Module 3: Course Outcomes (COs), Taxonomy and Course Mapping for both the Facilitator Notes and Participant Handout.

Content for Module 3: Course Outcomes (COs), Taxonomy and Course Mapping for both the Facilitator Notes and Participant Handout.

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📘 Facilitator Notes – Module 3: COs, Taxonomy, and Course Mapping

🎯 Slide: What are Course Outcomes (COs)?

• Talking Points:

  • COs are specific, measurable statements describing what students are expected to learn in a course.

  • Each course typically has 5–6 COs, aligned with POs.

  • COs focus on cognitive, psychomotor, or affective domains.

• Facilitation Tips:

  • Use Bloom’s Taxonomy to explain levels of learning.

  • Share 2–3 well-formed CO examples (e.g., “At the end of this course, students will be able to analyze...”).

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🎯 Slide: Bloom’s Taxonomy

• Talking Points:

  • Bloom’s Revised Taxonomy has 6 cognitive levels: Remember, Understand, Apply, Analyze, Evaluate, Create.

  • Helps structure COs and assessments logically.

  • Encourages higher-order thinking in curriculum design.

• Facilitation Tips:

  • Show a pyramid chart of Bloom’s levels.

  • Have participants classify sample verbs under each level.

  • Use the Bloom’s Verb List handout.

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🎯 Slide: Writing Effective COs

• Talking Points:

  • Use action verbs + context + performance criteria.

  • Each CO should be SMART.

  • Avoid vague terms like “know,” “understand” (without context).

• Facilitation Tips:

  • Use a template: “By the end of this course, students will be able to [verb] [what?] [how well?].”

  • Give peer review practice with CO samples.

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🎯 Slide: Mapping COs to POs and PSOs

• Talking Points:

  • COs must be aligned with appropriate Program Outcomes (POs) and Program Specific Outcomes (PSOs).

  • Mapping is usually shown in a CO-PO matrix with weight levels: 1 (Low), 2 (Moderate), 3 (High).

  • Helps assess curriculum alignment and coverage.

• Facilitation Tips:

  • Demonstrate a CO-PO matrix and how to interpret it.

  • Let participants try mapping one sample CO to relevant POs.

  • Share editable Excel/Word templates.

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🎯 Slide: CO Framing and Validation Process

• Talking Points:

  • Process involves curriculum committee, industry inputs, peer review.

  • COs must be approved by Board of Studies (BoS).

  • Ensure vertical and horizontal alignment with PEOs and POs.

• Facilitation Tips:

  • Walk through a sample CO development process flow.

  • Highlight roles of faculty, department heads, and external reviewers.

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📝 Participant Handout – Module 3: Summary & Notes

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Module 3: Course Outcomes, Taxonomy & Mapping

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🔷 What are Course Outcomes (COs)?

• Describe specific abilities/skills a student should acquire by the end of a course.

• Derived from Program Outcomes (POs) and tailored to course content.

• Must be Specific, Measurable, and Achievable.

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🔷 Bloom’s Revised Taxonomy (Cognitive Domain)

Level	Description	Example Verbs
1	Remember	Define, List, Recall
2	Understand	Explain, Summarize, Describe
3	Apply	Use, Implement, Demonstrate
4	Analyze	Differentiate, Examine
5	Evaluate	Critique, Judge, Justify
6	Create	Design, Construct, Develop

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🔷 CO Framing Formula

“At the end of this course, students will be able to [verb] [topic] [performance criteria].”

Example:

• CO1: Apply Newton’s Laws to solve real-world mechanics problems.

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🔷 CO-PO Mapping Matrix (Sample)

CO\PO	PO1	PO2	PO3	PO4	PSO1	PSO2
CO1	3				2
CO2		2				1
CO3			3

1 – Low, 2 – Moderate, 3 – High

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🔷 CO Validation Process

1. Draft by course faculty.

2. Peer review by academic committee.

3. Approval via Board of Studies (BoS).

4. Periodic revision based on feedback.

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🗒️ Notes:

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Would you like me to:

• Generate this content into editable Word files?

• Provide Excel templates for CO-PO matrix?

• Create the PowerPoint slides for Module 3?

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