The document discusses the design phase of the ADDIE model for developing an NBA course. Key aspects of the design phase include: 1) Determining assessment patterns, creating sample test items aligned to competencies, and selecting delivery technologies. 2) Developing an instructional plan including identifying instructional units and methods to address competencies and sub-competencies. 3) Creating a competency/activity-graduate attribute matrix to show how instruction meets program outcomes.

1. Course Design in Context of NBA
Dr. Chetan B. Bhatt

2. ADDIE Model
ANALYSIS
DESIGN
DEVELOPMENT
E
V
A
L
U
A
T
I
O
N
IMPLEMENTATION
EVALUATION

3. Design Phase

4. Design Phase
 Design phase consists of
 Determining the Assessment Pattern
 Creating sample Test Items in alignment with Sub-
competencies and Competencies
 Selecting delivery technologies
 Working out an instructional plan and an instructional
strategy
 Preparing Competency/Activity – GA (Graduate
Attribute) Matrix
 Creating the Item Bank
 Creating Assessment Instruments

5. Assessment Pattern

6.  Assessment can be formative (it helps the students
understand) or summative (it results in a mark) or
both
Intended
Learning
Outcomes
Assessment
Teaching
and
Learning

7. Assessment Pattern
Percentag
e
Weightage
Internals
Exam
Finals
 Tests/Examinations have
to be designed with
specified weightages to
different cognitive
processes. The
weightages will depend on
 Nature of the subject
 Competencies chosen by
the instructor
 Competencies that the
students are supposed to
acquire before the intended
test

8. Sessional (internal)
Item Weightage
Quiz 1
Quiz 2
Term Examination 1
Term Examination 2
Discussion 1
Discussion 2
Assignment 1
Assignment 2
Mini Project
Laboratory Experiments
Term Paper/Report 1
Term Paper/Report 2
Presentation

9. Final (external)
Item Weightage
Mini Project
Term Paper/Report
Presentation
Final Examination

10. Distribution of weightage
Cognitive
Level
Term
Exam1
Term
Exam 2
Final
Exam
Remember
Understand
Apply
Analyze
Evaluate
Create

11. Creating Sample Test Items

12.  Good learning requires addressing higher cognitive
levels.
 The assessment that determines the quality of
learning.
 Test Items or Assessment Items or simply Items
used to assess the students’ acquisition of the sub-
competencies and competencies.
 They can be either written test items (such as
quizzes and problems) or performance test items
(such as laboratory experiments, projects, group
discussions).
 A Test Item/Assessment Item is a unit that consists
of a question, hints, sample answer, etc. Initially it
will be tagged by the cognitive level and relevant
categories of knowledge.

13. Delivery Technology

14. Delivery Technologies
Sr.
No.
Delivery Technology
1. Classroom with Blackboard/White Board
2. Classroom with LCD Projector
3. Electronic Classroom: LCD projector and Students with
laptops/desktops connected to LAN/Internet
4. Learning Management System
5. Video-on-demand
6. Synchronous distance teaching
7. Blended Learning
8. Others
 Identify the delivery technologies to be used in the
course

15. Instructional Plan

16. Instructional plan
 Instructional Plan consists of identifying Instructional
Units and the Instructional Methods you propose to
use for each Instructional Unit.
 We address a competency by first instructing for
acquiring sub-competencies, and then addressing
the competency using the knowledge and skills
acquired from sub-competencies. For example,
knowledge and skills acquired from C1.1, C1.2 and
C1.3 are integrated in facilitating the students to
acquire the competency C1. The scope of
instructional activities related to each sub-
competency can significantly differ from another.

17. Instructional Methods
 A large number of instructional methods are
available, and an instructor can innovate. The
choice of instructional methods used will depend on
 delivery technology
 nature of the subject
 experience of the instructor with the given instructional
method
 level/granularity (more than one competency, a single
competency or a sub-competency at a time) of instruction

18. Instructional methods
 Instructional methods assumed to be commonly
used in engineering courses are
 Lecture
 Simulation
 Synchronous/Asynchronous Discussion
 Tutorial
 Laboratory
 Group Discussion
 Group Assignment
 Group Project
 Term Paper/Report
 Presentations etc.

19. Instruction plan
SNo. Competency/Sub-competency Group Instructional
Methods
C1.1
C1.2
C1.3
C1
C2.1
C2.2
C2.3
C2

20. Competencies/Activities – PO Matrix
 The selected program outcomes are met through
instruction related to competencies and activities
(laboratory exercises, miniprojects, reports,
presentations etc.) that address more than one
competency. The C/A-PO matrix presents how
competencies and activities meet the selected
program outcomes.
Comp. PO
1
PO
2
PO
3
PO
4
PO
5
PO
6
PO
7
PO
8
PO
9
PO
10
PO
11
PO
12
C1
C2
Activity
1
Activity
2
Averag
e