PHARMACY COUNCIL OF INDIA
C6 - P6
Parameter-6.1 - Approach for Planning and Conducting Internal Assessment Examinations
Q 1 : Are Faculty/Teachers referring Programme outcome, subject/course outcomes, Specific Learning Objectives (SLOs) defined by the Regulator/Affiliating University for planning Internal Assessment/Periodical/Sessional Assessment Examinations?
Q 2 : Whether Faculty/teachers are referring Bloom’s Taxonomy or Miller’s Pyramid for Planning & designing Internal Assessment Examinations.
Q 3 : Whether Faculty/teachers are using varied assessment tools & techniques for Theory based Internal Assessment Examinations.
Q 4 : Whether Faculty/teachers are using varied assessment tools & techniques for Practical based Internal Assessment Examinations.
Q 5 : Whether Faculty/teachers are planning & conducting Skill/Competency based Internal Practical Assessments & Examinations.
Q 6 : Has the Faculty maintained evidence (electronic/physical) of Practical based Internal Assessments & Examinations?
Parameter-6.2 - Quality & Structured practices for Academic Assessment and Evaluation of Students in Theory & Practical areas vis-à-vis Curriculum Framework
Q 1 : Whether Faculty staff are planning and aligning of Practical or Clinical classes with laid down competences and defined Learning Objectives in terms of ASK (Knowledge, Skills and Attitudes) by Regulator
Q 2 : Whether Faculty staff have adopted Miller Pyramid or any other Model for progressive development of Pharmacy Skills or competences Pharmacy Students
Q 3 : Whether Faculty staff have adopted Bloom’s Taxonomy or any other Model for Systematic & progressive development of Thinking skills in Pharmacy Students
Q 4 : Whether Faculty staff employ Formative Assessment Methods (Formal & informal methods) in ongoing theory classes
Q 5 : Whether Faculty staff have adopted advanced & innovative teaching learning methods like DOAP, Problem or Case Based Learning etc.
Q 6 : Whether Faculty staff Integrating Audio-Visual Facilities or ICT Facilities in Teaching –Learning Process
Parameter-6.3 - Evaluation of Theory Examination Papers of Internal Assessment and Semester End/Year End University Examinations vis-à-vis weightage given to different levels in Bloom’s Taxonomy
Q 1 : What percentage weightage is given to evaluating Remembering (Knowledge) thinking skill as per Bloom’s Taxonomy in the recently conducted Internal Assessment?
Q 2 : What percentage weightage is given to evaluating Understanding (Comprehension) thinking skill as per Bloom’s Taxonomy in the recently conducted Internal Assessment?
Q 3 : What percentage weightage is given to evaluating Applying (Application), Analysing and Evaluating thinking skill as per Bloom’s Taxonomy in the recently conducted Internal Assessment?
Q 4 : What percentage weightage is given to evaluating creating thinking skill as per Bloom’s Taxonomy in the recently conducted Internal Assessment?
Q 5 : What percentage weightage is given to evaluating Remembering (Knowledge) thinking skill as per Bloom’s Taxonomy in the recently conducted Semester End University Examination?
Q 6 : What percentage weightage is given to evaluating Understanding (Comprehension) thinking skill as per Bloom’s Taxonomy in the recently conducted Semester End University Examination?
Q 7 : What percentage weightage is given to evaluating Applying (Application), Analysing and Evaluating thinking skill as per Bloom’s Taxonomy in the recently conducted Semester End University Examination?
Q 8 : What percentage weightage is given to evaluating creating thinking skill as per Bloom’s Taxonomy in the recently conducted Semester End University Examination?
Parameter-6.4 - Department wise -Post formative/Periodical and summative Assessment/University Examination and Action Taken Reports (ATRs)
Q 1 : Has the pharmacy college/institute developed practice of analysis of data post Internal/formative & summative assessment (University Examination) of students?
Q 2 : Do Faculty identify high performing, average performing & low performing students based on analysis of Internal/formative & summative assessment (University Examination) data?
Q 3 : Does the Faculty organize/provide additional remedial support to students for attaining desired level of learning ?
Q 4 : Does the Faculty provide advance capsule of learning to students with remarkable performance for further strengthening of their learning?
