CRITERION –VI: Assessment Policy: Formative, Internal & Summative Assessment

Parameter-1: Approach for Planning and Conducting Internal Assessment Examinations

Q 1 : Are Faculty/Teachers referring Programme outcome, subject/course outcomes, Specific Learning Objectives (SLOs) defined by the Regulator/Affiliating University for planning Internal Assessment/Periodical/Sessional Assessment Examinations?

Q 2 : Whether Faculty/teachers are referring Bloom’s Taxonomy or Miller’s Pyramid for Planning & designing Internal Assessment Examinations.

Q 3 : Whether Faculty/teachers are using varied assessment tools & techniques for Theory based Internal Assessment Examinations.

Q 4 : Whether Faculty/teachers are using varied assessment tools & techniques for Practical based Internal Assessment Examinations.

Q 5 : Whether Faculty/teachers are planning & conducting Skill/Competency based Internal Practical Assessments & Examinations.

Q 6 : Has the Faculty maintained evidence (electronic/physical) of Practical based Internal Assessments & Examinations?

 Parameter-2: Quality & Structured practices for Academic Assessment and Evaluation of Students in Theory & Practical areas vis-à-vis Curriculum Framework

Q 1 : Whether Faculty/teachers are designing Blueprint for Theory based Internal Assessment/Examinations

Q 2 : Whether Faculty/teachers are designing Blueprint for Practical based Internal Assessment/Examinations

Q 3 : Whether Faculty/teachers in Blue Print highlight how much weightage will be given to levels of Bloom’s Taxonomy or Miller’s Pyramid

Q 4 : Whether Students have been oriented about how they are required to respond to assessment questions or problems related to various levels of Bloom’s Taxonomy or Miller’s Pyramid.

Q 5 : Whether Faculty/teachers are using well-defined checklists for assessing performance of students in Practical or Performance based Assessments

Parameter-3: Evaluation of Theory Examination Papers of Internal Assessment and Semester End/Year End University Examinations vis-àvis weightage given to different levels in Bloom’s Taxonomy

Q 1 : What percentage weightage is given to evaluating Remembering (Knowledge) thinking skill as per Bloom’s Taxonomy in the recently conducted Internal Assessment?

Q 2 : What percentage weightage is given to evaluating Understanding (Comprehension) thinking skill as per Bloom’s Taxonomy in the recently conducted Internal Assessment?

Q 3 : What percentage weightage is given to evaluating Applying (Application), Analysing and Evaluating thinking skill as per Bloom’s Taxonomy in the recently conducted Internal Assessment?

Q 4 : What percentage weightage is given to evaluating creating thinking skill as per Bloom’s Taxonomy in the recently conducted Internal Assessment?

Q 5 : What percentage weightage is given to evaluating Remembering (Knowledge) thinking skill as per Bloom’s Taxonomy in the recently conducted Semester End University Examination?

Q 6 : What percentage weightage is given to evaluating Understanding (Comprehension) thinking skill as per Bloom’s Taxonomy in the recently conducted Semester End University Examination?

Q 7 : What percentage weightage is given to evaluating Applying (Application), Analysing and Evaluating thinking skill as per Bloom’s Taxonomy in the recently conducted Semester End University E xamination?

Q 8 : What percentage weightage is given to evaluating creating thinking skill as per Bloom’s Taxonomy in the recently conducted Semester End University Examination?

Parameter-4: Department wise -Post formative/Periodical and summative Assessment/University Examination and Action Taken Reports (ATRs)

Q 1 : Has the pharmacy college/institute developed practice of analysis of data post Internal/formative & summative assessment (University Examination) of students?

Q 2 : Do Faculty identify high performing, average performing & low performing students based on analysis of Internal/formative & summative assessment (University Examination) data?

Q 3 : Does the Faculty organize/provide additional remedial support to students for attaining desired level of learning?

Q 4 : Does the Faculty provide advance capsule of learning to students with remarkable performance for further strengthening of their learning?