The NAAC has identified the following seven criteria to serve as
the
basis for assessment of HEIs:
1. Curricular Aspects
2...
quality and makes it much easier for everyone to go in one direction
and in evidence based policy making.
1. Criterion I -...
involving several steps and experts. It is a process of developing appropriate
need-based curricula in consultation with e...
1.4 Feedback System
The process of revision and redesign of curricula is based on recent
developments and feedback from th...
profile having representation of student community from different
geographical area and socio-economic, cultural and educa...
Learning outcomes are the specifications of what a student should
learn and demonstrate on successful completion of the co...
of 6

Naac new

Published on: Mar 3, 2016
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Transcripts - Naac new

  • 1. The NAAC has identified the following seven criteria to serve as the basis for assessment of HEIs: 1. Curricular Aspects 2. Teaching-Learning and Evaluation 3. Research, Consultancy and Extension 4. Infrastructure and Learning Resources 5. Student Support and Progression 6. Governance, Leadership and Management 7. Innovations and Best Practices The Criteria-based assessment promotes judgment based on values. For example the Criterion on “Governance, Leadership and Management” promotes the values such as participation, transparency, team work, systems view, justice, self-reliance and probity in public finance. The Key Aspects identified under each of the seven criteria reflect the processes and values of the HEI on which assessment is made. The questions under each of the Key Aspects focus in particular on the outcomes, the institutional provisions which contribute to these and their impact on student learning and development. The strengths or weaknesses in one area may have an effect on quality in another area. Thus the issues addressed within the Criteria and Key Aspects are closely inter-related and may appear to be overlapping. The criteria and the Key Aspects are not a set of standards or measurement tools by themselves and do not cover everything which 1. 2. 3. 4. 5. 6. 7. NAAC for Quality and Excellence in Higher Education 9 happens in every HEI. They are the levers for transformational change and provide an external point of reference for evaluating the quality of the institution under assessment. NAAC uses the same framework across the country. Using the same framework across the country provides a common language about
  • 2. quality and makes it much easier for everyone to go in one direction and in evidence based policy making. 1. Criterion I - Curricular Aspects : Depending on the responsibilities of various Institutions, this criterion deals with curriculum development and implementation process. The criterion looks into how the curriculum either assigned by a University or marginally supplemented or enriched by an institution, or totally remade, depending on the freedom allowed in curricular design,aligns with the institutional mission. It also considers the practices of an institution in initiating a wide range of programme options and courses that are in tune with the emerging national and global trends and relevant to the local needs. Apart from issues of diversity and academic flexibility, aspects on career orientation, multi-skill development and involvement of stakeholders in curriculum updation, are also gauged under this criterion. The focus of this criterion is captured in the following Key Aspects: 1.1 Curriculum Design, Planning and Development 1.2 Academic Flexibility 1.3 Curriculum Enrichment 1.4 Feedback System 1.1 Curriculum Design, Planning and Development Universities and colleges play a major role in the Curriculum Design,Planning and Development and thus are expected to have processes,systems and structures in place to shoulder this responsibility.CurriculumDesign, Planning and Development is a complex process
  • 3. involving several steps and experts. It is a process of developing appropriate need-based curricula in consultation with expert groups,based on the feedback from stakeholders, resulting in the development of relevant programmes with flexibility, to suit the professional and personal needs of the students and realization of core values. The process involves orientation of the teachers who would handle the curriculum and proper planning of the transaction.The key aspect also considers the good practices of the institution in initiating a range of programme options and courses that are relevant to the local needs and in tune with the emerging national and global trends. 1.2 . Academic Flexibility Academic flexibility refers to freedom in the use of the time-frame of the courses, horizontal mobility, inter-disciplinary options and others facilitated by curricular transactions. Supplementary enrichment programmes introduced as an initiative of the college, credit system and choice offered in the curriculum, in terms of programme, curricular transactions and time-frame options are also considered in this key aspect. 1.3 Curriculum Enrichment Every academic institution translates the curriculum framework and the specified syllabus by rendering them into practical forms, in which the main focus is on the student attributes and on holistic development of the students so that he/she can display multiple skills and qualities. For effective transaction of the curriculum it is required it is up-to date. For keeping the curriculum up-to-date and introduce appropriate changes within the given curriculum, several inputs are provided parallelly or sequentially. All these would be possible through introduction and use of quality materials which would enrich the curriculum and provide concrete referents for organizing the curriculum.
  • 4. 1.4 Feedback System The process of revision and redesign of curricula is based on recent developments and feedback from the stakeholders. The feedback from all stakeholders in terms of its relevance and appropriateness in catering to the needs of the society/ economy/ environment are also considered in this key aspect. 2. Criterion II - Teaching-Learning and Evaluation : This criterion deals with the efforts of an institution to serve students of different backgrounds and abilities, through effective teachinglearning experiences. Interactive instructional techniques that engage students in higher order 'thinking' and investigation, through the use of interviews, focused group discussions, debates, projects, presentations, experiments, practicum, internship and application of ICT resources, are important considerations. It also probes into the adequacy, competence as well as the continuous professional development of the faculty who handle the programmes of study. The efficiency of the techniques used to continuously evaluate the 1.4 Feedback System 2. Criterion II - Teaching-Learning and Evaluation : performance of teachers and students is also a major concern of this criterion. The focus of this criterion is captured in the following Key Aspects: KEY ASPECTS 2.1 Student Enrolment and Profile 2.2 Catering to Student Diversity 2.3 Teaching-Learning Process 2.4 Teacher Quality 2.5 Evaluation Process and Reforms 2.6 Student Performance and Learning Outcomes 2.1 Student Enrolment and Profile The process of admitting students to the programmes is by a transparent, well-administered mechanism, complying with all the norms of the concerned regulatory/governing agencies including state and central governments. Apart from the compliance to the various regulations the key aspect also considers the institutions efforts in ensuring equity and wide access as reflected from the student
  • 5. profile having representation of student community from different geographical area and socio-economic, cultural and educational backgrounds. 2.2 Catering to Student Diversity The programmes and strategies adopted by institutions to satisfy the needs of the students from diverse backgrounds including backward community as well as from different locales. Gender equity and admission opportunity for differently-abled students are also considered. 2.3 Teaching-Learning Process Diversity of Learners in respect of their background, abilities and other personal attributes will influence the extent of their learning. The teaching-learning modalities of the institution are rendered to be relevant for the learner group. The learner-centered education through appropriate methodologies facilitates effective learning. Teachers provide a variety of learning experiences, including individual and collaborative learning. The teachers employ interactive and participatory approach creating a feeling of responsibility in learning and makes learning a process of construction of knowledge. 'Teacher quality' is a composite term to indicate the quality of teachers in terms of teacher characteristics, professional development and recognition of teaching abilities. It is measured through the training received in teaching and learning processes (certified programs), quality of assessment and student feedback. This Key Aspect looks at issues related to assessmentof teaching, learning and evaluative processes and reforms, to increase the efficiency and effectiveness of the system. One of the purposes of evaluation is to provide development-inducing feedback. Further it should also help the teacher to plan appropriate activities for enhancing student performance. The qualitative dimension of evaluation is in its use for enhancing the competence of students. Innovative evaluation process is to gauge the knowledge and skills acquired at various levels of the programmes.
  • 6. Learning outcomes are the specifications of what a student should learn and demonstrate on successful completion of the course or the programme. It can also be seen as the desired outcome of the learning 2.4 Teacher Quality 2.5 Evaluation Process and Reforms 2.6 Student Performance and Learning Outcomes process in terms of acquisition of the skills and knowledge. They are embedded in the curriculum. Achieving Learning Outcomes needs specific experiences to be provided to the students and evaluation of their attainment. A programme that states Learning Outcomes that are not evaluated or assessed gets neglected in implementation. Hence all the stated Learning Outcomes must be part of the evaluation protocol of the programme. Student assessmentprovides an indication of the areas where learning has happened and where it has to be improved upon.

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