This document discusses the processes used to assess attainment of course and program outcomes at an engineering program. It describes how course outcomes are defined and mapped to program outcomes. Assessment tools like assignments, exams, and projects are mapped to outcomes. Attainment is calculated based on student performance and surveys. First year courses contribute to early outcome assessment. Actions are taken like improving questions and tutorials if outcomes are not fully attained.
Course Outcome and Program Outcome Calculation(new method)Ravikumar Tiwari
This presentation explains the new method (based on attainment level) of Course Outcome and Program Outcome Calculation. (with reference to National Board of Accreditation new SAR)
An overview on the National Board of Accreditation (NBA). This slide presentation covers the basic steps of accreditation and the assessment criteria of the NBA. Outcome Based Education (OBE) is also mentioned accordingly.
Course Outcome and Program Outcome Calculation(new method)Ravikumar Tiwari
This presentation explains the new method (based on attainment level) of Course Outcome and Program Outcome Calculation. (with reference to National Board of Accreditation new SAR)
An overview on the National Board of Accreditation (NBA). This slide presentation covers the basic steps of accreditation and the assessment criteria of the NBA. Outcome Based Education (OBE) is also mentioned accordingly.
The Revised Assessment and Accreditation Framework is launched in July 2017. It represents an explicit Paradigm Shift making it ICT enabled, objective, transparent, scalable and robust. The Shift is:
• from qualitative peer judgement to data based quantitative indicator evaluation with increased objectivity and transparency
• towards extensive use of ICT confirming scalability and robustness
• in terms of simplification of the process drastic reduction in number of questions, size of the report, visit days, and so on
• in terms of boosting benchmark as quality improvement tool. This has been attempted through comparison of NAAC indicators with other international QA frameworks
• introducing Prequalifier for peer team visit
• introducing System Generated Scores (SGS) with combination of online evaluation (about 70%) and peer judgement (about 30%)
• in introducing the element of third party validation of data
• in providing appropriate differences in the metrics, weightages and benchmarks to universities, autonomous colleges and affiliated/constituent colleges
• in revising several metrics to bring in enhanced participation of students and alumni in the assessment process.
An all-inclusive procedure of Assessment & Accreditation of Higher Education Institutions, including Universities, Autonomous, Affiliated and Constituent Colleges (all Government institutions, Grant-in-aid colleges or Self-financed institutes) in India.
It explains step wise process of Registration, Online submission of IIQA (Institutional Information for Quality Assessment); SSR (Self-Study Report); DVV (Data Validation and Verification); SSS (Student Satisfaction Survey); PTV (Peer Team Visit); and Institutional Grading.
The Revised Assessment and Accreditation Framework is launched in July 2017. It represents an explicit Paradigm Shift making it ICT enabled, objective, transparent, scalable and robust. The Shift is:
• from qualitative peer judgement to data based quantitative indicator evaluation with increased objectivity and transparency
• towards extensive use of ICT confirming scalability and robustness
• in terms of simplification of the process drastic reduction in number of questions, size of the report, visit days, and so on
• in terms of boosting benchmark as quality improvement tool. This has been attempted through comparison of NAAC indicators with other international QA frameworks
• introducing Prequalifier for peer team visit
• introducing System Generated Scores (SGS) with combination of online evaluation (about 70%) and peer judgement (about 30%)
• in introducing the element of third party validation of data
• in providing appropriate differences in the metrics, weightages and benchmarks to universities, autonomous colleges and affiliated/constituent colleges
• in revising several metrics to bring in enhanced participation of students and alumni in the assessment process.
An all-inclusive procedure of Assessment & Accreditation of Higher Education Institutions, including Universities, Autonomous, Affiliated and Constituent Colleges (all Government institutions, Grant-in-aid colleges or Self-financed institutes) in India.
It explains step wise process of Registration, Online submission of IIQA (Institutional Information for Quality Assessment); SSR (Self-Study Report); DVV (Data Validation and Verification); SSS (Student Satisfaction Survey); PTV (Peer Team Visit); and Institutional Grading.
You are working as a behavior consulting intern. Your company’s on.docxjeffevans62972
You are working as a behavior consulting intern. Your company’s ongoing client is Pathway High School, an alternative high school for students who have been unsuccessful in their original school due to challenging behavior. The school hired your company 6 months ago to implement a School-Wide Positive Behavior Support (SWPBS) program. Data has been collected on:
Figure 1: The occurrence of aggressive behavior incidents reported before and after the program began
Figure 2: A sample of classroom teacher’s scores from an observational checklist measuring correct implementation of behavior correction procedures in the classroom (before and after the program was implemented)
Figure 3: Student satisfaction rating results for their daily school experience before the program, 3 months after the program began, and 6 months after the program began
Your role is to view this data, determine results and analyze results (minimum of 2 pages):
Determine the purpose of each data requirement above by discussing how it can be used in the program planning process. Identify each type of data collected as either quantitative or qualitative.
Using the data in Figure 1, discuss the level of challenging behavior incidents reported before and after the program began (include discussion of the need for the program and the general impact the program had on challenging behavior).
Using the data in Figure 2, calculate the mean (average) score on the observational checklist before the program was implemented and after. Use this data to discuss the impact of the program on behavior correction procedures in the classroom.
Using the data in Figure 3, calculate the percentage of students who rated their school experience at the highest level (5) and the lowest level (1). Discuss these results as they relate to student satisfaction after the SWPBS program was implemented.
Your paper should be a minimum of 2 pages in length, include proper APA formatting (including properly formatted headings for each section of your plan), and include at least 2 academic references (including your course readings)
PS 430 Unit 7
Program Design: Analyzing Program Models
Unit 7 Project
View this data for Pathway High School, determine results and analyze results:
Minimum of 2 pages
APA format including in text citations and references
Minimum of 2 academic sources which can include your textbook
Determine the purpose of each data requirement above by discussing how it can be used in the program planning process. Identify each type of data collected as either quantitative or qualitative
Unit 7 Project
Figure 1: The occurrence of aggressive behavior incidents reported before and after the program began
Using the data in Figure 1, discuss the level of challenging behavior incidents reported before and after the program began (include discussion of the need for the program and the general impact the program had on challenging behavior).
Figure 1
Figure 1
# of challenging behavior inciden.
AN EMPIRICAL STUDY ON ASSESSMENT OF PO ATTAINMENT FOR A DIPLOMA PROGRAM IAEME Publication
The Outcome based Education (OBE) has been one of the major concern of most academic institution in India, especially among the engineering institution as the National Board of Accreditation (NBA) has made it compulsory towards program accreditation.
This paper aims to provide an evaluation method for the attainment of Program Outcomes for Engineering Diploma Program as defined by National Board of Accreditation (NBA). NBA requires specific evaluation techniques and assessment methods for measuring the attainment of Course Outcomes and Program Outcomes. Accordingly this paper describes the assessment method used to measure the PO via direct assessment of the Course Outcomes and indirect methods through surveys. Course Outcomes for each course were developed and surveys were conducted throughout the semesters to assess the level of awareness and understanding of OBE.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. 8.4 Attainment of Course Outcomes (10)
8.4.1 Describe the assessment processes used to gather the data upon which the
evaluation of Course Outcomes (5)
(Examples of data collection processes may include, but are not limited to, specific
exam questions, laboratory tests, internally developed assessment exams, oral exams
assignments, presentations, tutorial sheets etc.)
The course outcomes are defined by faculty and subject experts through workshops.
Define the assessment process (eg. MST..).
8.4.2 Record the attainment of Course Outcomes (5)
Program shall have set attainment levels.
(The attainment levels shall be set considering average performance levels in the
university examination or any higher value set as target for the assessment years.
Attainment level is to be measured in terms of student performance in internal
assessments with respect the COs of a subject plus the performance in the University
examination)
3. Programme
Outcomes
Assessment
Tools
a b c d e f g h i
Direct
Assessment
Tools
Assignments /
Seminars X X X X X X X
Sessional X X X X X X X
End Semester
Exams X X X X X X X
Pre-Thesis/
Thesis X X X X X X X X X
Indirect
Assessment
Tools
Alumni/Exit
Survey X X X X X X X X X
Contribution of Tools
3
4. Assessment Tools
Program
Outcomes
Courses considered Method of
Assessment
Source of data
collection
PO1- PO9 For each PO, the
contributing course is
obtained from Course
to PO mapping
Internal Evaluation
Sessionals
Assignments
Seminars
External Evaluation
Result file
PO1-PO9 - Indirect
Assessment
Alumni/
Student Exit
Feedback
4
5. Direct Assessment
• To assess the attainment of the POs, Grade Point Average of
courses is considered
• PO attainment is evaluated as
𝑃𝑖 =
𝑘=1
𝑁
𝐺 𝑘 𝑆 𝑘 𝑊𝑖𝑘 𝐶 𝑘
𝑘=1
𝑁
10𝑆 𝑘 𝑊𝑖𝑘 𝐶 𝑘
where
Gk = Grade Point Average of kth Course
Sk = Number of students taking kth Course
Wik = Weight assigned for kth Course mapped to ith PO.
Ck = Total credits of kth Course
N = Number of Courses
5
6.
7. Weightage(Wik) Computation
• Weightage is assigned based on %age of COs which are satisfying ith
PO in the kth subject as follows:
%age of COs Weightage
<33% 1
>=33% and <67% 2
>=67% 3
7
8.
9. 9
Rubrics used:
1. Relevance of Program Outcomes
It is evaluated taking five different scales: Not Important (1),
Somewhat Important (2), Important (3), Very Important (4),
Extremely Important (5)
2. Usefulness of Program Outcomes
It is evaluated on four different scales: Less than 40% (1),
40-60% (2), 60-80% (3), 80-100% (4)
Number in bracket shows weightage assigned to that scale.
Process Used for Indirect
Assessment of Attainment of POs
11. 11
Assessment of ith PO on the basis of Relevance:
𝑃𝑖(𝑅) = 𝑠=1
5 𝑁𝑠∗𝑊𝑠
𝑁×5
Assessment of ith PO on the basis of Usefulness:
𝑃𝑖(𝑈) = 𝑠=1
4 𝑁𝑠∗𝑊𝑠
𝑁×4
Here
Ns = Number of students who agree on scale s
Ws = Weightage assigned to scale s
N = Total number of students
𝑃𝑖 𝐼 = 0.5𝑃𝑖 𝑅 + 0.5𝑃𝑖(𝑈)
Process Used for Indirect Assessment of
Attainment of POs (Contd..)
12. PO Attainment
• As the Direct assessment (student result) is computed on the basis of various parameters
(sessionals, assignments, university exams, projects, seminars etc.), it has been given a
weightage of 70%.
• On the other hand, Indirect Assessment is computed on the basis of feedback in the form
of questionnaire, so it has been given a weightage of 30%.
PO Attainment = 0.7*Direct PO attainment +0.3*Indirect PO Attainment
12
13. 8.5 Attainment of Program Outcomes from first year
courses (20)
8.5.1 Indicate results of evaluation of each relevant PO and/ or PSO, if
applicable (15)
(Describe the assessment processes that demonstrate the degree to which
the Program Outcomes are attained through first year courses and
document the attainment levels. Also include information on assessment
processes used to gather the data upon which the evaluation of each
Program Outcome is based indicating the frequency with which these
processes are carried out)
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29. Direct assessment of POs is evaluated on the attainment of COs which is based on
internal assessment weightage - 25% and final examination weightage - 75%.
Internal Evaluation: Theory courses 2 MST with 20 marks each + 1 assignment for 5
mark.
The question papers are set such a way the two midterm exams and assignment
cover all the COs stated.
Marks are evaluated on CO basis. MST has 2 parts ;
Part A contains 3 questions of 2 marks each which are compulsory.
Part B consists of 3 questions of 7 marks each out of which any two need to be
attempted.
The weightage of choice is distributed among COs accordingly.
Calculation Procedure ;
Average Assessment = sum of the marks obtained by all the students/ no of the
students
30. % Achievement =( Average assessment of each CO/ Max marks of that
CO) * 100
Choice percentage: (7/20) * 100 =35 (as choice is one question with 7
marks out of 20 marks)
Choice percentage contribution: (Part B marks of a given CO /21)* 35
Effective % : % Achievement + choice percentage contribution.
Note: In case if two mid exams address same CO the weighted average
is taken as the effective percentage in the assessment of The CO.
Weighted average = (max marks of the CO in Ist Mid * Effective % +
max marks of that CO in IInd Mid * Effective %) /
sum of maximum marks of that CO in I and II mid
31. 8.5.2. Actions taken based on the results of evaluation of relevant POs (5)
(The attainment levels by direct (student performance) are to be presented
through Program level Course-PO matrix as indicated)
Program Outcome 1:
Observations: 1. It is observed that the PO1 is moderately attained. 2. It is observed that the PO1 had
improved when compared to previous year (1.52 to 1.54) 3. Engineering Chemistry, Introduction to
Computing and Problem Solving courses contributed lesser to PO1.
Action plan: 1. Cognitive level of tutorial questions needs to be improved and separate notebooks
should be maintained for the tutorial sessions. 2. Allocate two faculties for the tutorial sessions to
provide more individual attention to the students. 3. Answers need to be discussed and answer key for
unsolved problems are to be distributed among the students. 4. Identify the weak students and arrange
remedial classes. 5. Use Moodle to do additional activities like assignments, quizzes, reading
assignments etc.