ACCOMPLISHMENT OF COURSE LEARNING OUTCOMES: A RELATIVE STUDY OF APPROACHES AFFECTING CLOS VS ASSESSMENT MAPPING

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This study explores whether types of assessments and number of assessments given per semester influence the fashion of achieving CLOs score or not. Considering here CLO score primarily a key that determines quality of a course taught at bachelor’s level, quality which is emancipated at the time of compiling the final results. The association in student outcome and adequacy of CLO score, determined while analyzing results for the course CSM 216 are incredibly interesting. Overall, in the study spanned around two sections of students, CSM-216-325, and CSM-216-326, quite obvious relevance in assessments versus CLO’s is observed. Two more concerns arise consequently, first is the variety of assessments, and second is the timings of assessments that are affecting CLO’s score prominently, as measured by the evolutionary matrix. There were no significant variances found in CLO score while operating on three measuring scales including distribution on examinations only, distribution on 80% of assessments, distribution on 100% of assessments. Prime differences are obtained only when including all the weekly assessments, counted the planned & surprised quiz along with scheduled exams, and weightage for abrupt responses.