Page 23 - EVALUATION ENGLISH

Evaluation Reforms

Following factors are to be considered while framing the PEOs.

• The PEOs should be consistent with the mission of the institution.
• All the stakeholders should participate in the process of framing PEOs.
• The number of PEOs should be manageable.
• It should be based on the needs of the stakeholders.
• It should be achievable by the programme.
• It should be specific to the programme and not too broad.
• It should not be too narrow and similar to the PLOs.
1.2.2 Program Learning Outcomes (PLOs)
PLOs shall be based on Graduates Attributes (GAs) of the programme. GA is a set of individually
assessable outcomes that are indicative of the graduate’s potential to acquire competencies in
that programme. The GAs are the attributes expected of a graduate from a programme in terms
of knowledge, skills, attitude and values. The graduate attributes include capabilities that help
to strengthen one’s abilities in terms of widening and gaining knowledge and skills, undertaking
higher studies, enhancing performance in chosen field and being socially responsive.

Prepared on the basis of the Washington Accord’s Program Learning Outcomes, the list mentioned
in Appendix-1 is drawn from the program education objectives. A matrix has been outlined under
appendix-1 linking Program Learning Outcomes to Program Education Objectives. The Competencies
and their Performance Indicators of the Program Learning Outcome need to be developed after
which it is important to determine assessment types. A comprehensive assessment strategy may be
outlined using the revised Bloom’s taxonomy levels (refer illustration at Appendix-2, 2.1).

1.2.3 Curriculum Design and Course Development
Next, keeping in view the Program Learning Outcomes, a curriculum must be designed and
courses developed. The curriculum must be linked to the program objectives and outcomes and
further the course level assessment strategies must be linked to identified program level assessment
strategies. (framework for mapping Program Learning Outcomes to Course Learning Outcomes and the course
assessment strategy is provided in Appendix 2 and also under 2.3 of Appendix 2).

1.2.4 Course Learning Outcomes (CLOs):
These are the outcomes/knowledge which every student is expected to gain at the end of completion
of each course (subject). These are listed and based on them the course curriculum is finalized.
Course Learning Outcomes are narrower statements that describe what students are expected
to know, and be able to do at the end of each course. Course Learning Outcomes should reflect
what level of knowledge students gained, skills acquired and attributes developed upon successful
completion of the course; CLOs must be measurable, attainable and manageable in number. CLOs
should contribute to attain PLOs in such a way that each CLO should address at least one of the
PLOs and also each PLO must be reasonably addressed by adequate number of CLOs.

1.2.5 Assessment Management Plan
An assessment management plan should be prepared that details the assessment strategy both
for the program and the course levels. In the assessment plan, it is important to identify type of
assessment for each course and the timelines. Choosing type of assessment, needs consideration
of characteristics learning attributes, its mapping to revised Bloom’s taxonomy and assessment
rubrics (refer 2.4 under Appendix-2), which gives a clear picture of the right assessment mix for
a particular course. Any assessment should be finally implemented using an assessment rubric.
The assessment rubric relates to the actual evaluation used for every course and is a tool to
interpret and grade students.

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