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KUHS QAS A+ Accredited Since 17.01.2024
Criterion II: - Teaching Learning and Evaluation - 280
Criterion II: - Teaching Learning and Evaluation - 280
Criterion II pertains to the efforts of an Institution to serve students of different backgrounds and abilities, through effective teaching-learning 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 performance of teachers and students is also a major concern of this Criterion.
The focus of Criterion II is captured in the following Key Indicators:
KEY INDICATORS - 280
KEY INDICATORS - 280
2.1 Student Enrolment and Profile - 20
2.2 Catering to Student Diversity - 25
2.3 Teaching-Learning Process - 25
2.4 Teacher Profile and Quality - 50
2.5 Evaluation Process and Reforms - 45
2.6 Student Performance and Learning Outcomes - 45
2.7 Student Satisfaction Survey - 50
*Unified Manual for Health Sciences Colleges 23/09/2019 NAAC for Quality and Excellence in Higher Education (link)
2.1 Student Enrollment and Profile
The process of admitting students to the programmes is through 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 Institution put forth its efforts in ensuring equity and wide access having representation of student community from different geographical areas and socio-economic, cultural and educational backgrounds. These will be reflected in the student profile.
2.2 Catering to Student Diversity
The HEIs are expected to satisfy the needs of the students from diverse backgrounds including backward community as well as from different locales. They would make special efforts to bring in students from special categories, reach out to their special learning needs by initial assessment of their learning levels, in addition to understand possible variations over years and how and what is done to deal with such students. While in uni-gender Institutions explicit efforts are to be made to sensitise students about the other gender; and the like.
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 such as participative learning, experiential learning and collaborative learning modes, facilitate effective learning. Teachers provide a variety of learning experiences, including individual and collaborative learning. Interactive and participatory approaches, if employed, create a feeling of responsibility in learners and makes learning a process of construction of knowledge. Of late, digital resources for learning have become available and this makes learning more individualised, creative and dynamic. Quality of learning provided in the Institution depends largely on teacher readiness to draw upon such recently available technology supports and also the initiative to develop such learning resources to enrich teaching-learning; on teacher’s familiarity with Learning Management Systems (LMSs), other e-resources available and how to meaningfully incorporate them in one’s scheme of teaching-learning.
2.4 Teacher Profile and Quality
“Teacher quality” is a composite term to indicate the quality of teachers in terms of their qualification, teacher characteristics, adequacy of recruitment procedures, faculty availability, professional development and recognition of teaching abilities. Teachers take initiative to learn and keep abreast with the latest developments, to innovate, continuously seek improvement in their work and strive for individual and Institutional excellence.
2.5 Evaluation Process and Reforms
This Key Indicator looks at issues related to assessment of teaching, learning and evaluativg processes and reforms, to increase the efficiency and effectiveness of the system. One of the purposes of evaluation is to provide development-inducing feedback. 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. These specifications are stated as POs and COs. The quality of assessment process in a HEI depends on how well the examination system actually tests the POs and COs, quality of questions, extent of transparency in the system, extent of development inducing feedback system, regularity in the conduct of examinations and declaration of results as well as the regulatory mechanisms for prompt action on possible errors.
2.6 Student Performance and Learning Outcomes
The real test of the extent to which teaching learning has been effective in a HEI is reflected in the student performance in the examinations. Student performance is seen as the realization of learning outcomes which are specifications of what a student should be capable of doing on successful completion of a course and/or a programme.
2.7 Student Satisfaction Survey
All the efforts of teachers and the Institution to make learning a meaningful process can be considered impactful only to the extent students perceive it to be meaningful. Their satisfaction level is decided by the kinds of experiences they undergo, the extent of the “comfort” feeling as well as intellectual stimulation the learning situations provide. Their feedback significantly showcases the actual quality of teaching learning process enabling identification of the strengths of teaching as well as the possible improvements. Student satisfaction, thus, is a direct indicator of the effectiveness of teaching learning in the Institution. It may be impractical to capture this aspect from every student; however, every HEI can resort to a sample survey on a formalized basis to capture this significant feature. This is the reason the revised assessment framework of NAAC adopts survey of student satisfaction.
Key Indicator- 2.1 Student Enrolment and Profile (5+10+5=20)
Key Indicator- 2.1 Student Enrolment and Profile (5+10+5=20)
2.1.1 QnM Due consideration is given to equity and inclusiveness by providing reservation of seats to all categories during the admission process. (5)
2.1.1 QnM Due consideration is given to equity and inclusiveness by providing reservation of seats to all categories during the admission process. (5)
Average percentage of seats filled against seats reserved for various categories as per applicable reservation policy during the last five years
Average percentage of students admitted from the reserved categories as per GOI or State Government norms year-wise during last five years
Year | 2019 |2020|2021|2022|2023|2024|
Number of students admitted under the reserved categories | | | | | | |
Total number of seats earmarked for reserved categories Formula: | | | | | | |
Number of students admitted from the reserved categories in a year
Percentage per year= ---------------------------------------------------------------X 100
Number of seats earmarked for reserved categories in that year as per GOI or State Government rule
Percentage per year Average percentage = ∑ Percentage per year / 5
Upload:
Copy of letter issued by state govt. or and Central Government (which-ever applicable) Indicating the reserved categories to be considered as per the GO rule (translated in English)
Final admission list published by the HEI
Admission extract submitted to the state OBC, SC and ST cell every year.
Annual Report/ BOM report/ Admission report duly certified by the Head of the Institution.
Information as per data template
Any other relevant information
2.1.2 QnM Average percentage of seats filled in for the various programmes as against the approved intake (10)
2.1.2 QnM Average percentage of seats filled in for the various programmes as against the approved intake (10)
Number of seats filled-in for various programmes offered by the College as against the approved intake during the last five years:
Year | 2019 |2020|2021|2022|2023|2024|
Number of seats filled in UG | | | | | |
PG | | | | | |
Super Specialty | | | | | |
Number of approved seats UG | | | | | |
PG | | | | | |
Super Specialty | | | | | |
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑒𝑎𝑡𝑠 𝑓𝑖𝑙𝑙𝑒𝑑 𝑖𝑛 𝑓𝑜𝑟 𝑡ℎ𝑒 𝑣𝑎𝑟𝑖𝑜𝑢𝑠 𝑝𝑟𝑜𝑔𝑟𝑎𝑚𝑚𝑒𝑠 𝑖𝑛 𝑎𝑦𝑒𝑎𝑟
Percentage per year= ----------------------------------------------- X 100
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑎𝑝𝑝𝑟𝑜𝑣𝑒𝑑 𝑠𝑒𝑎𝑡𝑠 𝑓𝑜𝑟 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒 𝑝𝑟𝑜𝑔𝑟𝑎𝑚𝑚𝑒 𝑖𝑛 𝑡ℎ𝑎𝑡 𝑦𝑒𝑎𝑟
Percentage per year Average percentage = ∑ Percentage per year / 5
Upload:
Relevant details certified by the Head of the Institution clearly mentioning the programs that are not covered under CET and the number of applications received for the same
Data template
Any other relevant information
2.1.3 QnM Average percentage of Students enrolled demonstrates a national spread and includes students from other states (5)
2.1.3 QnM Average percentage of Students enrolled demonstrates a national spread and includes students from other states (5)
Number of students enrolled from other states year-wise during the last five years
2.1.3.1 Number of students from other states year-wise; during the last five years
2.1.3.2 Total number of students enrolled in the specified year
Year |2019 |2020|2021|2022|2023|2024|
Number of students enrolled from other states | | | | | | |
Total number of students enrolled in the specified year | | | | | | |
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑓𝑟𝑜𝑚 𝑜𝑡ℎ𝑒𝑟 𝑠𝑡𝑎𝑡𝑒𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑖𝑛 𝑡ℎ𝑒 𝑠𝑝𝑒𝑐𝑖𝑓𝑖𝑒𝑑 𝑦𝑒𝑎r
Percentage per year= ------------------------------------------------- X 100
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑖𝑛 𝑡ℎ𝑒 𝑠𝑝𝑒𝑐𝑖𝑓𝑖𝑒𝑑 𝑦𝑒𝑎r
Percentage per year Average percentage = ∑ Percentage per year / 5
Upload:
List of students enrolled from other states year-wise during the last 5 years
E-copies of admission letters of the students enrolled from other states
Institutional data in prescribed format (Data Template)
Any other relevant information
Key Indicator- 2.2. Catering to Student Diversity (10+5+10=25)
Key Indicator- 2.2. Catering to Student Diversity (10+5+10=25)
2.2.1. QnM The Institution assesses the learning levels of the students, after admission and organises special Programmes for advanced learners and slow performers (10)
2.2.1. QnM The Institution assesses the learning levels of the students, after admission and organises special Programmes for advanced learners and slow performers (10)
2.2.1. QnM The Institution assesses the learning levels of the students, after admission and organises special Programmes for advanced learners and slow performers
The Institution:
1. Follows measurable criteria to identify slow performers ☐
2. Follows measurable criteria to identify advanced learners ☐
3. Organizes special programmes for slow performers ☐
4. Follows protocol to measure student achievement ☐
Upload:
Criteria to identify slow performers and advanced learners and assessment methodology
Details of special programmes for slow performers and advanced
2.2.2. QnM Student - Full time teacher ratio (data for the preceding academic year) (5)
2.2.2. QnM Student - Full time teacher ratio (data for the preceding academic year) (5)
2.2.2. QnM Student - Fulltime teacher ratio (data for the preceding academic year)
Data Requirement:
Total number of students enrolled in the College
Total number of fulltime teachers in the College
Formula: No. of Students : No. of Teachers
Upload :
List of students enrolled in the preceding academic year
List of full time teachers in the preceding academic year in the University
Institutional data in prescribed format (data Templates)
Any other relevant information
2.2.3 QlM Institution facilitates building and sustenance of innate talent /aptitude of individual students (extramural activities/beyond the classroom activities such as student clubs, cultural societies, etc) (10)
2.2.3 QlM Institution facilitates building and sustenance of innate talent /aptitude of individual students (extramural activities/beyond the classroom activities such as student clubs, cultural societies, etc) (10)
2.2.3 QlM Institution facilitates building and sustenance of innate talent /aptitude of individual students (extramural activities/beyond the classroom activities such as student clubs, cultural societies, etc)
Describe the initiatives to facilitate innate talent /aptitude of individual students (extramural activities/beyond the classroom activities such as student clubs, cultural societies, etc) within 500 words.
Provide web link to
Appropriate documentary evidence
Any other relevant information
Key Indicator- 2.3. Teaching- Learning Process (10+10+10+10+5=45)
Key Indicator- 2.3. Teaching- Learning Process (10+10+10+10+5=45)
2.3.1. QlM Student-centric methods are used for enhancing learning experiences (10)
2.3.1. QlM Student-centric methods are used for enhancing learning experiences (10)
2.3.1. QlM Student-centric methods are used for enhancing learning experiences by:
Experiential learning
Integrated/interdisciplinary learning
Participatory learning
Problem solving methodologies
Self-directed learning
Patient-centric and Evidence-Based Learning
Learning in the Humanities
Project-based learning
Role play
Response to be provided within 500 words
Provide web link to:
Learning environment facilities with geotagging
Any other relevant information
2.3.2 QnM Institution facilitates the use of Clinical Skills Laboratory / Simulation Based Learning (10)
2.3.2 QnM Institution facilitates the use of Clinical Skills Laboratory / Simulation Based Learning (10)
2.3.2 QnM Institution facilitates the use of Clinical Skills Laboratory / Simulation Based Learning
The Institution:
1. Has Basic Clinical Skills / Simulation Training Models and Trainers for skills in the relevant disciplines.
2. Has advanced simulators for simulation-based training
3. Has structured programs for training and assessment of students in Clinical Skills Lab / Simulation based learning.
4. Conducts training programs for the faculty in the use of clinical skills lab and simulation methods of teaching-learning
Upload :
List of clinical skills models.
Geotagged photographs of clinical skills lab and simulation center
List of training programmes conducted in the facilities during the last 5 years
Any other relevant information
2.3.3. QlM Teachers use ICT-enabled tools for effective teaching and learning process including online e-resources (10)
2.3.3. QlM Teachers use ICT-enabled tools for effective teaching and learning process including online e-resources (10)
2.3.3. QlM Teachers use ICT-enabled tools for effective teaching and learning process including online e-resources Response to be provided within 500 words
Provide web link to:
Details of ICT-enabled tools used for teaching and learning List of teachers using ICT-enabled tools (including LMS)
Webpage describing the “LMS/ Academic Management System”
Any other relevant information
2.3.4. QnM Student :Mentor Ratio (preceding academic year) (10)
2.3.4. QnM Student :Mentor Ratio (preceding academic year) (10)
Mentor Ratio (preceding academic year)
Data Requirement
Number of mentors
Number of students assigned to each Mentor
Data Template
Total number of mentors in the preceding academic year
Total number of students in the preceding academic year
Formula:
Mentor : Mentee Ratio
Upload
Details of fulltime teachers/other recognized mentors and students
Any other relevant information
2.3.5. QlM The teaching learning process of the institution nurtures creativity, analytical skills and innovation among students (5)
2.3.5. QlM The teaching learning process of the institution nurtures creativity, analytical skills and innovation among students (5)
The teaching learning process of the institution nurtures creativity, analytical skills and innovation among students
Describe the process by providing examples to illustrate the development of creativity, analytical skills and innovation among students within 500 words
Provide weblink to :
Appropriate documentary evidence
Any other relevant information
Key Indicator- 2.4 Teacher Profile and Quality (10+10+10+10+10=50)
Key Indicator- 2.4 Teacher Profile and Quality (10+10+10+10+10=50)
2.4.1. QnM Average percentage of fulltime teachers against sanctioned posts during the last five years (10)
2.4.1. QnM Average percentage of fulltime teachers against sanctioned posts during the last five years (10)
Average percentage of fulltime teachers against sanctioned posts during the last five years
Data Requirement for the last five years:
Number of fulltime teachers
Number of sanctioned posts
Formula:
Percentage per year = Number of full time teachers available in a year X 100
--------------------------------------
Total Number of sanctioned posts in that year
Average percentage = Sum of all the percentage in a year
----------------------------
5
Upload:
Year-wise list of fulltime teachers and sanctioned posts for 5 years certified by the Head of the Institution (Data Template)
Sanction letters indicating number of posts (including Management sanctioned posts) by competent authority (in English/translated in English)
Any other relevant information
2.4.2 QnM Average percentage of fulltime teachers with Ph.D./D.Sc./ D.Lit. /DM /M Ch/DNB in super specialities /other PG degrees (like MD / MS/ MDS etc.,) in Health Sciences (like MD/ MS/ MDS etc.,) for recognition as Ph.D guides as per the eligibility criteria stipulated by the Regulatory Councils/Affiliating Universities.(10)
2.4.2 QnM Average percentage of fulltime teachers with Ph.D./D.Sc./ D.Lit. /DM /M Ch/DNB in super specialities /other PG degrees (like MD / MS/ MDS etc.,) in Health Sciences (like MD/ MS/ MDS etc.,) for recognition as Ph.D guides as per the eligibility criteria stipulated by the Regulatory Councils/Affiliating Universities.(10)
Number of fulltime teachers with Ph.D/D.Sc./D.Lit./DM/M Ch/DNB in super specialities / other PG degrees in Health Sciences (like MD/ MS/ MDS etc.,) for recognition as Ph.D guides as per the eligibility criteria stipulated by the Regulatory Councils. Last five years data to be entered.
Year | 2019 |2020|2021|2022|2023|2024|
Number of Full time Teachers | | | | | | |
Data Requirement for the last five years:
Number of fulltime teachers with Ph.D/D.Sc./D.Lit./DM/M Ch/DNB in super specialities /other PG degrees in Health Sciences (like MD/ MS/ MDS etc.,) for recognition as Ph.D guides as per the eligibility criteria stipulated by the Regulatory Councils /Affiliating Universities.
Total number of fulltime teachers
Formula:
Number of fulltime teachers with Ph.D/D.Sc./D.Lit./DM/M Ch/DNB in super specialities /other PG degrees in Health Sciences (like MD/ MS/ MDS etc.,) for recognition as Ph.D guides as per the eligibility criteria stipulated by the Regulatory Councils /Affiliating Universities.
-----------------------------------------------------------------------------------------
Total number of fulltime teachers
Average percentage = Sum of all the percentage in a year
----------------------------
5
Upload :
List of fulltime teachers with Ph.D/D.Sc./D.Lit./DM/M Ch/DNB in super specialities / other PG degrees in Health Sciences (like MD/ MS/ MDS etc.,) for recognition as Ph.D guides as per the eligibility criteria stipulated by the Regulatory Councils /Affiliating Universities and the number of fulltime teachers for 5 years
Copies of Guide-ship letters or authorization of research guide provide by the university
Any other relevant information
2.4.3 QnM Average Teaching experience of fulltime teachers in number of years (data for the preceding academic year) (10)
2.4.3 QnM Average Teaching experience of fulltime teachers in number of years (data for the preceding academic year) (10)
Average teaching experience of full-time teachers (cadre-wise) in number of years.
Data Requirement:
List of fulltime teachers with number of years of teaching experience
Formula:
Sum total of techaing experience of fulltime teachers in the preceding academic year
-------------------------------------------------------------------
Number of fulltime teachers in the preceding academic year
Upload :
List of teachers including their designation, qualifications, department and number of years of teaching experience (Data Template)
Any other relevant information
2.4.4 QnM Average percentage of teachers trained for development and delivery of e-content / e-courses during the last 5 years (10)
2.4.4 QnM Average percentage of teachers trained for development and delivery of e-content / e-courses during the last 5 years (10)
• Number of fulltime teachers in the Institution during the last 5 years
• Number of teachers trained for development and delivery of e-content / e-courses during the last 5 years
Year | 2019 |2020|2021|2022|2023|2024|
Number of teachers trained | | | | | | |
Total Number of Teachers | | | | | | |
Formula:
Percentage per year = Number of fulltime teachers of the Institution trained during one year X100
------- ------------------------------------------------
Total number of fulltime teachers in that year
Average percentage = Sum of all the percentage in a year
----------------------------
5
Upload:
Reports of the e-training programmes
e-contents / e-courses developed
Year –wise list of full time teachers trained during the last 5 years
Certificate of completion of training for development of and delivery of e-contents / e-courses / video lectures / demonstrations
Web-link to the contents delivered by the faculty hosted in the HEI’s website
Any other relevant information
2.4.5 QnM Average Percentage of fulltime teachers who received awards and recognitions for excellence in teaching, student mentoring, scholarships, professional achievements and academic leadership at State, National, International levels from Government / Government-recognized agencies / registered professional associations / academies during the last five years (10)
2.4.5 QnM Average Percentage of fulltime teachers who received awards and recognitions for excellence in teaching, student mentoring, scholarships, professional achievements and academic leadership at State, National, International levels from Government / Government-recognized agencies / registered professional associations / academies during the last five years (10)
Number of fulltime teachers who received awards and recognitions for excellence in teaching and student mentoring, scholarships, professional achievements and academic leadership at State, National, International levels from Government / Government-recognized agencies / registered professional associations / academies during the last five years
Year | 2019 |2020|2021|2022|2023|2024|
Number of teachers who received awards | | | | | | |
Total Number of full time Teachers | | | | | | |
Percentage per year = Number of teachers who received awards during one year X100
----------------------------------------------
Total number of fulltime teachers in that year
Average percentage = Sum of all the percentage in a year
----------------------------
5
Data Requirement for last five years:
List of fulltime teachers who received awards etc., from State, National, International levels from Govt. and Govt. – recognised agencies
Data template
Upload
Institutional data in the prescribed format/ Data Template
E-copies of award letters (scanned or soft copy)
Any other relevant information
Key Indicator- 2.5. Evaluation Process and Reforms (45)
2.5.1. QlM The Institution adheres to the academic calendar for the conduct of
2.5.1. QlM The Institution adheres to the academic calendar for the conduct of
Continuous Internal Evaluation and ensures that it is robust and transparent (10)
Continuous Internal Evaluation and ensures that it is robust and transparent (10)
Provide a description within 500 words
Provide weblink to:
Academic calendar
Dates of conduct of internal assessment examinations
Any other relevant information
2.5.2. QlM Mechanism to deal with examination-related grievances is transparent, time-bound and efficient (15)
2.5.2. QlM Mechanism to deal with examination-related grievances is transparent, time-bound and efficient (15)
Provide a description on Grievance redressal mechanism with reference to continuous internal evaluation, matters relating to University examination for submission of appeals, providing access to answer scripts, provision of re-totaling and provision for re-assessment within 500 words
Data requirement for the last five years:
Details of University examinations / Continuous Internal
Evaluations (CIE) conducted during the last five years
Number of grievances regarding University examinations/Internal Evaluation
Any other relevant information
2.5.3. QlM Reforms in the process and procedure in the conduct of evaluation/examination; including the automation of the examination system (10)
2.5.3. QlM Reforms in the process and procedure in the conduct of evaluation/examination; including the automation of the examination system (10)
Describe the reforms implemented in internal evaluation/ examinations with reference to the following within 500 words
Examination procedures
Processes integrating IT
Continuous internal assessment system
Competency-based assessment
Workplace-based assessment
Self assessment
OSCE/OSPE
Provide weblink:
Information on examination reforms
Any other relevant information
2.5.4. QnM The Institution provides opportunities to students for midcourse
2.5.4. QnM The Institution provides opportunities to students for midcourse
improvement of performance through specific interventions (10)
improvement of performance through specific interventions (10)
Opportunities provided to students for midcourse improvement of performance through:
1. Timely administration of CIE | |
2. On time assessment and feedback | |
3. Makeup assignments/tests | |
4.Remedial teaching/support | |
Upload:
List of opportunities provided for the students for midcourse improvement of performance in the examinations
Information as per Data Template.
Policy document of midcourse improvement of performance of students
Re-test and Answer sheets
Any other relevant information
Key Indicator- 2.6. Student Performance and Learning Outcome (45)
2.6.1 QlM The Institution has stated the learning outcomes (generic and
2.6.1 QlM The Institution has stated the learning outcomes (generic and
programme-specific) and graduate attributes as per the provisions of
programme-specific) and graduate attributes as per the provisions of
the Regulatory bodies and the University; which are communicated to
the Regulatory bodies and the University; which are communicated to
the students and teachers through the website and other documents (10)
the students and teachers through the website and other documents (10)
Provide details of the stated learning outcomes for each programme / course as stipulated by the appropriate Regulatory bodies and the University and the methods followed by the Institution for assessment of the same within 500 words.
Provide Weblink to:
Relevant documents pertaining to learning outcomes and graduate attributes
Methods of the assessment of learning outcomes and graduate attributes
Upload Course Outcomes for all courses (exemplars from Glossary)
Any other relevant information
2.6.2 QnM Incremental performance in Pass percentage of final year students in the last five years (10)
2.6.2 QnM Incremental performance in Pass percentage of final year students in the last five years (10)
2.6.2.1: Number of final year students of all the programmes, who have qualified in the university examinations in each of the last five years.
2.6.2.2: Number of final year students of all the programmes, who appeared for the examinations in each of the last five years.
Year | 2019 |2020|2021|2022|2023|2024|
Number of final year students UG | | | | | | |
PG | | | | | | |
Total | | | | | |
Upload:
List of Programmes and the number of students passed and appeared in the final year examination each year for the last five years.
Link for the annual report of examination results as placed before BoM/ Syndicate/ Governing Council for the last five years.
Reports from Controller of Exam (COE) office/ Registrar evaluation mentioning the relevant details and the result analysis performed by the institution duly attested by the Head of the Institution
Trend analysis for the last five years in graphical form
Data Template
Any other relevant information
2.6.3 QlM The teaching learning and assessment processes of the Institution are aligned with the stated learning outcomes. (10)
2.6.3 QlM The teaching learning and assessment processes of the Institution are aligned with the stated learning outcomes. (10)
Provide details on how teaching learning and assessment processes are mapped to achieve the generic and program-specific learning outcomes (for each program) within 500 words.
Provide web link to:
Programme-specific learning outcomes
Any other relevant information
2.6.4 QlM Presence and periodicity of parent-teachers meetings, remedial measures undertaken and outcome analysis (10)
2.6.4 QlM Presence and periodicity of parent-teachers meetings, remedial measures undertaken and outcome analysis (10)
Describe structured mechanism for parent-teachers meetings, follow-up action taken and outcome analysis within 500 words
Provide weblink to:
Proceedings of parent –teachers meetings held during the last 5 years
Follow up reports on the action taken and outcome analysis.
Any other relevant information
Key Indicator- 2.7 Student Satisfaction Survey (50)
2.7.1. QnM Online student satisfaction survey regarding teaching learning process (50)
2.7.1. QnM Online student satisfaction survey regarding teaching learning process (50)
Data Requirement: (As per Data Template)
Name/Class/Gender
Student Id Number
Mobile number
Email Id
Degree Programme
(Database of all currently enrolled students need to be prepared and shared with NAAC along with the online submission of QIF)
Upload:
Database of all currently enrolled students (Data Template)
Any other relevant information
Criteria 2: Teaching Learning and Evaluation Team
Criteria 2: Teaching Learning and Evaluation Team
- Criteria Head(s)
Dr.
- Sub Criteria Leads & Support teams
SEP:
CSD:
TLP:
TPQ:
EPR:
SPLO:
SSS:
- Criteria Quality Executive
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