Evaluation Process and Reforms

2.5.1. How does the institution ensure that the stakeholders of the institution especially students and faculty are aware of the evaluation processes?

The entire process of evaluation mainly comprises of internal and external examinations, which is made known to all segments of stakeholders through announcements made by the university and by the college much in advance. Every teacher briefs the student with regards to the steps and grade involved in the process of internal assessment at the beginning of the semester, and every student is also well briefed on the process of evaluation of external examination for both theory and practical examination.

For university examinations, the model question papers and question papers of previous examinations are made available to the students in the college library. The question paper pattern is discussed in the classrooms and copies of schemes of valuation are shared with the students to acquaint them with the expected answers.

For internal assessment assignments, the criteria of evaluation are explained clearly before and after the assignment in the class. Display boards are used for informing students about the award of internal assessment, schemes of evaluation, dos and don’ts during theory and practical examinations.

Apart from the University examinations, class tests by the concerned subject teacher, pre-final examinations and practical examinations are the main procedures of institutional evaluation. In addition, the assignments and presentations done by the students are also evaluated for the purpose of awarding internal assessment marks. Attendance percentage is also one of the main criteria adopted for the award of internal assessment marks and grades.

2.5.2. What are the major evaluation reforms of the university that the institution has adopted and what are the reforms initiated by the institution on its own?

Bangalore University, the affiliating university of the college has introduced semester scheme for all U.G and P.G. courses in the year 2004. The university has also introduced the system of internal assessment. Subject teachers allot the internal assessment marks based on submission of given assignments, performance in skill development, performance in tests and also attendance.

Based on the recommendations of the academic committee of the university, the syllabus of all under graduate courses have been revised from the academic year 2011-12, and internal marks system has been replaced by grading system, which also revised the pattern of the question paper.

The university has also introduced computerized tabulation of marks and announcement of results through university website. Since June 2009, there has been a concerted effort by the university to streamline the evaluation and evaluation-related grievance redressal mechanism.

Students are required to get photocopies of their answer scripts before applying for revaluation. Faculty members guide students to realistically assess their answer scripts before applying for revaluation.

2.5.3. How does the institution ensure effective implementation of the evaluation reforms of the university and those initiated by the institution on its own?

The university and the college have their own elaborate fool-proof mechanism for effective implementation of any examination reforms.

Being an affiliated college, the college has a little say in evolving an examination pattern except when these questions are taken up for discussion in university bodies concerned with examination. Many teachers of the college are university examiners in their subjects and they put forward their views and suggestions as and when a reform is introduced. But once a system comes into effect, the college cannot have a course different from the one set out by the university. In the case of the internal examination also, the broad pattern is prescribed by the university and the colleges are expected to follow the pattern. A faculty, normally one of the members of examination committee of the college links the university and the college in examination matters and

keeps track of all the developments in the university’s examination operations.

Internal exams are announced early enough and examination committee collects question papers from the teachers on a prescribed date. Internal evaluation is made based on prescribed norms given by the university.

Grades and internal marks allotted by the teachers are checked by the HOD and sent to the University on the prescribed date and in the prescribed format, after displaying on the notice board for the verification by the students.

2.5.4. Provide details on the formative and summative evaluation approaches adopted to measure student achievement. Cite a few examples which have positively impacted the system.

In the Formative Assessment, every semester the student appears for two internals and the average of the two is taken as the score. These tests are diagnostic as well as remedial as they provide effective feedback to students, allow for the active involvement of students in their own learning, enable teachers to take account of the results of assessment and recognize the profound influence that assessment has on the motivation and the self-esteem of students, both of which are crucial influences on learning.

Other means of testing such as quiz, interview, paper presentation &

group discussions, practical examinations and assignments are also made use of. Scores of the assessment done periodically are shown to the students and parents so as to encourage continuous participatory improvement, which also form part of the results of the summative assessment.

Summative Assessment, the final assessment of performance at the end of every semester is external and is carried out by the university. It is a pen and paper test. The evaluation is carried out by the examiners appointed by the University and the teachers of the college hardly have any chance to evaluate the papers of their own students.

Formative and summative assessments have typically contrastive outcomes. The results of the formative test help the teacher to decide on the teaching-learning process according to the academic level of students while the other occurs at the end of a learning unit and determines how much of the content taught is retained by the student.

2.5.5. Enumerate on how the institution monitors and communicates the progress and performance of students through the duration of the course/programme? Provide an analysis of the students results/achievements (Programme/course wise for last four years) and explain the differences if any and patterns of achievement across the programmes/courses offered.

As the college is an evening college, and meant for those who wanted to learn while they earn. Most of the students of the college are from rural background, and working in day time for their livelihood and try to improve the educational qualification. As most of their time utilized for their earnings and travel, they hardly find any time to study. However, the teachers are making constant efforts to see that the students completed their course. The results for the previous semester are: