Nehru Institute Of Technology


Direct and Indirect Assessment Methods used to show Attainment of the POs and PSOs

The following Direct and Indirect assessment methods are used to monitor and access the effectiveness of course delivery:

  1. Internal Assessment Test

  2. End Semester Examinations

  3. Exit survey at the end of final year

Type of Assessment

Assessment Tool


Assessment Period

Documentation and Maintenance

Direct Assessment

End Semester Examinations

End semester examinations are conducted at the end of the semester by the affiliated university for assessing attainment of the course outcomes thereby attaining programme outcomes.

Every Semester

The End semester examination marks were analyzed and documented in the department and communicated to the parents.

Internal Assessment Test

Internal Assessment Tests (three) are conducted to assess the course outcomes at the micro level thereby attaining the programme outcomes.

Every Month

The Internal Assessment Test marks were analyzed and documented in the department and also communicated to the parents along with the percentage of attendance.

Indirect Assessment

Student Exit Survey

Students assess their attainment of programme outcomes at the end of the final year.

End of the Final Year.

The HOD/Senior faculty will collect the survey on the last day of the final year. The survey answers are analyzed and documented in the department

Direct Assessment Method

The system of evaluation of attainment of POs & PSOs

The process of evaluating the students’ performance by the affiliating university is given below:

Batch: 2017-2021 (Semester: I to VIII)

Evaluation of End Semester Examinationsfor 2013 & 2017 Regulations

For theory courses, three tests each carrying 100 marks shall be conducted during the semester by the Department. The total marks obtained in all tests put together out of 300, shall be proportionately reduced by 20 marks and rounded to the nearest integer (This also implies equal weightage to all the three tests).For the theory subjects, 80 marks are given for external exams (out of which the passing minimum is 36 marks) and the internal marks are 20.

The Practical course’s maximum marks for Internal Assessment shall be 20. Every practical exercise/experiment shall be evaluated based on the conduct of the experiment/exercise and records maintained. There shall be at least one test. The criteria for arriving at the Internal Assessment marks of 20 are as follows: 75 marks shall be awarded for successful completion of all the prescribed experiments done in the Laboratory and 25 marks for the test. The total mark shall be reduced to 20 and rounded to the nearest integer. In practical subjects also, the exam carries 80 marks (out of which a minimum of 36 marks is necessary to pass) and the internal marks are 20. Out of the overall, the student has to score a minimum of 50 marks for a pass in the theory as well as in the practical subjects.

During the final semester, for project work and viva –voce, 80 marks (converted into 100) are given for external evaluation and the internal marks are 20. Out of the overall 100 marks the student has to score a minimum of 50 marks for a pass.

Evaluation of Internal Assessment for 2013 & 2017 Regulations

Theory Subject

Internal Test – I

Internal Test – II

Internal Test – III


Internal Mark

100 Marks

100 Marks

100 Marks

300 Marks



Average Practical Class

Performance Assessment

Model Exam


Internal Mark

75 Marks

25 Marks

100 Marks


Project Work

Review I

Review II

Review III

Total Marks


7.5 Marks

7.5 Marks

20 Marks

Indirect Assessment Method

Student Exit Survey:

Students assess their attainment of programme outcomes at the end of final year. The course survey can also be collected through online platform. The following questions are asked to collect the responses from the students.


Email ID:

Assessment of Program Outcomes:

During my studies in the Mechanical Engineering program at NIT, I have learned and acquired many skills that will allow me to be able to:

  1. Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problems.

  2. Identify, formulate, research literature, and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences.

  3. 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.

  4. 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.

  5. Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations.

  6. 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.

  7. Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.

  8. Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice.

  9. Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings.

  10. 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.

  11. 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.

  12. 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.

  13. Any other comments.