Section–3: Evaluation Rubric of Module – 1
3.1 Module – 1: Orientation Towards Technical Education & Curriculum Aspects
Performance Evaluation Rubric of FIP Phase – II in the Respective Institute
by AICTE Identified Mentor
Coordinator: Dr. P. Malliga, Associate Professor & Head i/c CEMT, NITTTR, Chennai
Course Instructor: Dr. S. Renuka Devi, Professor & Head, Dept of Engg. Education,
NITTTR, Chennai, Dr. G. A. Rathy, Asso. Professor, Dept of EECE, NITTTR, Chennai
Editor: Dr. Joshua Earnest, Professor of Electrical Engineering, NITTTR Bhopal
Name of Inductee Trainee Teacher: ………………………………………………………
Name of Department: ………………………………………………………………………
Name and address of Institution of Inductee Trainee Teacher: …………………
…………………………………………………………………………………………………
A. Major Learning Outcomes of the Module
The following are the major outcomes the inductee trainee will have to display in three term-
work (indicated by different colours) during the on-the-job-the training in Phase – II:
1. Identifies the issues and challenges in the domain of technical education, especially
concerning quality.
2. Formulates Instructional Objectives at different level of cognitive, psychomotor and
affective domains
3. Applies the principles of learning in teaching learning process
4. Interprets the psychological characteristics of adolescent learners
5. Uses the appropriate motivational techniques to improve the attitude of the students
6. Integrates the various aspects of curriculum for effective implementation of the pre-
determined outcomes.
B. Rubric of Module – 1
(Tick √ in relevant cell for each KPC and total the final score in last row)
Sl. Key Performance
No. Criteria (KPC) of
Need to Suggestio
Module Very Good Good Fair
Improve ns to
Outcomes (4) (3) (2)
(1) improve
Displayed by
Inductee Teacher
1 Identifies the Logically Organized Written Listed the
factors that organized with some some common
influence quality with all supporting relevant practices
in higher supporting details of the practices adopted
education details of the best practices adopted in in the
institutions. best adopted in a a selected technical
practices selected Technical institutes
adopted in a Technical Institution
selected Institution
Technical Presented in a
Institution. written format
This is
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Section–3: Evaluation Rubric of Module – 1
Sl. Key Performance
No. Criteria (KPC) of
Need to Suggestio
Module Very Good Good Fair
Improve ns to
Outcomes (4) (3) (2)
(1) improve
Displayed by
Inductee Teacher
presented in
a written
format
2 Formulates Prepared a Prepared a Prepared a Prepared
Learning full set of partial set of partial set non-
Objectives in measurable measurable of measurabl
different domains and instructional measurable e
learning achievable objectives for and non- instructio
Instructional the given topic measurable nal
objectives for in all three instruction objectives
the given domains al for the
topic in all objectives given
the three for the topic
domains by given topic
following the in any of
standard the two
procedures domains
3 Maps Classified Classified few Classified Classified
Instructional entire list of instructional few very few
Objectives in two instructional objectives instruction instructio
dimensions: objectives with respect to al nal
Cognitive Process with respect Cognitive objectives objectives
Level and to Cognitive abilities and with with
Knowledge abilities and Knowledge respect to respect to
Dimension Knowledge Dimensions Cognitive only
Dimensions abilities cognitive
and abilities
partially without
knowledge specifying
dimensions the
knowledg
e
dimensio
ns.
4 Applies principles Evidence of Evidence of Evidence of Evidence
of learning in the Expert and Good grasp of Familiarity of Very
class room highly the teaching with the little
teaching learning familiar with learning Teaching familiarit
process the teaching process learning y with
learning Aand its process and Teaching
process and applicability in its learning
its classroom application process
applicability teaching to and
in classroom classroom applicatio
teaching. teaching n to
classroom
teaching
Mentor Guideline Manual – NITTT Phase – II FIP
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Section–3: Evaluation Rubric of Module – 1
Sl. Key Performance
No. Criteria (KPC) of
Need to Suggestio
Module Very Good Good Fair
Improve ns to
Outcomes (4) (3) (2)
(1) improve
Displayed by
Inductee Teacher
5 Uses the relevant Evidence of Evidence of. Evidence of Evidence
motivational Very High good Familiarity of hardly
techniques to expertise on knowledge of with the any
improve the Student student adolescents knowledg
attitude of the Psychology characteristic, ’ e of
types and psychologic student
students problems al psycholog
characterist y and
ics handling
students.
6 Motivates Evidence of Evidence of Evidence of Evidence
students to very high Very good Knowledge of hardly
improve their expertise on knowledge of of concepts any
learning Motivation, Motivation, its of knowledg
its theories theories and motivation, e of
and applicability in and concepts
applicability motivating strategies of
in and students in for Motivatio
outside the and outside motivating n and
classroom the classroom students in strategies
and also able and outside for
to conduct the motivatin
studies classroom g
students
in and
outside
the
classroom
7 Interprets the Effectively Reasonably Constructe Construct
various Interpreted Interpreted d the ed with
components of all the the course plan incomplet
Curriculum components components of without e details
of Curriculum incorporati and with
Curriculum and ng all the few
and constructed component componen
constructed the Course s of the ts
the Course plan curriculum
plan Course
Course Objectives
Objectives Course
Course Outcomes
Outcomes Learning
Learning Outcomes
Outcomes Instructiona
Instruction l Methods
al Methods
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Section–3: Evaluation Rubric of Module – 1
Sl. Key Performance
No. Criteria (KPC) of
Need to Suggestio
Module Very Good Good Fair
Improve ns to
Outcomes (4) (3) (2)
(1) improve
Displayed by
Inductee Teacher
Resource Resource
Materials Materials
Assessment Assessment
Methods Methods
8 Integrates the Effectively Identified the Identified Only
curricular and co- selected and relevant some listed
curricular developed curricular and curricular curricular
activities to strategies to co-curricular and co- and co-
develop the implement activities for a curricular curricular
students’ the course to activities activities
personality curricular attain the relevant or
and co- learning a course
curricular outcomes.
activities for Developed few
a course to strategies to
attain the implement
learning them.
outcomes.
Total Score of ‘B’
C. Attainment of Module - 1 Competency
Total Score of
Module - 1 Competency based on NITTT Policy (2019)
‘B’
Implements the curriculum effectively applying the psychological and
pedagogical principles of learning and instruction to meet the
challenges of technical education
Note: Qualifying Score for Each Module is 50%
D. Comments/Suggestions about team work/leadership/inter-personal
communication and any other
………………………………………………………………………………
E. Evidences of Module 1 to be Maintained by Inductee Teacher
Sl. No. Evidences Maintained in E-portfolio files by Inductee Teacher Yes No
1 Course Journal of Module 1
2 Learning Outcomes in the Lesson plans
3 Mapped Learning Outcomes
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Section–3: Evaluation Rubric of Module – 1
Sl. No. Evidences Maintained in E-portfolio files by Inductee Teacher Yes No
4 Lesson Plans
5 Probing questions asked to students
6 Evidences proving motivating students
7 Course plans
8 Evidences of planned curricular and co-curricular activities
Signature: …………………………………………………………………………………
Name of the Mentor: ...........................................................................................
AICTE Faculty Code: ……………………………………………………………………………
Designation of the Mentor: ..................................................................................
Name and address of Institution of Mentor: ……………………………………
Place: ………………………...
Date: ………………………...
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