Here are some of the frequently asked questions about AoL, if your concern is not stated here, please feel free to get in touch with AoL office

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What is AOL?

AoL is a systematic process to evaluate whether students are achieving the competencies expected from their academic programs. It helps ensure accountability, supports curriculum improvements, and demonstrates GIM’s commitment to academic excellence

 

​What is an AoL cycle?

An AoL cycle refers to one set of measurement of attainment levels all Competency Goals (CGs) of a program

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What are Competency Goals (CGs)?
CGs are broad competencies students should attain by the end of their program. They are program level, developed collaboratively and are linked to the institution’s mission elements. CGs are mapped to specific courses of a program

 

What are the target attainment levels for CGs

Target attainment levels are specified for each CG in the list of CGs of each program. You can check the same here

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How are CGs attainment levels measured

Direct and Indirect measures are used. In direct measures, students are assessed individually on each competency using specifically designed evaluation within the program. Click here to access the attainment levels in various AoL cycles

Indirect assessments include feedback from recruiters, alumni, or industry stakeholders about student competencies. These supplement direct assessments

 

What is the role of the faculty in direct CG assessment?
If your course is mapped as 'Assured' (A), you are requested to include CG-specific questions, evaluate them using CG rubrics, and submit data to the AoL office.

 

What happens if the attainment target for a CG is not met?
Improvement actions are decided at program level and/or CG-specific meetings. These could include changes in pedagogy, course design, or assessment tools. The action taken is reviewed in the next AoL cycle.  

 

What is ‘Closing the Loop’ in AoL?
It refers to the process of using assessment results to identify gaps, implement improvements, and measure if changes have led to improved student learning in subsequent cycles

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How do I know which CGs are mapped to my course?
You can refer to the curriculum map circulated at the start of the academic year, or access it here. It lists the CGs mapped to each course, categorized as Introduced (I), Emphasized (E), Reinforced (R), or Assured (A)

 

What is the I-E-R-A in curriculum mapping?
I-E-R-A defines the type of mapping between a course and a CG. It classifies how a course contributes to CGs:

• I: Introduces the CG

• E: Emphasizes application

• R: Reinforces complexity

• A: Assesses whether CG has been attained
  This ensures gradual and scaffolded learning.

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What am I expected to do for the CGs mapped to my courses?

• Check the type of mapping (I-E-R-A)

• Design your Course Learning Outcomes (CLOs) such that they cover the teaching necessary for addressing the CGs mapped to your course

• Ensure that students in your get sufficient inputs on the mapped CG, in line with the type of mapping
   

Can I revise CGs mapped to my course mid-cycle?
Generally no. However, in exceptional cases, a formal request can be made to the Programme Chair and AoL Chair. Changes are accepted only with written approval.

 

 

What is a Course Learning Outcome (CLO) and how is it different from a CG?
CLOs are specific, measurable statements defining what students should attain after completing a course. CGs are competencies that students should attain after completing the program. COs align with CGs but are narrower in scope and course-specific.

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What are the expectations for CLOs in my course outline?

• 6 CLOs for a course of more than 2 credits. 4 CLOs for a course of 2 or less credits

• Majority (at-least 4/6 or 3/4) should be of higher-order learning (Bloom’s Taxonomy verbs - Apply, Analyze, Evaluate, Create).

• Specific CLOs should be designed to address the requirements of CGs allocated to the course (as depicted in the curriculum map). These CLOs are considered as ‘CG-linked CLOs’, while CLOs that are not designed for CGs are considered as ‘Independent CLOs’

You are also expected to design CLO-specific rubrics to evaluate and grade students in a uniform manner

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What are CLO-specific rubrics?

These are statements of performance that will be considered as BE, ME or EE. Rubrics must be developed for each CLO, by the course faculty and submitted to program office

 

How to assess and measure CLO attainment levels?
Course evaluation should be designed to assess students competency on each CLO. This can be done by mapping individual questions in mid-term/end-term exam must to specific CLO. All CLOs of a course must be assessed, at least once, in any evaluation component of the course.

Attainment is measured by calculating the percentage of students achieving ME or EE on each CO.

 

Which course evaluation component to be used for assessing or measuring CLO

While any evaluation component can be used, it is advised to use mid-term and end-term, as they are major exams, undertaken individually and questions can easily be linked to specific CLOs. However, for certain CLOs, like ‘Oral Communication Skills’, evaluation components like Project presentation can be used.

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How do I grade students as per AoL?
Evaluate each answer as:

• Below Expectation (BE): <50% marks

• Meets Expectation (ME): 50–80% marks

• Exceeds Expectation (EE): >80% marks
  Use CLO-specific rubrics to maintain objectivity.

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What are the target attainment levels of CLOs

A generic attainment level of 70% of students meeting or exceeding expectations in each CLO has been kept for all courses of all programs

 

What happens if my course does not meet target attainment levels

If a target attainment level is not met, AOL office will request you to provide suggestion for that specific CLO. The suggestion is passed on to the faculty taking the course in the next academic year

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