178 extractive question-and-answer pairs built from 9682768 Action plan new 01, 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. 126 of the 178 pairs (70.8%) are explanatory questions and 52 restate a figure. 100.00% 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("ugc-action-plan-on-cbcs-and-evaluation-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 178 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is the significance of core-credits in CBCS? | earning core-credits would be essential for the completion of the programme and eventual certification. | % the core and elective credits. Decision on the ‘total’ credits to be earned (or completed) by students undergoing certificate, diploma, undergraduate, postgraduate, M. Phil. or Ph. D. programmes, Generally, core-credits would be unique to the programme, and earning core-credits would be essential for the completion of the programme and eventual certification. On the other hand, elective-credits are likely to overlap with other programmes or disciplines of study (for example, languages, statistics, computer application, etc.). | 260 | definition | 1.000 | programmes, Generally, core-credits would be unique to the programme, and earning core-credits would be essential for the completion of the programme and eventual certification. On the other hand, elective-credits are likely to overlap with other programmes or disciplines of study (for example, languages, statistics, computer application, etc.). | 8 | page=8,ocr=1 | 0.700 | valid |
| What is the goal of continuous internal evaluation? | to assess values, skills and knowledge imbibed by students | looking to the prevailing conditions in India, an adoption of this approach would be too radical or abrupt. Given these considerations, it may be more prudent that the assessment of student performance be carried out through a combination of internal and external evaluation. (a) Continuous Internal Evaluation: Aiming to assess values, skills and knowledge imbibed by students, internal assessment is to be done by the concerned faculty-member, Department, School or the Centre. It would comprise following steps: Q the certificate, diploma, undergraduate, postgraduate, M. Phil. and Ph. D. courses offered by a university, college or institute are to have specified components for internal evaluation (e.g. essay, | 319 | definition | 1.000 | (a) Continuous Internal Evaluation: Aiming to assess values, skills and knowledge imbibed by students, internal assessment is to be done by the concerned faculty-member, Department, School or the Centre. | 10 | page=10,ocr=1 | 0.700 | valid |
| What is the purpose of reviewing evaluation reports by the Department, School or Centre Committee? | to ensure transparency, fair-play and accountability | tutorials, term-paper, seminar, laboratory work, workshop practice, etc.). Components for internal evaluation are to have a time-frame for completion (by students), and concurrent and continuous evaluation (by faculty-members). QO The evaluation outcome may be expressed either by pre-determined marks or by grades. Q The evaluation reports submitted by all the faculty-members are to be reviewed, from time to time, by the Department, School or Centre Committee, in order to ensure transparency, fair-play and accountability. Q Following the review by the Department, School or Centre Committee, the outcome of internal evaluation is to be announced and displayed on the Notice Board and / or web-site as per the time- frame or academic calendar. | 473 | definition | 1.000 | Q The evaluation reports submitted by all the faculty-members are to be reviewed, from time to time, by the Department, School or Centre Committee, in order to ensure transparency, fair-play and accountability. | 11 | page=11,ocr=1 | 0.700 | valid |
| What was the purpose of the committee set up by the UGC? | enhancement of quality and excellence | Above communication had also pointed out that the UGC had set up a committee of experts. Following prolonged and intensive deliberations, the committee has since submitted its report. The committee has also made several important recommendations with regard to Academic Reforms in universities and college system for enhancement of quality and excellence. Subsequently, based on the report of the above-mentioned committee, an Action Plan for Academic and Administrative Reforms has been developed a copy of which is enclosed (Annexure-II). The Action Plan outlines main steps, the central and state universities, colleges and other education institutions of higher education need to consider and adopt in respect of • Semester system, • Choice-based credit system, • Curriculum development • Admission procedures - • Examination reforms Contd....2/- | 317 | definition | 1.000 | The committee has also made several important recommendations with regard to Academic Reforms in universities and college system for enhancement of quality and excellence. | 1 | page=1,block=5 | 0.700 | valid |
| What is the purpose of the end-of-semester evaluation? | to assess skills and knowledge acquired by students through class-room, field-work, laboratory- work and workshop practice. | (b) End-of-semester evaluation: This is to be carried out at the end of each semester, and will aim to assess skills and knowledge acquired by students through class-room, field-work, laboratory- work and workshop practice. The evaluation can be in the form of written examination, laboratory work or workshop assignment, Evaluation process should be verifiable and transparent. Towards this end, the following steps may be adopted: All the students pursuing certificate, diploma, undergraduate, postgraduate, and research courses have to undergo external evaluation at the end of each semester as per syllabi or credit schedule ( for Ph. D, evaluation, see Annexure 1). With regard to practicals and workshop assignment, the internal faculty may associate themselves with the external examiners in the examination process. | 100 | definition | 1.000 | (b) End-of-semester evaluation: This is to be carried out at the end of each semester, and will aim to assess skills and knowledge acquired by students through class-room, field-work, laboratory- work and workshop practice. The evaluation can be in the form of written examination, laboratory work or workshop assignment, Evaluation process should be verifiable and transparent. | ||||
| What system is suggested for expressing results in addition to marks and divisions? | Cumulative Grade Point Score (CGPS) | Pile No. : 1-2/2009(XI Plan) This weightage could be flexible and could vary from institution to institution. Relational weightage assigned to internal evaluation may range from 25 to 40 percent. Following the integration of internal and external evaluations, the results may be expressed either in marks, grades or both, as per the policy of the university. It will be useful if universities try to go beyond ‘marks’ and ‘divisions’ and, in keeping with the global trend, give Cumulative Grade Point Score (CGPS) which would place students into overlapping broad bands. The CGPS may be based on a 5-point or 10-point scale and it could vary from institution to institution. As soon as the integration of internal and external evaluations has been completed, the results should be announced, in keeping with the academic calendar, to facilitate students’ academic or occupational pursuits. | 478 | definition | 1.000 | It will be useful if universities try to go beyond ‘marks’ and ‘divisions’ and, in keeping with the global trend, give Cumulative Grade Point Score (CGPS) which would place students into overlapping broad bands. | 12 | page=12,ocr=1 | ||
| What is the purpose of core-credits in an academic programme? | earning core-credits would be essential for the completion of the programme and eventual certification. | % the core and elective credits. Decision on the ‘total’ credits to be earned (or completed) by students undergoing certificate, diploma, undergraduate, postgraduate, M. Phil. or Ph. D. programmes, Generally, core-credits would be unique to the programme, and earning core-credits would be essential for the completion of the programme and eventual certification. On the other hand, elective-credits are likely to overlap with other programmes or disciplines of study (for example, languages, statistics, computer application, etc.). | 260 | definition | 1.000 | programmes, Generally, core-credits would be unique to the programme, and earning core-credits would be essential for the completion of the programme and eventual certification. On the other hand, elective-credits are likely to overlap with other programmes or disciplines of study (for example, languages, statistics, computer application, etc.). | 8 | page=8,ocr=1 | 0.700 | valid |
| What is a hallmark of vibrant educational institutions and disciplines? | their curricular content which evolves continuously. | Curriculum Development: A hallmark of vibrant educational institutions and disciplines is their curricular content which evolves continuously. Curricular revision should be an ongoing academic activity involving all the faculty members. Not only does it endow academic programmes with quality but also adds to their contemporariness and relevance. Available information indicates that universities and institutions of higher education in the country do undertake revision of the syllabi of the programmes offered by them, but priority and periodicity remain somewhat uncertain. The process of revision also varies with disciplines — professional and technical disciplines are comparatively more vigorous in this regard. substantial thought and attention have to be devoted to curricular development in all disciplines and in all the academic programmes — whether undergraduate, postgraduate, M. | 90 | definition | 1.000 | Curriculum Development: A hallmark of vibrant educational institutions and disciplines is their curricular content which evolves continuously. Curricular revision should be an ongoing academic activity involving all the faculty members. | 8 | |||
| What principle is followed by most universities in Western Europe and North America for student assessment? | ‘those who teach should evaluate’. | Examination Reforms Higher education in India has thus far been largely examination-centered. Examination only at the end of academic session or year, more often than not, insulates students from the quest of knowledge, the excitement of discovery and joy of learning. Often the annual examination, along with marks, percentages and divisions, leads to insensitive cramming up of superficial information, It is surprising that, in several instances, university-certified degree-holders are subjected to fresh written examination, before they are accepted for jobs in public and private sectors. Most universities and institutions of higher education in western Europe and North America base the assessment of their students wholly on ‘internal evaluation’, following the principle, ‘those who teach should evaluate’. | 782 | definition | 1.000 | Most universities and institutions of higher education in western Europe and North America base the assessment of their students wholly on ‘internal evaluation’, following the principle, ‘those who teach should evaluate’. | 10 | page=10,ocr=1 | 0.700 | |
| What freedom do universities have according to the UGC? | freedom to experiment new ideas and adopt practices which they consider appropriate for promoting relevance, quality and excellence and equal access | The UGC would like to reiterate here that universities are autonomous institutions and have necessary freedom to experiment new ideas and adopt practices which they consider appropriate for promoting relevance, quality and excellence and equal access, within the broad framework of the national policy. while above mentioned reforms be initiated on priority basis, the university may also combine with other best practices which the university has evolved over a period of time and found useful in promotion of relevance, quality, excellence and equal access in higher education. You may also like to forward your considered views on the above to the UGC so that the same could be considered by the committee constituted by the UGC. The final recommendation of committee would be sent to you shortly to further help you in formulating these reforms. With regards, Yours sincerely, (Sukhadeo Thorat) | 102 | definition | 1.000 | The UGC would like to reiterate here that universities are autonomous institutions and have necessary freedom to experiment new ideas and adopt practices which they consider appropriate for promoting relevance, quality and excellence and equal access, within the broad framework of the national policy. |
Read straight from the file — download or use the API URL for the full dataset.
| 11 |
| page=11,ocr=1 |
| 0.700 |
| valid |
| 0.700 |
| valid |
| page=8,ocr=1 |
| 0.700 |
| valid |
| valid |
| 5 |
| page=5,ocr=1 |
| 0.700 |
| valid |