Assessment Of Course Outcomes Research Articles

ANALYZING THE ATTAINMENT OF COURSE OUTCOMES IN STATICS COURSE FOR DIPLOMA IN MECHANICAL ENGINEERING PROGRAM UiTM CAWANGAN PULAU PINANG DURING THE COVID-19 PANDEMIC

The outbreak of Covid-19 in 2020 had a significant impact on the delivery of educational courses, including lectures, labs, workshops, and assessments. In this study, the focus was on the Statics course, which is mandatory for all Diploma in Mechanical Engineering UiTM Cawangan Pulau Pinang students. The primary aim was to determine the achievement of course outcome (CO) during the pandemic. Three course outcomes were mapped for the methodology. The findings revealed that there were variations in the attainment of all COs, particularly CO3. Therefore, it can be concluded that the assessment of COs might have influenced the overall achievement rates for each CO.

BodhiTree – An Effective Learning Management System for Implementing Active Learning Strategies

The prime challenge faced in the pandemic and post pandemic period is involving students in active learning. In the absence of physical classes, learning Management System (LMS) is the only option for implementing active learning strategies. BodhiTree is an open-source online learning platform developed by IIT Bombay and endorsed by AICTE to empower teachers to conduct online classes and later even regular physical classes via flipped mode. Authors have used the platform for teaching learning of the subject heat transfer for undergraduate engineering program at third year level. The present article discusses the implementation of BodhiTree for teaching of the said course. The process of teaching a course using the platform from enrollment to the assessment and publishing grades of the student who appeared for the course is outlined in the present article. The article also discusses the convenience and features of BodhiTree over other free active learning platforms and the limitations faced by the authors during its implementation. The comparative assessment of course outcomes’ attainment levels show that, implementation of BodhiTree has resulted in better understanding of fundamental concepts by the students. BodhiTree is found to be the most user-friendly active learning platform for teaching undergraduate courses. Keywords—Active Learning Strategy, LMS, BodhiTree, Course Outcomes

Systematic Approach in Assessment of Course Outcomes / Program Outcomes for Undergraduate Engineering Programs – A Case Study

The accreditation bodies like NBA and NAAC instructs all Institutes to define Course Outcomes (COs) and Program Outcomes (POs) and their assessment methodology for the effective implementation of Outcome Based Education (OBE). Due to lack of experience and maturity in this domain, most of the Institutes struggle in defining these methodologies and procedures. The curriculum design, the teaching learning processes and the assessment procedures have to be well defined so that OBE can be implemented effectively across the Institute for all programs. This research article presents some of the best practices adopted at our Institute for institutionalizing the OBE processes. A systematic and scientific approach for fixing the CO/PO targets and CO/PO attainment calculation have been evolved and discussed with samples in this paper. The case study has been presented to provide guidelines and better insights to the readers for the effective implementation of OBE. Keywords: Course Outcomes, Program Outcomes, Assessment of Course Outcomes, Assessment of Program Outcomes, Continuous Improvement

Study on Assessment of Outcomes of Education

This paper describes the process for assessment of Course Outcomes (COs), Program and Program Specific Outcomes (POs & PSOs). Direct and indirect method was used to assess the COs, POs and PSOs. In the direct method, continuous internal evaluation test, assignment, seminar, end semester examination as well as in the indirect method, number of surveys were carried out to assess the outcomes. Threshold approach was followed for assessing the attainment. Based on the attainment, existing gap can be identified and filled by improving the curriculum, teach learning process and skills of the graduate.

Formative feedback and scaffolding for developing complex problem solving and modelling outcomes

ABSTRACTThis paper discusses the use and impact of formative feedback and scaffolding to develop outcomes for complex problem solving in a required first-year course in engineering design and practice at a medium-sized research-intensive Canadian university. In 2010, the course began to use team-based, complex, open-ended contextualised problems to develop problem solving, communications, teamwork, modelling, and professional skills. Since then, formative feedback has been incorporated into: task and process-level feedback on scaffolded tasks in-class, formative assignments, and post-assignment review. Development in complex problem solving and modelling has been assessed through analysis of responses from student surveys, direct criterion-referenced assessment of course outcomes from 2013 to 2015, and an external longitudinal study. The findings suggest that students are improving in outcomes related to complex problem solving over the duration of the course. Most notably, the addition of new feedback and scaffolding coincided with improved student performance.

Outcome based Assessment using Fuzzy Logic

Outcome Based Education (OBE) or student centered learning is one of the key component in quality assurance and enhancement in the higher education. The OBE approach encourages students to become active learner rather than being passive as in the traditional teacher-centered learning approach. In OBE, teacher is a facilitator of the teaching learning process; therefore the quality of teaching learning process does not depends on how a Lecturer teaches the course, but on the skill or knowledge achieved by the students. The level of the attainment of Course Level Outcomes (CLOs) is the indicator of the skill, knowledge and behavior that students acquired at the end of the course. Therefore each and every activity conducted in the classroom has to be reflected in the assessment of course outcome, which is measurable. In this paper, an efficient way of assessing the course learning outcome using Fuzzy Logic is presented. The uniqueness of the method is it will give an accurate measure to assess the attainment level of the course by considering every parameter enabling the learning process.

Curriculum creation: Reflection as a tool for enhancement

Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field. Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.

Outcome Based Assessment:A Case Study on Undergraduate Course on Control Systems

The Outcome Based Assessment (OBA) has been one of the major concerns of most engineering departments in India since the National Board of Accreditation (NBA) has made it compulsory towards programme accreditation. Implementation of the OBA may not be an easy task when considering the mapping of the course outcome (CO) to Programme Outcomes (PO). This paper describe the analysis process of the CO and PO attainment for an undergraduate course on control systems, a subject, which is offered to 3rd year students of Electrical & Electronics Engineering at Manipal University. Two methods are incorporated for the assessment of course outcomes and PO attainment (1) direct measurement, and (2) indirect measurement. As a whole, this paper gives complete procedure and a sample analysis for Outcome Based Assessment starting from course curriculum development to its outcome attainment based on defined criteria's.

Outcome Based Education - Design Delivery and Assessment of Product Design and Development Course at Undergraduate Engineering Program

The implementation of Outcome Based Education (OBE) has been the focus of attention of technical institutions in India, often regarded as compliance driven instead of performance driven because of the mandatory requirement of NBA accreditation. Though the implementation seems very structured on paper, it involves daunting data collection process which results in lack of commitment among faculty members in ensuring success of OBE to reap the full benefits. This study reports the implementation of outcome based course design based on intended course learning outcomes (CLOs), planning the instruction delivery to get the intended outcomes to match learning preferences of students and assessment of course outcomes and measuring the attainment of outcomes as against the target for the continuous quality improvement. The New Product design & Development course offered as an open elective at seventh semester of undergraduate programme is chosen. A heterogeneous batch of 5 engineering programs has opted for this course, which is first time offered as open elective. The challenge lies in designing the curriculum to meet specific POs of five programs, designing the instructional delivery to address the students learning styles of different background and assessment tools and the attainment. The moderate target of 60-65 percent COs attainment target was kept and could be able to achieve about 55 percent attainment and this gap has given a lot of inputs for CQI of course design, delivery & assessment. The learning out of this course feedback has helped to improve the all aspects of course and look to a strong mapping with indentified program outcomes.

Attaining Computer Network Course Outcomes through Activities and Statistical Analysis of Simulation Results using SPSS Tool

One of the important aspects of the outcome based Education (OBE) is the assessment of course outcomes (CO). As we have adopted the OBE framework for our programme. we have integrated the theory and laboratory course and conducted activities to achieve the course outcome of Computer Network course. As we know the tollgate courses have multiple prerequisite courses and to attain the course outcome the learning of these prerequisite courses can be applied in this course. The union of the attainment of the outcome sets of all the tollgate courses can be viewed as program outcome attainment. Fundamentally any tollgate course is progressive in the attainment of the outcomes. A Computer Network is one such toll gate course for computer science and engineering programme positioned during the sixth semester. The concepts of basic subjects like data structures, algorithms, object oriented programming, operating system are prerequisites which are used to solve a large problem. The authors have attempted to measure the outcomes of this tollgate course through theory and laboratory activities. One activity on the client server computational overview was tried to address the issues related to fault tolerant systems. Other activity defined to understand the network behavior for given parameters to apply the statistical techniques for the simulated results.