Over the past decades, the development of engineering skills among students has been drastically reduced in Indian education. The students need to develop not only knowledge but also the necessary skills to survive in fastgrowing technology. Particularly in industry-related automation courses, the fourth industrial revolution (Industry 4.0) adds to the necessity of building engineering skills at a higher level. It is well observed from various educational studies that engineering skills with higher cognitive ability can be developed with problem-based learning (PBL). The curriculum has to be designed in such a way that it provides a flexible framework for PBL. As the current assessment system has written exams as a major element of evaluation, PBL can be incorporated into practice in the form of hands-on problem-based assignments (PBA) that are evaluated periodically. This study proposes the exercising of PBL as PBA to validate K4 (Analyze) and K5 (Evaluate) cognitive levels according to Bloom's cognitive domain. The proposed case study discusses the impact of project-based assignment (PBA) in two different approaches in the curriculum of Mechatronics Engineering.The first approach follows Outcome Based Education with Choice Based Credit System (OBE-CBCS approach) and the second approach has an additional Conceive Design Implement and Operate framework to it (OBE-CBCS-CDIO approach). The continuous assessment and assignment methods vary with different education curriculum systems. This study presents the impact study of the PBA activity in a Mechatronics course, "Computer Numerical Control (CNC) Application" in 2 consecutive years with two different curriculum frameworks. The results show that the OBE-CBCS-CDIO framework students outperform the OBE-CBCS students in acquiring higher-order thinking skills.

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