TEACHING-LEARNING AND EVALUATION

2.1 STUDENT ENROLLMENT AND PROFILE

 2.1.1 Average enrolment percentage of students during the last five years

2.1.2 Percentage of seats filled against reserved categories (SC, ST, OBC)as per  applicable reservation policy during the last five years

 2.1.3 Percentage of students enrolled from EWS and Divyangjan categories during the last five years

2.2 HONORING STUDENT DIVERSITY

2.2.1 Assessment process is in place at entry level to identify different learning needs of students and their level of readiness to undergo professional education programme and also the academic support provided to students

2.2.2 Mechanisms are in place to honour student diversities in terms of learning needs; Student diversities are addressed on the basis of the learner profiles identified by the institution through

2.2.3 There are institutional provisions for catering to differential student needs; Appropriate learning exposures are provided to students

2.2.4 Student-Mentor ratio for the last completed academic year

2.3 TEACHING-LEARNING PROCESS

2.3.1 Multiple mode approach to teaching-learning is adopted by teachers which includes experiential learning, participative learning, problem-solving methodologies, brainstorming, focused group discussion, online mode, etc. for enhancing student learning

2.3.2 Percentage of teachers integrating ICT (excluding the use of PPT) for effective teaching with Learning Management Systems (LMS), Swayam Prabha, e-Learning Resources and others during the last five years

2.3.3 Students are encouraged to use ICT support (mobile-based learning, online material, podcast, virtual laboratories, learning apps etc.) for their learning including on field practice

2.3.4 ICT support is used by students in various learning situations such as

2.3.5 Continual mentoring is provided by teachers for developing professional attributes in students

2.3.6 Institution provides exposure to students about recent developments in the field of education through

2.3.7 Teaching learning process nurtures creativity, innovativeness, intellectual and thinking skills, empathy, life skills etc. among students

2.4 COMPETENCY AND SKILL DEVELOPMENT      

2.4.1 Institution provides opportunities for developing competencies and skills in different functional areas through specially designed activities/experiences that include

2.4.2 Students go through a set of activities as preparatory to school-based practice teaching and internship. Pre-practice teaching/ internship orientation/training encompasses certain significant skills and competencies such as

2.4.3 Competency of effective communication is developed in students through several activities such as

2.4.4. Students are enabled to evolve the following tools of assessment for learning suited to the kinds of learning engagement provided to learners and to analyse as well as interpret responses

2.4.5 Adequate skills are developed in students for effective use of ICT for the teaching-learning process in respect of

2.4.6 Students develop competence to organize academic, cultural, sports and community-related events through

2.4.7 A variety of assignments given and assessed for theory courses through

2.4.8  Internship programme is systematically planned with necessary preparedness

2.4.9  Average number of students attached to each school for internship during the last completed academic year

2.4.10  Nature of internee engagement during internship consists of

2.4.11  Institution adopts effective monitoring mechanisms during internship programme

2.4.12  Performance of students during internship is assessed by the institution in terms of observations of different persons such as

2.4.13  Comprehensive appraisal of interns’ performance is in place. The criteria used for assessment include

2.5 TEACHER PROFILE AND QUALITY

2.5.1  Percentage of fulltime teachers against sanctioned posts during the last five years

2.5.2  Percentage of fulltime teachers with Ph. D. degree during the last five years

2.5.3   Average teaching experience of full time teachers for the last completed academic year

2.5.4   Teachers put-forth efforts to keep themselves updated professionally

2.6 EVALUATION PROCESS

2.6.1  Continuous Internal Evaluation(CIE) of student learning is in place in the institution

2.6.2   Mechanism of internal evaluation is transparent and robust and time-bound; the Institution adopts the following in internal evaluation

2.6.3   Mechanism for grievance redressal related to examination is operationally effective

2.6.4   The institution adheres to the academic calendar for the conduct of Internal Evaluation

2.7 STUDENT PERFORMANCE AND LEARNING OUTCOMES

2.7.1  The teaching-learning process of the institution is aligned with the stated PLOs and CLOs

2.7.2  Average pass percentage of students during the last five years

2.7.3   The progressive performance of students and attainment of professional and personal attributes in line with the PLOs and CLOs is monitored and used for further improvements

2.7.4  Performance of outgoing students in internal assessment

2.7.5  Performance of students on various assessment tasks reflects how far their initially identified learning needs are catered to

Scroll to Top