This document discusses teaching-learning and evaluation processes. It begins with an introduction on the importance of effective teaching-learning and how it should be outcome-based and promote the advancement of knowledge. It then provides a brief historical background of modern teaching pedagogy from the 1950s to present. Some key concepts in teaching-learning and evaluation are then outlined such as identifying student learning styles and examples of teaching-learning methods like problem-based learning and participative learning. The document also discusses evaluation processes and attaining program and course outcomes. It concludes with remarks on the need for examination procedures to better evaluate student learning rather than just syllabus.

1. Teaching-Learning & Evaluation
Rajmohan Pardeshi
IQAC Cluster India
rajmohanji@hotmail.com 8050202281
Workshop on NAAC Accreditation Process in the New Format , 17-20 June, JKCC, AP, India

2. Outline
● Introduction and
Motivation
● Historical Background
● Some Concepts in
Teaching Learning and
Evaluation
● NAAC Guidelines on II
Criterion
● Conclusion

3. Introduction
•Teaching Learning Process is the core of the Education System , its
effective planning and implementation reflects the quality of the institution
•It should be contextual, fluid and outcome based
•It should promote the advancement of knowledge and the pursuit of truth
locally, nationally, and internationally.
•The Teaching learning process should involved the global practices
focusing on skill set and employability
•The process should be realistic and achievable and aligned with Vision,
Mission and Objectives of the institution with Locally available resources

4. 1950 to 1960
The Programmed
Instruction,
Learning
Objectives, Blooms
Taxonomy
1970
Systems Approach in
Military and Academia
1980
E-Learning :
Use of ICT tools for
better instruction
1990
Constructivist
Approach:
Performnace Oriented
in Real Life Scenarios
2000 to
beyond
Online Learning,
Contextual,
Learnerfriebndly and
Fluid
Origins of Modern Teaching Pedagogy
Ref. Origin Learning

5. Ref. OLD DOMINION UNIVERSITY Teaching Handbook, June, 2010

6. Ref. Heather Fryet al.
A Handbook for
Teaching and Learning
in Higher Education,
Rutledge Publisher,
2009 Ed.

7. Identifying the Learning Styles of Students
Diagnostic Tests :
1. Communication Skills
2. Decision Making
3. Meeting the Deadlines
4. Numerical Calculation Ability

8. Teaching Learning Methods
Problem based learning is a method of instruction where students are positioned to
work in groups to solve a challenging problem. This method will allow students to
collaborate and apply critical thinking as they develop their ideas and discover
solutions all while placed under simulated real world conditions.
The method can be summarized in the following fashion:
1. Students are split into groups and the problem is presented to the group.
2. The group will then pick out and organize the facts of the problem.
3. The group will then formulate their ideas as to how best to research solutions.
4. The group will identify the learning needs. In other words, what does the group need to
learn in order to solve the problem.
5. The group will then share the findings of their research and reflect on the work
performed.

9. Participative Learning
Teacher is Passive and Student is Active
With student rather than for Students
Mutual Understanding between Students and Teachers
Student empowered to be more independent and intra-dependent
Teacher become complementary rather than supplementary
Teacher becomes directive to participative
Examples
1. Community Activities
2. Surveys
3. Projects
4. Field Visits
5. Brain Storming Sessions
6. Workshops
7. Role Play

10. Experiential Learning
Experiential learning is a process through which students develop knowledge, skills,
and values from direct experiences outside a traditional academic setting.
Experiential learning contains all of the following:
•Reflection, critical analysis, and synthesis
•Opportunities for students to take initiative, make decisions, and be accountable for the results
•Opportunities for students to engage intellectually, creatively, emotionally, socially, or physically
•A designed learning experience that includes the possibility to learn from consequences,
mistakes, and successes
It encompasses:
•Laboratory Sessions with advanced experiments
•Internship to expand the knowledge on market trends
•Add-on Courses on latest technologies
•Case Studies, Prototype Model Making, Visual Aids usage
•Project development

11. Evaluation: Bridging the Gap between Teaching and Learning
Formative Evaluation : Formative evaluation refers to a wide variety of methods that
teachers use to conduct in-process evaluations of student comprehension, learning
needs, and academic progress during a lesson, unit, or course.
Summative Evaluation : Which are used to evaluate student learning progress and
achievement at the conclusion of a specific instructional period—usually at the end of a
project, unit, course, semester, program, or academic year.

12. Some Remarks
Examination Procedure developed so far is not up to the mark fails to
evaluate the students
Misdirects the teaching learning process and keeps syllabus oriented
Creates belief among the students that outcome of learning is good
score
Teachers perception on low score students as deficient
Internal Assessment Should achievement based

13. PO’s/PSO’s/CO’s and Their Attainment
Program Outcomes (POs):
Program outcomes describe what students are expected to know and
would be able to do by the time of graduation. These relate to the skills,
knowledge, and behaviors that students acquire as they progress through the
program.
Program Specific Outcomes (PSOs):
Program Specific Outcomes are statements that describe what the
graduates of a specific program should be able to do.
Course Outcomes (COs): Course Outcomes (COs): Statements
indicating what a student can do after the successful completion of a
course. Every Course leads to some Course Outcomes. The
CO statements are defined by considering the course content covered
in each module of a course. For every course there may be 5 or 6 COs.

14. PO’s/PSO’s/CO’s and their Attainment
Attainment of Course Outcomes can be measured using Direct and Indirect
methods.
For direct attainment, marks of Continuous Internal Evaluation Tests, assignment
(other special components such as Quiz, mini-projects, case studies, seminar
presentation, etc.) and University results can be taken as input parameters.
For measuring direct attainment level, Question papers for CIE can be set based
on the assessment pattern of University and Bloom’s Cognitive level.
For Indirect attainment, the Course Exit survey conducted at the completion of
each course is used as an important tool. Using the weighted average score
obtained in a Course Exit survey, indirect attainment level for each course
outcome can be measured.

15. Level of Attainment

16. While Writing Qualitative Answers :
--Highlight the Effective implementation and its
outcome
--Try to put some Facts and figures
--Show the continuity
--Also try to add future plan in one line
--Uniqueness of your practice

17. Be Aware :
Keep All Supporting Documents on Institutional Website
only Google drive/Amazon Cloud or Other third party
services are not going to be accepted
Facts and Figures should be matched with AISHE and NIRF
data Related to Students and staff on roll
Though Few Questions Expect Current Year Data You be
Prepare with all assessment period records because
quality is continuous process

18. Criteria 2- Teaching- Learning and Evaluation (350)
Sr No. Key Indicator Weightage
2.1 Student Enrolment and Profile 40
2.2 Catering to Student Diversity 50
2.3 Teaching-Learning Process 50
2.4 Teacher Profile and Quality 60
2.5 Evaluation Process and Reforms 30
2.6 Student Performance and Learning Outcomes 60
2.7 Student satisfaction Survey 60
Total 350

19. 2.1 Student Enrolment & Profile

20. QnM 2.1.1 Average Enrolment percentage (Average of last five
years)
20
Data Requirement last five years
Total number of Students admitted & Total number of Sanctioned seats
Documents Required :
•Document relating to Sanction of intake from affiliating University/Government/
statutory body.
•Approved admission list year-wise/ program-wise from the affiliating university.
•Sanctioned admission strength in each program vs. the number student’s
enrolment year-wise

21. QnM 2.1.2 Average percentage of seats filled against seats reserved for various categories
(SC, ST, OBC, Divyangjan, etc. as per applicable reservation policy during the last five
years ( exclusive of supernumerary seats)
20
Data Requirement for last five years: (As per Data Template)
Number of Students admitted from the reserved category
Total number of seats earmarked for reserved category as per GOI or State
Govt rule
Document Required
1. Copy of letter issued by state govt. or Central Government Indicating the
reserved categories to be considered as per the state rule (in English )
2. Final admission list indicating the category as published by the HEI and
signed by the principal.
3. Admission extract submitted to the state OBC, SC and ST cell every year.
Number of seats earmarked for the reserved categories
Supernumerary seats : Foreign/NRI/Other Special Quota/ Special Circumstances extra
seats

22. 2.2 Catering to Student Diversity

23. QlM 2.2.1 The institution assesses the learning levels of the students
and organises special Programmes for advanced learners and
slow learners ( Description in 500 Words)
30
Identifying the Slow Learners :
1. During the Admission Counseling
2. Score of Entrance Exam If any
3. Classroom Interaction
4. Qualifying Examination Marks
5. Internal Examination Marks etc.
Special Programmes for Slow Learners
1. Bridge Courses
2. Induction Programme
3. Remedial Coaching
4. ICT enabled learning material
5. Personal Counselling
Special Programmes for Advance Learners
1. Research Oriented Projects
2. Industrial Training/ Internships
3. Institutional Summer and Winter
Internships
4. Volunteer Opportunities in Event
Organization
5. Class Representatives
6. Serving on Various Institutional
Committees
7. Peer Teacher
8. To Form Subject Related Student
Societies and Organize activities

24. • Documentation to be maintained
List of Advance and Slow Learners
Notices Related to Various Programmes
Attendance
Feedback
success story with evidences after implementing this programmes
Couple of Photographs
All records must be maintained separately year wise

25. QnM 2.2.2 Student- Full time teacher ratio (Data for the latest
completed academic year)
20
Data Requirement
•Total number of Students enrolled in the Institution
•Total number of full time teachers in the Institution
•Formula: Students: teachers
Documents Required
•Certified list of full time teachers along with the departmental affiliation in the latest
completed academic year.
•List showing the number of students in each of the programs in the latest completed
academic year.
•Who take 90% workload as defined by statutory bodies will be considered as fulltime
teacher irrespective of nature of their appointment

26. 2.3 Teaching-Learning Process

27. QlM 2.3.1 Student centric methods, such as experiential learning, participative
learning and problem solving methodologies are used for enhancing
learning experiences
20
•Prepare the Description of Activities
•The activities to be reflected in Session plan of each teacher as well as in work
done diary
•Brochures/Notices and Number of Participants
•Outcome of activities
•Feedback about their experiences
•Material Prepared by students such as reports, ppts, posters or assignments
etc.
•*Some Selected Testimonials from Students

28. QlM 2.3.2 Teachers use ICT enabled tools for effective teaching-
learning process.
15
Highlight the: -
1. use of ICT tools in regular classroom teaching-learning process
2. mention the use of some subject specific tools highlighting their uses enhancing
the learning experience.
3. Mention use of Open Source Software's / Licensed Versions if purchased
Documentation:
1. List of ICT tools available in Institution and Their usage in Teaching Learning
2. Develop Dedicated Webpage on college website describing the available ICT
tools
3. Photographs of real-time usage

29. QnM 2.3.3 Ratio of mentor to students for academic and other related issues
(Data for the latest completed academic year )
20
1. Develop a from comprises basic information and capable to track the
progress of the mentee
2. Copy of circular pertaining the details of mentor and their allotted mentees.
3. Approved Mentor list as announced by the HEI
4. In addition, issues raised and resolved in the mentor system has to be
attached mentor-wise
5. Some Sample Photographs of the Meetings
6. Attendance during the meetings, signatures of the students should be
collected
7. Only fulltime teachers to be considered for the appointment as the mentors
8. Web page consist of Brief Description of Mentor Ward system with aims
and objectives
9. Highlight success story if any

30. 2.4 Teacher Profile and Quality

31. QnM 2.4.1 Average percentage of full time teachers against sanctioned
posts during the last five years
20
Data Required :
Name and Number of full time teachers with years of teaching experiences
Documents Required :
1. Sanction letters indicating number of posts (including Management
sanctioned posts) by competent authority. ( Subject-wise posts like English
15, Physics: 12 etc..)
2. Year wise full time teachers and sanctioned posts for 5 years(Data Template)
3. List of the faculty members authenticated by the Head of HEI
4. Only Fulltime teachers taking more than 90% workload will be considered
5. Mere appointment letters provided in regional language cannot be
considered.
6. Appointment Letters of fulltime Teachers

32. QnM 2.4.2 Average percentage of full time teachers with Ph. D. / D.M. /
M.Ch. / D.N.B Superspeciality / D.Sc. / D.Litt. during the last five
years (consider only highest degree for count)
20
1. List of Teachers having Doctorate Degree
2. Their Certificates of Doctorate Degree
3. Degree Should be from UGC Recognized University
4. No Honorary Doctorate will be considered

33. QnM 2.4.3 Average teaching experience of full time teachers in the
same institution (Data for the latest completed academic year in
number of years)
20
1. List of faculties along with particulars of the date of Appointment in the HEI
and years of his experience.
2. Appointment Orders / Experience Certificate as documentary evidence
3. Work experience of the teacher in other institution not to be considered
here.

34. 2.5 Evaluation Process and Reforms

35. QlM 2.5.1 Mechanism of internal assessment is transparent and
robust in terms of frequency and mode (500 Words
Description)
15
• Development of a standard procedure for Internal Assessment
• Displaying all Information related to this to students in advance
• Long term/short term evaluation
• While Evaluating Tasking care of Learning Domains Like Cognitive/
behavioral etc.
• Considering Pos/PSOs/COs

36. QlM 2.5.2 Mechanism to deal with internal examination related
grievances is transparent, time- bound and efficient (500 Words
Description)
15
• Develop a Standard Policy for Internal Examination Related Grievances
• Who is Responsible to solve ? Appoint a competent authority
• Give the Schedule for various kind of grievances
• Highlight how the mechanism is easy and efficient
• If possible develop an online portal

37. 2.6 Student Performance and Learning Outcomes

38. QlM 2.6.1 Teachers and students are aware of the stated Programme
and course outcomes of the Programmes offered by the
institution.
15
1. Describe Course Outcomes (COs) for all courses and mechanism of
communication within a minimum of 500 characters and maximum of 500
words
2. Uploading of PO’s/PSO’s/CO’s on college website / Keep Printed in
College Prospectus

39. QlM 2.6.2 Attainment of Programme outcomes and course
outcomes are evaluated by the institution.
15
1. Describe the method of measuring the level of attainment of POs , PSOs
and COs in not more than 500
2. Documentation Related to POs/COs Evaluation

40. QnM 2.6.3 Average pass percentage of Students during last five years 20
1. Result sheet published by the affiliating university attested by the
principal.
2. Certified report from Controller Examination of the affiliating
university indicating pass percentage of students of the final year
(final semester) eligible for the degree program- wise / year-wise
3. Results pertaining to students other than the final year are not to be
submitted.
4. Only current final year (latest completed academic year) students
data of all programs to be considered. ( No Backlog Student to be
considered )

41. 2.7 Student Satisfaction Survey

42. QnM Online student satisfaction survey regarding to teaching
learning process.
60
1. One of the Most Important Metric and having highest weightage
2. 20% Students should have to give response (randomly selected)
3. Response should not be from same device
4. Every year Institution have to do the practice with same Questionnaire for
SSS
Data Requirement: (As per Data Template)
Name/Class/Gender
Student Id Number/Adhar Id number
Mobile number
Email Id
Degree Programme
(Database of all currently enrolled students need to be prepared and
shared with NAAC along with the online submission of QIF)

43. Open Question
● How to manage the trade off
between NetGen and Gen X..
Digital Natives to Digital
Immigrants
● How the untrained manpower will
achive the goals of 21 century
education system?
● Change will be the name of game...
Are we ready ?
● Future is for them who prepare for
future ... Are we preparing?

44. Thank You