Module 4: Assessment Tools and Methods for OBE—formatted for both Facilitator Notes and Participant Handout.

Content for Module 4: Assessment Tools and Methods for OBE—formatted for both Facilitator Notes and Participant Handout.

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📘 Facilitator Notes – Module 4: Assessment Tools and Methods for OBE

🎯 Slide: Why is Assessment Important in OBE?

• Talking Points:

  • Assessment is the backbone of OBE—it ensures outcomes are measurable and improvable.

  • Focus on both Formative (continuous, during instruction) and Summative (at the end) assessments.

  • Aligns with Bloom’s Taxonomy and verifies CO, PO, and PSO attainment.

• Facilitation Tips:

  • Give real-world examples: quizzes (formative), final exams (summative).

  • Ask participants to reflect on how they assess student understanding currently.

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🎯 Slide: Types of Assessment Tools

• Talking Points:

  • Direct Assessment: Exams, assignments, projects, lab performance.

  • Indirect Assessment: Surveys (student, alumni), employer feedback, course exit feedback.

  • Direct tools provide stronger evidence of learning achievement.

• Facilitation Tips:

  • Use examples from various disciplines.

  • Emphasize use of rubrics for subjective evaluation (e.g., design projects, presentations).

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🎯 Slide: Mapping Assessment Tools to COs

• Talking Points:

  • Each CO should be assessed through at least one tool.

  • Tools should test the intended level of cognitive skill (per Bloom’s Taxonomy).

  • Example: CO aiming at "Analyze" must use case studies or problem-solving questions.

• Facilitation Tips:

  • Demonstrate how to prepare a CO-Assessment Method Matrix.

  • Show a practical example (e.g., an engineering or management course).

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🎯 Slide: Assessment Rubrics

• Talking Points:

  • Rubrics ensure fairness, transparency, and consistency.

  • Clearly define performance levels (Excellent, Good, Average, Poor).

  • Useful for evaluating presentations, lab work, soft skills, etc.

• Facilitation Tips:

  • Share a sample rubric with 4 levels of achievement and criteria.

  • Conduct a rubric design activity for a group project or viva.

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🎯 Slide: Internal and External Assessment Roles

• Talking Points:

  • Internal: Faculty-level—formative, ongoing, includes class tests, quizzes, assignments.

  • External: Summative—university exams, jury evaluations, external viva.

  • Both contribute to CO attainment data.

• Facilitation Tips:

  • Explain how both internal and external marks are used in outcome evaluation.

  • Share best practices on question paper design with CO tagging.

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🎯 Slide: Continuous Improvement Using Assessment Data

• Talking Points:

  • Data from assessments feed into Corrective and Preventive Actions (CPA).

  • Supports CQI (Continuous Quality Improvement) loop.

  • Must document analysis, decisions, and implemented changes.

• Facilitation Tips:

  • Present a flowchart showing Assessment → Analysis → Decision → Action → Review.

  • Show an example of CQI documentation and action taken.

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📝 Participant Handout – Module 4: Summary & Notes

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Module 4: Assessment Tools and Methods in OBE

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🔷 Importance of Assessment

• Validates achievement of learning outcomes.

• Supports transparency and evidence-based teaching improvement.

• Both formative (ongoing) and summative (final) assessments are used.

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🔷 Types of Assessment Tools

Type	Examples
Direct	Exams, Assignments, Presentations, Projects
Indirect	Surveys, Interviews, Feedback, Exit Surveys

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🔷 CO–Assessment Tool Mapping (Example)

CO #	Tool 1 (Quiz)	Tool 2 (Assignment)	Tool 3 (Exam)
CO1	✓	✓
CO2		✓	✓

Ensure each CO is assessed with appropriate tools.

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🔷 Assessment Rubrics

Criteria	Excellent (4)	Good (3)	Average (2)	Poor (1)
Presentation	Well-structured & clear	Mostly clear	Some clarity	Unclear
Content Depth	In-depth & insightful	Good coverage	Partial info	Weak
Timeliness	On time	Slight delay	Late	Very late

Use rubrics for subjective evaluations (projects, teamwork, oral exams).

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🔷 Internal vs External Assessment

Internal Assessment	External Assessment
Quizzes, Assignments, Midterms	End-semester exams, Viva voce
Conducted by course faculty	Conducted by university/third party

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🔷 Using Assessment for Improvement (CQI)

1. Collect: Results of assessments

2. Analyze: Identify low-attainment areas

3. Act: Revise COs, teaching methods, tools

4. Review: Reassess and close the loop

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🗒️ Notes:

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✅ Templates You Might Use:

• CO–Assessment Tool Mapping Matrix (Excel/Word)

• Rubric Templates (for presentations, projects, teamwork)

• CQI Format (for recording actions & review)

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