a presentation on nba’s major pedagogical and assessment components

A Presentation on

NBA’s Major Pedagogical and Assessment Components

C. V. Koushik

Working Towards a Common Cause• Best Engineering College Award – 2011...

• Maintaining this reputation is vital... But not easy, unless...

• Current Academic Goals: o New NBA, the NAAC and the ABET accreditations,

overseas linkages etc...

• Academic Autonomy our only hope to make it all happen...

• So let’s all work together in this direction to take Sona to greater heights...

Talking the Same Language

• For a start, let’s all talk the same language!

• The language of pedagogy and student assessment!

• I believe that’s what any accreditation is all about!

I – Pedagogical Background(A ‘must’ for all of us teachers!)

So, let’s first refresh ourselves with the A, B, C... of pedagogy!

Have copies of the easy-to-read “Sona Manual on Pedagogy” (HR Department)

in your Departmental Library

Effective Use of Resources

Instructional Aidsand

Instructional Methods

• Chalk Board / White Board• Handouts• Maps / Graphs• Posters / Diagrams / Charts• Collages• Flip Chart• Models / Specimens• Over Head Projectors• L C D Projectors• Bulletin Boards• Newspapers• Films, Television, VHS, VCD,

DVD

• Slide / Film strip projectors

• Exhibits / Pamphlets / Photographs

• Journals / Magazines

• Text Books/Workbooks

• Videoconferencing / Teleconferencing

• Satellite Education

• E-learning / Internet / E-mail

• Self learning software / Interactive CDs

A teaching aid is a tool used in teaching-learning process to facilitate delivery of subject content to the student in an easy and effective way. Some examples…

Instructional/Teaching Aids

Instructional/Teaching Methods

• Lecture• Demonstration• Group

Discussion• Seminar• Panel

Discussion• Field Trip• Case Study

• Brainstorming• Role Play• Drill and Practice• Games• Project Work• Computer-Aided

Instruction• Self-Directed Study

Or the principles and methods of instruction

Instructional/Teaching Methods

Workshop Practice

Highest degree of

control

Lowest degree of

control

Lecture

Demonstration

Laboratory Work Group

Discussion

Team Teaching

Computer Aided

Instruction

Project Work

Self-directed

StudyTutorial Seminar

The Degree-of-Control Continuum

Preferred Teaching Method(s): Effectiveness: 3 = very good; 2 = good; 1 = okay; 0 = poorTeaching Purpose

Lecture Demos GroupDiscussion Seminar Panel

DiscussionFieldTrip

CaseStudy

Brain-storming

RolePlay

Drill andPractice

Games

To give information 3 1 2 2 2 2 1 2 1 1 1

To reach large groups 3 1 0 2 2 1 0 0 0 1 0

To develop psychomotor skills 0 3 0 0 0 0 0 0 2 3 2To get students involved in

learning0 3 3 2 2 2 2 2 2 2 3

To teach higher-level objectives 0 0 2 1 1 0 2 2 1 0 2

To teach decision-making skills 0 0 2 2 1 0 3 2 2 0 2

To teach creative thinking skills 0 0 2 0 1 0 2 3 2 0 2

To apply theory to real-li fesituations

0 1 1 1 1 2 3 1 3 1 3

To present many ideas and/oropinions

2 0 3 3 3 O I 3 1 0 2

To give students feedback 0 0 1 0 1 0 0 I 0 1 1

To improve communication skills 0 1 2 2 1 0 3 2 3 1 2

To develop attitudes 0 1 1 0 0 0 2 0 2 1 2

To develop team skills 0 0 2 0 0 1 3 1 2 1 3

To show procedures 0 3 1 0 0 3 2 0 2 3 2

To develop leadership skills 0 1 2 0 1 0 3 0 3 0 3

Selecting Teaching Methods

Learner-Centred Instruction

1. Learning Styles

Learning Styles• Learning styles are defined as the ways in

which people prefer to take in new information

and make it part of their knowledge and skills.

• Most people fall into one of three categories:

– VISUAL Learners,

– AUDITORY Learners, and

– KINESTHETIC Learners.

Visual Learners (Seeing)

Auditory Learners (Hearing)

Kinesthetic Learners (Doing)

Learn by watching, seeing or imaging (visualising)

Learn through listening and talking

Learn best through physical processes of touching or moving

One Differentiating Characteristic of the Three Learning Styles

Use the Self-Assessment VAK Tool for finding out your learning style or that of your

students!

Group Learning Techniques

• Group Discussion• Peer Coaching• Major Project Work / Mini-Project work teams • Activity Teams (Soft skills)• Etc.

Instructional / Learning Objectives

1. A learning objective, also referred to as an

instructional objective, can be thought of

as a statement that indicates what the

student will be able to do / demonstrate at

the conclusion of instruction.

2. Generally, this “doing” will be something

that is observable and assessable.

Student input

(Entry Behaviour) Or

Behaviour prior to learning

Objectives

Student output

(Terminal Behaviour

Or Behaviour resulting

from learning)

InstructionalProcess

Evaluation

Block Diagram of Instructional System

Why learning objectives?

Learning and Learning Objectives – Where’s the connection?

• “Learning” is a process through which a person acquires new Knowledge, Skill or Attitude. The result of learning is “change in behaviour” of a person.

• “Learning objectives” are statements, which communicate in behavioural terms the expected performance of the students at the end of instruction.

Domains Under which Learning Objectives May be Categorised

Cognitive DomainIntellectual outcomes involving factors, theories, concepts, etc (The brain is involved)

Psychomotor DomainNew physical skills (Any part of the body may be involved)

Affective DomainAttitudes, values, beliefs (The heart is involved)

Elements of a Learning ObjectiveLearning objectives must be well defined, concise and precise, and contain the following elements.

Performance: what the learner will have accomplished (LOs must begin with ‘action verbs’)

Conditions: the conditions under which the learner will demonstrate mastery of the objective

Criteria: the quality or level of performance considered acceptable.

The key to writing useful learning objectives is to specify the desired learning outcome accurately enough so you will know when the learner has learned.

The Elements of an LO: An ExampleAction Verb, Performance, Condition, Criterion

Objective: (The student will be able to...) Compute the standard deviation using a given set of data

1. Action verb - The LO begins with ‘compute’, an action verb

2. Performance (behaviour) – the student will be able to compute the SD

4. Condition – Using a given set of data

3. Criterion – (implied) – the SD computed will be correct

More Examples...• Analyse given circuits and determine the _________.• Compute the resistance of the given circuit using

__________ method.• Prepare a cost-estimate for the construction of a road of

_________ dimensions.• Design parts for ___________ machine using AutoCAD.• Differentiate between Method A and Method B for

_________________.• Write a program for _______________ in C++.• Classify the types of computers.• List the parts of a _______________ machine/device.• Describe the working principle of a ______________

machine/equipment.• Explain the construction of a _____________

machine/equipment.

Verbs that cannot be readily `observed’ or `assessed’ are best avoided.

Some examples of such verbs are,

know, understand, study, experience, feel, enjoy, perceive, be aware of, realise, familiarise, etc.

In writing learning objectives, avoid:

Cramming too much into any one objective,

Being too vague, or

Being overly specific.

Avoid Vague Verbs… Because They are Difficult to Assess!

Types of Learning Objectives

(i) General Objectives

(ii) Specific Objectives

There are two types of objectives:

General objectives are broad statements that describe in implicit terms the overall aims of the total educational process from the standpoint of the teacher.

So they represent the teacher’s intensions and would normally relate to,o a whole course, o a chapter (of a book) oro a unit (of a course), etc.

They are macro-level objectives and not generally measured or assessed.

GENERAL OBJECTIVES

GENERAL OBJECTIVESExamples

To enable students to:

1. State the importance of the acute need for environmental awareness and discuss significant aspects of natural resources like forests, water, mineral, food, energy and land resources

To enable students to:

2. Explain the concepts of an ecosystem and provide an overview of biodiversity and its conservation

Specific objectives are expressed in

“behavioural terms and identify the

end outcome of instruction of a topic in

terms of observable performance of

students”.

They are “micro-level objectives and are

measured or assessed”.

SPECIFIC OBJECTIVES

1.1 Define environment science and engineering, state its scope and importance, and explain why there is an urgent need for public awareness of environmental issues

1.2 Outline the uses and the over-exploitation of the earth’s forest resources and discuss issues like deforestation, timber extraction, pros and cons of dams in forest areas with case studies

1.3 Discuss the uses and over-utilisation of surface and ground water resources and bring out the influence of floods, drought and conflicts over water

1.4 State the uses of the earth’s mineral resources and explain the environmental impact of the extraction and use of these resources

1.5 Give an account of world food problems and elaborate on food-resource issues like agriculture trends, over-grazing, fertiliser/pesticide problems, water-logging, salinity and modernisation in agriculture

1.6 Discuss the expanding energy needs and describe renewable and non-renewable energy sources and the applications of alternate sources of energy

1.7 Explain the importance of land resources and discuss related issued like land degradation, landslides, soil erosion, desertification and the individual’s role in land conservation

At the end of study of Unit-1, the student will be able to,

GENERAL RULES FOR STATING SPECIFIC OBJECTIVES

Specific Instructional Objectives should be stated in terms of learner’s performance and not teacher’s performance

The Objective should specify what the learner will be able to do at the end of the lesson and not what the teacher had intended to do.

Non-example:

Teach Java Remote Method Invocation

Example:

The student will be able to,Distinguish between “Remote Method Invocation” and “Remote Procedure calls”

Rule 1:

The mere mention or description of subject matter should be avoided

An objective should specify both the kind of behaviour expected and the subject or context to which that behaviour applies.

Non-example:

Multithreading technique

Example:

The student will be able to, Write a Java program to show Indian Standard Time using Indian thread by applying multithreading technique

Rule 2:



Rule 3:

Non-example:The student will be able to, Know the network hardware (This is not measurable.)

Example:The student will be able to,State the functions of the four types of connectivity hardware (This is a measurable objective.)

Use verbs that refer to any observable activity displayed by a learner

Use Action Verbs


State the objective in terms of a learning outcome instead of a learning process

Non-example:The student gains knowledge of a compiler

Example:The student will be able to,Draw the structure of the seven phases of a compiler

Rule 4:

Describe in clear terms the final outcome of learning (end product) and not the process of learning itself.


Specify the standards of minimum acceptable performance

Non-examples:

1. List any six differences between metals and non-metals

2. Determine the diameter of a given rod using a suitable screw gauge to an accuracy of 0.05 mm within 10 minutes

The student will be able to,

1. Distinguish between metals and non-metals

2. Determine the diameter of a given rod


The standards of minimum acceptable performance must be specified in terms of (a)the number of points / examples / differences etc. in the case of theory subjects (b)the accuracy of results and speed of performance in the case of practical / laboratory work.

Examples:

Rule 5:


An objective should not consist of more than one learning outcome (Some examples in the literature don’t comply with this rule!)

Non-example:

Example:

Rule 6:

1. Explain why networks are needed

2. List at least two types of networking


The student will be able to explain the need for networking and list the types of networking.

The NBA (actually ABET) Terminology for Learning Objectives

The following two terms are used:a) Course Objectives (COBs)b) Course Outcomes (COTs)

The COBs (Curriculum Courses COBs) These are the ‘general objectives’ for any course. It is convenient to have one COB per unit of the course. For any given course, the COBs are developed as soon

as the curriculum is framed. As the COBs represent the overall or macro-level aims

of a course from the teacher’s perspective, they are not assessed.

COBs Course Syllabus Course Outcomes

Course Outcomes (COTs) COTs are ‘specific objectives’ developed for individual

topics of a course; they are developed from the syllabus of the course and represent the teacher’s expectations of student performance.

For any course, they are normally developed by the faculty assigned to teach the course.

As student fulfilment of the COTs is assessed, COTs are written clearly , preferably in measurable terms.

It is reasonable for purposes of student assessment to have 6-8 COTs per unit of a course. There would thus be 30-40 COTs for the whole course, though no specific limits can be set for the actual number.

BLOOM’S TAXONOMY OF LEARNING OBJECTIVES

Hierarchical Order of the Levels (Sub-domains) in the Cognitive Domain of Learning

Application

Analysis

Synthesis

Evaluation

Knowledge

Comprehension Lower levels of learning: KNOWLEDGE AND UNDERSTANDING

Higher levels of learning: INTELLECTUAL

THINKING SKILLS

Knowledge and understanding

Intellectual skills

EvaluationSynthesis Making

critical judgments based on a sound knowledge base

judgeappraiseevaluateratecomparereviseassessestimate

Analysis Creating ‘unique’ answers to problems

composeplanproposedesignformulatearrangeassemblecollectconstructcreateset uporganizemanageprepare

Application Solving open-ended problems distinguishanalysedifferentiateappraisecalculateexperimenttestcomparecontrastcriticizediagraminspectdebatequestionrelatesolveexamineCategorize

Comprehension Solving closed-ended problems

interpretapplyemployusedemonstratedramatizepractiseillustrateoperateschedulesketch

Knowledge Explaining important information

translaterestatediscussdescriberecognizeexplainexpressidentifylocatereportreviewtell

Recalling important information

definerepeatrecordlistrecallnamerelateunderline

Typical Action Verbs for Bloom’s Taxonomy (1956)The list of action-verbs here is not exhaustive, and some appear under more than one heading.

The Cognitive Domain of Learning

Course Outcomes at the Six Levels of Bloom's Taxonomy

Cognitive Level

1. Knowledge (Remembering previously learned material)

2. Comprehension (Grasping the meaning of material)

3. Application (Using information in concrete situations)

English

Recite a poem.

Explain what a poem means.

Identify examples of metaphors in a poem.

Mathematics

State the formula for the area of a circle.

Paraphrase in your own words a given mathematical formula (e.g. the area of a circle).

Compute the area of actual circles.

More Examples of the Six Levels of Bloom's Taxonomy

Cognitive Level

4. Analysis (Breaking down material into parts)

5. Synthesis(Putting parts together into a whole)

6. Evaluation(Judging the value of a product for a given purpose, using definite criteria)

English

Identify the specific poetic strategies employed in a given poem.

Write an essay or a poem.

Analyse your own or a peer's essay in terms of the principles of composition discussed during the semester.

Mathematics

Determine the strategies that would be necessary to solve a given word problem in mathematics.

Apply and integrate several different strategies to solve a mathematical problem.

Determine the degree to which a problem you have finished solving (or a peer has done so) is solved efficiently.

Identify the six levels of Bloom’s TaxonomyAt the end of a study of BT, the student should be able to,

1.List in order the levels of Bloom's Taxonomy.

1. Knowledge 2. Application 3. Comprehension

4. Synthesis 5. Evaluation 6. Analysis

2. State a given general educational goal as an objective at the appropriate level of Bloom's Taxonomy.

3. Explain the meaning of each of the levels of Bloom's Taxonomy.4. Write lesson plans that state clear objectives, contain appropriate

activities for attaining these objectives, and include methods for evaluating student performance.

5. Determine how effective a given teacher's well-constructed lesson plan is likely to be by identifying the principles of instructional design employed in the lesson and how well they are likely to contribute to attaining the stated objectives.

6. Identify from a given teacher's lesson plan the principles of instructional design that the teacher incorporated into that lesson and ways in which these principles contribute to the effectiveness of the lesson.

Revised Version of Bloom’s Taxonomy

• During the 1990s, one of Benjamin Bloom’s students, Lorin Anderson, revised the levels of cognitive learning using ‘action verbs’ instead of nouns! He also interchanged the last two levels!

• The traditional levels are,Knowledge Comprehension Application Analysis Synthesis Evaluation

• The revised levels are,Remembering Understanding Applying Analysing Evaluating Creating

Course Planning and Delivery• Develop COTs from the syllabus, incorporating at least

four of Bloom’s levels of cognitive learning• Identify Teaching Methods (L, D, S, GD, B’storming, etc)• Prepare Teaching Aids (PP, CBT, Video, Poster, etc) • Identify Classroom Strategies and Activities• Prepare Course Materials and/or Handouts• Prepare Assignments Topics (one per student), Classroom

Questions, Problems, Case Studies...• Get the FRB ready, with unit-wise mini-lesson plans, etc...• Develop a question bank to have different types of

questions, at different levels of BT, for all the COTs. Map the questions to individual COTs.

• Prepare and rehearse well for all of your classes.

Organising the Contento Introduction - Body - Conclusion

Simple Language - Pronunciation - Articulation Eye contact - Gestures – Posture Using voice to good effect Overcoming stage fear Asking Questions - Responding to Questions Practice makes Perfect

Presentation Skills

• Question Types

• Question Bankso Develop different types of questions for each of

the course outcomes

• Evaluation Blueprint (Table of Specifications) o Specify the number of questions/marks at the

different levels of Bloom’s Taxonomy

• Prepare well-structured question papers to evaluate student achievement of the COTs

Student Evaluation

• What is motivation?• The four functions of motivation• Other functions of motivation• Causes of low levels of motivation• Identification of students lacking motivation• Guidelines for motivation• Characteristics of motivating teachers• How to incorporate motivation into instruction• Achievement motivation• Some tips for inducing achievement

motivation in students

Student Motivation

Student Counselling

• Factors influencing student performance

o Inherent factors

o External factors

• How does counselling help students?

• Typical reasons for counselling students

• How should counselling be practised?

• Keeping a record of student counselling – The Faculty Advisor Record Book

• Students Welfare Officer

II – NBA’s Pedagogical and Assessment Components: NBA Version 3: 2011

Outcome-Based Education (OBE)

• OBE is a recent paradigm shift in engineering education.

• The traditional education model focused narrowly on the content.

• It produced students with varying degrees of achievement levels, so they could not perform effectively at the work place.

• OBE has changed the focus of learning institutions from the content to the learner.

Three goals drive the OBE approach to creating academic curricula:

a) All students can learn and succeed, but may be not on the same day or in the same way.

b) Each success by a student breeds more success.

c) Academic institutions control the conditions of success.

Goals that Drive OBE

Curriculum Design for OBE• OBE is a methodology of curriculum design

and teaching that focuses on what students can actually do after they are taught.

• OBE focuses on these key questions:

a) What should the students learn?

b) What is the motivation for the students to learn it?

c) How can the academic institution and its resources help students learn it?

d) How will it be determined what the students have learned (assessment)?

• OBE is able to measure what students are capable of performing

• OBE is not only interested in content but more so in context which lends the relevancy to the content itself.

• OBE goes beyond ‘structured tasks’ (e.g. memorisation) by demanding that a student demonstrate his/her skills through more challenging tasks like designing and project building.

• Thus, OBE involves students in a complete course of learning—from developing their skills in designing to completing a whole process.

Benefits of Outcome-Based Education

Prog. Assmnt.

Plan

Decision Making on Programme Improvement

Inst. Plan

Dept Plan

Institutional Vision

Institutional Mission

Departmental Vision

Departmental Mission

Programme Vision

Programme Mission

Institutional Goals / Objectives(Quality Policy and QMS)

Departmental Goals / Objectives (Strategic Plan)

Programme Educational Objectives (PEOs)

Programme Outcomes (POs)

Programme Curriculum

Course Objectives (COBs)

Performance Criteria Course Outcomes (COTs)

(Learning Outcomes/Objectives)

Student / Graduate Performance

Data Collection

PEO Assessment Tools

COT Assessment Tools

Evaluation

Course Syllabi

Cascading of Vision and Action: Institution Department Programme


• PEOs are defined as,o the knowledge, o skills, o performance, o abilities, o capacities, o values, attitudes or disposition that our graduates are expected to

accomplish 3 to 5 years after graduation.

• Thus the PEOs describe the career and professional accomplishments that a programme is preparing graduates to achieve during the first few years after graduation.

• They reflect the application of what has been taught in the curriculum once the student has had time to contextualise their undergraduate education.

• They should be clearly stated from the standpoint of the institution, and be realistic, achievable and measurable.

Programme Educational Objectives

PEOs of the Department

Programme Constituencies

• The PEOs are developed and evaluated through a regular consultation and examination process involving four constituencies:

• (Final-Year Students)

• Faculty

• Alumni

• Industry and BOS Reps from industry

• Displays of PEOsoCollege website oPosters at vantage points in the department


• Programme Outcomes (POs)

POs are the outcomes that we expect the

students to be capable of demonstrating

immediately upon graduation, i.e. four

years from joining a BE/BTech programme.

Programme Outcomes (POs) of the Department

Mapping the POs to the PEOs

Programme Educational Objectives

Programme Outcomes

a b c d e f g h i j k

1

2

3

4

5

‘Mapping’ is a relationship in which each element of a given set is associated with one or more elements of another set!

The relationships between individual POs and the PEOs are shown below. ‘’ indicates a relationship and a blank space none.

Every new step in the planning and assessment processes must have a relationship with the previous step in one way or another.

Course Code

Core CourseProgramme Outcomes (POs)


Semester 1

U10GE101 Technical English I IU10GE102 Engineering Mathematics I IU10GE103 Engineering Physics I IU10GE104 Engineering Chemistry I IU10GE105 Engineering Graphics I

U10GE106Fundamentals of Computing and Computer Programming I

U10GE107Physics & Chemistry Laboratory I P I

U10GE108Computer Practice Laboratory I P I

U10GE109Engineering Practices Laboratory P I

Key: I – Introduced P – Practised R – Reinforced Blank Space – No alignment

Mapping the Curriculum to the POs

Unit No. Course Objectives

POsa b c d e f g h i j k

1

Classify textile fibres stating examples and defining the basic terms used, outline fundamental concepts of fibre structure, discuss properties of an ideal fibre and state the properties and uses of major natural fibres

2

Describe the common man-made fibre spinning techniques and explain the properties and uses of major natural-polymer and synthetic fibres

3

State the functional features of fibres of emerging importance in garment production, describe the identification methods of common fibres and define the common linear density terms used for man-made fibres

4Outline the objectives and working principles of the different processes in spun yarn production

5

Provide an overview of sewing threads including types, fibres used, quality requirements, outline of production and state the characteristics and uses of fancy yarns and certain special yarns

Mapping the COBs of a Course to the POs

Mapping the COTs of a Course to the COBsUnit No.

Course Objective (COB)

Course Outcomes (COTs)

At the end of a study of the unit, the student should be able to,

1 Classify textile fibres stating examples and defining the basic terms used, outline fundamental concepts of fibre structure, discuss properties of an ideal fibre and state the properties and uses of major natural fibres

1.1 Define textile fibre and the various forms in which textile fibres commonly exist (K)

1.2 Classify textile fibres into major classes and sub-classes stating examples of prevailing fibres for each of them (K)

1.3 Define the properties of textile fibres like fibre length, crimp, uniformity, lustre, fineness, strength, elongation, elasticity, fibre modulus, moisture content, moisture regain, Tm and Tg and explain why some of these properties are essential and others desirable for everyday use of the fibres (K)

1.4 Discuss the basic concept of orientation in textile fibres stating its effect on fibre properties and discuss the properties of highly, poorly and moderately oriented fibres with appropriate illustrations and examples of fibres (K and C)

1.5 Discuss the basic concept of crystalline and amorphous structures in textile fibres with appropriate illustrations and examples of fibres and state their effect on fibre properties (K and C)

1.6 Define the common natural fibres cotton, jute, flax, silk and wool state their physical and chemical properties and their uses (K)

2 Describe the common man-made fibre spinning techniques and explain the properties and uses of major natural-polymer and synthetic fibres

2.1 Discuss the common techniques of spinning man-made fibres like wet, dry and melt spinning with simple line diagrams stating the need for and effects of drawing and explain briefly the terms POY and FOY (K)

2.2 Define the fibres viscose rayon, modal, lyocell, acetate and bamboo, mention their polymer source and spinning method used, and state their physical and chemical properties and their uses (K)

2.3 Compare the properties of given natural cellulose fibre with given regenerated cellulose fibre (Anal)

2.4 Define the fibres nylon 6, polyester, acrylic and polypropylene, mention the raw materials and the chemical name of the polymer and spinning method used, and state their physical and chemical properties and their uses (K)

2.5 Define the fibres spandex, carbon fibre, glass fibre, metallic fibre, Nomex and Kevlar, mention the raw materials and the spinning method used, and state their physical and chemical properties and their uses (K)

2.6 Compare the properties of a stated fibre with another given natural, natural-polymer or synthetic fibre (Anal)

Other Practices that Contribute to Student Learning

SUPPORTING CURRICULAR, CO-CURRICULAR AND EXTRA-CURRICULAR PRACTICES

Programme Outcomes


Guest lectures R RSeminars (Classrooms / Symposia) R P R R RQuizzes / Viva Voce R P RIndustrial visits R R R RIn-plant training (or Internship) R P R R RWorkshops R R ROPTIONAL PRACTICESStudent Association (SONAFTA) P R RStudent Clubs

(NCC / NSS / YRC / RRC / Tremors / GD and Aptitude / Fine Arts / English Literary, etc)

P R

Sports and Games PKey: I – Introduced P – Practised R – Reinforced

Blank Space – No alignment

Assessment of Student Learning Outcomes

In assessment of student learning we need to answer the following questions:

•What specific areas of learning have to be assessed?

•What methods do we use for the assessment?

•What data do we need to collect to assess student performance?

•What standards or benchmarks do we need to set for the extent of student learning?

•What is the periodicity of assessment?

•And so on...

Programme Planning and Student Assessment Processes in OBE

Course

Loop

Course

Loop

CourseCourse

Constituencies

Alumni (3)


Employers (4)Faculty

(1)Students

(2)

Board of Studies


Performance CriteriaCourse Outcomes

(COTs)

Course Objectives (COBs)

COURSES LOOP

DataAnalysis

AssessmentTools Continuous

Improvement(Revision + Modification)

PROGRAMME LOOP

AssessmentTools

ContinuousImprovement

(Revision + Modification)

DataAnalysis

PROFESSIONAL-WORLD LOOP

Methods for the Assessment of Course OutcomesDirect and indirect methods of assessment are used to assess student learning. The course-embedded assessment system implemented in the college over the years as part of the programme assessment policies.

Direct Assessment (Required)

1.Weekly Tests / Retests

2.Seminar (Class Presentation)

3.Direct Observation

4.Quizzes / Viva-voce

5.Portfolios

6.External examiner

7.Mini-Project

8.Main (Capstone) Project

9.Theses / Dissertation

10.Model Exams/Final Exams

11.Semester-end Exam

Indirect Assessment (Supplemental)

1.SurveysoStudent exit surveyoAlumni surveyoEmployer survey

2.Interviewso Alumni interviewo Employer interview

S. No. GradingInadequate Average Promising Admirable Outstanding

Score0 2 3 4 5

1. KNOWLEDGE AND CONTENT (Place a mark in the appropriate space against each criterion)

a) Depth of knowledge and understanding of topic

b) Appropriateness of material presented for the time allotted

2. PRESENTATION SKILLS (Place a mark in the appropriate space against each criterion)

a) Organization of presentation

b) Quality of slides

c) Ability to answer questions

SPECIFIC COMMENTS: 1. Strengths: .................................................................................

2. Areas for improvement:.................................................................................

Total Score(Out of 25)

Rubric for Evaluating Student Class Seminar / Technical Seminar / Paper PresentationRubric for Evaluating Student Class Seminar / Technical Seminar / Paper Presentation

Benchmarks: CAM: 70% (17.5 marks) IMM (for 90% of the students): 60% (15 marks)Benchmarks: CAM: 70% (17.5 marks) IMM (for 90% of the students): 60% (15 marks)

Assessment of Student Achievement of Theory Course COTs Data Collection

COURSE: ________________________________________________________

Column ID A B C D E F G H I J K

Unit No. U 1 U 2 U 3 U 4 U 5 Overall Performance

%S. No.

Test / Exam

Student

IT1/50

Mdl/20

IT2/50

Mdl/20

IT3/50

Mdl/20

IT4/50

Mdl/20

IT5/50

Mdl/20

1 A. bcd

2 E. fgh

3 I. jkl

.. ...

.. ...

.. ...

N Z. abc

Mean class-average unit-wise marks

U-1/70 U-2/70 U-3/70 U-4/70 U-5/70 M1(The mean of Column K) Mean class-average

unit-wise marks % CAM U-1% CAM U-2% CAM U-3% CAM U-4% CAM U-5%

M2(The mean of

Last Row)

Individual Minimum Marks % of 90% of

the Students

IMM U-1% IMM U-2% IMM U-3% IMM U-4% IMM U-5%

Benchmarks for Student Achievement of the COTs of Theory Courses

Two parameters of student performance in the unit-wise achievement of the COTs for each course are, for example,

(a) Class Average Marks (CAM) [M1 in above table]

(b) Individual Minimum Marks (IMM) [M2 in the table]

The benchmarks for these parameters may be arrived at from past student course-wise performance for the last three batches.

Examples of benchmarks are listed below:

S. No.

Courses

Benchmark Parameters

M1 % M2 %

1Discipline-Related

Courses

Semesters 2-4 75 60

Semesters 5-8 80 70

2Maths and General and Management Courses

70 60

Laboratory Course: _____________________________________________

S. No. Name of Student

Experimental Execution

(10 marks)

Model Exam

(5 marks)

Total marks

Marks in Percentage

1 A. Bcd

2 B. Cda

etc ...N ...

Class Average Marks (CAM) M3

Mean Individual Minimum Marks (CAM) M4

Assessment of Student Achievement of Lab Course COTs Data Collection

Example benchmarks for student achievement of the COTs of lab courses

CAM – 90% IMM (for 90% of students in a batch) – 80%

Assessment of POs and PEOs• POs

A benchmark for the average CGPA of a graduating batch for the entire programme may be set (e.g. 8.5), while a benchmark for the individual minimum CGPA is set (e.g. 7.5 for 90% of the students who have qualified for graduation).

When a batch of graduates achieves or exceeds these academic benchmarks and also those set for the supporting practices, it may be considered to have achieved all of the POs. Also take feedback.

• PEOsThis will be assessed for the batch emerging in 2014 during the period 2017-2019. This may be achieved through surveys of employers and alumni and analysis of the feedback/self-assessment.

Faculty Contribution to Sustaining the Processes1. Be continuously aware of the NBA requirements.2. Attend pedagogy workshops at least once in 2 years.3. Be involved in the development of,

a) PEOs, POs for the programme concernedb) COBs and COTs for the courses (follow the rules of

writing them and apply Bloom’s Taxonomy)c) Mapping new outputs with previous ones, as explainedd) Question banks (all types of Qs) for all of the COTs

(Write the COT No. at the end of each Q)e) QPs, ensuring the Qs relate to the stipulated unit and

the related COTs)f) Keep track of student achievement of the COTs

4. Evaluate other skills of students with minimum subjectivity in assessment using rubrics (HODs, pl. help)

5. Do all of the above not just for NBA or NAAC, but for the thrill of being a full-fledged teacher engaged in developing complete graduates for society!

Thank You

Any Questions?

Presentation on NBA – The COBs and COTs

Course Objectives

To enable faculty to...

1 Give an overview of the fundamental pedagogical skills every teacher should possess

2 Explain the pedagogical and student assessment components of the NBA for a UG engineering/ technology programme

Presentation on NBA – The COBs and COTsCOBs

To enable the faculty to...

COTsAt the end of the presentation, the faculty should be able to,

1. Give an overview of the fundamental pedagogical skills every teacher should possess

1. List the basic pedagogical skills that teachers must be aware of and practise2. Differentiate between a teaching method and teaching aid, stating at least

five examples of each of them3. Apply the right teaching methods for different teaching purposes4. Differentiate between the learning styles normally used by students stating

their implications in the classroom5. Determine the learning style of students assigned to them for teaching a

course6. State examples of group learning techniques and apply them in practice7. Define the terms ‘learning and ‘learning objective’ (LO), stating the

connection between them8. State the importance of learning objectives in an instructional system9. State and explain the domains of learning, citing examples10. State and explain the basic elements of an LO, with an example11. Explain why it is necessary to start LOs with action verbs and mention

examples of ‘vague’ verbs that should not be used12. Differentiate between a ‘general objective’ and a ‘specific objective’, citing

examples for both types of objectives13. Differentiate between a ‘course objective’ and a ‘course outcome’, drawing a

parallel between these terms and those in COT No. 1.1214. State the subtle differences between a COB and a COT15. State with examples, at least five rules that must be followed when writing

COTs16. State the six levels of Bloom’s taxonomy with appropriate examples17. State the major inputs of course planning and delivery18. Cite the key factors that lead to effective classroom presentations19. Mention the importance of having QPs based on the COTs and Bloom’s levels20. Give an insight into student motivation and student counselling

Presentation on NBA – The COBs and COTsCOBs

To enable the faculty to...

COTsAt the end of the presentation, the faculty should be able to,

2. Explain the pedagogical and student assessment components of the NBA for a UG engineering/ technology programme

1. State the fundamental difference between traditional education and outcome based education

2. Explain the need for mapping every new step in the planning and assessment processes with the previous one/s

3. List the sequence of steps in programme planning4. Define and explain PEOs, listing the five thrust areas used by NBA 5. State the constituencies normally involved in the development of PEOs6. Define and explain POs, stating the subtle difference between PEOs and POs7. Explain ‘mapping’ and demonstrate how POs can be mapped with the PEOs

of a programme8. Illustrate how the curriculum of a programme may be mapped with the POs9. Show how the COBs of a course may be mapped with the POs10. Show how the COTs of a course may be mapped with its COBs11. List other typical practices that aid the assessment of student learning12. Illustrate how programme planning and student assessment processes may

be depicted diagrammatically and explain the sequence of steps involved13. Give a list of typical methods used to assess student learning, stating those

normally used in Sona College14. Explain the importance of developing a question bank that are related to the

COTs15. State what is a rubric is and why it may be useful in student assessment16. Explain how data may be collected to evaluate student achievement of the

COTs17. Explain how benchmarks are useful in student assessment18. State two ways to assess the extent of achievement of POs of a programme19. State at least one way to assess the extent of achievement of PEOs20. State the ultimate aim of the above assessment process

Dear colleagues,

This is not the end!

It’s a new beginning in pursuit of further institutional excellence!

So, Let’s all work together.

a presentation on nba’s major pedagogical and assessment components

Documents