The learning outcomes for each course are gauged from the bar graphs prepared for each course which show at a glance the performance of the whole group. A normal curve would indicate a performance that is expected. However, if the curve is weighted toward either side, this could indicate that the question paper is either too demanding for the group or not challenging enough. A reflection on this helps the teacher of the course to make changes for the next year. This process has also provoked some departments to change the syllabi for some courses, as they were found too challenging for the first year students who were found to not have their basic concepts clear enough. Courses in the first semester then concentrated on basic concepts, leaving the second and subsequent semesters to do more challenging work.

The college follows the DMAIC pattern to evaluate/ judge attainment of programme outcomes, programme specific outcomes and course outcomes where:

‘D’ stands for define

‘M’ stands for measure

‘A’ stands for analyse

‘I’ stands for improve

‘C’ stands for control

The parameters of critical thinking, effective communication, social interaction, effective citizenship, ethics, environment and sustainability and self-directed and life-long learning define the institution’s approach towards improving the standards of programme outcomes.

One tool for measurement of outcomes is the progression of the students in higher education. Graphical Representation of progression of the students in higher education is indicative of the outcome of the academic programmes in terms of being selected in various universities of the country as, according to Silke Schneider, educational attainment is intended to measure the final state of formal education for any individual, in terms of how much and what kind of education an individual has completed, irrespective of more formal types of life-long learning.