Implementing a sustainable methodology for assessment of course outcomes and program outcomes in an Indian Engineering Institute

Ramachandran, Mahadevan; Shivaprakash, N. C.; Khobragade, N T; Raju, Kalyani; Rao, V.V.S. Kesava

doi:10.1109/tale.2013.6654398

Cited by 11 publications

(2 citation statements)

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“…A sustainable assessment technique was established for remedial actions for the further enhancement of the course outcome to make sure the quality of the undergraduate engineering teaching-learning (Mahadevan et al, 2013). However, an effective assessment plan is a mandatory requirement to ensure quantitative and qualitative along with direct and indirect measurements appropriately as per the ABET prescription (ABET, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Untitled

2022

IJIRE

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Electronics as a course is one of the essential courses in the BSc EEE program and its outcomes are indicators of success. The main aim of this research work is to assess and evaluate the course outcomes of the electronics course of the Bachelor of Science in Electrical and Electronic Engineering program, incorporating higher-order thinking skills and complex engineering problem-solving skills among the students. To compute and appraise the course outcomes of this course and hence its impact on the program outcomes, we used direct assessment data from various formative and summative assessment tests during a particular semester. Finally, statistical analysis is performed to check whether a particular student cohort of electronics courses could achieve this or not. All of the participating students have attained the benchmark set before the start of the course. Finally, course survey results and a few recommendations are provided as a measure of the continuous quality improvement method.

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Section: Literature Reviewmentioning

confidence: 99%

Untitled

2022

IJIRE

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“…This process is repeated for four years till the students complete their graduation [2][3]. The implementation of outcome based education ensures that a graduate not only possess a sound knowledge in the specific programme they also can have a global mobility and acceptance [3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Weightage factor analysis between programme Outcomes and course Outcomes: A case study

Terang¹,

Bisoyi²,

Chandna³

2015

2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE)

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The primary objective of Outcome Based Education (OBE) is to ensure that the students are at par with their counterparts at a global level. The means of ensuring this is to identify each subject course outcome and measure their understanding of the subject towards this outcome. Relationship between programme outcome and course outcome provides the weightage that is to be used for the analyses of individual student. Using this analysis, corrective measures are taken for the individuals who do not meet the pre-defined criteria. This paper discusses the methodology used and extensive analysis done to identify weak students for the subject Electromechanical Energy Conversion II. Analysis is also done to evaluate the programme outcomes to see how clearly the course outcomes are defined and understood by the stakeholders viz. faCUlty and student for continuous teaching learning process.

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An application of text mining techniques and outcome based education: student recruitment system

Thirumoorthy¹,

Muneeswaran²

2021

J Ambient Intell Human Comput

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Implementing a sustainable methodology for assessment of course outcomes and program outcomes in an Indian Engineering Institute

Cited by 11 publications

References 0 publications

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Weightage factor analysis between programme Outcomes and course Outcomes: A case study

An application of text mining techniques and outcome based education: student recruitment system

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