Reviewer:________________ ___________________________

Scientific Approach Potential Impact Presentation

Choice of Description Assessmen Impact on Impact Continu External Best
Teaching activity of activity t& Student on ous Clarity Articulati Conferenc
problem & & on & Pace e/ Journal Paper
S.No. Name of Speaker learning
and/or and/or Feedback Engagement Student Improve (Y/N)
technology technology Design / Motivation Learning ment Focus Simplicity (5) Pub (Y/N)
goals (10) (10) (15) (15) (10) (10) (10) (10) (5)

1 D Muralikrishna 7 8 10 10 8 5 6 7 3 3 N N

2 J Kishore 8 4 6 5 6 5 4 6 3 2 N N

3 Bharath Kumar R 6 4 5 5 4 5 5 5 3 2 N N

4 U G Chary 8 7 7 10 10 6 6 7 3 2 Y N

5 Dr A Padma Rao 7 7 7 10 8 6 6 6 3 2 Y N

6 P Srinivas 6 5 6 6 6 5 5 5 3 2 N N

7 K P Swaroop 6 7 6 6 5 5 4 6 3 2 N N

8 D Mamatha 8 8 7 7 6 7 7 7 3 3 Y N

9 K Haresh Kumar 6 7 6 6 5 5 6 6 2 3 N N

10 K Susheela 6 7 6 7 7 6 6 5 3 3 N N

11 Dr P Chandra Babu 8 8 10 10 8 6 7 7 3 3 N N

12 B Manjunatha 6 7 6 7 7 6 5 5 3 2 N N

13 B Sangamesh 7 6 5 5 5 4 5 5 2 2 N N

14 A Vijayaprasanth 6 5 6 6 4 4 4 5 3 3 N N

15 Dr P Raghava 8 8 7 7 6 5 5 6 3 3 N N

16 Dr P Srikanth 7 8 6 7 6 6 5 5 3 3 N N

17 JNSS Janardhan 8 8 10 10 8 7 7 7 3 3 N N
Reviewer:________________ ___________________________

18 P Jhnasi Devi 8 8 10 12 8 8 7 6 4 3 N N

19 Ayesha Naureen 6 7 8 7 7 6 7 5 3 3 N N

20 M V Subba Rao 6 7 8 8 5 6 5 5 3 3 N N

21 Dr Faizan Ali 6 4 7 7 6 5 5 5 3 3 N N

22 Dr K Durga Prasad 6 5 5 8 8 7 6 4 3 3 N N

23 Dr C Ananad 7 8 12 12 8 7 8 6 4 4 Y N

Mr. K. Mahesh

Evaluator -TLP
 Topic Evaluation Rubrics What can be shared/ presented
Where is the topic placed in the syllabus? Is it an important topic related to skills or conceptual
difficulty? Is it conceptually difficult to learn? Is it visually complex? Does the topic require deep
Teaching problem 1 - lack of clear statement of teaching problem and COs (learning goals)
10 and learning goals
not listed clearly, 10 - very clearly statement of teaching/ learning analytics skills?
problem/ learning goals
Learning Outcomes (COs) related to the topic clearly mentioned and the activity related to each CO
listed as a table.
1 - Activity inappropriate for imparting higher level learning, 10 - Choice What drove the choice of a particular activity or approach? How did this activity address the
of activity most appropriate for articulated need/ learning goal and teaching problem? Was there evidence in education research or teaching-related articles? Any
Scientific Approach

supported by literature references references cited?

Choice of activity
10 and/or technology 1 - Technology not suitable for this use, 10 - Technology addresses the What other tools were available to address this teaching problem? Was there evidence available
teaching problem well to indicate that the particular tool was more appropriate compared to others? Were there some
limitations in other tools/ tool you used?

Clear description of the activity so that any other faculty member can replicate the activity in a
Description of 1 - poor detail in description of activity, no clear instructions to similar class.
15 Activity
students, 15 - excellent detail/ anyone can replicate the activity with
Images of activity in class/screenshots.
confidence with this information. Instructions to students were clear.
Clear instructions given to student for setting up the activity
1 - Feedback/ assessment choice not matched with need/ learning goal, What drove the choice of a particular type or format for assessment or feedback? Was there
15 - Well thought-out choice of feedback/ assessment to fit the need/ evidence in education research or teaching-related articles? When was the assessment done in the
Assessment/
15 Feedback Design learning goal semester and why? Was it class quiz, exam, group assignment etc.?

Quantitative: Number of students engaged as percent of total class strength

Qualititative: Student work samples to show quality of engagement of the students revealed by
Impact on Student higher levels of questions and deeper discussions.
10 Engagement/ 1high
- no evidence of student engagement, 10 - evidence of significantly
student engagement/ motivation
Motivation
Potential Impact

When are the students most engaged? Why were some students more engaged than others?
What did you use to trigger the engagement? In your opinion, what helped here? What diminished
student engagement? Was student motivation to be improved?
Quantitative: Number of students participated in assessment divided by the total number of
students in class. Did the feedback and engagement improve the student learning of the material
Impact on Student 1evidence
- no evidence of student learning/ addressing the need, 10 - clear
10 Learning
of achievement of student learning goals/ clear evidence of in summative assessment?
addressing the need
Qualitatitive: How was feedback given to students? Was there evidence of learning at higher
cognitive levels than before?
1 - Assesssment of Learning is not connected to the learning goal, 10 - How is the approach above connected to OBE process in practice? List the CO connected to the
Continuous OBE process in practice is well-evidenced above activity and how the comparison of CO attainment in the semester where the activity was
10 Improvement implemented and the previous semester.

10 Clarity & Focus 1- Too much text /material in one slide, lack of focus, poorly organized, Refer to III Level 2 or Presentation Skills for Faculty content regarding this or Watch
s & Data Presentation

10 - Appropriate use of images/ animation, focus on essentials, well- Youtube video - Death by PPT
Articulation & 1 - Unable to follow, too many jargons used in incorrect context, 5 -
organized
5 Simplicity clear in articulation and uses simple words that are easy to follow
1- Hurried pace/ very slow, 5 - Appropriate pauses to help audience, not
5 Pace many fillers, able to complete on time.
Reference

External Reference Was the teaching approach and assessment presented to a conference and/or submitted to a journal? Please mention title and full citation.

Data Submission COs with Bloom's level in the course