class: center, middle, inverse, title-slide .title[ # Course File ] .subtitle[ ## ⚔<br />FDP ] .author[ ### Laxmikant Soni ] .institute[ ### Medi-caps University ] .date[ ### 2024/08/03 (updated: 2024-08-04) ] --- class: left, left # Agenda ### TODO Items for Even Semester ### Common mistakes observed in Even Semester course files ### Instructions for Odd Semester course file ### Blooms Taxonomy ### Blooms Taxonomy and CO Mapping ### Attainment Excel Worksheet --- class: inverse, center, middle # Even Semester --- # Recent Course file Submissions [TODO Items] -- PO-CO Full ATTAINMENT Worksheet -- - Complete the po attainment of the even semester once results are available to you. -- - Send the PO attainment table to your course file coordinator -- - Should be completed before start of the odd semester in august -- | PO1 | PO2 | PO3 | PO4 | PO5 | PO6 | PO7 | PO8 | PO9 | PO10 | PO11 | PO12 | |-----|-----|-----|-----|-----|-----|-----|-----|-----|------|------|------| | 2 | 1 | 0 | 2 | 1 | 1 | 0 | 2 | 1 | 2 | 0 | 1 | --- # Common mistakes observed (From 1 to 23): Lesson Plans and Outcomes -- - Not marking the index page available items -- - Ovoid putting annexure at the end, instead put it at same location -- - Course Outcomes (COs) and Program Outcomes (POs) tables are frequently incomplete or not properly formatted. e.g using CO01 instead of CO<sub>01 with description -- - Not writting the Course outcomes according to Blooms taxonomy -- - Spanning single course outcome to multiple blooms level -- - Writing in advance the actual date of completion of a topic instead of handwritten -- - Not mentioning the dates (planned and actual) according to sections and batches -- - Lack of visibility of inserted images for instance Department calendar -- - Content Covered beyond Syllabi and Action Taken -- --- # Common mistakes observed (From 24 to 26): Assignment and Quiz evaluation records -- - Not mentioning assignment date, date of submission, blooms level, CO and PO in assignment and quizes -- - Assigning and Submission dates not handwritten -- - Lack of visibility of inserted images for instance good,average poor assignments -- - Not including the table of pre-list slow learners from menter -- - No handwritten records of slow learners and fast learners (Activity etc.) -- --- # Common mistakes observed (27): Mid Semester Test records -- - Lack of visibility of inserted images -- - Not including the partial 1 and partial 2 attainments -- - Scan all the pages of best average and worst answersheet but in course file put only the front page -- - Don't keep original BAW copies with you -- --- # Common mistakes observed (28 to 34): End Semester Test records -- - Lack of visibility of inserted images -- - Not including University Question Papers and Marking Scheme/Solutions (Previous Exams) -- - Expert lecture and industrial visit organized include if available -- --- # Common mistakes observed (35 to 37): Attainment -- - Not including the outcome attainment analysis at the mid of the semester -- - Not including the outcome attainment analysis at the end of the semester -- - Not including the theory and practical course end survey -- - Not including the program attainment analysis (Indirect attainment if result not available) -- - Don't insert all of notes and learning material included just increase count of pages - Instead insert only sample notes from few units not all. -- --- class: inverse, center, middle # Odd Semester --- # Instructions -- - Start preparing the course file from the begining of the semester -- - Don't repeat the common mistakes observed during even semester course files -- - Maintain the soft copies of course file -- - Divide and Conquer - CourseFile_1_23.docx (The lesson plan) - CourseFile_24_26.docx (Assignment and Quiz evaluation records) - CourseFile_27.docx (Mid semester Test records) - CourseFile_28_34.docx (End semester Test records) - CourseFile_35_37.docx (Attainment and Notes) -- --- class: inverse, center, middle # Bloom's Taxonomy Levels ¹. .footnote[ [1] - Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). *A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives*. Longman. ] --- # Bloom's Taxonomy Levels ## Example Task: Factorial Program -- ## Level 1: Remember - **Definition:** Recall basic facts and concepts. - **Example Task:** Define what a factorial is. - **Answer:** The factorial of a non-negative integer \( n \) is the product of all positive integers less than or equal to \( n \). --- ## Level 2: Understand -- - **Definition:** Explain ideas or concepts. - **Example Task:** Explain the concept of recursion in your own words. - **Answer:** Recursion is a method of solving problems where the function calls itself as a subroutine to solve a smaller instance of the same problem. -- ## Level 3: Apply - **Definition:** Use information in new situations. - **Example Task:** Write a program to compute the factorial of a number. - **Answer:** ```python def factorial(n): if n == 0: return 1 else: return n * factorial(n-1) ``` -- --- ## Level 4: Analyze -- - **Definition:** Draw connections among ideas. - **Example Task:** Compare iterative and recursive methods for computing factorial. - **Answer:** iterative method is faster for larger inputs than recursive method -- ## Level 5: Evaluate - **Definition:** Justify a decision or course of action. - **Example Task:** Assess which method (iterative or recursive) is more efficient for large input - **Answer:** Iterative method is generally more efficient for large inputs because it avoids the overhead associated with multiple function calls in recursion. -- --- ## Level 6: Create - **Definition:** Produce new or original work. - **Example Task:** Design a program that computes the factorial of a number using both methods and compares their performance. --- class: inverse, center, middle # Bloom’s Taxonomy & CO Mapping .footnote[ [1] - Bloom's Taxonomy Examples of Learning Objectives for Teachers." Educationise. Retrieved from https://educationise.com/post/30-bloom-s-taxonomy-examples-of-learning-objectives-for-teachers/ [2]- Using Bloom’s Taxonomy to Write Effective Learning Outcomes (https://tips.uark.edu/using-blooms-taxonomy/). ] --- # Bloom’s Taxonomy & CO Mapping ### Example: Multiple CO mapped to single level of Blooms taxonomy Consider a course on Data Science. -- #### Bloom’s Taxonomy Level: Apply - **Course Outcome 1:** Students will be able to implement machine learning algorithms using Python. - **Course Outcome 2:** Students will be able to apply statistical methods to describe data sets. Both outcomes fall under the "Apply" level because they involve the use of learned material in new and concrete situations. -- #### Bloom’s Taxonomy Level: Evaluate - **Course Outcome 3:** Students will be able to critically evaluate the performance of different machine learning models. - **Course Outcome 4:** Students will be able to assess the ethical implications of data analysis methods. -- --- # Bloom’s Taxonomy & CO Mapping ### Example: Single Course outcome can not span multiple levels of Blooms taxonomy -- - **Incorrect Outcome:** Students will be able to implement machine learning algorithms using Python and critically evaluate their performance. This outcome attempts to span both the "Apply" and "Evaluate" levels, which is not appropriate because it mixes different cognitive processes. Each course outcome should be clearly aligned with a single level of Bloom’s Taxonomy to maintain clarity and focus on the specific skill or knowledge being targeted. --- # Attainment -- - Don't make any layout changes to attainment excel sheet. -- - Always use the latest version of attainment excel sheet. -- - [Download attainment](https://docs.google.com/spreadsheets/d/1MimoOe1iMMjIK9JxfJenXEmdH4Tthy0a2aD09zPegS0/edit?usp=sharing) --- class: center, middle # Q & A