EVALUATION AND ASSESSMENT

The syllabus of the affiliating university (Kazi Nazrul University, Asansol) involves provision of continuous internal assessment (CIE), included as specific weightage in the semester results of all undergraduate and post-graduate courses. Departments adopt evaluative as well as non-evaluative internal assessment strategies to assess the subject understanding, communication, presentation and problem solving skills of the students. During the entire course of each semester, an emphasis is laid on periodic monitoring of the participation of students during class activities to assess their learning levels like multiple question and answer sessions, surprise class test and interactive group discussions. Based on the feedback received, special focus is directed towards addressing the learning gaps amongst the students. Apart from formative assessment, varied summative assessment methodologies have been adopted by the Department like written internal assessment examination along with which improvement/supplementary tests are conducted for students to motivate them to perform better. Assessment in learning is often defined as process of documenting the progress of the students. In order to encourage qualitative learning and to determine the learning outcome, Departments have incorporated various tools and techniques to assess the learning levels of the student. They are broadly formative and summative as well as evaluative and non-evaluative assessment. Great emphasis is laid on continuous assessment during and after course completion. Multi stage assessment framework allows students to self-introspect their growth and learning levels and motivates them to do better in the successive assessment. Apart from academic performance, assessment also includes observing the participation and engagement of students in both classroom as well as extracurricular activities. Observational Assessment also plays a crucial role in ascertaining the learning level of each student. Important observations are made regarding several aspects of the students like their concept clarity, interaction with classmates, awareness about the surrounding environment etc. This tool enables the faculty members to understand the specific needs and learning gaps ,if any of the students concerned.

 

INFORMING STUDENTS ABOUT ASSESSMENT:

• Students are informed about the internal assessment examinations through Departmental Notice/e-mail/Google classroom providing information of the date, time and mode of assessment, with the tentative dates mentioned in the academic
• Surprise tests are also conducted by departments as a part of formative assessment to assess the preparedness of the students.
• If students cannot attend the internal assessment examinations due to urgent problems, then they approach to the department stating the issue. Accordingly, retests are also arranged by the

 

EVALUATIVE AND NON-EVALUATIVE ASSESSMENT STRATEGIES

• Written Examinations
• Power-point presentation by students
• Group discussion,
• Student Seminars
• oral and aural examination,
• Viva-Voce
• Innovative experiment design
• Write up of at least 500 words based on innovative ideas
• Organizing quiz contest on particular topic
• Conducting debate on particular chapter
• Observational field analysis during practical and assessing the ability of students to make any inference on analysis
• Giving home assignment
• Conducting extempore lecture
• Work out of practical materials
• Many a time’s students are allowed to open their books and give their examination (class test) in the form of an open book examination as formative asessment
• An innovative practice was introduced by Department of Political Science for the June to December 2022 session was the creation of groups of students for preparing class report after the completion of each scheduled class by Department of Political Science. The idea behind this was to encourage them to be more attentive in class, to promote team spirit and develop the ability to summarize the gist of the class which was widely circulated in the dedicated student whatsapp groups for the benefit of all the
• Faculties use Rubrics to assess the answer scripts of students both for the evaluative as well as for the non-evaluative mode of The scale and the criterion of the Rubrics are discussed with the students.

Written Examinations and Viva-Voce to assess the subject knowledge, critical thinking and problem solving skills

 

The objective of Written Assignments during class hours aims to evaluate the critical thinking skills as well as the ability to formulate and express their understanding of the topics taught in class. An important component of assessment includes Viva voce which helps to assess the in depth learning amongst students and their ability to communicate their ideas on any given aspect of the syllabus. The primary reason of adopting this mode is to prepare the students for future employment opportunities which focuses on applied knowledge and communication skills. Designated Faculty members provide mentorship to the students of final year (who are divided into groups) for their research-based project work by teaching them both the theoretical as well as practical aspects of research paper writing.

 

Written Internal Assessment Examinations

 

 

Special Assessment for Slow Learners

 

Power-point presentations by students to assess their subject knowledge, communication and presentation skills

 

 

Student Seminars to assess their subject knowledge, communication and presentation skills

 

Assignment submission through Google Classroom

 

You tube video tutorial provided and questions are set based on that for evaluation

 

Group Discussion (non-evaluative) and submission of report (Evaluative) through MOODLE site, online and offline classes:

 

 

Another method of continuous assessment is assigning questions to students on a particular topic using online platform QUIZIZZ.

 

Mock test conducted keeping the pattern of question same as that of ESE question paper to make the students accustomed to the pattern of ESE examination. Questions posted in MOODLE class and test taken as part of continuous evaluation on a particular topic of a paper.

 

 

USE OF BLOOM’S TAXONOMY FOR SETTING QUESTION PAPERS