A Presentation on NBA’s Major Pedagogical and Assessment Components

1. A Presentation onNBA’s Major Pedagogical and Assessment Components C. V. Koushik

2. Working Towards a Common Cause • Best Engineering College Award – 2011... • Maintaining this reputation is vital... But not easy, unless... • Current Academic Goals: • New NBA, the NAAC and the ABET accreditations, overseas linkages etc... • Academic Autonomy our only hope to make it all happen... • So let’s all work together in this direction to take Sona to greater heights...

3. Talking the Same Language • For a start, let’s all talk the same language! • The language of pedagogy and student assessment! • I believe that’s what any accreditation is all about!

4. I – Pedagogical Background(A ‘must’ for all of us teachers!) So, let’s first refresh ourselves with the A, B, C... of pedagogy! Have copies of the easy-to-read “Sona Manual on Pedagogy” (HR Department) in your Departmental Library

5. Effective Use of Resources • Instructional Aids • and • Instructional Methods

6. Instructional/Teaching Aids A teaching aid is a tool used in teaching-learning process to facilitate delivery of subject content to the student in an easy and effective way. Some examples… • Chalk Board / White Board • Handouts • Maps / Graphs • Posters / Diagrams / Charts • Collages • Flip Chart • Models / Specimens • Over Head Projectors • L C D Projectors • Bulletin Boards • Newspapers • Films, Television, VHS, VCD, DVD • Slide / Film strip projectors • Exhibits / Pamphlets / Photographs • Journals / Magazines • Text Books/Workbooks • Videoconferencing / Teleconferencing • Satellite Education • E-learning / Internet / E-mail • Self learning software / Interactive CDs

7. Instructional/Teaching Methods Or the principles and methods of instruction • Lecture • Demonstration • Group Discussion • Seminar • Panel Discussion • Field Trip • Case Study • Brainstorming • Role Play • Drill and Practice • Games • Project Work • Computer-Aided Instruction • Self-Directed Study

8. Lowest degree of control Highest degree of control Team Teaching LaboratoryWork Project Work Lecture Group Discussion Demonstration Self- directed Study Computer Aided Instruction Tutorial Workshop Practice Seminar Instructional/Teaching Methods The Degree-of-Control Continuum

9. Selecting Teaching Methods

10. Learner-Centred Instruction1. Learning Styles

11. Learning Styles • Learning styles are defined as the ways in which people prefer to take in new information and make it part of their knowledge and skills. • Most people fall into one of three categories: • VISUALLearners, • AUDITORYLearners,and • KINESTHETICLearners.

12. One Differentiating Characteristic of the Three Learning Styles Use the Self-Assessment VAK Tool for finding out your learning style or that of your students!

13. Group Learning Techniques • Group Discussion • Peer Coaching • Major Project Work / Mini-Project work teams • Activity Teams (Soft skills) • Etc.

14. Instructional / Learning Objectives • A learning objective, also referred to as an instructional objective, can be thought of as a statement that indicates what the student will be able to do / demonstrate at the conclusion of instruction. • Generally, this “doing” will be something that is observable and assessable.

15. Objectives Student input (Entry Behaviour) Or Behaviour prior to learning Instructional Process Student output (Terminal Behaviour Or Behaviour resulting from learning) Evaluation Block Diagram of Instructional System Why learning objectives?

16. Learning and Learning Objectives – Where’s the connection? • “Learning” is a process through which a person acquires new Knowledge, Skill or Attitude. The result of learning is “change in behaviour” of a person. • “Learning objectives” are statements, which communicate in behavioural terms the expected performance of the students at the end of instruction.

17. Domains Under which Learning Objectives May be Categorised • Cognitive Domain • Intellectual outcomes involving factors, theories, concepts, etc (The brain is involved) • Psychomotor Domain • New physical skills (Any part of the body may be involved) • Affective Domain • Attitudes, values, beliefs (The heart is involved)

18. Elements of a Learning Objective Learning objectives must be well defined, concise and precise, and contain the following elements. • Performance: what the learner will have accomplished (LOs must begin with ‘action verbs’) • Conditions: the conditions under which the learner will demonstrate mastery of the objective • Criteria: the quality or level of performance considered acceptable. • The key to writing useful learning objectives is to specify the desired learning outcome accurately enough so you will know when the learner has learned.

19. The Elements of an LO: An ExampleAction Verb, Performance, Condition, Criterion Objective: (The student will be able to...) Compute the standard deviation using a given set of data 1. Action verb - The LO begins with ‘compute’, an action verb 2. Performance (behaviour) – the student will be able to compute the SD 4. Condition – Using a given set of data 3. Criterion – (implied) – the SD computed will be correct

20. More Examples... • Analyse given circuits and determine the _________. • Compute the resistance of the given circuit using __________ method. • Prepare a cost-estimate for the construction of a road of _________ dimensions. • Design parts for ___________ machine using AutoCAD. • Differentiate between Method A and Method B for _________________. • Write a program for _______________ in C++. • Classify the types of computers. • List the parts of a _______________ machine/device. • Describe the working principle of a ______________ machine/equipment. • Explain the construction of a _____________machine/equipment.

21. Avoid Vague Verbs… Because They are Difficult to Assess! • Verbs that cannot be readily `observed’ or `assessed’ are best avoided. • Some examples of such verbs are, • know, understand, study, experience, feel, enjoy, perceive, be aware of, realise, familiarise,etc. • In writing learning objectives, avoid: • Cramming too much into any one objective, • Being too vague, or • Being overly specific.

22. Types of Learning Objectives There are two types of objectives: • General Objectives • Specific Objectives

23. GENERAL OBJECTIVES • General objectives are broad statements that describe in implicit terms the overall aims of the total educational process from the standpoint of the teacher. • So they represent the teacher’s intensions and would normally relate to, • a whole course, • a chapter (of a book) or • a unit (of a course), etc. • They are macro-level objectives and not generally measured or assessed.

24. GENERAL OBJECTIVES Examples To enable students to: 1. State the importance of the acute need for environmental awareness and discuss significant aspects of natural resources like forests, water, mineral, food, energy and land resources To enable students to: 2. Explain the concepts of an ecosystem and provide an overview of biodiversity and its conservation

25. SPECIFIC OBJECTIVES • Specific objectives are expressed in “behavioural terms and identify the end outcome of instruction of a topic in terms of observable performance of students”. • They are “micro-level objectives and are measured or assessed”.

26. At the end of study of Unit-1, the student will be able to, 1.1 Define environment science and engineering, state its scope and importance, and explain why there is an urgent need for public awareness of environmental issues 1.2 Outline the uses and the over-exploitation of the earth’s forest resources and discuss issues like deforestation, timber extraction, pros and cons of dams in forest areas with case studies 1.3 Discuss the uses and over-utilisation of surface and ground water resources and bring out the influence of floods, drought and conflicts over water 1.4 State the uses of the earth’s mineral resources and explain the environmental impact of the extraction and use of these resources 1.5 Give an account of world food problems and elaborate on food-resource issues like agriculture trends, over-grazing, fertiliser/pesticide problems, water-logging, salinity and modernisation in agriculture 1.6 Discuss the expanding energy needs and describe renewable and non-renewable energy sources and the applications of alternate sources of energy 1.7 Explain the importance of land resources and discuss related issued like land degradation, landslides, soil erosion, desertification and the individual’s role in land conservation

27. GENERAL RULES FOR STATING SPECIFIC OBJECTIVES Rule 1: Specific Instructional Objectives should be stated in terms of learner’s performance and not teacher’s performance The Objective should specify what the learner will be able to do at the end of the lesson and not what the teacher had intended to do. Non-example: Teach Java Remote Method Invocation Example: The student will be able to, Distinguish between “Remote Method Invocation” and “Remote Procedure calls”

28. GENERAL RULES FOR STATING SPECIFIC OBJECTIVES Rule 2: The mere mention or description of subject matter should be avoided An objective should specify both the kind of behaviour expected and the subject or context to which that behaviour applies. Non-example: Multithreading technique Example: The student will be able to, Write a Java program to show Indian Standard Time using Indian thread by applying multithreading technique

29. GENERAL RULES FOR STATING SPECIFIC OBJECTIVES Rule 3: Use Action Verbs Use verbs that refer to any observable activity displayed by a learner Non-example: The student will be able to, Know the network hardware (This is not measurable.) Example: The student will be able to, State the functions of the four types of connectivity hardware (This is a measurable objective.)

30. GENERAL RULES FOR STATING SPECIFIC OBJECTIVES Rule 4: State the objective in terms of a learning outcome instead of a learning process  Describe in clear terms the final outcome of learning (end product) and not the process of learning itself. Non-example: The student gains knowledge of a compiler Example: The student will be able to, Draw the structure of the seven phases of a compiler

31. GENERAL RULES FOR STATING SPECIFIC OBJECTIVES Rule 5: Specify the standards of minimum acceptable performance • The standards of minimum acceptable performance must be specified in terms of • the number of points / examples / differences etc. in the case of theory subjects • the accuracy of results and speed of performance in the case of practical / laboratory work. Non-examples: • The student will be able to, • Distinguish between metals and non-metals • Determine the diameter of a given rod Examples:  The student will be able to, • List any six differences between metals and non-metals • Determine the diameter of a given rod using a suitable screw gauge to an accuracy of 0.05 mm within 10 minutes

32. GENERAL RULES FOR STATING SPECIFIC OBJECTIVES Rule 6: An objective should not consist of more than one learning outcome (Some examples in the literature don’t comply with this rule!) Non-example: Example:  The student will be able to explain the need for networking and list the types of networking. The student will be able to, • Explain why networks are needed • List at least two types of networking

33. The NBA (actually ABET) Terminology for Learning Objectives The following two terms are used: • Course Objectives (COBs) • Course Outcomes (COTs) The COBs (Curriculum Courses  COBs) • These are the ‘general objectives’ for any course. • It is convenient to have one COB per unit of the course. • For any given course, the COBs are developed as soon as the curriculum is framed. • As the COBs represent the overall or macro-level aims of a course from the teacher’s perspective, they are not assessed.

34. COBs  Course Syllabus  Course Outcomes Course Outcomes (COTs) • COTs are ‘specific objectives’ developed for individual topics of a course; they are developed from the syllabus of the course and represent the teacher’s expectations of student performance. • For any course, they are normally developed by the faculty assigned to teach the course. • As student fulfilment of the COTs is assessed, COTs are written clearly , preferably in measurable terms. • It is reasonable for purposes of student assessment to have 6-8 COTs per unit of a course. There would thus be 30-40 COTs for the whole course, though no specific limits can be set for the actual number.

35. BLOOM’S TAXONOMY OF LEARNING OBJECTIVES Hierarchical Order of the Levels (Sub-domains) in the Cognitive Domain of Learning Evaluation Higher levels of learning: INTELLECTUAL THINKING SKILLS Synthesis Analysis Application Comprehension Lower levels of learning: KNOWLEDGE AND UNDERSTANDING Knowledge

36. Typical Action Verbs for Bloom’s Taxonomy (1956) The list of action-verbs here is not exhaustive, and some appear under more than one heading. The Cognitive Domain of Learning

37. Course Outcomes at the Six Levels of Bloom's Taxonomy

38. More Examples of the Six Levels of Bloom's Taxonomy

39. Identify the six levels of Bloom’s Taxonomy 2. State a given general educational goal as an objective at the appropriate level of Bloom's Taxonomy. At the end of a study of BT, the student should be able to, • List in order the levels of Bloom's Taxonomy. 3. Explain the meaning of each of the levels of Bloom's Taxonomy. 4. Write lesson plans that state clear objectives, contain appropriate activities for attaining these objectives, and include methods for evaluating student performance. 5. Determine how effective a given teacher's well-constructed lesson plan is likely to be by identifying the principles of instructional design employed in the lesson and how well they are likely to contribute to attaining the stated objectives. 6. Identify from a given teacher's lesson plan the principles of instructional design that the teacher incorporated into that lesson and ways in which these principles contribute to the effectiveness of the lesson. 1. Knowledge 2. Application 3. Comprehension 4. Synthesis 6. Analysis 5. Evaluation

40. Revised Version of Bloom’s Taxonomy • During the 1990s, one of Benjamin Bloom’s students, Lorin Anderson, revised the levels of cognitive learning using ‘action verbs’ instead of nouns! He also interchanged the last two levels! • The traditional levels are, Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation • The revised levels are, Remembering  Understanding  Applying  Analysing  Evaluating  Creating

41. Course Planning and Delivery • Develop COTs from the syllabus, incorporating at least four of Bloom’s levels of cognitive learning • Identify Teaching Methods (L, D, S, GD, B’storming, etc) • Prepare Teaching Aids (PP, CBT, Video, Poster, etc) • Identify Classroom Strategies and Activities • Prepare Course Materials and/or Handouts • Prepare Assignments Topics (one per student), Classroom Questions, Problems, Case Studies... • Get the FRB ready, with unit-wise mini-lesson plans, etc... • Develop a question bank to have different types of questions, at different levels of BT, for all the COTs. Map the questions to individual COTs. • Prepare and rehearse well for all of your classes.

42. Presentation Skills • Organising the Content • Introduction - Body - Conclusion • Simple Language - Pronunciation - Articulation • Eye contact - Gestures – Posture • Using voice to good effect • Overcoming stage fear • Asking Questions - Responding to Questions • Practice makes Perfect

43. Student Evaluation • Question Types • Question Banks • Develop different types of questions for each of the course outcomes • Evaluation Blueprint (Table of Specifications) • Specify the number of questions/marks at the different levels of Bloom’s Taxonomy • Prepare well-structured question papers to evaluate student achievement of the COTs

44. Student Motivation • What is motivation? • The four functions of motivation • Other functions of motivation • Causes of low levels of motivation • Identification of students lacking motivation • Guidelines for motivation • Characteristics of motivating teachers • How to incorporate motivation into instruction • Achievement motivation • Some tips for inducing achievement motivation in students

45. Student Counselling • Factors influencing student performance • Inherent factors • External factors • How does counselling help students? • Typical reasons for counselling students • How should counselling be practised? • Keeping a record of student counselling – The Faculty Advisor Record Book • Students Welfare Officer

46. II – NBA’s Pedagogical and Assessment Components: NBA Version 3: 2011

47. Outcome-Based Education (OBE) • OBE is a recent paradigm shift in engineering education. • The traditional education model focused narrowly on the content. • It produced students with varying degrees of achievement levels, so they could not perform effectively at the work place. • OBE has changed the focus of learning institutions from the content to the learner.

48. Goals that Drive OBE Three goals drive the OBE approach to creating academic curricula: a) All students can learn and succeed, but may be not on the same day or in the same way. b) Each success by a student breeds more success. c) Academic institutions control the conditions of success.

49. Curriculum Design for OBE • OBE is a methodology of curriculum design and teaching that focuses on what students can actually do after they are taught. • OBE focuses on these key questions: a) What should the students learn? b) What is the motivation for the students to learn it? c) How can the academic institution and its resources help students learn it? d) How will it be determined what the students have learned (assessment)?

50. Benefits of Outcome-Based Education • OBE is able to measure what students are capable of performing • OBE is not only interested in content but more so in context which lends the relevancy to the content itself. • OBE goes beyond ‘structured tasks’ (e.g. memorisation) by demanding that a student demonstrate his/her skills through more challenging tasks like designing and project building. • Thus, OBE involves students in a complete course of learning—from developing their skills in designing to completing a whole process.