Part 1 - Chapter 13: Attainment Computation Logic (Outcome Based Education)

13.1.Live Examples of Calculation of Attainment

13.1.1. Step 1: Program Outcomes and Program Specific Outcomes

13.1.2. Step 2: Define Course Outcomes

13.1.3. Step 3: Lesson Planning

13.1.4. Step 4: CO – PO Correlation Matrix

13.1.5. Step 5 – Assessment Planning

13.1.6. Step 6 – Target Setting

13.1.7 Step 7: Student List

Dr. Deepessh Divaakaran
4 days ago
11 min read

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.

Define the Bright Students and Average Students as per the syllabus, past performance of the students and other factors.
Define the Course Outcomes as per Revised Bloom’s Taxonomy. Name the course outcome code as per the Course Code.

Course Outcome Code	Course Outcome Statement	Cognition Level
COURSECODE.1
COURSECODE.2
COURSECODE.3
COURSECODE.4
COURSECODE.5

Map the Course Outcomes to Program Outcome either no Correlation, Low Correlation, Medium Correlation or High Correlation.

Course Outcome Code

PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO8

PO9

PO10

PO11

PO12

COURSECODE.1

COURSECODE.2

COURSECODE.3

COURSECODE.4

COURSECODE.5

COURSECODE AVG

Plan the Lesson as per Syllabus.

Plan the Assessment for the whole Term of the course and as per Syllabus.

Sr No	Assessment	Assessment Type (Assignment/ Class Test / University)	Course Outcome Addressed	Maximum Marks	Assessment Method (DIRECT / INDIRECT)

Define the Attainment Slab as per the Target to be set.

Method 1

Target	Attainment Level
If YY% of Student achieves XX% of Class Average	1
If YY% of Student achieves XX% of Class Average	2
If YY% of Student achieves XX% of Class Average	3

Set the target for the Current Batch or Academic Year.

Course Outcome Code	Target	Justification
COURSECODE.1	2
COURSECODE.2	1
COURSECODE.3	3
COURSECODE.4	2
COURSECODE.5	1
COURSECODE AVG	1.8

Map the Course outcomes to Assessments.

DIRECT – Map questions to Course Outcomes.

Q No.	Question	Marks	Mapped CO
1	Question Statement	XX	CO1, CO2, ……
2	Question Statement	XX	CO1, CO2, ……
3	Question Statement	XX	CO1, CO2, ……
4	Question Statement	XX	CO1, CO2, ……
5	Question Statement	XX	CO1, CO2, ……

INDIRECT – Map the Rubrics to Course Outcomes/ Program Outcomes.

Sr No	Criteria	CO Mapped	Rating Scale	Rating Scale	Rating Scale

Enter the marks at the Questions Level.

Compute the Class Average at Question level.

Sr No.	Student Name	Q1	Q2	Q3	Q4	Q5




	CLASS AVERAGE (CA)	CA (Q1)	CA (Q2)	CA (Q3)	CA (Q4)	CA (Q5)

Compute the Class Average for Respective mapped Course Outcome.

Class Average (CO) = CA (Q1) + CA (Q2) + …… + CA (Qn) / N

12.Compare with the attainment slab.

13.Compare with the target set and justify.

I have taken a sample course named 'Operating System' in Semester 3 to explain the calculation of attainment. I have also explained the attainment for Program Outcome. Please go through all the steps to understand the calculation logic.

Please list the Program Outcomes in your Course file. As in this we care considering Engineering Program and hence listing PO for the same as per recommended by National Board of Accreditation (NBA).

PO CODE	PO TITLE	PO STATEMENT	Hours to Be Engaged
PO1	Engineering knowledge	Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problems.	40
PO2	Problem analysis	Identify, formulate, review research literature, and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.	28
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 the public health and safety, and the cultural, societal, and environmental considerations.	35
PO4	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.	33
PO5	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.	19
PO6	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.	0
PO7	Environment and sustainability	Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.	0
PO8	Ethics	Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.	0
PO9	Individual and teamwork	Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings.	14
PO10	Communication	Communicate effectively on complex engineering activities with the engineering community and with 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.	14
PO11	Project management and finance	Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.	0
PO12	Life-long learning	Recognize the need for and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.	26

I have taken a sample Course named 'Operating System' to provide a better understanding of the steps involved in creating the Course Outcome.

Course Code: CS332P

Course Name: OPERATING SYSTEMS

Semester: 3

CO CODE	COURSE OUTCOME STATEMENT	Cognition	Knowledge	Number of Hours
CS332P.1	Understand the fundamental components of a computer operating system	Understanding	Factual	7
CS332P.2	Understand the policies for scheduling, deadlocks, memory management, synchronization, system calls, and file systems.	Understanding	Conceptual	7
CS332P.3	Extrapolate the interactions among the various components of computing systems.	Analysing	Conceptual	7
CS332P.4	Construct the following OS components: System calls, Schedulers, Memory management systems, Virtual Memory, and Paging systems.	Creating	Procedural	7
CS332P.5	Design solutions for operating system via C/C++ programs, and through JAVA.	Creating	Metacognitive	7
CS332P.6	Measure OS components through instrumentation for performance analysis	Analysing	Procedural	5

The following is an example of a lesson plan that faculty members are expected to create. It includes the ideal contents of a lesson plan to ensure effective teaching and learning.

Sr No	Planned Date	Topic Planned	Ho Of Hours	Module	Cognition	Course Outcome	Reference Sources / Notes	Activities Planned / Teaching Mode*	Actual Completion Date	Actual Hours Spend	Out of Syllabus?
1	04 April 2019, Thursday	TOPIC STATEMENT HERE	1	1	Understanding	CS332P.1
2	08 April 2019, Monday	TOPIC STATEMENT HERE	1	1	Understanding	CS332P.1
3	09 April 2019, Tuesday	TOPIC STATEMENT HERE	1	1	Understanding	CS332P.1
4	10 April 2019, Wednesday	TOPIC STATEMENT HERE	1	1	Understanding	CS332P.1
5	11 April 2019, Thursday	TOPIC STATEMENT HERE	1	1	Understanding	CS332P.1
6	15 April 2019, Monday	TOPIC STATEMENT HERE	1	1	Understanding	CS332P.1
7	16 April 2019, Tuesday	TOPIC STATEMENT HERE	1	1	Understanding	CS332P.1
8	17 April 2019, Wednesday	TOPIC STATEMENT HERE	1	2	Remembering	CS332P.2
9	18 April 2019, Thursday	TOPIC STATEMENT HERE	1	2	Remembering	CS332P.2
10	22 April 2019, Monday	TOPIC STATEMENT HERE	1	2	Understanding	CS332P.2
11	23 April 2019, Tuesday	TOPIC STATEMENT HERE	1	2	Understanding	CS332P.2
12	24 April 2019, Wednesday	TOPIC STATEMENT HERE	1	2	Understanding	CS332P.2
13	25 April 2019, Thursday	TOPIC STATEMENT HERE	1	2	Understanding	CS332P.2
14	29 April 2019, Monday	TOPIC STATEMENT HERE	1	2	Understanding	CS332P.2
15	30 April 2019, Tuesday	TOPIC STATEMENT HERE	1	3	Understanding	CS332P.3
16	01 May 2019, Wednesday	TOPIC STATEMENT HERE	1	3	Understanding	CS332P.3
17	02 May 2019, Thursday	TOPIC STATEMENT HERE	1	3	Understanding	CS332P.3
18	06 May 2019, Monday	TOPIC STATEMENT HERE	1	3	Analysing	CS332P.3
19	07 May 2019, Tuesday	TOPIC STATEMENT HERE	1	3	Analysing	CS332P.3
20	08 May 2019, Wednesday	TOPIC STATEMENT HERE	1	3	Analysing	CS332P.3
21	09 May 2019, Thursday	TOPIC STATEMENT HERE	1	3	Analysing	CS332P.3
22	13 May 2019, Monday	TOPIC STATEMENT HERE	1	4	Remembering	CS332P.4
23	14 May 2019, Tuesday	TOPIC STATEMENT HERE	1	4	Understanding	CS332P.4
24	15 May 2019, Wednesday	TOPIC STATEMENT HERE	1	4	Understanding	CS332P.4
25	16 May 2019, Thursday	TOPIC STATEMENT HERE	1	4	Analysing	CS332P.4
26	20 May 2019, Monday	TOPIC STATEMENT HERE	1	4	Evaluating	CS332P.4
27	21 May 2019, Tuesday	TOPIC STATEMENT HERE	1	4	Creating	CS332P.4
28	22 May 2019, Wednesday	TOPIC STATEMENT HERE	1	4	Creating	CS332P.4
29	23 May 2019, Thursday	TOPIC STATEMENT HERE	1	5	Analysing	CS332P.5
30	27 May 2019, Monday	TOPIC STATEMENT HERE	1	5	Creating	CS332P.5
31	28 May 2019, Tuesday	TOPIC STATEMENT HERE	1	5	Creating	CS332P.5
32	29 May 2019, Wednesday	TOPIC STATEMENT HERE	1	5	Creating	CS332P.5
33	30 May 2019, Thursday	TOPIC STATEMENT HERE	1	5	Creating	CS332P.5
34	03 June 2019, Monday	TOPIC STATEMENT HERE	1	5	Creating	CS332P.5
35	04 June 2019, Tuesday	TOPIC STATEMENT HERE	1	5	Creating	CS332P.5
36	05 June 2019, Wednesday	TOPIC STATEMENT HERE	1	6	Analysing	CS332P.6
37	06 June 2019, Thursday	TOPIC STATEMENT HERE	1	6	Analysing	CS332P.6
38	10 June 2019, Monday	TOPIC STATEMENT HERE	1	6	Analysing	CS332P.6
39	11 June 2019, Tuesday	TOPIC STATEMENT HERE	1	6	Analysing	CS332P.6
40	12 June 2019, Wednesday	TOPIC STATEMENT HERE	1	6	Analysing	CS332P.6

Note: The different teaching modes that can be used to deliver the course content include classroom teaching, flipped classroom, interactive teaching, PowerPoint presentation, video lectures, industry visits, guest lectures, and others. The mode of teaching can be decided by the faculty based on their teaching style and the requirements of the course. The faculty is expected to choose the teaching mode that best suits the course outcomes and engages the students effectively.

CO Code	PO1: Engineering knowledge	PO2: Problem analysis	PO3: Design/ development of solutions	PO4: Conduct investigations of complex problems	PO5: Modern tool usage	PO6: The engineer and society	PO7: Environment and sustainability	PO8: Ethics	PO9: Individual and teamwork	PO10: Communication	PO11: Project management and finance	PO12: Life-long learning
CS332P.1	3		1									1
CS332P.2	3	1	1	1	1
CS332P.3	2	1	2	2	1
CS332P.4	2	2	2	1	2				2	1		1
CS332P.5	2	3	3	1	3				2	1		2
CS332P.6	3			2	1							2
CS332P	2.50	1.75	1.80	1.40	1.60				2.00	1.00		1.50

CO – PO Correlation Matrix

Program Outcome	Contribution	Percentage	Hours Engaged
PO1: Engineering knowledge	2.50	83%	40
PO2: Problem analysis	1.75	58%	28
PO3: Design/development of solutions	1.80	60%	35
PO4: Conduct investigations of complex problems	1.40	47%	33
PO5: Modern tool usage	1.60	53%	33
PO9: Individual and teamwork	2.00	67%	14
PO10: Communication	1.00	33%	14
PO12: Life-long learning	1.50	50%	26

PO Contribution

Assessment	Type	ASSESSMENT (DIRECT)	MANDATORY SURVEY (INDIRECT)
Method	Marks	CO
Class Test 1	CIE	DIRECT	10	CS332P.1	COURSE EXIT SURVEY
Class Test 2	CIE	DIRECT	10	CS332P.2, CS332P.3
Assignment	CIE	DIRECT	5	CS332P.4, CS332P.5
Practical’s / SEMINAR	CIE	RUBRICS	5	CS332P.6
Final Exam	SEE	DIRECT	70	ALL CO's
	TOTAL	100

Assessment Planning

	Final Attainment will be calculated as per Below Weightage
ASSESSMENT TOOLS (DIRECT)	80%
COURSE EXIT SURVEY (INDIRECT)	20%

Final Attainment Weightage

CIE: SEE Weightage

30:70

The targets should be based on the following factors:

· Identification of Bright and Weak Students

· Performance of the Last Batch

· Performance in Pre-requisite Subjects

For Continuous Evaluation / Internal Examination

From Student	To Students	Proximity Level	Attainment Level
50%	60%	60%	1
60%	70%	60%	2
71%	100%	60%	3

Target Setting for Continuous Evaluation / Internal Examination

For Semester End Exam / Final Exam

From Student	To Students	Proximity Level	Attainment Level
50%	60%	65%	1
60%	70%	65%	2
71%	100%	65%	3

Target Setting for Semester End Examination

For Rubrics

From Class Average	To Class Average	Attainment Level
50%	60%	1
60%	70%	2
71%	100%	3

Target Setting for Rubrics, if applicable

For Course Exit Survey

From Class Average	To Class Average	Attainment Level
50%	60%	1
60%	70%	2
71%	100%	3

Target Setting for Course Exit Survey

	Final Attainment will be calculated as per Below Weightage
ASSESSMENT TOOLS (DIRECT)	80%
COURSE EXIT SURVEY (INDIRECT)	20%3

Planned Date

Topic Planned

Teaching Method

No of Hrs.

Cognition Level

Course Outcome

Consider there are 60 Students in the Class as shown below. The Names are Scrubbed for privacy.

Roll No	Student Name
1	XXNXXZZZXXYYYI XXPUYYYVXX MXXZZZESZZZ
2	XXNJXXYYYIXX ZZZXXYYYSZZZXXL BZZZUPENXXYYYXX
3	BXXSXXNTXXNI CZZZIYYYXXG MXXNXXJ
4	BXXTZZZIJXX JZZZXXNVI MUKESZZZ
5	BXXTYYYIXX NIKKI PYYYXXKXXSZZZ
6	BZZZXXJWXXNI MXXZZZIT SXXNJXXY
7	BZZZUTXXXXXX TXXNIYXX SXXNJXXY
8	BIYYYXXXXXXYYY GXXNESZZZ NXXGXXYYYXXXX
9	BXXYYYSE XXIGVIJXXY PYYYXXKXXSZZZ
10	CZZZXXBLXXNI MXXXXZZZU CZZZXXNXXYYYXXXX
11	KXXNJXXN CZZZXXNXXNI SZZZXXNKXXYYYLXXL
12	CZZZXXWLXX XXSZZZISZZZ SUNXXX
13	CZZZZZZXXBXXXXXX YXXSZZZ YYYXXMCZZZXXNXX
14	CZZZZZZXXBYYYIXX KXXYYYXXN GXXPXXL
15	CZZZZZZXXTPXXYYY MXXXXZZZUYYYI YYYXXVINXXYYYXX
16	XXXXLI GITESZZZ KXXILXXSNXXTZZZ
17	XXXXNIEL XXJISZZZ SZZZXXJI
18	XXXXVE XXEVXXNSZZZI XXJXXY
19	XXEKXXTE BZZZYYYUGIVE MXXNXXZZZXXYYY
20	XXESXXI KZZZUSZZZBXXXX NUYYYULZZZXXQUE
21	XXXXGYYYXX JXXY JXXGXXT
22	GXXLXX BZZZXXXXMI JXXYXXNT
23	GXXUYYY BXXYYYKZZZXX BXXNWIYYYSINGZZZ
24	GUYYY XXIVYXX PUYYYXXN
25	KXXSZZZIXX ZZZXXYYYSZZZVXXYYYXXZZZXXN SUYYYENXXYYYXX
26	KEJXXYYYIWXXL KXXMXXL PYYYEMKUMXXYYY
27	KZZZXXN ITYYYXXT ISZZZTIYXXQUE
28	KZZZUPSE XXIPXXLI YYYXXXXSXXZZZEB
29	KITZZZXXNI ZZZXXNEY YYYXXJESZZZ
30	KXXTTILINGXXL VINISZZZXX JXXYXXSXXNKXXYYY
31	KYYYIPLXXNI XXNUJ YYYXXJU
32	LXXLWXXNI MXXZZZIT JXXGXXISZZZ
33	MXXKZZZIJXX XXNMXXL CZZZXXNXXUMXXL
34	MXXLKXXYYY BZZZUSZZZXXN XXXXTTXXTYYYXXY
35	MXXMTXXYYYXX EKTXX ZZZIMMXXT
36	MXXNIK PIYUSZZZ YYYXXM
37	MXXKXXL XXXXYYYSZZZXXN XXXXYXXNXXNXX
38	MXXTWXXNI KXXMXXL MXXNXXJ
39	NXXXXXXYYY CZZZEBI XXPPXXTZZZUYYYXXI
40	NXXNWXXNI MXXNISZZZ MXXZZZESZZZ
41	NXXYYYXXNG BIKXXSZZZ JITENXXYYYXX
42	NIKXXM MXXYUYYY MXXZZZXXN
43	PUNJXXBI XXJXXY ZZZXXNSYYYXXJ
44	PUNJXXBI XXEEPESZZZ SUYYYESZZZ
45	YYYXXI XXNIYYYUXXZZZ XXEEPXXK
46	YYYXXINXX NEZZZXX YYYXXSZZZXXNLXXL
47	YYYXXJXX ZZZXXYYYESZZZ YYYXXMESZZZ
48	YYYXXXX ZZZIMWXXNT SZZZYYYIPYYYXXKXXSZZZ
49	YYYXXUT KESZZZXXVSXXGXXYYY VXXSXXNT
50	SZZZXXZZZ JILL NXXYYYESZZZ
51	SZZZXXZZZ NXXVELI PXXYYYESZZZ
52	SZZZENXXKXXYYY NIKZZZIL NILESZZZ
53	SZZZETZZZ MIKET SXXNJXXY
54	SZZZETYE XXTISZZZ XXJXXY
55	XXXXYYYTI SUYYYENXXYYYXX
56	TXXKZZZTXXNI JXXYXX YYYXXJU
57	TXXWXXE XXNKIT YYYXXVINXXYYYXXNXXTZZZ
58	VXXNJXXYYYXXNI KXXYYYXXN MXXZZZXXN
59	VXXSWXXNI BZZZXXYYYXXT JXXGXXISZZZ
60	YXXXXXXV GXXUYYYXXV YYYXXMXXVTXXYYY