Program outcomes

Using PK differences between males and females as an example, suppose the sex difference was considered not statistically significant from Phase 1 and 2 data. However, it may be that the evaluated effect was not powered appropriately to rule out a clinically significant difference from the available data. For example, if the resulting 90% Cl for the covariate parameter estimate was not well defined (e.g., outside [0.8,1.25]), then a no effect conclusion may not be the most appropriate assumption at this juncture. Therefore, if differences between males and females are of interest to the trial or program outcome, retention of this covariate parameter in the model would be advised. A sensitivity analysis (see Section 35.3.1) assessing the influence of a PK sex effect may be conducted. This would determine whether the point estimate of the effect influences the simulation outcome and how its precision may lend to overall uncertainty in the results. 

Tolerances Program Outcomes Project Outcomes Error Rate Minimization Customer-Oriented... 

Table 10.4 Sample program outcomes and associated performance indicators (PI)...

Table 1.2 Program outcomes from ABET Criterion 3 for engineering programs [23]...

What have students achieved with respect to program outcomes ... 

The eourse was efleetive in eontent delivery from both the instruetor and student perspeetive, and assessment of student performanee on eourse learning outeomes and assoeiated program outcomes demonstrated suffieient mastery. 

Following are the Course Learning Objectives (CLOs) mapped with Abet 3a to 3 k criterion (program outcomes) with degree of compliance as L (low), M (medium), and H (high). 

Program Outcome Attainment Through Course Outcomes A Comprehensive Approach... 

In this paper, a method to assess the performance of students is discussed which is then used to show the attainment of the program outcomes. The following sections give a brief description of the requirements and preparations of the program to show continuous improvement. Section 2 presents a CO-PO model and methodology used in the program. Section 3 explains the assessment tools with PO attainment components along with the proposed process of PO attaimnent. Section 4 discusses the scope for further improvement with conclusion. 

The 12 graduate attributes (GAs) prescribed by the NBA are as listed in Fig. 1. Each program has its own program outcomes (POs) defined using suitable process and must be aligned with the graduate attributes. 

Faculty handling various courses identifies the required course delivery methods and assessment tools to be used at the beginning of the course. At the end of the course, faculty check the attainment of course outcomes using various assessment tools. The resulting course outcomes are then used to find attainment of the related program outcomes. This is done by aU the course instractors and for all the program... 

Program Outcome Attainment Through Course Outcomes. 

Fig. 2 One-to-one mapping between graduate attributes and program outcomes...

Test question papers with each question mapped to comse outcome which in turn maps to program outcome... 

The process of program outcome attainment consists of three steps. 

The test paper details - question numbers with related course outcomes mapped to program outcomes and marks allotted - are entered. 

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