Page 24 - EVALUATION ENGLISH

Evaluation Reforms

1.2.6 Timelining Assessments
Assessments must be continuous to include both formative and summative components in a timely
fashion for continuous feedback. An illustration is provided in the figure below:

Figure-7 : Continuum of Assessments.

In essence, Programme Learning Outcomes need to be developed with a broad perspective.
Achievement of learning outcomes does not solely depend upon one single type of assessment at
the end of the term. It is an integration of strong learning culture, identification of competencies,
appropriate teaching pedagogy, design of holistic learning experiences and choice of assessment in
the form of continuous internal evaluation that is formative in nature. The system of assessment
to be adopted needs to be inherently linked to programme/curriculum goals as one can objectively
assess student performance by relating assessment type to Program Learning Outcomes and
Program Education Objectives. Course Learning Outcomes (CLOs) should also be set for every
course of the program and a process may be prepared to measure the attainment of Program
Learning Outcomes (PLOs) and Program Educational Objectives (PEOs). Assessment methods
and its questions must be mapped to each CLO and every CLO must be mapped to a PLO. Each
question of the internal assessment modes as well as the external examination should be linked
to the CLO, hence the student performance for each question must be monitored to measure the
attainment of CLO.

The assessment tools (internal and external) for each course must be mapped to the revised
Bloom’s taxonomy action verbs (refer http://thesecondprinciple.com/teaching-essentials/beyond-
bloom-cognitive-taxanomy-revised/) to help measure student performance. A detailed process of
attainment of Program Education Objectives is mentioned at appendix 2 under 2.5.

The goal of learning is in achievement of the programme/curriculum goals and not just focusing
on syllabus completion. The programme/curriculum goals, its expectations and achievement of
competencies must be clearly understood and explained by teachers to the learners. Based on
programme/curriculum/course goals, teachers should:

a) Design appropriate teaching pedagogy,
b) Provide learning material and resources or links to such resources, and
c) Choose right assessment type/s appropriate to each course.
If an HEI can perform a qualitative assessment using the well-defined LOBE framework discussed
above, then the HEI will be able to provide a holistic assessment and healthy performance report
to the students.

22 Evaluation Reforms in Higher Educational Institutions