrieve data. (Bloom’s: Apply)

• CO3: Analyze normalization techniques for database design. (Bloom’s: Analyze)

• CO4: Design ER models and relational schemas. (Bloom’s: Create)

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📝 Activity Instructions for Participants

1. Design a question paper with at least 6–8 questions (mix of short and long answer).

2. For each question:

   • Assign a CO number it maps to.

   • Identify the Bloom’s level (e.g., Remember, Understand, Apply...).

3. Fill out the Assessment Blueprint table.

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📊 Assessment Blueprint Template

Q. No	Marks	Question Summary	CO Mapped	Bloom’s Level	Verb Used
Q1	5	Define primary key, foreign key with examples.	CO1	Understand	Define
Q2	10	Write SQL queries to retrieve data from 3 tables.	CO2	Apply	Write
Q3	10	Normalize a table to 3NF.	CO3	Analyze	Normalize
Q4	10	Design an ER diagram for a university system.	CO4	Create	Design
Q5	5	Differentiate between clustered and non-clustered indexes.	CO1	Understand	Differentiate

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📈 Bloom’s Level Distribution Table (Optional)

Bloom’s Level	No. of Questions	Total Marks
Remember	0	0
Understand	2	10
Apply	1	10
Analyze	1	10
Evaluate	0	0
Create	1	10

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🗣️ Facilitator Debrief Questions

• Did your paper cover all COs?

• Were higher-order skills (Analyze, Create) addressed?

• Is there an overemphasis on any Bloom’s level?

• How do you ensure assessment validity and fairness?

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🛠️ Optional Resources

• Editable Excel Assessment Blueprint Template

• Bloom’s Taxonomy verb list

• Sample rubric for evaluating question papers

• MS Word or Google Doc template for question paper design

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M5# Activity 3: Self-Reflection and Action Planning

Here’s a detailed suggestion for Activity 3: Self-Reflection and Action Planning focused on individual course improvement based on CO attainment data.

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🎯 Activity 3: Self-Reflection and Action Planning

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✅ Objective

• Encourage participants to critically reflect on course performance using CO attainment data.

• Develop a personalized, actionable improvement plan for their own course.

• Foster ownership of Continuous Quality Improvement (CQI) at the course level.

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🧑‍🏫 Facilitator Preparation

• Provide a realistic CO-attainment scenario or mock report (with some COs meeting targets and others below).

• Supply a structured action plan template.

• Share examples of typical improvement actions linked to common CO attainment challenges.

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📝 Sample CO-Attainment Scenario

CO	Attainment (%)	Target (%)	Status
CO1	85	75	Met Target
CO2	65	70	Below Target
CO3	50	60	Below Target
CO4	90	80	Met Target

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📝 Activity Instructions for Participants

1. Review the CO-attainment data provided.

2. Reflect on potential reasons for COs below target (e.g., teaching methods, assessments, student engagement).

3. For each below-target CO:

   • Identify root causes.

   • Propose specific, realistic improvement actions.

4. Create a detailed Action Plan including:

   • Objectives

   • Steps to be taken

   • Resources needed

   • Responsible persons

   • Timeline

5. Optionally, set success criteria or metrics for evaluating improvement.

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📝 Action Planning Template

CO No.	Issue Identified	Root Cause(s)	Improvement Actions	Resources Needed	Responsible	Timeline	Success Criteria
CO2	Attainment below target	Lack of student practice	Add weekly quizzes and lab sessions	Quiz materials, lab space	Course Instructor	Next semester	≥70% students scoring ≥50% in CO2
CO3	Conceptual clarity low	Complex topics taught only via lectures	Introduce group discussions and case studies	Case study materials	Faculty Team	3 months	Positive student feedback on understanding

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🗣️ Facilitator Tips

• Encourage honesty and critical thinking — focus on actionable steps.

• Remind participants to consider feasibility (time, resources).

• Suggest peer sharing or group discussion for feedback.

• Emphasize continuous monitoring and revision of plans.

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🛠️ Optional Add-ons

• Examples of successful course improvement plans.

• Checklist for CQI plan quality.

• Follow-up session for sharing outcomes.

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M5# Activity 2: CQI Case Study Analysis

 Here’s a detailed suggestion for Activity 2: CQI Case Study Analysis focused on Continuous Quality Improvement (CQI) based on CO attainment data.

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🎯 Activity 2: CQI Case Study Analysis

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✅ Objective

• Train participants to analyze Course Outcome (CO) attainment reports critically.

• Identify gaps or underperforming COs from data.

• Suggest actionable Continuous Quality Improvement (CQI) strategies.

• Foster data-driven decision-making for academic enhancement.

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🧑‍🏫 Facilitator Preparation

• Prepare a mock CO attainment report showing:

  • CO-wise attainment percentages.

  • Target attainment levels.

  • Trends over multiple assessments (if possible).

• Provide a CQI action planning worksheet.

• Share examples of CQI interventions (curriculum update, teaching methods, extra tutorials, etc.).

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📝 Sample Mock CO Attainment Report (Simplified)

CO	Attainment (%)	Target (%)	Status
CO1	78	70	Met Target
CO2	62	70	Below Target
CO3	55	65	Below Target
CO4	82	70	Met Target

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📝 Activity Instructions for Participants

1. Analyze the report carefully and identify:

   • Which COs have met the target?

   • Which COs are below target and need attention?

2. For each CO below target:

   • Discuss possible reasons for low attainment.

   • Propose specific CQI strategies to improve attainment.

3. Consider aspects like:

   • Teaching-learning methods

   • Assessment design

   • Student support (remedial classes, mentoring)

   • Curriculum changes

4. Fill out the CQI Action Plan template.

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📋 CQI Action Plan Template

CO No.	Issue Identified	Possible Causes	Proposed CQI Actions	Responsible Person	Timeline
CO2	Attainment below target	Insufficient practical sessions	Add hands-on labs and tutorials	Course Coordinator	Next semester
CO3	Low conceptual understanding	Complex topics not well covered	Use interactive teaching methods, provide study guides	Faculty Member	Next 2 months

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🗣️ Facilitator Debrief Questions

• What common patterns did you notice in low-attainment COs?

• How feasible are the proposed CQI actions?

• How would you monitor the effectiveness of these interventions?

• How to involve stakeholders (students, industry) in CQI?

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🛠️ Optional Resources

• Detailed mock CO attainment report with graphical trends.

• Real-life CQI case studies for reference.

• Excel or Google Sheets CQI action plan templates.

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M5# Activity 1: Design Your Feedback Loop

 Here’s a detailed suggestion for Activity 1: Design Your Feedback Loop — aimed at helping participants visualize and plan continuous improvement in their courses.

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🎯 Activity 1: Design Your Feedback Loop

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✅ Objective

• Help participants understand the concept of a feedback loop in Outcome-Based Education (OBE).

• Guide them to map how feedback is collected, analyzed, and used to improve teaching and learning.

• Encourage participants to identify assessment points, stakeholders, and improvement actions in their course.

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🧑‍🏫 Facilitator Preparation

• Provide a simple example of a feedback loop diagram.

• Share common feedback sources: student assessments, surveys, peer reviews, industry input, alumni feedback, etc.

• Provide a template or blank sheet for drawing feedback loops.

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📝 Activity Instructions for Participants

1. Identify key components of the feedback loop in their course:

   • Inputs: Assessment results, student feedback, peer review, industry inputs, etc.

   • Processes: Data analysis, meetings, discussions.

   • Outputs: Course improvements, revised teaching methods, updated materials.

2. Draw a feedback loop diagram showing:

   • Points where data/feedback is collected.

   • How data is analyzed and by whom.

   • Decisions and actions taken based on feedback.

3. Highlight specific tools or methods used (e.g., surveys, rubrics, CO attainment reports).

4. Optionally, write a brief narrative explaining their loop.

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🎨 Example Feedback Loop Components

• Assessment → Collect Scores & Feedback → Analyze CO Attainment & Feedback → Faculty Review Meeting → Action Plan (Curriculum/Teaching changes) → Implement Changes → Next Cycle Assessment

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📝 Template for Drawing or Listing

Step	Description	Stakeholders Involved	Tools/Methods Used	Action Taken
1	Collect student exam results	Faculty, Students	Exam, quizzes	Grade entry
2	Conduct course feedback survey	Students	Google Forms	Survey analysis
3	Analyze attainment data	Faculty, HOD	Excel reports	Identify gaps
4	Faculty meeting to discuss	Faculty, HOD	Minutes, presentation	Decide improvements
5	Implement changes in syllabus/teaching	Faculty	Revised syllabus	Course update

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🗣️ Facilitator Tips

• Encourage realistic and practical loops — avoid overcomplicating.

• Emphasize continuous improvement — it’s a cycle, not one-time.

• Encourage sharing and discussion of loops between participants for cross-learning.

• Provide examples from different disciplines if possible.

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🧰 Optional Tools

• Blank flowchart templates (MS Word/PowerPoint/Google Slides)

• Online diagram tools: Lucidchart, draw.io

• Sample feedback loop diagrams from real institutions

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M4# Activity 2: CO Attainment Calculation

 Here’s a structured Activity 2: CO Attainment Calculation using the direct assessment method, a critical part of Outcome-Based Education (OBE) implementation.

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🎯 Activity Title: CO Attainment Calculation (Direct Method)

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🧩 Activity Objective

To enable participants to:

• Understand how to calculate Course Outcome (CO) attainment using direct assessment.

• Interpret attainment levels and relate them to targets set by the department.

• Learn how to analyze student performance and identify areas for improvement.

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🧑‍🏫 Facilitator Preparation

Before the session:

• Prepare mock student assessment data for a sample course.

• Prepare an Excel or print version of:

  • CO–Question mapping

  • Assessment scores

  • Attainment level formula

  • Target attainment levels

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📘 Overview for Participants

• Direct method involves using actual student performance on mapped questions from internal/external exams.

• Attainment is computed by comparing actual performance with predefined targets (e.g., 60% students should score at least 50% in CO-related questions).

• Attainment levels are typically:

  • Level 1: Target met by 40–59% students

  • Level 2: 60–69%

  • Level 3: ≥70%

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📚 Sample Course: Data Structures

CO–Question Mapping

CO No.	Questions in Assessment
CO1	Q1 (5 marks), Q2 (5 marks)
CO2	Q3 (10 marks)
CO3	Q4 (10 marks), Q5 (10 marks)

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Mock Student Scores (Sample of 5 Students)

Student	Q1	Q2	Q3	Q4	Q5
S1	4	5	7	8	7
S2	2	3	6	5	6
S3	3	4	5	9	8
S4	5	4	9	9	6
S5	3	4	7	6	5

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🧮 Step-by-Step CO Attainment Calculation

Step 1: Calculate Total Marks for Each CO per Student

Example for CO1 (Q1 + Q2 = 10 marks)

Student	CO1 Score
S1	9
S2	5
S3	7
S4	9
S5	7

Step 2: Determine Threshold (e.g., 50% of CO total = 5 marks)

Step 3: Count Students Who Scored ≥ Threshold

• For CO1, students who scored ≥5: All 5 students

• % students attaining CO1: 100%

Step 4: Assign Attainment Level

CO	% Students ≥ Threshold	Attainment Level
CO1	100%	3
CO2	80%	3
CO3	60%	2

(Threshold and levels can be customized based on your institution’s policy.)

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📝 Activity Template for Participants

Table 1: CO–Question Mapping

CO	Questions
CO1	Q1, Q2
CO2	Q3
CO3	Q4, Q5

Table 2: Participant Calculation Table

CO	Total Marks	Threshold (50%)	No. of Students ≥ Threshold	% Students	Attainment Level
CO1	10	5	5	100%	3
CO2	10	5	4	80%	3
CO3	20	10	3	60%	2

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🗣️ Facilitator Debrief

• How does this method support evidence-based teaching improvement?

• What are common mistakes in mapping or calculation?

• How can this be extended with indirect methods (surveys, feedback)?

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🛠️ Optional Add-ons

• 📊 Excel Calculator Template (auto-calculates attainment)

• 📑 Printable Worksheet

• 🧮 Attainment Level Lookup Table

• ✅ Rubric to evaluate participant accuracy

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Would you like me to generate a downloadable Excel tool with formulas and dropdowns for this CO attainment activity?

M4 Activity 1: CO–PO Mapping

Here's a complete suggestion for Activity 1: CO–PO Mapping, a hands-on exercise to help participants understand how Course Outcomes (COs) relate to Program Outcomes (POs) in Outcome-Based Education (OBE).

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🎯 Activity Title: CO–PO Mapping

🧩 Activity Objective

To enable participants to:

• Map Course Outcomes (COs) to relevant Program Outcomes (POs).

• Understand the logic and justification behind CO–PO alignment.

• Learn how to assign correlation levels (Low, Medium, High / 1, 2, 3).

• Build a CO–PO matrix as used in OBE documentation and accreditation.

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🧑‍🏫 Facilitator Instructions

Step 1: Explain the Concept

Give a brief overview:

• COs are specific to a course; POs are broader goals at the program level.

• Each CO may support one or more POs.

• CO–PO mapping helps ensure curriculum coherence and accountability.

• Mapping should be evidence-based, not arbitrary.

• Typically, correlation levels are:

  • 3 = High (strong contribution),

  • 2 = Medium (moderate contribution),

  • 1 = Low (minor contribution),

  • 0 = No correlation

Step 2: Provide the Sample Inputs

🧾 Sample Course: Data Structures

CO No.	Course Outcome Statement
CO1	Explain the fundamentals of linear and nonlinear data structures.
CO2	Apply data structures like stacks, queues, and linked lists to solve computational problems.
CO3	Analyze time and space complexity of algorithms.
CO4	Implement search and sort algorithms using appropriate data structures.

🔡 POs (Sample from Engineering Program)

PO Code	Program Outcome
PO1	Engineering knowledge
PO2	Problem analysis
PO3	Design/development of solutions
PO4	Investigation of complex problems
PO5	Modern tool usage
PO12	Lifelong learning

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📝 Participant Task

1. Work in small groups.

2. For each CO, identify which POs it supports.

3. Assign a correlation level (1, 2, or 3).

4. Provide a brief justification for each mapping.

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📊 Sample CO–PO Mapping Table Template

CO / PO	PO1	PO2	PO3	PO4	PO5	PO12
CO1	3	2	0	0	1	0
CO2	2	3	2	0	2	0
CO3	1	3	0	2	1	0
CO4	2	2	3	1	2	0

Note: This is only one sample. Mapping may vary based on how the course is taught and assessed.

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🗣️ Justification Sheet Template

CO No.	PO Mapped	Correlation Level	Justification
CO1	PO1	3	Students acquire foundational knowledge of data structures, directly supporting PO1.
CO2	PO2	3	Problem-solving using data structures demonstrates analytical ability.
CO3	PO4	2	Involves investigation and complexity analysis.
CO4	PO3	3	Designing and implementing algorithms aligns with solution development.

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🔁 Group Debrief (Facilitator-led)

• Were there any differences in mapping between groups?

• How did you decide between “2” and “3”?

• Can the mapping be supported with assessment tools?

✅ Tip: Encourage evidence-based discussion. Use assessments, rubrics, or course content to justify mappings.

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🛠️ Optional Resources

• Pre-filled Excel Template with dropdowns for mapping values

• Rubric to evaluate justification quality

• Sample CO-PO matrix in Word or PDF format

• CO-PO mapping dashboard (if you're using Google Sheets or Excel)

M3# Activity 3: Critique & Improve

Certainly! Activity 3: Critique & Improve is a highly effective workshop activity that enhances participants' ability to evaluate, revise, and justify improvements to poorly written Course Outcomes (COs), reinforcing the principles of Outcome-Based Education (OBE).

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🎯 Activity Objective

To help participants:

• Recognize common mistakes in writing Course Outcomes (COs).

• Critically evaluate flawed COs using Bloom’s Taxonomy and SMART principles.

• Rewrite COs to be clearer, measurable, and aligned with OBE standards.

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🧑‍🏫 Facilitator Instructions

Step 1: Review Key Principles (5–10 min)

Remind participants that a well-written CO:

• Starts with a clear action verb (Bloom's Taxonomy)

• Is measurable and assessable

• Is specific to what the student will achieve

• Focuses on one learning outcome per statement

• Is written from the student’s perspective

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✍️ Participant Instructions

1. You’ll be provided with a list of poorly written Course Outcomes.

2. Your task is to:

   • Identify the issues in each CO (vagueness, multiple verbs, unmeasurable verbs, etc.).

   • Rewrite the CO to be OBE-compliant.

   • Provide a brief justification for your corrections.

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🧪 Sample Flawed COs for the Activity

Original Flawed CO	Likely Error(s)
Understand software engineering principles and apply them in projects.	Multiple verbs, "understand" is vague/unmeasurable
Learn about thermodynamics and its industrial use.	"Learn" is vague; not student-action focused
Students will know and appreciate circuit design.	"Know" and "appreciate" are vague, not measurable
To explore cloud computing.	Not in student outcome form; lacks action verb
Write, debug, and test and deploy web apps and also learn database.	Too broad; multiple verbs; hard to assess

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📝 Activity Worksheet Template

CO No.	Flawed CO Statement	Error(s) Identified	Improved Version	Justification
CO1
CO2
CO3

✅ You can provide this worksheet as a printable PDF, Word, or Google Sheet.

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🧩 Example Solution

CO No.	Flawed CO Statement	Error(s)	Improved Version	Justification
CO1	Understand software engineering principles and apply them in projects.	Two verbs; "understand" is vague	Apply software engineering principles to develop functional software modules.	Uses measurable verb "apply"; narrowed to one outcome
CO2	Learn about thermodynamics and its industrial use.	"Learn" is vague	Explain thermodynamics concepts and illustrate their applications in industry.	Uses Bloom’s verb; scope is assessable

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💬 Facilitator Debrief (10–15 min)

• What were the most common types of errors?

• How did rewriting help clarify course intent?

• How would these COs guide assessment or teaching activities?

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🔁 Optional Extensions

• Convert this into a peer-review activity: one group writes flawed COs, another group corrects.

• Use colored cards or sticky notes: red = error, green = correction.

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Would you like a downloadable version of the:

• Answer key/rubric

Here's a detailed Answer Key and Rubric for the Activity 3: Critique & Improve – Course Outcome Evaluation, which can be used by facilitators to assess and provide feedback on participants' work.

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✅ Answer Key for Sample Flawed COs

Flawed CO	Errors Identified	Improved Version	Justification
Understand software engineering principles and apply them in projects.	- Contains multiple verbs- "Understand" is vague/unmeasurable	Apply software engineering principles to develop functional software modules.	Uses measurable verb "apply"; focused on a single outcome; aligned with Bloom’s level 3
Learn about thermodynamics and its industrial use.	- "Learn" is vague and not an observable action	Explain thermodynamic concepts and illustrate their applications in industry.	Verbs "explain" and "illustrate" are observable and align with Bloom’s level 2 and 3
Students will know and appreciate circuit design.	- "Know" and "appreciate" are vague and subjective- Not assessable	Analyze and design basic electronic circuits.	Verbs are specific, assessable, and focus on cognitive skill development
To explore cloud computing.	- Not in student-centered format- Verb is unclear and unmeasurable	Describe the architecture of cloud computing systems and evaluate their use in real-world scenarios.	Includes specific actions aligned with Bloom’s levels 2 and 5; student-centered
Write, debug, and test and deploy web apps and also learn database.	- Too many verbs- Unstructured and unclear- "Learn" is unmeasurable	Develop, test, and deploy a web application with integrated database functionality.	Clear, specific, measurable; combines related actions under one outcome with purpose

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🧪 Rubric for CO Critique & Improvement

Criteria	Excellent (3)	Good (2)	Needs Improvement (1)
Error Identification	Accurately identifies all major issues (vagueness, multiple verbs, non-measurable, etc.)	Identifies most errors but may miss minor issues	Misses key issues or misclassifies them
Improved CO Statement	Clear, measurable, Bloom-aligned, focused on a single outcome	Mostly clear and measurable, with minor alignment issues	Vague or still unmeasurable; needs revision
Justification	Thorough, well-reasoned, and references Bloom's levels	Provides general justification with some references	Justification is weak or missing
Language & Structure	Proper grammar, structure, and student-centered phrasing	Mostly correct structure with few language issues	Poorly structured or grammatically incorrect

Scoring Range (Per CO):

• 9–10 = Excellent

• 6–8 = Good

• Below 6 = Needs Improvement

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✅ Total Score Sheet Template (for 3 COs)

Group	CO1 Score	CO2 Score	CO3 Score	Total (Max 30)	Feedback Summary
Group A	9	8	10	27	Excellent improvement and understanding
Group B	6	7	5	18	Good effort, watch for vague verbs
…	…	…	…	…	…

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M3# Activity 2: CO Writing Practice

 Here’s a complete and structured suggestion for Activity 2: CO Writing Practice, designed to strengthen participants' ability to craft Course Outcomes (COs) using Bloom’s Taxonomy.

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🎯 Activity Objective

To enable participants to:

• Practice writing clear, measurable, and level-appropriate Course Outcomes (COs).

• Use action verbs aligned with Bloom’s Taxonomy.

• Ensure COs are specific, achievable, and assessable.

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🧑‍🏫 Facilitator Instructions

Step 1: Quick Recap

Before beginning the activity, review:

• What a CO is: A statement of what a student will be able to do at the end of the course.

• The need for SMART COs: Specific, Measurable, Achievable, Relevant, Time-bound.

• Bloom’s Taxonomy levels and action verbs.

Step 2: Assign or Let Them Choose a Course

Example courses (you can assign or let participants select):

• Technical: Data Structures, Thermodynamics, Digital Circuits, Engineering Mechanics

• Non-technical: Communication Skills, Ethics in Engineering

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✍️ Participant Instructions

1. Select or accept an assigned course title.

2. Identify the course scope and intended outcomes.

3. Write 3 to 4 Course Outcomes, each using action verbs aligned with Bloom’s Taxonomy.

4. Ensure each CO:

   • Is written from the student’s perspective.

   • Begins with an appropriate action verb.

   • Is specific and assessable.

   • Focuses on a single domain (cognitive, affective, psychomotor).

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📄 CO Writing Worksheet Template

CO No.	Course Outcome Statement	Bloom’s Level	Action Verb Used
CO1
CO2
CO3
CO4

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✅ Sample for Course: Data Structures

CO No.	Course Outcome Statement	Bloom’s Level	Action Verb
CO1	Explain the fundamentals of data organization and memory allocation strategies.	Understand	Explain
CO2	Apply stack and queue data structures to solve real-world problems.	Apply	Apply
CO3	Analyze the efficiency of sorting and searching algorithms.	Analyze	Analyze
CO4	Design and implement tree-based data structures in a programming language.	Create	Design

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🧩 Group Debrief

After drafting:

• Ask groups to exchange COs for peer review.

• Discuss:

  • Are COs too broad/narrow?

  • Are verbs measurable?

  • Are the outcomes relevant to course objectives?

✅ Trainer Tip: Offer feedback using Bloom’s alignment chart and SMART criteria.

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💬 Optional Reflection Questions

• What level(s) of Bloom’s taxonomy do most of your COs fall into?

• Did you find it easier to write technical or higher-order COs?

• How would you align these COs with assessment methods?

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Would you like a downloadable Word/Excel/PDF worksheet template, or a CO writing rubric to evaluate the outcomes afterward?

M3# Activity 1: Verb Sorting

 Here's a detailed guide and ready-to-use content for Activity 1: Verb Sorting, which helps participants understand and classify action verbs into Bloom’s Taxonomy levels — a foundational skill in writing effective COs, POs, and assessments in Outcome-Based Education (OBE).

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🎯 Activity Objective

To help participants:

• Understand the Bloom’s Taxonomy cognitive levels.

• Sort action verbs according to the appropriate level of Bloom’s hierarchy.

• Use this classification to improve the quality and alignment of learning outcomes.

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🧠 Facilitator Overview

🔹 Bloom’s Revised Taxonomy Levels (Cognitive Domain)

Level	Description	Example Verbs
1. Remember	Recall facts and basic concepts	list, name, identify, define
2. Understand	Explain ideas or concepts	explain, summarize, classify
3. Apply	Use information in new situations	use, implement, solve
4. Analyze	Draw connections among ideas	compare, differentiate, organize
5. Evaluate	Justify a decision or stance	evaluate, critique, argue
6. Create	Produce new or original work	design, develop, construct

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📝 Activity Instructions for Participants

1. You will receive a mixed list of 30 action verbs.

2. Your task is to classify each verb into one of the six Bloom’s levels.

3. Work in pairs or small groups to encourage discussion.

4. Submit your classification sheet within 15 minutes.

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📋 Sample List of Action Verbs to Sort

(These are intentionally mixed in level.)

Define, Solve, Create, List, Analyze, Describe, Develop, Identify, Construct, Choose,

Compare, Critique, Recommend, Recall, Design, Explain, Use, Summarize, Interpret, 

Evaluate, Distinguish, Apply, Modify, Infer, Generate, Compose, Name, Argue, Implement, 

Assess

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✅ Participant Worksheet Template (Table Format)

You can print or provide digitally for drag-drop or fill.

Action Verb	Bloom’s Level (Choose 1–6)	Notes (Why this level?)
Define
Create
Analyze
Solve
Evaluate
…

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💬 Debrief & Discussion Prompts

• Were any verbs hard to classify? Why?

• Can the same verb appear in different levels depending on the context?

• How does verb selection impact assessment design?

✅ Facilitator Tip: Emphasize that context matters — the same verb can sometimes appear in multiple levels depending on the outcome’s complexity or expectation.

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🔄 Optional Variations

• Turn into a game: teams earn points for each correct classification.

• Use colored cards (6 colors for 6 Bloom levels) for sorting physically.

• After sorting, ask participants to write one CO using a verb from each level.

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#3 Activity 3: Spot the Error

 Activity 3: Spot the Error is a great interactive way to help participants recognize flaws in Course Outcomes (COs) or Program Educational Objectives (PEOs) and improve them using OBE principles.

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🎯 Activity Objective

To help participants:

• Identify common mistakes in writing COs and PEOs.

• Practice correcting them using SMART and OBE-aligned guidelines.

• Justify improvements with proper reasoning.

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🧠 Activity Format: "Spot the Error"

Participants are given 4–6 flawed statements (mix of COs and PEOs).
Each group must:

1. Identify the error(s) in each statement.

2. Rewrite the improved version.

3. Provide a brief justification.

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📚 Instructions for Participants

Read each given CO/PEO statement.

• Spot what’s wrong (vagueness, no action verb, too broad, too narrow, lacks assessment focus, etc.).

• Rewrite it properly.

• Note your reasons for the changes.

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💡 Facilitator Guidelines

Common Errors to Highlight

Type of Error	What to Look For
Vague wording	“Understand,” “Learn,” or no clear verb
Unmeasurable outcomes	Can’t be assessed or tracked
Too broad or too narrow	Not appropriate for CO (too broad) or PEO (too specific)
Non-aligned to taxonomy	Doesn’t follow Bloom’s verb hierarchy
Lacks focus or clarity	Covers multiple objectives in one
Not time-bound (PEOs)	Doesn't reflect post-graduation achievement

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📝 Sample Activity Sheet

Type	Original Statement	Error Description	Improved Version	Justification
CO	Students will understand basic electronics.	Vague verb "understand"; unmeasurable outcome	Students will explain and apply basic electronic circuit principles.	Uses Bloom's verbs; measurable and assessable
CO	To develop a good personality.	Too broad; not assessable in course context	Students will demonstrate effective communication and teamwork in lab tasks.	Focuses on specific soft skills; observable outcomes
PEO	Students will master all AI tools and become leaders.	Unrealistic, vague, not time-bound	Graduates will demonstrate proficiency in AI technologies and take on leadership roles within 5 years of graduation.	Achievable and future-oriented; fits PEO scope
CO	Students will learn Java and Python in one semester.	Too specific and unrealistic for one course	Students will write and debug basic programs in an object-oriented language.	Keeps scope realistic; action-oriented

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🔄 Activity Flow (30–45 min)

1. Distribute worksheet with 4–6 flawed COs/PEOs.

2. Small group work (15–20 min): identify, correct, justify.

3. Group sharing (10–15 min): Present one or two revised statements.

4. Facilitator Feedback: Reinforce OBE principles and best practices.

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✏️ Optional Template for Groups

Statement No.	Original Statement	What’s Wrong?	Improved Version	Justification

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🗣️ Wrap-Up Discussion Prompts

• What was the most common error you found?

• How does rewriting help clarify course intent?

• Why is measurability important in OBE?

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Would you like a print-ready worksheet or editable Word/Excel format for this activity?

#2 Activity 2: PEO & PO Mapping

 Activity 2: PEO & PO Mapping, including participant instructions, facilitator guidance, and sample content.

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🎯 Activity Objective

To enable participants to:

• Write two Program Educational Objectives (PEOs).

• Identify three Program Outcomes (POs) that logically support each PEO.

• Understand how PEOs and POs are aligned in Outcome-Based Education (OBE).

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🧑‍🏫 Facilitator Guidance

📝 Definitions Refresher (Before Activity)

PEO (Program Educational Objectives):
Broad statements that describe what graduates are expected to achieve within a few years after graduation.
🔹 Example focus: Career, higher education, societal contribution, entrepreneurship.

PO (Program Outcomes):
What students are expected to know and be able to do at the time of graduation (graduate attributes).
🔹 These include domain knowledge, problem-solving, ethics, communication, etc.

✅ Emphasize:

• PEOs = long-term, indirect outcomes

• POs = short-term, direct learning outcomes

• POs contribute to achieving PEOs

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🛠️ Activity Instructions for Participants

🔹 Step 1: Draft 2 PEOs

Based on the sample department profile (or their own department), participants write 2 PEOs that describe expected achievements of graduates 3–5 years after graduation.

✅ Tips for PEOs:

• Be broad but measurable

• Avoid listing specific course-level skills

• Include career, education, and social goals

🔹 Step 2: Identify Supporting POs

For each PEO, identify 3 specific POs that directly support or lead to its attainment.

✅ Use standard PO list (e.g., NBA 12 Graduate Attributes):

1. Engineering Knowledge

2. Problem Analysis

3. Design/Development of Solutions

4. Conduct Investigations

5. Modern Tool Usage

6. Engineer & Society

7. Environment & Sustainability

8. Ethics

9. Individual and Team Work

10. Communication

11. Project Management & Finance

12. Lifelong Learning

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📄 Participant Worksheet Template (Editable in Excel or Paper)

PEO No.	PEO Statement	Supporting POs (with numbers)
PEO1	Graduates will pursue successful careers in IT or related fields	PO1, PO2, PO10
PEO2	Graduates will engage in lifelong learning and innovation	PO5, PO12, PO3

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💬 Facilitator Discussion Points

Once participants complete mapping:

• Ask groups to explain the rationale behind each mapping.

• Discuss:

  • Are the selected POs logical contributors to the PEO?

  • Are POs diverse and covering cognitive, affective, and psychomotor domains?

  • Is there a balance between technical and soft skills?

✅ Trainer tip: Reinforce that PEOs should not be achievable unless the supporting POs are successfully delivered and assessed.

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✅ Sample PEO-PO Mapping

PEO	Statement	Supporting POs
1	Graduates will succeed in professional careers in computing fields.	PO1 (Knowledge), PO2, PO10
2	Graduates will adapt to lifelong learning and contribute to society.	PO6, PO12, PO8

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#1 Activity 1: Draft Vision and Mission

 Activity 1: Draft Vision and Mission, designed to help participants understand and apply the principles of crafting meaningful Vision and Mission statements.

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🎯 Activity Objective

To enable participants to formulate a clear, aspirational Vision statement and a concise, actionable Mission statement aligned with a sample department profile.

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📝 Facilitator Instructions

Step 1: Introduce the Concepts

Before the activity, briefly explain:

• Vision: A future-oriented, aspirational statement describing what the department aspires to become or achieve in the long term.

• Mission: A practical statement describing what the department does, for whom, and how, reflecting its core values and daily operations.

Step 2: Provide Sample Department Profile

Provide this sample to all participants:

Sample Department Profile – Department of Computer Science and Engineering (CSE)

• Offers UG, PG, and PhD programs.

• Focus areas: AI, Data Science, Cybersecurity, IoT.

• Strong industry collaboration, innovation labs, and student clubs.

• Goal: Develop competent engineers with ethical values and global employability.

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✍️ Participant Task

Instructions to Participants:

Based on the department profile provided:

• Write one Vision statement (no more than 30 words) that reflects the long-term aspiration.

• Write a Mission statement with 3 key points that describe how the department aims to achieve its vision.

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✅ Guiding Tips for Participants

Vision Statement Tips:

• Be future-focused and inspirational.

• Avoid specifics like course names or technologies.

• Use words like aspire, strive, envision, commit, lead, excel, transform.

Examples:

• "To be a global center of excellence in computing education, research, and innovation."

• "To empower students to become ethical and skilled leaders in the digital world."

Mission Statement Tips:

• Keep it clear, specific, and action-oriented.

• Align with education, research, and social contribution.

• Each point should answer:

  1. What do we do?

  2. Whom do we serve?

  3. How do we do it?

Example Mission (3 points):

1. To provide quality education in computing that blends theory and practice.

2. To promote research, innovation, and entrepreneurship through industry collaboration.

3. To foster ethical values, leadership, and lifelong learning in students.

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🗣️ Debrief and Discussion

After participants write their drafts:

• Ask 1–2 groups to read aloud their Vision and Mission.

• Facilitate feedback using these prompts:

  • Does the Vision inspire?

  • Is the Mission clear and actionable?

  • Are values like inclusivity, ethics, sustainability reflected?

Encourage participants to revise their drafts after feedback.

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SUMMARY

 Absolutely! Here’s a concise summary of all 8 modules on Outcome-Based Education (OBE) training, capturing the essence of each module for quick reference:

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Summary of OBE Training Modules

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Module 1: Introduction to Outcome-Based Education (OBE)

• Defines OBE and its significance in modern education.

• Explains key terms: Outcomes, COs, POs, PSOs, and their hierarchy.

• Highlights the shift from traditional teaching to outcome focus.

• Introduces the benefits and challenges of implementing OBE.

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Module 2: Framing Program Educational Objectives (PEOs), Program Outcomes (POs), and Program Specific Outcomes (PSOs)

• Details how to develop clear, measurable PEOs aligned with institutional vision.

• Defines POs as skills graduates should possess; PSOs as specialized outcomes for specific programs.

• Covers alignment of PEOs, POs, and PSOs for coherent curriculum planning.

• Emphasizes stakeholder involvement (faculty, industry, alumni) in framing outcomes.

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Module 3: Course Outcomes (COs) and Mapping to POs & PSOs

• Explains the process of writing measurable COs for each course.

• Describes how to map COs to relevant POs and PSOs to ensure alignment.

• Introduces the CO-PO mapping matrix with weighted contributions.

• Discusses the importance of Bloom’s taxonomy in framing COs.

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Module 4: Assessment Methods for CO, PO & PSO Attainment

• Covers direct and indirect assessment tools for measuring attainment.

• Direct: Exams, assignments, labs, projects mapped to COs.

• Indirect: Surveys, feedback from students, alumni, employers for POs/PSOs.

• Emphasizes data collection, validation, and analysis methods.

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Module 5: Data Collection, Analysis and Attainment Calculation

• Discusses techniques for collecting assessment data systematically.

• Shows how to calculate CO attainment based on student performance.

• Explains aggregation of CO data to determine PO/PSO attainment using weighted mapping.

• Introduces benchmarks and attainment levels for continuous monitoring.

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Module 6: PO & PSO Attainment Calculation and Reporting

• Details step-by-step calculation of PO/PSO attainment combining direct and indirect data.

• Explains weighting schemes and final attainment formula.

• Discusses reporting formats aligned with NBA accreditation requirements.

• Stresses documentation and transparency in reporting results.

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Module 7: Continuous Quality Improvement (CQI) Process in OBE

• Introduces CQI as a cyclic, data-driven approach to improving education quality.

• Explains the PDCA (Plan-Do-Check-Act) cycle in the academic context.

• Focuses on gap analysis, root cause identification, and corrective action planning.

• Highlights monitoring, review, and documentation as critical CQI elements.

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Module 8: NBA Accreditation Process and Preparation

• Provides an overview of NBA accreditation and its significance.

• Details the criteria used by NBA to evaluate programs.

• Outlines the stepwise accreditation process including SAR preparation, expert visit, and decision.

• Emphasizes importance of evidence collection, faculty involvement, and post-accreditation CQI.

• Shares practical tips for smooth accreditation and continuous compliance.

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Module 8: NBA Accreditation Process and Preparation facilitator Notes and handout

Content for Module 8: NBA Accreditation Process and Preparation, designed as:

• Facilitator Notes with slide-wise talking points and facilitation tips

• Participant Handout with concise content, key points, and space for notes

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📘 Facilitator Notes – Module 8: NBA Accreditation Process and Preparation

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🎯 Slide: What is NBA Accreditation?

• Talking Points:

  • NBA (National Board of Accreditation) evaluates technical programs based on quality parameters.

  • Accreditation ensures programs meet defined educational standards.

  • Benefits include national recognition, improved academic standards, and enhanced employability of graduates.

• Facilitation Tips:

  • Briefly explain NBA’s role and difference from NAAC.

  • Share success stories or testimonials from accredited institutions.

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🎯 Slide: NBA Accreditation Criteria Overview

• Talking Points:

  • NBA criteria include:

    1. Vision, Mission, Program Educational Objectives (PEOs)

    2. Program Outcomes (POs) and Program Specific Outcomes (PSOs)

    3. Curriculum design and delivery

    4. Teaching-learning and evaluation

    5. Student performance and learning outcomes

    6. Faculty contribution

    7. Facilities and technical support

    8. Continuous improvement

    9. Governance and institutional support

    10. Student support and progression

• Facilitation Tips:

  • Use a tabular or graphical summary.

  • Highlight key areas requiring data and documentation.

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🎯 Slide: Steps in NBA Accreditation Process

• Talking Points:

  • Step 1: Institutional self-assessment and preparation of Self-Assessment Report (SAR).

  • Step 2: Submission of application and SAR to NBA.

  • Step 3: NBA expert team visit and evaluation.

  • Step 4: Review and decision by NBA accreditation committee.

  • Step 5: Accreditation outcome and continuous monitoring.

• Facilitation Tips:

  • Present a flowchart of the process.

  • Discuss timelines and roles/responsibilities.

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🎯 Slide: Preparing the Self-Assessment Report (SAR)

• Talking Points:

  • SAR is a comprehensive document detailing compliance with NBA criteria.

  • Should include data on outcomes, processes, faculty, infrastructure, and CQI.

  • Accuracy and evidence-based data are critical.

• Facilitation Tips:

  • Share a sample SAR outline.

  • Stress importance of collaboration among departments.

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🎯 Slide: Documentation and Evidence Collection

• Talking Points:

  • Collect and organize evidence: course files, CO/PO attainment data, meeting minutes, feedback records.

  • Maintain an audit trail for transparency.

  • Use electronic document management for easy access.

• Facilitation Tips:

  • Suggest a checklist for documentation.

  • Discuss common pitfalls (e.g., missing records, inconsistent data).

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🎯 Slide: Role of Faculty and Stakeholders

• Talking Points:

  • Faculty play a vital role in implementing OBE and maintaining records.

  • Involve students, alumni, and employers in feedback collection.

  • Leadership commitment drives accreditation success.

• Facilitation Tips:

  • Highlight examples of faculty best practices.

  • Encourage engagement strategies for stakeholders.

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🎯 Slide: Post-Accreditation Continuous Improvement

• Talking Points:

  • Accreditation is not a one-time event but a continuous journey.

  • Use feedback and reports to enhance program quality.

  • Plan for subsequent accreditation cycles.

• Facilitation Tips:

  • Discuss long-term benefits of accreditation.

  • Share a sample timeline for reaccreditation preparation.

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🎯 Slide: Common Challenges and Tips for Success

• Talking Points:

  • Challenges: data accuracy, documentation overload, faculty resistance.

  • Tips: early planning, clear roles, regular training, use of technology.

  • Celebrate milestones and communicate progress.

• Facilitation Tips:

  • Invite participants to share their experiences.

  • Facilitate group brainstorming on overcoming challenges.

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📝 Participant Handout – Module 8: NBA Accreditation Process and Preparation

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Module 8: NBA Accreditation Process & Preparation

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🔷 What is NBA Accreditation?

• A quality assurance process for technical programs.

• Recognizes program adherence to national educational standards.

• Enhances credibility and graduate prospects.

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🔷 NBA Accreditation Criteria (Summary)

Criteria #	Description
1	Vision, Mission, PEOs
2	Program Outcomes (POs) & PSOs
3	Curriculum Design & Delivery
4	Teaching, Learning & Evaluation
5	Student Performance & Outcomes
6	Faculty Contribution
7	Facilities & Technical Support
8	Continuous Improvement
9	Governance & Institutional Support
10	Student Support & Progression

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🔷 NBA Accreditation Process

1. Institutional self-assessment and SAR preparation

2. Submission of application and SAR

3. NBA expert team visit and evaluation

4. Accreditation committee decision

5. Accreditation outcome and follow-up

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🔷 Self-Assessment Report (SAR)

• Comprehensive, evidence-backed report.

• Includes detailed data on program outcomes and processes.

• Collaboration across departments is key.

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🔷 Documentation Checklist

• Course files with CO/PO attainment

• Meeting minutes and action plans

• Feedback records (students, alumni, employers)

• Faculty qualifications and development records

• Infrastructure details

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🔷 Stakeholder Roles

• Faculty: Implementation and record keeping

• Students & Alumni: Feedback providers

• Leadership: Strategic support and resource allocation

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🔷 Post-Accreditation Actions

• Continuous monitoring of outcomes

• Implement CQI based on feedback

• Prepare for next accreditation cycle

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🔷 Tips for Success

• Start preparation early

• Assign clear responsibilities

• Use technology for document management

• Provide regular training to faculty

• Foster a culture of quality and transparency

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📝 Space for Notes:

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✅ Additional Resources (available on request):

• NBA SAR Template

• Documentation Checklist Excel

• Sample Accreditation Timeline

• Faculty Role Matrix

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Module 7: Continuous Quality Improvement (CQI) Process in OBE facilitator Notes & Handout

Content for Module 7: Continuous Quality Improvement (CQI) Process in OBE, structured into:

• Facilitator Notes (with slide-wise talking points and facilitation tips)

• Participant Handout (summarized content with space for notes and practical steps)

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📘 Facilitator Notes – Module 7: Continuous Quality Improvement (CQI) Process in OBE

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🎯 Slide: What is Continuous Quality Improvement (CQI)?

• Talking Points:

  • CQI is a systematic approach to improving teaching, learning, and assessment.

  • It is a cyclic process that uses data to identify gaps and implement corrective actions.

  • Ensures sustained enhancement of academic quality and student outcomes.

• Facilitation Tips:

  • Emphasize CQI as a never-ending cycle, not a one-time activity.

  • Use real-life examples such as iterative improvement of course materials or lab infrastructure.

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🎯 Slide: CQI Cycle Steps

• Talking Points:

  • Plan: Identify objectives and establish measurable targets.

  • Do: Implement teaching strategies and assessments.

  • Check: Collect and analyze assessment data (CO, PO attainment).

  • Act: Take corrective and preventive actions based on data.

• Facilitation Tips:

  • Illustrate with the PDCA (Plan-Do-Check-Act) cycle diagram.

  • Highlight the importance of documentation at each stage.

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🎯 Slide: Data Collection and Analysis

• Talking Points:

  • Collect quantitative data (exam results, attainment scores) and qualitative data (feedback).

  • Use statistical tools to identify trends, gaps, and areas needing improvement.

  • Triangulate data from multiple sources for reliability.

• Facilitation Tips:

  • Introduce simple tools like Excel for analysis.

  • Share a sample dashboard or graph showing attainment trends.

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🎯 Slide: Identifying Gaps and Root Cause Analysis

• Talking Points:

  • Compare attainment against targets to spot gaps.

  • Use root cause analysis techniques (e.g., Fishbone diagram, 5 Whys).

  • Prioritize issues based on impact and feasibility.

• Facilitation Tips:

  • Conduct a quick group exercise on root cause analysis.

  • Provide templates for gap analysis documentation.

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🎯 Slide: Planning and Implementing Corrective Actions

• Talking Points:

  • Develop action plans with clear responsibilities and timelines.

  • Actions can include curriculum revision, faculty development, or resource enhancement.

  • Communicate plans to all stakeholders.

• Facilitation Tips:

  • Share sample corrective action plans.

  • Encourage participants to brainstorm potential actions for common problems.

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🎯 Slide: Monitoring and Review

• Talking Points:

  • Monitor the effectiveness of corrective actions in subsequent cycles.

  • Use follow-up assessments and feedback.

  • Document outcomes and lessons learned.

• Facilitation Tips:

  • Show examples of monitoring checklists.

  • Stress the need for transparency and accountability.

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🎯 Slide: CQI Documentation and Reporting

• Talking Points:

  • Maintain records of data analysis, actions taken, and impact.

  • Reporting formats align with accreditation requirements (NBA, NAAC).

  • Helps demonstrate compliance and commitment to quality.

• Facilitation Tips:

  • Present a sample CQI report or SAR excerpt.

  • Discuss best practices for organizing documentation.

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📝 Participant Handout – Module 7: Continuous Quality Improvement (CQI) Process in OBE

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Module 7: Continuous Quality Improvement (CQI) Process

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🔷 What is CQI?

• A cyclical process for improving educational quality.

• Based on data-driven decisions to enhance outcomes.

• Involves planning, implementing, checking, and acting.

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🔷 CQI Cycle (PDCA)

Step	Description
Plan	Set objectives and targets
Do	Implement teaching and assessment activities
Check	Analyze data to evaluate performance
Act	Apply corrective and preventive measures

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🔷 Data Collection & Analysis

• Use exam results, attainment data, feedback forms.

• Apply basic statistical tools (averages, percentages).

• Triangulate data from multiple sources.

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🔷 Identifying Gaps & Root Cause Analysis

Method	Description
Fishbone Diagram	Visualize causes of a problem
5 Whys	Ask “Why?” repeatedly to find root cause

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🔷 Corrective Action Planning

• Define action items with deadlines and responsibilities.

• Possible actions: curriculum updates, faculty training, infrastructure improvement.

• Ensure communication and stakeholder involvement.

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🔷 Monitoring & Review

• Track implementation status and effectiveness.

• Use follow-up data for assessment.

• Document lessons learned.

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🔷 CQI Documentation & Reporting

• Maintain detailed records of all steps.

• Prepare reports for accreditation and internal review.

• Use standard templates for consistency.

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📝 Notes:

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✅ Useful Tools and Templates (available on request):

• CQI Action Plan Template

• Root Cause Analysis Worksheet (Fishbone, 5 Whys)

• CQI Monitoring Checklist

• Sample CQI Report Format (NBA SAR aligned)

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Module 6: PO & PSO Attainment Calculation and Reporting Facilitator Notes & Handouts

Content for Module 6: PO & PSO Attainment Calculation and Reporting, suitable for:

• ✅ Facilitator Notes – Slide-wise content with talking points and tips

• ✅ Participant Handout – Summarized, printable content with space for notes and key tables

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📘 Facilitator Notes – Module 6: PO & PSO Attainment Calculation and Reporting

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🎯 Slide: What are Program Outcomes (POs) and PSOs?

• Talking Points:

  • POs: Graduate attributes expected at the end of a program (e.g., engineering knowledge, problem solving).

  • PSOs: Program-specific capabilities aligned with departmental or industry needs.

  • PO/PSO attainment measures how well these objectives are achieved by students.

• Facilitation Tips:

  • Display NBA’s list of 12 POs and ask participants to identify common ones.

  • Provide real-world examples for PSOs in specific disciplines (e.g., AI applications in CSE).

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🎯 Slide: How PO Attainment is Measured

• Talking Points:

  • Direct Mapping from COs → POs via CO-PO Matrix.

  • Indirect Assessment via surveys (student exit, alumni, employer feedback).

  • Uses quantitative data from course performance and qualitative feedback.

• Facilitation Tips:

  • Display a CO–PO mapping matrix with sample weightings.

  • Emphasize that every CO should contribute to at least one PO.

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🎯 Slide: Aggregating COs to Calculate PO Attainment

• Talking Points:

  • Step 1: Compute CO attainment for each course.

  • Step 2: Multiply CO attainment levels by mapping weights (1/2/3) for each PO.

  • Step 3: Aggregate across courses to get final PO attainment value.

• Facilitation Tips:

  • Provide a walkthrough example using a sample dataset.

  • Use a color-coded Excel sheet to visualize the computation process.

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🎯 Slide: Attainment Levels and Benchmarking

• Talking Points:

  • Define thresholds for attainment levels:

    • Level 1: <60%

    • Level 2: 60–70%

    • Level 3: >70%

  • Compare attainment with set targets.

  • Identify gaps for improvement.

• Facilitation Tips:

  • Show how to plot PO attainment levels using bar charts.

  • Discuss how benchmarking is done semester-wise or year-wise.

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🎯 Slide: Indirect Attainment for POs/PSOs

• Talking Points:

  • Based on perception data (student/alumni/employer surveys).

  • Typically given 20–30% weightage in final PO attainment calculation.

  • Survey responses are averaged and mapped to attainment levels.

• Facilitation Tips:

  • Share sample survey items like “Rate your ability to design a system (PO3).”

  • Explain Likert scaling conversion to levels.

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🎯 Slide: Final Calculation Formula

• Talking Points:

  • Final PO Attainment = (Direct × W1) + (Indirect × W2)

  • Example: If Direct = 2.8, Indirect = 3, W1 = 80%, W2 = 20%
    → Final PO = (2.8 × 0.8) + (3 × 0.2) = 2.84

• Facilitation Tips:

  • Use Excel calculators to demonstrate live.

  • Reinforce the value of objective + subjective data integration.

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🎯 Slide: Reporting and Using PO/PSO Attainment

• Talking Points:

  • Document attainment per PO and PSO in NBA SAR format.

  • Use outcomes to initiate improvements in curriculum, teaching, resources.

  • Close the loop via CQI (Continuous Quality Improvement).

• Facilitation Tips:

  • Share a sample CQI Action Plan.

  • Discuss how this ties back to institutional goals and accreditations.

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📝 Participant Handout – Module 6: PO & PSO Attainment and Reporting

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Module 6: PO & PSO Attainment Calculation & Reporting

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🔷 Understanding PO and PSO

Program Outcomes (POs)	Program Specific Outcomes (PSOs)
Generic graduate skills defined by NBA (e.g., ethics, communication, problem-solving)	Department-specific outcomes tailored to industry and academic expectations

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🔷 Attainment Sources

Assessment Type	Description	Typical Weight
Direct	Derived from CO–PO mapping	70–80%
Indirect	Surveys, feedback	20–30%

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🔷 CO to PO Aggregation Process (Sample)

1. Map COs to POs (weights: 1, 2, 3)

2. Multiply CO attainment by weight

3. Average across all mapped COs

Example Calculation for PO1:

CO	Attainment Level	Mapping to PO1	Weighted Score
CO1	3	3	9
CO2	2	2	4
CO3	2.5	1	2.5

Total Weighted Score = 15.5 / (3+2+1) = 2.58

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🔷 Attainment Scale (for POs/PSOs)

Attainment Level	Criteria
Level 1	<60% achieved
Level 2	60–70% achieved
Level 3	>70% achieved

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🔷 Indirect PO Assessment Sample

Survey Question (Likert 1–5)	PO Mapped	Avg. Score	Mapped Level
"I can analyze complex problems using engineering tools"	PO2	4.1	Level 3

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🔷 Final PO Attainment Calculation

Formula:
Final PO Attainment = (Direct × 0.8) + (Indirect × 0.2)

Example:
Direct = 2.6, Indirect = 3
Final = (2.6 × 0.8) + (3 × 0.2) = 2.68

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🔷 Reporting Format (Snapshot)

PO #	Attainment	Target	Gap	Action Taken
PO1	2.6	3.0	0.4	Added lab sessions
PO2	2.9	3.0	0.1	Review assessments

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📝 Notes:

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✅ Useful Templates (on request):

• CO–PO Mapping Matrix

• PO Attainment Calculator (Excel)

• PO Survey Form (Likert-scale)

• NBA SAR-format Attainment Summary

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Module 5: CO Attainment Calculation and Target Setting Facilitator Notes and Handouts

Here's the complete content for Module 5: CO Attainment Calculation and Target Setting designed for:

• ✅ Facilitator Notes (for training delivery with slide-wise talking points and tips)

• ✅ Participant Handout (summarized content with space for notes and practical templates)

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📘 Facilitator Notes – Module 5: CO Attainment Calculation and Target Setting

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🎯 Slide: What is CO Attainment?

• Talking Points:

  • CO attainment measures the degree to which students have achieved each Course Outcome.

  • Essential for Continuous Quality Improvement (CQI) and NBA accreditation.

  • Helps identify gaps in teaching–learning processes.

• Facilitation Tips:

  • Use analogies (e.g., "Did the students hit the learning target?").

  • Emphasize that attainment is evidence-based, not just perception-based.

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🎯 Slide: Components of CO Attainment

• Talking Points:

  • Internal Assessment (CIA): Quiz, mid-term, assignments.

  • External Assessment (ESE): Final university or department exam.

  • Indirect Assessment (optional): Student feedback or course exit surveys.

• Facilitation Tips:

  • Show a pie chart (e.g., 40% CIA, 60% ESE).

  • Discuss how to weight internal and external components.

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🎯 Slide: Target Setting for CO Attainment

• Talking Points:

  • Target: % of students scoring above a certain threshold (e.g., 60% of students scoring ≥ 60% marks).

  • Should be realistic, data-informed, and aligned with institutional policies.

  • Targets can vary across COs based on complexity or past performance.

• Facilitation Tips:

  • Encourage data-driven target setting, not arbitrary.

  • Share sample attainment target statements.

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🎯 Slide: CO Attainment – Direct Method (with Example)

• Talking Points:

  • Step 1: Map questions to COs.

  • Step 2: Calculate % of students meeting the threshold.

  • Step 3: Compare % with the target to determine attainment level.

• Facilitation Tips:

  • Walk through a real example (provided in handout).

  • Show sample spreadsheet or Excel formula used.

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🎯 Slide: Attainment Level Scale

• Talking Points:

  • Level 1: Target not met (e.g., <60%)

  • Level 2: Target nearly met (e.g., 60–70%)

  • Level 3: Target exceeded (e.g., >70%)

  • Used to quantify attainment in numeric form.

• Facilitation Tips:

  • Present a color-coded scale chart.

  • Explain how this feeds into PO/PSO attainment.

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🎯 Slide: Indirect Assessment for CO Attainment (Optional)

• Talking Points:

  • Typically involves student surveys on perceived learning for each CO.

  • Scored using a Likert scale (e.g., 1–5).

  • Weighted less (e.g., 20%) compared to direct methods.

• Facilitation Tips:

  • Share a sample survey question: “Rate your understanding of CO1.”

  • Emphasize triangulating data from direct and indirect sources.

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🎯 Slide: Calculating Final CO Attainment (with Weightage)

• Talking Points:

  • Weighted formula:
    CO Attainment = (Internal × W1) + (External × W2) + (Indirect × W3)

  • Example:
    (2 × 0.4) + (3 × 0.6) = 2.6

• Facilitation Tips:

  • Share template or sample spreadsheet.

  • Practice exercise: Let participants try a calculation.

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📝 Participant Handout – Module 5: Summary & Notes

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Module 5: CO Attainment Calculation and Target Setting

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🔷 What is CO Attainment?

• Measures whether students achieved the intended outcomes of a course.

• Guides improvements and accreditation reporting.

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🔷 Components of CO Attainment

Type	Tools/Methods	Typical Weight
Internal Assessment	Midterm, Quiz, Assignment	40%
External Assessment	Final Exam, Project Viva	60%
Indirect (Optional)	Student Feedback, Course Exit Survey	10–20%

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🔷 Sample Target Statement

“At least 70% of students should score 60% or above in CO1.”

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🔷 Direct Attainment Example

CO	Question No.	No. of Students Scored ≥ Threshold	Total Students	% Achieved	Target	Attainment Level
CO1	Q1, Q2	35	50	70%	60%	3
CO2	Q3, Q4	28	50	56%	60%	1

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🔷 Attainment Level Scale

% Achieving Target	Attainment Level
<60%	Level 1
60–70%	Level 2
>70%	Level 3

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🔷 Final CO Attainment Calculation (with Weightage)

Formula:
Final CO Attainment = (Internal × 0.4) + (External × 0.6)

Example:
Internal = Level 2, External = Level 3
Final = (2 × 0.4) + (3 × 0.6) = 2.6

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🔷 Indirect Method (Optional)

Survey Item Example	Response Scale
"I can apply CO2 in practice"	1–Strongly Disagree to 5–Strongly Agree

Convert avg. response to attainment level using a pre-decided scale.

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📝 Space for Notes:

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✅ Attachments/Sample Templates (on request):

• CO-Attainment Excel Calculator

• Target Setting Tracker

• CO-Question Mapping Sheet

• Attainment Reporting Format for NBA

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