The performance of the institution in an area distinct to its priority and thrust.
Assurance of Learning / Outcome-Based Education
The University uses well-documented, systematic processes for determining and revising degree program learning goals; designing, delivering, and improving degree program curricula to achieve learning goals and demonstrating that degree program learning goals have been met.
Our constant endeavour to reinforce the Outcome-Based Education (OBE) or Assurance of Learning (AoL) framework is to strengthen the teaching-learning experience of NMIMS Programs. OBE/AoL mechanism is an evolving process that helps us to ensure an end-to-end integration of the learning components and linking our approach, pedagogy, evaluation, and course structure with the program learning goals. Whatever we do, we aim to make sure that leaner remains our centre of focus. Through this process, it is our endeavour to ensure complete alignment among the following:
This process of ensuring this alignment also allows us to discuss, deliberate, and decide on various contours of the delivery through our collective efforts. Faculty, Co-teaching Faculty, Departments/Areas, Dean's/Director’s Office play a critical role in ensuring that we collectively achieve this goal in a collegial manner, with a focus on experimentation, peer-mentor each of us towards its finer perfection and aim at strengthening the NMIMS brand. We are all committed to honouring this resolve and commitment.
Assurance of Learning (AOL) is a continuous improvement process of teaching-learning activities of every School. It is faculty-driven assisted by the Chairperson of each area. The process commenced with the constitution of Assurance of Learning Committee (AOL) in 2013. All Discipline/Area Chairs are part of the AOL committee.
The program learning objectives (PLOs) are developed based on the objectives of respective programs. Faculty members discuss the program learning goals in two stages. In the first stage, the program and area chairpersons brainstorm and arrive at a general list of program goals that are fine-tuned to suit the overall mission of the School. The draft goals are debated and the PLOs for the programs are finalized. They are also reviewed from time to time. In the second stage, Area / discipline level meeting along with the AOL committee members is held for mapping of the course learning objectives with the PLOs. Thereafter, curriculum map and assessment methodology is prepared. After identifying and finalizing the program learning goals and objectives, the respective program’s curricula is aligned with the goals. With inputs from the course lead faculty and the Discipline/ Area Chairs, the AOL team selects the most appropriate PLO that maps with the CLO. These are reviewed for re-alignment at the end of every trimester. The AOL committee reviews the CLOs and ensures that all the goals have been mapped with the PLOs. The AOL Committee periodically conducts Discipline level meetings to review the outcome of AOL across courses of each Discipline.
All faculty members, participating and supporting, meet at the beginning of each trimester to finalize the course outline and measurement tools to be adopted for AOL, both for internal assessment components as well as final examination. Typically, rubric is developed for measurement of outcomes for Ph.D. thesis, oral presentation, case discussion and analysis, etc. Embedded questions are used to assess the CLOs for written examinations.
Assessment is carried out at various points throughout the curriculum. Assessment occurs either in the continuous assessment aspects or at the end term assessment. The measure is either a course embedded measure (e.g. Quiz, Class Test, Surprise Test, Case Presentation, Case Analysis, Project Presentations, Extempore Presentation, Group Business Presentation, Group Written Assignment, Individual Presentation, Group Assignment, Class Participation, Team Based Assignment, Embedded Question). Final exam question paper incorporate questions measuring the programme learning goals (PLOs) mentioned in course outline with same weightage in AOL template.
A template is created for AOL assessment for each course. Assessment data is fed into the template to measure the student performance with regard to the stated CLOs. Thereafter, all assessment data is compiled to develop trimester-wise AOL report. A separate annual report is also developed at the end of every academic year.
The AOL reports are reviewed by Assurance of Learning (AOL) committee along with inputs received from all stakeholders. Based on this periodic review process, the Assurance of Learning (AOL) committee directs its recommendation for change/adjustment, if any, to the particular Area Chair. The Area Chair deliberates the recommendation with the faculty members of the area to fine tune, if required, the syllabus, assessment method and pedagogy. The changes suggested by the Area Chair are also shared with the AOL team. The assessment information is used for continuous improvement including documentation that the process is being carried out on an ongoing, systematic basis.
The University aims to continue its efforts to reinforce AOL/OBE framework.