NBA Accreditation and Teaching-Learning in Engineering (NATE)

N J Rao and K Rajanikanth

Module 2: Course Design and Instruction

Week 7: Implement, and Evaluate Phases (Key Words: Implement Phase, Evaluate Phase,
Surveys)
M2 U10: Implement Phase 1
Recap

 Understood the processes of Development Phase.

M2 U10 Outcomes

 Understand the Implement Phase’s sub-processes including Syllabus, Planning for resources and
Instructor’s perception of students’ abilities and motivation.

Implement Phase

 Instructors conduct a course as per the instructional plan prepared in the Analysis Phase and
Design Phase using instruction material and learning material prepared in Development Phase.
 Each instance of a course offering is likely to be slightly different based on the context and the
time of offering.
 Implement Phase presents specifics of an instance of course offering.

Processes for the Elements of Implement Phase

 Syllabus
 Planning for resources
 Instructor’s perception of students’ abilities and motivation
 Instruction Schedule
 Observations on Instruction
 Additional sessions conducted by the instructor beyond the scheduled hours
 Assessment Instruments
 Feedback to students after every assessment
 Observations on Assessment Instruments and Student Performance
 Student feedback during the session
 Tracking students

Syllabus

 A well written syllabus guides faculty and students alike.

 It provides students with information about the broad aim of the course, the specific course
outcomes the student is expected to demonstrate at the end of the course, the instructional plan,
work expected of the students, how performance will be evaluated and several other issues.
 By distributing a written syllabus at the beginning of the course, the instructor can minimize
student misunderstandings about expectations for the class.

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 Syllabus can also keep faculty on track throughout the semester and help to ensure that the
course does not stall at any one point (Joyce and Marilyn 2004).

Components of Syllabus
 Aim of the Course: One sentence that explains the purpose/goal of the course.
Example: Analog Circuits and Systems - To design analog circuits and systems that perform
signal processing functions, and signal generation using the devices including Op-Amps,
amplifiers, multipliers and comparators.
 Course Overview and Context: Relationship of the course to the rest of the program, the nature
of the course, its importance to the profession and the approach proposed to be taken by the
instructor as created in the Analysis Phase
 Attendance Policy: The minimum attendance required as per the College/ University norms
and/or the stipulations of the instructor
 Course Outcomes: 62 Course Outcomes as decided in the Analysis Phase
 Course Competencies: 15  5 Competencies which are elaborations of Course Outcomes and
which represent the Instructional Units
 Content of the Course: As a list of topics
 Learning Resources: Textbooks, References and annotated Internet Links
 Assessment Plan: As decided in the Design Phase
 Instruction schedule: Classroom and laboratory schedules giving specific dates
 Assignments: The actual assignments that the instructor proposes during the semester including
the dates they would be made available, time by which the students need to submit, and the
nature of assignment (group or individual)
 Evaluation procedures for tests and assignments: Evaluation procedures and rubrics the
instructor proposes to use for tests and assignments.
 Late assignment submission policy: The instructor’s stipulations regarding late submissions.
 Make-up examination/work policy: This policy may be decided by the College/University or by the
instructor.
 Citation style for papers: If assignments are in the form of reports, the citation style to be
followed for all the references used.
 Behavior expectations: Instructor’s expectations of students’ behavior to timing of coming into
the class, usage of cell phones, mobile internet devices and laptops etc.
 Academic dishonesty/cheating/plagiarism: These are generally laid out by the College/
University.
 Instructor and Teaching Assistant contact information: Information about where, when and how
the instructor or teaching assistants can be contacted by the students outside the classroom for
all issues connected with the course.
 Accommodation of differently abled (Divyang) students: Specific support systems available to
the Divyang students.
Note: Delete the items that are not relevant to your course

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Planning for Resources
 Depending on the number of students and delivery technology chosen the resources needed to
conduct the course are to be planned.
 If group discussions constitute a significant classroom activity, the furniture should permit such
an activity.
 If students are expected to work with their laptops/ tablets in the classroom, the furniture, power
supply connections and Wi-Fi modems should be available.
 If an LCD projector is proposed to be used, it is necessary to specify how the input to the projector
is proposed to be handled.
 If one wishes to access the Internet or a Learning Management System (LMS) during the
classroom session, the necessary Wi-Fi connectivity needs to be made available.
 Some instructors may wish to use flip charts, show large maps, show artifacts, demonstrate a
device or conduct an experiment.
 Many of these arrangements require longer term planning.

Instructor’s Perception of Students

 Equity and access are two important criteria for admission to higher education in India.
 There has been an unprecedented growth in engineering institutions since early 1990s.
 Students with widely varying abilities enter the engineering programs.
 The ability and motivation profile of a class will have great influence on teaching and learning.
 The ability and motivation profile of students can vary from year to year and from section to
section.
 An approximate profile of students can greatly help the teacher.
 There are many ways of profiling.
Sample:

Number of students

Level 1 Level 2 Level 3 Level 4 Level 5

Abilities

Motivation

Exercise
 Write the syllabus of your course within the framework you are operating for a course you taught
or very familiar with.
Thank you for sharing the results of the exercise at nate.iiscta@gmail.com

M2 U11
 Understand the sub-processes including
o Observations on Instruction,
o Additional sessions conducted by the instructor beyond the scheduled hours,
o Assessment Instruments,
o Feedback to students after every assessment,
o Observations on Assessment Instruments and Student Performance

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 o Student feedback during the session
o Tracking students

of the Implementation Phase of a course.

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M2 U11: Implement Phase 2
Recap

 Understood the subprocesses of writing Syllabus, Planning for resources and Instructor’s
perception of students’ abilities and motivation of Implement Phase.

M2 U11 Outcomes

 Understand the sub-processes including

o Observations on Instruction,
o Additional sessions conducted by the instructor beyond the scheduled hours,
o Assessment Instruments,
o Feedback to students after every assessment,
o Observations on Assessment Instruments and Student Performance
o Student feedback during the session
o Tracking students
of the Implementation Phase of a course.

Instruction Schedule and Observations on Instruction

 One Instructional Unit (IU) is associated with one Course Outcome (CO) or one Competency
which constitutes an element of a CO.
 Instruction Schedule presents the scheduling of Instructional Units as identified in the Analysis
Phase and is often referred to as Lecture Plan/ Schedule.
 Note that one Instructional Unit may require more than one classroom session.
 It is good to record briefly one’s observations immediately after the conduct of an Instructional
Unit, which can serve as a basis for improvements during next offering of the course.

Instruction Schedule

IU Scheduled Instructions
Competency/CO
No. Date/s to Students

IU1

IU2

IU3

IU4

IU5

IU6

IU7

IU8

Note: Add rows as required

Observations on Instruction

Instructions to
IU No. Competency/CO Scheduled Date/s
Students

IU1

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Obs.

IU2

Obs.

IU3

Obs.

IU4

Obs.

Note: Add rows as required

Additional Sessions Conducted

 Faculty members in many institutions are required to conduct classroom sessions in addition to
the scheduled sessions.
This happens due to

o the mismatch between the Course Outcomes and available sessions

o inadequacy of knowledge and skills in pre-requisites
o unsatisfactory performance in class tests and assignments
o disruptions

 Records of these additional sessions and reasons, can serve as the basis for review and
improvements.

Record of Additional Sessions

S. No Nature of Session Reasons for Conducting the Additional Session

1.

2.

3.

4.

5.

6.

7.

Note: Add or delete rows as required

Assessment Instruments

 An instructor should be designing all formative and summative instruments needed for the entire
semester.
 The instructor may still make some last-minute changes to the instruments.
 Different instruments may use different technologies.
 If an Item Bank is created as per the guidelines presented in Design Phase it becomes easier to
create all assessment instruments of uniform quality.

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Feedback to Students after every CIE Assessment
 The feedback could be in the form of a few statements specific to subject matter involved.
 It could be on the errors some/many students committed in understanding the Concepts or in
applying the Procedural Knowledge.
 These statements will also act as feedback to the instructor and may guide him in adjusting his
subsequent instruction.
 These feedbacks serve the very important purpose of understanding the students and planning
for a better implementation of the course in future.

Feedback to Students

Feedback to Students

Assignment 1:

Assignment 2:

Assignment 3:

Quiz 1:

Quiz 2:

Quiz 3:

Test 1:

Test 2:

Laboratory Test:

Mini Project:

Note: Add or delete rows as required

Observations on Assessment Instruments and Student Performance

 As the students are different every year their performances in different assessments will also
differ.
 Recording instructor’s observations on the nature of assessment instruments, and students’
performance greatly help in improving assessments when the same course is offered next time.
 Instructor may have set up an easy test paper or a difficult test paper.
 If a mini project constitutes one of the assessment instruments, it may have been ambitious, not
enough effort was put in by the students or access to the required information was not adequate.
 The performance may be recorded as the number of students in five percentage ranges.

Observations by the Instructor

Students’ Performance
Assessment
Instructor’s Observations
Instrument
<20% 20-40% 41-60% 61-80% >80%

Quiz 1

Quiz 2

Test 1

Test 2

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Test 3

SEE

Mini Project

Lab. Test

Lab. Exam

Note: Add or delete rows as required

Student Feedback during the Session

 Student feedback is generally taken at the end of the semester.

 It does not allow the instructor to make minor adjustments to instruction to improve the quality
of learning during the current course offering.
 It is better to collect feedback on some aspects of instruction at one or two times during the
semester.
 An instructor can create his/her version of the feedback form modifying the sample form shown.

Sample Feedback Form

1 The course outcomes of the course are made clear in the first few classes by the teacher.

Not clear at all (0) Very clear (5) ___

2 Classroom instruction is in alignment with the stated course outcomes

No alignment at all (0) Complete alignment (5) ___

3 Pace of instruction is comfortable to follow

Not at all (0) Very Comfortable (5) ___

4 Concepts and procedures were illustrated

Not at all (0) Very well (5) ___

5 Students are free to seek clarifications in the classroom

Not at all (0) Very free (5) ___

6 Communication in the classroom was effective

Not at all (0) Very effective (5) ___

7 Chalkboard/whiteboard/ ppt presentation was effective

Not at all (0) Very effective (5) ___

8 Access to learning material

Was difficult (0) Readily available (5) ___

Summary of Student Feedback

S. No. Feedback Date:

1.

2.

3.

4.

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5.

Note: More rows may be added if required

Tracking Students

 One can use a Spreadsheet for keeping records as well as generating a variety of reports for each
course separately.
 If a Learning Management System (LMS) like MOODLE is used, many methods of tracking
students will be possible.

Exercise

 Design your own mid-semester student feedback form for your course.
Thank you for sharing the results of the exercise at nate.iiscta@gmail.com

M2 U12

 Understand the design and use of Exit Surveys.

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M2 U12: Exit Surveys - 1
Recap

 Understood the sub-processes of Implement Phase.

M2 U12: Outcomes

 Understand the design and use of Exit Surveys.

Exit Surveys

 Exit surveys are administered at the end of an academic activity to get the subjective perceptions
of students regarding the implementation of that academic activity.
 Exit surveys can be administered for:

o Core Courses
o Laboratory Courses/ Laboratory Components of Integrated Courses
o Elective Courses
o Mini Projects / Major Project

 Exit surveys provide valuable feedback to the instructor.

 Such a feedback is quite helpful in improving the quality of learning (Closing the quality loop).
 Academic Management System (AMS) or Learning Management System (LMS) may permit
creation of summary student feedback report for an academic activity.

Getting Valid Survey Data

 Getting valid survey data is a major challenge with any survey.

 Students may fear that they would be victimized if they give negative feedback.
 Often students assume that their feedback is not really important and that the process is a mere
formality!
 Students’ perception often is that no instructor really uses this feedback data!
 The length of the survey form may also influence the quality of responses from the students!
 Many instructors feel that the data provided by “irregular” students has limited or no validity!

How to get Valid Survey Data?

There is no guaranteed way of getting valid survey data!

 Feedback provided electronically and anonymously is generally necessary to get valid survey
data.
 It may be necessary to spend quality time with students, discussing the importance attached by
the Instructor to the survey data, before collecting the survey data.
 It may be helpful if some typical instances of good use of Survey data are presented to the
students, perhaps at the department level.
 Several approaches may be necessary to get valid data as poor-quality survey data negates the
whole purpose of this process.

Student Feedback

 Most institutions design one Student Feedback Form for all courses of all branches of engineering

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 and have a standard mechanism of collecting this feedback.
 Often, such a feedback is used only for evaluating the instructor and thus is not useful for getting
data regarding academic activities.
 It is better to design separate Exit Survey forms for specific academic activities including Core
courses, Laboratory courses, Electives, Mini projects and Major project.
 Such forms may be integrated with institute-wide common form if required!

Exit Surveys for Core Courses

 As noted in the earlier unit, Mid-Course Surveys help the Instructor to dynamically adapt
Instruction during the course delivery.
 Course Exit Survey is summative in nature and is useful for improving the implementation when
the course is offered again!

 Survey data may be used in computing Indirect Attainment of COs, though NBA does not
explicitly require this approach.

 Several forms and approaches for Course Exit Survey are available in the literature.
 What is presented here is just a sample framework only.

Course Exit Survey Form

 Questions generally cover:

o Course Management
o Learning Environment
o COs
o Instructor characteristics ... ... ...

 Typically questions are answered by the students on a scale of 1 to 5 – most negative to most
positive response.
 The Form can start with an appeal to the student:
“Your considered feedback on the course will be of great value to the concerned instructor and to
the department in enhancing the quality of learning.
Thank you for your quality time.”
 Initial questions can elicit the overall view:

o Rate the Course in General

o Rate the Course Content
o Rate the Instructor with reference to this course

Course Management

 Course Organization
 Internal Tests – Coverage of COs
 Internal Tests – Time Allowed
 Quality of Quizzes
 Usefulness of the assignments in promoting learning

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 Workload
 ………

Learning Environment

 Positive interaction between students and Instructor existed.

 Students were always allowed to interrupt the Instructor to seek clarifications.
 Classroom discussions were encouraged and well moderated.
 Required learning resources were easily available.
 ………

Course Outcomes

 Course Outcomes were discussed upfront.

 Course Outcomes were clear.
 How confident are you regarding the competencies expected from you?
 Instructional activities helped in the attainment of the COs.
 Time devoted to each CO was quite adequate.
 Pace of coverage was comfortable throughout.
 Assessments were relevant to the stated COs.
 ……
 Examples relevant to the COs were worked out well and also they were useful for Examinations
 Rate each CO with respect to the comfort level you had in mastering it. (1 - Least Comfort to 5 -
Highly Comfortable)
CO1:
CO2:
…
CO8:

Instructor Characteristics

 Instructor had mastery over the content.

 All the students were treated impartially.
 The instructor had excellent communication skills.
 The instructor encouraged the students to raise questions in the classroom.
 Technical doubts were clarified well.
 The general attitude of the Instructor was quite supportive.
 ………

Questions Related to Specific COs

 Questions related to specific COs are helpful in:

o Computing indirect attainment of COs.

o Identifying the “sticky COs” which need greater attention next time.

 Assume that CO3 of a course on Algorithms is related to Divide and Conquer approach.

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 Some questions specific to CO3 that the Instructor can ask in the Course Exit Survey:

1. How confident do you feel that you can determine if Divide and Conquer technique is applicable
to a given specific problem.
Not Confident (0) to Highly Confident (5)
2. Do you feel comfortable in deriving the time complexity of a given algorithm that is based on the
Divide and Conquer approach?
Not at all comfortable (0) to Highly Comfortable (5)

3. How confident you are that you can explain Merge Sort algorithm?
No Confidence (0) to Very high Confidence (5)
4. How confident do you feel in developing a divide and conquer algorithm for a new problem
Not at all Confident (0) to Very Confident (5)
 Responses to such questions will provide valuable feedback to the Instructor.

CO Attainment - Indirect Method

 Computing the CO Attainment using Indirect method and combining it with CO Attainment
computed using Direct method was discussed in earlier module.
 Course Exit Survey aids in computing the Indirect CO Attainment.
 Average perception of students is used as the Indirect Attainment value.
Example:
 We asked 4 questions related CO3 and 65 students responded
 Let us assume that, for Question 1: 6 rated 1; 54 rated 4; and 5 rated 5. So, the average is: 3.8
 Similarly, assume the average ratings for Questions 2, 3, and 4 are 4.2, 3.9, and 2.6 respectively.
 The grand average is now about 3.6
 The maximum possible value is 5
 Thus, we take the attainment of CO3 as 3.6/5 = 72%
 We can do similar computations for the other COs.
This is one fairly simple method for computing the Indirect Attainment of COs.

Exercise

 Design a Course Exit Survey form for a core course.

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

M2 U13

 Understand the design and use of Exit Surveys for Elective Courses, Laboratory Courses, Mini
Projects and Major Project.

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M2 U13: Exit Surveys - II
Recap

 Understood the issues in the design of exit surveys and the design and use of Exit Surveys for
Core Courses.

M2 U13 Outcomes

 Understand the design and use of Exit Surveys for Elective courses, Laboratory courses, Mini
Projects and Major Project.

Elective Courses

 Outcomes of elective courses do contribute to POs and PSOs.

 However, attainments of outcomes of elective courses are not to be used in the computation of
the attainments of POs and PSOs according to NBA.
Yet
 Electives permit a program to be more responsive to the developments in the technical domain
concerned!
 Closing the quality loop is essential even for elective courses.
 Getting quality feedback regarding elective courses is more challenging than getting such
feedback for core courses.

Getting Valid Survey Data

 As discussed in the previous Unit, getting valid Survey Data is a major challenge with any survey.
Elective Courses:
 The process of collecting Survey Data must remain rigorous!
 If the number of registrants for the elective course is small, it may be necessary to have a more
detailed Survey Form!
 If students are willing, it is useful to have an Exit face-to-face interaction session to get more data
regarding the elective course.
 A more detailed analysis of survey data needs to be recorded for it to be useful next time!

Exit Survey for Elective Courses

 Questions discussed in the previous unit on Course Exit Survey are applicable to Elective Courses
also.
Some typical additional issues for an Elective Course:
 Semester in which it is offered is appropriate
 Course is relevant to the program of study
 The value of the elective course would have been better if it had a laboratory component also
 The elective course has substantially new learning material (alternatively, the course contents
overlap substantially with the contents of core courses)
 The elective course deals with current technology
 The learning material provided was relevant
 Relevant tools were available in the Laboratories to explore the material discussed in the course

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 (though the course was a theory course)
 Stream Based Electives: The stream is logically coherent and well-structured
 Open Elective: The course helped in getting a broader perspective
 ……
Laboratory Courses

 Tier 1 Institutes: Laboratories may be integrated into corresponding theory courses (example:
3:0:1 course) or may be offered as independent courses (example: 0:0:2 course)
 Tier 2 Institutes: Most common scenario is that Laboratories are offered as independent courses.
 Course Exit Survey for an integrated course may not allow many questions regarding laboratory
component as we can not have a Survey Form that is too long!
 Course Exit Survey for a “laboratory – only course” can be more elaborate.
 It is possible to have a separate Exit Survey only for the laboratory component even in the case
of integrated courses!

Exit Survey for Laboratory Courses

 Questions discussed in the previous unit on Course Exit Survey are applicable to Laboratory
Courses also.
Some typical additional questions related to Laboratories:
 Laboratory work helped in attaining the stated competencies
 Laboratory work added value to the knowledge gained from the corresponding theory courses
 The time provided for carrying out the experiments was:
Totally inadequate … Needlessly more time
 Assessments at the end of a laboratory session were useful.
 Laboratory manuals provided were helpful in attaining and demonstrating the stated outcomes.
 Laboratory manuals reduced the laboratory work to merely “filling up table/s”
Strongly Agree … Strongly Disagree
 Relevant learning material was available and easily accessible
 Technical support staff in the laboratory were helpful
 Adequate training was provided on the use of tools required/helpful in the Laboratory Work
(Example: Debuggers in a programming environment)
 The required equipment was well maintained and calibrated properly
 Required components were always available
 The physical environment in the lab was well maintained.
 The course had some open-ended experiments allowing some exploratory learning

Projects

 Projects are key components of a typical UG Engineering curriculum

 Basis for experiential learning approach
 Projects can be:
 Mini Projects
o Part of a regular course / Separate course

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 o More common in Tier 1 Institutes
o Limited scope
 Major Project
o Final Semester or Final Year
o Core activity generally

 Projects have the potential to address many POs which cannot be addressed all that easily by
typical courses of present-day engineering curricula!
 Mini projects have evidently limited scope but the Major Project can indeed address these POs
quite effectively.
For projects to address specific POs:
 Project guidelines must include the need to address these POs
 Project monitoring must explicitly assess the issue of addressing such POs
 Rubrics must include attributes related to such POs
 Rubrics must be shared with students up front

Exit Survey for Mini Projects

 Questions discussed in the previous unit on Course Exit Survey are applicable to Mini Projects also.
Some typical additional questions related to Mini Projects:
 Helped me in understanding the issues involved in problem formulation
 The required literature survey helped me become better at self-learning
 Faculty and Technical support staff were quite helpful
 Additional questions when the Mini Project is implemented as a group activity:
o The mini project helped me in working easily in a group
o Assessment of individual contributions was fair

Main Project
 Core activity generally
 Carried out in Final Semester or Final two semesters
 Group activity (2 to 4 students per batch typically)
 May be carried out within the Institute or in an outside organization under an external guide with
monitoring by internal guide
 CIE is based on periodic monitoring
 SEE is based on:
o A written report
o Demonstration of work done
o A final presentation and viva voce

Exit Survey for Main Project

General questions about the processes for Main Project:
 Are you satisfied with the way Project batches are formed?
 You had the option of identifying a project of interest to you
 Allocation of Guides was objective

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 Allocation of Guides was satisfactory
 Helpful Support from Guide
 Rubrics were shared up front
 Rubrics were clear
 Evaluation of an individual’s contribution in the group work was impartial
General questions about the resources:
 Access to the project laboratory was easy and flexible
 Adequate laboratory resources were available
 Library facilities were adequate

o Access to journals
o Access to references
o Access to libraries from other Institutes of repute

 Financial assistance (perhaps limited) was available from the Institute

Project Exit Survey Regarding POs

 As noted earlier, Projects have the potential to address many POs which cannot be addressed all
that easily by regular courses!
 With proper planning, Projects can address all the POs!
 Project Guidelines and Rubrics play the key roles here.
 Questions that can be asked in the Exit Survey depend on such planning.
 Project work helped me in understanding the formulation of an engineering problem
 Project work helped me in my understanding of analysis and interpretation of data
 Project work helped me become a better team player
 While writing the project report, I better understood the importance of avoiding plagiarism.
 Preparation for the final project presentation helped me become better at non-verbal
communication
 We implemented the Project based on the given project management guidelines
 Project work helped me in pursuing independent learning
 Project work made me understand the importance of providing technical solutions that are safe
and environment-friendly
 ... ... ...
Exercise

 Design a Course Exit Survey form for the Elective Course you taught.
 Design a Course Exit Survey form for the Laboratory Course you taught.
 Design an Exit Survey Form for mini-projects.
 Design an Exit Survey Form for the final year project.
Thank you for sharing the results of the exercise at nate.iiscta@gmail.com

M2U14

 Understand the sub-processes of Evaluate Phase

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M2 U14: Evaluate Phase
Recap

 Understood the design and use of Exit Surveys.

M2 U14 Outcomes

 Understand the sub-processes of Evaluate Phase.

ADDIE Model

ISD Model

Analysis

E Design
v
a
l
u Development
a
t
e

Implement

Evaluate
 
Evaluate in ADDIE

Evaluate Phases
Formative
 Undertake formative evaluation at the end of every phase to decide whether any revisions are
necessary to the activities of that phase.
Summative
 Do summative evaluation by probing the learners and the instructional system to decide whether
revisions to the content and/or instruction are necessary, in which case the process would be
suitably altered in the next version of instruction.

Evaluate Phase

 It refers to summative evaluation of Course Design.

 Every instance of course design and its conduct should be evaluated to plan for better attainment
of Course Outcomes and there by Program Outcomes/Program Specific Outcomes in the next
instance of course offering.
 The evaluation can be self evaluation by the instructor as well as by peers and students.

Sub-processes of Evaluate Phase

 Course exit survey

 Computing direct and indirect attainment of COs of the Course

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 Proposing actions to bridge the gaps in CO attainments or enhancement of targets
 Attainment of POs and PSOs through the COs
 Summary observations
 Peer feedback if any
 Suggestions for improvement
 Have the outputs of Evaluate Phase peer reviewed

Course Exit Survey

 As discussed in the earlier Unit, Course Exit Survey is summative in nature and is useful for
improving the implementation when the course is offered again!
 It can be used in computing indirect attainment of COs.

Computing Attainment of COs

 Computing attainment of COs is mainly based on the students’ performance in all the assessment
instruments.
 Indirect computing of attainment of COs can be done through course exit surveys.
 The gap in the attainment should be computed.

Bridging the Gap in CO Attainment

 If the gap between the target and actual attainment is positive the instructor must plan for
additional instructional activities that can reduce the gap.
 If the gap is zero or negative the target can be enhanced.
 If the instructor does not want to enhance the target, he must state the reasons for doing so.

Attainment of POs and PSOs through COs

 Courses constitute the major elements of an engineering program.

 POs and PSOs need to be majorly attained through courses.
 Attainments of POs and PSOs need to be computed from the attainment of COs.
 There is no unique process to compute the attainments of POs and PSOs.
 The process selected must not be very complicated to compute but must be followed for all the
courses of all programs of an institution.

Summary Observations

 Instructor writes summary observations based on

o Observations after every Instructional Unit

o Feedback on student performance given after every assessment
o Student feedback during the semester
o Course exit survey
 These summary observations will be very valuable to instructor in improving the quality of
instruction next time the course is offered.

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Peer Feedback

 If the instructor can request a colleague to give observations on the conduct of sessions and
instructional material it can be very valuable.

Suggestions for Improvement

 Suggestions for improvement are worked out based on

o Summary observations
o CO attainments
o Peer feedback
o Student feedback

Exercise

 Give any additional processes that contribute to the Evaluate Phase.

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

M2 U15

 Understand the nature and constructs of instruction.

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