The expected program and course outcomes are assessed and evaluated at two levels; the college level and university level. College level assessments are continuous and formative in nature whereas university level assessments are summative and done at the end of each semester.
Summative Evaluation
The annual and semester end examinations are conducted by the affiliated University to assess what the students have acquired. The college has appointed a senior faculty as Assistant Superintendent for the conduct of Mahatma Gandhi University examinations in the college. The valuation procedure is strictly in conformity with the directions of the university and done by the Board of Examiners appointed by the university.
Formative Evaluation System
Formative evaluation consists of internal examinations, assignments, seminars and a minimum level of attendance for eligibility. Internal examinations are conducted twice (prior to 2014) in a semester (one per semester as per Hrudayakumari Committee Report). Besides, written and oral tests are conducted at the class level. Seminars and assignments have been allotted to students on a regular basis following a strict time schedule. Based on the performance of the above tests along with attendance, internal evaluation marks/grades are finalized. For UG, humanities and sciences, the weightage for internal assessments are 20% and 25% respectively out of total assessment marks.
The Departments regularly conduct internal assessment examinations at the department level also after announcing them well in advance. Students who are absent on internal examination days on genuine grounds are allowed to take re – tests.
The students studying in both undergraduate and postgraduate levels are periodically assigned seminar paper preparation on topics of current social and scientific relevance as the case may be. They are encouraged to use power point presentations. They are also given assignments
However, the college is not permitted to change the basic structure of Continuous Internal Evaluation System suggested by affiliating University.
The college strictly follows University guidelines in implementing the evaluation reforms suggested by the University. Our faculty members attend the seminars/workshops that the University conducts in this regard. Some of our faculty members are members in Board of Studies and Examination Boards of specific subjects in the University. Hence, the institution can amply express its views on evaluation process while the University develops it. The following are the major reforms introduced in CIE.
An examination committee which consists of two coordinators, one for the conduct of college wide internal examinations, and the other for coordinating and monitoring the internal evaluation marks to be forwarded to the university have been appointed. The committee ensures that the existing rules and regulations for evaluation as well as reforms suggested by the university get implemented with utmost perfection.
With the introduction of the CBCSS, the college office has been linked to the University Exam management Portal, through which the college uploads internal grade/grade points to the university.
Up to 2009, the CIE process as suggested by the university was on yearly basis. In 2009, the university introduced Choice Based Credit and Semester System, CBCSS. Since then the CIE process was on half yearly basis. Further, from 2013 onwards the existing system was modified as Choice Based Credit and Semester System CBCSS.
In 2013 following the report of Hrudayakumari Committee Report, The University introduced direct grading system as follows.
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Direct Grading System Introduced by the University for UG Programmes
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% of Marks
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Grade
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Grade Points
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90 and above
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A+ – Outstanding
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10
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80-89
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A – Excellent
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9
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70-79
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B – Very Good
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8
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60-69
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C – Good
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7
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50-59
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D – Satisfactory
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6
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40-49
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E – Adequate
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5
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Below 40
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F – Failure
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4
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Regarding UG programmes, the requirement for pass in each subject was increased from securing 35 to 40 per cent of marks with a separate minimum of 30 per cent for internal and university examinations in 2013. This adversely affected the overall pass per cent of the college and reflected in the result of the batch outgoing during 2015-16.
Teaching Learning Strategies
The college has structured its teaching, learning and assessment strategies in tune with attending the intended learning outcomes.
Strictly adhere to the efficient and progressive completion of teaching and evaluation tasks as scheduled by the university.
Integrates novel teaching learning techniques with modern ICT technology to keep momentum with universal standards.
Prime importance has been given to class room teaching with diversified methods such as group discussion, seminar presentations, brain storming sessions etc.
In order to deliver new knowledge that emerges elsewhere in the world, we conduct seminars and expert lecture series.
Facilitate practical learning through case studies, presentations and industry visits.
Ensure active participation of students in various cultural, curricular, co-curricular and extracurricular activities.
Organises personality and skill development programmes (training for oration, debates etc.)
Project Advice and Research Aptitude
Project work is part of the curriculum of all UG and PG Programmes. In the Commerce and Humanities programmes, the University permits to form groups of students to do the assigned project work. This promotes group learning, interactive learning etc. Proper guidance and advice for the project work are obtained from the faculty members of the Departments concerned.
Practical Examinations
Experimental learning can be practiced under the controlled science lab settings. At the end of each course (Physics and Chemistry, practical examinations are conducted to test the experimental learning.