WorksheetsNATE Week 1 to 6 Assignment questions Jan-Apr 2024
Total questions: 60
Worksheet time: 36mins
Since 2015, the National Board of Accreditation (NBA) requires that all engineering programs demonstrate the following two.
Good attainment of Course Outcomes
Admissions must be more than 80% of sanctioned strength
There should be consistency between Mission Statements of the Department and its Program Educational Objectives
Pass percentages should be more than 60%
1 point
Ability to work in a team is a characteristic of good engineer because
It is required as per labour laws
It improves communication with customers
All engineering activities are inherently team activities
It makes interaction with the boss more effective
Washington Accord
Guarantees the graduating engineers to work in any of the signatory countries.
Recognizes the substantial equivalence of programs accredited by signatory countries
Guarantees the quality of graduating engineers
Assures the students graduating from programs in the signatory countries are good engineers
An Outcome is.
The topic the teacher covered in the classroom.
A Unit of the syllabus of a course
What the student should be able to do at the end of a learning experience
What the student should be able to do at the end of a learning experience
In Outcome Based Education
Process leads to learning product.
Product defines the process
Learning process defines the product
Teaching is emphasized
These two are important features of an outcome statement.
Should unambiguously state what the student should be able to do/perform.
Should be complementary to the topic addressed.
What the students do or perform are observable and measurable.
Should enable the teachers to teach well.
The criterion “Faculty Information and Contributions” carries maximum weightage in accreditation (200 out of 1000 marks) because.
Faculty constitute the weakest element.
Faculty constitute the main change agents
The programs cannot be conducted without faculty.
The program is not even permitted to be conducted without adequate number of faculty.
Criterion 4: Performance of students is at the Program level. Performance with respect to Criterion 4 is partly measured through two of the following.
Success rates in al semesters
Visiting faculty
Participation in professional activities
Research and development by the faculty
It is necessary to consider education philosophically because
Education is of concern to the society.
Government invests heavily in education.
It is necessary to know what to educate
Students wish to know what they are getting trained for
1 point
Interventions through teaching take two of these forms
explaining some phenomenon to students
disciplining students
listening to what the students are saying
covering the prescribed content
Why is it necessary to identify Program Educational Objectives of a BE program?
To attract good students
To ensure good correlation between what students learnt and the activities they are involved after graduation
To ensure good admissions
To satisfy the requirements of the National Board of Accreditation
PO2 is “Identify, formulate, research literature, and analyse complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences”. PO2 can be effectively addressed through two of the following activities.
Present case studies of complex engineering problems
Conducting research literature and analyzing complex engineering problemsGive a method of solving the formulated problem
Specify the (hardware/software) products and processes that can produce the solution to the formulated engineering problem.
Mini projects by individual students
PO7 is “Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development.” PO7 can be effectively addressed through two of the following activities.
Courses on Sustainability and Pollution
Course on national health policy
Case studies to bring the attention of the students to sustainability issues with assessment in terms of the student’s perception of impact of engineering solutions on sustainability.
Course on IT for development.
PO11 is “Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.” PO11 is important because.
PO11 is “Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments.” PO11 is important because.
If an engineer wants to grow in an organization, he should know some principles of management.
Most of the engineering activities are done in project mode.
Every person must manage his/her finances well.
Program Specific Outcomes (PSOs) can do these two things.
Sate the goals of the Department
State what the graduates of the program should be able to do two years after graduation.
Along with POs should lead to the design of curriculum of a program.
Can differentiate a program from similar programs
Are what the graduates of a program should be doing four to five years after graduation
Identify two of the following statements which are not PSOs.
Understand the role of fluid mechanics in civil engineering.
Develop application software that would perform tasks related to Information Management and Mobiles.
Apply the knowledge of linear algebra, electronics, and social science to the solution of problems of computer science and engineering
Develop IT systems that would perform tasks related to E-governance and/or Health Care Management.
All taxonomies of learning are attempts to understand.
How can the students learn well.
The conditions under which the students are not likely to learn well.
The methods by which teacher can instruct well.
The structure of the cognitive processes involved in learning
The affective domain relates to the _________ and feelings that result from the learning process.
Motivations
attitudes
emotions
understandings
responding
Identify two subprocesses of "Understand" from the following
Recognize
Interpret
Execute
Infer
To what cognitive level does the activity "Explain the use of virtual base class" belong to?
Analyse
Evaluate
Understand
Apply
Remember
Two of the following are the subprocesses of "Analyse" cognitive process.
Infer
Differentiate
Organize
Execute
Two of the following are the action verbs associated with "Evaluate" cognitive process.
Test
Differentiate
Judge reasonableness
Implement
To what category of knowledge does the element "Resistivity of copper at 20OC is 16.8 nWm" belong to.
Factual
Conceptual
Procedural
Metacognitive
All these
1 point
"Knowledge about cognition in general and awareness of one's own cognition" belongs to the _____ knowledge category
Factual
Conceptual
Procedural
metacognitive
none of these
Science is the process of
Establishing the validity of results
Investigation of natural and social phenomena
Solving given problems
None of these
To what category of knowledge does the statement "A device that has two well defined states can be used as a memory unit" belong to?
Conceptual
Metacognitive
Fundamental Design Principles
Practical Constraints
Revised Bloom-Vincenti Taxonomy Table has
5 rows and 7 Columns
6 rows and 4 Columns
6 rows and 8 Columns
5 rows and 6 Columns
Alignment in education is defined using taxonomy table as with all three elements of a science course being.
In vertically adjacent cells of RB taxonomy table
In horizontally adjacent cells of RB taxonomy table
In the same cell of RB taxonomy table
If all assessment items are in cells belonging cognitive level lower than that of stated outcome
Two of the following are non-cognitive factors.
Task Execution
Perseverance
Judging
Confidence
Skills utilizing hand-eye coordination such as throwing a ball, driving a car, operating a machine, playing an instrument or typing pertains to
Cognitive Domain
Affective Domain
Psychomotor Domain
All these
A Course Outcome statement should always start with
Condition under which the proposed activity is to be performed.
Action verb
Criterion that needs to be satisfied.
Knowledge that needs to be addressed
Course Outcome is.
Student Centred
Teacher Centred
Both Student and Teacher Centred
Neither Student nor Teacher Centred
Identify two from the following that need to be considered in writing Cos.
Make the CO as general as possible.
Enumerate all the relevant knowledge elements
Do not make a CO either too abstract or too specific
Use at least two action verbs with each CO
Which two of the following are items in the Check List for writing COs?
Does the CO end with an action verb?
Is the CO stated as a learning product rather than as a learning process?
Does the CO include conditions under which it is not attainable?
Does the CO begin with an action verb?
While tagging a CO with Cognitive Levels two of the following need to be considered.
A CO need not have an Action Verb
Occasionally a CO has two action verbs.
It is necessary to pay attention to sharp demarcation lines that exist between cognitive levels.
There is a possibility of one Action Verb representing two different cognitive levels.
The CO ‘Draw the profile of the cam for a desired follower motion’ addresses these two knowledge categories.
Conceptual
Procedural
Design Instrumentalities
Criteria and Specifications
Course Exit Survey is
Formative in nature
Summative in nature
Encouraging to students
Encouraging to teachers
Assessment plan is defining.
The number of questions to be asked for each CO in all assessment instruments
The expected class average performance in Semester End Examination
The expected class average performance in Continuous Internal Evaluation (CIE)
The weightage for each CO in all the assessment instruments of CIE
The strength to which a PO/PSO is addressed by a CO is determined by.
The instructor subjectively
Conducting a student survey after completing the instruction in that CO
The number of class sessions dedicated to the instruction in that CO
The experts specially invited for the purpose
1 point
Attainment of PO is computed as
(Strength to which the PO is addressed) x (Average attainment in all the associated COs)
(Strength to which the PO is addressed) x (Average attainment in all the COs)
(Strength to which the PO is addressed/3) x (Average attainment in all the associated COs)
Average attainment in all the COs associated with that PO
Students learn well when.
Assessment is at higher difficulty levels.
Assessment is at lower difficulty levels.
Assessment is in alignment with Cos
Assessment is as per instruction
Three important aspects of course design include.
Outcomes, Assessments, and Instruction design
Lectures, Internal Assessments, and Assignments
Credits, Rubrics, and Mini Projects
Learning management systems, ICT tools, and Smart tutors
Principles of instruction design would help instructors to decide two of the following activities:
When it would benefit students to be put into groups
When it would be most effective to give feedback
How to sequence the lectures
When to conduct formative assessment
Which of the following is true with reference to the ADDIE model?
The activities of any phase can be revised only after completing all the five phases.
The activities of any phase can be revised before proceeding to the next phase
The revision of activities in a phase will have no impact on the activities of the earlier phase.
The final summative Evaluate phase alone can lead to the revision of activities in any phase.
Locating the Cos in the taxonomy table is typically an activity of:
Implement Phase
Design Phase
Analysis Phase
Development Phase
1 point
Expanding a CO into competencies is typically an activity of:
Design Phase
Development Phase
Implement Phase
Analysis Phase
Sample assessment items for a CO presented in the Analyse Phase
Should be at a cognitive level higher than that of the CO
Should always be cognitive levels lower than that of the CO
Should always be multiple-choice questions
Should be in complete alignment with the CO
Two statements that are valid about assessment are.
Evaluation is the same as assessment.
Assessments tell students what the teacher considers to be important
Assessment is of no consequence to learning.
Assessment guide students to learn
Test Items are.
The same as questions
Questions plus additional information
The quizzes teacher conducts for formative assessment.
Assignments for formative assessment
These two are examples of selection type test items.
Short answers
Presentations
Rearrangement
Multiple choice
ICT can be used in two of the following activities in designing and conducting a course.
Learning analytics
Ensuring that students are present in the class.
Creating Assessment Instruments
Ensuring the students submit their assignments
WhatsApp can be used in Assignments for these two activities.
Designing assignments
Students submitting the responses to assignments
Faculty member evaluating the student responses.
Communication between students and faculty member
Internal Assessment must
Address selected Cos adequately.
Address all Cos at cognitive levels lower than the level of CO.
Address all Cos at cognitive levels higher than the level of CO
Address all Cos adequately.
Weightage given to assessment items on a CO that belong to cognitive levels lower than the cognitive level of that CO should not be.
> 60%
> 80%
> 40%
> 50%
Item Bank is.
a collection of representative assessment items for important Cos of a course.
a large collection of assessment items for all Cos of a course tagged with CO, marks, Cognitive Level, Knowledge Categories, and difficulty level.
a collection of assessment items for all Cos of a course, tagged by the concerned cognitive level, for creating home assignments.
A collection of assessment items for all Cos of course tagged with CO and Cognitive Level to be used for working out problems in the classroom.
Items in the item bank for Assignments should be designed at
The cognitive levels lower than those of Cos
The cognitive levels higher than those of Cos
The cognitive levels of the Cos
The cognitive levels considered important by the teacher
Which of the following is true when an LCD projector is used to present material in a regular classroom?
The instructor may simply read from the display leading to demotivation of some students
Simulations can’t be included.
Easy display of complex figures is not possible.
Changes to the material presented are complicated
Two advantages of using an electronic classroom:
Lecturing can be reduced.
Information can be presented in graphic form.
Student engagement can be enhanced
Quizzes can be conducted and evaluated easily
Face-to-Face instruction
Can use any of the delivery technologies
Cannot use LMS
Can use only Black Board
Cannot use Electronic Smart Boards
Instruction design is done based on the choice of
Delivery technology
Instructional Components
Delivery technology and Instruction Type
Instruction Type
