Attainment Of Program Outcomes Research Articles

A Novel 360° Framework for Developing a Graduate as a Whole Person by Enhancing the Affective Domain Skills

Abstract: “It takes more than intelligence to act intelligently”. An education that enriches and kindles the thinking ability of a person and ignites not only the knowledge but also the skills and attitude to draw to an innovative conclusion with holistic development is termed Whole Person Education (WPE). A framework for achieving a 360-degree development of a student is devised and used. This framework consists of 14 indicators that are mapped with the Graduate Attributes (GA) defined by NBA. These 14 indicators include research, advanced studies, industry interactions, publications, IPR, sports, and other life skills such as communication, leadership skills, teamwork, and character building. Keywords: Whole Person Education, Affective Domain, Performance Indicators, Attainment of Program Outcomes, Graduate Attributes, Cognitive D o m a i n , P s y c h o m o t o r D o m a i n , R u b r i c s , Accreditation.

Impact of Intermediate Indicators on Attaining Cognitive Program Outcomes

Abstract : Globally, engineering education is revolutionizing through the Outcome Based Education (OBE) model. To achieve accreditation under the requirements of the Washington Accord, the Program Outcome attainment has become a focal point in the Engineering field. Attempts to introduce a new OBE-based curriculum in the Universities of Bangladesh have faced many challenges for teaching staff and students. One of the crucial tasks is to achieve the defined Program Outcomes (POs) through Course Outcomes (COs). In this paper, an intermediate relationship between POs and COs is proposed. A case study and analysis of the proposed Intermediate Indicator to attain Cognitive Domain Program Outcomes has been presented to verify the efficiency and effectiveness of the methodology. Results clearly demonstrate that the Intermediate Indicator is essential to attaining program outcomes through course outcomes. Keywords : Outcome Based Education; Engineering Education; Program Outcome; Course Outcome; Program Outcome Indicator.

Analysis of program outcomes attainment for diploma in civil engineering at Universiti Teknologi MARA Pahang

Analysis of program outcomes involves the assessment of the learning objectives based on cognitive, psychomotor, and affective domains and their attainment is measured using both direct and indirect approaches. This study aims to assess the program outcomes attainment for the civil engineering diploma program at Universiti Teknologi MARA Pahang. The program outcomes attainment in this study was obtained from two categories of students based on cohort 20174 using the Plan ID 6541, namely i) 257 graduated on-time students and ii) 365 overall students including extended students. The attainments were analyzed quantitatively using key performance indicators for each program outcome and program performance indicators for the overall attainment of program outcomes. Based on the key performance indicator, the results reveal that nine program outcomes are indicated as excellent while three program outcomes are indicated as good. Meanwhile, based on the program performance indicator, this cohort is indicated as well performed where 9 out of 12 program outcomes recorded above 70% average attainment. Various effective continuous quality improvement (CQI) program can be identified by the school’s committee based on these findings to further enhance the program outcomes attainment.

Strengthening the Attainment of Major Competencies of Program Outcomes through Open-ended Experiment using Statistical Designs

Abstract—Unit operations are very essential part of the chemical engineering and allied disciplines; and hence, basic knowledge about the principles and equipment used for various unit operations is mandatory for process engineer. Unit operations course introduces the foundation of process engineering concepts at the second year of undergraduate program of Bachelor of Engineering in Biotechnology. This course mainly focuses on the most essential unit operations utilized in Chemical and allied process industries such as mass transfer, heat transfer, momentum transfer and mechanical operations. The conventional teaching approach practiced so far in Unit Operations Laboratory course was not so effective in the attainment of certain specific core competencies of Program Outcomes (POs). To tackle this challenge, we introduced a system of classifying laboratory experiments into four distinct categories: Demonstration, Exercise, Structural Inquiry, and Open-ended experiments. These categorized experiments were thoughtfully crafted to target various significant technical and professional outcomes such as Investigations of Complex Engineering Problems, Communication, Life-long learning, Follow of Standard Operating Procedure (SOP) and Good Laboratory Practices (GLP). The evaluation criteria for each type of experiment were aligned with program outcomes, competencies, and performance indicators. This alignment proved highly beneficial in achieving a more precise assessment of program outcomes. This study focuses on implementing an interactive and collaborative learning approach in the Unit Operations laboratory course. of Experiments. More precisely, the study employs Central Composite Design (CCD) and Response Surface Methodology (RSM) concepts to examine how various factors influence the Leaching (Solid-Liquid Extraction) process. The leaching process is most important unit operations used in the extraction of substances from solids. The study helped in addressing several important competencies pertaining to the Program Outcomes- PO-4: Demonstrating the capacity to design, execute experiments, and analyze data; PO-10: Exhibiting effective communication skills; PO-12: Embracing lifelong learning; PSO-13: Adhering to Standard Operating Procedures (SOP) and Good Laboratory Practices (GLP). The assessment of student performance employed a rubric-based approach, and the attainment of program outcomes was documented. It was observed that, open-ended experimental approach, led to the improvements in the attainment of PO’s in terms of competencies and performance indicators. To enhance the teaching-learning process, formal and anonymous feedback was gathered from students to identify areas of improvement and deficiencies. Keywords—Central Composite Design; Collaborative learning; Design of experiments; Open-ended experiment; Program outcome; Response Surface Methodology;

Course Outcome and Program Outcome Attainment Calculation

The course outcome & program outcome attainment calculation system is a set of tools that enables the teaching staff to create student batches and enter their exam scores on the Web in order to calculate attainment. It enables the college or university to provide an individual user account to each faculty. All the user accounts (Admin and teaching faculty) are password protected. So, the database can be termed as secured. In CO & PO Attainment Calculation Portal, only the administrative section is allowed to create the account, but faculty can register with the application. After creating the account, the user can view his/her detail by using an SQL query. In the existing system, we can store all the records manually in spreadsheets that require large manpower & place to store all the records but it does require only database connectivity to store all the data. It can handle all details about a college mark sheet system. The details include faculty details, subject details, student personnel details, academic details, and exam details. In this, we can implement a facility that a faculty can be able to create a new batch of students, and other faculties who have mapped to handle subjects, can able to access and enter the marks of that batch of students.

Enhancement of Program Outcomes for Cryptography and Network Security course using Alternate Assessment Tool: An approach towards outcome-based education

Abstract: Outcome-based education is being practiced across the globe to enhance the employability of the undergraduates by instilling certain domain-specific skills. Evaluation is key in measuring the leaning outcomes of students. Tools such as regular quizzes, assignments, and alternative assessment are in place for continuous evaluation. Alternative assessment tools (AAT) can be modulated to suit the course being taught, and if used properly, it can enhance the attainment of program outcomes (PO). To enhance the coding skills of the students with respect to security algorithms and their real-time applications, for the course “Cryptography and Network Security”, in the computer science and engineering branch, AAT was introduced in the assessment process. Students were given a task to develop an algorithm using CryptTool and demonstrate the various attacks on the selected encryption/decryption algorithm. By using AAT, engagement of students was improved due to fortnightly reviews from the teacher, peer reviews, and exchange of ideas to go in the right direction in the work plan. The results show improvement in the attainment of program outcomes PO4 and PO5, which were not mapped when AAT was not yet implemented. In addition, the use of CrypTool as part of AAT helped the students in selecting suitable security projects in their higher semester courses. Keywords: Alternate Assessment Tool; Bloom's Taxonomy; CO Attainment; CryptTool; Outcomebased Education; PO Attainment

Curriculum Compliance Improvement Model for Addressing Program Outcomes in Engineering Education

Abstract - The teaching-learning methodology in the engineering education system is moving from a teacher-centric model to a student-centric model. The student-centered learning model is a method of learning or teaching that keeps the learner at the center. Outcome-Based Education (OBE) is an education model that focuses on the student-centric model which equips the students with the desired knowledge, skill, attitude, and behavior at the time of graduation. The National Board of Accreditation (NBA) is an accrediting body in India and its norms ensure that professional programs adopt OBE, and as an initiative, it has defined twelve Program Outcomes (POs). These POs are to be demonstrated by the graduates upon completion of the program. Professional programs curriculum will play a vital role in the attainment of POs. Therefore, the curriculum has to be designed in such a way that all the POs need to be addressed. The majority of the courses in the curriculum address the first five POs and are called disciplinary outcomes. The rest seven POs i.e PO6 to PO12 are generally named as professional outcomes and to address these POs, the department has to put in additional effort. In this paper, aCurriculum Compliance Improvement Model (CCIM) is proposed that performs the gap analysis of the existing curriculum and aid to enhance the curriculum compliance for PO attainment by suggesting suitable actions. These actions can be implemented by fine-tuning the curriculum design and teaching-learning process which will provide an environment for the students to attain all the graduate attributes (POs), the proposed model is illustrated through a case study. Overall, the model proposed is useful for the Tier-1 institutions that are keen on their students attaining all the graduating attributes, and also, ensures to meet the objectives of the accreditation procedure. Keywords— Accreditation, Course Outcomes, Disciplinary Outcomes, Engineering education, Outcomes-Based Education, Program Outcomes, Gap Analysis, Curriculum Design.

Open Distance Learning of Modern Engineering Tool and Its Assessment for Civil Engineering Design Project

Open distance learning (ODL) is a new paradigm shift from conventional education systems that provide flexibility to learners in accessing education and training without constraints of time and place. Full Implementation of ODL initiated in all institutions of higher learning in Malaysia after announcement of movement control order by the prime minister of Malaysia in March 2020 due to COVID-19 pandemic. This study aims to investigate the impact of ODL in the attainment of program outcome (PO5) in modern engineering tool usage for a civil engineering design project course. In the ODL environment, the teaching method, assessment method, tool of assessment and rubrics in the assessment of PO5 were revised accordingly. Online practical test was set as the only tool to evaluate students’ ability in using the modern engineering tool of this course. Prokon software was employed as the modern engineering tool used by the students in carrying out their individual projects as well as online practical tests. Result of this study has shown that the average attainment of PO5 dropped significantly when online teaching and learning of Prokon software took place. Also, the percentage of students failed in PO5 rose for the semesters during the COVID-19 pandemic. It is anticipated that the remote evaluation process could be unrealistic to measure the ability of students in the psychomotor domain. The challenges of online teaching and learning of modern engineering tools are discussed, and actions need to be taken to tackle the problems and improve the attainment of PO5 among students under an ODL environment.

Three-pronged (3P) Approach to Strengthen Feedback Mechanism in Engineering Education

Abstract: Effectiveness in teaching-learning process and attainment of program outcomes are the areas for which educational institutes are largely accountable. Internal feedback mechanism is the key to enhance the quality of teaching-learning process thereby contributing towards attainment of program outcomes and hence important for the growth of institute. This mechanism should be strong enough for receiving adequate information from stakeholders to help in tweaking or improving the processes. Feedback from students has been a common mechanism being followed in the educational institutes. Also, the industry feedback is considered for curriculum revision. In this paper we will discuss about threepronged (3P) approach for such a feedback mechanism. Three prongs in this approach are the closed loop feedback mechanism, sensitizing students about the importance of feedback and agility in feedback process. Designing feedback and analyzing the feedback received from all the sources in tandem is the backbone of this approach and has been discussed in detail in this paper. The paper presents case study of implementation of proposed 3P approach to enhance the students' learning of computer programming course. Keywords: feedback, teaching-learning process, feedback design, feedback analysis, agility

Active and collaborative learning approach in Unit Operations laboratory by Open-ended experiments using the concept of Design of Experiments (DOE)

Unit Operations is the hallmark course of Chemical Engineering and allied disciplines. This involves the separation of products by physical means such as Distillation, Extraction, Gas absorption, Crystallization, Evaporation, Filtration, etc. Unit Operations course is usually offered in the second year of the undergraduate program in Biotechnology. The conventional pedagogy practiced to date was not so effective in the attainment of certain Program Outcomes (PO). To address this issue, categorization of the laboratory was done into four types: Demonstration, Exercise, Structural inquiry, and Open-ended experiments was made. The experiments were carefully designed to address some of the major Technical and Professional outcomes. Assessment criteria for each kind of experiment were mapped to Program outcomes, Outcome elements, and Performance Indicators. This helps in the evaluation of the attainment of Program Outcomes more accurately. The present study deals with an active and collaborative learning approach in the Unit Operations laboratory by framing Open-ended experiments using the concept of Design of Experiments (DoE). Full Factorial Design(FFD) and Response Surface Methodology(RSM) concepts were used to study the effect of various parameters on Liquid-Liquid Extraction operation. The study helped in addressing the Program Outcome-4 defined by the National Board of Accreditation, which is related to conducting investigations of complex problems. The evaluation of the students’ performance was done using rubrics-based methodology, and attainment of the graduate attributes addressed were documented. Quality students’s feedback was taken to identify scope for further improvement in the teaching-learning process. Keywords—Collaborative learning; Design of experiments; Open-ended experiment; Program outcome

Curriculum Delivery, Learning and Evaluation by Average Course Outcome Attainment & Program Outcome Attainment Method

Technical education in the country is undergoing a paradigm shift as India became a signatory member of the Washington Accord in the year 2014. Therefore, the focus of the technical education system in the country is now on outcome-based education to ensure quality and excellence. In this changed scenario, the proficiencies and abilities expected of technical teachers need to be transformed to match the changed need of the stakeholders. This is even more relevant as teachers joining the technical education system will be serving the system for the next thirty to forty years and hence implementation OBE framework is of utmost importance for their preparedness to become effective change agents. The performance of the students in the examinations during the semester in each course is used to compute the level of attainment of the POs and PSOs through the mapping of questions to COs and COs to POs and PSOs. This paper represents the process to be adopted for the calculation, of course outcome attainment & program outcome attainment by an average method. Key words: Outcome Based Education (OBE), Course Outcome, Program Outcome, Attainment.

Project-Based Learning Technique for Holistic Development of Students

International accreditation norms like Washington Accord or the national norms like NBA have defined program outcomes for undergraduate professional engineering courses. These norms aim at the holistic development of students. This paper presents project-based learning as a strong pedagogy tool for the overall development of students. The undergraduate project course is considered a case study for this pedagogy technique and the attainment of Program outcomes is illustrated in the results. The major desired outcomes for project work like communication, collaboration, knowledge application, documentation, work ethics, teamwork and independent learning are the parameters included in the Program Outcomes. The three point Likert scale is used for the assessment of the program outcomes. The results show that most of the program outcomes for these courses are satisfactorily achieved. Thus, it can be established that project based learning techniques help inculcate specific knowledge, skills and attributes into the students thereby assisting their holistic development and growth. Keywords - program outcome, holistic development Likert scale

Implementing an Application for Attainment Calculation of Program Outcomes and Course Outcomes for Courses of University Affiliated Engineering Programs

The main goal of outcome-based education (OBE) is the achievement of program outcomes in a 4-year program. To achieve this, program outcomes need to be properly mapped with the course outcomes of courses of a particular program. Program Outcomes are the statements that describe what knowledge students will achieve by the time of graduation. OBE ensures that a graduate student not only possesses knowledge in a specific program but can also be globally accepted. The curriculum is designed in such a way that students get trained in all 12 program outcomes set by the National Board of Accreditation (NBA). Students gain knowledge through various teaching-learning methodologies like classroom lectures, laboratory experiments, workshops, guest lectures, and projects (mini project & megaproject). For each course, course outcomes are been designed by the university which gets mapped with program outcomes. The assessment of CO’s & PO’s is done by assessing the performance of students [1] using MS Excel software. This paper automates the manual excel work done for CO-PO attainment calculations [3]. After attainment calculations, it shows whether the program outcome has been achieved or not. For calculations, the system collects data such as CO-PO mapping, attainment level. The system also collects direct assessment data such as marks of each student for assignments, experiments, class tests, university marks, and indirect assessment data such as course exit survey. After calculations, it also generates a summary sheet that shows course outcome attainment for each course outcome. The system also generates program outcome attainment in the observation sheet.

Assessment and Attainment of Course Outcomes and Program Outcomes

Abstract: Outcome Based Education (OBE) is an approach in the field of engineering education, accepted in recent years all over the world. Output in terms of Cumulative Grade Points Average (CGPA), pass percentage, etc. has been the traditional measurement in education whereas outcome focuses on the level of transformation and achievement in the student. Every institution endeavours to fulfil its mission through its programs which constitute courses and learning activities. The program objectives guide to form the program outcomes, which need to align with universally accepted graduate attributes. These are mapped to the course outcomes whose knowledge levels can be guided by Blooms Taxonomy. Achievement of program objectives can be judged only through the attainment of program outcomes which are indicated by the attainment of the outcomes of the courses which constitute the program. Therefore, assessment tools and attainment methods for the course outcomes and program outcomes are required to indicate the level of transformation at each level. This paper presents a methodology to calculate the attainment of course outcomes and program outcomes and provides the recommended threshold values to identify the extent of desired transformation in a student after a teaching learning process. Awareness and implementation of these assessment methods with systematic review of thresholds and consequent course correction measures can have a profound impact on student success and mission accomplishments of institutions. Keywords: Assessment, Attainment, Course Outcomes, Program Outcomes, Outcome Based Education, Blooms Taxonomy

Competency Based Education and Continuous Assessment in Laboratory to acquire higher order learning levels: Challenges, Process and Outcomes

Competency based education and its continuous assessment creates a strong interest amongst all stakeholders involved in laboratories. Hands on experience and projectbased learning provide an opportunity for a personalized path to acquire higher order learning levels. A continuous assessment procedure has been implemented to impart knowledge-based on skill centric environment for lifelong learning. Five assessment components have been designed for the continuous improvement of skills all of which are required for higher order competencies. Laboratory assessments components have been designed by considering the teaching learning process, methodologies, complex engineering analysis, sustainable development, professional engineering practices and Continuous Improvement. These assessment components have brought about a radical transformation in Academic Performance Index (API), Success Index (SI), Placement, Higher Studies, Entrepreneurship (PHE) , attainment of Program Outcomes (PO's) and Program Specific Outcomes (PSO's). These outcomes indicate that students/graduates have acquired a higher order competency along with professional learning and hands on experience.The proposed methodology for laboratory performance assessment components addresses the problems existing in conventional laboratory assessment methodology. In conventional methodologies, performance assessment is done based on laboratory report submitted by each group. The biggest drawback is that there are no specific guidelines for grading reports, large variance in assessment of senior and junior staff and no continuous evaluation system. Aptitude brilliance can be improved through knowledge component assessment. In addition, written work component is vital in improving lifelong learning and soft skills or professional skills.The analysis of Questions Answered indicates the continuous.The analysis of Questions Answered indicates the continuous reading practice which prepares them to grasp technical topics leading to benefits in employment as well as an improvement in individual Academic Performance. Interactive component gives them experience and opportunity for group discussion. Also, it helps in striking impactful conversations to address the needs, build network, perspective and intrinsic drivers which influence continuous improvement. Punctuality component is most critical and also key component to transform individual component to become a competent professional. It also helps to balance their professional and personal life. Here outcomes are observed considering three engineering streams and over 8000 data points for three consecutive Academic Years. This paper result provides implications for academicians, Employers and Human Resource professionals of Industry. Also, this paper helps identify the Industry Academia gap existing between the skills needed in the industry and the university education the students receive. Keywords: OBE, POs, PSO’s, SI, API, Industry Institute Interaction, Assessment Components (AC’s)

Outcome Based Assessment of Engineering Programs for Achieving the Quality Assurance – A Case Study

Abstract: In the dynamic world knowledge without skills is worthless. In earlier times the education program focused on imparting knowledge alone. But presently along with knowledge transfer, skills should be developed in graduates to meet the demands of technical profession and emerging job markets across the world. As a result the engineering education system was transformed from input - output model to outcome based education model. ABET, NBA, ENQA, and AAAC etc were some of the accreditation agencies established to monitor and implement quality in professional education. This paper outlined the procedure for the assessment and attainment of outcomes defined by National Board of Accreditation (NBA), the accreditation body of India. A case study of attainment of program outcome (PO) and program specific outcome (PSO) process was discussed for tier II under graduate engineering program in the country. A comparison of PO & PSO attainments among different programs in an institute was also presented in the paper. From the study it had seen that only fewcourses in an engineering program contributed in accomplishing professional competencies defined by NBA. Also, various engineering programs exhibited medium level of correlation with program outcomes and program specific outcomes. Keywords: Competence, Course Outcome, Program Articulation Matrix, Program Outcome, Program Specific Outcome.

Student Attainment Measurement System in Civil Engineering Undergraduate Programme:

Abstract : In ensuring the quality of the offered programs in Malaysia, it is crucial to comply with the long chain of Quality Management processes in obtaining and maintaining accreditation of undergraduate engineering programs. One of the processes is to continually and effectively measure the students’ attainment of program outcomes amid the implementation of Outcome-Based Education. This paper focuses on MyCOPO system, the evaluation of undergraduate bachelor degree engineering students’ attainment measurement system in the Faculty of Civil Engineering, Universiti Teknologi MARA, Shah Alam. A quantitative survey has been conducted to measure academic staff and students’ satisfaction level of MyCOPO implementation in the faculty. This survey has been conducted in line with the university strategy in promoting organisation operational excellence via MyCOPO system, where 47 and 227 respondents were recorded for academic staff and students, respectively. Two sets of questionnaires were designed to determine the impact of the system, the effectiveness on delivery and quality of the system and users’ happiness index. This system is found to be impactful in ease the work, increase the quality and provide satisfaction to related parties. The usage of MyCOPO system is effective and the average rating of happiness index for academic staff and students are 8.2 and 7.2 out of 10 for happiness index, respectively.
 
 Keywords: Attainment measurement system, Civil engineering, outcome-based education, satisfaction.

Forensic Investigation on The High Failure Rate of Civil Engineering Solid Mechanics Course

Abstract: The attainment of program outcomes for Solid Mechanic course offered to the Diploma in Civil Engineering students is evaluated. It was found that most of the students were incapable to demonstrate graduate attributes which applying knowledge of mathematics, natural science and engineering fundamentals and the ability to analyse engineering problems. Therefore, this study investigates the impact of physics and maths scores on the students’ performance of solid mechanics. Analysis of the previous results in physics and maths shows that there is a clear link between students’ fundamentals knowledge and the understanding of solid mechanics. Meanwhile, this study also aims to find out the root causes that led to the high failure rate of solid mechanics. A quantitative method was employed and a total of 180 students responded to the survey. Results of survey indicate that most of the students perceived that they had limited time to gain deep understanding of the course and they could not visualise the complex problems in solid mechanics. Majority of the students admitted that they did not manage to solve all questions during their final exam, and they were indeed not well prepared for it. Hence, the problem of high failure rate is feasible to be solved provided both lecturers and students making efforts in striving the success of this course. 
 
 Keywords: Solid mechanics, Program outcomes, Failure rate, Problem solving, Applying knowledge

An Approach to the Evaluation of Program Outcomes and Consideration of Activities beyond Curriculum for Improvement of Program Outcome Attainment

Abstract: Current global scenario demands outcome based education to develop graduates with universal acceptability. Program Outcomes (POs) laid by NBA (Table 1) are the assessable components indicative of graduate potential to demonstrate competencies to practice at appropriate levels. Program Outcomes (PO) can be defined and calculated by assessment of various Course Outcomes (CO) which can further be evaluated from Learning Outcomes (LOs). Blooms Taxonomy classifies LOs into the cognitive, affective and psychomotor domains based on their level of complexity. Each LO maps to CO and hence contributes to PO. The direct and indirect assessment tools can be used to obtain course outcome attainment level. Performance at the prerequisite subject and attainment of the outcomes for previous year are the factors determining defined CO attainment. The attainment of Program Outcomes POs is an indicator of the graduate’s potential to demonstrate competencies and practice at appropriate levels. POs are derived from the Graduate Attributes (GA) specified by the National Board of Accreditation (NBA). Curriculum designed by University is not enough for a graduate to achieve the desired level of PO attainment. PO attainment is calculated by considering co-curricular and extracurricular activities in addition to the curriculum specified by the affiliating University for a programmer. GA like Pharmacy Knowledge, Thinking Abilities, Planning Abilities, Professional Identity, Environment and Sustainability, Pharmacist and Society are achieved through regular curricular activities whereas other GA like Leadership Skills, Ethics, Communication and Life Long Learning can be better attained through participation in extracurricular and co-curricular activities. This paper describes a module for defining and calculating attainment of Program Outcomes. It also demonstrates how of Activities beyond Curriculum for improvement of Program Outcome attainment. Key words: Blooms Taxonomy, Program Outcomes, Graduate Attributes, Program Educational Objectives, Co-curricular, Extracurricular.

Accreditation of Engineering Education: A Comprehensive Assessment Plan

Considerable expansion of technical education has taken place in India. However, the quality of technical education graduates of the country is a matter of concern. To enhance the quality and standard in technical education, NBA accreditation, a process of benchmarking of academic quality of an engineering education program or diploma engineering education program by an accreditation agency, has been introduced. India is a signatory nation of Washington Accord through National Board of Accreditation. Now, accreditation has become compulsory for quality assurance, recognition of graduates globally, recognition by the stakeholders, for branding and for expansion of the program. However, very few programs have been accredited so far in India. Outcome Based Education is the central feature of accreditation which focuses on outcomes. It is a student centered approach which measures student performance or outcomes in terms of knowledge, skills, and attributes. The institutions intending to apply for accreditation are facing difficulty in preparing Self Assessment Report (SAR), especially CO- PO attainment. The purpose of this paper is to share our experiences of NBA accreditation process, especially assessment of CO and PO attainment. CO attainment is solely measured by direct measurement methods (internal and external assessments). Program Outcome attainment is calculated by both direct attainment method and indirect attainment method (various surveys). Various boards and committees formed for the preparation for accreditation are also outlined in this paper. The accreditation of two programs of our institute by NBA is an important indication of the appropriateness of the methods applied to achieve this goal. Since NBA is a member of the Washington Accord, this study may help not only local readers but also international readers having similar accreditation systems.