Font size
WorksheetsNATE NPTEL Assignment 7 to 12 _Quiz
Total questions: 60
Worksheet time: 31mins
Which of the following is not a process of the implement phase?
Planning for the resources needed to conduct the course
Creating all the formative and summative assessments instruments needed for the entire semester.
Preparing sample assessment items for all the COs
Preparing the instruction schedule
A well written Syllabus
Improves placements.
Improves admissions.
Keeps the instructor on track throughout the semester
Increases the comfort level of faculty
1 point
With respect to an Instructional Unit, which of the following is not true?
One Instructional Unit must address only one competency.
One Instructional Unit must be completed in one classroom session
One Instructional Unit may include both theory and laboratory sessions.
One Instructional Unit may require more than one classroom session
1 point
The summative instruments should be designed to ensure that all students are required to pay attention to the
attainment of what the instructor considers as important COs.
attainment of initial COs (CO1, CO2, CO3, CO4 of eight Cos of the course)
attainment of all COs
attainment of the later Cos (CO5, CO6, CO7, CO8 of eight COs of the course)
Getting valid survey data from students is difficult because of these two factors.
Students may fear that they would be victimized if they give negative feedback
Students may fear that it will serve no purpose if they give positive feedback.
Students feel that no instructor really uses this feedback data
Students feel that instructor use the data to make the course more difficult in the name of improvement.
1 point
In an exit survey for a course, responses to all questions were on the scale of 1 (worst rating) to 4 (best rating). A total of 50 students responded to the survey. There were three questions related to CO5. The average values of the response to these three questions are 2.4, 3.4 and 2.2 respectively. The attainment value of CO5 from this data is:
53.3%
66.7%
73.3%
26.7%
1 point
Specific improvements to instruction are worked using these two
Instruction schedule
CO Attainments and Attainment Gaps and Feedback from students
Profile of students crediting the course
Inputs from peers and observations by the instructor himself/herself
“Did it help you in becoming a better team player?” is a question that is relevant in the exit survey of
Theory-Only core course
Theory-Only Elective Course
Project
Seminar
Formative Evaluate activities in designing a course as per ADDIE model consists of
Getting the output of Analysis phase peer reviewed and making the necessary revisions.
Getting the sub-processes of all phases peer reviewed and making the necessary revisions.
Getting the output of a phase peer reviewed at the end of that phase and making the necessary revisions.
Getting the sub-processes of Design Phase peer reviewed in the context of course being designed.
These two are sub-processes of (Summative) Evaluate Phase
Expanding Cos into competencies.
Preparing assessment instruments for CIE and SEE.
Attainment of POs and PSOs through the COs
Summary observations
Intentional facilitation of learning toward an identified learning goal is:
Learning
Instruction
Assessment
Learning outcome
Which of the following is not an example of content sequencing?
Concrete-to-abstract
Hierarchical
Discussion
Scaffolding
Elements of instruction that are not directly related to the content but facilitate effective instruction that can lead to good learning are called.
Instructional models
Instructional Units
Instructional approaches
Instructional components
1 point
Instructional situations are characterized by.
Values and Conditions
Values and Learning environment
Learning Goals and Conditions
Learning Goals and Learning environment
Creativity can be modified:
By environment but not by schooling
By schooling but not by environment
Both by schooling and by environment
By neither environment nor schooling
The most important role in responding to emotions, particularly fear, is played by:
Amygdala
Prefrontal cortex
Occipital lobe
None of these
Which two of the following are instructional components?
Elaboration
Direct Instruction
Analogies
Easy-to-difficult sequencing of content
With reference to notes made by the students and notes provided by the instructor, which of the following holds most often?
Both notes made by the students and notes provided by the instructor are equally effective
Notes made by students are less effective than notes provided by instructor.
Notes made by students are more effective than notes provided by instructor
Notes made by students are more effective than notes provided by instructor
1 point
According to Merrill’s Application principle, learning is enhanced:
when learners receive corrective feedback
when peer collaboration takes place
when learners are coached and when this coaching is gradually withdrawn for each subsequent task
all these
Within the 4-phase cycle of learning of Merrill, we have a cycle of Structure-Guidance-Coaching-Reflection. Here “Reflection” is associated with Merrill’s principle of:
Activation
Demonstration
Application
Integration
Instruction is.
Writing good course outcomes
Designing difficult assessment instruments (question papers)
Facilitating learners towards attaining course outcomes
Giving good assignments
1 point
Which phase in the instruction unit based on Merrill’s model is concerned with making students understand the relevance of the CO / Competency?
Activation and Motivation
Demonstration
Application/ Engagement
Integration
“Review” is part of _____ phase of Transaction Model of Direct Instruction
Presentation
Practice
Assessment & Evaluation
Monitoring & Feedback
With reference to “Practice” of transaction model of Direct Instruction, which of the following statements is true?
Teacher must provide feedback during Guided Practice as well as Independent Practice
Teacher must provide feedback during Guided Practice only. It is unnecessary during the Independent Practice
Teacher must provide feedback during Independent Practice only. It is useless during Guided Practice
Feedback by teacher is a waste of time and is unnecessary either during Guided Practice or during Independent Practice
Enabling learners to apply knowledge and skills to create an artifact that satisfies user needs is considered an extremely important feature of
Project based approach to instruction and not of Problem based approach to instruction
Problem based approach to instruction and not of Project based approach to instruction.
Both Project based approach to instruction and Problem based approach to instruction
Neither Project based approach to instruction nor Problem based approach to instruction
Project based approach to instruction gives importance to students acquiring and demonstrating:
Domain specific knowledge and skills and not transferrable skills
Transferrable skills and not domain specific knowledge and skills
Neither domain specific knowledge and skills nor transferrable skills
Both domain specific knowledge and skills and transferrable skills
In problem-based approach to instruction, the Role of instructor is:
as a facilitator of learning and not as provider of content
not as a facilitator of learning but as a provider of content
as a facilitator of learning and also as provider of content
either as a facilitator of learning or as provider of content but not as both
In problem-based approach to instruction, the problem posed initially.
Must necessarily remain unchanged during the learning process.
May or may not remain unchanged during the learning process
Must necessarily be changed during the learning process.
May be changed exactly once
Design Thinking is characterized by divergent thinking.
True
False
1 point
Traditional engineering courses in most of the current curricula focus.
On Convergent thinking rather than divergent thinking
On Divergent thinking rather than convergent thinking
On Convergent thinking and divergent thinking equally
Only and exclusively on divergent thinking
Simulation based approach to instruction enables students attain many POs. The most relevant PO among these is:
PO11
PO6
PO5
PO8
With reference to Simulation time and the real time of the underlying process concerned, which of the following holds?
Simulation time is always identical with the real time of the underlying process concerned.
Simulation time is always faster than the real time of the underlying process concerned.
Simulation time is always slower than the real time of the underlying process concerned.
Simulation time can be faster than or slower than or same as the real time of the underlying process concerned
One of the key aspects of metacognition is that it is:
knowledge about the structure of brain
thinking about one’s own thinking
knowledge of original Bloom’s Taxonomy
a listing of the knowledge categories of Revised Bloom’s Taxonomy
Regulation of motivation is an aspect of:
Metacognitive knowledge
Metacognitive control
Metacognitive monitoring
Conceptual knowledge
Challenges faced by most of the self-financing and non-autonomous institutions include:
Maintaining financial viability
Attracting students of high quality
Maintaining faculty of high quality
All the above
Given the constraints under which teachers work in private, self-financing, and non-autonomous institutions, it is certain that they cannot make any difference to the quality of learning by students.
True
False
The Vision and Mission of the Department are arrived at by:
The principal.
The Head of the Department.
The Head of the Department in consultation with the principal.
All the stakeholders through a well-defined process.
Mission of the department:
Mission of the department:
Describes where the department sees itself in near future.
Describes what its alumni will be doing 4 to 5 years after graduation.
Describes the professional aims of its faculty
Vision and Mission of the department are:
formulated once and are never again modified.
formulated and then reviewed exactly once in 4 years.
formulated and then always modified after exactly 4 years.
formulated and then reviewed periodically and modified suitably if necessary. The periodicity can vary from institute to institute.
PEOs must be correlated to the
Elements of the mission statements of the Department
Mission and vision statements of the department
Mission and vision statements of the department and institute
Vision of the institute
Marks awarded under the Criterion 4:” Students Performance” are mostly based on the data provided by the institute rather than by the subjective perception of the Visiting Team.
True
False
The set of POs is same for both Type I and Type II institutes. However, the Program Curriculum is designed by the institute itself when the institute is a Tier I institute. Curriculum is provided by the affiliating University for a Tier II institute. Hence, the marks allocated under sub-criterion “Program Curriculum” are:
Same for both Tier I and Tier II institute
More for Tier I institute than for Tier II institute
Less for Tier I institute than for Tier II institute.
There is no sub-criterion called “Program Curriculum”.
Program Articulation Matrix depicts the correlation between the courses and
Program Outcomes only
Program Specific Outcomes only
Both Program Outcomes and Program Specific Outcomes
With COs if it is a Tier II institute
Methodologies must be available.
To support weak students
Encourage bright students.
Both To support weak students and encourage bright students
Are not required as per NBA, though these are desirable
With reference to the Internal Test Questions, a documented process must exist to ensure the quality of questions from the perspective of:
Mapping to Outcomes
Learning levels
Coverage of COs
All of these
As per NBA, the number of PSOs:
Must be exactly 2.
Must be exactly 5.
May be 2 to 5.
May be 2 to 4
COs of any course, taken together:
Must necessarily address all the POs and all the PSOs.
May or may not address all the POs and all the PSOs.
Must necessarily address all the POs but may not necessarily address all the PSOs.
May not necessarily address all the POs but must necessarily address all the PSOs.
When the actual attainment of a CO is equal to the set target level,
The target must necessarily be raised for the next offering of the course
The target must necessarily be same for the next offering of the course.
The target may be raised or retained at same levels with explanation of the rationale for retaining the same level
The target may be raised, retained at same level, or even lowered
In computing Success Rate, students admitted in Second Year via lateral entry are not considered.
True
False
Success rate without backlogs in the context of NBA means:
No failures in any semester / year
No failures in first year
No failures in final year
No failures in the higher 3 years
SAR specifies a formula for computing the marks to be awarded based on the Faculty Cadre Ratio. However, there is constraint that the marks awarded will be zero only if the Available Professors = Available Associate Professors = 0. This constraint is.
Applicable to both Tier I and Tier II institutes
Applicable to Tier I institutes but not to Tier II institutes.
Applicable to Tier I institutes but not to Tier II institutes.
Considered desirable by the Visiting Team but is not stated explicitly in the SAR
The maximum marks that can be awarded to one faculty member under the sub-criterion on “Faculty as participants in Faculty development /training activities/ STTPs” is:
3.0
4.0
5.0
6.0
“Additional Facilities created for improving the quality of learning experience in Laboratories” is relevant for:
Both Tier I and Tier II institutes.
Relevant for Tier I institutes but not for Tier II institutes.
Relevant for Tier II institutes but not for Tier I institutes.
Neither for Tier I institutes nor for Tier II institutes.
While the Institute must make efforts to promote entrepreneurship activities of the students, the actual number of students who become entrepreneurs is irrelevant for the purpose of evaluation by the Visiting Team.
True
False
1 point
Action Plans based on the results of evaluation need to be specified.
For all the POs and PSOs
Only for the POs and PSOs whose attainments are less than their corresponding target
For all the POs and for only those PSOs whose attainments are less than their corresponding targets.
Only for the POs whose attainments are less than their corresponding targets and for all the PSOs.
Academic Audit Team:
Must consist of internal auditors only.
Must consist of external auditors only.
Generally, consists of internal auditors but may include external auditors in some cases based on the policy of the institute.
Must always consist of internal auditors and external auditors.
The main objective of Academic Audit is:
To help the department in improving the quality of its programs
To list the faults of the department
To ensure compliance to the requirements of the NBA
To help the Management to determine rewards / punishments for the department
In computing First Year Academic Performance, reference is made to “successful students”. Here, “successful students” are.
Students who are permitted to proceed to second year
Students who pass all the courses of the first year in first class
Students who pass all the courses of the first year whatever be their marks / grades
Any of the above based on the definition adopted by the institute.
Evaluation of faculty by students:
Is required only for the faculty on probation.
Is required only for the faculty with experience of less than five years.
Is required for all faculty members.
Is required only for the faculty with low scores in the earlier formal or informal surveys.
As per NBA requirements Grievances of employees:
Can be handled informally by the Management. This is adequate.
Can be handled informally or formally by the Management. This is adequate. No need to maintain any records.
A grievance redressal cell must be established formally to attend to the grievances of employees and records must be maintained.
The institute can claim that their employees have no grievances and hence they have no need to establish any grievance redressal mechanism
