1

Course Outcomes &

CO – PO Mapping
 Bloom’s Taxonomy 22

Cognitive learning domain is explained by using Bloom’s Taxonomy(1956). Revised Bloom’s taxonomy(2001) in
the cognitive domain includes thinking, knowledge, and application of knowledge. It identifies six levels of
competencies within the cognitive domain which are appropriate for the purposes of engineering educators.

Competency
S.No Level of attainment
Level
Recalling from the memory of the
1 Remembering
previously learned material

2 Understanding Explaining ideas or concepts

Using the information in an another familiar
3 Applying
situation
Breaking information into parts to explore
4 Analyzing
understandings and relationships

5 Evaluating Justifying a decision or course of action

Generating new ideas, products or new
6 Creating
ways of viewing things
 Bloom’s Taxonomy 33

Learning Levels Assessment through

Creating Major Projects

Laboratories
Assignments
Evaluating
Seminars

Analysing

Applying
Fixed Hour Examinations-
Internal Examinations
Understanding External Examinations

Remembering
 Course Outcomes (4-6) 4

• Courses (subject )are the building blocks of a program.(Eg: B.Tech /M.Tech)

• Teaching strategies, learning activities, assessments and resources are all designed and
organized to help students achieve the learning outcomes at the course level.

Are 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, abilities and behavior that students acquire
during the course.

COs are written based on Taxonomies of learning as they describe different levels of
learning taking place in different domains.

COs are to be mapped with POs and PSOs.

35
 Writing of Course Outcomes 5

Course outcome should be Student-focused and not teacher - focused

It should start with Student will be able to ….

They are limited to a manageable number (4-6).

Entire course should be covered in Course Outcomes.

Each Course Outcome may preferably address many Programme outcomes.

Course Outcomes should be written in SMART (T)* way.

35
 SMART(T) Way 6

S Specific

M Measurable

A Achievable

R Realistic

T Time bound

T Transparent
 Structure of Course Outcomes 7

Course Outcome statement may be divided into two main components:

Action word & Learning statement

An action word - that identifies the performance to be demonstrated;

Examples of good action words to include in course outcome statements:
Compile, identify, create, plan, revise, analyse, design, select, utilize,
apply, demonstrate, prepare, use, compute, discuss, predict, assess,
compare, rate, critique, outline, or evaluate

A Learning statement that specifies what learning will be demonstrated

in the performance;
 Bloom’s Taxonomy 88

Level Learning statement Action Verbs

• Ability to recall of information like facts, conventions,
definitions, technical terms, classifications, categories, and list, define, tell, describe, recite,
criteria recall, identify, show, label,
Remember
• ability to recall methodology and procedures, abstractions, tabulate, quote, name, who,
principles, and theories in the field when, where
• knowledge of dates, events, places
• understanding information
• grasp meaning describe, explain, restate,
Understand • translate knowledge into new context associate, contrast, summarize,
• interpret facts, compare, contrast differentiate, interpret, discuss
• order, group, infer causes
• use information calculate, predict, apply, solve,
• use methods, concepts, laws, theories in new situations illustrate, use, demonstrate,
Apply
• solve problems using required skills or knowledge determine, model, experiment,
• Demonstrating correct usage of a method or procedure show, examine, modify
 Bloom’s Taxonomy 9

Level Learning statement Action Verbs

• break down a complex problem into parts classify, outline, break down,
• Identify the relationships and interaction between the different categorize, analyze, diagram,
Analyze parts of a complex problem illustrate, infer, select
• identify the missing information, sometimes the redundant
information and the contradictory information, if any
• compare and discriminate between ideas assess, decide, choose, rank,
• assess value of theories, presentations grade, test, measure, defend,
• make choices based on reasoned argument recommend, convince, select,
Evaluate judge, support, conclude, argue,
• verify value of evidence
justify, compare, summarize,
• recognize subjectivity
evaluate
• use of definite criteria for judgments
• use old ideas to create new ones design, formulate, build, invent,
• Combine parts to make (new) whole, create, compose, generate, derive,
Create • generalize from given facts modify, develop, integrate
• relate knowledge from several areas
• predict, draw conclusions
 Course Outcomes 10

C Language (Not a Good Example)

CO1: Understand structured programming concepts for solving real

world problems

CO1: Students are able to apply structured programming concepts for

solving real world problems by using ‘C’ language constructs.(PO1)
 Course Outcomes 11

Action Verb Learning Statement

CO1: Students are able to apply structured programming concepts for solving real
world problems by using ‘C’ language constructs.(PO1)
CO2: Students are able to implement pseudocodes using control structures and
array concepts.(PO1)
CO3: Students are able to analyze algorithmic solution to real world problems
using address based concepts in 'C' Programming Language.(PO2)
CO4: Student are able to assess the given data to develop solutions for the real
world problems using structure and union concepts. (PO3)
CO5: Students are able to organize the data using files to perform read and
write operations.(PO2)
 Course outcomes Examples 12

CO1: Illustrate the fundamentals of monochrome and color image processing and analyze the basic
relations between pixels, connectivity and distance measures.

CO2: Apply DFT, DCT, DST, Walsh, Hadamard, Haar, wavelet and SVD transform for images.

CO3: Apply image enhancement techniques in spatial and frequency domain.

CO4: Analyze image restoration using constrained and unconstrained filters and image segmentation
approaches.

CO5: Appraise the need for image compression using lossy and lossless techniques.

12
 13

CO-PO MAPPING

13
Programme Outcomes 14

35
 Programme Outcomes 15

Development of Soft skills, Generic Skills Learning to learn

Development of Basic and Core Technical Skills skills (Wholistic development)

PO1:Engineering knowledge PO6:The engineer and society

PO2: Problem analysis PO7:Environment and sustainability

PO3: Design/development of solutions PO8:Ethic

s

PO4: Conduct investigations of complex problems PO9:Individual and team work

PO5: Modern tool usage PO10:Communicatio

n

PO11:Project management and finance

PO12:Life-long learning
 CO-PO Mapping 1616

• Each CO can be identified to address a subset of POs.

• Based on the number of COs and the sessions dedicated to
them it is possible to identify the strength of mapping (1, 2
or 3) to POs.
• More than one PO could be covered in a lecture, but each
PO is given independent weightage for periods dedicated.

Examination Reforms Would help us to identify performance

indicators of POs
Outcome Based Education 17

Lesson Plan

Session Plan

Session Outcomes

POs , PSOs Mapping

No. of sessions
required to complete
the topic
 Session Plan 18

Estimation of hardness of water by EDTA Method

Teaching
Time in
Topic BTL Learning PO/PSO
minutes
Method
Principle and chemicals
20 2
preparation

15 Procedure 2
Chalk/Talk/ PO1, PO6,
Demonstration PO7
10 Calculations 3

Applications of estimation of
5 3
hardness
Session Plan 1919
 CO PO Mapping 20
20

Sessions
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Dedicated
CO1 12 8 5 2                  
CO2 14 10 4 2                 2
CO3 11 4 9 5                  
CO4 4 2 1 3 2                
CO5 6 3 3 2                  
CO6 8 4 6                    
Total 55 31 28 14 2               2

No of hours dedicated to Out of 12 hours 8 hours

teach CO1 dedicated to teach PO1 Level 3: >= 50%
Out of 12 hours 5 hours Level 2: 25 to <50%
dedicated to teach PO2
Level 1: 5 to 25%
Out of 12 hours 2 hours
dedicated to teach PO3
 CO PO Mapping 21
21

Sessions
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Dedicated
CO1 12 8 5 2                  
% Devoted to
  66.67 41.67 16.67                  
PO
Mapping Strength 3 2 1

Level 1: 1 to 25%; Level 2: 25 to <50% Level 3: >= 50%

Sessions
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Dedicated
CO2 14 10 4 2                 2
CO1-PO
  71.49 28.51 14.26                 14.29
Mapping %
Mapping
Strength
  3 2 1                 1
 CO PO Mapping 22
22

Sessions PO
COs PO1 PO2 PO3 PO5 PO6 PO7 PO8 PO9 PO10PO11 PO12
Dedicated 4
CO3 11 4 9 5                  
CO1-PO
  36.64 81.18 45.55                  
Mapping %
Mapping
  2 3 2                  
Strength

Sessions
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Dedicated
CO4 4 2 1 3 2                
CO1-PO
  50 25 75 50                
Mapping %
Mapping
  3 2 3 3                
Strength
 CO PO Mapping 23
23

Sessions
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Dedicated
CO5 6 3 3 2                  
CO1-PO 33.3
  50 50                  
Mapping % 3
Mapping
  3 3 2                  
Strength
 CO PO Mapping 24
24

COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 3 2 1                  
CO2 3 2 1                 1
CO3 2 3 2                  
CO4 3 2 3 3                
CO5 3 3 2                  
 Course Mapping 2525

Sessions
COs PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
Dedicated
CO1 12 8 5 2                  
CO2 14 10 4 2                 2
CO3 11 4 9 5                  
CO4 4 2 1 3 2                
CO5 6 3 3 2                  
CO6 8 4 6                    
Total 55 31 28 14 2               2
% Devoted to
- 56.36 50.91 25.45 3.64               3.64
PO
3 3 2 1 1

Level 1: 5 to 25%; Level 2: 25 to <50% Level 3: >= 50%

 2626

Thank You