Shilpi Banerjee

International Institute of Information Technology Bangalore | IIITB · Department of Computer Science

A course is defined in terms of its course outcomes, which are statements on what the students should be able to do at the end of the course. Assessment instrument(s) should be designed in a way to measure students' mastery of these course outcomes. Item bank is a collection of assessment items from which specific assessment instruments can be crea...

A course in Engineering programs is designed and conducted to facilitate students to acquire a set of competencies to meet a subset of Program Outcomes(Graduate Attributes) identified by the accreditation agency. Formative and summative assessments, if in alignment with the competencies, enable the instructor to guide the students to learn well, an...

Large-scale assessments assess relatively large numbers of students. One of the biggest limitations/ challenges in MOOC today is conducting effective assessments in a large-scale environment. The quality of large-scale assessment is under threat from multiple sources including assessment instrument specific and measurement errors. Assessment instru...

Good assessment helps in good learning. Good assessment should be valid and reliable. This paper proposes that a valid summative assessment instrument can be created through course design in formal higher education programs as per the Instructional System Design Model ADDIE, and the reliability of the same can be ensured by avoiding systematic and...

Assessment is an integral part of the student’s learning process. It is essential to design good quality assessment instruments. Traditional assessment instruments rely on blueprints and random selection of items from the item bank. In this paper, we propose a method of generating valid assessment patterns automatically that satisfies the constrain...