The document describes a study on student performance appraisal at VJIM, including developing evaluation criteria through a student questionnaire, rating student responses on a scale of 1-4, and ranking students based on their total scores. A 10x10 matrix was created to sum the ratings for each student across 10 questions, and students were given rankings based on their total scores. The process used a graphic rating method to evaluate student performance and provide rankings.

1. ASSIGNMENT – 4
A STUDENT PERFORMANCE APPRAISEL STUDY
MEANING - Performance appraisal is the step where the management finds
out how effective it has been at hiring and placing employees.
A “Performance appraisal” is a process of evaluating an employee’s
performance of a job in terms of its requirements.
Some of the important things to be considered…
1. Student Performance Appraisal Guidelines.
(a). STUDENTS PARTICIPATION - In any case, if the students
perceive the appraisal system as biased, unfair and lacks rig our, then it
is unlikely that they will accept the outcomes of the system.
Participation gives an opportunity to the students to raise their voice
into the appraisal process. Performance standards, criteria for
evaluation and the evaluation form itself – all can be developed with the
help of students. Greater student participation generates an atmosphere
of cooperation and support.
(b). GOAL SETTING: Goal setting has been powerful motivational tool.
Majority of goal setting research has been carried out in non-appraisal
settings. Goal setting consists of performance goals that are specific,
moderately challenging and accepted. Goal setting within performance
appraisal has been associated with greater appraisal satisfaction and
increased performance.
(c).DEVELOPING PERFORMANCE STANDARDS: Standards to be
developed that measure the essential responsibilities. Once again,
student participation facilitates developing reliable, valid, fair and useful
performance standards.

2. 2. Using an absolute measurement procedure of students at
VJIM.
SOME STEPS…
STEP 1…
We prepared a questionnaire for the students for their
evaluation criteria and gave ratings to the responses.
QUESTIONS
1 what do you think about how much you improved in your 2nd trimester?
2 Does your CGPA increased ?
3 how well you prepared for your 2nd trimester as comparison to 1st?
4 Does your background effected your PGDM course?
5 how many hours do you study?
6 Any changes do you feel in your overall development?
7 How do you think ET helped you in gaining knowledge?
8 what is your aim? How well are you preparing for that?
9 Does your confidence level increased? To what extent?
10 Internal or External what helped you in gaining more knowledge?
STEP 2…
Gave rating with a scale of 1-4 to each response made by the student.
1 what do you think about how much you improved in your 2nd
trimester?
very good 4
good 3
moderatelly 2
no improvement 1
2 Does your CGPA increased ?

3. increased 3
decreased 1
no change 2
3 how well you prepared for your 2nd trimester as comparison to 1st?
same preparation 2
work hard a little 3
one day before exam 1
4 Does your background effected your PGDM course?
yes 4
no 2
cannot say 1
moderate 3
5 how many hours do you study?
6 hrs 4
4 hrs 3
2 hrs 2
sometimes 1
6 Any changes do you feel in your overall development?
very much 4
very less 3
moderate 2
do not know 1

4. 7 How do you think ET helped you in gaining knowledge?
making up to date 2
only new terms 1
global knowledge 3
8 what is your aim? How well are you preparing for that?
working very hard 4
care less 1
going side by side 3
sometimes acting on that 2
9 Does your confidence level increased?
yes 4
no 1
moderate 3
not at all 0
10 Internal or External what helped you in gaining more knowledge?
2 points each….
internal 2
external 2
STEP 3…
Created a 10 X 10 matrix and sum it up and gave rank to all
those students.

5. STUDENTS Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 TOTAL
SCORE
RANKING
S1 1 2 3 1 1 2 4 1 4 2 21 15
S2 2 3 3 3 3 2 3 3 3 2 27 3
S3 2 1 3 3 3 1 2 3 2 2 22 12
S4 2 2 3 4 4 3 1 4 1 2 26 7
S5 2 3 1 3 1 3 1 1 1 2 18 18
S6 2 3 2 2 3 4 2 3 3 2 26 6
S7 4 1 2 3 3 1 3 3 3 2 25 8
S8 4 2 2 3 1 4 2 4 4 2 28 2
S9 4 2 2 4 3 3 1 4 2 2 27 3
S10 4 2 3 1 1 2 1 3 1 2 20 11
S11 4 1 1 2 4 1 4 2 1 2 22 7
S12 4 3 3 3 4 3 3 1 4 2 30 1
S13 4 1 2 4 3 3 2 3 3 2 27 2
S14 4 3 3 3 3 4 1 2 2 2 27 2
S15 3 1 2 3 4 1 2 1 1 2 20 7
S16 2 2 2 4 1 3 2 1 3 2 22 4
S17 2 1 2 1 3 3 4 2 4 2 24 2
S18 3 1 1 3 3 3 3 1 1 2 21 4
S19 2 3 2 3 4 4 2 3 1 2 26 1
S20 2 1 2 2 1 1 1 3 4 2 19 3
CONCLUSION…
The following above is the graphic rating method used to
check the performance of the students at our college. From
the above mentioned tables you can easily understand about
the questions used and responses for that. It has been clearly
defined by making steps in the process.

6. Student Performance Appraisal (PRECISE FORMAT)
Student Name: _______________________
Please evaluate the student according to the following criteria, offering
additional comments where appropriate:
1 = Unsatisfactory Does not meet expectations
2 = Below Average Meets some expectations but needs
improvement
3 = Satisfactory Meets expectations, but does not exceed them
4 = Very Good Exhibits above average performance
5 = Exceptional Exhibits superior performance
6 = Not Applicable
1 2 3 4 5 6 Productivity: Student completes assignments in a timely
manner, performs high quality work that is accurate and
thorough, and manages time effectively.
1 2 3 4 5 6 Punctuality: Student is responsible, dependable, punctual,
has good attendance, and notifies supervisor if s/he will be late or
unable to work.
1 2 3 4 5 6 Communications Skills: Student expresses thoughts clearly
and is professional in dealing with both co-workers and the public.
1 2 3 4 5 6 Initiative: Student asks for work if not assigned and is able
to work independently
1 2 3 4 5 6 Creativity: Student is innovative, accomplishes tasks in
creative ways, and offers suggestions for new or better methods of operation.
1 2 3 4 5 6 Overall Contribution: Student contributes overall to
improving the office/department.