The academic excellence of an institution results from the unwavering commitment towards lifelong learning engaged in by the teachers and students alike. Each programme offered by the institution has clearly defined outcomes to be attained. The institution foregrounds the proactive communication of these outcomes including those specific to programmes and courses offered to the students to assure a fundamental grasp of their chosen discipline. It is equally imperative to ensure that the attainment of these outcomes is systematically evaluated in due course. To bring this to effect, the evaluation parameters fall into two categories: Internal evaluation and External evaluation.
One of the primary indexes to evaluate the level of attainment of outcomes specific to programmes and courses is based on student involvement in classroom activities. A myriad of classroom activities including quizzes, debates, discussions, group works, surprise tests, as deemed apt for the session, is adopted by teachers to ensure a participatory learning space. This offers an educative platform for students to explore their inquisitiveness, creativity, team dynamics and cognitive skills. Students are encouraged to raise doubts about the topics taken in class. These activities not only assist students to comprehend what has been taught but also enables teachers to gauge the learning level of students.
After completing a specific portion of the course assigned, teachers conduct oral/written examinations on the same to evaluate whether students have clarity on the topic covered. Periodic class tests are also a tool to evaluate the student’s consistency in learning. Personal feedback and suggestions for improvement are communicated to each student by the teacher concerned.
Students are assigned, individually or in groups, with topics for seminar presentation as mandated for each course. The teachers ensure that the topics chosen satisfies the attainment of course outcome and broadens the learner’s understanding of the topic. Use of ICT is encouraged for seminar presentations. The content, research/referencing done, presentation style, clarity in answering the questions raised are taken into account for evaluating the seminar presentation. Feedback on the presentation and suggestions for improvements are personally communicated.
Individual or group assignments are allotted to students for each course. Students are required to submit the written document, typed in case of online submission, to the teacher concerned for evaluation. The relevance of content, use of language, clarity in presentation, organization/structure adopted, and the number of references used are a few parameters considered for evaluation. Rubrics of evaluation may vary according to programmes. Assessment based on assignments enables the teacher to measure a particular student’s grasp of the topic, research spirit, writing and organizational skill. Personal communication of feedback is assured by the teacher.
Two internal examinations are conducted each semester under the supervision of the Examination Committee to evaluate the learning level of students. Internal examination schedule, question pattern and evaluation method are communicated to the students in advance to assist them in exam preparation. Question papers are set in tune with the COs as per the university prescribed pattern. Timely evaluation and publication of mark lists are ensured. The scores attained reveal the extent to which each student has benefited from the course learned with respect to its stated outcome.
Internal/mock viva voce is conducted for students prior to the external viva voce. This offers enough preparedness for students in conscientiously answering questions related to the course content or final year projects during external viva voce.
Student participation in co-curricular and extra-curricular activities, extension and outreach programmes, other community engagements that garner experiential learning are also taken as effective indices to measure the progress and performance of students in line with the stated objectives of the institution and outcomes specific to each programme.
Student performance in the university end semester examination is a prime indicator for assessing the level of attainment of POs, PSOs and COs. All the internal assessment measures aim to ensure the preparedness of students to face the final examination. Discussion of previous year question papers, special coaching, remedial classes, peer learning etc are methods adopted to groom students in confidently attempting the university examination. The result analysis carried out at the department and institutional level helps in identifying the extent to which quality learning, in tune with the stated outcomes, has taken place and initiate measures for improvement where it is required.
Projects form a mandatory part of the syllabus of various programmes prescribed by the University. Students undertake group and individual projects/dissertations under the guideship of a faculty, during the final academic year. Students are free to choose an area of research interest and communicate the same to their guide for informed counsel. The months invested into pursuing an academic project can mould their research acumen and bring them closer to the practical dimension of learning. The dissertation that stands out in terms of quality and relevance is awarded the ‘Best Dissertation’ by the institution. Project evaluation is accompanied by viva-voce conducted by an external examiner, assigned by the University. The external viva-voce tests the student’s knowledge level, communication competency, presentation skills, and orientation towards research and learning.
Internship/fieldwork is part of the curriculum prescribed for various programmes. Undertaking an internship with reputed firms/industries/institutes opens the avenue for students to put their learning into practice and guarantees productive work and research exposure.
Students securing university ranks, progressing into higher studies and prospective careers, qualifying state and national competitive examinations have also been visible pointers used to determine the successful rendering of POs, PSOs and COs. Each department ensures proper documentation of student progress to gauge the level of attainment.
Feedback collected from students and other stakeholders regarding curriculum and specific programmes is also used as a reliable assessment tool for appraising the reach in the attainment of POs, PSOs and COs and implement revision, where it is required. each student has benefited from the course learned with respect to its stated outcome.