NBA Accreditation and Teaching-Learning in Engineering (NATE)

N J Rao and K Rajanikanth

Module 2: Course Design and Instruction

Week 5: ISD and Analysis Phase (Key Words: Course Design. ISD, ADDIE and Analysis Phase)
M2 U1: Course Design

N J Rao and K Rajanikanth

Recap

 Understood the NBA accreditation mechanism, and the nature of Outcome Based Education in
Module 1.

M2 Course Design

0
 The Module 2 presents a process to design a course in any engineering program within the

2
framework provided by NBA and Outcome Based Education.

20
 The courses of engineering programs are proposed to be designed using Instructional System
Model of ADDIE (Analysis, Design, Development, Implement and Evaluate).
 EL
One complete set of sub-processes of ADDIE is presented in this Module.

M2 U1 Outcomes
PT
 Understand the role of course design in facilitating good learning of the students.

Components of Teaching
-N
TE
A
N

Based on Fink’s Model

NATE-Module 2-Week 5 N J Rao & K Rajanikanth 1

Knowledge of Subject Matter

 Most of college faculty have a command over the subject matter.

 Faculty selections at most colleges are based on their proficiency in the required subjects.
 Faculty can still benefit from training in their subject needs
 Knowledge in the subject matter is generally not a major bottleneck to better teaching and
learning.

Teacher-Student Interaction

 It refers to all the interactions teachers have with their students.

 These interactions include lecturing, tutoring, mentoring, leading discussions, communicating
with students by e-mail, WhatsApp etc.
 It is a skill that runs the full spectrum from poor to excellent.
 Every teacher should strive for continuous improvement in student interaction.

2 0
Course Management

20
 Refers to planning and implementing different events in the course.
 Many aspects of course management are planned and monitored at the Institution and


Department levels. EL
Teachers should particularly pay attention to giving prompt feedback on student performance in
assignments and tests.
PT
 Web sites and internet communication can greatly facilitate course management without taxing
the teachers.
-N

Course Design

Consists of
TE

 Writing course outcomes that clearly state what the students are expected to be able to do at the
end of the course.
 Designing assessments that are in alignment with what the students are expected to be able to
A

do.
N

 Planning instruction including formative assessments that facilitate the students to attain the
stated course outcomes.
 Most faculty members simply follow the processes they experienced as students
 Course design has greatest potential for solving the problems that faculty frequently face in their
teaching and for improving the quality of learning significantly.
Problems teachers face frequently:
 Getting the attention of the students in the class/Student Boredom.
 Getting the students to solve assignment problems on their own.
 Getting students to prepare before class.
 Poor retention of the knowledge.

NATE-Module 2-Week 5 N J Rao & K Rajanikanth 2

 
Course Design and Learning

2 0
20
Features of Good Courses


EL
Challenge students to all the relevant cognitive and affective levels of learning.
 Use active engagement with the new knowledge.
PT
 Have teachers who care-about the subject, their students, and about teaching and learning.
 Have teachers who interact well with students.
-N

 Have a good system of feedback, assessment, and grading, preferably using ICT tools.
 Incorporate experiences that can lead to attainment of some of the professional Outcomes
(PO6-PO12).
TE

Need for a Framework and a Process

 We need a process to ensure learning does not occur in a haphazard manner but is developed
A

using a process with specific measurable outcomes.

N

 The framework, known as Instructional System Design (ISD), provides guidelines teachers can
follow in order to create a course.
 Some faculty members feel the use of any framework is restrictive and limits the freedom that
should be associated with learning.

ISD Models

 There are several ISD models developed and practiced in a wide range of contexts.
 In this Module we use the ISD model called ADDIE.
 ADDIE stands for Analysis, Design, Development, Implement and Evaluate.
 We also use the Taxonomy of Learning, Teaching and Assessment of Revised Bloom-Vincenti.

NATE-Module 2-Week 5 N J Rao & K Rajanikanth 3

 
Exercise

 Describe the process you follow in designing your course. The process may be presented as a
series of steps or as a diagram.
Thank you for sharing the process you follow at nate.iiscta@gmail.com

M2 U2

 Understand the nature of Instructional System Design Models and particularly features of ADDIE.

2 0
20
EL
PT
-N
TE
A
N

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M2 U2: ISD and ADDIE
Recap
 Understood the significant contribution ‘systematic design of a course’ can make to the quality of
learning.

M2 U2 Outcome
 Understand the nature of Instructional System Design Models and particularly the features of
ADDIE.

Instruction
 is a set of events embedded in purposeful activities that facilitate learning.
Events can be
 external to the learner (printed pages, an instructor’s lecture, or the activities of a group of
students)

0
 internal mental events (directing attention, rehearsing, reflecting, and monitoring progress)

2
Instructional design applies the principles derived from learning theories to design external events we

20
call instruction.

Principles of Instructional Design

Would help
 Teachers/Instructors to decide
EL
PT
o when it would benefit students to be put into groups,
o when practice and feedback will be most effective,
o the pre-requisites for problem-solving and higher-order learning skills
-N

 Producers of instructional materials

 Curriculum material developers
 Web-based/e-learning course designers
TE

 Knowledge management system designers

Instructional-Design Theory
A

 It is a theory that offers explicit guidance on how to better help people learn and develop.
N

 It is a design-oriented theory.
 Identifies methods of instruction (ways to support and facilitate learning) and the situations in
which those methods should and should not be used.
 The methods of instruction can be broken into more detailed component methods.
 Methods are probabilistic rather than deterministic.

Instructional Situations
 The nature of what is to be learned
 The nature of the learner
 The nature of learning environment
 The nature of the instructional development constraints

Instruction should be E3
 Effective

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 Efficient
 Engaging (Appealing)

Instructional Systems Design (ISD) Models

 Are the systematic guidelines instructional designers follow in order to create a workshop, a
course, a curriculum, an instructional program, a training session, or the instructional materials
and products for educational programs.
 ISD provides a model to ensure instruction
does not occur in a haphazard manner.
 Instruction is developed using a process with measurable outcomes.
 The responsibility of the instructional designer is to create instructional experiences, which
ensure that the learners will achieve the goals of instruction.

ADDIE- An ISD Model

0
 ADDIE is acronym for Analysis, Design, Development, Implement and Evaluate.

2
 ADDIE is a process for development of a learning product.

20
 The ADDIE concept can be applied for constructing outcome-based learning.
 ADDIE merely serves as a guiding framework.
 EL
ADDIE evolved since 1975 into a framework that facilitates active, multi-functional, situated and
inspirational approaches to instruction.
PT
History of ADDIE
 ADDIE first appeared in 1975. It was created by the Center for Educational Technology at Florida
State University for the U.S. Army and then quickly adopted by all the US Armed Forces.
-N

 ADDIE from its original waterfall model changed to dynamic system model in 1984 (US Army).
 US Defence services design and conduct all their training programs in the ADDIE ISD.
 All the other ISDs proposed and used are minor variants of ADDIE.
TE

ADDIE model
A

IS D Mo de l

A na lysis
N

E D esig n
v
a
l
u D evelopm ent
a
t
i
o
n Imp lem enta tion

Ev aluation
 
Phases of ADDIE: First level description
Analysis Phase
 Identify the needs of the target group.

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 Identify the entry capabilities of the target group.
 Translate the needs into a set of learning outcomes.
Design Phase
 Select delivery technologies.
 Generate summative assessments.
Development Phase (Learning Design)
 Design instructional events
 Develop instructional materials.
 Develop/select learning materials.
Implement Phase
 Conduct instruction.
 Conduct assessment.
 Track the learner’s progress and provide support if needed.

0
Evaluate Phase

2
Formative

20
 Undertake formative evaluation at the end of every phase to decide whether any revisions are
necessary to the activities of that phase.
Summative

EL
Do summative evaluation by probing the learners and the instructional system to decide whether
PT
revisions are necessary, in which case the process would be repeated with the next version of
instruction.
-N

Important features of ADDIE

 It is not linear but iterative.
 Activities in any phase have impact on all the other phases, and hence the presence of feedbacks
TE

at all places
 Output of any phase is subjected to formative evaluation by the concerned stakeholders.
 The sub-processes in any phase are context dependent.
A

Other ISDs used

N

 Rapid Prototyping
 Dick and Carey Systems Approach Model
 Instructional Development Learning System (IDLS)
 Objectives-Resources-Activities (ORA) model
 Smith/Ragan Model
 Morrison/Ross/Kemp Model
 Understanding by Design (Backwards Design)
 SAM (Successive Approximation Model)
All of them are minor variants or rediscoveries of ADDIE

M2 U3

 Perform the steps of Analysis Phase with respect to your course.

NATE-Module 2-Week 5 N J Rao & K Rajanikanth 7

 
M2 U3: Analysis Phase 1
Recap

 Understood the need to use an Instructional System Design (ISD) Model, and the choice of ADDIE
model.

M2 U3 Outcomes

M2U3-1: Identify the sub-processes of Analysis Phase in the context of designing courses in
engineering programs.
M2U3-2: Understand the nature and role of sub-processes of Analysis Phase including Course Context
and Overview Course Outcomes

Proposed Activities of Analysis Phase

 Writing the course context and overview

0
 Preparing Concept Map of the course

2
 Writing Course Outcomes

20
 Creating sample assessment items for each one of the COs
 Locating the Course Outcomes in the taxonomy table
 Preparing Course-PO/PSO matrix (row) of the course

EL
Elaborating Course Outcomes into 155 Competencies
 Having the output of analysis phase peer reviewed (formative evaluation) and make the changes
PT
needed

Context of Concern
-N

 All learners of a course belong to the same age group and have similar academic background.
However, their cognitive abilities and motivations can considerably vary.
TE

 An engineering program needs to attain POs identified by NBA, PSOs identified by the
Department dominantly through the core courses.
 All courses in engineering programs are elements of a predesigned 4-year program.
A

 Every course belongs to a designated curricular component.

N

 All courses are of one-semester duration and are to be conducted as per predefined schedule.
 All courses have similar assessment and evaluation mechanisms.

Course Context and Overview

It should include (500 to 1500 words)

 Category the course belongs to (Humanities and Social Sciences, Basic Sciences, Engineering
Sciences, Professional Core, Professional Electives, and Open Electives)
 The semester it is offered, and its prerequisites
 Broad aim of the course and its relevance to the program, and the courses to which it is a
prerequisite (as per curriculum)
 The importance of the course to the profession
 Assumptions made and the approach taken in instruction and reasons there of

NATE-Module 2-Week 5 N J Rao & K Rajanikanth 8

 
Concept Map
 Graphical tool for organizing and representing conceptual knowledge (http://cmap.ihmc.us/)
It includes
 Concepts
 Relationship between concepts indicated by a connecting line linking two concepts
 Linking phrases specifying the relationship between the two concepts

Organizing a Concept Map

 Concepts are represented in a hierarchical fashion with the most inclusive, most general concepts
at the top of the map and the more specific, less general concepts arranged hierarchically below.
 The hierarchical structure for a particular domain of knowledge also depends on the context in
which that knowledge is being applied or considered.
System Software

2 0
20
EL
PT
-N

 
TE

Electromagnetic Fields
A
N

NATE-Module 2-Week 5 N J Rao & K Rajanikanth 9

 
Some aspects of drawing Cmap

 Cmap tool is very easy to use.

 It has many editing features that enable you to create a good hierarchically organized Cmap.
 The Cmap can be drawn based on the content given to you and/or your view of the course.
 Faculty creating Cmaps of their courses found it a very enjoyable and enriching activity.
 If the concept map becomes unwieldy to include all the learning units, break the concept map into
multiple concept maps.

Course Outcomes

 Course Outcomes represent what the students should be able to do at the end of the course.
 Course Outcome statements should have the elements including

o Action Verb
Categories of Knowledge

0
o
Conditions (optional)

2
o

20
o Criteria (optional)
in the framework of Revised Bloom-Vincenti taxonomy of learning as per procedures presented
in detail in Module 1.


EL
The number COs should be 62 for courses with 3:0:0, 3:1:0 and 3:0:1 credits.
 Course Outcomes should be tagged with
PT

o POs and PSOs addressed or required to be addressed

o Cognitive Level
-N

o Knowledge Categories
o Number of Sessions (classroom/ laboratory/ tutorial/ field).

Some Concerns
TE

 As many Universities present the syllabus of a course as Units, some feel that the number of COs
A

should be exactly equal to number of Units.

 Unitization of syllabus was one of administrative convenience and has no pedagogic bearing on
N

writing outcomes.
 The number of COs should be decided by the nature and scope of the content.

Cmaps and COs

 Drawing Cmaps is not a prerequisite to writing COs.

 Drawing Cmaps can greatly facilitate in writing good COs.

Sample COs of Electromagnetism

Course Outcome PO/ CL KC Class Tut

PSO (Hrs) (Hrs)

CO1 Locate the position of a point in a given or its PO1, Ap C, P 7 2

transformed coordinate system PSO1

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CO2 Determine the electric field at a point due to a PO1, Ap C, P 6 2
charge that is continuously distributed using PSO1
Coulomb’s law and Gauss’s Law.

CO3 Determine the electric field at an interface of two PO1, Ap C, P 7 2

different dielectric media taking the boundary PSO1
conditions into consideration.

CO4 Calculate energy associated with a magnetic field PO1, Ap C, P 7 2

using the concepts of Biot-savart’s law, Ampere’s PSO1
Circuit law and Magnetic flux density.

CO5 Determine the attenuation constant, phase PO1, Ap C, P 5 2

constant and characteristics impedance related to PSO1
the process of electromagnetic wave propagation
through a conducting medium.

CO6 Calculate the power associated with an PO1, Ap C, P 5 2

Electromagnetic wave using the Poynting PSO1

0
theorem.

2
20
CO7 Determine the wave reflection coefficient and PO1, Ap C, P 5 2
VSWR using transmission line parameters. PSO1

Total Number of Hours 42 14

Exercise
EL
PT
 Prepare Concept Map of your course preferably in collaboration with a colleague.
 Write the COs of your course in the format given and tagging them as per the procedures
-N

mentioned.

Course Outcome PO/ CL KC Class Tut Lab

PSO (Hrs) (Hrs) (Hrs)
TE

CO__
A

Thank you for sharing the results of your exercises at nate.iiscta@gmail.com

N

M2 U4

 Understand the nature and role of the sub-processes of Analysis Phase with respect to an
engineering course.

NATE-Module 2-Week 5 N J Rao & K Rajanikanth 11

 
M2 U4: Analysis Phase 2
Recap

 Understood the nature and the role of sub-processes including Course Context and Overview,
Course Outcomes, and Concept Map.

M2 U4 Outcomes

 Understand nature and the role of sub-processes of Analysis Phase including

o Creating sample assessment items for all COs
o Locating the Course Outcomes in the taxonomy table
o Preparing Course-PO/PSO Strength matrix (row) of the course
o Elaborating each CO into competencies.

Sample Assessment Items

 Writing good Course Outcomes is the first key element in designing and conducting a course.

0
 Alignment means the assessment items are at the same cognitive level as that represented by

2
the action verb of the CO statement.

20
 Sample assessment items should be in complete alignment with COs.
 Writing good sample assessment items can also lead to the improvement of CO statements.

EL
The difficulty levels of sample test items should be carefully chosen based on the perception of
the cognitive abilities of students.
PT
Quality of Assessment Items

In the course “Data Structures” one CO is written as

-N

“Write programs using data structures including arrays, stack, queues, and linked lists”.
Some sample test items for this CO are given as:
TI1. Perform insertion of ‘100’ and deletion of ‘87’ from the linked list given {13, 24, 54, 76, 23, 87,
TE

98}
TI2. Insert data 23, 34, 45, 56, 67, 78 into a linked list, and perform linked list reversal.
A

TI3. Write a program to insert ‘100’ in given one dimensional array at 4th location in the list 10, 20,
30, 40, 50, 60.
N

TI4. Write a program to eliminate all duplicates from the given array {2, 3, 5, 7, 2, 3, 8, 9, 4, 7, 5, 6,
7, 8}

Comments on Assessment Items

 All samples appear to be related to linked lists and arrays.
 Examples from stacks and queues are required.

A better set of Items in alignment with the CO

TI1. Insert data 23, 34, 45, 56, 67, 78 into a linked list, and perform linked list reversal.
TI2. Write a program to eliminate all duplicates from the given array {2, 3, 5, 7, 2, 3, 8, 9, 4, 7, 5, 6,
7, 8}
TI3. Assume that a given postfix expression has single digit positive integers as operands and binary
-, +, x, and / as the only operators. Write a program to evaluate the given expression using
stack.

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TI4. Implement a circular queue of size ‘n’ using an array of size ‘n’ and auxiliary variables as
necessary.

COs of course Analog Circuits and Systems (ACS) 4:0:1

CO1. Understand analog signal processing functions in present day electronic products. (U-F, C, C&S,
PC)
CO2. Design simple signal processing networks using linear and non-linear, passive and active,
one-port and two-port electrical networks. (Ap-C, P)
CO3. Understand the simple signal processing applications of passive and active electronic devices.
(U-C, P)
CO4: Understand how negative and positive feedback can be used to perform a wide range of signal
processing and conversion operations precisely using devices that have parameters sensitive to
temperature, voltage and time. (U-C, FDP)
CO5: Design circuits that perform analog linear signal processing functions including amplification,

0
summing, differentiation and integration, and non-linear signal processing functions including

2
log and anti-log amplification, current sensing, rectification and DC voltage regulation using

20
passive and active devices. (Ap-F, C, P, C&S)
CO6: Design passive and active Biquad analog filters in the base-band region as per given
specifications. (Ap-C, P, C&S) EL
CO7: Design amplitude and frequency stable tunable sinusoidal and non-sinusoidal signal
PT
generators, crystal oscillators, and modulated signal generators. (Ap-C, P, C&S)
CO8: Understand the functioning and applications of Frequency Locked Loops and Phase Locked
Loops. (U-C, P, FDP)
-N

CO9: Understand the history and trends in analog electronic circuits and systems. (U-F, C)

Taxonomy Table for the course ACS

TE

Fundame Criteria
Practical Design
Meta-cog ntal &
Factual Conceptual Procedural Cons- instrument-
nitive Design Specifica
traints talities
Principles -tions
A

Remember

CO1,
N

CO1, CO3, CO4,

Understand CO3, CO8 CO1 CO1
CO9 CO4, CO8
CO8, CO9
CO2, CO2, CO5,
Apply CO5 CO5, CO5, CO6,
CO6, CO7 CO6, CO7 CO7
Analyse

Evaluate

Create

Strength of CO-PO/PSO Mapping

 Attainment of a PO/PSO depends both on the attainment levels of associated COs of core courses
and the strengths to which it is mapped
 Each Course Outcome addresses a sub-set of POs and PSOs to varying levels (strengths: 1- Low,
2 – Medium, 3 - Strong).

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 It is necessary to determine the level (mapping strength) at which a particular PO/PSO is
addressed by the course.

 Procedures for determining such mapping strengths have already been discussed in Module 1.

Course-POs/PSO Mapping

Strength of Mapping

PO PSO

1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4

Course Cxxx 1 1 3 0 2 0 0 0 0 1 0 0 3 0 0 0

Course Outcomes and Competencies

 Sometimes a CO may require a large number (more than 5) of classroom sessions. Planning

0
instruction for large instructional units can become difficult.

2
 A large CO can be elaborated into outcomes with less scope.

20
 We call the outcomes with scope less than that of a CO as Competencies

Elaborating a CO into Competencies

CO5.
EL
Design circuits that perform analog linear signal processing functions including
amplification, summing, differentiation and integration, and non-linear signal processing
PT
functions including log and anti-log amplification, current sensing, rectification and dc
voltage regulation. (11)
-N

CO5 C1: Design Amplifiers (VCVS, CCVS, VCCS and CCCS) starting with ideal OP Amps (nullors) and
using state-of-the-art commercially available components (4)
CO5 C2: Design summing amplifiers including instrumentation amplifiers, and simple integrators and
TE

differentiators. (4)
CO5 C3: Design log and antilog amplifiers, and current sensors. (1)
A

CO5 C4: Design precision rectifiers and DC voltage regulators. (2)

Exercise
N

 Describe additional sub-processes you consider necessary to include in the Analysis Phase of
ADDIE with respect to designing your course.
 Perform all the sub-processes of Analysis Phase with respect to the course you taught or familiar
with.
Thank you for sharing the results of the exercises at nate.iiscta@gmail.com

M2 U5

 Understand the sub-processes of Design Phase.

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M2 U5: Design Phase
Recap

 Understood the need for creating sample assessment items for all the COs, locating the course
outcomes in the taxonomy table, mapping COs to POs and PSOs, and elaborating CO into
competencies where required.

M2 U5 Outcomes

M2 U5-1: Understand the nature of assessment.

M2 U5-2: Identify the sub-processes of Design Phase.

Design Phase

It is concerned with
 Identifying what the learners should be able to perform to demonstrate the attainment of the

0
learning objectives (course outcomes in the context of OBE and NBA).

2
Assessment

20
 Assessment is a measure of performance
 Evaluation is an interpretation of assessment
 Assessment drives student learning
EL
 Our assessment tools tell students what we consider to be important
PT
 Teachers guide students to learn through their assessments
 It is a glue that links the components of a course – its content, instructional methods, and skills
-N

development

Test Items/Items and Questions

 Questions + Additional related information = Test Items/Items
TE

Additional Information/Tags
 Time expected to be taken to solve by an average student
A

 Sample answer
 Hints
N

 Tags including, Course Outcome code, competency code, cognitive level, knowledge category,
difficulty level etc.

Assessment Items
 Items that require short/long written responses
 Quizzes
 Assignment Problems
 Simulations
 Laboratory experiments to be conducted
 Projects to be done
 Field work
 Reports to be written
 Presentations to be made

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Assessment Instruments
 Are collections of assessment items
 Have a purpose and context
 Contain different types of items
Examples
 Quizzes
 Mid-term tests
 Final examinations
 Group Projects

Types of Assessment
 Formative Assessment (Assessment for Learning or Educative Assessment)
 Summative Assessment (Assessment of Learning)

0
Types of Test Items

2
 Written Test Items

20
o Selection type: Response consists of making choices from given alternatives
Supply type: Response consists of giving a short or long answer


o

Performance Test Items

EL
PT
Selection Type Items
 True/False

-N

Multiple Choice
 Multiple Selection
 Matching Blocks
 Rearrangement
TE

 Checklists
 Rating Scales
A

Supply Type Items

N

 Completion
 Fill in the Blanks
 Sketch
 Label
 Short Answers
 Structured Response
 Viva Voce
 Numerical Questions
 Detailed Answers

Performance Type Test Items

 Experiments
 Simulations

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 Projects
 Prototypes to be built
 Things/objects/equipment to be tested
 Discussions
 Seminars/Presentations
 Field studies
 Viva-voce
 etc.

Quality of Assessment

Characterized by

 Validity
 Reliability

2 0
Validity: Degree to which assessment measures what it purports to measure.

20
Reliability: Degree to which assessment scores are consistent.

Summative Assessment Instrument

EL
PT
-N
TE
A
N

 
Is Reliability a Relevant Issue?

 A teacher may not teach the same course second time in the same college.
 There is considerable attrition of faculty.

NATE-Module 2-Week 5 N J Rao & K Rajanikanth 17

 
 External paper setter may not follow all criteria of validity.
 In an affiliated university system if all the concerned persons (new teachers and external paper
setters) follow all the steps to achieve validity, it is possible to meet the requirements of
reliability.

Evaluation

 Scoring (1, 2, 5, 10 or more marks)

 Rubrics

Rubrics

 A rubric is a scoring tool for subjective assessments.

 Rubric is a set of criteria and standards, linked to competencies, used to assess a student’s
response on performance test items.
 Rubrics allow for standardized evaluation according to specified criteria, making grading simpler

0
and more transparent

2
20
 http://rubistar.4teachers.org/

Sample: Presentation

 Nonverbal Skills EL
o Eye contact, Facial Expressions and Posture
PT
 Vocal Skills

Enthusiasm, and Vocalized Pauses (uh, well uh, um)

-N

 Content

o Topics announced, Time Frame, Visual Aids, Content Compliance, and Professionalism of
TE

Content and Presentation

Difficulty
A

 Difficulty Level refers to increased cognitive load, time to solve, larger numbers of facts to
N

recalled, number of concepts involved, more elaborate procedures to be used etc.

 Difficulty Level (learner independent and subject independent) is characterized by Content, Task
and Stimulus
 Content difficulty is related to elements of knowledge: facts, concepts, procedures and
metacognition.
 Task difficulty refers to the difficulty that the students face when they generate their responses.
 Stimulus difficulty is related to the manner the item is presented to the students which includes
words, phrases and information which is packed along with the item.

Sample Items of different Difficulty Levels

 Determine the time period of a simple pendulum of length 1m on the surface of earth (DL1)
 Determine the time period of a simple pendulum of length 1m when it is placed in a lift which is
moving upwards with an acceleration 2ms-2 (DL2)

NATE-Module 2-Week 5 N J Rao & K Rajanikanth 18

 
 Determine the time period of a simple pendulum of length 1m with its bob dipped in a non-viscous
medium of density one tenth of bob, and is placed in a lift which is moving upwards with an
acceleration 2ms-2 (DL3)

Complexity and Difficulty

 Complexity refers to higher cognitive levels.

 Difficulty is not necessarily associated with higher cognitive levels.
 One can have lower level difficulty test items at higher cognitive levels.
 It will be a disservice if test items from relevant cognitive levels are not included in the name of
difficulty.

Sub-processes of Design Phase

In the context of an engineering course the proposed sub-processes and their sequence are
 Selecting the technology for assessment and evaluation

0
 Setting targets for CO attainment

2
20
 Designing the Assessment Pattern and Assessment Instruments
 Creating the Item Bank

Exercise


EL
List aspects of assessment not addressed in this Unit, but still considered relevant to your course.
PT
 Describe any different sub-processes you consider necessary to be included in the Design Phase
of ADDIE with respect to designing your course.
Thank you for sharing the results of the exercise at nate.iiscta@gmail.com
-N

M2 U6

 Understand the sub-processes of selecting technology for assessment and setting targets for CO
TE

attainment.
A
N

NATE-Module 2-Week 5 N J Rao & K Rajanikanth 19