Chapter 13: Attainment Computation Logic
Welcome to the companion resource page for Chapter 13 of the book Outcome-Based Education: A Practical Guide for Higher Education Teachers. This section provides a step-by-step explanation of Attainment Computation, including CO-PO-WK mapping, target setting, direct and indirect assessment logic, and how to interpret scores for continuous quality improvement. This page is especially helpful for faculty members, IQAC teams, and academic auditors who wish to understand attainment analysis in a simplified, formula-driven, and Excel-implementable way, without relying on third-party consultants or tools. To purchase the latest revised edition of the book, visit: https://www.deepeshdivakaran.com/buybook
These are the steps to design an effective Course File. By following these steps, faculty members can ensure that they have all the necessary information to effectively teach their courses and assess student learning outcomes. The first step is to define the course outcomes based on Revised Bloom's Taxonomy, giving them a unique course outcome code. Next, map the course outcomes to program outcomes and plan lessons and assessments accordingly. It is also important to define the attainment slab based on the target set for the course, and to map course outcomes to assessments either directly or indirectly through rubrics. Finally, enter the marks at the question level, compute the class averages, compare them to the attainment slab and target, and justify any deviations from the target. To further aid in understanding these steps, we will provide a practical example later in this book.
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Define the Bright Students and Average Students as per the syllabus, past performance of the students and other factors.
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Define the Course Outcomes as per Revised Bloom’s Taxonomy. Name the course outcome code as per the Course Code.