(A) As Instructor
/ Tutor
- To obtain a copy
of syllabus for the assigned course(s)
- To announce in class,
syllabus and text/reference books to
be followed in the course.
- To announce the scheme
of evaluation to the students as per
academic guidelines.
- To ensure that the
total course is covered as per approved
blow up.
- To deliver lessons
and prepare tutorial sheets/ topics
for seminar/ home assignments etc.
- If the course is
a core course, prepare tutorials/home
assignments/topics of seminar in consultation
with the other instructor(s)/tutor(s).
- To earmark time to
remove difficulties of students outside
the classroom.
- To carry out the
continuous internal assessment of students
via quizzes/home assignments/tutorial/seminars,
etc.
- To prepare question
papers of one-hour duration for mid
semester tests based on the syllabus
covered up to that period and to keep
it in safe custody.
- No. of copies of
question papers should be 5 more than
the no. of registered students.
- The instructor has
to bring the requisite no. of question
papers to the Examination Hall on the
scheduled date of test/exam.
- To collect the answer
sheets from the invigilator / Exam.
Supdt. and to check it with the no.
of students present.
- To evaluate all answer
books by stipulated time.
- To return mid semester
answer books to the students, discuss
the question paper in the class and
remove discrepancies, if any.
- To display students
performance record in the last week
before the end semester examination.
- To prepare question
papers of three-hours duration for the
end semester examination covering the
entire syllabus.
- To keep the question
papers, answer books (evaluated/unevaluated)
in safe custody.
- To show evaluated
answer books of end semester examination
to students on the notified date and
time and keep one copy of notice in
the course file.
- To prepare four copies
of grades and deposit the same to the
Academic Section along with end semester
answer books.
- To maintain a record
of students performance & attendance
for a period of one year.
- To inform the HOD
about suggestions, if any, regarding
the course content, new books to be
procured, requirement of hardware/software
tools.
- To submit the course
file
(B) As Lab Instructor
- To ensure working
of equipment/facilities required for
the performance of experiments as per
the syllabus before the start of the
session.
- To update instruction
manuals, if any, for the Lab,.
- To announce evaluation
policy at the beginning of semester.
- To check lab. reports
periodically.
- To evaluate students
performance as per guidelines.
Responsibilities of
Lab Incharge
- To interact with
Faculty and students regarding the Laboratory
problems/suggestions and based on that
instruct lab staff.
- To obtain the status
report of Hardware / Software available
in the Departmental Laboratory from
the Lab. Staff.
- To report to Head,
regarding functioning of the Lab and
the requirement of the Lab from time
to time.
- To ensure that lab
staff carries out preventive and corrective
maintenance and maintain a proper record.
- To prepare proposals
for upgradation of labs.
Responsibilities of
System Analyst-Cum Programmer
- To ensure proper
and smooth functioning of the Departmental
Laboratory.
- To make proposal
for new workstations and software.
- To make requisition
of software and their installation as
& when required.
- To design & develop
new software.
- To assist students
in doing lab work.
Responsibilities of
Lab Superintendent
- To maintain all equipment
& experimental set up, if any, and ensure
that they are in working condition.
- To arrange materials
and other inputs needed for conducting
experiments.
- To maintain technical
literature/manuals pertaining to available
equipment
- To maintain records
pertaining to lab grants and equipment
repaired.
- To identify requirement
of Hardware/ Software required in the
lab.
- To ensure smooth
running of Lab.
- To assist students
in conduct of lab work.
Responsibilities of
Computer Operator
- To assist System
Analyst in maintenance of Computer Laboratory.
- To help/guide students
in laboratory work.
- To assist system
analyst in placing requisition for software
and hardware installation & maintenance.
- To assist in developing
new software.
- To look after all
software and their related manuals available
in the department.
Responsibilities of
Lab Attendant
- To keep the laboratory
including equipment, clean.
- To maintain the entry/exit
register in computer Lab.
- To count the number
of equipment just after opening the
lab and just before closing and inform
any discrepancies to the lab in charge
/system Analyst/immediate supervisor/HOD.
- To assist Lab. Superintendent
in conduct of Lab and repair work.
- To issue equipment/computer
stationery to students as per requirement.
- Any other activity
deemed necessary to run the laboratory
smoothly.
Responsibilities of
Technician
- To assist Lab Suptd
in Maintenance of Lab equipment.
- To assist the Lab
Suptd in smooth working of the Labs
during hours of operation.
- To maintain records
of all consumable items used in the
Laboratory.
- To assist in assembling
of PCs required in the DEPT/Institute
and impart practical training to BE
students.
- Any other activity
considered necessary by the Lab Suptd.
The Guidelines to Teachers
Credit system is being followed in both
the undergraduate and post-graduate curriculum.
The prominent features of the system are
: continuous evaluation of students performance,
course wise promotion and the flexibility
to allow the students to select courses
and to move at an optimum pace suited to
their ability, capacity and interest. The
under-graduate curriculum has two main components
i.e. Core Courses and Professional Courses.
The core courses lay emphasis on concepts
and principles with a view to develop ability
for problem solving, rigour and analysis,
whereas professional courses, lay emphasis
on design, manufacture, professional practice
and technology and a built-in flexibility
to encourage students to focus specialisation
in their areas of interest. Continuous internal
evaluation and qualitative letter grading
system was introduced in the institute with
effect from admission of 1985.
Although now we have the experience of
twenty years (Forty Semesters) of running
the core programme with continuous internal
evaluation and letter grading system, there
has been some doubts in the minds of certain
teachers, especially those who are new in
the system, about the internal evaluation
and the grading system. It is, therefore,
thought desirable to bring out guidelines
which are intended to help the teachers
of the Institute to discharge their teaching
responsibilities and the associated operations
that necessarily go with them. It is necessary
to appreciate that these are only guidelines
whereas the authoritative document on the
operation of rules is the Academic Regulations.
1 - Continuous Evaluation
The ground rules for the operation of
the course regarding the course contents
with lecture wise details, various components
of evaluation with their weightage, dates
of various tests/quizzes etc. with a reasonable
phasing should be determined right in the
beginning of the semester and announced
to the students on the first day of the
semester itself. The last test or quiz should
not be close to the start of the end semester
examination.
Evaluation is a part of the teaching
- learning process. The philosophical motivation
for evaluation is to generate a process
of thinking both in the teacher and in the
taught by providing them with a feed back
of how far they are succeeding in their
attempts. It is naturally necessary to have
frequent opportunities for evaluation through
large number of tests, quizzes and examination
of different kinds. The total evaluation
at the end of the semester is consequently
an integration of all those performances.
Evaluation in a multisection class must
take into account the possible differences
in evaluation by the various teachers. It
must be possible to devise different methods
of minimising the subjectiveness arising
thereof. One method is to have the evaluation
done question wise by various teachers so
that each question is evaluated by the same
teacher for all the students of all the
sections. It is further desirable to have
a common sitting of all the teachers (Instructor
and the tutors) while evaluating the answer
books for quick disposal of the work.
Openness is the key of success of internal
evaluation. Return of evaluated scripts
after each test and quiz is an excellent
self discipline and on educational process
in itself. This return should be done without
delay (not later than three days from the
date of test/quiz) so that students have
an opportunity to see their performance
and also assess their own performance in
relation to the rest of their class-mates.
While handling back test and quiz answer
papers, answers should be explained in the
class or displayed, indicating how the papers
have been evaluated. Average marks of each
test/quiz, information about the highest
mark and the lowest mark and relative positions
of students should be made available to
them through an announcement in the class
or displaying on the notice board. Persistent
poor performance or any repeated abnormality
on the part of the student should be recognised
early enough and also steps taken to correct
such students. Showing the End Semester
answer books to the students before they
are considered for evaluating the grades
are equally important so that the student
does not have any doubt in his mind about
his performance in a course during the semester.
The success of the internal evaluation
system depends on the proper conduct of
all the components of evaluation that go
into the Semester letter grade of the student
for the course. Secrecy regarding question
papers should be maintained at all costs
and can be preserved by personally attending
to this work. In this respect the entire
responsibility rests on the instructor and
his team of tutors.
Finally, the role of tests, quizzes and
examinations in a system of continuous evaluation
must be seen by the teachers in the proper
perspective in relation to teaching and
learning and should be explained to the
students. Question papers in various tests,
quizzes and examination should not unduly
emphasis memory nor need they include any
questions to cater to un-motivated students.
Generally the questions should be challenging
and innovative and it is a challenge for
the teacher to create this climate. Question
papers prepared with imagination will be
respected by students. This naturally means
that conventional examinations have to give
place to innovations in setting question
papers, testing and evaluation. The different
tests have to take care of the spectrum
of different competencies that one expects
from the students namely, instantaneous
recall, capability to apply known principles, conceptional arguments etc.
´A repetitive pattern of questions repeating
the same questions of the previous years
is not a satisfactory situation”.
II. - Grading
Although the grading is done at the end
of the semester, but the preparation for
it has to be done throughout the semester.
The overall performance obtained as numerical
marks through a process of continuous evaluation
by means of various different types of evaluation
components contain more information that
there would have been in a single final
examination. However, even this representative
numerical mark cannot be expected to have
an absolute validity of its own, irrespective
of the standard and types of evaluation
that went in to its making. An intelligent
teacher would grant that the real task,
on the other hand, is to recognise that
the group of students obtaining nearly the
same marks really belong to a single qualitative
cadre or degree of performance. The object
of a sound grading system is, therefore,
to find out and recognise such distinctive
cadres and designate them in terms of qualities
like “Excellent”, “Good”, “Fair”, “Poor”
and “Fail”.
The teacher for a course has to give
grades for his students on the basis of
their total performance during the semester.
In this continuous evaluation system, the
raw data in terms of the total marks of
the students has to be considered with respect
to the highest marks. The lowest marks,
the average marks and the standard deviation
on alongwith the standard the teacher expects
in the course, taking into account any factors
peculiar to that semester, the course and
that the set of students. From these raw
data, group of students of nearly the same
performance have to be found to whom a single
grade is to be awarded. This grading is
the responsibility of the instructor incharge
of the course.
The following preparation has to be made
before deciding on the award of grades :
- For each student
in your course add up all the numerical
marks secured by him/her in different
assessments during the semester before
the End Semester Examination and then
with the End Semester Examination. These
marks may be out of a maximum of 100.
Fraction of marks should be rounded
up after the last totalling and not
at the end of each assessment during
the semester.
- Arrange the marks
of all students in descending order
so that the highest is at the top and
the lowest at the bottom. Calculate
the average marks and the standard deviation.
- Prepare a table which
shows all the possible marks in end
column in descending order and the number
of students who got that mark shown
against it in another column. The number
of students who got the same mark will
be shown by an equal number of strokes.
This practice if carried out on a graph
paper gives a good histogram and therefor
a visual picture of the total distribution
of marks in your class, the density
of students at several locations etc.
You do not have to do this exercise
if you use computerised grading.
The next task is to locate various distinguishable
clusters of students in the distribution.
The process of grading starts now.
The clusters indicate that within each
cluster the students have the same qualitative
performance. Necessarily any student belonging
to a certain cluster cannot be graded differently
from the other students in the same cluster.
The first decision to take is to decide
whether the top most cluster merits an ‘
A grade or not. ‘A’ connotes excellence
in performance and deciding this you may
have to take into account your own expectations
for the course coupled with the fact of
any local variations present in the particular
semester. In the same way one has to decide
whether the bottom most cluster connotes
an ‘E’ grade performance namely that the
students have just been exposed only to
the course and can by no means be rated
better than to repeat the course. Having
decided the grades of the two clusters at
either end of the distribution, it is now
necessary to arrive at a reasonable and
responsible classification of the remaining
students into the remaining grades. For
this purpose the average marks, the standard
deviation and the concentration of students
at different levels above and below the
average will give an indication. The teacher
will then have to draw boundary lines dividing
the students into different groups.
The dividing lines between different
categories will have to reflect the sharp
differences in the quality of performance
of student on either side of the dividing
line. For this purpose one can not expect
to have any mechanical formula for drawing
the dividing line. On the other hand the
teacher, who knows the student most, should
use his discretion and by marking a qualitative judgement of border line cases, should be
able to draw the dividing lines in such
a way that he/she finally ends up with clearly
distinguishable groups A,B,C,D &E. Experience
shows that these distinguishable groups
begin to emerge even after a few components
of evaluation are over. This exercise should
at least be made before the start of End
Semester Examination and compare it with
the end distinguishable groups.
While examining border cases up grade
only those students who in your opinion,
based on continuous evaluation, deserves
to be upgraded. This should not be a blind
addition of a certain number of points to
every one at the border. Here is the importance
of a teacher knowing his student. In this
connection, you may consider those students
who were regular in their work or those
who were constantly improving from the beginning
of the semester to the end or those who
submitted all home assignments properly
and in time.*
Where-even there is a course with multiple
sections it is clear that teaching and evaluation
that apply to a single section course also
equally applies to a multiple section course
except that the team of instructor and the
tutors act as one entity under the captainship
of the instructor incharge. Naturally a
certain co-ordination is essential for organising
the programme, setting the pace of progress
for course, for grading the students and
for many other allied matters. The instructor
incharge who may be considered as the first
among equal is basically a teacher of the
course. He takes lectures of the whole or
a part of the class and should also take
at least one section of the tutorial class
and one section of the laboratory class.
Experience indicates the allied routine
and discipline that are necessary for co-ordination
and smooth operation include :
- a weekly scheduled
meeting of all the members of the team,
- discussion on the
schedule of teaching and coverage of
contents,
- discussion on the
details of tutorial sheets, home assignments
and laboratory experiments,
- discussion on the
method of evaluation and the details
of question papers for tests, quizzes
& examinations,
- evaluation of answer
books by the team so that evaluation
of the same question is done by the
same teacher for all students of the
course;
- attending the lecture
class by the tutors of the course, is
essential, so that they also know the
course coverage and other important
points discussed by the Instructor in
the lecture class, and
- In the even of differences
in opinion between the Instructor and
tutor(s) on certain issues of running
the course and grading students including
the award of final grades, the view
of the Instructor Incharge should prevail
with strong reasons in the final interest
of the course.
In the end it is emphasised again that
the key success of internal evaluation and
grading system is in the swiftness and transparency
in evaluation of various components and
to ensure establishing a process which helps
students put in continuous steady work.
Evaluation of Student's
Performance Letter Grades
Continuous evaluation has been largely
accepted as the standard. It involves testing
the students a number of times during a
semester, thus de-emphasising the importance
of the final examination. Continuous evaluation
can be effectively implemented by a system
of evaluation where the teacher concerned
evaluates his own students through (I) mid
semester tests and end semester examination
(ii) announced and un-announced quizzes
(iii) submission of home work (iv) seminars
(v) general ability demonstrated in tutorials
and laboratories and (vi) any other task
assigned from time to time. The marks obtained
by the students in a particular test/quiz/examination
are made known to them immediately after
evaluation and not later than three days
from the date of test/quiz/examination.
However, the overall performance of students
cannot be measured so accurately as to be
recorded in percentage marks. Therefore,
letter grade system is preferred as it is
based on the relative performance of the
students.
In this system of evaluation, on the
basis of the overall performance in the sessional work as well as in the mid-semester
and End Semester Examinations, a student
is awarded (by the Instructor Incharge in
consultation with other tutors) one of the
following grades:
A means Excellent with point 10
B means Good with point 8
C means Fair with point 6
D means Poor with point 4
E means Fail with point 2
Here each letter grade indicates the
level of performance of a student in a course
and has a grade point for purposes of computing
the Cumulative Grade Point Average (CGPA).
CGPA is the weighted average of all the
grades awarded to a student since his entry
into the Institute upto and including he
latest semester and computed as follows:
CGPA = (Summation of Ci * Gi )divided
by (Summation of Gi)
Gi donates credits assigned to the i
th course and Gi indicates the grade point
equivalent to the letter grade obtained
by the student in the ith course.
Similarly Semester Grade Point Average
(SGPA) which is the weighted average of
all the grades awarded to a student in a
particular semester is computed by dividing
the total grade points earned with the total
number of credits registered in that semester.
Here we have five letter grades only.
‘C’ grade is an average grade (Fair) and
should, therefore, be awarded to the average
category of students in the class. Thus
in all probability, an average student should
get a ‘C’ grade. Similarly ‘D’ is a conditionally
pass grade (Poor) and should be awarded
to a student who is poor but, otherwise,
may be declared pass and ‘E’ is a grade
to be awarded to a student who has attended
the course but is not fit to pass. ‘A’ is
a grade to be awarded to a student who is
really very good and excellent, whereas
the grade ‘B’ is awarded to a group of students
who are above average in the class and good
in their performance. The recorded percentage
marks for various courses may have variation
depending on the teacher whether he is very
strict or lenient in setting the question
paper and awarding the marks; the calibre
of students in general and the type of the
course.
Converting Marks into
Grades
A system of relative grading is followed
in converting students marks into a grade,
i.e. in awarding the grade, the performance
of the student is compared to that of the
other students in his class. The letter
grade awarded to a student in a course should,
therefore, be based on the class average
after considering the best performance put
up by the students and with the consideration
of various factors mentioned above. The
teacher is the best judge in awarding the
grades. and can have the pattern of distribution
of grads in a class having a normal student-mix.
If an instructor is not able to award
grades as per the suggested guidelines he
should have a strong reason and justification
for the decision taken by him. Average Grade
Point (AVGP)
One of the measures of liberal, right
or strict grading is Average Grade Points
allocated to a class. (AVGP). AVGP is computed
as given below:
AVGP =
Ni : No. of students awarded Grade i
; i = A ......E Ci : Grade point associated
with grade i ; i = A ......E
AVGP should not exceed 7 for a class
strength greater than 20. An idle AVGP shall
lie between 6.00 to 6.5. In case of class
strength less than 20, the basic principles
of grading should still hold true. The AVGP
in such cases may some times range from
6.0 to 7.5.
The new software being made available
on the computer from Semester-II, Session
2000-2001 shall show the range of marks
for award of grades within which Instructor
will be able to draw the boundary lines.
Non-Credit Courses
Incase of B.E. Programme, grades of non-credit
courses shall not be considered for computing
SGPA or CGPA. A student has to pass all
the five courses to become eligible for
the award of degree.
When a student repeats a course the new
grade will replace the earlier one in the
calculation of the SGPA and CGPA.
Weightage of End Semester Examination
Mid-Term Test and other components of Students'
evaluation
- Non Laboratory Courses:
First Mid-Semester Test is of 15 marks
and 1 Hr duration. Second Mid-Semester
Test is of 15 marks and of 1 Hr duration.
Final Examination is of 45 marks and
of 3 Hrs. duration. Internal Assessment
is of 25 marks.
- Courses with Laboratory
Components: First Mid-Semester Test
is of 12 marks and of 1 Hr duration.
Second Mid-Semester Test is of 12 marks
and of 1 Hr duration.Final Examination
is of 36 marks and of 3 Hrs. duration.
Internal Assessment is of 16 marks and
Laboratory work evaluation including
Viva-Voce is of 24 marks.
- Practice Courses:
First Mid-Semester Test is of 25 marks
of 2 Hrs. duration. Second Mid-Semester
Test is of 25 marks of 2 Hrs. duration.
Internal Assessment is of 35 marks.
Viva-voce is of 15 marks.
The Course Instructor will display total
marks secured by a student out of 100 with
all details at the end of the semester on
the Departmental/School notice board.
Regulations in Respect of Use of Unfair
Means by Students During Mid-Term Test and
End-Semester Examinations.
As soon as a student is suspected by
the invigilator or any authorised person
of having resorted to unfair means his answer
book shall be seized. The papers etc. duly
signed by the invigilator and Superintendent
found in possession of the student shall
be stitched with his answer book in his
presence. The Superintendent shall ask the
candidate to make a statement in writing,
explaining his conduct. In case the candidate
refuses to do so, the fact of his refusal
shall be recorded by the Superintendent,
which should be attested by atleast one
Supervisor on duty.
After completing all above formalities,
fresh answer-book shall be given to the
student for completing the examination.
After a particular test examination session
is over, these answer-books, (duly marked
I, II) shall be sent or delivered separately
to the Dean (Academic) along with the report.
A committee will be appointed by the Director
annually to enquire into the cases of attempt
at unfair means in the test/examination.
It shall submit its recommendations after
identifying clearly the category of nature
of the offence as listed in regulations
to the Dean of Academic Affairs for consideration
and necessary order.
A student whose guilt is established
shall be dealt with under the provisions
of the disciplinary regulations. The following
action may be taken for different categories
of offences under this regulation:
Category -I
- A student found talking
to another student during the examination
hours in the examination hall
- If during the examination
hours i.e. after receipt of the question
paper and before handing over the Answer-book,
a student is found to be talking to
a person outside the examination hall
while going to the urinals etc.
Action to be taken: First warning. If
he repeats, the first answer-book to be
withdrawn and cancelled and the second answer
book to be provided & evaluated.
Category -II
- Writing either the
questions set in the paper or solution
thereof on any piece of paper during
the examination
- Changing seat in
the examination-hall without permission.
Action to be taken:- The examination
of the concerned paper to be cancelled for
that test and student will be awarded zero
marks in that paper.
Category-III
- To be found in possession
of relevant written or cyclostyled note
or any printed material or notes written
on any part o his/her body or clothing
or instruments such as Electric Diary,
set-squares, calculator, scale etc.
or having notes written on chair, table,
desk or drawing board during the examination.
Action to be taken:- The student will
be awarded 'F' grade in the paper.
Category -IV
If during the examination hours i.e.
after receipt of the question paper and
before handing over the answer-book, a student
is found:
- To be copying or
to have copied from any paper, book
or notes written on any part of his/her
clothing, body or table or desk or instruments
like set squares etc.
- To be consulting
notes or books while outside the examination
hall (i.e. in urinals etc.) during examination
hours.
- Passing on a copy
of question set in paper or a solution
thereof to any other student.
- To have received
help from or given help to another candidate
through some written material pertaining
to be questions set in the paper concerned.
- To be guilty of swallowing
or destroying any note or paper found
on him/her.
- Leaves the examination
hall without delivering Answer-book,
tears it, disposes off.
Action to be taken:- All the papers for
that Semester to be cancelled and to be
awarded 'F' grade in all the papers.
Category -V
- Student found guilty
of smuggling in an answer-book or a
continuation sheet, taking out or arranging
to send out an answer-book or a continuation
sheet. Writing deliberately another
student's roll number in his /her answer
book or a continuation sheet, found
in possession of an answer book not
his/her own or impersonating another
candidate in any examination.
- Guilty of serious
misconduct in the examination hall or
non-compliance with the instructions
of the Superintendent or any of the
Invigilators in the examination hall.
Serious misconduct outside the examination
hall during the period of examination.
Writing an answer book outside the examination
hall for another candidate.
- Use of force/threat
against the supervisory staff/student.
Action to be taken:- All papers of that
semester to be cancelled and awarded 'F'
grades in all the paper of that semester
and be further debarred from registration
in any course for a period up to two years.
While calculating the maximum duration
permissible under the regulations, the period
of dis-qualification for use of unfair means
may not be counted towards his/her total
stay in the Institute and the candidate
be allowed the same period which was due
to him before his disqualification as per
the Institute regulations.
The recommendations of the Unfair Means
Committee shall be submitted to the Dean
of Academic Affairs. If the Dean of Academic
Affairs finds that the recommendations needed
reconsideration, he may return the case(s)
to the committee for reconsideration and
thereafter awards suitable punishment as
recommended originally or recommended after
reconsideration after reference from the
Dean of Academic Affairs. The appeals, if
any, against such punishment will lie with
the Chairman, Senate whose decision shall
be final. |
