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Freshman |
Sophomore |
Junior |
Senior |
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| Requirements of the knowledge set & comprehension
to be acquired in a particular program at
each level |
This should serve as a foundation for the subject study.
It is expected that the students achieve the
basic outcome listed below: |
This should accomplish coverage of the most critical aspects
of the program. It is expected that the students
achieve the basic outcome listed below: |
This should expose the students to specific areas of specialization.
It is expected that the students achieve the
basic outcome listed below: |
This should serve as an extension of the students understanding
of one’s area of specialization. It is expected
that the students achieve the basic outcome
listed below: |
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| Knowledge |
Exhibits comfort with the basic facts & principle of
the program |
Exhibits an expanding appreciation of the program’s scope
|
Exhibits familiarity with confidence with respect to broad
areas of the knowledge bases. |
Exhibits familiarity with confidence with respect to the
specialist areas of one’s program. |
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| Understanding |
Demonstrates working understanding of these basic facts
& principles |
Demonstrates an expanding appreciation of the significance
of the key areas of study |
Exhibits a practical appreciation of the program with the
ability to relate to one another. |
Exhibits understanding of the scope of the program. |
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| Communication and Presentation Skills |
Communicates orally and in writing short – length work activities
in a clear and precise manner. |
Communicates orally and in writing with a professional approach.
|
Ability to engage oneself effectively in all aspects of
communications. |
Ability to deliver detailed reports & make oral presentations
confidentially. |
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Freshman |
Sophomore |
Junior |
Senior |
|
| Numeracy |
Exhibits familiarity with numeracy and its basic applications.
|
Exhibits ability to take on advance mathe-matics as appropriate
to one’s program. |
Goes in for specialist mathematical skills as relevant to
the program. |
Engages in broad range of specialist skills as relevant
to the program. |
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| Information Technology Skills |
Exhibits understanding of basics of Information Technology.
|
Exhibits understanding of advance levels of Information
Technology |
Exhibits Information Technology skills and goes for intensive
study of specialist Information Technology
skills |
Demonstrates a wide range of Information Technology skills
appropriate to one’s program. |
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| Learning Skills |
Has a systematic study approach guided by the tutor’s pedagogy.
|
Learning approach becomes more effective with lesser dependence
on the tutor. |
Has a wider range to study and accordingly adopts a flexible
approach. |
With little support, independently plans out one’s learning
with the required aids, benefiting from a
feedback system. |
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| Interactive and Group Skills |
Interacts with classmates and tutors in an appropriate manner.
|
Exhibits greater standard of interaction only engaging in
more exacting group activities. |
Exhibits basic skills relating to role, negotiating, leadership
and team working. |
Exhibits effective interaction within professional groups.
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| Application of knowledge in real situations |
Applies basic principles to simple situations with adequate
tutor guidance. |
Advances in applying the principles to more difficult situations,
with some tutor guidance. |
Exhibits competence to exercise choice of using principles
and procedures relevant to given situations.
|
Executes accurate selection and appli-cation of principles
and procedures for a range of practical situations,
working independently. |
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Freshman |
Sophomore |
Junior |
Senior |
|
| Analysis |
Exhibits some ability to analyze with the support of tutor
guidance. |
Exhibits growing ability to apply classifications and analyze
relatively simple situations, with some guidance
still provided. |
Identifies principles in new texts or situations and analyses
with minimal guidance. |
Recognize and classifies principles in new situations; analyses
critically, working independently. |
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| Synthesis |
Appropriately relates limited number of facts, with adequate
support from tutors. |
Shows understanding of the need for harnessing facts &
ideas in discussing case-studies. |
Shows basic competence in relating to ideas in a broader
range of situations, with little guidance.
|
Assembles facts and ideas to support all argument, working
independently. |
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| Evaluation |
Begins forming own value judgment based on standards prescribed,
although ratified by guiding tutor. |
Begins to develop one’s own criteria and develops ability
to form independent judgements, although guided
by tutors. |
Comes up with a range of alternative solutions; develops
ability to discriminate in a systematic way.
|
Integrates theoretical concepts with professional practice;
evaluates solutions critically. |
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| Problem Solving |
Basic methods applied to standard problems, guided by tutors.
|
Applies given techniques with accuracy to more difficult
problems, guided by tutor. |
Identifies key elements and chooses suitable methods with
little tutor guidance. |
Is independent and flexible in defining problems and applies
knowledge and skills appropriate to their
solutions. |
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