ExaminationReforms2018 doc

Examination
Reform
Policy
November 2018
ALL INDIA COUNCIL FOR TECHNICAL EDUCATION

Nelson Mandela Marg, Vasant Kunj, New Delhi-110070
From 2019 onward Amal Jyothi College of Engineering
implemented this examination reforms via Academic
Enterprise Solutions (AES)
Examination
Reform
Policy
November 2018
Examination Reform Policy 1

2 Examination Reform Policy
MESSAGE
AICTE is taking a multi-pronged approach to recalibrate the technical education in the country, to provide
competent professionals. Challenged by keeping the pace of education with the advancements in the
technology and industry needs, AICTE has pushed reforms by way of a model curriculum for various
engineering disciplines, providing good quality self-learning content through MOOCs, framing a policy for
the training of technical teachers 3-week student induction program and enunciating guidelines for the
mandatory internship for student among others. Continuing with the streak, AICTE has now come out with
an Examination Reform Policy, which would not only improve the quality of technical education in general but
also examine the effectiveness of earlier initiatives of AICTE and also those on the anvil.
Evaluation, grading and certification in our system rest on examinations which play an important role in
the progression of a learner on the learning path. The examinations not only indicate whether the desired
learning outcomes have been achieved but also assess the level of achievements against benchmarks.
Thus, examinations serve as checkpoints for both the learner and the external world, allowing appropriate
certification to be issued reflecting the proficiency of an individual operating in socio-economic spheres.
This policy comes at a time when knowledge is freely available for creating resources, opportunities for
more knowledge, which requires skill of higher order beyond remembering and comprehension. This policy
intends to push the evaluation notches up on the Bloom’s taxonomy and examine the learner for higher order
cognitive skills to drive critical thinking, creativity and problem solving which have to be the attributes of
any technical professional. It is hoped that this will also force necessary alignment in the teaching-learning
processes on one hand to the bridging of the gap between theory and practicals on the other and prepare
students for innovation and creativity.
We request the technical institutions and universities in the country to adopt this examination reform policy. To
facilitate this, model question papers and question banks will be developed/ shared through AICTE website.
With a view to impart momentum to this much-awaited reform, AICTE shall be conducting a series of training
workshops for faculty, across the country.
We thank members of the committee led by Prof. Shettar, Vice-Chancellor, KLE University for developing the
policy which will go a long way to enhance the employability ratio and also enable youngsters to become
problem-solvers, innovators and job creators. We especially thank MHRD for providing guidance and support
throughout the process of creation of this Policy.
(Prof. Anil D. Sahasrabudhe)

PREFACE
Globalisation of the world economy and higher education are driving profound changes in engineering
education system. Worldwide adaptation of Outcome-Based Education (OBE) framework and enhanced
focus on higher-order learning and professional skills necessitates paradigm shift in traditional practices
of curriculum design, education delivery and assessment. In recent years, worldwide sweeping reforms
are being undertaken to bring about essential changes in engineering education in terms of what to teach
(content) and how to teach (knowledge delivery) and how to assess (student learning).
Examinations/student assessments play a very important role in deciding the quality of education. The
academic quality of examinations (question papers) in Indian engineering education system has been a
matter of concern from a long time. This report attempts to bring out recommendations for reforms in
examination system to meet challenges of emerging engineering education landscape.
The recommendations are presented in four sections. Beginning in Section-1, the most important drivers for
examination reforms in Indian engineering education system are discussed. Section-2 brings out strategies
to be adopted to align assessment with the desired student learning outcomes. A two-step method is
proposed for mapping the examination questions with course outcomes. Section-3 highlights the necessity of
designing question papers to test higher order abilities and skills. Application of blooms taxonomy framework
to create an optimal structure of examination papers to test the different cognitive skills is discussed in detail.
Challenge of assessing higher order abilities and professional skills through traditional examination system
is brought out in Section-4. Several educational experiences and assessment opportunities are identified
to overcome the challenges. Appendices contain the supplement material that is helpful for Universities/
Colleges to implement recommendations.
At this juncture, reforms in examinations are critical for the improvement of the quality and relevance of
Indian engineering education. It is hoped that the Report will be of use to Universities and Colleges to bring
out the much-needed change. The cooperation received from AICTE officials in bringing out the Report is
gratefully acknowledged.
Prof. Ashok S. Shettar
Prof. Rama Krishna Challa
Prof. Sanjay Agarwal
Prof. Upendra Pandel

ACKNOWLEDGEMENT
The development of an outcome based Examination Reform Policy for technical education is a result of
thoughtful deliberations, involving dedicated and specialized experts. This Policy has been framed to meet
the expectations of an academically challenging environment, develop problem-solving skills by students,
aligning with current global standards and to enrich the students learning to make them self-enablers and/or
match job requirements on successful completion of their degree.
The performance-based new-age reforms in the examination will benefit each student for preparing him/
her for success in the knowledge society. This will create proper mapping between program outcomes
and assessment tools that lead to the accurate and reliable measurement of attainment of outcomes of the
students. In short, the Policy focuses on providing the ability of student to understand the subject and apply
the knowledge to real world problems.
We are thankful to the members of the committee Prof. Ashok S. Shettar, Prof. Rama Krishna Challa, Prof.
Sanjay Agarwal and Prof. Upendra Pandel who were devotedly committed towards framing this Policy.
We thank them for identifying Competencies and Performance Indicators (PIs) with Program Outcomes
(POs); Sample Questions for all six levels of Bloom’s Taxonomy; Model Question Papers for end semester
examinations based on Bloom’s Taxonomy; and Sample Scoring Rubrics for communication (written & oral),
and assessment of design projects and semester mini projects.
Special thanks and gratitude to Prof. Anil D. Sahasrabdhe, Chairman; Prof M.P. Poonia, Vice Chairman and
Prof. A.P. Mittal, Member Secretary, AICTE who have been pivotal in developing this Policy and encouraging
throughout the process.
I appreciate the officers and officials of Policy & Academic Planning Bureau for their contribution and support
in the exercise that has led to this Policy.
I also sincerely thank all officers and officials of AICTE, who have contributed in one way or other for the
development of this Policy.
Thanking all once again and seeking continued support and also feedback on the Policy.
(Prof. Rajive Kumar)

Adviser-I
Policy & Academic Planning Bureau, AICTE

TABLE OF CONTENTS
Page No.
1 Introduction 11
2 Assessment Strategy for Outcome Based Education (OBE) 13

2.1 Mapping Program Outcomes (POs)to Assessment (Examinations) 13
2.2 Two-step Process for Bringing Clarity to POs 13
2.3 Program Outcomes -Competencies – Performance Indicators (PIs) 15
3 Improving Structure and Quality of Assessments 21

3.1 Bloom’s Taxonomy for Assessment Design 21
3.2 Action Verbs for Assessment 22
3.3 Assessment Planning 23
4 Assessing Higher-order Abilities & Professional Skills 25

4.1 Innovative Educational Experiences to Teach and Assess 25
4.2 Using Scoring Rubrics as Assessment Tool 25
4.3 Open-Book Examinations 26
APPENDIX-A 29
Competencies and PIs
Computer Science/Information Science Programs
APPENDIX-B 35
Sample Questions for Bloom’s Taxonomy Levels
APPENDIX-C 41
Model Question Papers
APPENDIX-D 47
Sample Scoring Rubrics

INTRODUCTION
Globalisation of the world economy and higher education are driving profound changes in engineering
education system. There is a continuing need to dynamically adapt to these changes, to ensure that we remain
competitive and can respond effectively to the challenges of globalisation. Future engineering graduates not
only need to be knowledgeable in his/her discipline but also needs a new set of soft, professional skills and
competencies [1].
In recent years, there have been essential changes in engineering education in terms of what to teach
(content) and how to teach (knowledge delivery) and how to assess (student learning).
AICTE has already taken initiation to come out with model curriculum for engineering programs. The digital
initiatives of MHRD and AICTE have made available very large number of MOOC courses through SWAYAM,
that can help the colleges and teachers to adopt innovative methodologies in the delivery of course.
The present report focusses on the recommendations for reforms in examinations (assessment of student)
in the context of emerging landscape of engineering education.
Examinations/student assessments play a very important role in deciding the quality of education. They
must not only assess student’s achievements (and grades) but also measure whether the desired learning
outcomes have been achieved. The achievement of objectives and program outcomes are crucial and needs
to be proven through accurate and reliable assessments.
The academic quality of examinations (question papers) in Indian engineering education system has been a
matter of concern from a long time. It is widely acknowledged that “assessment drives learning’’, what and
how students learn depends to a major extent on how they think they will be assessed [2]. The question
papers that require simple memory recall will not ensure deep, meaningful learning. High expectations for
learning motivate the students to rise to the occasion. The assessment (examination) must embed those
high expectations to ensure that the learner is motivated to attain them.
Considering the above imperatives, it is clear that reforms in Examinations are critical for improvement of
the quality of Indian engineering education. The most important drivers for reforms in examination system of
Indian engineering education are:

1. Adaptation of Outcome-Based Education Framework
Outcome-based education (OBE)- a performance-based approach has emerged as a major reform

model in the global engineering education scenario [3]. The country that wants to be a signatory member of a
multinational agreement for the mutual recognition of engineering degrees, i.e. the Washington Accord (WA)
must implement OBE. This will be an endorsement that the engineering education system has demonstrated
a strong, long-term commitment to quality assurance in producing engineers ready for industry practice in
the international scene. Being signatory to the Washington Accord, Indian accreditation agency ‘National
Board of Accreditation (NBA)’ has made it mandatory for engineering institutions to adapt OBE framework for
their curriculum design, delivery and assessment. In OBE framework, the educational outcomes of a program
are clearly and unambiguously specified. These determine the curriculum content and its organization, the
teaching methods and strategies and the assessment process.
Though Indian Universities and Colleges have started adapting OBE framework for their engineering
programs, the focus is limited to the curriculum design part, i.e. connecting curriculum components to the
program outcomes. Very little attention is being given for connecting examination questions/assessment
tools to the program outcomes. The absence of proper mapping between program outcomes and assessment
tools lead to the inaccurate and unreliable measurement of attainment of outcomes by the students. This
missing connect creates a big gap in the effective adaptation of OBE framework, making the whole exercise
futile.
2. Importance of Higher-order Abilities and Professional Skills
In the present examination system, memorization occupies a dominant place. The recall of factual
knowledge, though essential to any examination, is only one of several major abilities to be demonstrated
by the graduates. The assessment process must also test higher level skills viz. ability to apply knowledge,
solve complex problems, analyse, synthesise and design. Further, professional skills like the ability to
communicate, work in teams, lifelong learning have become important elements for employability of the
graduates [4]. It is important that the examinations also give appropriate weightage to the assessment of
these higher-level skills and professional competencies.
Keeping in view of the above challenges and looking at some of the worldwide best practices in
assessment, the present report comes up with several recommendations that can be used by Universities/
Colleges to design their assessment strategies.

ASSESSMENT STRATEGY
FOR OUTCOME-BASED EDUCATION
1. Mapping Program Outcomes to Assessment (Examinations)
Graduate attributes (GAs) articulate the generic abilities to be looked for in a graduate of any
undergraduate degree program. They form the Program Outcomes (POs) that reflect the skills, knowledge
and abilities of graduates regardless of the field of study. This does not mean that POs are necessarily
independent of disciplinary knowledge –rather, these qualities may be developed in various disciplinary
contexts.
In outcome-based education, a “design down” process is employed which moves from POs to
Course Outcomes (COs) and outcomes for individual learning experiences. Outcomes at each successive
level need to be aligned with, and contribute to, the program outcomes.
Courses are the building blocks of a program. Teaching strategies, learning activities, assessments
and resources should all be designed and organized to help students achieve the learning outcomes at the
course level. In the assessment activities, students demonstrate their level of achievement of the course
learning outcomes. In a constructively aligned program, the courses are carefully coordinated to ensure
steady development or scaffolding from the introduction to mastery of the learning outcomes, leading to
achievement of the intended POs. For the effectiveness of the program, the achievement of POs is crucial
which needs to be proven through accurate and reliable assessments.
2. Two-step Process for Bringing Clarity to POs
POs give useful guidance at the program level for the curriculum design, delivery and assessment
of student learning. However, they represent fairly high-level generic goals that are not directly measurable.
Real observability and measurability of the POs at course level is very difficult. To connect high-level learning
outcomes (POs) with course content, course outcomes and assessment, there is a necessity to bring further
clarity and specificity to the program outcomes [5]. This can be achieved through the following two-step
process of identifying Competencies and Performance Indicators (PI).
(1) Identify Competencies to be attained: For each PO define competencies –different abilities implied by
program outcome statement that would generally require different assessment measures. This helps
us to create a shared understanding of the competencies we want students to achieve. They serve
as an intermediate step to the creation of measurable indicators.
Example:
Program Outcome (Attribute 3)
Design:
PO3: Design/Development of Solutions: Design solutions for complex engineering problems and

design system components or processes that meet the specified needs with appropriate consideration
for public health and safety, and cultural, societal, and environmental considerations.
Competencies
1. Demonstrate an ability to define a complex, open-ended problem in engineering terms.
2. Demonstrate an ability to generate a diverse set of alternative design solutions.
3. Demonstrate an ability to select the optimal design scheme for further development.
4. Demonstrate an ability to advance an engineering design to the defined end state.
(2) Define Performance Indicators: For each of the competencies identified, define performance Indicators
(PIs) that are explicit statements of expectations of the student learning. They can act as measuring
tools in assessment to understand the extent of attainment of outcomes. They can also be designed
to determine the appropriate achievement level or competency of each indicator so that instructors
can target and students can achieve the acceptable level of proficiency.
Example:
For the Competency -2
Demonstrate an ability to generate a diverse set of alternative design solutions
Performance Indicators:
1. Apply formal idea generation tools to develop multiple engineering design solutions
2. Build models, prototypes, algorithms to develop a diverse set of design solutions
3. Identify the functional and non-functional criteria for evaluation of alternate design solutions.
It should be noted that, when we consider the program outcome, it looks like, it can be achieved only in
the Capstone project. But if we consider the competencies and performance indicators, we start seeing the
opportunities of addressing them (and hence PO) in various courses of the program.
Once the above process is completed for the program, the assessment of COs for all the courses is designed
by connecting assessment questions (used in various assessment tools) to the PIs. By following this process,
where examination questions map with PIs, we get clarity and better resolution for the assessment of COs
and POs. The pictorial representation of the process is given in Fig. 1

Fig. 1: Connecting POs to Assessment
3. Program Outcomes – Competencies – Performance Indicators
Following table gives the suggestive list of competencies and associated performance indicators for
each of the PO in Mechanical Engineering Program.
PO 1: Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering
specialisation for the solution of complex engineering problems.
Competency Indicators
1.1 Demonstrate competence 1.1.1 Apply mathematical techniques such as calculus, linear algebra, and statistics to
in mathematical modelling solve problems
1.1.2 Apply advanced mathematical techniques to model and solve mechanical
engineering problems
1.2 Demonstrate competence 1.2.1 Apply laws of natural science to an engineering problem
in basic sciences
1.3 Demonstrate competence 1.3.1 Apply fundamental engineering concepts to solve engineering problems
in engineering fundamentals
1.4 Demonstrate competence 1.4.1 Apply Mechanical engineering concepts to solve engineering problems.
in specialized engineering
knowledge to the program
PO 2: Problem analysis: Identify, formulate, research literature, and analyse complex engineering problems reaching
substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.
2.1 Demonstrate an ability 2.1.1 Articulate problem statements and identify objectives
to identify and formulate 2.1.2 Identify engineering systems, variables, and parameters to solve the problems
complex engineering
2.1.3 Identify the mathematical, engineering and other relevant knowledge that applies to
problem
a given problem

2.2 Demonstrate an ability to 2.2.1 Reframe complex problems into interconnected sub-problems
formulate a solution plan 2.2.2 Identify, assemble and evaluate information and resources.
and methodology for an
2.2.3 Identify existing processes/solution methods for solving the problem, including
engineering problem
forming justified approximations and assumptions
2.2.4 Compare and contrast alternative solution processes to select the best process.
2.3 Demonstrate an ability to 2.3.1 Combine scientific principles and engineering concepts to formulate model/s
formulate and interpret a (mathematical or otherwise) of a system or process that is appropriate in terms of
model applicability and required accuracy.
2.3.2 Identify assumptions (mathematical and physical) necessary to allow modeling of
a system at the level of accuracy required.
2.4 Demonstrate an ability to 2.4.1 Apply engineering mathematics and computations to solve mathematical models
execute a solution process 2.4.2 Produce and validate results through skilful use of contemporary engineering tools
and analyze results and models
2.4.3 Identify sources of error in the solution process, and limitations of the solution.
2.4.4 Extract desired understanding and conclusions consistent with objectives and
limitations of the analysis
PO 3: Design/Development of Solutions: Design solutions for complex engineering problems and design system components
or processes that meet the specified needs with appropriate consideration for public health and safety, and cultural, societal,
and environmental considerations.
3.1 Demonstrate an ability 3.1.1 Recognize that need analysis is key to good problem definition
to define a complex/ 3.1.2 Elicit and document, engineering requirements from stakeholders
open-ended problem in
3.1.3 Synthesize engineering requirements from a review of the state-of-the-art
engineering terms
3.1.4 Extract engineering requirements from relevant engineering Codes and Standards
such as ASME, ASTM, BIS, ISO and ASHRAE.
3.1.5 Explore and synthesize engineering requirements considering health, safety risks,
environmental, cultural and societal issues
3.1.6 Determine design objectives, functional requirements and arrive at specifications
3.2 Demonstrate an ability to 3.2.1 Apply formal idea generation tools to develop multiple engineering design solutions
generate a diverse set of 3.2.2 Build models/prototypes to develop a diverse set of design solutions
alternative design solutions
3.2.3 Identify suitable criteria for the evaluation of alternate design solutions
3.3 Demonstrate an ability 3.3.1 Apply formal decision-making tools to select optimal engineering design solutions
to select an optimal for further development
design scheme for further 3.3.2 Consult with domain experts and stakeholders to select candidate engineering
development design solution for further development
3.4 Demonstrate an ability to 3.4.1 Refine a conceptual design into a detailed design within the existing constraints (of
advance an engineering the resources)
design to defined end state 3.4.2 Generate information through appropriate tests to improve or revise the design
PO 4: Conduct investigations of complex problems: Use research-based knowledge and research methods including design of
experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.
4.1 Demonstrate an ability to 4.1.1 Define a problem, its scope and importance for purposes of investigation
conduct investigations of 4.1.2 Examine the relevant methods, tools and techniques of experiment design, system
technical issues consistent calibration, data acquisition, analysis and presentation
with their level of knowledge
4.1.3 Apply appropriate instrumentation and/or software tools to make measurements of
and understanding
physical quantities
4.1.4 Establish a relationship between measured data and underlying physical principles.

4.2 Demonstrate an ability to 4.2.1 Design and develop an experimental approach, specify appropriate equipment and
design experiments to solve procedures
open-ended problems 4.2.2 Understand the importance of the statistical design of experiments and choose an
appropriate experimental design plan based on the study objectives
4.3 Demonstrate an ability to 4.3.1 Use appropriate procedures, tools and techniques to conduct experiments and
analyze data and reach a collect data
valid conclusion 4.3.2 Analyze data for trends and correlations, stating possible errors and limitations
4.3.3 Represent data (in tabular and/or graphical forms) so as to facilitate analysis and
explanation of the data, and drawing of conclusions
4.3.4 Synthesize information and knowledge about the problem from the raw data to
reach appropriate conclusions
PO 5: Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools
including prediction and modelling to complex engineering activities with an understanding of the limitations.
5.1 Demonstrate an ability to 5.1.1 Identify modern engineering tools such as computer-aided drafting, modeling and
identify/ create modern analysis; techniques and resources for engineering activities
engineering tools, 5.1.2 Create/adapt/modify/extend tools and techniques to solve engineering problems
techniques and resources
5.2 Demonstrate an ability to 5.2.1 Identify the strengths and limitations of tools for (i) acquiring information, (ii)
select and apply discipline- modeling and simulating, (iii) monitoring system performance, and (iv) creating
specific tools, techniques engineering designs.
and resources 5.2.2 Demonstrate proficiency in using discipline-specific tools
5.3 Demonstrate an ability to 5.3.1 Discuss limitations and validate tools, techniques and resources
evaluate the suitability and 5.3.2 Verify the credibility of results from tool use with reference to the accuracy and
limitations of tools used limitations, and the assumptions inherent in their use.
to solve an engineering
problem
PO 6: The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal,
and cultural issues and the consequent responsibilities relevant to the professional engineering practice.
6.1 Demonstrate an ability 6.1.1 Identify and describe various engineering roles; particularly as pertains to
to describe engineering protection of the public and public interest at the global, regional and local level
roles in a broader context,
e.g. pertaining to the
environment, health, safety,
legal and public welfare
6.2 Demonstrate an 6.2.1 Interpret legislation, regulations, codes, and standards relevant to your discipline
understanding of and explain its contribution to the protection of the public
professional engineering
regulations, legislation and
standards
PO 7: Environment and sustainability: Understand the impact of the professional engineering solutions in societal and
environmental contexts, and demonstrate the knowledge of, and the need for sustainable development.
7.1 Demonstrate an 7.1.1 Identify risks/impacts in the life-cycle of an engineering product or activity
understanding of the 7.1.2 Understand the relationship between the technical, socio-economic and
impact of engineering and environmental dimensions of sustainability
industrial practices on
social, environmental and in
economic contexts

7.2 Demonstrate an ability 7.2.1 Describe management techniques for sustainable development
to apply principles of 7.2.2 Apply principles of preventive engineering and sustainable development to an
sustainable design and engineering activity or product relevant to the discipline
development
PO 8: Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering
practice.
8.1 Demonstrate an ability to 8.1.1 Identify situations of unethical professional conduct and propose ethical alternatives
recognize ethical dilemmas
8.2 Demonstrate an ability to 8.2.1 Identify tenets of the ASME professional code of ethics
apply the Code of Ethics 8.2.2 Examine and apply moral & ethical principles to known case studies
PO 9: Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in
multidisciplinary settings.
9.1 Demonstrate an ability to 9.1.1 Recognize a variety of working and learning preferences; appreciate the value of
form a team and define a diversity on a team
role for each member 9.1.2 Implement the norms of practice (e.g. rules, roles, charters, agendas, etc.) of
effective team work, to accomplish a goal.
9.2 Demonstrate effective 9.2.1 Demonstrate effective communication, problem-solving, conflict resolution and
individual and leadership skills
team operations-- 9.2.2 Treat other team members respectfully
communication, problem-
9.2.3 Listen to other members
solving, conflict resolution
and leadership skills 9.2.4 Maintain composure in difficult situations
9.3 Demonstrate success in a 9.3.1 Present results as a team, with smooth integration of contributions from all
team-based project individual efforts
PO 10: Communication: Communicate effectively on complex engineering activities with the engineering community and with
the society at large, such as being able to comprehend and write effective reports and design documentation, make effective
presentations, and give and receive clear instructions
10.1 Demonstrate an ability 10.1.1 Read, understand and interpret technical and non-technical information
to comprehend technical 10.1.2 Produce clear, well-constructed, and well-supported written engineering
literature and document documents
project work
10.1.3 Create flow in a document or presentation - a logical progression of ideas so that
the main point is clear
10.2 Demonstrate competence 10.2.1 Listen to and comprehend information, instructions, and viewpoints of others
in listening, speaking, and 10.2.2 Deliver effective oral presentations to technical and non-technical audiences
presentation
10.3 Demonstrate the ability to 10.3.1 Create engineering-standard figures, reports and drawings to complement writing
integrate different modes of and presentations
communication 10.3.2 Use a variety of media effectively to convey a message in a document or a
presentation

PO 11: Project management and finance: Demonstrate knowledge and understanding of the engineering and management
principles and apply these to one’s work, as a member and leader in a team, to manage projects and in multidisciplinary
environments.
11.1 Demonstrate an ability to 11.1.1 Describe various economic and financial costs/benefits of an engineering activity
evaluate the economic and 11.1.2 Analyze different forms of financial statements to evaluate the financial status of an
financial performance of an engineering project
engineering activity
11.2 Demonstrate an ability to 11.2.1 Analyze and select the most appropriate proposal based on economic and financial
compare and contrast the considerations.
costs/benefits of alternate
proposals for an engineering
activity
11.3 Demonstrate an ability to 11.3.1 Identify the tasks required to complete an engineering activity, and the resources
plan/manage an engineering required to complete the tasks.
activity within time and 11.3.2 Use project management tools to schedule an engineering project, so it is
budget constraints completed on time and on budget.
PO 12: Life-long learning: Recognise the need for, and have the preparation and ability to engage in independent and life-long
learning in the broadest context of technological change.
12.1 Demonstrate an ability to 12.1.1 Describe the rationale for the requirement for continuing professional development
identify gaps in knowledge 12.1.2 Identify deficiencies or gaps in knowledge and demonstrate an ability to source
and a strategy to close information to close this gap
these gaps
12.2 Demonstrate an ability to 12.2.1 Identify historic points of technological advance in engineering that required
identify changing trends in practitioners to seek education in order to stay current
engineering knowledge and 12.2.2 Recognize the need and be able to clearly explain why it is vitally important to keep
practice current regarding new developments in your field
12.3 Demonstrate an ability to 12.3.1 Source and comprehend technical literature and other credible sources of
identify and access sources information
for new information 12.3.2 Analyze sourced technical and popular information for feasibility, viability,
sustainability, etc.
The above table can be used for most of the engineering programs. However, for Computer Science &
Engineering/ Information Technology programs it requires some modifications.
A suggestive list of competencies and associated performance indicators for Computer Science &
Engineering/ Information Technology Programs is given in Appendix- A.

IMPROVING STRUCTURE AND
QUALITY OF ASSESSMENTS
For improving the structure and quality of assessment in various engineering programs following points need
to be remembered:
1. In Indian engineering education system, written examinations play a major role in assessing the learning
and awarding of grades to the student. Universities and colleges give highest weightage to the outcomes
of the written examinations in overall grading. Questions raised in the examination/test papers play an
important role in defining the level of learning the student is expected to achieve in the courses and hence
in the program. Since assessment drives learning, the design of question papers needs to go beyond the
mere test of memory recall. They also need to test higher-order abilities and skills.
2. Written examinations assess a very limited range of outcomes and cognitive levels. Particularly in the
courses, where course outcomes (COs) cover a broad range of expectations, written examinations alone
will not be sufficient to make valid judgements about student learning. A wide range of assessment
methods (e.g., term papers, open-ended problem-solving assignments, course/lab project rubrics,
portfolios etc.) need to be employed to ensure that assessment methods match with learning outcomes.
3. It is advisable to formulate assessment plans for each of the course in the program that brings clarity to
the following:
a. Alignment of assessment with learning outcome of the course
b. Level of learning (cognitive) student is expected to achieve
c. Assessment method to be adapted
The method to align examination questions/assessment to COs and hence POs was discussed in the
section-1. The following sections discuss the application of Bloom’s taxonomy framework to create the
optimal structure of examination papers to test the different cognitive skills.
1. Bloom’s Taxonomy for Assessment Design
Bloom’s Taxonomy provides an important framework to not only design curriculum and teaching
methodologies but also to design appropriate examination questions belonging to various cognitive levels.
Bloom’s Taxonomy of Educational Objectives developed in 1956 by Benjamin Bloom [6] was widely accepted
by educators for curriculum design and assessment. In 2001, Anderson and Krathwohl modified Bloom’s
taxonomy [7] to make it relevant to the present-day requirements. It attempts to divide learning into three
types of domains (cognitive, affective, and behavioural) and then defines the level of performance for each
domain. Conscious efforts to map the curriculum and assessment to these levels can help the programs
to aim for higher-level abilities which go beyond remembering or understanding, and require application,
analysis, evaluation or creation.

Revised Bloom’s taxonomy in the cognitive domain includes thinking, knowledge, and application of
knowledge. It is a popular framework in engineering education to structure the assessment as it characterizes
complexity and higher-order abilities. It identifies six levels of competencies within the cognitive domain (Fig.
2) which are appropriate for the purposes of engineering educators.
According to revised Bloom’s taxonomy, the levels in the cognitive domain are as follows:
Level Descriptor Level of attainment

1 Remembering Recalling from the memory of the previously learned material
2 Understanding Explaining ideas or concepts
3 Applying Using the information in another familiar situation
4 Analysing Breaking information into the part to explore understandings and relationships
5 Evaluating Justifying a decision or course of action
6 Creating Generating new ideas, products or new ways of viewing things
Fig. 2: Revised Bloom’s Taxonomy
Bloom’s taxonomy is hierarchical, meaning that learning at the higher level requires that skills at a lower level
are attained.
2. Action Verbs for Assessment
Choice of action verbs in constructing assessment questions is important to consider. Quite often, the
action verbs are indicators of the complexity (level) of the question. Over time, educators have come up with
a taxonomy of measurable verbs corresponding to each of the Bloom’s cognitive levels [8]. These verbs
help us not only to describe and classify observable knowledge, skills and abilities but also to frame the
examination or assignment questions that are appropriate to the level we are trying to assess.
Suggestive list of skills/ competencies to be demonstrated at each of the Bloom’s level and
corresponding cues/ verbs for the examination/ test questions is given below:

Level Skill Demonstrated Question cues / Verbs for tests
1. Remember • Ability to recall of information like facts, conventions, list, define, tell, describe, recite, recall,
definitions, jargon, technical terms, classifications, identify, show, label, tabulate, quote, name,
categories, and criteria who, when, where
• ability to recall methodology and procedures,
abstractions, principles, and theories in the field
• knowledge of dates, events, places
• mastery of subject matter
2. Understand • understanding information describe, explain, paraphrase, restate,
• grasp meaning associate, contrast, summarize,
differentiate interpret, discuss
• translate knowledge into new context
• interpret facts, compare, contrast
• order, group, infer causes
• predict consequences
3. Apply • use information calculate, predict, apply, solve, illustrate,
• use methods, concepts, laws, theories in new use, demonstrate, determine, model,
situations experiment, show, examine, modify
• solve problems using required skills or knowledge
• Demonstrating correct usage of a method or procedure
4. Analyse • break down a complex problem into parts classify, outline, break down, categorize,
• Identify the relationships and interaction between the analyze, diagram, illustrate, infer, select
different parts of a complex problem
• identify the missing information, sometimes the
redundant information and the contradictory
information, if any
5. Evaluate • compare and discriminate between ideas assess, decide, choose, rank, grade, test,
• assess value of theories, presentations measure, defend, recommend, convince,
select, judge, support, conclude, argue,
• make choices based on reasoned argument
justify, compare, summarize, evaluate
• verify value of evidence
• recognize subjectivity
• use of definite criteria for judgments
6. Create • use old ideas to create new ones design, formulate, build, invent, create,
• Combine parts to make (new) whole, compose, generate, derive, modify,
develop, integrate
• generalize from given facts
• relate knowledge from several areas
• predict, draw conclusions
It may be noted that some of the verbs in the above table are associated with multiple Bloom’s
Taxonomy levels. These verbs are actions that could apply to different activities. We need to keep in mind that
it’s the skill, action or activity we need students to demonstrate that will determine the contextual meaning of
the verb used in the assessment question.
3. Assessment Planning
While using Bloom’s taxonomy framework in planning and designing of assessment of student
learning, following points need to be considered:
1. Normally the first three learning levels; remembering, understanding and applying and to some extent
fourth level analysing are assessed in the Continuous Internal Evaluation (CIE) and Semester End

Examinations (SEE), where students are given a limited amount of time. And abilities; analysis, evaluation
and creation can be assessed in extended course works or in a variety of student works like course
projects, mini/ minor projects, internship experience and final year projects.
Fig. 3: Assessment methods for different Bloom’s cognitive levels
2. Before adopting this framework for reforms in examination system of a University/Institution, it is

worthwhile to study the present pattern of assessment in each of the course in the program to gain
insight about:
a) Alignment of assessment questions with course learning outcomes
b) Whether all the learning outcomes are tested; sometimes some learning outcomes are over tested
at the expense of others which may be not tested at all.
c) Overall weightage in the assessment, to each of Bloom’s learning levels
d) Assessment methods used to adequately assess the content and desired learning outcomes
Based on the study, improvement priorities for each of the above factors need to be arrived at. The reform
process needs to be well planned and implemented through institutional strategy and communicated to
all stakeholders particularly to the students.
3. A good and reasonable examination paper must consist of various difficulty levels to accommodate
the different capabilities of students. Bloom’s taxonomy framework helps the faculty to set examination
papers that are well balanced, testing the different cognitive skills without a tilt towards a tough or
easy paper perception. If the present examination questions are more focused towards lower cognitive
skills, conscious efforts need to be made to bring in application skills or higher cognitive skills in the
assessment. It is recommended that at institution/ University level, upper limit need to be arrived for
lower order skills (for example, no more than 40% weightage for knowledge-oriented questions). It is
important to note that, as nature of every course is different, the weightage for different cognitive levels
in the question papers can also vary from course to course.
• Examples of typical questions for each of Bloom’s cognitive level are given in Appendix-B
• Model Question Papers are given in Appendix- C

ASSESSING HIGHER-ORDER
ABILITIES & PROFESSIONAL SKILLS
In the 21st century, professional skills (also known as soft skills, generic skills or transferable skills)
have emerged as important attributes of a graduate engineer. Studies show that Industry/ employers around
the world value these abilities more than the disciplinary knowledge. This is also reflected in the NBA graduate
attributes wherein six out of twelve attributes belong to this category, viz. (1) communication, (2) teamwork,
(3) understanding ethics and professionalism, (4) understanding global and societal contexts, (5) lifelong
learning, and (6) knowledge of contemporary issues. Further, higher-order cognitive abilities like critical
thinking, problem-solving and making informed decisions are also crucial for a graduate to succeed in the
emerging world. Though the employers consider these professional skills and higher abilities as important,
students are weak in them. The main challenge surrounding them is that they are difficult to assess through
existing conventional examination system.
1. Innovative Educational Experiences to Teach and Assess
One of the main obstacles in addressing these outcomes is the limitation of educational experience
we create within our engineering programs. Most of the coursework in our programs are oriented towards
teaching technical knowledge and skills; hence, the assessment is limited to those abilities. However,
acquiring the professional outcomes may not result simply from participation in a particular class or set of
classes. Rather, these outcomes are more often acquired or influenced through sources both in and outside
the classroom [4].
To address these challenges, comprehensive reforms are needed in the way we design our curriculum,
student learning experiences and assessment of the outcomes. Worldwide several attempts are being made
to address these challenges. Following are the few educational experiences that are recommended to teach
and assess professional outcomes and higher-order cognitive abilities:
• Course projects
• Open-ended experiments in laboratories
• Project-based learning modules
• MOOCs
• Co-Curricular experiences
• Mini / Minor projects
• Final year projects
• Internship experiences
• E-portfolios of student works
2. Using Scoring Rubrics as Assessment Tool
To evaluate the above, student works for attainment of course outcomes and hence POs, it is of

utmost importance to have reliable methods / proper assessment tools. Rubrics provide a powerful tool
for assessment and grading of student work. They can also serve as a transparent and inspiring guide to
learning. Rubrics are scoring, or grading tool used to measure a students’ performance and learning across
a set of criteria and objectives. Rubrics communicate to students (and to other markers) your expectations
in the assessment, and what you consider important.
There are three components within rubrics namely (i) criteria / performance Indicator: the aspects of
performance that will be assessed, (ii) descriptors: characteristics that are associated with each dimension,
and (iii) scale/level of performance: a rating scale that defines students’ level of mastery within each criterion.
Fig. 4: Examples of Rubrics (Accessed from Rogers 2010)
3. Open-Book Examinations
In the earlier sections it was noted that the traditional written examinations have a significant weakness
that they tend to encourage rote learning and more superficial application of knowledge. This deficiency
can be overcome by “open-book examination”. Open-book examination is similar to time constrained
written examinations but designed in a way that allows students to refer to either class notes, textbooks,
or other approved material while answering questions. They are particularly useful if you want to test skills
in application, analysis and evaluation, i.e. higher levels of Bloom’s taxonomy. However, in a program, the
courses or the curriculum areas that are best suited to an open-book exam are to be carefully chosen.
Advantages of open-book examinations

1. Less demanding on memory and hence less stressful
2. Questions can emphasise more on problem-solving, application of knowledge and higher-order
thinking rather than simple recall of facts.
3. Assessment questions can reflect real-life situations that require comprehension, information
retrieval and synthesising skills of the students to solve.
Designing a good open-book examination
• Set questions that require students to do things with the information available to them, rather than
to merely locate the correct information and then summarize or rewrite it.
• The questions in open-book exam must take advantage of the format, and give more weightage

to the application of knowledge, critical thinking and use of resources for solving real complex
engineering problems.
• As the nature of questions is complex, it is to be ensured that the students get enough time. Open
book test questions typically take longer time compared to traditional examinations. It is advisable
either to set less number of questions that encompass 2 or 3 concepts taught or allocate longer
duration of time for the examinations.
References:
1. Lueny Morell, Engineering Education in the 21st Century: Roles, Opportunities and Challenges
(2010) Int. J. Technol. Eng. Educ. Vol.7, No.2, p. 1-10
2. Miller, A.H., Imrie, B.W. & Cox, K. (1998). Student Assessment in Higher Education. London, UK:
Kogan
3. Felder, R.M. & Brent, R. (2003). Designing and teaching courses to address the ABET engineering
criteria. J. Engr. Education 92(1), p. 7–25
4. Shuman, L. J., Besterfield-Sacre, M., and McGourty, J. (2005). The ABET “Professional Skills”-
Can They Be Taught? Can They Be Assessed? Journal of Engineering Education, p. 41-55.
5. University of Toronto. Report on the Outcomes and Indicators for the CEAB Graduate Attributes
Process, Faculty of Applied Science and Engineering University of Toronto http://www.engineering.
utoronto.ca/wp-content/blogs.dir/28/files/2015/02/Revised-UCC-Grad-Att-Cover2c-Rpt-26-
Table_Apr-11-2012.pdf. (available as on April 12, 2018)
6. Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. and Krathwohl, D.R. 1956 Taxonomy of
educational objectives Handbook 1: cognitive domain. London, Longman Group Ltd.
7. Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R.,
Raths, J. and Wittrock, M.C. (eds.) (2001). A taxonomy for learning and teaching and assessing:
A revision of Bloom’s taxonomy of educational objectives. Addison Wesley Longman.
8. Illinois online network, Assessing Learning Objectives Bloom’s Taxonomy, http://www.ion.
uillinois.edu/resources/tutorials/assessment/bloomtaxonomy.asp (available as on April 12,
2018)
9. Chan, CKY (2015). “Rubrics for Engineering Education”, Engineering Education Enhancement
and Research Asia (E3R Asia)
10. Rogers, G. (2010). Developing rubrics. Retrieved from http://www.abet.org/uploadedFiles/
Events/Webinars/Developing_Rubrics.pdf

APPENDIX
Competencies and Performance Indicators (PIs)
Computer Science & Engineering/Information Technology Programs
Appendix-A
PO 1: Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering
specialisation for the solution of complex engineering problems.
1.2 Demonstrate competence 1.2.1 Apply the knowledge of discrete structures, linear algebra, statistics and numerical
in mathematical modelling techniques to solve problems
1.2.2 Apply the concepts of probability, statistics and queuing theory in modeling of
computer-based system, data and network protocols.
1.5 Demonstrate competence 1.5.1 Apply laws of natural science to an engineering problem
in basic sciences
1.6 Demonstrate competence 1.6.1 Apply engineering fundamentals
in engineering fundamentals
1.7 Demonstrate competence 1.7.1 Apply theory and principles of computer science and engineering to solve an
in specialized engineering engineering problem
knowledge to the program
PO 2: Problem analysis: Identify, formulate, research literature, and analyse complex engineering problems reaching
substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.
2.1 Demonstrate an ability 2.5.1 Evaluate problem statements and identifies objectives
to identify and formulate 2.5.2 Identify processes/modules/algorithms of a computer-based system and
complex engineering parameters to solve a problem
problem
2.5.3 Identify mathematical algorithmic knowledge that applies to a given problem
2.6 Demonstrate an ability to 2.6.1 Reframe the computer-based system into interconnected subsystems
formulate a solution plan 2.6.2 Identify functionalities and computing resources.
and methodology for an
2.6.3 Identify existing solution/methods to solve the problem, including forming justified
engineering problem
approximations and assumptions
2.6.4 Compare and contrast alternative solution/methods to select the best methods
2.6.5 Compare and contrast alternative solution processes to select the best process.
2.7 Demonstrate an ability to 2.7.1 Able to apply computer engineering principles to formulate modules of a system
formulate and interpret a with required applicability and performance.
model 2.7.2 Identify design constraints for required performance criteria.
2.8 Demonstrate an ability to 2.8.1 Applies engineering mathematics to implement the solution.
execute a solution process 2.8.2 Analyze and interpret the results using contemporary tools.
and analyze results
2.8.3 Identify the limitations of the solution and sources/causes.
2.8.4 Arrive at conclusions with respect to the objectives.
Appendix 29
PO 3: Design/Development of Solutions: Design solutions for complex engineering problems and design system components
or processes that meet the specified needs with appropriate consideration for public health and safety, and cultural, societal,
and environmental considerations.
3.5 Demonstrate an ability 3.5.1 Able to define a precise problem statement with objectives and scope.
to define a complex/ 3.5.2 Able to identify and document system requirements from stakeholders.
open-ended problem in
3.5.3 Able to review state-of-the-art literature to synthesize system requirements.
engineering terms
3.5.4 Able to choose appropriate quality attributes as defined by ISO/IEC/IEEE standard.
3.5.5 Explore and synthesize system requirements from larger social and professional
concerns.
3.5.6 Able to develop software requirement specifications (SRS).
3.6 Demonstrate an ability to 3.6.1 Able to explore design alternatives.
generate a diverse set of 3.6.2 Able to produce a variety of potential design solutions suited to meet functional
alternative design solutions requirements.
3.6.3 Identify suitable non-functional requirements for evaluation of alternate design
solutions.
3.7 Demonstrate an ability 3.7.1 Able to perform systematic evaluation of the degree to which several design
to select optimal design concepts meet the criteria.
scheme for further 3.7.2 Consult with domain experts and stakeholders to select candidate engineering
development design solution for further development
3.8 Demonstrate an ability to 3.8.1 Able to refine architecture design into a detailed design within the existing
advance an engineering constraints.
design to defined end state 3.8.2 Able to implement and integrate the modules.
3.8.3 Able to verify the functionalities and validate the design.
PO 4: Conduct investigations of complex problems: Use research-based knowledge and research methods including design of
experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions.
4.4 Demonstrate an ability to 4.4.1 Define a problem for purposes of investigation, its scope and importance
conduct investigations of 4.4.2 Able to choose appropriate procedure/algorithm, dataset and test cases.
technical issues consistent
4.4.3 Able to choose appropriate hardware/software tools to conduct the experiment.
with their level of knowledge
and understanding
4.5 Demonstrate an ability to 4.5.1 Design and develop appropriate procedures/methodologies based on the study
design experiments to solve objectives
open-ended problems
4.6 Demonstrate an ability to 4.6.1 Use appropriate procedures, tools and techniques to collect and analyze data
analyze data and reach a 4.6.2 Critically analyze data for trends and correlations, stating possible errors and
valid conclusion limitations
4.6.3 Represent data (in tabular and/or graphical forms) so as to facilitate analysis and
explanation of the data, and drawing of conclusions
4.6.4 Synthesize information and knowledge about the problem from the raw data to
reach appropriate conclusions

PO 5: Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools
including prediction and modelling to complex engineering activities with an understanding of the limitations.
5.4 Demonstrate an ability to 5.4.1 Identify modern engineering tools, techniques and resources for engineering
identify/create modern activities
engineering tools, 5.4.2 Create/adapt/modify/extend tools and techniques to solve engineering problems
techniques and resources
5.5 Demonstrate an ability to 5.5.1 Identify the strengths and limitations of tools for (i) acquiring information, (ii)
select and apply discipline- modeling and simulating, (iii) monitoring system performance, and (iv) creating
specific tools, techniques engineering designs.
and resources 5.5.2 Demonstrate proficiency in using discipline-specific tools
5.6 Demonstrate an ability to 5.6.1 Discuss limitations and validate tools, techniques and resources
evaluate the suitability and 5.6.2 Verify the credibility of results from tool use with reference to the accuracy and
limitations of tools used limitations, and the assumptions inherent in their use.
to solve an engineering
problem
PO 6: The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal,
and cultural issues and the consequent responsibilities relevant to the professional engineering practice.
6.3 Demonstrate an ability 6.3.1 Identify and describe various engineering roles; particularly as pertains to
to describe engineering protection of the public and public interest at the global, regional and local level
roles in a broader context,
e.g. pertaining to the
environment, health, safety,
legal and public welfare
6.4 Demonstrate an 6.4.1 Interpret legislation, regulations, codes, and standards relevant to your discipline
understanding of and explain its contribution to the protection of the public
professional engineering
regulations, legislation and
standards
PO 7: Environment and sustainability: Understand the impact of the professional engineering solutions in societal and
environmental contexts, and demonstrate the knowledge of, and the need for sustainable development.
7.3 Demonstrate an 7.3.1 Identify risks/impacts in the life-cycle of an engineering product or activity
understanding of the 7.3.2 Understand the relationship between the technical, socio-economic and
impact of engineering and environmental dimensions of sustainability
industrial practices on
social, environmental and in
economic contexts
7.4 Demonstrate an ability 7.4.1 Describe management techniques for sustainable development
to apply principles of 7.4.2 Apply principles of preventive engineering and sustainable development to an
sustainable design and engineering activity or product relevant to the discipline
development
PO 8: Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering
practice.
8.3 Demonstrate an ability to 8.3.1 Identify situations of unethical professional conduct and propose ethical alternatives
recognize ethical dilemmas
Appendix 31
8.4 Demonstrate an ability to 8.4.1 Identify tenets of the ASME professional code of ethics
apply the Code of Ethics 8.4.2 Examine and apply moral & ethical principles to known case studies
PO 9: Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in
multidisciplinary settings.
9.4 Demonstrate an ability to 9.4.1 Recognize a variety of working and learning preferences; appreciate the value of
form a team and define a diversity on a team
role for each member 9.4.2 Implement the norms of practice (e.g. rules, roles, charters, agendas, etc.) of
effective team work, to accomplish a goal.
9.5 Demonstrate effective 9.5.1 Demonstrate effective communication, problem-solving, conflict resolution and
individual and leadership skills
team operations-- 9.5.2 Treat other team members respectfully
communication, problem-
9.5.3 Listen to other members
solving, conflict resolution
and leadership skills 9.5.4 Maintain composure in difficult situations
9.6 Demonstrate success in a 9.6.1 Present results as a team, with smooth integration of contributions from all
team-based project individual efforts
PO 10: Communication: Communicate effectively on complex engineering activities with the engineering community and with
the society at large, such as being able to comprehend and write effective reports and design documentation, make effective
presentations, and give and receive clear instructions
10.4 Demonstrate an ability 10.4.1 Read, understand and interpret technical and non-technical information
to comprehend technical 10.4.2 Produce clear, well-constructed, and well-supported written engineering
literature and document documents
project work
10.4.3 Create flow in a document or presentation - a logical progression of ideas so that
the main point is clear
10.5 Demonstrate competence 10.5.1 Listen to and comprehend information, instructions, and viewpoints of others
in listening, speaking, and 10.5.2 Deliver effective oral presentations to technical and non-technical audiences
presentation
10.6 Demonstrate the ability to 10.6.1 Create engineering-standard figures, reports and drawings to complement writing
integrate different modes of and presentations
communication 10.6.2 Use a variety of media effectively to convey a message in a document or a
presentation
PO 11: Project management and finance: Demonstrate knowledge and understanding of the engineering and management
principles and apply these to one’s work, as a member and leader in a team, to manage projects and in multidisciplinary
environments.
11.4 Demonstrate an ability to 11.4.1 Describe various economic and financial costs/benefits of an engineering activity
evaluate the economic and 11.4.2 Analyze different forms of financial statements to evaluate the financial status of an
financial performance of an engineering project
engineering activity
11.5 Demonstrate an ability to 11.5.1 Analyze and select the most appropriate proposal based on economic and financial
compare and contrast the considerations.
costs/benefits of alternate
proposals for an engineering
activity

11.6 Demonstrate an ability to 11.6.1 Identify the tasks required to complete an engineering activity, and the resources
plan/manage an engineering required to complete the tasks.
activity within time and 11.6.2 Use project management tools to schedule an engineering project, so it is
budget constraints completed on time and on budget.
PO 12: Life-long learning: Recognise the need for, and have the preparation and ability to engage in independent and life-long
learning in the broadest context of technological change.
12.4 Demonstrate an ability to 12.4.1 Describe the rationale for the requirement for continuing professional development
identify gaps in knowledge 12.4.2 Identify deficiencies or gaps in knowledge and demonstrate an ability to source
and a strategy to close information to close this gap
these gaps
12.5 Demonstrate an ability to 12.5.1 Identify historic points of technological advance in engineering that required
identify changing trends in practitioners to seek education in order to stay current
engineering knowledge and 12.5.2 Recognize the need and be able to clearly explain why it is vitally important to keep
practice current regarding new developments in your field
12.6 Demonstrate an ability to 12.6.1 Source and comprehend technical literature and other credible sources of
identify and access sources information
for new information 12.6.2 Analyze sourced technical and popular information for feasibility, viability,
sustainability, etc.
Appendix 33
APPENDIX
Sample questions for Bloom’s Taxonomy levels
Appendix-B
SAMPLES QUESTIONS FOR BLOOMS TAXONOMY LEVELS:

1. REMEMBER
Skill Demonstrated Question Ques / Verbs for tests
• Ability to recall of information like, facts, conventions, list, define, describe, state, recite, recall, identify, show, label,
definitions, jargon, technical terms, classifications, tabulate, quote, name, who, when, where, etc.
categories, and criteria
• ability to recall methodology and procedures,
abstractions, principles, and theories in the field
• knowledge of dates, events, places
• mastery of subject matter
Sample Questions:
1. State Ohm’s law
2. List the physical and chemical properties of silicon
3. List the components of A/D converter
4. List the arithmetic operators available in C in increasing order of precedence.
5. Define the purpose of a constructor.
6. Define the terms: Sensible heat, Latent heat and Total heat of evaporation
7. List the assembler directives.
8. Describe the process of galvanisation and tinning
9. Write truth table and symbol of AND, OR, NOT, XNOR gates
10. Define the terms: Stress, Working stress and Factor of safety.
11. What is the difference between declaration and definition of a variable/function?
12. List the different storage class specifiers in C.
13. What is the use of local variables?
14. What is a pointer to a pointer?
15. What are the valid places for the keyword “break” to appear?
16. What is a self-referential structure?
Appendix 35
2. UNDERSTAND
• understanding information describe, explain, paraphrase, restate, associate, contrast,
• grasp meaning summarize, differentiate interpret, discuss
• translate knowledge into new context
• interpret facts, compare, contrast
• order, group, infer causes
• predict consequences
Sample Questions:
1. Explain the importance of sustainability in Engineering design
2. Explain the behaviour of PN junction diode under different bias conditions
3. Describe the characteristics of SCR and transistor equivalent for a SCR
4. Explain the terms: Particle, Rigid body and Deformable body giving two examples for each.
5. How many values of the variable num must be used to completely test all branches of the following code
fragment?
if (num>0)
if (value<25)
{
value=10*num;
if(num<12)
value=value/10;
}
else
Value=20*num;
else
Value=30*num
6. Discuss the effect of Make in India initiative on the Indian manufacturing Industry.
7. Summarise the importance of ethical code of conduct for engineering professionals
8. Explain the syntax for ‘for loop’.
9. What is the difference between including the header file with-in angular braces < > and double quotes
“ ”?
10. What is the meaning of base address of the array?
11. What is the difference between actual and formal parameters?
12. Explain the different ways of passing parameters to the functions.
13. Explain the use of comma operator (,).
14. Differentiate between entry and exit controlled loops.
15. How is an array different from linked list?

3. APPLY
• use information calculate, predict, apply, solve, illustrate, use, demonstrate,
• use methods, concepts, laws, theories in new situations determine, model, experiment, show, examine, modify
• solve problems using required skills or knowledge
• Demonstrating correct usage of a method or procedure
Sample Questions:
1. Model and realize the following behaviors using diodes with minimum number of digital inputs.
(i) Turning on of a burglar alarm only during night time when the locker door is opened.
(ii) Providing access to an account if either date of birth or registered mobile number or both are
correct.
(iii) Updating the parking slot empty light in the basement of a shopping mall.
2. One of the resource persons needs to address a huge crowd (nearly 400 members) in the auditorium.
A system is to be designed in such a way that everybody attending the session should be able to hear
properly and clearly without any disturbance. Identify the suitable circuit to boost the voice signal and
explain its functionality in brief.
3. A ladder 5.0 m long rests on a horizontal ground & leans against a smooth vertical wall at an angle 200
with the vertical. The weight of the ladder is 900 N and acts at its middle. The ladder is at the point of
sliding, when a man weighing 750 N stands on a rung 1.5 m from the bottom of the ladder. Calculate the
coefficient of friction between the ladder & the floor.
4. A ball is dropped from 6 meters above a flat surface. Each time the ball hits the surface after falling
a distance h, it rebounds a distance rh. What will be the total distance the ball travels in each of the
following cases.
(a) r>1 (b) 0<r<1 (c) r=1
5. The region bounded by the curves y=e^((-1)⁄x),y=0,x=1, and x=5 is rotated about the x-axis. Use
Simpson’s Rule with n=8 to estimate the volume of the resulting solid.
6. An electric train is powered by machine which takes the supply from 220 V DC rail running above the
train throughout. Machine draws current of 100 A from the DC rail to account for high torque during
starting and runs at 700 r.p.m initially. Calculate the new speed of the train once it picks up the speed
Appendix 37
where the torque output required is only 70% of starting torque. Assume the motor has a resistance of
0.1Ω across its terminals.
7. Write an algorithm to implement a stack using queue.
8. A single array A[1..MAXSIZE] is used to implement two stacks. The two stacks grow from opposite ends
of the array. Variables top1 and top2 (topl< top2) point to the location of the topmost element in each of
the stacks. What is the condition for “stack full”, if the space is to be used efficiently.
9. Consider the following table of arrival time and burst time for three processes P0, P1 and P2.
Process Arrival time Burst Time
P0 0 ms 9 ms
P1 1 ms 4 ms
P2 2 ms 9 ms
The pre-emptive shortest job first scheduling algorithm is used. Scheduling is carried out only at arrival
or completion of processes. What is the average waiting time for the three processes?
10. A CPU generates 32-bit virtual addresses. The page size is 4 KB. The processor has a translation look-
aside buffer (TLB) which can hold a total of 128-page table entries and is 4-way set associative. What is
the minimum size of the TLB tag?
4. ANALYZE
• break down a complex problem into parts. classify, outline, break down, categorize, analyse, diagram,
• Identify the relationships and interaction between the illustrate, infer, select
different parts of complex problem
Sample Questions:
1. A class of 10 students consists of 5 males and 5 females. We intend to train a model based on their
past scores to predict the future score. The average score of females is 60 whereas that of male is 80.
The overall average of the class is 70. Give two ways of predicting the score and analyse them for fitting
model.
2. Suppose that we want to select between two prediction models, M1 and M2. We have performed 10
rounds of 10-fold cross-validation on each model, whereas the same data partitioning in round one is
used for both M1 and M2. The error rates obtained for M1 are 30.5, 32.2, 20.7, 20.6, 31.0, 41.0, 27.7,
26.0, 21.5, 26.0. The error rates for M2 are 22.4, 14.5, 22.4, 19.6, 20.7, 20.4, 22.1, 19.4, 16.2, 35.0.
Comment on whether one model is significantly better than the other considering a significance level of
1%.
3. Return statement can only be used to return a single value. Can multiple values be returned from a
function? Justify your answer.
4. Bob wrote a program using functions to find sum of two numbers whereas Alex wrote the statements
to find the sum of two numbers in the main() function only. Which of the two methods is efficient in
execution and why?
5. Carly wants to store the details of students studying in 1st year and later on wishes to retrieve the

information about the students who score the highest marks in each subject. Specify the scenario where
the data can be organized as a single 2-D array or as multiple 1-D arrays.
6. Dave is working on a Campus Management Software but is unable to identify the maximum number
of students per course. He decided to implement the same using arrays but discovered that there is
memory wastage due to over-provisioning. Which method of memory storage should be used by Dave
and how it can be implemented using C?
7. Albert is working on a 32-bit machine whereas Julie is working on a 64-bit machine. Both wrote the
same code to find factorial of a number but Albert is unable to find factorial of a number till 9 whereas
Julie is able to find the factorial of higher number. Identify the possible reason why Albert is unable to find
the factorial. Suggest some changes in the code so that Albert can handle bigger inputs.
8. While writing a C code, the problem faced by the programmers is to find if the parenthesis is balanced
or not. Write an algorithm to check if the parenthesis in C code are balanced. Initially your code should
work for balanced { and } braces.
9. Swapping of the data in a linked list can be performed by swapping the contents in the linked list. Can
the contents of a linked list be swapped without actually swapping the data?
5. EVALUATE
• compare and discriminate between ideas assess, decide, choose, rank, grade, test, measure, defend,
• assess value of theories, presentations recommend, convince, select, judge, support, conclude,
argue, justify, compare, summarize, evaluate
• make choices based on reasoned argument
• verify value of evidence
• recognize subjectivity
• use of definite criteria for judgments
6. CREATE
• use old ideas to create new ones design, formulate, build, invent, create, compose, generate,
• Combine parts to make (new) whole, derive, modify, develop, integrate
• generalize from given facts
• relate knowledge from several areas
• predict, draw conclusions
Both higher order cognitive skills ‘Evaluate’ and ‘Create’ are difficult to assess in time-limited
examinations. These need to be assessed in variety of student works like projects, open ended problem-
solving exercises etc. Typical examples of problem statements or need statements which need higher order
abilities to solve are given below
Sample Problem / Need statements:

1. Automatic tethering of milking machine to the udder of a cow. A milk diary wants to automate the milking
process. The milking process involves attaching the milking cups to the teats. Design a system for the
same.
2. An electric vehicle uses LIoN batteries. The batteries have to be charged and get discharged during use.
Appendix 39
The batteries require continuous monitoring during charging and discharging so that they remain healthy
and yield a long life. Design a system to monitor and manage the health of the batteries.
3. A Biotech industry needs automation for filling its product into 20 ltr bottles. Design a system to meter the
flow into the bottles so that each bottle has 20 ltr of the liquid. There will be more than one filling station
and the system has to monitor all the filling stations as well as keep count of the total production on a
daily basis.
4. Microwave Doppler radar with a range of 9m are available for motion detection. Design a surround view
monitoring system for a 3 wheeler to detect human obstacles while the vehicle is in motion.
5. Design a system to assist the driver by using cameras to detect lane markers and pedestrians while the
vehicle is in motion.
6. Develop a small size USB 2.0 / 3.0 CMOS camera system which can be used for industrial inspection,
medical applications, microscopy, etc. The system should be able to capture the image quickly and be
able to process the captured image and then store it also

APPENDIX
Model Question Papers
Appendix-C
MODEL QUESTION PAPER

Course: Programming for Problem solving (ESC 103)
Maximum Marks :100; Duration: 03 hours
Q.No Questions Marks CO BL PI

1(a) Explain the steps involved in solving a problem using computer. 08 CO1 L2 1.4.1
1(b) Write an algorithm to find roots of a quadratic equation ax2 + bx +c = 12 CO2 L3 1.4.1
0 reading the values of a, b and c.
2(a) Compare if-else-if and switch statement giving examples for their 08 CO2 L2 1.4.1
relevant use.
2b Write a C program that reads a given integer number and checks 12 CO3 L3 1.4.1
whether it a palindrome. A palindrome is a number that has same value
even when it is reversed. Eg: 12321 is a palindrome.
3a Compare the working of three looping constructs of C language giving 08 CO3 L2 1.4.1
their syntax.
3b What does the following program do?
#include <stdio.h>
int main()
{
char ch;
int vcnt = 0, ccnt=0;
for ( ch = getchar(); ch != ‘\n’; ch=getchar()){
if(ch==’a’ || ch==’e’ || ch==’i’ || ch==’o’ || ch==’u’ ||
12 CO4 L4 1.4.1
ch==’A’ || ch==’E’ || ch==’I’ || ch==’O’ || ch==’U’)
vcnt++;
else if((ch >= ‘a’ && ch <= ‘z’) || (ch >= ‘A’ && ch <= ‘Z’))
ccnt++;
}
printf( “ %d %d\n”, vcnt, ccnt);
}
Rewrite the above program using while and switch constructs.
4a Compare call by value and call by reference with relevant examples. 8 CO3 L2 1.4.1
4b Write a C function to find the largest and smallest in a given list of 12 CO3 L3 1.4.1
integers of size n using call by reference:
void minmax( int list[ ], int n, int *min, int *max);
5a Explain at least four file handling operations available in C language 4 CO3 L2 1.4.1
giving their syntax.
5b Identify the bug in the following function written to return the swapped
values of two integer variables given:
Appendix 41
int swap( int *x, int *y) 6 CO5 L4 1.4.1
{
int *temp;
temp = x, x=y, y = temp;
}
5c Define a structure to store time with three components hours, mins 10 CO3 L3 1.4.1
and seconds. Write a modular C program to compute the time taken
by an athlete to complete a marathon reading the start and end time
of his run.
BL – Bloom’s Taxonomy Levels (1- Remembering, 2- Understanding, 3 – Applying, 4 – Analysing, 5 –

Evaluating, 6 - Creating)
CO – Course Outcomes
PO – Program Outcomes; PI Code – Performance Indicator Code

MODEL QUESTION PAPER FOR END SEMESTER EXAMINATION
Course Name: Programming for Problem Solving
Duration: 3 hrs. ; Max. Marks: 100
Instructions:
a. Attempt five questions selecting ONE from each section. Question 9 (Section E) is compulsory.
b. All the questions carry equal marks.
c. Draw neat diagrams wherever applicable.
Q. No Question Marks BL CO PO PI Code

Section-A
1. a. What is an algorithm? Explain the characteristics of an 2+6 1,2 2 1 1.4.1
algorithm.
b. Write an algorithm to find angle between hour and minute 7 3 3 1 1.4.1
hands of a clock at a given time.
c. Is it mandatory to declare main() function with return type 3+2 4 3 1 1.4.1
as void or int. What will be the effect if there is no return type
declared for main() function?
OR
2. a. What is the difference between definition and declaration in
C? When a user writes “int x;” is it treated as declaration or 3+2 2,4 3 1 1.4.1
definition in C.
b. Write a program in C to find largest of 3 positive integer 7 3 3 1,2 1.4.1,
numbers using conditional operators. 2.2.4
c. What is meant by iterative statements? What are the different 8 1,2 3 1 1.4.1
types of iterative statements in C?
Section-B
3. a. Bob has placed N objects in a row which are marked with 12 3 3,6,7 1,2 1.4.1,
a number equal to their weight in Kg. He wants to check 2.2.4
whether the objects are in increasing order of their weights
or not. Write a C program to help Bob.
b. Differentiate between Big-O and Big-Omega notation. 4 2 3 1 1.4.1
c. What is the role of index in an array? How are the elements 2+2 2 3 1 1.4.1
of a 2D array accessed in C?
OR
4. a. Ram is conducting a study which is based on counting 4+4+4 3 3,6,7 1,2 1.4.1,
the number of cars crossing the highway. Every hour 2.2.4
he generates a random string containing sequence of
characters <rbwbwr…>, where r represents red color,
w denotes white color and b denotes blue color cars. The
string is forwarded to Shyam for analysis who computes
the number of red, blue and white color cars crossing Ram
every hour. Assume that Ram works for 5 hours in a day,
help Shyam generate a daily report containing the following:
i. Total number of different colour cars crossing Ram in an
hour.
ii. Total number of different colour cars crossing Ram in a day.
iii. Total number of cars crossing Ram in a day.
Appendix 43
b. What is a variable? Explain the ways to declare scope of a 2+6 1,2 3 1 1.4.1
variable.
Section-C
5. a. Write a program which will read positive integer numbers 12 3 3,6,7 1,2 1.4.1
from the users and compute the sum if the number can be
expressed as power of 2. The test whether a number can
be expressed as power of 2 will be done using a function
power_of_two(int a).
b. What is recursion? Differentiate between homogeneous and 2+3+3 2 3 1 1.4.1
heterogeneous recursion with the help of an example.
OR
6. a. What are the different ways to pass parameters to a 4+4 2 3,5 1 1.4.1
function? Explain with the help of a suitable example.
b. Is it possible to return multiple values from a function? 4+8 3 3,6,7 1,2 1.4.1
Justify the statement with the help of an example.
Section-D
7. a. What is a structure? What is the benefit offered by using a 2+6 2 5 1 1.4.1
structure over multiple arrays?
b. Ram is working on a project which requires returning 12 4 5 1 1.4.1
multiple values from a function. He observed that a return
statement can only be used to return a single value from a
function. How the function should be implemented so that
multiple values can be returned by Ram?
OR
8. a. Write a program that reads a number as input from the 12 3 5 1 1.4.1
user. The entered number is written to a file “even.txt” if the
input is even else it is written to “odd.txt”. Write a C code to
perform the desired task.
b. What are the different methods to open a file? Explain each 3+5 2 5 1 1.4.1
with the help of a C program.
Section-E (Compulsory Question)
9. a. What is a compiler? List names of any 2 compilers. 2½ 1 1 1 1.4.1
b. What are the benefits of designing a flowchart for solving a 2½ 4 2 1 1.4.1
problem?
c. What is the output of the following code? 2½ 3 4 1 1.4.1
int main(){
int x=10;
int y=sizeof(x/2);
printf(“%d”,y); }
d. What is the difference between creating constant using 2½ 3 3 1 1.4.1
#define macro and const keyword?
e. What is the role of function prototype? When is it required in 2½ 2 3 1 1.4.1
C?
f. Which of the following are unary operators in C? State 2½ 2 3 1 1.4.1
reason for your answer.
a. !
b. sizeof
c. ~
d. &&

g. Which of the following special symbol allowed in a variable 2½ 2 3 1 1.4.1
name? State reason for your answer.
a. * (asterisk)
b. | (pipeline)
c. - (hyphen)
d. _ (underscore)
h. In which header file is the NULL macro defined? State 2½ 2 3 1 1.4.1
reason for your answer.
a. stdio.h
b. stddef.h
c. stdio.h and stddef.h
d. math.h

MODEL QUESTION PAPER

Total Duration (H:M): 3:00
Course : Basic Electrical Engineering (ESC101)
Maximum Marks :100
Q.No Questions Marks CO BL PI
1(a) Calculate current through 4 Ω resistor using Kirchoff’s Laws? Verify the 12 CO1 L3 1.3.1
same using Superposition Theorem.
1(b) Derive the expression for the transient current in a series ‘R-L’ circuit when 8 CO1 L2 1.3.1
a ‘dc’ voltage of V volts is applied. Sketch time variation of current in the
circuit.
2(a) Two impedances Z1=15+j12Ω and Z2=8-j5 Ω are connected in parallel. 12 CO2 L3 1.3.1
If the potential difference across one of the impedance is 250 V, calculate
i) total current and branch currents
ii) total power and power consumed in each branch
iii) overall p.f.
IV) draw the phasor diagram
2b It is desired to operate a 100 W, 120 V, electric bulb at its rated current 8 CO2 L4 1.3.1
on a 240 V, 50 Hz supply. The simplest arrangement is to use either (a)
a resistor, or (b) a capacitor or (c) an inductor having 10 Ω resistance in
series with the electric bulb so as to drop the excess voltage. Determine
the value of the component used, the total power consumed and the power
factor in each case. Giving reasons, state which alternative is the best.
Appendix 45
3a A single phase 25 kVA 1000/2000 V, 50 Hz transformer has maximum 12 CO3 L3 1.3.1
efficiency of 98% at full load upf. Determine its efficiency at,
(a) 3/4th full load, unity power factor
(b) 3/4th full load 0.8 power factor
3b Explain the working of a practical transformer with relevant phasor 8 CO3 L2 1.3.1
diagram. and define voltage regulation.
4a A two pole 3 phase 50 Hz induction motor is running on load with a slip of 8 CO4 L2 1.3.1
4%. Calculate the actual speed and the synchronous speed of the machine.
Sketch the speed/ load characteristic of the machine.
4b A wireless battery powered drilling machine operates on 24 V DC with 12 CO4 L4 1.3.1
constant speed and negligible field current. Initially when the machine is
powered it runs at 1200 rpm and draws 0.5 A from the battery. Further
when the drill bit starts drilling the hole, the speed reduces to 1120 rpm.
Determine power requirement from the battery for drilling if the resistance
of the armature is 0.2Ω. What is the power drawn initially?
5a Explain the working principle of a single phase pulse width modulated 8 CO5 L2 1.3.1
voltage source inverter with relevant circuit diagram and draw the output
voltage wave form.
5b To protect an expensive circuit component from being delivered too much 6 CO6 L4 1.3.1
power, you decide to incorporate a fast blowing fuse into the design.
Knowing that the circuit component is connected to 12 V, its minimum
power consumption is 12 watts and the maximum power it can safely
dissipate is 100 watts, which of the three available fuse ratings should you
select: 1A , 4A or 10 A? Give reasons.
5c Calculate the i) ampere-hour and ii) watt-hour efficiency of a secondary 6 CO6 L3 1.3.1
cell which is discharged at a uniform rate of 30 A for 6 hours at an average
terminal voltage of 2 V. It is then charged at a uniform rate of 40 A for 5
hours to restore it to its original condition. The terminal voltage during
charging is 2.5 V.


APPENDIX
Sample Scoring Rubrics
Appendix-D
RUBRICS FOR COMMUNICATION (WRITTEN & ORAL)

Component Proficient Acceptable Needs Improvements
Written Report is well organized and Report is organized and clearly Report lacks an overall
Communication clearly written. The underlying written for the most part. In organization. Reader has to make
logic is clearly articulated and some areas the logic or flow of considerable effort to understand
easy to follow. Words are chosen ideas is difficult to follow. Words the underlying logic and flow
that precisely express the intended are well chosen with some of ideas. Diagrams are absent
meaning and support reader minor exceptions. Diagrams are or inconsistent with the text.
comprehension. Diagrams or consistent with the text. Sentences Grammatical and spelling errors
analyses enhance and clarify are mostly grammatical and only a make it difficult for the reader to
presentation of ideas. Sentences few spelling errors are present but interpret the text in places.
are grammatical and free from they do not hinder the reader.
spelling errors.
Presentation Slides are error-free and logically Slides are error-free and logically Slides contain errors and lack
Visual Aids present the main components of present the main components of a logical progression. Major
the process and recommendations. the process and recommendations. aspects of the analysis or
Material is readable and the Material is mostly readable and recommendations are absent.
graphics highlight and support the graphics reiterate the main ideas. Diagrams or graphics are absent
main ideas. or confuse the audience.
Oral Speakers are audible and fluent Speakers are mostly audible and Speakers are often inaudible
Presentation on their topic, and do not rely fluent on their topic, and require or hesitant, often speaking in
on notes to present or respond. minimal referral to notes. Speakers incomplete sentences. Speakers
Speakers respond accurately respond to most questions rely heavily on notes. Speakers
and appropriately to audience accurately and appropriately. have difficulty responding clearly
questions and comments. and accurately to audience
questions.
Body Body language, as indicated Body language, as indicated by Body language, as indicated by
Language by appropriate and meaningful a slight tendency to repetitive frequent, repetitive and distracting
gestures (e.g., drawing hands and distracting gestures (e.g., gestures, little or no audience eye-
inward to convey contraction, tapping a pen, wringing hands, contact, and /or stiff posture and
moving arms up to convey lift, etc.) waving arms, clenching fists, etc.) movement, indicate a high degree
eye contact with audience, and and breaking eye contact with of discomfort interacting with
movement, demonstrates a high audience, demonstrates a slight audience.
level of comfort and connection discomfort with the audience.
with the audience.
Appendix 47
RUBRICS FOR ASSESSMENT OF DESIGN PROJECTS
Category Needs Improvements Acceptable Proficient
Purpose of Does not clearly explain the Provides a description of the Provides a detailed intended
the Project intended outcome of the project intended outcome of the project outcome of the project which
or provides little information about which includes information about includes information about the
the problem that was being solved, the problem that was being solved problem that was being solved or
the need being met, or why the or the need being met, and why the the need being met, and clearly
project was selected project was selected articulates the reasons and
decision-making process used to
select the project
Research Lacks awareness of similar work Reflects awareness of similar work •Reflects thorough understanding
done by others in an unacceptable done by others and presents it in of similar work done by others and
literary form an acceptable literary format presents it in an acceptable literary
format
Choices Lacks justification of choices with Justifies choices made with Demonstrates sophisticated
little or no references to functional, reference to functional, aesthetic, justification of choices with
aesthetic, social, economic, or social, economic, or environmental reference to functional, aesthetic,
environmental considerations considerations social, economic, or environmental
consideration
Alternative Only one design presented or Alternative approaches identified Final design achieved after review
Designs clearly infeasible alternative given. to some degree. of reasonable alternatives.
Serious deficiencies in exploring
and identifying alternative designs.
Application of No or erroneous application of Effective application of engineering Critical selection and application
Engineering engineering principles yielding principles resulting in reasonable of engineering principles ensuring
Principles unreasonable solution. solution. reasonable results.
Serious deficiencies in proper
selection and use of engineering
principles.
Final Design Not capable of achieving desired Design meets desired objectives. Design meets or exceeds desired
objectives. objectives.
Interpretation of No or erroneous conclusions Sound conclusions reached based Insightful, supported conclusions
Results based on achieved results. Serious on achieved results. and recommendations.
deficiencies in support for stated
conclusions.

Rubrics can also be used effectively to design the continuous assessment of the student projects. The Performance
Indicators referred to in the previous sections can be used measurement criteria in the rubric. In the following
example, we can see that for different phases of the students projects, we can design the rubrics keeping in mind
the deliverables of the project at that particular stage.
5 - SEMESTER MINI PROJECT

RUBRICS FOR REVIEW – I
PI PI Marks Very Poor Poor Average Good Very good
Code Up to 20% Up to 40% Up to 60% Up to 80% Up to 100%
2.1.1 Articulate 02 Problem Problem Problem Problem statement Problem statement
problem statement and statement and statement is clear and is clear and
statements and objectives are objectives are is clear and objectives are objectives are
identify objectives not identified not clear objectives not completely completely defined
- GA are not in line defined.
with problem
statement
2.1.2 Identify 02 Engineering Engineering Engineering Engineering Engineering
engineering systems are systems are systems are systems are systems are
systems, not identified. identified but not clear. Variables, identified. identified.
variables, and Variables, and clear. Variables, and parameters Variables, and Variables, and
parameters parameters and parameters to solve the parameters parameters
to solve the to solve the to solve the problems are not to solve the to solve the
problems - IA problems are problems are defined problems are problems are
not defined not defined partially defined completely defined
2.2.3 Identify existing 02 Not able to Not able to Not able to Able to identify Able to identify
processes/ identify existing identify existing identify existing existing solution existing solution
solution methods solution for solution for solution for for solving for solving the
for solving solving the solving the solving the the problem. problem. But
the problem, problem. The problem. The problem. But Assumptions, and assumptions,
including assumptions, assumptions, assumptions and approximations approximations
forming justified approximations approximations approximations are clear and justifications
approximations and and are aligned to the are clear
and assumptions justifications justifications are objectives.
- GA are also not identified but not
identified. clear
2.2.4 Compare 02 Not able Not able to Able to compare Able to compare Able to compare
and contrast to identify compare alternative alternative solution alternative solution
alternative alternative alternative solution processes and processes,
solution solution solution processes contrast clearly contrast it and
processes to processes processes but could not but not able also able to select
select the best contrast clearly to select best best process
process - GA process
10.1.1 Read, understand 02 Not able Able to identify Able to read Able to read, Able to read,
and interpret to identify non-technical technical and understand understand and
technical and technical and information non-technical technical and interpret technical
non-technical non-technical information, non-technical and non-technical
information - GA information but could not information, but information
understand and could not interpret
interpret
Appendix 49
GA – Group Assessment IA – Individual Assessment
RUBRICS FOR REVIEW – II

3.2.1 Apply formal idea 02 Not able to Able to identify Able to use the Able to generate Able to generate
generation tools to identify tools but not able to tool but not engineering engineering
develop multiple to develop use it effectively able to generate designs but not designs with
engineering design solutions engineering able to justify justification
solutions - GA designs
3.2.3 Identify suitable 02 Not able to Able to identify Able to use Not able to Able to justify
criteria for evaluation identify criteria criteria but not criteria but not justify the the comparison
of alternate design able to use them able to compare comparison with criteria
solutions - GA alternatives with criteria
3.3.1 Apply formal decision- 02 Not able Able to identify Able to identify Able to use Able to use
making tools to select to identify but not able optimum one but optimum one optimum one
optimal engineering decision-making to choose not able to use it but not able to with justification
design solutions for tools optimum one justify
further development
- GA
3.2.2 Build models/ 02 Not able to Able to choose Able to use the Able to generate Able to generate
prototypes to develop identify tool to the tool but not tool but not alternatives and justify the
diverse set of design build model/ able to use it able to generate but not able to best solution
solutions - IA prototype effectively alternatives justify the best
solution
13.1.1 Develop 2D drawings 02 Not able to Able to identify Able to use CAD Able to generate Able to generate
of components/ identify CAD but not able to tool but not drawings but drawings with
systems using tools use CAD tool able to generate not able to standards
modern CAD tools - IA drawings follow drawing
standards
13.1.2 Develop 3D models of 03 Not able to Able to identify Able to use CAD Able to generate Able to generate
components/systems identify CAD but not able to tool but not able models but not models with
using modern CAD tools use CAD tool to generate 3D able to follow standards
tools - IA models standards
13.1.3 Apply GD&T 02 Not able to Able to extract Able to Able to apply Able to apply
principles as per extract GD&T but not able understand but GD&T standards and justify
ASME standards principles from to understand not able to apply to drawings GD&T standards
to manufacturing ASME standards them GD&T standards but not able to to drawings
drawings, with all justify
relevant data like
material, hardness,
surface finish, and
tolerances - IA

RUBRICS FOR REVIEW – III
3.4.2 Generate information 02 Not able to Able to identify Able to Able to collect Able to apply
through appropriate identify suitable but not able to follow testing information information
tests to improve or tests to be done follow testing procedures but not able for the
revise design - GA procedure but not able to apply it for improvement
to collect improvement
information
4.3.1 Use appropriate 04 Not able to Able to identify Able to conduct Able to follow Able to collect
procedures, tools and identify tools, but not able experiments but procedure but data as per the
techniques to conduct techniques and to conduct not able to follow not able to standards
experiments and procedures experiments procedure collect data
collect data - GA
4.3.2 Analyze data 03 Not able to Able to Able to analyze Able to correlate Able to identify
for trends and understand data understand data but not able but not able to errors and
correlations, stating but not able to to correlate them identify errors limitations
possible errors and analyze data and limitations
limitations - GA
10.2.2 Deliver effective oral 03 Could not Could not Able to deliver Deliver effective Deliver effective
presentations to deliver effective deliver fair presentation presentations presentation and
technical and non- presentations. presentation, but not able to but able to able to answer
technical audiences but presentation answer to the answer partially all queries of the
- IA was prepared audiences to the audience audience.
and attempted. queries.
9.3.1 Present results as a 03 No Contribution Contributions Contributions A contribution Contribution
team, with smooth from an from an from an from an from an
integration of individual to a individual to a individual to a individual to a individual to a
contributions from all team team is minimal team is moderate team is good team is good
individual efforts – GA but not well and results in an
+ IA groomed in integrated team
team. presentation.
Appendix 51
AICTE COMMITTEE ON EXAMINATION REFORMS
Members of the Committee
1. Prof. Ashok S. Shettar, Chairman
Vice Chancellor, KLE Technological University, Hubballi, Karnataka
2. Prof. Rama Krishna Challa,
Head, Dept. of Computer Science and Engineering, NITTTR, Chandigarh
3. Prof. Sanjay Agrawal
Dept. of Computer Engineering and Applications, NITTR, Bhopal (M.P)
4. Prof. Upendra Pandel
Dept. of Metallurgical & Material Engineering, MNIT, Jaipur

53
ALL INDIA COUNCIL FOR TECHNICAL EDUCATION
Nelson Mandela Marg, Vasant Kunj, New Delhi-110070
54

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Examination

ALL INDIA COUNCIL FOR TECHNICAL EDUCATION

Examination Reform Policy 1

(Prof. Anil D. Sahasrabudhe)

Examination Reform Policy 3

Prof. Ashok S. Shettar

Prof. Rama Krishna Challa

Prof. Sanjay Agarwal

Prof. Upendra Pandel

Examination Reform Policy 5

(Prof. Rajive Kumar)

Examination Reform Policy 7

2 Assessment Strategy for Outcome Based Education (OBE) 13

3 Improving Structure and Quality of Assessments 21

4 Assessing Higher-order Abilities & Professional Skills 25

Examination Reform Policy 9

Examination Reform Policy 11

Outcome-based education (OBE)- a performance-based approach has emerged as a major reform

2. Importance of Higher-order Abilities and Professional Skills

12 Examination Reform Policy

1. Mapping Program Outcomes to Assessment (Examinations)

2. Two-step Process for Bringing Clarity to POs

Examination Reform Policy 13

Demonstrate an ability to generate a diverse set of alternative design solutions

14 Examination Reform Policy

3. Program Outcomes – Competencies – Performance Indicators

Examination Reform Policy 15

16 Examination Reform Policy

Examination Reform Policy 17

18 Examination Reform Policy

Examination Reform Policy 19

1. Bloom’s Taxonomy for Assessment Design

Examination Reform Policy 21

Level Descriptor Level of attainment

Fig. 2: Revised Bloom’s Taxonomy

2. Action Verbs for Assessment

22 Examination Reform Policy

Examination Reform Policy 23

Fig. 3: Assessment methods for different Bloom’s cognitive levels

2. Before adopting this framework for reforms in examination system of a University/Institution, it is

24 Examination Reform Policy

1. Innovative Educational Experiences to Teach and Assess

Examination Reform Policy 25

Fig. 4: Examples of Rubrics (Accessed from Rogers 2010)

Advantages of open-book examinations

26 Examination Reform Policy

Examination Reform Policy 27

30 Examination Reform Policy

32 Examination Reform Policy

SAMPLES QUESTIONS FOR BLOOMS TAXONOMY LEVELS:

36 Examination Reform Policy

38 Examination Reform Policy

Sample Problem / Need statements:

40 Examination Reform Policy

MODEL QUESTION PAPER

Q.No Questions Marks CO BL PI

BL – Bloom’s Taxonomy Levels (1- Remembering, 2- Understanding, 3 – Applying, 4 – Analysing, 5 –

PO – Program Outcomes; PI Code – Performance Indicator Code

42 Examination Reform Policy

Q. No Question Marks BL CO PO PI Code