The document discusses the criteria used by the NAAC to assess higher education institutions in India. It outlines seven criteria: 1) Curricular Aspects, 2) Teaching-Learning and Evaluation, 3) Research, Consultancy and Extension, 4) Infrastructure and Learning Resources, 5) Student Support and Progression, 6) Governance, Leadership and Management, and 7) Innovations and Best Practices. Under each criterion are key aspects that reflect the processes and values of the institution being assessed. The criteria provide a framework for evaluating quality across institutions nationally and promoting transformational change.
To foster the global competency, NAAC includes in its
the scope of assessment, skill development of students and also promoted the use of technologies and e-resources in teaching and learning processes for significant impact on stakeholders.
To foster the global competency, NAAC includes in its
the scope of assessment, skill development of students and also promoted the use of technologies and e-resources in teaching and learning processes for significant impact on stakeholders.
Planning for NAAC : Guidance - how to improve score ?digitaledu
Guide for IQAC Coordinators, Administrators, Processors, Principals & Consultants about, How to improve NAAC score. Survey results says institutes are spending ample amount on improving physical infrastructure. This is and comparative study how one can score 375 points by spending ONLY 10-15 % for total planned budget.
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Contact : +91 866 980 7450, +91 94 2300 5866, 89750 89599
NAAC (Criterion-I : Curricular Aspects for Autonomous Engineering Colleges)Dr.Raja R
NAAC (Criterion-I : Curricular Aspects for Autonomous Engineering Colleges),
Introduction
Key Indicators (KIs)
1.1 Curriculum Design and Development
1.2 Academic Flexibility
1.3 Curriculum Enrichment
1.4 Feedback System
List of Files and Documents Required
Data Templates/Documents - Quantitative Metrics (QnM)
The role of the coordinator of the IQAC is crucial in ensuring the effective functioning of all the members. The coordinator of the IQAC may be a senior person with expertise in quality aspects. She/he may be a full-time functionary or, to start with, she/he may be a senior academic /administrator entrusted with the IQAC as an additional responsibility. Secretarial assistance may be facilitated by the administration. It is preferable that the coordinator may have sound knowledge about the computer, its various functions and usage for effective communication.
Planning for NAAC : How to improve score ? - Refer new presentationdigitaledu
Guide for IQAC Coordinators, Administrators, Processors, Principals & Consultants about, How to improve NAAC score. Survey results says institutes are spending ample amount on improving physical infrastructure. This is and comparative study how one can score 375 points by spending ONLY 10-15 % for total planned budget.
visit us @ www.digitaledu.net
Contact : +91 866 980 7450, +91 94 2300 5866, 89750 89599
Building Thailand 4.0: How STEM for TVET Can Improve Access and Quality of Vo...Kenan Institute Asia
Dr. Rattana Lao, a senior consultant for innovative education at Kenan Institute Asia, on how vocational education can be improved in Thailand to address the skills gap and prepare the country for the Industry 4.0 era.
NAAC Presentation - Dr HK Garg, Sarojini Naidu Govt Girls College BhopalPROFESSOR Dr. H.K. Garg
This presentation is an overview of all necessary facts & figures pertaining to our College for assessment and accreditation. It is not a more plethora of achievements; rather, it is revelation of a path we have adhered to. Let us invite you to reel through the pages and be a part of our legacy.
Prof HK Garg, Coordinator IQAC & NAAC Steering Committee.
Looking for Admission in any courses like Graduate and Post GraduateHarsh Vardhan Sharma
Looking for Graduate and Post Graduate courses.
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MA MCom MSc MBA MCA MTech ME'
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Planning for NAAC : Guidance - how to improve score ?digitaledu
Guide for IQAC Coordinators, Administrators, Processors, Principals & Consultants about, How to improve NAAC score. Survey results says institutes are spending ample amount on improving physical infrastructure. This is and comparative study how one can score 375 points by spending ONLY 10-15 % for total planned budget.
visit us @ www.digitaledu.net
Contact : +91 866 980 7450, +91 94 2300 5866, 89750 89599
NAAC (Criterion-I : Curricular Aspects for Autonomous Engineering Colleges)Dr.Raja R
NAAC (Criterion-I : Curricular Aspects for Autonomous Engineering Colleges),
Introduction
Key Indicators (KIs)
1.1 Curriculum Design and Development
1.2 Academic Flexibility
1.3 Curriculum Enrichment
1.4 Feedback System
List of Files and Documents Required
Data Templates/Documents - Quantitative Metrics (QnM)
The role of the coordinator of the IQAC is crucial in ensuring the effective functioning of all the members. The coordinator of the IQAC may be a senior person with expertise in quality aspects. She/he may be a full-time functionary or, to start with, she/he may be a senior academic /administrator entrusted with the IQAC as an additional responsibility. Secretarial assistance may be facilitated by the administration. It is preferable that the coordinator may have sound knowledge about the computer, its various functions and usage for effective communication.
Planning for NAAC : How to improve score ? - Refer new presentationdigitaledu
Guide for IQAC Coordinators, Administrators, Processors, Principals & Consultants about, How to improve NAAC score. Survey results says institutes are spending ample amount on improving physical infrastructure. This is and comparative study how one can score 375 points by spending ONLY 10-15 % for total planned budget.
visit us @ www.digitaledu.net
Contact : +91 866 980 7450, +91 94 2300 5866, 89750 89599
Building Thailand 4.0: How STEM for TVET Can Improve Access and Quality of Vo...Kenan Institute Asia
Dr. Rattana Lao, a senior consultant for innovative education at Kenan Institute Asia, on how vocational education can be improved in Thailand to address the skills gap and prepare the country for the Industry 4.0 era.
NAAC Presentation - Dr HK Garg, Sarojini Naidu Govt Girls College BhopalPROFESSOR Dr. H.K. Garg
This presentation is an overview of all necessary facts & figures pertaining to our College for assessment and accreditation. It is not a more plethora of achievements; rather, it is revelation of a path we have adhered to. Let us invite you to reel through the pages and be a part of our legacy.
Prof HK Garg, Coordinator IQAC & NAAC Steering Committee.
Looking for Admission in any courses like Graduate and Post GraduateHarsh Vardhan Sharma
Looking for Graduate and Post Graduate courses.
Ba Bcom BSc BBA BCA BTech BE
MA MCom MSc MBA MCA MTech ME'
B.ed
M.ed
Diploma
in all branches.
For query call Harsh 7827808104
IJRET : International Journal of Research in Engineering and Technology is an international peer reviewed, online journal published by eSAT Publishing House for the enhancement of research in various disciplines of Engineering and Technology. The aim and scope of the journal is to provide an academic medium and an important reference for the advancement and dissemination of research results that support high-level learning, teaching and research in the fields of Engineering and Technology. We bring together Scientists, Academician, Field Engineers, Scholars and Students of related fields of Engineering and Technology
The quarterly Collaborative Meetings are designed for researchers in the field of K-12 online and blended learning. It is a space for researchers to come together, get feedback on their work, and share any opportunities for collaborations for grants, research, publications, etc. These Collaborative Meetings are held in January, April, July, and October.
2014 conference photo contest entries, on blackallisonwickler
Browse the 26 fantastic entries to the 2013 NCFR Conference Photo Contest, taken by NCFR members of people and places across the world.
Three winners have been chosen from the entries — one first place, two runners up — and will be announced at the World Family Festival held Friday, Nov. 21 at the conference. All photos will also be on display at the conference.
Is Your Data Literally Walking Out the Door?Mike Saunders
Your network security doesn't matter if an attacker can enter your facility and walk off with your critical assets and sensitive data, or attach a back door to your network. This presentation provides an introductory overview of physical security from an attacker's perspective.
10 Tips for Street Photographers from cam2o photowalkers.
1. Use a Wide Angle lens
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4. Do not think about what others think of you
5. Smile often
6. Ask for permission
7. Brand Humanism
8. Look for juxtaposition
9. Be a story-teller
10. Just do it
Today’s account holders want to bank when, where and how they want. Helios meets those needs by enabling a full-feature digital banking experience on any device or platform — tablet, desktop and phone. Best of all, Helios is a native cross-platform framework, which means it’s fast, stable, and device optimized.
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Discuss the needs and importance of evaluation in education.pdfuplevelway
Evaluation in education refers to the systematic process of assessing and appraising educational programs, curriculum, teaching methodologies, student performance, and overall educational effectiveness. The goal of evaluation is to gather information, make informed decisions, and improve the quality of education.
Needs of Evaluation in Education:
Assessment of Learning Outcomes: Evaluation helps assess whether students are meeting the expected learning outcomes. It provides insights into their knowledge, skills, and understanding of the subject matter.
Curriculum Improvement: Evaluation assists in evaluating the effectiveness of the curriculum. It helps identify areas that need improvement or modification to better meet the educational objectives and standards.
Quality Assurance: Evaluation serves as a tool for quality assurance in education. It ensures that educational programs and processes meet established standards and are of a high standard.
Teacher Effectiveness: Evaluating teachers’ performance helps in identifying strengths and areas for improvement. This information is valuable for professional development and enhancing teaching effectiveness.
Feedback for Improvement: Evaluation provides constructive feedback to both educators and students. This feedback is essential for making improvements, refining teaching methods, and enhancing student learning experiences.
Resource Allocation: Through evaluation, educational institutions can assess the efficiency and effectiveness of resource utilization. This helps in making informed decisions regarding resource allocation for improved educational outcomes.
Accreditation and Accountability: Evaluation plays a crucial role in the accreditation process for educational institutions. It ensures that institutions meet certain standards, promoting accountability and transparency.
Policy Development: Evaluation provides data and insights that can inform the development of educational policies at various levels, from the classroom to the national education system.
Pilot-tesing, Monitoring and Evaluating the Implementation of CurriculumVirginia Sevilla
This is the continuation of Curriculum Development Lesson 3 Module III which is "Pilot-tesing, Monitoring and Evaluating the Implementation of Curriculum"
The term Assessment and Verification is an integral part of the student
achievement and considered as a fundamental function of higher education.
Assessment and verification confirm and assures the academic integrity and
standard which has a vital impact on student behaviour, colleagues’
involvements, the university reputation and finally the student’s future lives.
The research aimed to explore various academic and industry-based
literatures to analyse the importance of assessment and verification and to
identify areas to ensure reliability in assessment by testing skills and
knowledge. The research used experimental research methods (primarily
reflection) using literary forms to analyse the theory with the reinforcement
of the practice from the university experiences. It also has collected data
using semi-structured interview from mutually agreed department colleagues
from five different higher educational institutes consists of three universities
and two alternative providers based in London, United Kingdom. The result
showed that assessment in higher educational institutes have not kept pace
with the changes and no longer justify the outcomes we expect from a
university education in relation to wide-ranging knowledge, skills, and
employability. The research findings enable the educators to help create and
implement an inclusive teaching and learning environment to improve the
learner’s expectation and academic performance.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
• The monitoring and evaluation of the institutional processes require a carefully structured system of internal and external review. The NAAC expects the Institutions to undertake continuous Academic and Administrative Audits (AAA). This presentation is intended to serve as advisory to all accredited HEIs who volunteer to undertake AAA. The pros and cons of this process are also highlighted. Academic and Administrative Audit is the process of evaluating the efficiency and effectiveness of the administrative procedure. It includes assessment of policies, strategies & functions of the various administrative departments, control of the overall administrative system, etc. This checklist gives an overview what the audit committee members may look into while visiting an institution for this purpose. It invariably follows the Quality Indicators Framework prescribed by Accreditation Council in India.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Implementing the Curriculum: Pilot Testing, Monitoring and Evaluating the Implementation of the Curriculum
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1. The NAAC has identified the following seven criteria to serve as
the
basis for assessment of HEIs:
1. Curricular Aspects
2. Teaching-Learning and Evaluation
3. Research, Consultancy and Extension
4. Infrastructure and Learning Resources
5. Student Support and Progression
6. Governance, Leadership and Management
7. Innovations and Best Practices
The Criteria-based assessment promotes judgment based on values.
For example the Criterion on “Governance, Leadership and
Management” promotes the values such as participation,
transparency, team work, systems view, justice, self-reliance and
probity in public finance.
The Key Aspects identified under each of the seven criteria reflect the
processes and values of the HEI on which assessment is made. The
questions under each of the Key Aspects focus in particular on the
outcomes, the institutional provisions which contribute to these and
their impact on student learning and development.
The strengths or weaknesses in one area may have an effect on quality
in another area. Thus the issues addressed within the Criteria and Key
Aspects are closely inter-related and may appear to be overlapping.
The criteria and the Key Aspects are not a set of standards or
measurement tools by themselves and do not cover everything which
1.
2.
3.
4.
5.
6.
7.
NAAC for Quality and Excellence in Higher Education 9
happens in every HEI. They are the levers for transformational change
and provide an external point of reference for evaluating the quality of
the institution under assessment.
NAAC uses the same framework across the country. Using the same
framework across the country provides a common language about
2. quality and makes it much easier for everyone to go in one direction
and in evidence based policy making.
1. Criterion I - Curricular Aspects :
Depending on the responsibilities of various Institutions, this criterion deals with
curriculum development and implementation process. The criterion looks into how the
curriculum either assigned by a University or marginally supplemented or enriched by
an institution, or totally
remade, depending on the freedom allowed in curricular design,aligns with the
institutional mission. It also considers the practices of an institution in initiating a wide
range of programme options and courses that are in tune with the emerging national
and global trends and relevant to the local needs. Apart from issues of diversity and
academic flexibility, aspects on career orientation, multi-skill development and
involvement of stakeholders in curriculum
updation, are also gauged under this criterion. The focus of this criterion is captured in
the following Key Aspects:
1.1 Curriculum Design, Planning and Development
1.2 Academic Flexibility
1.3 Curriculum Enrichment
1.4 Feedback System
1.1 Curriculum Design, Planning and Development
Universities and colleges play a major role in the Curriculum
Design,Planning and Development and thus are expected to have
processes,systems and structures in place to shoulder this
responsibility.CurriculumDesign, Planning and Development is a complex
process
3. involving several steps and experts. It is a process of developing appropriate
need-based curricula in consultation with expert groups,based on the
feedback from stakeholders, resulting in the
development of relevant programmes with flexibility, to suit the
professional and personal needs of the students and realization of core
values. The process involves orientation of the teachers who would handle
the curriculum and proper planning of the transaction.The key aspect also
considers the good practices of the institution in initiating a range of
programme options and courses that are relevant to the local needs and in
tune with the emerging national and global trends.
1.2 . Academic Flexibility
Academic flexibility refers to freedom in the use of the time-frame of
the courses, horizontal mobility, inter-disciplinary options and others
facilitated by curricular transactions. Supplementary enrichment
programmes introduced as an initiative of the college, credit system
and choice offered in the curriculum, in terms of programme,
curricular transactions and time-frame options are also considered in
this key aspect.
1.3 Curriculum Enrichment
Every academic institution translates the curriculum framework and
the specified syllabus by rendering them into practical forms, in which
the main focus is on the student attributes and on holistic
development of the students so that he/she can display multiple skills
and qualities. For effective transaction of the curriculum it is required
it is up-to date. For keeping the curriculum up-to-date and introduce
appropriate changes within the given curriculum, several inputs are
provided parallelly or sequentially. All these would be possible
through introduction and use of quality materials which would enrich
the curriculum and provide concrete referents for organizing the
curriculum.
4. 1.4 Feedback System
The process of revision and redesign of curricula is based on recent
developments and feedback from the stakeholders. The feedback from
all stakeholders in terms of its relevance and appropriateness in
catering to the needs of the society/ economy/ environment are also
considered in this key aspect.
2. Criterion II - Teaching-Learning and Evaluation :
This criterion deals with the efforts of an institution to serve students
of different backgrounds and abilities, through effective teachinglearning
experiences. Interactive instructional techniques that engage
students in higher order 'thinking' and investigation, through the use
of interviews, focused group discussions, debates, projects,
presentations, experiments, practicum, internship and application of
ICT resources, are important considerations. It also probes into the
adequacy, competence as well as the continuous professional
development of the faculty who handle the programmes of study. The
efficiency of the techniques used to continuously evaluate the
1.4 Feedback System
2. Criterion II - Teaching-Learning and Evaluation :
performance of teachers and students is also a major concern of this
criterion. The focus of this criterion is captured in the following Key
Aspects:
KEY ASPECTS
2.1 Student Enrolment and Profile
2.2 Catering to Student Diversity
2.3 Teaching-Learning Process
2.4 Teacher Quality
2.5 Evaluation Process and Reforms
2.6 Student Performance and Learning Outcomes
2.1 Student Enrolment and Profile
The process of admitting students to the programmes is by a
transparent, well-administered mechanism, complying with all the
norms of the concerned regulatory/governing agencies including
state and central governments. Apart from the compliance to the
various regulations the key aspect also considers the institutions
efforts in ensuring equity and wide access as reflected from the student
5. profile having representation of student community from different
geographical area and socio-economic, cultural and educational
backgrounds.
2.2 Catering to Student Diversity
The programmes and strategies adopted by institutions to satisfy the
needs of the students from diverse backgrounds including backward
community as well as from different locales. Gender equity and
admission opportunity for differently-abled students are also
considered.
2.3 Teaching-Learning Process
Diversity of Learners in respect of their background, abilities and other
personal attributes will influence the extent of their learning. The
teaching-learning modalities of the institution are rendered to be
relevant for the learner group. The learner-centered education
through appropriate methodologies facilitates effective learning.
Teachers provide a variety of learning experiences, including
individual and collaborative learning. The teachers employ
interactive and participatory approach creating a feeling of
responsibility in learning and makes learning a process of
construction of knowledge.
'Teacher quality' is a composite term to indicate the quality of teachers
in terms of teacher characteristics, professional development and
recognition of teaching abilities. It is measured through the training
received in teaching and learning processes (certified programs),
quality of assessment and student feedback.
This Key Aspect looks at issues related to assessmentof teaching,
learning and evaluative processes and reforms, to increase the
efficiency and effectiveness of the system. One of the purposes of
evaluation is to provide development-inducing feedback. Further it
should also help the teacher to plan appropriate activities for
enhancing student performance. The qualitative dimension of
evaluation is in its use for enhancing the competence of students.
Innovative evaluation process is to gauge the knowledge and skills
acquired at various levels of the programmes.
6. Learning outcomes are the specifications of what a student should
learn and demonstrate on successful completion of the course or the
programme. It can also be seen as the desired outcome of the learning
2.4 Teacher Quality
2.5 Evaluation Process and Reforms
2.6 Student Performance and Learning Outcomes
process in terms of acquisition of the skills and knowledge. They are
embedded in the curriculum. Achieving Learning Outcomes needs
specific experiences to be provided to the students and evaluation of
their attainment. A programme that states Learning Outcomes that
are not evaluated or assessed gets neglected in implementation.
Hence all the stated Learning Outcomes must be part of the evaluation
protocol of the programme. Student assessmentprovides an
indication of the areas where learning has happened and where it has
to be improved upon.