Outcome-based assessment of engineering undergraduate final year projects for Tire-2 institutes

Abstract

Recent teaching–learning process practiced widely and accepted globally is outcome-based education (Chandna in Innovative methodology for the assessment of programme outcome. Thapar University Patiala, India, pp. 19–20, 2014; Chandna in Project based teaching-learning a tool for assessment of graduate attributes. Amritsar College of Engineering and Technology, Amritsar, India, pp. 1–2, 2015) [1, 2]. In technical institutions especially affiliated to various state technical universities, project (Schmidt et al. A project centered approach to teaching thermal fluid system analysis and design. Nashville, USA, 2003; Yusoff et al. Achievement of program outcomes in outcome based education implementation—a meta analysis. Bali, Indonesia, pp. 7–9, 2014) [3, 4] is a major component in the curriculum, to impart strong technical and soft skills which enhance individual’s employability in job market. This paper deliberates the development of outcome-based education and quality assessment by a new approach to evaluate B.Tech final year project on the basis of rubric established in attaining the CO. In assessment, students come to know their weakness in a particular area on which they need to work. The paper also presents mapping of CO and PO.