Programme Curriculum and Teaching Processes

Self-Instructional Module (e-Content)
Course: Accreditation for Diploma Engineering

Programmes
Module 3: Programme Curriculum and Teaching -Learning
Process
September, 2020
Dr. B. L. Gupta and Dr. Anju Rawlley
National Institute of Technical Teachers’ Training & Research,
Shamla Hills, Bhopal M.P.INDIA 462002
COURSE: Accreditation for Diploma Engineering Programmes
INDEX
Module 3: Programme Curriculum and Teaching Learning Processes
3.1 Programme Outcomes (POs)

3.2 Programme Specific Outcomes (PSOs)
3.3 Programme Curriculum & Curriculum Development
Process
3.4 Curricular Gaps and Content Beyond Syllabus
1. Curricular Gap
2. Content Beyond Syllabus
3.5 Teaching Learning Processes
1. Academic Calendar and Teaching Learning Processes
2. Course Plan
3. Methodologies to support Weak Students and
Encourage Bright Students
4. Continuous Assessment in Laboratory
3.6 Initiatives to Improve the Quality of Semester Tests and
Assignments
1. Initiatives to Improve the Quality of Semester Tests
2. Initiatives to Improve the Quality Assignments
3.7 Quality of Experiments
3.8 Quality of Students Projects and Report Writing
1. Identification and Allocation of Project
2. Quality of Students Projects and Report Writing
3.9 Industry Interaction and Industry Internship/Training
1. Role of Industries in Curriculum Implementation
2. Industrial Visit
3. Industrial Training
3.10 Information Access Facilities and Student Centric
Learning Initiatives
3.11 New Initiatives for Embedding Professional Skills
3.12 Co-curricular and Extra-curricular Activities
1. Co-curricular Activities
2. Extra-Curricular Activities
National Institute of Technical Teachers’ Training & Research, Bhopal Page 1

Module 3:
Programme Curriculum and Teaching Learning Processes
Learning Outcomes:
State the programme outcomes(POs) in the context of specific discipline
1. Write programme specific outcomes in the context of specific discipline
2. Identify curricula gaps and content beyond syllabus
3. Design teaching learning process for achieving stated outcomes
4. State the strategies for improving the quality of semester test and assignments
5. State the type of experiments which develops outcome level abilities
6. Explain the methods to assure quality of students projects and project report
7. State the importance of involving industry in teaching learning process and
internship
8. Describe the information access facilities for students and teachers
9. State the importance of students centric learning approach
10. State the initiative which may be taken to develop professional skills
11. State the importance of co-curricular and extra-curricular activities
1.0 INTRODUCTION
In criterion 2 of Self Assessment Report (SAR) of National Board of Accreditation (NBA), institutions are
expected to provide information related to programme curriculum and teaching learning processes. In
this module you will learn to satisfy the requirements of criterion 2 through viewing video lectures,
reading this e-content and referring the learning resources recommended in this module. Your leaning
will be assessed through on line assessment test on completion of this module.
National Institute of Technical Teachers’ Training & Research, Bhopal Page 1

Unit 3.1
Programme Outcomes (POs)
1. Introduction :
Programme Outcomes as stated by NBA, represent the knowledge, skills and attitudes the students
should possess at the end of a three year diploma engineering program in India. Programme
Outcomes are abbreviated as POs.
These POs of different diploma programme need to be attained by each students at the exit point of
diploma programme through attainment of course outcomes of basic, core and applied courses,
specific to the programme, at different semesters. Seven programme outcomes are stated for
Diploma Engineering Programme by (NBA, SAR Jan 2019) which are mentioned below -
2. Programme Outcomes (POs) given by NBA:
1. Basic and Discipline specific knowledge: Apply knowledge of basic mathematics, science and
engineering fundamentals and engineering specialization to solve the engineering problems.
2. Problem analysis: Identify and analyse well-defined engineering problems using codified
standard methods.
3. Design/ development of solutions: Design solutions for well-defined technical problems and
assist with the design of systems components or processes to meet specified needs.
4. Engineering Tools, Experimentation and Testing: Apply modern engineering tools and
appropriate technique to conduct standard tests and measurements.
5. Engineering practices for society, sustainability and environment: Apply appropriate
technology in context of society, sustainability, environment and ethical practices.
6. Project Management: Use engineering management principles individually, as a team member
or a leader to manage projects and effectively communicate about well-defined engineering
activities.
7. Life-long learning: Ability to analyse individual needs and engage in updating in the context of
technological changes.
National Institute of Technical Teachers’ Training & Research, Bhopal Page 2/5
3 Review & Analysis of POs given by NBA

Diploma passouts should solve the problems of industry or field and update themselves in the
context of fast technological changes in their area of working through the learning to learn and life
long learning skills. If we review and analyze the seven POs statements given by NBA, it is clear that
one to four programme outcomes predominantly focus on development of basic and core technical
skills specific to particular diploma engineering programme while five to seven programme
outcomes are related to holistic development of individual and are related to the enhancement and
development of:
• Employability related skills, commonly termed as soft skills or generic skills or employable skills,
• Social skills,
• Personal domain related skills
• Development of learning to learn and life-long learning related skills.
• Positive attitude concerning environment protection and sustainability

• Ethical values
• Project Management etc.
Thus the purpose of introducing Outcome Based Curriculum in Technical Education System is holistic
development of all individual along with the development of Core Technical Skills.
POs can be attained by planning, design and implementing different performance based learning
activities or mini projects or assignments through different courses (and identified course outcomes)
of different semesters, in that particular programme.
For a course, four to five course outcomes (COs) statements are written as per the demand of the
course. NBA focuses on mapping of Course Outcomes (COs) with Programme Outcomes (POs) and
Programme Specific Outcomes (PSOs). (1), (2), (3) and (-) represent the low medium, high and no
mapping of course outcomes with POs or PSOs of the specific diploma programme respectively, as
given by NBA. Table (1).
Table-1
Course Programme Outcomes Programme
Specific
Outcomes (POs)
Outcomes
(COs)
(PSOs)
PO-1 PO-2 PO-3 PO-4 PO-5 PO-6 PO-7 PSO- PSO-
1 2
CO-1 3 1 2 2 - - 1 2 -
CO-2 2 1 1 1 - 1 - 1 3
CO-3 1 1 3 2 1 2 2 1 -
CO-4 1 1 1 1 2 2 1 1 1
CO-5 2 1 2 1 1 1 3 1 -
4. Characteristics of Learning Outcomes: Learning Outcomes are signboards/roadmaps/milestones

to help the learners to reach their destination. The outcomes to be written should demonstrate the
following important characteristics -
• Demonstrable
• Specific
• Measurable
• Attainable
• Realistic
• Time Bound
LINKS
A definitive study on Course Outcomes & Program Outcomes
https://stories.linways.in/a-definitive-study-on-course-outcomes-program-outcomes-fc55332df510
The Mapping of CO & POs
https://stories.linways.in/course-outcomes-program-outcomes-a-theoretical-study-42141873fc0f
Unit 3.2
Programme Specific Outcomes (PSOs)
1. Introduction :
Programme Specific Outcomes are beyond the Programme Outcomes and reflect the identity of
particular diploma programme under consideration. PSOs of an educational programme may be
defined as programme specific learning outcome, to be attained by the students, at the end, or at
the exit point or just at the completion of Diploma Engineering Programme after 03 years of
duration, in addition to the attainment of seven POs, as specified by NBA. Programme Specific
Outcomes are abbreviated as PSOs.
2. Characteristic features of Programme Specific Outcomes (PSOs)

Characteristic features of PSOs are mentioned below -
1. The PSOs statements are not fixed by NBA.
2. These PSOs will vary from one diploma programme to another diploma programme.
3. These PSOs once formulated for a specific programme may change further with the changing
needs of relevant industries or world of work for the specific diploma programme.
4. These are normally 2 to 4 in number.
5. These PSOs are sometimes reflection of specialized or diversified or elective course normally
placed in the higher semesters of Diploma Programme and are mapped with such courses.
6. COs of each course are mapped with POs and PSOs of the programme.
3. Examples of PSOs : Some examples of PSOs are given below :

a) PSOs of Chemical Engineering Diploma Programme :
PSOs of Chemical Engineering Diploma Programme are given below -
PSO-1 Operation of modern tools and equipments: Perform all operations/ processes using
modern tools related to chemical engineering and equipments, independently with
precision and care.
PSO-2 Management and quality control: Manage human resources, chemicals, materials and
equipment in chemical plant operations efficiently and effectively to ensure quality control
in Chemical engineering.
b) PSOs of Mechanical Engineering Diploma Programme :
1. Modern Software Usage: Use latest Mechanical engineering related softwares for simple
design, drafting, manufacturing, maintenance and documentation of mechanical
engineering components and processes.
2. Equipment and Instruments: Maintain equipment and instruments related to Mechanical

Engineering.
3. Mechanical Engineering Processes: Manage Mechanical engineering processes by selecting
and scheduling relevant equipment, substrates, quality control techniques, and operational
parameters.
c) POs of Electrical Engineering Diploma Programme : PSOs of Electrical Engineering Diploma
Programme are given below.
1. Electrical Equipment: Maintain various types of rotating and static electrical equipment.
2. Electric Power Systems: Maintain different types of electrical power systems.
_____________________________________________________________________________________
Link
Programme Specific Outcomes IISC
https://www.iisc.ac.inwp-content/uploads/201801/PSO_CO.pdf
Unit 3.3
Programme Curriculum and Curriculum Development Process
In this unit programme curriculum and curriculum development process will be covered in brief.
1. Programme Curriculum
1.1 Introduction :
Outcome based education and curriculum emphasize on what students will be able to do at the
end of the programme. Programme curriculum is prescription of an educational programme.
Programme curriculum orient teaching learning and other academic activities to facilitate the
teachers and students for attainments of outcomes at the end of the programme.
Curriculum of a programme may also be defined as an educational programme, designed and

implemented to attain certain specified educational outcomes. These outcomes may be at
programme level or course level.
Curriculum of a programme answers the following questions :

• What educational purposes should the institution seek to attain?
• What educational experiences can be provided, that is likely to attain these purposes?
• How can these educational experiences be effectively organized?
• How can we determine whether these purposes are being attained?
Outcome based curriculum may be termed as Integrated curriculum, as the outcomes are
developed through combination of many skills developed through cross section of the courses
through different semester of different programmes through interdisciplinary & synergistic
teaching-learning.
The Outcome Based Curriculum prepares students for life-long learning by developing many
abilities required for 21st century rather than gaining knowledge and skills on discrete and
department wise course contents.
1.2 Expectations from the Programme Curriculum :

Over the year, it has been observed that diploma pass outs are not appropriately employed.
Only, 20% of engineering diploma passout are employable and only 12 to 20% of students get
appropriate employment.
Looking to the present change in job market scenario world over and in India particularly,
employers are now a days looking for workforce of diploma passouts who are technically
sound along-with employable outcomes such as, team work, communications skills,
management skills, leadership skills, positive attitude, learning to learn skills, commitment
creativity, planning, social skills and many other such skills.
To meet these expectations of the job market, NBA an Autonomous Body Adopted the
approach of Outcome Based Education (OBE) and curriculum for bringing in quality in
technical education system. The primary purpose of Outcome Based Education and
Curriculum is the attainment of POs, PSOs, COs by the students.
The diploma engineering pass outs are expected to perform as supervisors with certain core
technical as well as soft skills or employable skills. It is expected that after 03 years of diploma
programme, students should be able to perform and demonstrate any task or solve any
problem assigned to them with confidence independently.
Curriculum should be updated regularly in line with the ever increasing use of technology in
industries and in our daily life and to create more and more employment Opportunities for
the young and budding diploma holders.
1.3 Key Constituents of Outcome Based Curriculum :

The key constitutions of outcome based curriculum are mentioned below.
• Vision
• Mission
• Programme Education Objectives (PEOs)
• Programme Outcomes (POs)
• Programme Specific Outcomes (PSOs)
• Employment Potential (Wage Employment or Self Employment)
• Programme Structure with (Scheme of Studies & Scheme of Assessment of six semesters.)
• Semester wise content detailing with mention of course outcomes, course outcome wise
sessional work/activities which may include Projects, Seminar, Assignments, Instructional
or Implementation strategies, Specification table for theory and practical, List of
experiments, Open sources software and website, List of learning resources, List of
equipment etc.
• Mapping of COs with POs and PSOs.
The Mapping of Vision, Mission, PEOs, POs, PSOs and COs is given in Fig-1.
Vision Mission
D A
Programme Education Objectives
E (PEOs) S
S S
I E
Programme Outcomes S
G
(POs) S
N M
E
Course Course Course N
Outcomes (COs) Outcomes (COs) Outcomes (COs)
1 2 3
T
Fig-1 : Key Constituents of Outcome Based Education

For outcome based education, outcome based curriculum is mandatorily required. To
implement the outcome based curriculum, our teaching- learning should be focused in such a
way that, outcomes are attained at different levels i.e. at programme level and at course level
by providing continuous feedback and monitoring throughout the semesters. There outcomes
are assessed continuously using the different tools of assessment. The interrelation of OBE,
OBC, Outcome Based Teaching-Learning and Outcome Based Assessment is shown is fig 2
below.
Outcome Based Education
OBE
(Education)
What the student

should be able to
OBC
(Curriculum)
do?
How to make the
students achieve
OBLT
(Learning &
the outcome? Teaching)
Attributes
How to measure
what the student
OBA
has achieved? (Assessment)
Fig-2: Outcome Based Education & Curriculum
1.4 Aspects of Curriculum :

The different aspects of curriculum in totality are -
• Curriculum Planning
• Curriculum Design
• Curriculum Implementation
• Curriculum Evaluation
• During design and development for curriculum planning, entry level qualification, pre-
requisite, duration, employment potential, entry level knowledge, skills and attitude, and
other aspects are taken care of.
• Curriculum design process is discussed separately in unit 3.3 of this module.
• The output of curriculum planning and Design is the Curriculum Document. This
curriculum document is used by all implementing teachers and other stakeholders for
attainment of outcomes.
• Curriculum implementation is the key to success of an Engineering programme. Teachers
need to plan, design, implement and assess continuously the various learning experiences
to attain the outcomes at different levels.
• Curriculum evaluation it done for two purposes – Firstly, it helps in drawing conclusions on
design and implementation of curriculum for attainment of Course Outcomes and
Programme Outcomes. Secondly, programme curriculum as a whole need to be evaluated
for review or re-design as per the requirement of the different stake holders.
1.5 Stakeholders of Curriculum Document:

The curriculum document is used by many, including individuals, agencies, Govt. etc. The
different stakeholders of curriculum document are -
• Students
• Teachers
• Examiners
• Industry's Persons
• Individuals
• Professional society
• Government
• Parents
• Society
• Community
• Equipment suppliers
• AICTE
• Board of Technical Education
1.6 Assessment of Outcomes:

Curriculum Implementation and Assessment are the two sides of Teaching Learning Process.
There are many issues/implications in assessments of outcomes and industrial task/problem
to be taken by the students.
For assessing the achievement of these outcomes, progressive assessment during the entire
semester need to be focused. Direct and indirect tools of assessment are used for assessment
of outcomes in three domains i.e. Cognitive, Psychomotor and Affective Domain such as check
list, observation schedule, rating scale, assessment rubric assignments, self assessment,
portfolio based assessment, project method, pen-paper test, viva-voce, anecdotal records,
survey method, quiz etc. Assessment of outcomes need to be done continuously during
implementation of course. Course outcomes are assessed through the various appropriate
methods. Course outcome of all courses in all the semesters, in an integrated manner leads to
the attainment of programme outcomes and programme specific outcomes.
These COs of different courses are mapped with POs & PSOs of specific diploma programme.
The attainment of POs and PSOs lead to the attainment of PEOs and ultimately mission and
vision of department.
1.7 The Advantages of Outcome Based Education and Curriculum :

The Advantages of Outcome Based Education and Curriculum over Content Based Education and
Curriculum are mentioned below –
S.N. Content Based Education & Outcome Based Education & Curriculum
Curriculum
1. Learners are passive. Learners are active.
2. Teachers are involved in coverage Teachers are involved in planning, design and
of curriculum. implementation of activities to attain outcomes by the
learner.
3. Rote learning is encouraged. Critical thinking, reasoning, analysis, reflections and
actions are encouraged.
4. Curriculum is content based. Curriculum is outcome based
5. Emphasis on teaching during Emphasis on learning during implementation of
implementation of curriculum curriculum.
6. Learning is teacher centered, Learning is learner centered, based on activity based
based on text, work sheets etc. learning, project based learning, performance in
laboratory workshop, followed by continuous guidance
and feedback.
7. Teachers look at the curriculum Teachers are innovative and look at the curriculum as
S.N. Content Based Education & Outcome Based Education & Curriculum
Curriculum
as rigid and non-negotiable. suggested items to attain the outcomes. There is
provision of flexibility of introducing content beyond
syllabus as per the curricular gap to attain the outcome.
8. Teachers are responsible for Learner are responsible for their own learning under the
learning occurred by students. continuous guidance, motivation and feedback by the
teachers.
9. The curriculum is focused on The curriculum is focused on outcome based approach
input-output based approach where attainment of outcomes at programme level and
course level is being focused. It emphasizes on what
students will do at the completion of course or
programme.
10. Emphasis is on memorization of Emphasis is on demonstration of outcomes attained.
content.
11. More weightage on end term Focus has been shifted on progressive or continuous
assessment assessment of outcomes attained at different level
rather than only end term assessment.
12. The approach is examination The approach is learning driven and focused on learning
driven.
13. In this, the teachers are more In this, teachers are more interested in attainment of
interested in completion of COs & POs by the students, under their guidance.
curriculum.
2. Curriculum Design & Development Process

2.1 Introduction:
The outcome based curriculum should be designed and developed taking into consideration the
requirement of different stakeholders through the different need identification tools. The
curriculum is designed taking into consideration the different aspects such as NBA guidelines,
outcomes to be attained at programme level and course levels, following the norms of AICTE or
Board of Technical Education or University under which the programme is affiliated.
2.2 Curriculum Design & Development Stages :

The curriculum development process includes many stages beginning from need identification
to curriculum development.
As discussed earlier, the entire curriculum designed and development process includes two
major stages, one earlier, as discussed curriculum planning and another curriculum design. The
output of curriculum planning and design stage is the curriculum document.
For curriculum planning stage, entry level qualification, whether 10th pass or 12th pass, duration
of the programme, employment potential means wage and self employment, pre-requisite
knowledge, skills and attitude, and other aspects are taken care of.
The Programme Curriculum for specific diploma programme is prepared by -
• The first step of need analysis from different stakeholders following the norms of Board or
University, AICTE with a balanced mix of Basic sciences, Engineering Sciences, Humanities &
Social sciences, Core courses, Diversified or Elective courses, Mandatory courses, Project
work, Industrial Training or Visit or Industrial exposure, professional ethics. (Fig-1)
• It is essential to take care of the different components like professional skills development
needs, personal needs, social needs, local needs, self employment needs and future needs
while designing the curriculum
• The vision of the institute is also crafted simultaneously along with need identification step
for a programme curriculum. Mission statements are derived from vision statement. Then
from the Mission statements, Programme Educational objectives are formulated. Crafting of
Vision, Mission, Programme Education Objectives have already been discussed earlier
through e-content and different associated video programme.
• The next step is formulation of outcomes of a programme and programme specific

outcomes. POs & PSOs are further analysed for identification of courses for diploma
engineering programme.
• The programme structure is designed by arranging different courses at different semesters

and with a balanced mix of different curricular components as per AICTE and other norms.
• The total number of courses in a specific diploma programme are normally 28-30. Normally
4 to 5 courses are placed in a semester as per the requirement of the specific diploma
programme.
• The programme structure of diploma in Mechanical Engineering with 6 semester and

semester wise course is shown in the table-1.
Table-1
Programme Structure
Diploma in Mechanical Engineering
Semester-I Semester-II
• Communication Skills (English) • Applied Mathematics- 4
• Fundamentals of Engineering Mathematics • Engineering Drawing
• Engineering Chemistry (Group-2) • Engineering Physics
• Computer Fundamentals & Applications • (Group-2)
• Mechanical Workshop Practice • Applied Mechanics
• Non Conventional Sources of Energy • Basic Electrical & Electronics Engineering
• NSS
Semester-III Semester-IV
• Materials Technology • Theory of Machines
• Strength of Materials • Manufacturing Processes
• Thermal Engineering • Industrial Measurements & Controls
• Computer Aided Machine Drawing • Fluid Mechanics
• Environmental Engineering & Sustainable • Automobile Engineering
Development
Semester-V Semester-VI
• Engineering Metrology • Industrial Engineering and Management
• Machine Design, Estimation and Costing • Power Plant Engineering
• Machine Tool Technology • Refrigeration & Air Conditioning
• CAD/CAM • Fluid Power Engineering
• Entrepreneurship Development & • Elective (Production Group)
Management • Major Project
• Industrial Training
• Four to five course outcomes are formulated for each courses at different semesters. Course
outcomes are identified for different courses. Course outcomes are attained using different
teaching learning stratigies for different courses. These course outcomes are mapped with
programme outcomes and programme specific outcomes specified for that programme.
Almuni Local Needs

Industries Teachers
AICTE norms Board of Studies of

University
Need Identification
Recruiters/ Other
Employer Stakeholders
Personal &
Students
Social Needs
Formulation of Vision, Mission of the Institute
SWOT Analysis
Formulation of Vision, Mission of the Department
Formulation of Programme Educational Objective (PEOs)
Formulation of Programme Outcomes (POs) & Programme

Specific Outcomes (PSOs)
Formulation of Programme Structure of ‘X’ Programme

Humanities Industrial Training/
Social Science Curricular Components as per AICTE norms Visit/Exposure
Engg. Core Diversified/ Mandatory Project Professional

Basic Sciences Sciences Courses Elective Course Courses Work Ethics
Courses at Different Semesters
Scheme of Studies & Assessment of Courses in the Programme Structure
Formulation of Courses Outcomes and Content Detailing of Different
Attainment of Courses Outcomes using various Teaching-Learning Methods
CO-PO & PSO Mapping
Fig-1 : Curriculum Development Process

_____________________________________________________________________________________
Link
Implementation of Outcome Based Education in Polytechnic Diploma Curriculum
http://dte.kar.nic.in/Circulars/CDC/Outcome%20Based%20Education%20Curriculum%20in%20Polytechnic%20Dipl
oma%20Programmes%20PPT.ppt
Outcome Based Education and NBA Accreditation Workshop

www.nbaind.org/files/obe-and-nba-accreditation.pdf
Outcome based Education Washington Accord and NBA

http://www.bits-pilani.ac.in/tlc/Pilani/Resources/Talks/Talk_Dr_A_Roy.pdf
Unit 3.4
Curricular Gaps and Content Beyond Syllabus
It is necessary to understand and also identify the curricular gaps and take measures to bridge this gap,
by supplementing the curriculum with contents beyond syllabus. Curricular Gaps and Content beyond
syllabus are discussed here in detail.
1. Curricular Gaps
1.1 Introduction :
During critical review and analysis of a curriculum document of a programme, if some gaps are observed
in a programme or course with respect to attainment of course outcomes or programme outcomes in
tune with the latest tecnological advancement in the world of work to fulfill the requirement of
stakeholders, it is referred to as curricular gap. The shortcomings in the curriculum to attain the
Programme Outcomes shall be identified as curricular gaps.
Curricular Gap may not be treated as Learning Gap.
Curricular Gap is identified in two stages – First, during the stage of review or revision or redesign of the
curriculum. Secondly, once the curriculum is already designed and implemented when the sufficient
time has already lapsed for implementation of Curriculum.
1.2 Curricular Gaps at Programme Level and Course Level:

The Curricular gaps, identified may be at two levels -
First, in which Curricular gap is identified at the programme level as a whole means in the
basic structure of the programme because of which POs and PSOs are not attained. Secondly,
when the gaps are identified at course level means at course curricular detailing level, because
of which course outcomes are not attained.
Curricular Gaps at Programme level :

Curricular Gaps at Programme level may be due to -
• Non compliance of Programme outcomes and Programme Specific Outcomes of specific

programme. It means curricular contents in any form, have not been included in the
curriculum document which could ensure the development of POs and PSOs.
• Non compliance of different components, as per AICTE norms such as Basic sciences,
Engineering sciences, Core courses, Diversified or Elective courses, Mandatory Courses,
Project work, Professional Ethics, Humanities/Social Science, Industrial Training, Visit or
Exposure etc. (Fig-1)
Curricular Components
Humanities/ as per AICTE norms Industrial Training/
Social Science Visit/Exposure
Engg. Core Diversified/ Mandatory Project Professional

Basic Sciences Sciences Courses Elective Course Courses Work Ethics
Fig-1 : Curricular Gap due to non compliance of AICTE Norms
• Non inclusion of curricular contents in the form of laboratory experiments, project or

other activities as per the requirement of latest technological advancement in the relevant
field of programme or course under study.
Curricular Gap at Course Level

Curricular gap at course level may be due to -
Non compliance of course outcomes mandatorily required to be developed through the
particular course, for example in a course on Stength of Material if Stresses in thick and thin
pressure vessel is not included, it means course outcomes may not be attained, hence it
would be identified as curricular gap at course level. (Table-1)
Table-1
Curriculum Gap
Course Code Courses Identified Gap

301 Engineering Drawing Geometric Dimensioning and Tolerancing
Stresses in Thick and Thin Pressure
202 Strength of Material
Vessel
1.3 Process to Identify the Curricular Gaps

Process used to adopt for identifying the curricular gaps is mentioned herewith: (Fig-2)
Survey/Visit of
Alumni Feedback Faculty team
Industries Feedback
through Structured
through Structured
Questionnaire
Questionnaire
Teacher’s Feedback AICTE Norms

through Structured
Data Collection
Questionnaire
Requirement of
NBA
Departmental Data Analysis

Meeting/Worksh Structured
Interviews of Experts
Identified Curricular Gap
Programme Level Course Level

Curricular Gap Curricular Gap
Fig-2 : Process to identify the Curriculum Gaps
For identifying the Curricular gap, the first step is survey visit of faculty to different stakeholders for
collection of data by alumni, teachers, industries and then check the compliance by AICTE, NBA etc. The
data collected in analysed to identify the Curricular Gap. This Curricular Gap is appropriately included at
Programme level or Course level for attainment of Programme Outcomes and Course Outcomes.
1.4 Example of Curricular Gaps at course level :

The following table mentions the curricular gap identified for Engineering Drawing and
Strength of Material courses.
2. Content beyond Syllabus
2.1 Introduction:
Content beyond syllabus may be defined as topics or subtopics or activities or project work or
laboratory experiences in the specific course curriculum detailing of the curriculum document
to be added appropriately as per the requirement of course outcomes and ultimately fulfilling
the requirement of attaining programme outcomes and programme specific outcomes. The
content beyond syllabus may be appropriately addressed by the subject based experts from
industry/field agencies etc. (Table-1)
Table-1
Implementation of Content Beyond Syllabus
S. N. Curricular Content Date of Resource Person Number of Relevant

Gaps Beyond engaging Name & Institution Email, Students PO, PSOs
Identified Syllabus sessions by Designat Phone attended
resource ion no. the
persons programme
2.2 Purposes of Content Beyond Syllabus :

• It connects the students to the world of work and strengthens and expands students’
existing knowledge and skills and adds interest to the course.
• It bridges or reduces the gap between curriculum & recent trends in Engineering &
Technology.
• It bridges the identified curricular gap at programme level or course level ,
2.3 Initiatives at Institute Level to Address Content Beyond Syllabus :

The following initiatives need to be taken to bridge the curricular gap under the content
beyond syllabus.
• Department Association and Professional Bodies student chapter and various informal
student groups should take initiative to organize Conferences, Industry institute
interaction Programmes, Workshops, Seminars, and Invited talks frequently, by including
experts from industries, reputed institutions and alumni.
• Faculty handling the course shall conduct special lectures (Add-on courses)/topics to
address the content beyond syllabus and to bridge the curricular gap.
• Students shall be encouraged to work with innovative ideas and shall focus on current
technological trends to arrange Seminars and Projects in the final year, to acquire
knowledge and skills beyond syllabus.
• Technical fests shall be organized by the students which enable them to be aware of the
latest developments in engineering and technology.
• Department shall organise Industrial visits and support students to do Projects at
industries to make them conscious of the challenges in the industry.
• Students shall be encouraged to utilize resources like NPTEL and various e-learning
materials and e-journals. The students shall be encouraged to attend various online
courses (COURSERA, NPTEL) and trainings to address the content beyond syllabus.
• International Conferences and expert talks shall be arranged for the students to enhance
their technical knowledge and soft skills by interacting with the resource persons of
expertise from various fields.
_____________________________________________________________________________________
Links
Content-beyond-syllabus with curricular gap
httpt://kmce.ac.inwp-content/uploads/2016-10/content-beyond-syllabusEDIT.pdf
_____________________________________________________________________________________
Unit 3.5
Teaching Learning Process
3.6.1 Academic Calendar
In this topic you will learn about preparation and implementation of academic calendar. Academic
calendar is prepared before the beginning of the academic year. The academic calendar is prepared on
time line stating all significant activities of the institute and department. Academic calendar is a very
good tool to manage the time at institute level and department level. Academic calendar helps in
deploying institutional resources effectively and efficiently. Academic calendar reduces wastage of
resources. Academic calendar avoids conflicts of resources. It is a means of communication to all
stakeholders. Academic calendar prevents problems related to time deadlines. As it is a planning tool so
monitoring and evaluation is done based on this. A wide variety of activities are included in the
academic calendar of the institute and department. These are related to admission of students,
orientation of students, start of academic session, date of industrial visit, date of progressive test, date
of students seminars, date of submission of mini project , date of submission of learning portfolio, date
of makeup classes, date of depositing the examination fee, date of end term, date of sports activities,
date of special days declared at international, national and state level, date of continuing education
programmes, date of conferences, date of declaration of results, date of performance appraisal at
department level and institute level.
A wide variety of formats are available for preparing the academic calendar. The simplest format is date,
event, day, and contact person. Academic calendar is prepared following these stages; freeze the
holidays, national days, and festivals on the calendar. Then freeze the dates of events of statutory body
like university, Board of technical education, AICTE, professional society and the like. Then freeze the
common dates at institute level and freeze the common dates at department level. There are many
events which are declared after the release of the calendar so update the calendar.
3.6.2 Overview of teaching learning process

In the previous topic you have learned about curriculum gap and content beyond syllabus. In this topic
you will learn about designing, implementing and evaluating the teaching learning process for achieving
the course outcomes stated in the curriculum. The teaching learning process is designed in a way to
achieve the course outcomes set for a particular course. The course teacher designs the teaching
learning process before the start of the semester. The course teacher uses variety of teaching learning
methods in the design of the teaching learning process for achieving the stated course outcomes. The
course teacher incorporates variety of teaching aids to make the teaching learning process interesting,
effective and efficient. The course teacher designs the teaching learning process which is participative,
collaborative and cooperative. To ensure the participation of students in learning process teacher uses
student centric teaching learning methods. These methods are problem based learning, project based
learning, group discussion, role play, simulation, variety of lab experiences, industry internship,
industrial visits, case method, creativity sessions, self learning, variety of individual and group
assignments, and the like. You will learn about these student centric methods in more detail in some
other programme.
Similarly various types of instructional media such as charts, diagram, power point presentations, video
programmes, simulations, models and multimedia packages are used to create interest in the learning
process, make learning more joyful and involve students in learning process. You will learn about these
student instructional media in more detail in some other programme.
In order to make the students active in learning process variety of activities and tasks are designed for
the students which are integral part of teaching learning process. These activities may be various types
of assignments such as classroom, home, internet, library, and industry. The activities may relate to
problem solving, modifying the product, observation of industrial processes, participating in the game,
competition, discussion, role play and the like. The activities may be using bright students in assisting
weak students, inviting students to make presentations on selected topics or sharing experiences.
Now a days many MOOCs based free and paid courses are available. Course teachers should use these
courses to enrich learning of the students. They should optimally use the courses available on SWAYAM.
Course teachers should use the video lectures and programmes prepared by eminent persons on topics
of the course they are teaching.
To develop the psychomotor and affective domain abilities experiments in laboratories and practice in
the workshop are organized. Considering the requirements of the course outcomes the variety of
laboratory experiments such as verification, demonstration, problem solving, project and research type
are designed and implemented. Similarly in the workshop opportunities are provided for hands on
practice under the guidance of trained instructors. In order to develop higher order affective domain
and psychomotor domain abilities in the students’ industrial internships are designed and systematically
organized. You will learn about these laboratory experiments, workshop practices and industrial
internship in more detail in some other programme.
Assessment of learning outcome is integral part of the teaching learning process. This is required to
ensure the progress of learning and quality of learning. Based on the results of the assessment the
learning problems of the students are diagnosed and corrective and preventive measures are taken in
the form of tutorial, remedial classes and extra classes. The results of assessment are also used for
proving the attainment of course outcomes and certification of abilities.
We have learned that to achieve the set course outcomes course teacher should design teaching
learning process which is participative, collaborative and student centric. This teaching learning process
comprises of teaching learning methods, instructional media, use of information communication
technology, students activities, laboratory experiments, workshop practice, industrial internship, and
projects. The course teacher should use variety of assessment tools and techniques to ensure right
learning and certify attainment of course outcomes.
3.6.3 Design of teaching learning process
In this topic you will learn about method of design of teaching learning process. The teaching learning
process is designed to develop the course level outcomes. The teaching learning process design includes
design or selection of various elements of teaching learning process such as learning assignments,
learning resources, learning methods, learning activities, learning in industry, learning time, learning
experiences, contents and learning events. The teaching learning process comprises of sequence of
learning events as illustrated in Fig. 1.
(1) Introduction of (2) Use of teaching learning (3) Learning activity

outcomes and method say improved lecture
course
(4) Use of teaching (5) Learning (6) Assessment of learning

learning method say Activities
group discussion
(7) Use of teaching (8) Learning Activities (9) Repeat steps 3 to 7 for
learning method say remaining outcomes
case study
(10) Assess achievement of outcome
Fig. 4.11 Design of Teaching Learning Process
Teaching learning process is designed to achieve course outcomes. The associated skills such as
observation, systematic investigation, planning, communication and presentation, practice of right
behaviour, systematic thinking, problem solving, and accepting the challenges are developed through
teaching learning process. The elements of well-designed teaching learning process are shown in Fig. 2.
Course outcomes
Feedback for Course content

improvement
Elements of
Assessment Learning methods
scheme T- L
Processes
Learning time Teaching learning

resources
Learning activities
Fig. 2 Elements of Teaching Learning Process
The elements of teaching learning process should be strong vehicle to implement the teaching learning
process effectively and efficiently. They should stimulate thinking, creativity, desire for further learning,
and self-learning. The teaching learning process continuously involves students and teachers in learning
process. It sustains their interest of students in learning process. It creates variety of learning challenges
and opportunities for achieving course outcomes. It sequentially arranges different elements to change
stimulus after every significant learning event.
Course outcomes: Course means any theory or practical or workshop or industrial training or project
which substantially contributes for developing abilities in the students. These are stated in all the three
domains of learning. These are stated in higher order of domains of learning. These are related to world
of work. NBA suggests writing 4-5 course outcomes for each course.
Course content: The course content in the form of units, topics, sub-topics, etc., is logically organized to
achieve the course outcomes. The content is organized observing principles of learning, education
psychology and educational technology. The course teacher follows the guidelines stated below for
organizing the contents.
1. Highlight the course outcome related to the contents.
2. Establish the linkages of contents with other outcomes already achieved by students and they are
expected to achieve in future.
3. Organize the content considering the entry behaviour of students.
4. Organize the contents in simple to difficult order. This order should be from students’ point of view
because it is new to them.
5. Arrange contents from known to unknown order. Students are exposed to contents in an unfolding
manner so that they know the next when receiving the particular information.
6. Arrange the contents in concrete to abstract order. Students should know concrete things first to
appreciate abstract information. The abstract information is provided in more than one way to
provide a correct picture in the minds of the students.
7. Pack the content in one learning unit. So after each set of content or learning event a pause can be
given and level of learning can be assessed or an opportunity to clarify the doubts can be given to
the students.
8. Preset the content in visual form to make it more attractive and precise.
9. Do cognitive mapping to understand interrelationship in contents.
10. Provide easy content in the form of learning resources to students to promote self learning.
i. Learning Assignments: Learning assignments such as problem-solving, planning, designing, games,
simulations, projects, interviews, discussions, seminars, role-plays etc. are designed by teachers. These
assignments are conducted in classroom, laboratory, library, internet, home, industry etc. One
assignments after each learning event helps to apply the learning in real life situation. The teacher
designs assignments to provide opportunity to students to apply the skills, appreciate the importance
and purpose of learning. The students derive satisfaction on completion of assignments. It is a good
method to involve the students in the instructional process also. The output of students’ assignments is
the direct evidence of learning. The teacher can take spontaneous decision for remedial instructions to
fill the learning gaps. The assignments are designed as a set of questions to be answered individually,
issues/themes to be discussed in small groups, response sheet on some pre-defined items, physical
activity in the form of performing a role or completing small task, reciting important points with teacher,
observation of industrial practices, preparing a report, and so on. Participating in the process of
completing the assignments students get involved in instructional strategy and they take the
responsibility of learning in subsequent learning units. Assignments are designed keeping in mind the
output of learning event that is skills or competency and entry behaviour of students.
ii. Learning Resources: The design of instructional strategy includes design of learning resources such as
handouts, power points, games, simulations, action learning, role plays, competitions, quizzes, seminars,
conferences, symposia, etc. Teachers use wide variety and range of media to communicate the message.
The content is converted in the form of media to minimize the lecturing by a teacher. Students use more
than one sense to learn effectively. Media provide added advantage to teachers to convert abstract
concepts to concrete concepts, simple to complex learning and disinteresting learning to interesting.
The real world is brought in the classroom. The learning resources imbibe with learning methods. The
teachers prepare a list of learning resources to be used to develop a particular competency. The learning
resource utilisation centre of the institution helps students to use learning resources.
iii. Instructional Methods: The instructional strategy includes use of variety of instructional methods.
There are number of learning methods that are used by students. These are demonstrations, games,
discussions, simulations, role-plays, action learning, laboratory practices, projects, seminars, etc. The
selection and combination of instructional methods depends on type of the competency to be

developed in the students. It is designed in sequential way. Students undergo various learning
experiences through instructional methods.
iv. Learning Activities: The instructional method is further detailed out in learning activities to
effectively implement the instructional method in classroom, laboratory, workshop, library and industry.
Instructional methods encompass various activities for teachers for and students. For example in case
method of learning, the case study is prepared by teachers and implemented in the classroom. The
teachers introduce the skills to be developed, present the case situation and expectations from the
students. The students read the case study, comprehend the case situation, clarify the issues, discuss in
the group to generate alternatives, prepare for presentation, make presentation and answer the query
of teachers and other group members. At the end of the case method, teacher summarizes the learning
points.
v. Learning in Industry: Learning in industry plays a significant role for refining the competency that is
developed in the institution. It provides opportunity to integrate the learning to perform the role in
industry. Students get an opportunity to relate the link between the essential, desirable and optional
competencies. They appreciate the importance of peripheral/associated competencies. The learning in
industry enhances the confidence of students to perform proficiently.
vi. Learning Time: The time available to students for learning is one of the important factors for
developing the competency. In competency approach teachers estimate the minimum time required to
develop the competency considering the entry behaviour of the students and resources available in the
institution. Teachers provide adequate time to students for developing the competency. Flexibility in
time is also to be provided to develop the competency.
viii. Assessment Scheme: The method of assessment is designed/selected to assess the progress of
learning. The method of assessment should not consume unnecessary time of the teacher and students.
The competency testing is undertaken on the basis of evidences of competency attainment and
performance on real life task. The teacher makes provision for remedial actions and offering
constructive feedback for improvement in subsequent competencies. The skills are tested progressively
and not at the end of accomplishment of each competency. The formative assessment techniques are
designed and used in competency development.
The testing of ability is undertaken against the predefined criteria known to students. If the skills are
related to learning in cognitive domain cognitive skills are tested. The cognitive skills are tested on
preparing the plan, design of product, solving a problem, taking a decision, evaluating the skills of a
strategy, analysis of failure and so on. If the skills related to affective domain the teacher creates a
situation in which the students are required to exhibit the social skills/attitudes. For the practical skills
related to learning in psychomotor domain, the teacher provides necessary material, tools and machine
to students to exhibit the competency. The teacher designs the method of assessment of the ability
during the design of instructional strategy. The instructional strategic plan is useful to assess the
achievement of ability and proficiency. It is useful to provide constructive feedback for improvement in
performance before it is too late.
We have learned that to achieve the set course outcomes course teacher should design teaching
learning process which is participative collaborative and student centric. This teaching learning process
comprises of teaching learning methods, instructional media, use of information communication
technology, students activities, laboratory experiments, workshop practice, industrial internship, and
projects. The course teacher should use variety of assessment tools and techniques to ensure right
learning and certify attainment of course outcomes.
3.6.4 Course plan
I Rationale
National Board of Accreditation has introduced the new criteria for accreditation of technical
programmes in the year 2013 which has been subsequently modified. The latest version for diploma
engineering programmes is released in January 2019. NBA wants that institutes should implement
philosophy of outcome based education. It has issued format for pre-qualifiers, self-assessment report,
evaluation guidelines, general manual, guidelines and training material for accreditation of engineering
programmes. In self-assessment report criterion 2 is regarding programme curriculum and teaching
learning processes and criterion 3 is regarding course outcomes and programme outcomes. In both the
criteria focus is on framing and achieving the hierarchy of learning outcomes. In this context formulation
of an effective course plan is very much necessary. Good course plan serves as bedrock for achieving
course outcomes and subsequently programme outcomes and programme specific outcomes.
II Some definitions related to course plan
In the context of outcome based education it is essential to understand the meaning of the terms used
in curriculum document. This will help in preparing the course plan. NBA has defined these terms in
guideline document and manual.
Programme Educational Objectives (PEOs): Programme educational objectives are broad statements
that describe the career and professional accomplishments that the programme is preparing graduates
to achieve. For diploma engineering programme there could be three to five PEOs.
Programme Outcomes (POs): Programme Outcomes are narrower statements that describe what
students are expected to know and be able to do upon the graduation. These relate to the skills,
knowledge, and behavior that students acquire in their matriculation through the programme. For one
diploma engineering programme seven programme level abilities are prescribed by NBA.
Programme specific outcomes (PSOs): Programme specific outcomes are core of the core expected
abilities of graduates of a particular engineering programme. These outcomes satisfy the criteria
suggested by professional societies and help to distinguish the graduates from one programme to other.
Two to four PSOs are prepared for a programme.
Course outcome with reference to NBA: Course Outcomes are narrower statements that describe what
students are expected to know, and be able to do at the end of each course. These relate to the skills,
knowledge, and behaviour that students acquire in their matriculation through the course NBA, (2013).
The course outcomes should be stated in the curriculum document, course file, laboratory manual, work
book, guidelines for industrial training and students projects, displayed on the notice board,
communicated to the teachers, students and assessors. They should be integral part of the course plan
and clearly known to the teachers and students. These should be mapped with the relevant programme
level outcomes and programme specific outcomes. NBA expects that attainment level for each course
outcome should be stated and attainment should be measured against set attainment level for each
course outcome. The cumulative average attainment of course outcomes will establish the attainment
of a particular programme outcome or programme specific outcome with which the courses are
mapped. The teachers are expected to use the valid and reliable instruments for measuring the
attainment of course outcomes. If the attainment of the course outcomes is not up to the set
attainment level then the course teachers and the programme coordinator should take appropriate
actions to improve attainment level. These should be the base for designing students’ learning activities,
selecting the teaching aids, learning resources, preparing the course plan and designing assessment
tools.
Assessment: Assessment refers to one or more processes, carried out by the institution, that identify,
collect, and prepare data to evaluate the achievement of programme educational objectives and
programme outcomes and programme specific outcomes.
Mapping: Mapping is the process of representing, preferably in matrix form, the correlation among the
parameters (mission statements and PEOs, POs and PSOs and COs). It may be done for one to many,
many-to-one, and many-to-many parameters.
Learning outcomes: Learning outcomes are the knowledge, skills and attitudes of the students
developed during the process of learning. These outcomes are at micro level. These are stated in
terminal, observable and measurable terms. These are stated in terms of students’ performance. In one
course there could be 10 to 15 learning outcomes. These may be in cognitive, affective and psychomotor
domains of learning or combinations of thereof. Achievement of learning outcomes leads to
achievement of course outcomes and achievement of course outcomes leads to achievement of
programme outcomes and programme specific outcomes. Some learning outcomes may be the
byproduct of learning process itself.
III. Purposes of course plan
Course plan serves variety of following purposes for many stakeholders:
Students: They know the course holistically in advance and what is expected out of them throughout
the course. They know about time and efforts required to develop the abilities. They know the
assessment scheme and weightage assigned to each activity, assignment, task and test. They also know
the role of teacher in developing course level abilities. They are aware about the approach of learning
and code of conduct to be followed during the process of learning.
Teachers: They are clear about the learning outcome, pedagogy, availability of resources, type of
students, their role and students’ role during the learning process, assessment scheme, documentation
and other institutional requirements. They follow the standard procedure in preparing the course plan
so they are confident that intended outcomes will be achieved.
Programme coordinator: Programme coordinator can ensure that all the courses are effectively and
efficiently planned and being implemented in order to develop the course level outcomes. S/he can tan
take monitor the progress and take appropriate actions for solving the problems or improving the
quality before it is too late to take any action. These actions can be guidance to teachers, providing
resources to teachers, and changing the teacher if it becomes essential, utilizing the resources and
deciding the future course of action. S/he can fix the accountability of the teachers for non attainment
of course outcomes.
IV. Course plan
Course plan is a written document prepared by the course teacher in order to develop predefined
course outcome level abilities in the students through systematic and scientific planning of teaching
learning process. It is a tool to ensure the development of course level abilities in all the students in the
given environment. This course plan is effectively and efficiently implemented by the teachers and
students. At the end of the semester the course plan is evaluated against pre-defined criteria. Course
plan is also called course outline, road map, and subject plan. In outcome based education system it is
prerequisite to implementation of teaching learning process. It also recorded in the management
information system of the institute or university. The course plan should satisfy six characteristics stated
in Fig. 1.
Assessable Relevant
Flexible Accurate
Course plan
Appropriate Implementable
Fig.1: Characteristics of course plan

It essentially declares the purpose and rationale for the course. It describes the process of developing
course level abilities in students, time and efforts required from students, the way students will be
assessed, graded and abilities will be certified.
In this process of teaching learning students become the active participant in learning process. Teachers
use their own creativity, experience and training in educational technology to prepare the course plan.
This plan is implemented in letter and spirit while maintaining the flexibility in learning process. The
course outcome level abilities are assessed by teacher using valid and reliable assessment tools and
techniques. The portfolio based assessment is one of the significant and predominantly used techniques
of attainment of courses level abilities. Essentially a course may be related to theory or practice or both.
It develops abilities in students related to cognitive domain, psychomotor domain and affective domain
or combination of the same. So a course may be theory class, practical, workshop, industrial training,
students’ project or any significant event which develops both theoretical and world-of-work related
abilities in the students. Generally first year and second year courses develop more theoretical abilities
and third year and final year courses develop more world-of-work related abilities in the students.
Development of abilities through various courses leads to development of programme level abilities
which are directly related to world-of-work. Accumulation of course level abilities leads to integrated
development of programme level abilities in the students.
Attainment of Course outcomes of all

theoretical, practical, workshop, industrial
training, major and minor students’ projects Development of POs and PSOs
(more than 200) during the programme duration level abilities
Outcome of professional society’s activities, and
co-curricular activities
Fig.2: Development of POs and PSOs

Each institute should have its own system of preparing the course plan and standard format or
template. Teachers should be given flexibility to modify the format according the need of the course
outcome, level of students, resources availability and other limitations such as finance and equipment.
This will ensure uniformity at institute level, programme level and course level. This will also ensure
quality in achieving course level outcomes.
V. ELEMENTS OF COURSE PLAN

Course plan components: Scientifically prepared course plan should essentially contain the elements
such as name of the institute, name of the department, name of the course teacher, course code, title of
the course, type of the course (theory, Practical, workshop, industrial training, students project), credits,
pre-requisite to the course, contact hours, course hours, grading policy, assessment type and methods,
recommended readings, details of course websites, plagiarism, etc. Course schedule is prepared in
tabular form and may contain columns such as unit/topic, time, teaching learning method, learning
resources, teacher activity, students’ activities, assessment method and grade or marks. A sample
course plan template is given as annexure I. The course plan should also describe the source of
availability of learning material i.e. teacher, library, internet, resource person etc. It should also detail
out about the maintenance of various documents related to course i.e. which format, who will maintain,
place of storage etc. It should also include the names of the text books, reference books, web material,
case studies, student’s activities etc. The course plan format or template should be uniformly followed
at institute level irrespective of the course or programme.
Students own the responsibility of learning in outcome based education. They are active in learning
process and perform many assignments, activities, tasks, projects etc. Teacher should also provide
guidelines to perform these assignments, activities and tasks. There may be common guidelines at
institute level and specific guidelines at course level.
VI. PROCESS OF PREPARING THE COURSE PLAN

The course structure is given in the curriculum document states about the logic, flow and sequence of
courses in order to develop abilities in the students. A course is a complete, meaningful and precise
learning package for developing predefined course outcomes. It should be understood and implemented
by the teachers and students in broader sense in order to develop professional, technical and social
abilities. The course should always be implemented with focus both on the content and way of learning
the content to develop the ability. The course plan should be designed and implemented to develop
thinking and creative skills in the students. It should encourage students to think holistically and
interdisciplinary manner. Students should be able to see the links between the previous and current
courses. The other parameters such as vision of the institute, core values, strengths of the institute, and
opportunities for enriching the learning should also be considered in implementing the course plan. The
process of preparing a course plan contains steps given in Fig. 3.
Formulate and validate POs and PSOs in the context of your programme
Formulate the course outcomes
Design students learning activities, tasks and assignments
Identify contents and learning resources
Design learning process
Develop assessment scheme
Decide documentation process
Implement course plan
Evaluate impact of course plan
Take policy decisions and preventive and corrective actions at institute, department
and course level for improving the performance in the next cycle
Fig. 3: Process of preparing the course plan
State the Programme Outcomes: Each course contributes for development of the programme outcome
level abilities. It contributes significantly and directly for developing one or two programme outcomes. It
may also contribute at medium level and low level for developing some of the other outcomes at
programme level. For example applied mechanics course outcomes may directly and significantly
contribute for developing design abilities in the students and programme outcome level, it may
contribute at medium level for analyzing a problem and at low level to generate alternative solutions.
The pedagogy adopted for this course may contribute for development of learning to learn ability and
ability to draw.
State course outcomes: Each course is designed to develop course outcome level abilities. These
abilities may vary for different courses. The number may go 3 to 5. It depends on how broad or narrow
one may want to write it. NBA guidelines suggest writing 3 to 5 course outcomes for each course. For
theoretical course most of the course outcomes will be in higher level cognitive level i. e. application,
analysis, synthesis, evaluation, creation and the like. For course such as practical, workshop, industrial
training most of the course outcomes will be in higher order psychomotor domain i.e. precision,
articulation and naturalization. It may also be in higher order affective domain i.e. valuing, organizing
and characterizing. These should be stated in measurable, observable and terminal form. The focus
should always be performance and demonstration of ability by students. In addition, these course
outcome level abilities should be assessable through the output of their assignment, task and activities.
Design students learning activities: Considering the requirements of the course outcome and learning
outcome design the individual and group learning activities for the students. The characteristics of
students’ activities are stated in Fig. 4. They should be:
Meaningful
Assessable Purposeful
Implementable Owned
Challenging Enjoyable
Interesting
Fig. 4: Characteristics of students’ activities
These activities should arouse interest of the students for learning, provide opportunity for committing
mistakes, create scope for using previously learned abilities, foster use of institutional resources, and be
based on prior learning.
These activities may be designed in all the three domains of learning considering the requirements of
the course outcomes. These activities should lead to satisfaction of the individual needs of the students
such as sharing, leading, supporting, cooperating, listening and the like. These should also promote
collaborative learning in order to develop synergetic effect in learning.
There are varieties of activities, tasks and assignments which can be designed by the teachers for the
students to develop the abilities and practice the abilities. These are:
• group and individual problem solving exercises,
• group discussions – buzz, focus, panel

• individual and group thinking events,
• creativity sessions using brain storming and nominal group techniques,

• practice of specific skills like drawing, filling, grinding, cutting,
• rehearsal of safety practice, housekeeping, leadership, presentation,
• performing on machines and equipment,

• making or producing the jobs, new products
• working in a team to achieve given goals,

• drawing the objects, products, processes,
• experimenting in the lab and workshop to come out with new and different design, formulation,
• writing notes, reports, observations,
• reading text book, learning package, research article, handout, case study,
• listening to teacher, peers, audio programme, experts
• reflecting on learning taken place, discussion outcomes, presentations
• speaking in the classroom, seminars, meetings
• communicating message, design, drawing, reports, instructions,
• observing phenomenon, processes, performance,
• reviewing process, books, papers, assignments, films
• analyzing problems given in the case studies,
• forming opinion on problems, solutions, plans activities, behavior,

• completing assignments like home assignments, library assignments, internet assignments, industry
assignments, and the like.
The outcome of these activities will be a part of students’ portfolio and assessment tool for assessing
the level of learning and attainment of course outcome level abilities.
Decide contents: The contents are derived from the course outcome. They should be necessary and
sufficient to develop the course outcome level abilities. They can be logically, sequentially, meaningfully
and orderly arranged in order to arouse interest of students in learning, encourage students to
participate in learning process and assessment process. The principles of simple to complex, known to
unknown, concrete to abstract are considered while arranging the contents. The contents should be
latest one and relate to world of work situations. A graphical course map may be prepared by the
teacher for deriving, arranging and organizing course contents and students’ activities or tasks. This map
will explain
• The need of learning the content,
• Links between the content,
• Sequence of learning,
• Most important and less important content,
• Scope of the course and the like.
Select the teaching method: Selection of teaching learning method is crucial to develop course level
abilities. the by product of use of these teaching learning methods should be development of associated
abilities such as communication, drawing, safety, concern for environment, leadership, working in a
team, self learning, self appraisal, learning to learn, etc. For example some cases are given:
• If the course is related to design then appropriate methods would be sequence of input cum
discussion, design example/s by teacher followed by design exercises by students in groups or
individually.
• If course is related to verbal and written communication the appropriate methods would be input
cum discussion, question answer, demonstration followed by presentation by students in seminar
situation, role play, game, self learning and number of classroom practice assignments, home
assignments, filed assignments and internet based assignments for preparing reports, proposals,
drawings, graphs, letters, plans, estimates, formats etc.
• If the course outcome is related to development of leadership and contributing in a team, the
appropriate methods would be input cum discussions followed by team building exercises, actual
performance in team, group discussions, role play, game, presentation, tutorial, remedial sessions,
practice of specific skills followed by feedback, and the like.
In outcome based education teaching learning methods such as problem based learning, project based
learning, creativity techniques, hands on exercises, group discussions, role play, self learning, guided
learning, simulation, blended learning, collaborative learning, web based learning, seminars, review
assignments, observation assignments, field assignments etc. should be heavily used by teachers to
develop core abilities and associated abilities.
Select the teaching aid: Teaching aid plays a very significant role in changing the stimulus, gaining
attention, involving students in learning, assessing progress of learning, question answer and saving
time. A wide range of teaching aids are available which can be used for various purposes. These are
• slide presentations,
• role scripts,
• multimedia packages, e-content, spoken tutorials, video programmes,
• handouts, research papers, reports
• case studies, critiques, reviews,

• manuals, guidelines, workbooks, etc.
These teaching aids can be used by teachers for strengthening and reinforcing the learning. Teachers
should incorporate these teaching aids in the course plan at appropriate place. Teachers can develop
teaching resources on their own for special/specific learners and for development of specific learning
outcomes, if required resources are not available. NITTTR Bhopal conducts many training programmes
for technical teachers to develop customized Learning Resources and strategies.
Decide assessment scheme: As the course plan development progresses, it is essential to decide the
assessment tool, technique and grading system. NBA has suggested to frame 3 to 5 course outcomes for
a particular course. For each course outcome valid and reliable assessment tool need to be decided at
planning stage itself. The type of assessment will solely depend on the specific course outcome. If the
course outcomes are related to cognitive domain the assessment tools may be
• progressive test,
• case analysis report,
• outcome of the assignment or exercise and the like.
If it is related to affective domain then the assessment tools will be
• check sheet,
• observation schedule, and
• rubrics.
These tools will be used for assessing the abilities of the students during the actual performance. If it is
related to psychomotor abilities then the process, product assessment and rubric will be used along with
assessment of quality of product. Since these tools are used during the progress of learning process so
these tools act as learning problem diagnostic tools also which become the base for planning remedial
classes, organizing tutorial classes and providing academic guidance. All the assessment documents can
be systematically maintained in hard and soft or in both the forms by teachers and students as per the
policy of the institute. In other words an assessment portfolio is created for each student throughout the
programme. This assessment portfolio is considered to be strong and direct evidence of achievement of
course outcome level abilities and programme outcome level abilities.
Decide documentation formats and process: The format or the template of the course plan should be
common at institute level. At course level teachers may be given freedom to adapt it as per
requirements of the course. The process of documentation of maintaining the course file should also be
standardized in order to ensure minimum documentation and ensure sufficient evidences of effective
implementation of the course plan. A check sheet in this respect may be prepared for ensuring the
effective and efficient documentation. All course teachers should maintain the course file in line with
the process and check sheet issued by competent authority. It is not necessary that everything should
be maintained on paper. Soft copy can also be maintained in line with the documentation process and
check sheet.
VII. IMPLEMENTATION OF COURSE PLAN
Teachers play an important role in implementing the course plan. The course teacher and students
should mutually decide the responsibility of learning and developing the course outcome level abilities
at the beginning of the session.
Lesson plans are derived out of the course plan. These are prepared to achieve the learning outcomes at
micro level. It becomes the base for conducting the sessions according to the schedule declared by the
institute (academic calendar) and department (Programme structure). The hierarchy of plans is given in
Fig 5.
Programme structure
Course Plans
Lesson Plans
Fig. 5: Hierarchy of plans

In outcome based education the responsibility of learning shifts to the students. In fact, teachers
implement the course plan to ensure active participation of the students in learning. They use the art,
science and craft of teaching in order to develop the abilities in the students. A variety of teaching styles
can be used to satisfy the learning needs of students who are having different learning styles as
auditory, kinesthetic and visual. They enable variety of learning events for creating interest, involving
students in learning, performing the actual activities, assessing the learning outcomes, guiding and
counseling the students at critical learning points. This creates culture of collaborative learning, problem
based learning, project based learning, accepting the challenges of learning, competition and decision
making.
Thus students take charge of the process of learning wherever planned so. Students can be encouraged
to use the web based learning resources and other resources available with different resource
institutions.
The problems in learning can be diagnosed based on the formative assessment of learning and remedial
sessions can be organized to prevent and solve learning difficulties. At department level academic
counseling sessions are also organized to provide guidance and solve the academic problems.
Teachers use teaching aids and learning resources to change the stimulus, create learning and develop
higher order learning abilities in the students. They also deploy the outside resources of employers,
industry, research organizations and other stakeholders for relating learning with world of work. They
involve resource persons in various processes such as deciding course content, implementing course
plan, assessing the learning of students and the like.
Teachers create learning environment in the classroom, laboratory, workshop, and at other places in the
institute for the students. This learning environment is positive, competitive, encouraging and
challenging. They organize variety of activities such as educational games, competition, exhibition,
critique sessions, creativity sessions, feedback sessions, guidance and counseling sessions to develop
technical as well as associated abilities such as communication, leadership, working in a team, ethics,
concern for environment and the like. Students also develop competitive spirit, confidence and positive
attitude in conducive learning environment. They also learn to manage the emotions, anxiety and
tension.
Shift in role of teacher in outcome based education: In implementing outcome based curriculum
teachers play variety of roles in different learning situations such as learner, collector, curator,
alchemist, programmer, salesperson, convenor, coordinator, designer, coach, agitator, facilitator,
moderator, critic, lecturer, demonstrator, mentor, connector, theoriser, sharer, evaluator and
bureaucrat. (Downes, 2013)
Thus the course plan is the bedrock for achieving the tangible and intangible goals during the
implementation of the course plan for ensuring quality of education as per requirements of NBA.
VIII. EVALUATION OF THE COURSE PLAN
Evaluation refers to ascertaining the effectiveness and efficiency of the course plan preparation, its
implementation and achieving the stated course outcomes. This evaluation of the course plan is carried
out to improve the design and implementation of course plan in next cycle. This is a kind of objective
reflection on achievement of course outcome. This process will help to document the experiences and
learning from the whole process of course planning. It helps in fine tuning the course outcomes and
assessment tools and techniques.
At institute level results of evaluation of all course plan helps in many ways such as:
• taking new policy decisions and modifying existing policy decisions
• standardizing/revising or refining the process of course planning and implementation,
• organizing resources and create academic climate for learning.
• sharing experiential learning of all teachers related to course planning helps in improving the
performance of all teachers of the institute in course planning.
• identifying training needs of the teachers related to course planning and implementation.
• Setting bench marks in terms of teaching learning methods, students’ activities and assessment tools
and techniques.
IX. EXPERIENCES RELATED TO OUTCOME BASED EDUCATION
The author has conducted training programmes and workshops on Accreditation, outcome based
education and course planning on behalf of NITTTR Bhopal and experienced that Maharashtra Board of
Technical Education, Mumbai (MSBTE) has introduced the uniform format for diploma level subjects
which is used by all subject teachers of all disciplines. All the subject teachers of all polytechnics of the
state prepare subject plan at the beginning of the semester and implement it. Although this subject plan
is based on the input and process based curriculum. At micro level learning objectives are formed for all
the courses in the curriculum. These objectives are formed taxonomies of cognitive, psychomotor and
affective domain of learning. These learning objectives are kept in the mind for preparing the course
plan. MSBTE has imparted training to some teachers in preparing subject plan through induction training
programmes conducted by National Institute of Technical Teachers Training and Research Bhopal.
Similarly MSBTE has developed laboratory manual and work book also for developing psychomotor and
affective domain skills. The subject plan being prepared and implemented is not in line with the
outcome based education as it is based on content and skill based approach. The format of the subject
plan is also not complete from outcome based point of view. But it was commendable initiative of
MSBTE in order to assure the quality of education at state level. The format is not having provisions for
course outcomes, students activities, assessment tools and reference material. In engineering colleges
content based approach is common in most of the universities of the country. Different institutions,
different departments in same institute and different teachers in same department use different
approaches. Most of the teacher prepare subject file in which they keep the copy of the syllabus, notes,
old question papers and other reference material. The approach is not uniform and systematic. Teachers
are trained to prepare the course plan and implement it effectively from outcome point of view.
Polytechnics those who are applying for Accreditation are preparing the PEOs, POs, PSOs and COs and
course plans according to the requirements of NBA. But most of the teachers are not trained for
outcome based education so it is not much resulting in concrete achievements so far outcome based
education is concerned. There are various gaps between university level and institute level in terms of
curriculum, its implementation and assessment.
X. RECOMENDATIONS
Formulation of Course Plan is an important skill to be developed in all teachers of the institute. The NBA
evaluation process emphasizes on course plan implementation and developing outcome level abilities in
all the students. At institute level policy, guidelines, format or template (suggested format is appended
as appendix I) should be prepared for preparing the course plan. It is recommends that:
• Teachers should be trained in outcome based education approach.
• Teachers should be trained in preparing, implementing and evaluating the course plan.
• Teachers should document the experiences of designing, implementing and evaluating the course
plan.
• The programme level coordinator should facilitate the implementation of course plan at programme
level.
• Seminars should be organized within the institute or at programme level to share the experiences of
teachers and improve the system of course planning.
• At institute level budget provision for physical and web based learning resources and training should
be made.
• All the students should be oriented right from the beginning of the session that they have to bear the
responsibility of learning by They have to participating in learning activities, tasks and projects and
assignments.
• At institute level management of information system may be created related to course plan and the
data should be available on the web site of the institute.
• All the teachers should be encouraged to do experimentation/action research related to course
planning, implementation and evaluation. They should be encouraged to take risk also for the benefit
of the students.
• At institute level training material should be prepared for teachers to design, implement and
evaluate the course plan.
• There should be provision for rewards for implementing the outcome based curriculum approach in
the institute through course plans.
• Documentation of course planning experience should be encouraged at institute level. Innovative

practices on course planning should be published in the form of a paper.
X. Conclusion
This topic has highlighted importance of course plan in ensuring quality of education which will satisfy
students learning needs, industry requirements and other stakeholders’ expectations. The design,
implementation and evaluation aspects of course plan are important and training of teachers and higher
ups is very important to get NBA Accreditation.
3.6.7 Students Feedback on teaching learning process
In the previous topic you have learned about implementation of course plan. In this topic you will learn
about feedback from the students. Students are the main beneficiaries of day to day teaching learning
activities of the institute. Their feedback on various dimensions of teaching learning process plays a
significant role in continuously improving the teaching learning process of the institute and department.
You have appreciated that feedback systems are used to achieve the purposes of improving the quality
of teaching learning process. The feedback systems contain right instruments and right method of
gathering the data in order to make it effective and efficient with reference to its purpose. The
feedback system is designed in a way so that it brings continuous improvement in teaching learning
process of the institute.
Feedback of students is collected through feedback format. The feedback format should be designed to
cover all elements of teaching learning process. The feedback format is designed to gather the
significant, direct and relevant information necessary to improve the quality of the teaching learning
process. The information should be based on data so that validity and reliability of the information can
be checked. In the feedback format information repetition and redundancy should not be there. The
design of the feedback system is carried out in participative manner at all levels of the institute so that
institutional members including students understand the importance of giving right feedback at right
time. The feedback format should be kept objective in nature.
Feedback at course level is a kind of formative feedback which is gathered by each course teacher on
various aspects of course delivery such as effectiveness of achievement of course outcomes,
effectiveness of teaching learning methods, assignments, activities, academic guidance, establishing
relevance of content to world of work, behavior of teacher, preparedness of the teacher and the like. A
sample feedback format for a course is given in table 1.
Table 1: Feedback Format for Course Delivery

Legend: 4-Excellent, 3-Very good, 2-Good,-Poor
In remark column you can write your comments
Sl. Criteria 4 3 2 1 Remark
No.
1. Preparedness of course teacher for the sessions
2. Effectiveness of achievement of course outcomes
3. Effectiveness of teaching learning methods
4. Effectiveness of assignments and students activities
5. Effectiveness of academic guidance, counseling and mentoring
6. Effectiveness of establishing relevance of content to world of
work, use of real life examples and non-examples
7. Effectiveness of use of learning resources
8. Behavior of course teacher
9. Effectiveness of assessment of test, assignment and other
student activities
10. Effectiveness of feedback on learning
Overall effectiveness of feedback on progress of learning in the
course
The whole system of feedback is designed in totality in integrated manner. It should satisfy the
requirements of NBA for example the programme should have feedback mechanism form industry and
employers, alumni, students passing out the programme and course, and parents. It is designed to
gather information on line so that feedback reports are generated periodically.
All the students are instructed to provide feedback in the prescribed feedback form. The feedback
provided by students is analyzed and performance is reported on teaching learning process, and course
teacher performance. The concerned course teachers are informed for taking corrective and preventive
measures to improve the quality of teaching learning process. The results of feedback analysis are used
at institute level to provide uniform policies for the whole institute.
In this topic we have learned that feedback system is implemented in the institute to know the quality of
teaching learning process. The feedback is collected through online mechanism, which is analyzed and
used for taking corrective and preventing actions and improving quality of teaching learning process.
3. Methodologies to support weak students and encourage bright students

3.1 Introduction:
Education does not teach us to discriminate between good and bad. According to Mahatma Gandhi,
in this context, we as teacher need to put in all the efforts required to support encourage the weak
students by involving the bright students.
During implementation of the curriculum, learning gaps need to be identified and various strategies,
media and methods need to be appropriately used to overcome the identified learning gaps.
Students need to be motivated, guided, counseled by providing constructive feedback for remedial
actions to be taken.
Though the entry level of the diploma pass outs is 10th pass, but they have different level of
knowledge, skills and attitudes as they come from different background. Following strategies need
to be adopted to cater to the requirement of weak students and also to motivate bright students.
3.2 Strategies to support weak students and encourage bright students :

• Identification of Learning Gap :
 Conduction of Pretest : Looking to the different levels and background of entrant students,
pretest may be organized to identify the learning gaps, at entry level. Once the learning gap
is identified, then additional sessions may be organized as per the requirement.
 During Teaching Learning: Even the learning gaps may be identified during the teaching –
learning sessions and also during progressive assessment, throughout the semester.
To cater to these requirements and to ensure effective teaching and learning, all entrant
students need to be brought almost at the same level of knowledge, skills and attitude, so as
to make them learn better and effectively
• Additional Learning Capsules : Additional learning capsules may be planned and organized for
the same. These sessions may be related to technical or motivational or guidance and
counseling, communication skills, life skills, positive attitude development, leadership, soft skills
development or any other topics as per the requirement.
• Collaborative Efforts of Teachers, Parents and Students: Collaborative efforts made by

students, their parents and teachers can definitely bring about changes in the performance of
weak students. Parents involvement during homework, assignments, project work can be
ensured for improving the performance of students.
• Continuous Monitoring and Providing Constructive Feedback by the Teachers : The weak
students need to be continuously monitored during the sessions, semester tests, assignments,
performance in the laboratory or project work. During progressive test and assignments, if the
weak students are monitored, assessed and given feedback, over a period of time, on each and
every point, where improvement can be made and it is also ensured that students make
sincere efforts to improve upon that, then the performance of weak students is automatically
going to be enhanced.
• Use of Various Methods : Classroom sessions should be conducted using various instructional
media & methods. Activity based learning should be promoted for the same so that sessions are
interactive and interesting. Different methods like question -answer, quiz, demonstrations, role
play, presentations, assignments, regular class tests should be used, followed by continuous
observation, monitoring and feedback.
• Fun using Innovative Project Method of Teaching : Teachers may assign different projects to
individual students or group of student’s related to different topics of courses. Projects method
should be used often as it is a fun way of learning new things. To explore new things, they read
reference books, surf the internet, interact with colleagues to explore more and more.
• Care during Performance in the Laboratory and Project Work : During conduction of practical
sessions, weak students need to be give extra care during performance and should be briefed, in
advance about the concepts, performance steps and conduction of experiments along with
check list/criteria of performance and assessment.
• Teaming of Weak Students with Bright Students: Teacher should plan carefully regarding the
team formation. Teaming of weak students with bright students need to be done in all the
settings or activities carried out by the teachers. This may be seating arrangements in the class
or performance in the laboratory. Students can interact amongst themselves for doubt clearing
sessions. If the performance of weak students enhances considerably with the teaming and
efforts of bright students, in such scenario, both feel motivated, committed and satisfied. By
pairing both group of students, these students develop many more skills, which is the
requirement of the day and cannot be developed by organizing formal sessions.
• Introduction of Reward System : Awards or certificates may be given for motivation and in
recognition of their efforts. Reward system in the form of cash or certificate or Candies or
badges of appreciation, which they can wear, need to be introduced.
• Providing Best Answer Copies to Weak Students: Providing the best answer copies of bright
students to weak students for reference and better understanding.
• Additional Self Learning Material : Development of support system in the form of providing
additional self learning material, CDs, Videos for further reinforcement.
• Teachers as Guide, Counselor or Mentor : Allocating teachers as guide, counselor or mentor for
group of students for taking care of the needs. Each student should be given responsibility and
opportunity to work as leader or member of the team in different tasks or activities. This can
happen if the all activities and responsibilities are performed as per plan and in rotation, over a
period of time, under the supervision of teachers.
• Note Taking : Students should be encouraged to take notes so that they can recall what has
been discussed or taught in the class.
• Different Learning Style : Students should be guided on different learning style. They may be
encouraged to discover their own learning style for better performance during the semester.
• Discipline : Teachers need to ensure that discipline is maintained in the class with lot of
flexibility in learning. This would help the students for concentration and time management.
• Conduction of Tutorial or Remedial Classes : Teachers need to conduct tutorials or remedial
classes for poor performing students. The classes should be focuses based on the requirement
of the similar learning gapes identified for small badges of students.
• Communication with Students: Frequent communication with the students helps to understand
better, their problems, strength and weaknesses. Nonverbal communication should be taken
care of during entire semester. Teachers need to communicate with their students in a very
humble and positive way, not in dictating terms, even for providing the feedback to the students
on many aspects of their performances, such as project work, seminar presentations and many
other activities.Teachers should give constructive, supportive and encouraging feedback for
improvement in the performance of the students.
_____________________________________________________________________________________
Links
Improving the Academic Performance of Weak Students through the
www.npiu.nic.in/PDF/I%20P%20W%20S.pdf
9 Strategies to Improve Average Performance of the Class
https://logicroots.com/MathBlog/9-teacher-strategies-to-improve-average-performance-of-the-class/
How to Deal with slow learners?
https://adamtheteacher.wordpress.com/tag/tips-to-deal-with-weak-students/
_____________________________________________________________________________________
4. Continuous Assessment in the laboratory

4.1 Introduction:
With the introduction of outcome based curriculum, laboratory work has gained more and more
importance. This is because the focus has been shifted to the attainment of outcomes through the
laboratory rather than rote learning or content based teaching.
Laboratory is a work place or resource centre with all required facilities and equipment to perform
certain experiments or task or activities or demonstration laid down in the curriculum or beyond the
curriculum to attain certain specified COs, POs & PSOs. The term laboratory being used here, could
be workshop, field or other place of work.
NBA focuses on accreditation which ensures the process of quality assurance for all Teaching
Learning Processes for attainment of outcomes. Continuous Assessment in the Laboratory is one of
the very essential criteria for ensuring the attainment of outcomes, specified in the curriculum while
performing the Laboratory work.
4.2 Purposes of Continuous Assessment :

• Providing continuous guidance and feedback on the performance of students in the laboratory
for further improvement for better learning.
• Students learn and develop the right procedure and skills required to demonstrate the
outcomes of the course and ultimately of the programme under consideration.
• Developing the right concept at the formative stage is very important. Its learning will be used
for courses placed at higher semesters and for different applications.
• Outcome attainment and continuous assessment in the laboratory can be better understood by
Dave’s Taxonomy on Psychomotor domain (Fig-1). The different stages of learning are imitation,
manipulation, precision, articulation and naturalisation.
NATURALIZATION COMPLETES ONE OR MORE SKILLS WITH

EASE AND BECOMES AUTOMATIC WITH LIMITED PHYSICAL OR
MENTAL EXERTION
ARTICULATION COMBINES MORE THAN ONE SKILL IN

SEQUENCE WITH HARMONY AND CONSISTANCY
PRECISION REPRODUCES A SKILL WITH ACCURACY, PROPORTION AND

EXACTNESS, USUALLY PERFORMED, INDEPENDENT OF ORIGINAL SOURCE
MANIPULATION PERFORMS SKILL ACCORDING TO

INSTRUCTION RATHER THAN OBSERVATION
IMITATION OBSERVES SKILL AND ATTEMPTS TO REPEAT IT.
Fig. 1: Taxonomy of Psychomotor Domain (R.H. DAVE (1970))
It is further reinforced that if right feedback is not provided to the students during the different
stages of learning in the laboratory as per taxonomy level, beginning from imitation to
Naturalisation stage, as shown in figure (1), students will not develop the right skills required, and
they will continue to practice figure (2) the same wrong skills learnt, and they will reach to the
naturalisation stage which ultimately becomes their habit and at this stage, it becomes sometimes
difficult to unlearn that wrong skills developed. Even sometimes students develop wrong method of
specific skills development.
Demonstration by Expert Teacher/Tutor
Observation & Imitation by students
Performance by students
Practice by Students
Outcomes Attainment
Fig-2: Stages of Outcomes Attainment
If the teachers provide the right feedback for improvement at different stages of learning and if it is
ensured that it is implemented properly then the performance of students in the different
progressive assessment test and ultimately in the end semester assessment automatically enhances
to great extent. It is also observed that with this, when the students go to the world of work, they
perform and demonstrate very efficiently and effectively with confidence.
4.3 Scheme of Assessment and Continuous Assessment :

Continuous Assessment is also referred as progressive assessment and abbreviated as PA in scheme
of assessment. It is evident from the scheme of a course (Table-1) that there is mention of two types
of assessment. One is End Semester Assessment or abbreviated as ESA and other is Progressive
Assessment or PA for a course.
More focus is given on continuous or progressive assessment for each and every course, to ensure
the development of course outcomes. It is necessary to continuously observe and assess each and
every student on performance of each activity/experiment being conducted in the lab throughout
the semester.
Table-1
Scheme of Assessment:
Scheme of Assessment (Marks)

Progressive Assessment (PA) End Semester Assessment (ESA)
(PA+ ESA)
Classroo Laboratory Assessment
m (LA)
Sessional work (SW)

Cours Course
Attendance (ATT)
(CA+LA+SW+ATT)
Board of Assessme
Study e Titles
Total Marks
Total ESA
nt (CA) Classroom Laboratory
Total PA
(CA+LA)
Code
Performan Assessmen Assessmen
Viva -Voce
Total (LA)
ce t (CA) t (LA)
Class Test
(CT) PRA PD
A
Mechanic Materials 20 25 20 05 50 20 10 100 70 30 10 20
al Technology 0 0
Engineeri
ng
Mechanic Strength of 20 25 20 05 50 20 10 100 70 30 10 20
al Materials 0 0
Engineeri
ng
Mechanic Thermal 20 25 20 05 50 20 10 100 70 30 10 20
al Engineering 0 0
Engineeri
ng
Mechanic Computer 20 25 20 05 50 20 10 100 70 30 10 20
al Aided 0 0
Engineeri Machine
ng Drawing
Environmen 50 - - - 20 10 80 70 - 70 15
tal 0
Engineering
&
Sustainable
Developmen
t
10 47 95
TOTAL 130 100 80 20 200 50 480 350 120
0 0 0
Legend:PRA: Process Assessment, PDA : Product Assessment

Note: i. Separate passing is must for Progressive and End Semester Assessment.
ii. Separate passing is must for Classroom Assessment (Theory) and Laboratory Assessment
(Practical).
4.4 Continuous Assessment of a Course :

Continuous Assessment may be done for a course as a whole and also of each experiment based on
the outcomes to be attained for each experiment and also in the specific lab. In an experiment, it is
done at different stages. When the assessment is done during the performance, it is called as
Process Assessment. While, when it is done, at the end, it is called as Product Assessment. Viva-
Voce may be carried out during the performance or at the end, as per the objective of the
experiment
In case of assessment of course as a whole, apart from viva-voce, Process and Product Assessment,
Sessional Work and Attendance also need to be considered
4.5 How to do Continuous Assessment in Lab :

For continuous assessment in the lab of a course, certain experiments are to be performed
meticulously in the laboratory as specified in the curriculum document or under the content beyond
syllabus, then continuous assessment of students is required to be done periodically based on the
certain laid down criteria for each laboratory experiment, in the form of checklist or rating scale or
Assessment Rubric.
4.6 When to do Continuous Assessment?

The continuous assessment of the student in the laboratory is done during the formative stage of
learning or during development of certain concepts hence continuous observation, guidance and
feedback during performance of each lab experiment or activity, is essentially required to be done
for further improvement and better learning
4.7 What is to be continuously assessed?

We need to assess the development of certain technical skills and soft skills or generic skills during
performance and suppose in curriculum of particular course of a programme, there are ten
experiments or activity. The performance of these experiments needs to be carried out objectively
using certain experiment specific criteria for the attainment of course outcomes.
In order to do so and for objective, valid and reliable assessment of each and every experiment,
there is need to develop certain experiment specific criteria for each and every experiments by the
teachers. Teachers need to identify essential attainable, measurable and specific milestone
indicators or criteria during performance of each experiment i.e. process criteria and also at the end
of experimentation i.e. product Criteria for meticulous performance and its assessment. Students
would perform the experiments keeping in mind these specific criteria following the step by step
procedure.
These pre-specified criteria would help the students, teachers both. With these pre-specified criteria
for each experiment, there will be uniformity of instructions and assessment by all the implementing
teachers
4.8 Tools of Assessment in Laboratory :

The different tools of assessment in the laboratory of a course are -
1. Observation
2. Viva - voce
3. Assessment of Records
4.8.1 Observation and its types:

Observation is very important tool of Assessment in the laboratory for continuous
Assessment. It can also be used for providing constructive feedback for improvement. The
teachers need to continuously observe each and every student during performance of task
and otherwise also, for developing certain generic skills. These skills can be like
communication skills, learning to learn skills, lifelong learning skills, problem solving skills,
management skills, positive attitude, ethics and so on.
Assessment of Behaviour :
For assessment of attitude or behaviour, students need to be continuously observed,
throughout the semester during performance and they may be provided feedback on
performance as well as behaviour for improvement and developing relevant skills. All
Teachers need to demonstrate the good practices and behaviour and also share relevant
case studies and examples with the students appropriately during teaching-learning.
Assessment of technical skills developed through each experiment in the laboratory, may
be assessed by using different observation tools of assessment such as checklist, rating
scale, and assessment rubric.
4.8.11 Types of Observation:

Observation can be of two types, spontaneous and planned observation. Planned
Observation may be of different types such as checklist Rating Scale, and Assessment Rubric.
Observation
Spontaneous Planned
Checklist Rating Scale Assessment Rubric
Fig-3: Types of Observation
The use of these tools will depend upon the expectation of desired accuracy and how valid,
reliable and objective assessment, one is looking for specific task/experiment or activity.
I. Check List :
For Planned observation, check list may be prepared (Table-1). Check list provides the list
of criteria or skills or elements to be assessed during performance. It is to be assessed,
whether students performance meet the list of criteria or not.
Table-1
Check List
Activity/Task/Experiment Title:
Whether the student has performed the task?

S. Criteria of
(Please tick appropriately)
No. Performance/Assessment
Yes No
1
2
3
4
5
6
II. Rating Scale

For more objective assessment of task/experiment on the identified criteria, rating scale is
used mostly on five point scale for assessing the students on specified criteria (Table-2).
For objective, valid and reliable assessment of each and every experiment, experiment
specific process and product criteria need to be developed. It can be done by using either
checklist or rating scale or assessment rubric.
Table-2
Check List with Rating Scale
% Rating Scale
S. Criteria of
Weightage Very
No. Performance/Assessment Excellent Good Fair
Good
1
2
3
4
5
6
The Table-3 shown below represent the process and product criteria for each experiment
in the form of check list. These criteria and weightage would be experiment specific and
will vary from one experiment to other experiment. The extent of attainment of each
criteria by the students can be assessed by the design of rating scale.
Table-3
Course __________________
Experiment Title: _____________
Sr. Suggested Criteria of % Performance If Yes, to what extent
No Performance and Weightage by Students
Assessment YES NO 1 2 3 4
(Excellent) (Very (Good) (Fair)
Good)
Process Criteria 60-70 %
Performance of
Experiments
Follow safety rules
Records of observation
Handling of tools
Product Criteria 32-40 %
Quality of product
(Strength)
Results and
interpretation
Lab journal preparation
Presentation
Viva voice
III. Assessment Rubric :

Assessment Rubric is very powerful tool of assessment for objective, valid and reliable
assessment for continuously assessing student’s performance in the laboratory, project work,
seminar or any other activity or task. Assessment Rubric for each experiment or task or
activity can be designed (Table-4). Descriptive rating scale on identified criteria of the
performance of each experiment or task, need to be prepared, to ascertain the extent of
attainment of learning. Assessment rubric is very useful for tutor as well students. Criteria of
performance may be identified and categorised as process and product criteria. % weightage
to these criteria may be assigned for more objective assessment.
Table-4
Assessment Rubric
% Descriptive Rating Scale
Criteria of
S. Weightage Description Description Description Description
Performance/
No. on excellent on very good on good on fair
Assessment
performance performance performance performance
Process
1
Assessment
Product
2
Assessment
For tutors, this tools continuously assess the students performance and practice in the
laboratory on each and every criteria of each experiment, and provide continuous feedback
for improvement in the student’s performance based on the continuous observation,
guidance and feedback.
Feedback helps the students for Self Assessment as it gives the reflection of student’s own
performance on the specific experiments and provides an opportunity to improve upon, by
displaying the requirements of best performer description on each criteria through
assessment rubric.
Using the assessment rubric, even the newly appointed teachers can maintain uniformity of
instructions and assessment during Progressive Assessment (PA) as well as End Semester
Assessment (ESA). By using the assessment rubric, validity and reliability of assessment can
be ensured and enhanced.
4.8.2 Viva –Voce :

For performance of some experiments or task in the laboratory, some pre-requisite
knowledge is required to be imparted before the performance and also willingness and
positive attitude is also required to perform the same.
For assessing the prerequisite knowledge imparted to perform the experiment, viva-voce
may be used. Viva voce can be carried out during the performance or at the completion of
the task or experiment, depending upon the outcomes to be attained.
During Viva voce, Probing or in-depth questions should be asked, related to concept or
interpretation or performance of equipment or experiment, to assess the learning level of
students on different aspects. Memory based questions of Remember level may be avoided.
Examiner conducting viva voce, should not ask irrelevant questions and is not supposed to
demonstrate his or her expertise in the specific field.
4.8.3 Assessment of Records:

A number of records of students are required to be assessed during continuous assessment
in laboratory.
1. Portfolios :
Portfolio means collection of different data/papers or leaves. This may contain details of
practical work done, assignments carried out, laboratory sheets prepared, project work
performed by the students. It is presented in the form of learning or showcase
portfolios. These portfolios helps the students for self assessment.
2. Laboratory Journal :
The Laboratory Journal is record of list of experiments, performed and written in the
prescribed format by the students as per the curricular requirement and guidance of
teachers.
3. Log Book :
Log Book need to be maintained by the each student for laboratory work. It helps the
students to keep the record of first hand information or data of observations,
equipment, way of performance & many other details.
4. Anecdotal or Incidental Records :
Anecdotal Records or Incidental Records are records maintained for each students by
the teachers, throughout the semester on their behaviour.
Continual and keen observation is required to be done during formal and informal
interactions to update and maintain the data of anecdotal records. This helps in
providing feedback to students at different stages.
The selection of appropriate assessment tools in the laboratory will depend upon the
type of learning, to be assessed. Assessment of sessional work and attendance is also
taken care of while assessing the course as a whole.
_____________________________________________________________________________________
Associated Links
Assessing practical laboratory
http://ro.ecu.edu.aucgi/view/content.cgi/article=1853&context=ecuworks2011
Continuous Assessment
https://arrow.dit.iecgi/view/content.cgi/article=1060&context=engschcivcon
_____________________________________________________________________________________
Unit 3.6
Initiatives to Improve Quality of Semester Test and Assignments
1. Quality of Semester Test

1.1 Introduction :
For quality assurance of teaching learning, it is essential to improve the quality of semester test
and assignments administered during implementation of the curriculum of a course under the
progressive assessment.
Normally there are 3-5 courses in a semester of a programme. Attainment of COs for each
courses is required to be done to ensure the quality of semester tests. In the context of above
course curricular implementation planning during the semester is very essential to attain
different course outcomes mentioned in the respective courses and in all of all the courses in a
semester of a programme.
For implementation of course plan of specific course, different activities which ultimately leads
to the attainment of course outcomes need to be identified and then planning for their
implementation is required to be done specifically.
For Implementation of specific course plan, wide range of activities are planned and performed.
These activities are performed in the laboratory, workshop or field, as per the requirement of
curriculum, Project work is carried out, to bring the simulated industrial problem or task into the
laboratory of the institute, Seminar presentation on curricular relevant industrial topics,
industrial visit, industrial training or Demonstrations in the industries or laboratory need to be
planned. Planning for any other curricular relevant activities which ultimately leads to
attainment of COs through theory and practical work may also be done meticulously, for each
course and its effective implementation need to be ensured. Performance of students on these
activities through semester test and assignments need to be done.
The various initiatives need to be taken under different parameters or conditions for the
outcomes attainment at course level and programme level, by the students. Various initiatives
are required to be taken for improving the quality during progressive and end semester
assessment in theory and practicals (Fig-1), and the expected outcomes attained through that
are mentioned below.
Progressive Theory
Assessment
(PA) Practicals
Semester
Test
End Semester Theory
Assessment
(ESA) Practicals
Fig.-1 : Quality of Semester Test
1.2 Initiatives to be taken for improving Programme Assessment in Theory:

Various initiatives to be taken under progressive assessment in theory are -
• 75% attendance to be made compulsory to involve the students in different activities ,
observe them continuously and provide feedback for improvement in all aspects
• Unit wise/outcome wise tests need to be designed & conducted with feedback for
improvement.
• Identify the learning gaps amongst the cross section of students across the curriculum of
that specific semester with reference to pre-requisites.
• Feedback of each and every tests assignments need to be discussed in the class for
improvement in subsequent semester test
• Online objective tests need to be designed with the feedback for practice session and self
analysis.
• Remedial classes /tutorials need to be planned to bridge the learning gaps identified.
• Question bank of different types of question need to be prepared for different courses.
1.3 Outcomes Attainment through Progressive Assessment in Theory

• Attainment of course outcomes and implementation of course plan by understanding of
concepts, performance, skills development (Basic knowledge)
• Generic or Soft skills
• Individual and Team work

• Ethics
• Teachers knowledgeable on design of different types of questions
• Lifelong learning skills

• Communication skills
• Resources fullness
• Learning to Learn Skills
• Self Learning
• Logical & Systematic thinking
• Presentation Skills
• Analytical Skills
1.4 Initiatives to be taken for improving Progressive Assessment in Practicals

• Due weightage is required to be given for progressive assessment of practicals for outcome
attainment.
• Identification of the criteria of assessment of each and every activity or assignment given to
the students as per the requirement of the task.
• Checklist with rating scale or experiment wise assessment rubric need to be prepared for
process and product assessment of each experiment of each course.
• The above assessments tools (checklist, rating scale and assessment rubric) for each
experiment should be briefed to students along with demonstration of performance of
particular practical, followed by feedback.
• Continuous observation and feedback on performance of each experiment on the basis of
designed Assessment tools, need to be done after critical observation, for further
improvement.
• Probing questions on each experiment or performance may be asked during conduction of

experiment or viva –voce, rather than asking straight memory based questions.
• Due weight age for Progressive assessment during performances in the projects is required to
be done during entire semester and also for end semester assessment of practicals.
• Incidental records or Anecdotal records of each student need be continuously observed and
noted, for feedback and improvement. General behaviour need to be continuously monitored
for team work, cleanliness, observance of safety precautions and many more indicators.
• Portfolio of different test and their feedback need to be compiled by each student for self
assessment and assessment by tutor.
1.5 Outcomes Attainment through Progressive Assessment in Practical :
• Transparent system for self assessment and assessment by teacher, for uniformity of
instruction, performance by students and assessment by students and teachers both.
• Well planned Lab manual of different laboratories of the specific course.

• Improvement in performance of students
• Engineering tools
• Experiment and practice
• Skills Development
• Confident students with technical and professional skills

• Management, Layout, Upkeep and Systematization of lab work need to be carried out for
improving the efficiency of practical work.
1.6 Initiatives to be taken improve the End Semester Assessment in Theory :
• Course outcome wise/unit wise objectives and subjective questions of different cognitive
levels need to be designed and developed for end semester question paper setting of
specific course.
• Course outcome wise /Unit wise and level wise question bank to be developed for
semester test.
• Portfolio of progressive assessment need to be kept ready for consideration in end
semester assessment.
• Specification table need to be designed for design of Question Paper.
• Teacher’s orientation programme different aspects of design of question paper and
assessment need to be carried out frequently.
1.7 Outcomes Attainment through End Semester Assessment in Theory
• Valid question paper

• Question paper with specific marking scheme
• Discipline knowledge
1.8 Initiatives to be taken for improving the End Semester Assessment in Practical :
• Portfolio of each students of progressive assessment need to be kept ready for
consideration in end semester assessment.
• Specification table for practicals need to be designed for specifying the assessment criteria
of each experiment listed in the curriculum.
1.9 Outcomes Attainment through End Semester Assessment in Practical
• Improvement in general behaviour and further improvement in urge of learning and sense
of satisfaction of performance by the students, after putting in sincere learning efforts
• Analysis and Interpretation

• Diagnostic skills
2. Quality of Assignments
2.1 Introduction:
For implementation of outcome based curriculum certain lab based outcomes required to be
developed through experiments or activities, already specified in the curriculum document. In
addition to this, lab based assignments or activities are also required to be planned, depending
upon the skills to be developed, based on the variation in parameters of experiments, conditions
and other factors.
Assignments are essentially required to improve the learning during progressive assessment
hence, its quality need to be improved for ensuring the quality of teaching learning.
Teachers need to develop the assignment bank consisting of list of different types of
assignments. These assignments may be outcome wise or may be integrated assignments
covering the different outcomes in an integrated manner.
To attain course outcomes of specific course and in all, of all the courses in a semester and
ultimately POs, course curricular implementation planning during the semester is very essential
to attain different course outcomes mentioned in the respective courses.
Assignments are one of the very important tool of learning and students need to be given
assignment on each and every topic, for attainment of outcomes.
2.2 Types of Assignment :

Assignment on different contents of the curriculum can be of numerous types. For diploma
engineering, it is classified in two categories. One in which assignments are normally completed
in shorter duration i.e. upto 4 hours such as classroom and home assignments. The second
category of assignments, where it can be completed in longer duration i.e. upto 15-16 hours,
such as mini project or laboratory based or field based or industry based. Both type of
assignments may be brain storming type or internet based or performance based or survey type.
The different types of assignments are briefed here.
I. Classroom Assignments :
Classroom assignments are normally given to the students for reinforcement of classroom
sessions, already conducted, for better understanding and learning of the concepts. It also
develops the higher cognitive skills in the students.
II. Home Assignments :
Home assignments are normally given for the reinforcement of classroom sessions. It may
be extension of classroom assignments, But sometimes small models prepared for
demonstrations in the laboratory may be done as home assignments.
Home assignments may be searching, collecting the data on the topic being studied or
literature survey or any other type of data collection for further study or reinforcement.
Home assignment may or may not be internet based.
III. Laboratory/Workshop/Field Based Assignments :

Laboratory assignments are normally given to the students for reinforcement and practice
of skills developed through variety of Laboratory experiments performed in the Laboratory.
Through Laboratory assignment, students develop many skills such as minor maintenance,
problem solving, manipulation, articulation, resourcefulness, teamwork, ethics, observation,
critical thinking, analysis and interpretation, decision making, time management, safety
conciousness and so on.
Various initiatives are required to be taken for improving the quality of shorter duration
assignments
2.3 Initiatives to be taken to improve the quality of Shorter Duration Assignments are :
• List need to be prepared for the same units of higher cognitive abilities for reinforcement of
learning occurred during interaction in the class
• List need to be prepared to supplement or as additional learning to reinforce the learning
already done in the class
• To support the performance on assignment, list of educational site / relevant links need to
be given with relevant software to support the attainment of course outcomes
Outcomes Attained through Shorter Duration Assignments:
• Attainment of course outcomes

• Team work
• Lifelong learning
• Development of problem solving abilities

• Generic/soft skills
• Resourcefulness
• Self learning
• Learning to learn skills
• Presentation skills
• Analytical skills
2.4 Initiatives to be taken to improve the quality of Longer Duration Assignments are :
Longer duration assignments may be - Mini project, Laboratory Based Assignment, Field based,
Industry based
To attain course outcomes and implementation of course plan, outcome wise mini project titles,
project based activities, field based activities or laboratory based assignments need to be
identified, planned as per stakeholders/industries requirement for its effective implementation.
Outcomes Attained through Longer Duration Assignments:
• Team work
• Development of problem solving abilities
• Generic/soft skills
• Resource fullness
• Self learning
• Learning to learn skills

• Presentation skills
• Analytical skills
• Creative and innovative ability
For administering the different types of assignments, it is assumed that teachers are already
aware of and tools of assessment of different activities & criteria under these activities. Variety
of assignments should be given to students which develops many abilities in them. A course
teacher need to prepare a bank of assignments for attaining the course outcomes and ultimately
programme outcomes.
3. Process of Internal Semester Question Paper Setting
3.1 Introduction:
Assessment is an integral part of teaching learning, it is required essentially to assess the
students continuously on progressive learning during the through internal semester question
paper exam.
Course outcomes to be attained through specific course are given in the content detailing of a
course.
For attainment of these outcomes, performance of tasks or different activities or
experimentation or project work is given utmost priority during implementation of outcome
based curriculum of a course.
To perform such activities, certain pre-requisite knowledge or underlying minimum theoretical
knowledge is required to be imparted to the students, before the performance of such activities.
This pre-requisite knowledge or cognitive component of the outcomes is clustered and compiled
in the form of units in the curriculum document of a course. To assess this pre-requisite
knowledge required for performance of task, internal semester assessment is continuously
required to be done.
Internal semester assessment can be done through various modes like classroom assignments,
quizzes, class test, oral test, presentations, conducting internal semester exams. For conducting
internal semester exams, question paper setting is required to be done by teachers.
3.2 Characteristics of Assessment:

Validity, reliability and objectivity are very the important characteristics of an assessment
system. Validity and reliability of evaluation of internal semester question paper can be
enhanced by designing and implementing specification table and different types of questions,
respectively.
3.3 Question Paper Setting :

Assumption before question paper setting -
• Before setting question paper, teachers should be arrange of weightage of internal semester
exam which is clearly specified in scheme of assessment given in the curriculum in the
document.
• Teachers should understand in depth about the specification table and its design for a
course, to be examined.
Specification table:
Design of specification table is must for setting question paper. The Characteristic features of
specification table are -
• Specification table of a course is the blue print of question paper of that particular course.
• Specification table is the reflection of representative sample of whole curriculum document
of the particular course of a programme, being assessed.
• It ensures the full coverage of curriculum of a course or course outcomes for assessment.
• It gives the overview of outcome wise distribution of marks according to expectation of

different levels of cognitive learning for that particular outcome of a course.
• Total marks in a course can be known from scheme of assessment prescribed for a course in
the curriculum document.
• Design and use of specification table enhances the validity of question paper and also of
assessment system.
Table-1
Specification Table of a course
Course Unit Total Distribution of Marks at different Total

Outcome No. Hours Levels of Learning in cognitive domain Marks
Number Remember Understand Apply
(R) (U) (A)
1 1
2 2
3 3
4 4
5 5
Total
Guidelines for Design of Question Paper :

1. Question paper need to be designed for internal semester exams considering many points.
2. Question paper format need to be designed and standardised by the Board of technical
education or university for setting the question paper by implementing teachers of different
courses of different programme. All questions should be made compulsory for students.
Design of question paper should be based on specification table. Internal choices are
preferred maintaining the level of question, rather than overall choices in the full format of
question paper. Instructions to be followed by the students before attempting the question
paper need to be stated clearly at the beginning of question paper.
3. All such question should be designed from the whole curriculum of the particular course,
covering all the outcomes for framing question paper, students feel motivated and feel at
ease to come out of the exam fear.
4. Question No. (1) or one of the question should be objective type, covering, mostly the
remember level question. Objective type questions consists of fill in the blanks, multiple
choice questions and matching type.
5. Different types of questions should be used for setting question paper. Depending on the
type of contents, four options multiple choice questions, short answer questions, restricted
response question are designed for remember level, understanding level and application
level. By using different types of questions, reliability of assessment system is enhanced to a
great extent. While designing the different types of questions, care need to be takes to
strictly follow the guidelines of design of different types of questions.
6. Mix of questions of all the types, and of the levels as per the requirement of the content,
should be used for design of question paper.
7. For designing question of application level and above, structured essay type of questions are
designed
8. All questions should be very clear, specific using specific verbs, which are observable and
measurable. Questions should not be ambiguous to confuse the students.
9. Marking scheme should be clearly given in each and every question with distribution of
different sub component of that particular question. If specific question with clear marking
scheme is given, it enhances the validity, which is very important characteristic of good
assessment system, as discussed an earlier. Marking scheme of different questions asked,
should be very specific and its distribution should be according to the answers expected
from different sequential parts of a question.
______________________________________________________________________________
Links
What initiatives should be taken to improve the quality of semester tests and assignments?
https://www.quora.com/What-initiatives-should-be-taken-to-improve-the-quality-of-semister-tests-and-
assignments
______________________________________________________________________________
Unit 3.7
Quality of Experiments
In this topic you will learn about experiments in laboratory. In technical education laboratories play a
very important role in developing psychomotor abilities such operating the machine and equipment,
using tools and techniques for preparing a job, and the like. Similarly laboratories play an important role
in developing abilities related to affective domain such as observing safety rules, following professional
ethics, housekeeping, hygienic practices, showing concern for the environment, ensuring sustainability
etc.
In outcome based education much emphasis is given on development of outcome level abilities. So it is
necessary to design and implement the laboratory experiments considering the requirement of course
outcomes of the laboratory. The laboratory experiences should be more of problem solving and project
type rather than verification and demonstration type. The laboratory experiences should provide hands
on practice to students. They should lead to development of psychomotor and affective domain abilities
at pre defined level.
At institute level and department level there should be a policy, procedures and guidelines to design and
implement the laboratory experiments. This will ensure development of stated abilities in the students.
Considering the requirement of the ability, the laboratory experiments may be conducted by students
individually or in a small group of two to three students.
The laboratory in-charge faculty member and technical staff should ensure that upkeep of the
laboratory and its appropriate management for conducting the listed practical. The layout of the
laboratory should be safe, all the machines and equipment should be maintained and calibrated, raw
material for conducting the experiment should be procured in advance. As you are aware the PEOs, POs,
PSOs, list of experiments, safety precautions are properly displayed in the laboratory.
The laboratory in-charge and the technical staff should facilitate the process of conducting the
experiment. They should take attendance, ensure safety rules are followed by students, behavior of the
students should be observed on well defined criteria mentioned in the rubric. They should ensure that
experiments are conducted in planned way and records of experiment and report of experiment is
prepared by all the students and submitted for assessment purpose. In laboratory the learning of
students or achievement of course outcomes are assessed using variety of tools and techniques such as
check sheet, rating scale, observation sheet, and rubrics.
The laboratory in-charge and technical staff should provide feedback to the students on their progress
of learning and improving learning in the laboratory. They should relate the laboratory learning with the
theory.
In this topic we have learned that laboratory plays a very important role in developing psychomotor and
affective domain abilities in the students. In the next topic you will learn about feedback on teaching
learning process.
Activity 1: Prepare a list of experiments which can be added or modified to improve the quality of
experiments.
Sl. Experiments Purpose Remark
No.
1.
2.
3.
4.
5.
6.
AR- Quality of Experiments

1. Introduction :
Attainments of outcomes in outcome based curriculum is must. Performance of experiments/
activities in the laboratory/ workshop/ field as per the curriculum and beyond the curriculum is
essentially required to be done and its quality need to be monitored and assessed for outcome
attainment to certain extent.
2. Criteria for Planning, Monitoring and Conduct of Experiments and its Quality Assurance:
Following checklist is to be followed for planning, monitoring and conduct of experiments and its
quality assurance.
1. Whether the list of experiments given in the course curriculum fulfill the requirement of course
outcomes of the specific course.
2. Whether planning for performance and implementation of experiments or activities has been
done or not.
3. Whether the experiments or activities are required to be carried out for the attainment of COs
under content beyond syllabus. If yes, then the planning for performance and implementation
has been done or not.
4. Whether teachers have in-depth knowledge and clarity on :
• Course curricular detailing in totality
• Course outcomes to be attained for each course
• Outcomes to be attained through that lab
• List of experiments to be performed
• Outcomes of each experiment - Whether these outcomes are mapped with the outcomes to
be developed in the laboratory and ultimately with the course outcomes.
• Whether all these mentioned here have been identified by implementing teachers and the
same is displayed in the specific laboratory?
5. Whether all the experiments as mentioned in the curriculum are written in a prescribed format
by students, in lab file -
a. Title of the Experiment
b. Objective/Aim of Experiments
c. Rationale and Practical Significance of the Experiments
d. List of outcomes to be Developed through the Specific Experiment
e. Underlying Principle or Concept
f. Safety Precautions
g. Procedure Sequential Steps

h. Record of Observation
i. Calculation
j. Interpretation of Results
k. Assessment Scheme & Assessment Rubric
6. Whether sufficient physical resources, equipment, raw materials for experimentation are
available or not, for effective implementation and practice on performance by students.
7. Whether planning for all these things have been done in advance or not?
• Batch size per experiment is optimized and ensured for effective implementation of lab
work.
• Whether planning of layout of lab and its equipment or experimentation is such that,
individual and group performance on experimentation can be done by students with ease
and safety.
8. Provision of safety management and disaster management during experimentation is made in
the laboratory.
9. Whether teachers are competent enough in planning and designing the performance criteria
(Process and Product criteria) and assessment criteria in the form of checklist, rating scale or
assessment rubric for each experiment. It need to be prepared for each experiment and student
also need to be oriented or briefed on these performance criteria in advance.
10. Whether performance by students on different performance criteria as discussed right now, in
the form of checklist, rating scale or assessment rubric of each experiment is continuously
observed by the teachers and feedback is provided for the same for improvement in learning.
This helps in objective, valid and reliable assessment.
11. Whether students are able to assess themselves based on the assessment rubric designed for
each experiment.
12. Whether the teacher’s orientation on administering or conducting the different experiments is
done. It need to be emphasised that initial few experiments need to be conducted through
conventional mode by first, demonstrating the step by step procedure of the experiment and
observing the performance of each student by orienting the students on basics of lab work and
its performance, then only the different experiments listed in the curriculum should be
administered or converted into different kinds of experiments i.e. investigation type, discovery
type, problem solving and project type experiments. This helps to develop many abilities in the
students like critical thinking, creativity innovativeness, problem solving, analysis and
manipulation.
13. Whether the simple conventional experiments can be performed by the students at their own
following the step by step procedure and other details mentioned in the laboratory Journal.
14. Provision of alternative arrangements for conduct of experiments by absentees students in the
form of demonstration of pre recorded videos programme of that experiment is done or not.
15. Whether care has been taken by the teacher for updating the students with the pre-requisite
knowledge required and arrangement of planned live demonstration of the particular
experiment by master trainer.
16. Whether scheduling of sessions is done in such a way that practice sessions are allotted for
reinforcement of experimental learning, occurred during performance in the laboratory by the
students.
Unit 3.8
Quality of Student’s Project and Report Writing
1. Identification of Projects and Allocation Methodology
1.1 Introduction :
In outcome based curriculum, for attainment of outcomes at different levels, different activities
are required to be performed. Project work is one such activity which is essentially required to
be done by the students as per the requirement of industries or world of work, as per the latest
technological advancement in different industries.
Identification of Projects and Allocation Methodology is essentially required to be understood
by the implementing teachers for ensuring the usability and quality of projects. Usability and
applications of project in the world of work or for Engineering Applications need to be exploited.
1.2 Importance of Project Work :

Projects plays a very important role in engineering educations in developing core technical skills,
soft skills and higher level of cognitive, psychomotor and affective domain skills. It encourages
the thinking process in the student.
Project work is normally done when students have acquired sufficient knowledge, skills and
attitude and are able to integrate all these, entirely in new situation or task to solve the
problems of the industries or apply the new learning for some useful application in the world of
work in the form of project work.
Normally in a curriculum document, there is a mention of project work in two different
situation.
In situation one, Project work is reflected under each and every course curricular detailing,
sometimes in the form of sessional work mentioned under different semesters. These projects
are normally related to the developing skills in respective course of the specific programme.
In another situation, project work is reflected as a complete course or as a major project in the
total programme structure, normally at higher semester either at 4th, 5th and 6th, under the
specific programme, depending on the requirement of the programme. Normally, in a good
curriculum document of a course of programme, there is always mention of suggested list
projects to be performed. But additionally of new ones can also be identified by the
implementing teachers, as per the requirement of POs and PSOs in consultation and discussion
with industry personnel.
1.3 Identification of Project Title :

Teachers and Students, both are involved in identification of project titles. But, definitely prime
responsibility of identification of project goes to the teachers involved in implementing the
course or programme.
Teachers are aware of course or programme related industrial problems exists in different
industries Teachers try to explore the possibility of identification of project through there
problems.
These small industrial problems in the form of project titles can be brought into the laboratory
or workshop of a specific programme, which are equipped with all infrastructural facilities,
resources, software to carry out the project work. These labs or workshop can function as
miniature industry to solve the industrial problems in the form of simulated industrial project
titles. These projects may be integrated problem of courses or programme.
These problems identified from the industries can be classified and converted into the project
based on the types of project such as Application type, product type, Research type and review
type.
1.4 Criteria for Identification and Implementation of Project Titles:

Identification and implementation of project title is planned to be done based on many
considerations like :
• Cost effectiveness
• Safety considerations
• Ethical issues
• Environmental considerations
• Improvised process
• Improvised equipment
• Simulated industry’s problem
• Integration of knowledge, skills and attitude during project implementation
• Application or utility in the world of work.
• Relevance to the Curriculum
• Mapping of Outcomes of Project with POs and PSOs
• Implementation of Project
_____________________________________________________________________________________
Links
Projects identification and guide allocation process
http://cumminscollege.org/wp-content/uploads/2016/08/Projects.pdf
_____________________________________________________________________________________
2. Quality of Students Projects and Report Writing
2.1 Introduction:
Once the identification of project titles and guide allocation process is over, quality of student’s
project, on different criteria including the report writing need to be continually monitored.
Projects planning, design, execution and report writing is done by the students under the
guidance and feedback by respective teachers for attainment of courses specific outcomes, POs
and PSOs.
Continual Monitoring and evaluation mechanism on weekly progress/updates on action taken
on different criteria and sub-criteria of the project work need to be planned for individual and
team of students. Path breaking teachers who think out of the box are required to guide,
monitor and evaluate the project work.
For objective, valid and reliable assessment, teachers should use different tools of assessment
such as checklist, rating scale, assessment rubric, observation schedule, portfolio assessment,
incidental records etc. Even the students may be encouraged to adopt self assessment
techniques using the assessment rubrics.
3.2 Criteria of Evaluation of Project:
2.2.1 Project Planning:

Project planning, its action plan, steps of realizing the projects, may be specifically
planned in advance based on feasibility, resources available, time allocation, finance and
manpower required for each and every step or activity of project work.
Under project planning, many points need to be considered like -

• Selection of relevant industry based projects as per the requirement of curriculum
• Rationale/Application
• Objective Set
• Literature survey
Literature survey on the project title need to be done through abstract, journals,
websites, open sources and other relevant sources available.
It need to be ensured that objectives are written properly with clear specific,
measurable and attainable statements. The sample size has to be delimited and
decided as per the time limit allotted, feasibility and many other considerations.
Objectives formulated will decide the further course of action, depth and breadth of
the project and implementation plan.
2.2.2 Design, Development and Execution of Project :
Following important characteristic features of project are need to be given special

emphasis during the project work -
• Innovativeness
• Creativity
• Originality
• Pro-activeness
• Initiativeness
• Cost Effectiveness
• Resourcefulness
• Development of soft skills/generic skills
There may be deviation from planning, design and implementation of the project as per
the requirement.
2.2.3 Quality of Report Writing :
Following points need to be taken care of for report writing-
• Report writing as per prescribed format
• Clarity of Objectives
• Presentation of Data
• Data Analysis, Interpretation and Result
• Quality of Product
2.2.4 Presentation & Discussion :
Quality of presentation of data need to be ensured using the following criteria -
• Clarity in Communication and Presentation

• Voice Audibility
• Use of Media and methods

• Satisfying the queries of audience
• Attainment of objectives set
2.2.5 Project’s Potential :
Futuristic scope and recommendation for further studies related to project may be
assessed from the following criteria -
• Papers published or award received
• Exhibition or Display or showcase of project in competition or exhibition or Tech

Fest
• Evaluation of working of projects or prototype
• Relevance and Applications in the world of work
• Recognition in any form

• Related areas/sub areas for further studies
2.3 Benefits of Project Work:

Student are benefited by proper identification and implementation of the project as they get
direct exposure to the world of work in their relevant field, in the form of project. They are
intrinsically motivated to explore new things, new methods, new design and many more ideas.
They develop many soft skills like confidence, communication skills, creative ability,
inquisitiveness, learning to learn skills, lifelong learning skills, problem solving skills,
management skills, positive attitude, ethics etc. Project work should not be treated as a casual
activity, it has lot of meaning and significance as engineering education. Project work also
develop higher level of cognitive, psychomotor and affective domain skills in the students.
2.4 Role of Implementing Teachers :

Once the project is identified and allocated to students, teacher’s role is very important.
Teachers act as guide, facilitator, catalyser, motivator to promote brain storming, thinking,
creatively, initiativeness and many other skills. Teachers should help or guide continually to
monitor whether the students are going in the right direction as per outcomes to be attained.
It is also suggested that teachers are not supposed to guide and plan do each and every steps
from execution for the students, otherwise it will curb their creativity or thinking process.
Teachers have to see that he or she is able to create think tank for this fast technological world
of work for growth of our country.
_____________________________________________________________________________________
Links
Qualities and Characteristics of Good Reports
http://www.mnestudies.com/report-writing/qualities-and-characteristics-good-reports
Report Writing on P M and GMM
https://www.sdu.dk/-/media/files/om_sdu/.../report+writing+on+p+m+and+gmm.pdf
_____________________________________________________________________________________
Unit 3.9
Industry Interaction and Industry Internship / Training
Industry-institute interaction is essentially required for improving the efficiency and effectiveness of
curriculum implementation. Industry has major role to play for better teaching learning by way of
exposing the students in the form of experts sessions as per latest advances in technology by industrial
experts, industrial visit, industrial training and many other industrial interventions. All these aspects are
being dealt here briefly.
1. Role of Industry in Curriculum Implementation
1.1 Introduction:
Industry plays a very important role in engineering education beginning from curriculum
planning, design to implementation and evaluation. In outcome based education and
curriculum, there is paradigm shift from content based teaching to demonstration of attainment
of outcomes. Industry has a very important role to contribute to skills development and
attainment of outcomes by the students.
Even Govt. of India has taken initiatives in this direction by establishing separate Ministry of Skill
Development and Entrepreneurship. Various schemes of government are also being
implemented through AICTE and these are being accessed by different technical institutes of
India.
Experiments are required to be performed as per the list of experiments provided in the course
curriculum document and also under content beyond syllabus for the development of outcomes
of the lab. To perform these experiments, well equipped laboratories are required to be
established. Normally the suggested list of equipment is given in the curriculum document.
Number of equipment to be purchased will depend upon the availability of sanctioned funds as
per norms and also of class size. Teachers need to systematically prepare the data of equipment
required for particular experiment and outcomes attained through this and ultimately its
mapping with relevant COs and POs. (Table-1)
Table-1
Programme: Diploma in Chemical Engineering
Course Laboratory:
Class size: 30
S.No. Experiment Relevant Specifi Nos. Relevant Relevance Relevance
Title Equipment cations Outcomes to CO to PO
Required Attained
1.
2.
3.
There are many equipment, which are costly and also not available in the institute’s laboratory
but they are available in the industries as per the advancements in technology in the particular
area. Demonstration of such type of equipment is arranged for reinforcement of concepts or

principles or demonstration of processes given in the curriculum, in consultation with the
industry personnel.
In another situation, sometimes, industry’s labs are shared for skills development or outcome
attainment under the supervision of master trainer or experts.
In manufacturing industries, mass production of the product takes place. In order to have better
interaction, if the terms and conditions are finalized between industry and institute, the industry
may get the students as manpower or work force to produce their product, after certain
preliminary training. In turn, the students are benefited by the skill training in the industries.
This is a win-win situation for both industry and the institute.
Industry’s experts are also involved in proper guidance on purchase of appropriate equipment,
safety precautions and other aspects to be taken care of while setting laboratories of diploma
engineering institution. (Table-1) They are also involved in continual guidance, on
implementation of curriculum document in the right spirit. The industry’s experts are engaged in
delivery of expert sessions for such new topics.
Based on the curriculum gap identified though interaction with industry professionals and
Alumni during need analysis and also during curriculum implementation for attainment of
course outcomes, some topics/ experiments/ activities need to be added as content beyond
syllabus to address the curriculum gap. Industry professionals and experts are invited to engage
the additional sessions required to cover content beyond syllabus. These sessions may be
conducted in the classroom, laboratory, and workshop, filed, even in their industry or any other
location as per the requirement of the contents. (Table-2)
Table-2
Diploma Programme- Engagement of Industry Experts
Course- _______ Semester - _______
S. No. Content Industry/Resource Date of No of Relevant Relevant

Beyond persons with Delivery students CO POs
Syllabus designation & present
address
Based on the exposure of teachers in relevant industry and with the in depth knowledge of the
relevant curriculum, teachers identify industry based problems, which can be taken up by
students in the form of projects. This project based learning helps the students to develop many
integrated skills, required at the world of work. These problems may be across the courses of a
programme or of different programmes.
For seeking help with industrial experts, implementing teachers need to develop data base of
nearby industries for meaningful interaction in all relevant areas.
_____________________________________________________________________________________
2. Industrial Visit
2.1 Introduction:
Industrial visit are essentially needed to be planned and arranged for students, during
implementation of course curriculum. Industrial exposure in the form of industrial visit during
implementation of the curriculum is very important for reinforcing and developing many
concepts and also get, an idea to understand the industrial environment, working culture of
industries, latest developments in relevant field and many other aspects of the industries, where
diploma holders are going to be absorbed. They also get exposed to the kind of problems which
can be brought into the institutional laboratories or workshop. Planning before industrial visit
and Industrial tour is essentially required to be done.
2.2 Planning for Industrial Visit:
Objectives or outcomes expected from the industrial visit should be clearly defined and briefed
to the students. Evaluation criteria for assessing students, need to be prepared for different
objectives set, during the planning stage.
During Industrial visit of students, many dimensions or aspects of industries need to be
understood, to develop certain outcomes. The major dimensions or aspects of industry’s visit
which may be taken care of before the industrial visit (Table-1).
Table-1
Planning for Industrial Visit
S.N Major Dimensions /Aspects of Major Outcomes to be attained

Industrial Visit
I. Layout of different Departments & • Environment & Sustainability
Sections of Industry • Communication
• Safety Awareness
• Planning
• Management
• Ethics
• Engineer and Society and
• Engineering Knowledge
II. Display of Quotations in the Industry • Ethics
• Communication
• Value system
S.N Major Dimensions /Aspects of Major Outcomes to be attained

Industrial Visit
III. Display of Charts on - • Management
• Systems of Industry • Systems Development
• Procedures • Systematic planning, Implementation &
• Hierarchy at Industries Evaluation
• Products • Environment and Sustainability and
• Targets • Ethics
• Flow diagrams of different
aspects.
• Other Aspects
IV. Demonstration of Specific • Basic knowledge
Equipment, not available in the • Engineering knowledge through
Institute or Department or even the reinforcement of concept or principle
Demonstration of Performance of • Outcome attainment through content
Specific Experiment. beyond syllabus
V. Demonstration of latest Engineering • Awareness about engineering tools,
Tools or Techniques or Software’s or techniques or software’s or Procedures
Procedures • Engineering knowledge
The corresponding major outcomes expected through these dimensions are also briefed. It is important
to note that outcomes attained during industrial visit are not at the proficiency level, it is just the
industrial exposure at the awareness level only.
_____________________________________________________________________________________
3. Industrial Training
3.1 Introduction:
In the series of continuous efforts to improve the quality of our young diploma engineering
students and to enhance the prospects of employability, industrial exposure of students is
essentially required to be done during implementation of the curriculum in the form of
industrial visit or industrial training. The different aspects of Industrial training are being dealt in
detail in this presentation.
3.2 Purposes and duration of industrial training:

Our diploma pass outs are either supposed to work as supervisor in the industries or start their
own enterprise; hence upon the completion of diploma programme, they need to be adequately
equipped with knowledge, skills and attitude required in the world of work in their relevant
field. To attain this, students are sent for industrial training after having series of interactions
with the industry personnel.
After undergoing industrial training, students get the direct exposure of world of work in their
relevant field. Students get hands on experience in the industries. Students need to be given
opportunity to undergo training in relevant industry for minimum two weeks and it is
recommended that it should be mandatory for all the programmes running in the institute. The
industrial training period may vary from 2 weeks to 6 months depending upon the requirement
of that programs.
The programmes, where there is provision of industrial training during the semester are termed
as sandwich programmes. Many of the programmes have industrial training at the end of last
semester or sometimes a full semester is dedicated for industrial training.
3.3 Initiatives by Government of India and other agencies :

Many efforts are initiated by different agencies in this direction as per our Prime Minister’s Skills
Development Mission. Government of India through, AICTE is engaged in promoting the concept
of industrial training through its various scheme, such as Internshala. The teachers now have the
responsibility to understand in depth and implement such schemes in the institution for the
benefit of students. At institute level also, there is need to develop policy for sending the
students for industrial training.
Engineering Council of India (ECI) has also taken initiatives to organize series of interactive
workshops to update and apprise the students about the products and services being offered by
respective corporate house. This interaction will definitely bring the institute and industry closer
and help in planning for effective implementation of industrial training.
3.4 Planning for Implementation of Industrial Training :
Following points need to be planned and briefed by the teachers to the students before
planning for industrial training -
• Objectives /Purposes of the industrial training

• Outcomes targeted before proceeding to industrial training.
• Pre-requisite knowledge or skills required to be developed in the students in the form of
demonstration or classroom sessions.
• Formats of General observations on layout, ambience, and work culture to be developed, so
that the students can carry the same, during the training, for recording of data.
• Formats of outcome attainment, related to observation on relevant technical area also need
to be developed by the teachers, so that the students can carry the same during the training
for recording purpose.
• Formats and contents of report writing and presentation.
• Formats and contents on assessment of industrial training.
• Identification and planning for demonstration of any equipment or experiments, concepts,

under the content beyond syllabus.
• Continuous observation formats on many points such as behavioral aspects related to soft
skills development such as initiativeness, observation, notes taking skills, inquisitiveness,
obedience, sincerity, follow the instructions, positive attitude and many other aspects.
• Assessment Rubric on different parameters of both behavioral aspects and technical
aspects.
• Preparation of database of nearby relevant industries is required to be developed by the
teachers in advance.
• Good rapport need to be developed and maintained with the industries by the teachers, so
that the students are ultimately benefitted by the industrial training.
• Industrial policy of the state also need to be taken care of while planning of industrial
training
3.5 Actions to be taken by the Students during the Industrial Training :
Students are sent to Industrial training after briefing on various aspects. During industrial
training, observational skills in students are required to a great extent -
• Students need to be alert, meticulous and record the data, as briefed to them before the
industrial training.
• Record of observations on safety precaution to be followed, any special point during
performance and handling of equipment, performance on technical aspects and other
related aspects need to be taken care of.
• Continuous observation, monitoring and assessment on various behavioral and performance
of technical aspects of each student need to be critically observed and recorded by the
teachers using different assessment tools.
3.6 Post Training Assessment

The students need to be assessed on report writing, presentation and interpretation of data
recorded, on various dimensions, planned and performed, after the industrial training. The
actions to be taken for assessment during report writing, analysis, interpretation, presentation
of data and assessment are given in table-1 :
Table-1
Major Dimensions/ Actions to be taken

Aspects of
Assessment of
Industrial Training
Report writing • Report on industrial training is to be prepared by students in the

prescribed format, as provided by the teachers.
• Assessment of various parameters need to be done as per the
objectives set. Checklist or Rating scale or Assessment Rubric need
to be prepared for assessing the students on different parameters
of recorded observation during the industrial training.
Analysis, • Assessment on presentation by students on various dimensions of
Interpretation industrial training, to assess the records of observation carried out.
Interpretation and analysis of data recorded and learning occurred
Presentation of data through this need to be done and assessed by the teachers.
and assessment • Grade /Marks should be awarded based on continuous assessment
during and after industrial training using the appropriate tools of
assessment.
It need to be ensured that the following outcomes need to be attained after undergoing the
industrial training and they are required to be assessed continuously.
3.7 Outcomes to be Attained and Assessed :
The following learning outcomes will be developed as well as integrated during the industrial
training. This will lead to attainment of COs, POS and PSOS.
• Basic Knowledge
• Engineering Knowledge
• Experiment and practice
• Lifelong Learning
• Ethics and Values
• Positive Attitude
• Maintaining Business Secrecy
• Technical Skills Development
• Communication Skills
• Follow the instructions
• Follow safety precaution
• Supervision
• Coordination with subordinates and higher ups
• Interpersonal skills
• Learning to Learn Skills
• Environment and Sustainability

• Observational Skills
• Pro-activeness
• Problem Solving
• Assuring quality
• Target achievement
• Etiquettes
• Commitment
• Time Management
• Self discipline
• Integrity
______________________________________________________________________________________
Links
What is Industrial Visit & Benefit’s of Industrial’s Visit
http://education.osrvacation.com/what-is-industrial-visit-benefits-of-industrials-visit/
Importance of Industrial visit
http://industrialtour.com/importance-of-industrial-visit/
Difference Between Training and Internship
https://keydifferences.com/difference-between-training-and-internship.html
INTERNSHIP VS INDUSTRIAL TRAINING – ANY DIFFERENCE?
http://www.careerhubafrica.com/blog/internship-vs-industrial-training-any-difference/
What is an Internship?
https://www.wikijob.co.uk/content/internships/advice/what-internship
5 Elements to Include in any Post Training Evaluation Questionnaire
https://www.efrontlearning.com/blog/2017/12/element-post-evaluation-training-questionnaire.html
______________________________________________________________________________________
Unit 3.10
Information Access Facilities and Student Centric Learning Initiatives
3.11.1 Information access facilities
In this topic you will learn about information access facilities and using information communication
technology in teaching learning process. Information technology has influenced all walks of life and so as
educational processes. Polytechnics should equip all classrooms to support use of electronic learning
material such as power point presentation, video lectures, video programmes, multimedia
presentations, e books, video conferencing facilities and the like. In each department the classrooms
should be equipped with facilities of video conferencing.
Along with hardware institutions should purchase e learning resources which can be directly used for
teaching learning process. In our country these resources are created by NPTEL, IITs, and other premier
institutions. Polytechnic should take the membership of such online programmes, e books and journals
so that e resources are readily available to students.
In our country students may participate in Podcast, webinars and SWAYAM programmes. The
polytechnic should make provision for such activities in its academic calendar. Similarly the course
teachers should make provision for such e learning opportunities in the course plan. The course teacher
should make provision for self learning using e resources or other print resources in students’ activities
in the course plan. Different students may be given different assignments for self learning. These
students may be provided an opportunity to share their learning in predefined sessions in the presence
of the course teacher.
Video conferencing may be used for interacting with the subject experts especially who have
contributed significantly in a specific area of technology. The industry experts should be invited in video
conferencing for sharing their experiences related to safety, sustainability, organizational ethics,
housekeeping, and laws related to area of technology.
The report on facilities related to information communication technology can be prepared department
wise in the format given below:
Sl. Name of ICT hardware facility available Quantity Remark
No. in the Department
1. LCD projectors
2. Computers
3. Internet facility
4. Web camera
5. Smart Board
6.
The report on e learning resources can be prepared department wise in the format given below:
Sl. Name of e learning resources Quantity Purpose
No.
1. E Books
2. Journal
3. Multi media packages
4. Video lectures
5. Video programmes
6. Education Games
We have learned that to take the full advantage of information communication technology, the
Polytechnics should create hardware and software facilities in each department to promote use of e
learning resources.
Activity 1: Prepare a report on facilities related to information communication technology for your
Department in the format given below:
Sl. Name of ICT hardware facility available Quantity Remark
No. in the Department
7. LCD projectors
8. Computers
9. Internet facility
10. Web camera
11.
12.
Activity 2: Prepare a report on e learning resources for the programme of your discipline in the format
given below:
Sl. Name of e learning resources Quantity Purpose
No.
1. E Books
2. Journal
3. Multi media packages
4. Video lectures
5. Video programmes
6. Education Games
Frequently asked question

1 Should we have video conferencing facilities in each department ?
Ans: It depends on size of the polytechnic and department. For small polytechnic it can be at institute
level.
2 Is it necessary to procure e resources in all courses?
Ans: Yes, then only course teachers will be able to harness the full potential of e resources.
3 Is it necessary to use the e resources in planned way?
Ans: Yes, the course teacher should incorporate use of e resources in the course plan it self.
4 Do teachers need training to use e resources?
Ans: Yes, half day orientation programme may be organised for them before the start of the semester.
3.11.2 Student Centric Learning Initiatives

In this topic you will learn about students centric learning initiatives. NBA has prescribed seven
programme level outcomes for diploma programmes. Out of these seven programme level outcomes
seventh programme outcome is related to lifelong learning. This outcome level ability is developed
through using teaching learning methods in which students actively participate and take responsibility
for learning. These methods are group discussions, role play, case study, students’ projects, practical
and seminar. In outcome based education there is more focus on student centric learning initiatives
using information communication technology.
Self learning activities for the students are planned by the course teacher in the course plan. Self
learning assignments are given to the students which are related to learning simple and new concepts
on their own using web sites, e books, e lessons, spoken tutorial and like. Then students are asked to
share the individual learning with the whole class. Student centric learning and self learning develop
confidence in students for further learning and developing learning to learn skills. These methods
creates interest for lifelong learning.
All the course teachers should maintain the records of such students’ centric learning activities
organized by them and the benefits of it.
We have learned that course teachers should implement student centric learning methods using
information communication technology and maintain the records of these experiences.
Activity 1: Prepare a list of student centric teaching learning methods which can be used in the course
you are dealing in the format given below:
Sl. No. Name of student centric teaching Purpose Remark

learning methods
1.
2.
3.
4.
5.
6.
_____________________________________________________________________________________
Unit 3.11
New Initiatives for Embedding Professional Skills
1. Introduction:
According to Swami Vivekananda, our existing system of education did not enable a student to stand
on his own feet, nor did it teach him self confidence and self respect.
Outcome based education emphasizes for the holistic development of an individual, but normally in
academic institutions focus is on the development of core technical skills, still students have no
confidence, professionalism and perfection to demonstrate the skills.
Researchers have revealed that the most of our passouts are also lacking in professional skills,
generic skills or soft skills or employability skills, which are essentially and equally required to be a
successful person in all fronts of life whether it is personal domain or societal concern or in the area
of profession. These are essentially required to be developed in all students, irrespective of the
programme he or she is pursing.
2. Professional Skills
Professional Skills are the set of extension skills required to reinforce the specific core technical Skills
required immediately at the world of work. These may include many of the generic skills too. Our
existing system of education does not enable a student to stand on his own feet, nor does it teach
self confidence and self respect.
Professionalism is required to be reflected in our pass outs in terms of core and generic skills
development. For producing, work ready diploma holders, it is expected that they demonstrate,
high level of responsibility, in-depth knowledge, perfection in their work with professionalism.
3. Strategies of Development and Implementation of Professional skills :

Some of the strategies of development and implementation of professional skills are -
• Embedding Professional Skills into the curriculum should be done holistically for the total
educational programme. The design and development of professional skills should be an integral
part of implementation of course plan and subsequently of programme as whole. These may
also be embedded into the core and elective course of the programme under study.
• These skills are required to be developed in an integrated manner along with the development
of core technical skills in the students in entire semester, through implementation of variety of
planned activities of laboratory, performance of experiment, co-curricular activities, project
work, arranging tech-fest or other similar events, seminar, presentation on specific topic, group
discussions, assignments etc.
• Faculty of communication skills, Humanities and social Sciences courses should interact with
technical teachers of different programmes for proper planning and implementation of these
activities. Teachers need to demonstrate such skills throughout the semester through different
activities, during interaction with the students. Even approximately 10 to 15 hours of

engagement may be tagged in during the programme for this purpose only.
• To develop the professional skills, content beyond syllabus need to be identified and
implemented, as per the requirement of course outcomes. Expert sessions by industry persons
and motivational speakers may be arranged to boost up the morale of the students.
• Students shall be encouraged to publish in-house technical magazine and newsletter which not
only helps them to be aware of the recent trends in industry and researches but also enhances
the organizing skills required at the world of work.
• Many initiatives need to be taken for developing and embedding professional skills to attain the
outcomes as per table-1.
Table-1
Initiatives for Embedding Professional Skills
Areas of Initiatives for Actions to be taken Outcomes to be attained
Embedding Professional Skills
• Effective communication skills • Organisation of • Self confidence
• Personality development and Seminars & • Emotionally Strong
grooming Conferences on • Hardworking
• Life skills Specific Technical • Sincerity
• Embedding fitness skills Area • Good Communication
• Planning for social and • Group Discussions skills
environmental awareness • Selected Video • Positive Attitude
• Industrial exposure, in the Lectures • Individual and
form of Industrial visit, or • Interaction with Teamwork
Industrial Training Experts and • Lifelong learning
• Specific Professional Practice Industry’s person • Learning to learn
Sessions • Motivational • Practical experience in
• Embedding Computer Skills Sessions relevant field
• Llifelong Learning • Participation in • Environmental concern
• Embedding ICT based Technical Event • Ethics
Initiatives in T-L
• Specific Sessions on Emerging
Areas of Programme
_____________________________________________________________________________________
Links
Embedding Professional and Employability Skills in the Curriculum

https://www.nottingham.ac.uk/medicine/events/medscigem/seminar-embedding-professional-and-employability-
skills-in-the-curriculum.aspx
Embedding Professional skills in the ICT Curriculum
http://www.ascilite.org/conferences/sydney13/program/papers/von%20Konsky.pdf
_____________________________________________________________________________________
Unit 3.12
Co-curricular and Extracurricular Activities
1. Introduction:
According to Mahatma Gandhi education means all round drawing out of the best in the child and
man body, mind and sprit. Swami Vivekananda also emphasised on man making education. It means
a harmonious development of a child in respect to their morality, humanity, honesty, character and
health. Therefore a supportive environment to fulfill these aims should be created.
Even today, Industries are more interested in those students who are also good at soft skills with
positive attitude and are easily mouldable, may be their technical skills are average to good only.
Industry persons strongly feel that they will be able to train students on the technical skills part, by
organising specific technical training programmes relevant to industries, but, it would be very
difficult to change the attitude of a students or develop the attitude of a students, as it may take
even a long period. Hence co-curricular and extra-curricular activities are essentially required to be
developed by each students to develop such skills.
2. Co-curricular Activities :
Co-curricular activities are basically the extension of formal learning, being occurred through
programme under study. These activities are part of the overall educational programme. Teachers
are involved in implementing these activities.
Students pursuing diploma in Mechanical Engineering are given the opportunity to attain some of
course outcomes through imparting Co-curricular activities, such as two wheeler maintenance or as
automobile mechanic. This is an example of co curricular activity.
3. Purposes of Introducing Co-curricular Activities :

The basic purposes of introducing Co-curricular activities during curricular implementation are
mentioned below.
• During implementation of curriculum, co-curricular activities need to be integrated

throughout the semester, so as to develop many core and soft skills.
• Activity based learning (ABL) or work experience based learning in relevant field is essential
and integral part of implementing Co-curricular activities. It prepares the students for life
skills of future. It helps in holistic development of personality of an individual.
• Different domains of learning of students like social, academic, intellectual, cultural,

democratic, civic, environmental, personal, professional development, learning to learn skills
get enriched by participating in different planned activities, organized by the teachers.
Students also get opportunity to exploit their hidden potential through all these. It also helps
in inculcating values with demonstration of the same by teachers. It encourages healthy
competition among the students for developing many skills. They express their ideas freely,
due to their active participation. Through Co-curricular activities, students remain mentally
and physically fit and emotionally sound.
4. Extra-curricular Activity :
Extra-curricular activities are those activities which may not be directly related to academic learning
or programme of study, the students are pursuing. These activities may be part of one’s hobby or
interest area. These activities are extra, in its nature to satisfy the individuals’ interest or hobby.
The students of Mechanical Engineering are given the opportunity to develop certain outcomes by
way of imparting certain activities like webpage designing or MS Office, then these activities will be
termed as extra- curricular activities. These activities has nothing to do with Mechanical
Engineering, but these may be of great interest to some of the students.
Many a times, the terms Co-curricular and Extra-curricular activities are synonymously used, as both
contribute to the development of soft skills or generic skills or employable skills to great extent,
which are ultimately required at the world of work.
5. Initiatives by Govt. of India & other agencies :

Many initiatives have been taken by Government of India to promote the development of many of
the soft skills by its various scheme such as :
- Make in India
- Swachch Bharat Abhiyan
- Skill India
- Digital India
- Green India
- Startup, Stand up India
Even AICTE has also taken various initiatives for the improvement of quality of technical education
and its passouts by introducing many schemes for students, pursuing technical education, through
its affiliated technical institutes
In order to align with these, NBA is focusing on outcome based education, curriculum and its
implementation. It emphasises on overall development of personality of an individual.
6. Implementation of Co-curriculum and Extra-curricular Activities :

Co–curricular activities are essentially required to be planned and implemented in the institute. Co-
curricular and extracurricular activities need to be performed during the semester or course of
study. It need to be ensured that each student take part in these activities for overall personality
development and ultimately for the attainment of outcomes at various levels.
Soft skills developed should be integral part of teaching learning throughout the semester. The focus
on development of soft skills is also reflected through the ten programme outcomes given by NBA
for diploma engineering programme. Irrespective of the diploma programme, generic skills or soft
skills or employable skills are also required to be developed in each and every pass out of the
technical institution, in addition to the development of core technical skills in, specific diploma
programme.
Programme Outcome, one to four, reflects the development of core technical skills while the POs,
five to ten reflects the development of soft skills or generic skills or employable skills.
Collaborative teaching helps the students to learn in a better and effective way.
7. Areas of Co-curricular and Extra Curricular Activities:
These can only be implemented in the institute, if the teachers make extra efforts. They need to
plan the calendar of activities for the same. The major areas of co-curricular and extra-curricular
activities to be implemented in the institute are -
• Arranging Motivational Workshop/Quiz Competition
• Extempore Speech/Debate Competition
• Technical Fest, Innovative Projects, Technical Quiz
• Training Programmes on Personality Development, Effective Communication Motivation,
Nutritional Awareness, Water Conservation, Guidance and Counseling, Environmental
Protection and Sustainability, Employable Skills, Sanitation, Health and Hygiene, Life Skills,
Meditation, Yoga, Disaster Management, Hospitality.
• Courses on Web Designing, 3D Animation,

• Fashion Designing, Stitching.
• Educational Visits/Tours to Relevant Industries, Institutes of Excellence
• Essay Competition/Story Telling
• Seminar/Conferences on Emerging Trends
• Group Discussion on Latest Topics

• Cultural Events :
 Drama, Rangoli, Nail Art, T-Shirt Painting, Pencil, Sketch competition, Candid photography,
Singing, Dance, Fashion Show.
• Sports Events:
 Indoor Games (Carrom, Chess, Table tennis), Outdoor Games (Cricket, Football)
• Nation Building Programmes :-
 National Days Celebration (Environmental Day, Ekta Diwas, Hindi Diwas, Vigilance
Awareness Week, Hindi Pakhwada, Entrepreneurship Day, Educational Day, Independence
Day, Republic Day, Children’s Day, Teachers’ Day,
• Social Services :-
 Cleaning our surroundings, Watering plants, Helping the poor in need, Care for animals and
Plants
• Literary Activities :-
 Story Telling, Singing Community Songs,
• Physical activities :-
 Games, Cycling, Gardening
8. Major Outcomes Attained through implementation of co-curricular and extra-curricular

activities:
Major Outcomes attained through above initiatives are:

• Ethics
• Communication
• Life long learning
• Environment and sustainability
• Engineer and Society
• Learning to learn
• Management
• Positive attitude
• Problem Solving
• Reinforcement of Technical Skills
• Confidence
• Initiativieness
• Pro-activeness
• Interpersonal Relations
_________________________________________________________________________________
Links
Co-curricular and Extra-curricular activities
http://sode-edu.in/co-curricular-and-extra-curricular-activities
Co-curricular vs. Extra curricular
HTTPS://WWW.EDGLOSSARY.ORG/CO-CURRICULAR/
_____________________________________________________________________________________
REFERENCES & BIBLIOGRAPHY

i). B. L. Gupta, Governance and management of technical institutions, First edition 2007, Concept
Publishing Company, New Delhi.
ii). B. L. Gupta, Management of Competency based learning, Publishing Company, New Delhi.
iii). NBA (2013) Accreditation Manual of Diploma Engineering Programmes, National Board of
Accreditation, New Delhi
iv). NBA (2019) General Manual of Diploma Engineering Programmes, National Board of
v). NBA (2019) Format for Self Assessment Report of Diploma Engineering programmes, National
Board of Accreditation, New Delhi
vi). NBA (2019) Format for pre-qualifiers of Diploma Engineering programmes, National Board of
vii). NBA (2013) Guidelines and operating practices for accreditation visit and evaluation of Diploma
Engineering Programmes, National Board of Accreditation, New Delhi
viii). NBA (2016) Evaluation guidelines for Diploma engineering programmes, National Board of
Accreditation, New Delhi (viii)NBA (2000) Manual for NBA Accreditation, National Board of
ix). B. L. Gupta (2007) Management of competency based learning, Concept Publishing Company,
New Delhi, First Edition Downes, S. (2013) The role of educator, www.huffingtonpost.com
x). NBA (2015) Format for Self Assessment Report of Diploma Engineering programmes, National
Board of Accreditation, New Delhi
ii). NBA (2016) Evaluation guidelines for Diploma engineering programmes, National Board of
Accreditation, New Delhi (viii)NBA (2000) Manual for NBA Accreditation, National Board of

Programme Curriculum and Teaching Processes

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Programme Curriculum and Teaching Processes

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Course: Accreditation for Diploma Engineering

3.1 Programme Outcomes (POs)

National Institute of Technical Teachers’ Training & Research, Bhopal Page 1

Programme Curriculum and Teaching Learning Processes

National Institute of Technical Teachers’ Training & Research, Bhopal Page 1

2. Programme Outcomes (POs) given by NBA:

3 Review & Analysis of POs given by NBA

• Development of learning to learn and life-long learning related skills.

• Positive attitude concerning environment protection and sustainability

4. Characteristics of Learning Outcomes: Learning Outcomes are signboards/roadmaps/milestones

A definitive study on Course Outcomes & Program Outcomes

The Mapping of CO & POs

2. Characteristic features of Programme Specific Outcomes (PSOs)

3. Examples of PSOs : Some examples of PSOs are given below :

2. Equipment and Instruments: Maintain equipment and instruments related to Mechanical

Curriculum of a programme may also be defined as an educational programme, designed and

Curriculum of a programme answers the following questions :

1.2 Expectations from the Programme Curriculum :

1.3 Key Constituents of Outcome Based Curriculum :

Fig-1 : Key Constituents of Outcome Based Education

Outcome Based Education

What the student

Fig-2: Outcome Based Education & Curriculum

1.4 Aspects of Curriculum :

1.5 Stakeholders of Curriculum Document:

1.6 Assessment of Outcomes:

1.7 The Advantages of Outcome Based Education and Curriculum :

2. Curriculum Design & Development Process

2.2 Curriculum Design & Development Stages :

• The next step is formulation of outcomes of a programme and programme specific

• The programme structure is designed by arranging different courses at different semesters

• The programme structure of diploma in Mechanical Engineering with 6 semester and

Almuni Local Needs

AICTE norms Board of Studies of

Formulation of Programme Educational Objective (PEOs)

Formulation of Programme Outcomes (POs) & Programme

Formulation of Programme Structure of ‘X’ Programme

Engg. Core Diversified/ Mandatory Project Professional

Courses at Different Semesters

Scheme of Studies & Assessment of Courses in the Programme Structure

Formulation of Courses Outcomes and Content Detailing of Different

Attainment of Courses Outcomes using various Teaching-Learning Methods

CO-PO & PSO Mapping

Fig-1 : Curriculum Development Process

Outcome Based Education and NBA Accreditation Workshop

Outcome based Education Washington Accord and NBA

1.2 Curricular Gaps at Programme Level and Course Level:

Curricular Gaps at Programme level :

• Non compliance of Programme outcomes and Programme Specific Outcomes of specific

Engg. Core Diversified/ Mandatory Project Professional

Fig-1 : Curricular Gap due to non compliance of AICTE Norms

• Non inclusion of curricular contents in the form of laboratory experiments, project or

Curricular Gap at Course Level

Course Code Courses Identified Gap

1.3 Process to Identify the Curricular Gaps

Teacher’s Feedback AICTE Norms

Departmental Data Analysis

Identified Curricular Gap

Programme Level Course Level

Fig-2 : Process to identify the Curriculum Gaps

1.4 Example of Curricular Gaps at course level :