INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 03, MARCH 2019 ISSN 2277-8616 16 IJSTR©2019 www.ijstr.org Methodology For Course Outcomes Attainment Analysis For An Engineering Course Pravin G. Kulkarni, Ami R. Barot Abstract: Accreditation is a quality assurance and improvement process that determines whether the set educational objectives meet a general standard of quality. It is an endorsement of how good these expectations are satisfied. Outcome based education system (OBE) emphasizes on quantifying what the students are capable of doing. Program outcomes represent the knowledge, skills and attitudes the students should have at the end of program. Program outcomes can be directly measured through Course Outcomes which are broad statements indicating knowledge and skills the student acquires at the end of a course. The outcome based education model is based on defining various parameters called as Graduates Attributes. Assessment of learning outcomes is one of the key aspects of OBE model. This is done through assessment of course outcomes for each course in a program. In this paper, an approach based on assigning two step weights for assessment of course outcomes is presented. The method proposed provides the result of course outcome attainment. The results are obtained through a program in MS Excel. Index Terms: Course Outcomes, Outcome based education, Program Outcomes, Weights. ———————————————————— 1 Introduction THE education system in India over past few years has adopted Outcome Based Education (OBE) model since the model has potential to measure the learning outcomes. Accreditation is a derivative of outcome based education. In view of employment becoming more and more challenging, attributes such as knowledge, skill, values, attitude must be given due importance. This calls for design of the whole educational process that enables graduates to meet the set goals. The students should successfully demonstrate these attributes at the end of program which comprise of many courses. Quality of teaching must be judged from quality of learning. Hence each program must have intended outcomes. For each course, course outcome statements are formed which have linking with program outcomes. There must be a systematic and documented process in place for attainment of course outcomes which further contributes to attainment of program outcomes. The various steps in outcome based education are:  Setting the objectives and outcomes  Defining outcome based process  Designing outcome based curriculum  Outcome based delivery and learning  Assessment and evaluation of outcomes This paper presents a methodology for Course Outcomes attainment based on assigning weights corresponding to exam heads and CO correlation with them. One of the key steps in attainment of course outcomes is setting the target value. The following section explains the methodology in detail. 2 FRAMEWORK OF OBE Fig. 1 OBE framework Fig.1 shows framework of Outcome Based Education (OBE). OBE is an educational process which is based on making an endeavor to achieve certain specified outcomes in terms of student learning. The three components that encompass an outcome-based approach to learning are:  An explicit statement of learning intent expressed as outcomes  Approach to enable the intended learning to be achieved and demonstrated (curriculum, teaching, learning, assessment and support and guidance methods)  Criteria for assessing learning aligned to the intended outcome Course Outcomes (COs) are broad statements of what a student should be able to demonstrate upon completion of a course. COs are the measurable, achievable, realistic attributes and are based on Bloom’s Taxonomy. Each course outcome must be mapped to program outcomes POs and Program Specific Outcomes (PSOs). The extent to which each CO correlates with respective PO can be expressed as low, medium or high. Collective COs for all courses in a curriculum must address all POs and PSOs. ____________________________  Pravin Kulkarni is Assistant Professor in Mechanical Engineering Department in PVG’s COET, Pune, India.  Ami Barot is Assistant Professor in Mechanical Engineering Department in PVG’s COET, Pune, India.