338 extractive question-and-answer pairs built from the source document, published by ugc.gov.in. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. 188 of the 338 pairs (55.6%) are explanatory questions and 150 restate a figure. 97.63% of rows pass the corpus quality gate.
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# One-time install: pip install desidata
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import desidata
df = desidata.load("evaluation-in-english-question-and-answer-dataset")
df.head()Sign in with Google to download.
Usable for analysis, but expect some cleaning before you rely on it.
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First 10 of 338 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What type of process model is described for the Systems Engineering Process Model for L OBE? | a V-shaped model in which the work flow is from the left, top to bottom, to the right, bottom to top | Applying the systems approach, a Systems Engineering Process Model for L OBE may be designed which not only describes the phases and traceability elements, but also describes the importance of assessments after the course curriculum has been implemented. The process model outlined below is a V-shaped model in which the work flow is from the left, top to bottom, to the right, bottom to top. Systems Engineering Process Model for LOBE Figure-6: Systems Engineering Process Model for LOBE In figure 6 above, the left half illustrates different phases as well as set of deliverable work products each of which is traceable to the work product generated from the previous phase; for instance, the traceability of Course Learning Outcomes to Program Learning Outcomes and Program Learning Outcomes to Program Education Objectives. | 291 | definition | 1.000 | The process model outlined below is a V-shaped model in which the work flow is from the left, top to bottom, to the right, bottom to top. | 22 | page=22,block=0 | 0.850 | valid |
| What purpose do learning management systems serve in institutions? | used by institutions to integrate the entire teaching, learning and evaluation process | MOOC’s, especially provided through SWAYAM, are a window of opportunity for lifelong learning and are offered through technology based platforms. Learning management systems (LMS) are used by institutions to integrate the entire teaching, learning and evaluation process. The Learning Management System may be used by higher educational institutions to deliver academic content in blended form and to assess learning through thesis, assignments etc. | 184 | definition | 1.000 | Learning management systems (LMS) are used by institutions to integrate the entire teaching, learning and evaluation process. | 44 | page=44,block=3 | 0.850 | valid |
| What principle do universities in western countries follow for evaluating students? | those who teach should evaluate | Across 25 OECD countries and the partner economy Israel, individuals with university degrees and advanced research education had earnings that were at least 50% higher than individuals whose highest level of educational attainment was below the upper secondary level (OECD 2007 a:6). In western countries, most of the universities and institutions of higher education are assessing the students wholly on internal evaluation methods following the principle “those who teach should evaluate”. The system followed in the western countries has been accepted by the whole world and the students coming out of those countries are valued higher than the degree holders of the Indian universities. | 458 | definition | 1.000 | In western countries, most of the universities and institutions of higher education are assessing the students wholly on internal evaluation methods following the principle “those who teach should evaluate”. | 14 | page=14,block=0 | 0.700 | valid |
| What is the central philosophy of Learning Outcome Based Education? | adhering to student-centric learning approach used to measure student’s performance based on pre-determined set of outcomes | The core philosophy of Learning Outcome Based Education rests in adhering to student-centric learning approach used to measure student’s performance based on pre-determined set of outcomes. Among others, of significant advantage of Learning Outcome Based Education is in bringing out reforms in curriculum framework that has to be outcome based; constant up gradation of academic resources; raising quality of research and teaching; technology integration in the teaching-learning processes; bringing out clarity among students as to what is expected from them after completion of the programme and for teachers in bringing focus on what to teach, how to teach and evaluate. | 65 | definition | 1.000 | The core philosophy of Learning Outcome Based Education rests in adhering to student-centric learning approach used to measure student’s performance based on pre-determined set of outcomes. | 20 | page=20,block=0 | 0.700 | valid |
| What is described by the Learning Performance Pyramid? | an iterative model where the organizational characteristics (goals) drive the organizational objectives and objectives further lead to organizational outcomes | 19 Evaluation Reforms in Higher Educational Institutions Evaluation Reforms problems and challenges faced by society at global or local levels. A review of the goals and outcomes on a regular basis forms an essential step. The Learning Performance Pyramid describes an iterative model where the organizational characteristics (goals) drive the organizational objectives and objectives further lead to organizational outcomes. The first step in developing the Program Education Outcomes is to develop clear Program Education Objectives (PEOs). Program Education Objectives depend upon the goals, mission and vision statements of the institution/organization along with the inputs from all its stakeholders like parents, students, society, environment, regional and national interests as illustrated in Figure-4. | 266 | definition | 1.000 | The Learning Performance Pyramid describes an iterative model where the organizational characteristics (goals) drive the organizational objectives and objectives further lead to organizational outcomes. | 21 | page=21,block=0 | ||
| What does the term 'halo effect' refer to in essay marking? | the level of the essay just marked can change expectations of the essay about to be marked | Limitations Some students may not be able to show their abilities in the essay format due to not having been well trained in essay writing; Very time consuming to mark objectively; ‘Halo effect’: the level of the essay just marked can change expectations of the essay about to be marked; Essays are time consuming to write and so cannot test all of the syllabus; Students can be rewarded for simply regurgitating ‘all they know’ on a topic; grading can vary from marker to marker so grades can be subjective Suggested Frequency One per course per semester Suggested Usage Topics be well selected to test critical, reflective thinking, and extended reading; Rubrics for marking be developed & shared with students; Variety of topics for same and different learner levels be prepared; Students must be first oriented to essay writing skills according to UG/PG level. | 196 | definition | 1.000 | Limitations Some students may not be able to show their abilities in the essay format due to not having been well trained in essay writing; Very time consuming to mark objectively; ‘Halo effect’: the level of the essay just marked can change expectations of the essay about to be marked; Essays are time consuming to write and so cannot test all of the syllabus; Students can be rewarded for simply regurgitating ‘all they know’ on a topic; grading can vary from marker to marker so grades can be subjective Suggested Frequency One per course per semester Suggested Usage Topics be well selected to | ||||
| What is a common use of portfolios in education? | Usually in practical courses to display an overview of the sessional work or some creative endeavour | Suggested Usage Important to first teach report writing requirements and process. Assessment Type Portfolios Nature Usually in practical courses to display an overview of the sessional work or some creative endeavour Advantage Can contain evidence of a wide range of skills and attributes; Can be very effective in combination with a quick viva exam; portfolios can demonstrate progress in learning; Portfolios can reflect students’ attitudes and individual strengths Limitations Looking through portfolios can be time consuming; Hard to mark objectively; Authenticity of evidence can sometimes be questioned Suggested Frequency | 116 | definition | 1.000 | Assessment Type Portfolios Nature Usually in practical courses to display an overview of the sessional work or some creative endeavour Advantage Can contain evidence of a wide range of skills and attributes; Can be very effective in combination with a quick viva exam; portfolios can demonstrate progress in learning; Portfolios can reflect students’ attitudes and individual strengths Limitations Looking through portfolios can be time consuming; Hard to mark objectively; Authenticity of evidence can sometimes be questioned Suggested Frequency | ||||
| What are KWL tools used for in assessments? | to be filled up by students before the lesson (KW) and after it (L) | 28 Evaluation Reforms in Higher Educational Institutions Evaluation Reforms Assessment Type Self –Status Assessment Tools KWL (Know – Want to Know – Learned); Reflective Journals Nature KWL are simple formats to be filled up by students before the lesson (KW) and after it (L); Reflective journals are maintained as dairies to fill up Ones experience after each class or lesson Advantage Help the learner and teacher assess the learning resulting from every lesson; Help develop Meta- cognitive and HOT skills among students; Help the teacher to discover the hidden and individualized aspects of the lessons Limitations Time consuming and difficult to collect and collate the students writings in every class Suggested Frequency Every Day/ Every lesson/ every week Suggested Usage KWL could be carried out as team work to reduce compilation; Journal writings could be utilized for keeping cumulative records of students and “ipsative” assessment. | 209 | definition | 1.000 | 28 Evaluation Reforms in Higher Educational Institutions Evaluation Reforms Assessment Type Self –Status Assessment Tools KWL (Know – Want to Know – Learned); Reflective Journals Nature KWL are simple formats to be filled up by students before the lesson (KW) and after it (L); Reflective journals are maintained as dairies to fill up Ones experience after each class or lesson Advantage Help the learner and teacher assess the learning resulting from every lesson; Help develop Meta- cognitive and HOT skills among students; Help the teacher to discover the hidden and individualized aspects of the | ||||
| What does the level of performance in a rubric represent? | the rating or measure on the degree of achievement on a particular criterion as specified by the rubric | Structure of a Rubric Usually in the form of a grid, a grading/ marking/ scoring rubric combines the elements of performance, criteria and descriptors to create an assessment tool for the course instructor Rubric title Criteria Level of Performance Scrore 1 Score 2 Score 3 Criterion 1 Criterion 2 Descriptiors Criterion 3 The assessment criteria define the characteristics or traits to be judged which should be derived from the course learning outcomes and indicate what is expected to be demonstrated. Level of performance is the rating or measure on the degree of achievement on a particular criterion as specified by the rubric, i.e. excellent/good/satisfactory/poor etc. Descriptors identify the qualities required to demonstrate achievement of each level of performance for each criterion. | 529 | definition | 1.000 | Level of performance is the rating or measure on the degree of achievement on a particular criterion as specified by the rubric, i.e. | 33 | page=33,block=3 | 0.700 | valid |
| What is the focus of a holistic rubric? | overall assessment of a specific content or skills | 32 Evaluation Reforms in Higher Educational Institutions Evaluation Reforms 3. Types of Assessment Rubrics Holistic Rubric : assumes that the work must be evaluated as a whole rather being treated as a sum total of different criteria. The focus is on overall assessment of a specific content or skills. Only one score is given for the entire work/task. It is generally useful for simple tasks. a short essay may be graded by considering all the criteria together. Analytic Rubric : features a grid of criteria and levels of achievement. They provide specific feedback along several criteria. It is suited for tasks that must be assessed against several criteria. 3. | 251 | definition | 1.000 | The focus is on overall assessment of a specific content or skills. | 34 | page=34,block=0 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 0.700 |
| valid |
| 28 |
| page=28,block=0 |
| 0.700 |
| valid |
| 29 |
| page=29,block=7 |
| 0.700 |
| valid |
| 30 |
| page=30,block=0 |
| 0.700 |
| valid |