Module 3: Teaching - Learning & Evaluation
Module 3: Teaching - Learning & Evaluation
Module 3: Teaching - Learning & Evaluation
& EVALUATION
ACADEMICS
• Academic Programmes
• New dept./ Section/ Course introduced
• Academic Calendar
• Time Table
CURRICULAR ASPECTS
• Flexibility of curriculum
• Revision of Syllabi
• Participation of faculty in curriculum development & restructuring
TEACHING - LEARNING
• Innovative Teaching -Learning method
• Student – centric method
• Outcome based method
• Active – learning methods
• Students’ Attendance- Action
• Faculty participation in conferences/ symposia
• Initiatives towards Faculty Development
• Micro Teaching
EVALUVATION
• Examination/ Evaluation reform
• Continuous Assessment (Assignments, Unit test, Seminars, Mini Project & Major project,
Comprehensive Viva, End exams)
• Pass Percentage – Distinction (Result distribution)
FEEDBACK
• Feedback from all stakeholders
ACADEMICS
• Academic Programmes
• New Department/ Section/ Course introduced
• Academic Calendar
• Time Table
ACADEMIC PROGRAMMES
NBA accredits programmes and not institutes.
• Flexibility of curriculum
• Revision of Syllabi
• Participation of faculty in curriculum development &
restructuring
TEACHING - LEARNING
• Innovative Teaching Learning method – Interactive
Session, Quiz, Group Discussion, model, Seminar.
• Student centric method – IPT, IV, Societal Activities,
Students Chapter, Outside Project etc.
• Outcome based method – Knowledge, Skill, Attitude.
• Active learning methods – Open book test, discussions,
problem solving, case studies etc.
TEACHING - LEARNING
• Students’ Attendance- Action
• Faculty participation in conferences/ Symposia
• Initiatives towards Faculty Development
• Micro Teaching
Innovative Teaching Learning methods
Student centric methods
Outcome based methods
Active learning methods
Learning Pyramid
EVALUVATION
• Examination/ Evaluation reform
•Continuous Assessment (Assignments, Unit test,
Seminars, Mini Project & Major project, Comprehensive
Viva, End exams)
• Pass Percentage – Distinction (Result distribution)
FEEDBACK
• Feedback from all stakeholders – Parents, Employer,
Alumni, Graduates etc.
OUTCOME BASED
EDUCATION
Course, Degree, Programme
• Course
– Course is a unit of teaching that typically lasts one semester
• Programme
– Cohesive arrangement of courses, co-curricular and extra curricular
activities to accomplish predetermined objectives leading to the
awarding of a degree.
• Degree
– Academic award conferred upon a student on successful completion
of a program designed to achieve the defined attributes.
Why Outcome Based Accreditation
· Understanding fundamentals very well, and learning
new skills/competencies that would enable individuals
to cope with the demands of the rapidly changing
workplace.
· Prepare global engineers who will have to solve
problems and shoulder challenges which are not even
known today!!!.
Outcome Based Education
(it’s what you learn)
• What students will be able to do by the time and
after few years of graduation?
• Outcome based approach means knowing what
you want to achieve and then taking the steps to
do so.
Outcome Based Education
for
Outcome Based Accreditation
(Education)
(Curriculum)
(Learning &
Teaching)
(Assessment)
OBE - 5 D’s
• Define Outcomes
• Define Curriculum
• Deliver Instruction
• Document Results
• Determine Advancement
The OBE Framework
PO
CO
Key Components of OBE
Mission:
Accomplish excellence in curricular, co-curricular activities
with a committed faculty through teaching and research
which creates technically competent and dedicated civil
engineers to serve their surroundings with pride.
Administrative System for Implementation of
OBE
Course Coordinator
Module Coordinator
Programme Coordinator
• Objectives: Information about what the teaching of the module hopes to achieve
• Course Outcomes are not designed to replace the traditional way of describing teaching and
learning but to supplement it.
Structure of Course Outcome
Part 1 Action Verb
Part 2 Learning Statement
• When writing course outcomes it may be helpful to you if you focus on what you
expect students to be able to demonstrate upon completion of the course
• It is standard practice to list the course outcomes using a phrase like “on
successful completion of this course, students should be able to:” [list of course
outcomes]
Avoid complicated sentences. If necessary use more one than one sentence to
ensure clarity.
• Do all the outcomes fit within the aims and objectives of the course?
Alignment of Assessment to COs and
hence to POs…Example.
Course:- Concrete Technology Example-1
Example Situation 1:
CO1: Able to understand mix proportioning techniques for
field applications.
Example Situation 2:
CO2: Able to apply mix proportion principles to design a concrete mix for field
applications.
Example Situation 3:
CO3: Able to analyse characteristics of mix constituents and design a
concrete mix for field applications.
Assessment:/ASIGNMENT/ ABC Construction Company is entrusted
with manufacturing of precast elements for elevated express way. The
precast elements are required to attain 40 MPa in 7 days. Design a mix
for least cost. The mix should comply with the requirements of IS 10262
and IS 456.
• Is CO reflects the intended measurement from PO2, Remarks:
CO3 –PO2, PO3
PO3 ?
• Does the assessment correlates well with the CO?
Contd…
• Able to apply mix proportion principles to design a concrete mix for field
applications.
Example Situation 3:
• Able to analyse characteristics of mix constituents and design a concrete
mix for field applications.
CO1 1 - - - - - - - - - - -
CO3 - 3 3 - - - - - - - - -
Assessment Vs Evaluation
What is Assessment?
Assessment is defined as the Process to
identify, collect, and prepare the data necessary
for evaluation
What is Evaluation?
Evaluation is the process of interpreting the
data acquired through the assessment process in
order to determine how well the PEOs and POs
are being attained.
Assessment
PO/Course PO/
Assessment Tool Course Assessment 1 2 3 4 5 6 7 8 9 10 11 12
Types Tool
Tests √ √ √ √
Assignments √ √
√ √ √ √ √ √
Direct Tools
Lab/Seminars/Industri
al Training/ Projects √ √ √ √ √ √ √ √ √ √ √
(Rubrics)
Course End Survey √ √ √ √ √ √ √ √ √ √ √ √
Exit Survey √ √ √ √ √ √ √ √ √ √ √ √
Indirect Tools Faculty Survey √ √ √ √ √ √ √ √ √ √ √ √
Alumni Survey √ √ √
Programme Statistics √ √ √ √ √ √
General Instruction on CO Attainment
55.56% NO - - - - - - - - - - - -
CO4
CO3 68.00% NO - - - - - - - - - - - -
PO Attainment
All POs can be adequately addressed through the selection of
core courses and their COs
Attainable targets can be selected for each of the CO.
If assessment is in alignment with COs the performance of the
students indicates the CO attainment.
These measurements provide the basis for continuous
improvement in the quality of learning.
Continuous Improvement
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