| What is the basis of an indirect method of assessing student learning? | based upon a report of perceived student learning | A direct method which is based on a sample of actual student work, including reports, exams, demonstrations, performances, and completed works, requires students to produce work so that teacher can assess how well students meet expectations. An indirect method is based upon a report of perceived student learning. These include surveys, exit interviews, and focus groups. | 264 | definition | 1.000 | https://www.ugc.gov.in/e-book/EVALUATION%20ENGLISH.pdf | An indirect method is based upon a report of perceived student learning. | 25 | page=25,block=3 | 0.850 | valid |
| What purpose do Learning Management Systems serve in educational 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 | https://www.ugc.gov.in/e-book/EVALUATION%20ENGLISH.pdf | 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 type of process model is described for the Systems Engineering Process Model for LOBE? | 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 | https://www.ugc.gov.in/e-book/EVALUATION%20ENGLISH.pdf | 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 |
| How does the relative grading system rank students? | on basis of relative level of achievement | Grading system Most institutions follow the absolute grading system which is a simple procedure wherein the marks obtained by students correspond to a specific grade and grade point. It reflects the individual performance in a particular subject without any reference to the group/class. The absolute grading system has limitations and may be susceptible to some inconsistencies. The relative grading system on the other hand provides relative performance of a student to a group/class wherein the student is ranked in a group/class on basis of relative level of achievement. In this system decisions are made in advance by the faculty members as to what proportion of students would be awarded a particular grade on the basis of their relative performance and which is done by assigning grades on basis of a normal curve. | 533 | definition | 1.000 | https://www.ugc.gov.in/e-book/EVALUATION%20ENGLISH.pdf | The relative grading system on the other hand provides relative performance of a student to a group/class wherein the student is ranked in a group/class on basis of relative level of achievement. | 38 | page=38,block=3 |
| How is the percentage assessment of theory end semester examination calculated for first-year courses? | the percentage of students who scored more than 60% in the end semester examination | To find out this combining assessment following equations are used 1) For first year courses (having only Term work), direct assessment is calculated as below 80 + 20 + 25 125 125 125 Where, x = percentage assessment of theory end semester examination where x is calculated as the percentage of students who scored more than 60% in the end semester examination y = percentage assessment of Unit Test Examination where y is calculated based on the performance of students in each Unit test, percentage of students scored more than 60% in the Unit Test z = percentage assessment of Termwork where z is calculated based on the performance of students in Termwork, it is the percentage of students scored more than 60% in Termwork + oral or Termwork + practical examination 2) For course having only Theory Examination, Direct assessment is calculated as below 80 20 100 + 100 Where, x = percentage assessment of theory end semester examination where x is calculated as the percentage of students who scored more than 60% in the end semester examination y = percentage assessment of Unit Test Examination where y is calculated based on the performance of students in each Unit test, percentage of students scored more than 60% in the Unit Test 3) For course having Theory and Termwork + oral or Termwork + Practical Examination, Direct assessment is calculated as below |
| What are KWL tools used for in self-status assessment? | simple formats 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. | 194 | definition | 1.000 | https://www.ugc.gov.in/e-book/EVALUATION%20ENGLISH.pdf | 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 are Performance Indicators in the context of Program Learning Outcomes? | statement of expectations of students learning | Since, Program Learning Outcomes provide direction in curriculum design, instruction/delivery and conduct of assessment, its measurement can be done through identification of related Competencies and Performance Indicators (PI). Identification of Competencies for each Program Learning Outcome is essential as it helps to understand what students should achieve. For each Competency, Performance Indicators (PI) have to be defined which are statement of expectations of students learning. It acts as tools of assessment and provides clarity of the extent of attainment of outcomes. The strategy and plan of assessment thus, need to be mapped to the Performance Indicators which are an attempt to achieve both Course Learning Outcomes and Program Learning Outcomes. | 441 | definition | 1.000 | https://www.ugc.gov.in/e-book/EVALUATION%20ENGLISH.pdf | For each Competency, Performance Indicators (PI) have to be defined which are statement of expectations of students learning. | 20 | page=20,block=0 | 0.700 | valid |
| What concept explains how organizational goals lead to objectives and outcomes? | 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 | https://www.ugc.gov.in/e-book/EVALUATION%20ENGLISH.pdf | The Learning Performance Pyramid describes an iterative model where the organizational characteristics (goals) drive the organizational objectives and objectives further lead to organizational outcomes. |
| What determines the percentage assessment of Unit Test Examination for first-year courses? | the performance of students in each Unit test, percentage of students scored more than 60% in the Unit Test | To find out this combining assessment following equations are used 1) For first year courses (having only Term work), direct assessment is calculated as below 80 + 20 + 25 125 125 125 Where, x = percentage assessment of theory end semester examination where x is calculated as the percentage of students who scored more than 60% in the end semester examination y = percentage assessment of Unit Test Examination where y is calculated based on the performance of students in each Unit test, percentage of students scored more than 60% in the Unit Test z = percentage assessment of Termwork where z is calculated based on the performance of students in Termwork, it is the percentage of students scored more than 60% in Termwork + oral or Termwork + practical examination 2) For course having only Theory Examination, Direct assessment is calculated as below 80 20 100 + 100 Where, x = percentage assessment of theory end semester examination where x is calculated as the percentage of students who scored more than 60% in the end semester examination y = percentage assessment of Unit Test Examination where y is calculated based on the performance of students in each Unit test, percentage of students scored more than 60% in the Unit Test 3) For course having Theory and Termwork + oral or Termwork + Practical Examination, Direct assessment is calculated as below |
| What do Course Learning Outcomes define for students? | the outcomes/knowledge which every student is expected to gain at the end of completion of each course (subject) | A comprehensive assessment strategy may be outlined using the revised Bloom’s taxonomy levels (refer illustration at Appendix-2, 2.1). 1.2. Curriculum Design and Course Development Next, keeping in view the Program Learning Outcomes, a curriculum must be designed and courses developed. The curriculum must be linked to the program objectives and outcomes and further the course level assessment strategies must be linked to identified program level assessment strategies. (framework for mapping Program Learning Outcomes to Course Learning Outcomes and the course assessment strategy is provided in Appendix 2 and also under 2.3 of Appendix 2). 1.2. Course Learning Outcomes (CLOs): These are the outcomes/knowledge which every student is expected to gain at the end of completion of each course (subject). These are listed and based on them the course curriculum is finalized. | 694 | definition | 1.000 | https://www.ugc.gov.in/e-book/EVALUATION%20ENGLISH.pdf | Course Learning Outcomes (CLOs): These are the outcomes/knowledge which every student is expected to gain at the end of completion of each course (subject). |