Journal of Engineering Education Transformations
DOI: 10.16920/jeet/2022/v35is1/22039
Year: 2022, Volume: 35, Issue: Special Issue 1, Pages: 270-276
Original Article
Thiruvengadam S J1, Baskar S2 , Jeyamala C3, Abirami A M4
1Dean (Academic Process), Thiagarajar College of Engineering, Madurai, Tamil Nadu, India
2Dean (Research and Development), Thiagarajar College of Engineering, Madurai, Tamil Nadu, India
3, 4Department of Information Technology, Thiagarajar College of Engineering, Madurai, Tamil Nadu, India
1[email protected]
2[email protected]
3[email protected]
4[email protected]
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
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