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QA Areas / Self-Assessment Criteria and Standard
« on: April 20, 2019, 02:58:10 PM »
Self-Assessment Criteria and Standard

Criteria 1: Governance

Criteria 2: Curriculum Content Design & Review

Criteria-3: Student Admission, Progress and Achievements

Criteria 4: Physical Facilities

Criteria 5: Teaching - Learning and Assessment

Criteria 6: Student Support Services

Criteria 7: Staff and Facilities

Criteria 8: Research and Extension

Criteria9: Process Management & Continuous Improvement

Teaching and Learning Tools / Rubrics System
« on: April 20, 2019, 02:55:31 PM »

A rubric is commonly defined as a tool that articulates the expectations for an assignment by listing criteria, and for each criteria, describing levels of quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001). Rubrics contain three essential features: criteria students are to attend to in completing the assignment, markers of quality (typically rating scales), and scoring. Criteria are used in determining the level at which student work meets expectations. Markers of quality give students a clear idea about what must be done to demonstrate a certain level of mastery, understanding, proficiency (i.e., "excellent" does xyz, "fair" does only xy or yz, "poor" does only x or y or z). Rubrics can be used for any assignment in a course, or for any way in which you ask students to demonstrate what they've learned. They can also be used to facilitate self and peer-reviews of student work.
Rubrics aren't just for summative evaluation. They can be used as a teaching tool as well. When used by students as part of a formative assessment, they can help students understand both the holistic nature and/or specific analytics of learning expected, the level of learning expected, and then make decisions about their current level of learning to inform revision and improvement (Reddy & Andrade, 2010).

Fast Facts: Getting Started with Rubrics
Why You Should Consider Rubrics
Rubrics help instructors:

Provide students with feedback that is clear, directed and focused on ways to improve learning.
Demystify assignment expectations so students can focus on the work instead of guessing "what the teacher wants."
Adapt your approach to teaching aspects of a course based on thematic gaps in student learning that are easily identified by reviewing rubrics across a class.
Develop consistency in how you evaluate student learning across students and throughout a class.
Reduce time spent on grading; Increase time spent on teaching.
Rubrics help students:

Focus their efforts on completing assignments in line with clearly set expectations.
Self and Peer-reflect on their learning, making informed changes to achieve the desired learning level.
Developing a Rubric
First Things, First

It will be overwhelming to create a rubric for every assignment in a class at once, so start by creating one rubric for one assignment. See how it goes and develop more from there!
Do not reinvent the wheel. Rubric templates and examples exist all over the Internet, or simply ask colleagues if they have developed rubrics for similar assignments.
The Process

Select an assignment for your course - ideally one you identify as time intensive to grade, or students report as having unclear expectations.
Decide what you want students to demonstrate about their learning through that assignment. These are your criteria.
Develop the markers of quality on which you feel comfortable evaluating students’ level of learning - often along with a numerical scale. (i.e., "excellent-2," "fair-1," "poor-0"; or, "Mastery," "Emerging," "Beginning" for a developmental approach)
Give students the rubric ahead of time. Advise them to use it in guiding their completion of the assignment.

The Western Association of Schools and Colleges (WASC) Rubrics
Rubric for Integration of Student Learning Assessment into Program Reviews
Rubric for Assessing the Quality of Academic Program Learning Outcomes
Rubric for Assessing the Use of Portfolios for Assessing Program Learning Outcomes
Rubric for Evalutating General Education Assessment Process
The Educational Effectiveness Framework: Capacity & Effectiveness as They Relate to Student and Institutional Learning
Rubric for Assessing the use of Capstone Experiences for Assessing Program Learning Outcomes

Rubrics for Assessment

There are many resources on the web that provide examples of rubrics that can be used in assessment. In "Other Resources," below, the long UCLA document provides some excellent examples. IN addition the Association of American Colleges and Universities has an excellent set of "Value Rubrics" which we include below. All are Reprinted [or Excerpted] with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.

Value Rubrics Packet, including rubrics on:

Creative Thinking
Critical Thinking
Information LIterary
Inquiry Analysis
Oral Communication
Problem Solving
Quantitative Literacy
Written Communication
Other Assessment Resources
Association for the Assessment of Learning in Higher Education(link is external) (link is external)
Assessment and Evaluation in Higher Education--Journal(link is external) (link is external)
National Institute for Learning Outcomes Assessment (link is external) (link is external)
UC Berkeley’s Undergraduate Student Learning Initiative (link is external)


Andrade, H. 2000. Using rubrics to promote thinking and learning. Educational Leadership 57, no. 5: 13–18.
Arter, J., and J. Chappuis. 2007. Creating and recognizing quality rubrics. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Stiggins, R.J. 2001. Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Prentice-Hall.
Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation In Higher Education, 35(4), 435-448.

9 Principles of Good Practice for Assessing Student Learning

PDF icon 9_principles_of_good_practice_for_assessing_student_learning.pdf
Sample Research Paper, Annotated Bibliography, and Reflection
PDF icon sample_research_paper_and_reflection.pdf
IAS Honors Thesis Evaluation Form
PDF icon iastp_honorsthesiseval.pdf
Rubrics for Grading an Analytical Essay, Sociology Department
PDF icon sociologyrubric_gradinganalyticalessay.pdf
Rubric for Writing Assessment, Sociology Department
PDF icon sociologyrubric_writingassessment.pdf

Evaluate Course-Level Learning
Alternatives to Traditional Testing
Alternatives to Final Assessments - Regulation 772
New to Campus
Assessment and Evaluation
Documenting Teaching Effectiveness
Reading and Composition


বৈশ্বিক তথ্যপ্রযুক্তি ব্যয় ৩.৭৯ ট্রিলিয়ন ডলারে পৌঁছবে
বিশ্বব্যাপী তথ্যপ্রযুক্তি (আইটি) খাতে ব্যয় বাড়ছে। চলতি বছর এ খাতে ব্যয় গত বছরের চেয়ে ১ দশমিক ১ শতাংশ বেড়ে ৩ লাখ ৭৯ হাজার কোটি ডলারে (৩ দশমিক ৭৯ ট্রিলিয়ন ডলার) পৌঁছবে। বাজার গবেষণা প্রতিষ্ঠান গার্টনার প্রকাশিত সাম্প্রতিক এক প্রতিবেদনে এমনটাই পূর্বাভাস দেয়া হয়েছে। খবর ইন্দো-এশিয়ান নিউজ সার্ভিস।

বৈশ্বিক তথ্যপ্রযুক্তি খাতের উন্নয়ন ঘটছে দ্রুত। সংশ্লিষ্ট খাত এখন ডিজিটাল ব্যবসায় পরিণত হচ্ছে। তথ্যপ্রযুক্তি খাতে এমন এক পরিবেশ তৈরি হয়েছে, যা ধারাবাহিকভাবে সংযুক্ত বিশ্বের দিকে ধাবিত হচ্ছে। কিন্তু গত বছরের তুলনায় চলতি বছর খাতটির যেমন প্রবৃদ্ধি প্রত্যাশা করা হয়েছিল, বাস্তবে তেমনটা হবে না।

গার্টনারের প্রতিবেদন অনুযায়ী, চলতি বছর ডাটা সেন্টার সিস্টেম বাজারে ব্যয়ে সবচেয়ে বেশি পতন দেখা যাবে। বাজারটিতে গত বছরের চেয়ে ২ দশমিক ৮ শতাংশ ব্যয় কমার আশঙ্কা করা হচ্ছে। ডাটা সেন্টার-সংশ্লিষ্ট বিভিন্ন কম্পোনেন্টের সর্বনিম্ন গড় মূল্যের পতনের কারণে এমনটা হওয়ার সম্ভাবনা দেখা দিয়েছে।

বিবৃতিতে গার্টনারের রিসার্চ ভাইস প্রেসিডেন্ট জন-ডেভিড লাভলক বলেন, মুদ্রা অস্থিরতা ও সম্ভাব্য বৈশ্বিক মন্দার কারণে তথ্যপ্রযুক্তি খাতের প্রতিষ্ঠানগুলোর ওপর নেতিবাচক প্রভাব পড়তে পারে। এতে তথ্যপ্রযুক্তি খাতে অনিশ্চয়তা দেখা দিতে পারে। যে কারণে গত প্রান্তিকের (জানুয়ারি-মার্চ) চেয়ে চলতি প্রান্তিকে তথ্যপ্রযুক্তি ব্যয় কিছুটা কমতে পারে। তবে অনিশ্চয়তা সত্ত্বেও ব্যবসায়ীরা তথ্যপ্রযুক্তিতে বিনিয়োগ অব্যাহত রাখবেন। কারণ তারা প্রতিষ্ঠানের রাজস্ব আয় বাড়াতে আগ্রহী। তবে ব্যয়ের ধরন কিছুটা পাল্টে যাবে।

তিনি বলেন, ২০১৭ সাল থেকে বিশ্বব্যাপী তথ্যপ্রযুক্তি খাতে ব্যয় বাড়ছে। আগামী কয়েক বছরেও এ ধারা অব্যাহত থাকবে। তবে ব্যয় প্রবৃদ্ধিতে কিছুটা শ্লথগতি দেখা যাবে। ভবিষ্যতে ডিজিটাল ব্যবসা, ব্লকচেইন, ইন্টারনেট অব থিংস (আইওটি), মেশিন লার্নিং (এমএন) ও কৃত্রিম বুদ্ধিমত্তা (এআই) তথ্যপ্রযুক্তি খাতের প্রবৃদ্ধিতে ভূমিকা রাখবে।

বৈশ্বিক তথ্যপ্রযুক্তি ব্যয় প্রবৃদ্ধিতে গুরুত্বপূর্ণ ভূমিকা রাখবে ক্লাউড প্রযুক্তির ক্রমবর্ধমান চাহিদা। ক্লাউড বাজার এতটাই ক্রমবর্ধমান যে চলতি বছর ১৭ দশমিক ৫ শতাংশ বেড়ে এর আকার ২১ হাজার ৪৩০ কোটি ডলারে পৌঁছবে। গত বছর এ বাজারের আকার ছিল ১৮ হাজার ২৪০ কোটি ডলার। সাধারণ ব্যবহারকারী কিংবা বিভিন্ন খাতের ব্যবসা প্রতিষ্ঠানে ইন্টারনেটভিত্তিক অ্যাপ্লিকেশন ও স্টোরেজের মতো সেবার চাহিদা বেড়েছে।

ক্লাউড প্রযুক্তি বাজারে সর্বোচ্চ প্রবৃদ্ধি আসবে সিস্টেম অবকাঠামো সেবা খাত থেকে। চলতি বছর সিস্টেম অবকাঠামো সেবা খাতে ২৭ দশমিক ৫ শতাংশ প্রবৃদ্ধির আশা করা হচ্ছে। ক্লাউড সিস্টেম অবকাঠামো সেবা খাতে ব্যয় গত বছরের ৩ হাজার ৫০ কোটি ডলারের চেয়ে বেড়ে ৩ হাজার ৮৯০ কোটি ডলারে পৌঁছবে। এখন ক্লাউড অ্যাপ্লিকেশন অবকাঠামো সেবা খাত বৈশ্বিক ক্লাউড বাজারের বড় একটি অংশ দখল করে আছে। চলতি বছর এ খাতে দ্বিতীয় সর্বোচ্চ প্রবৃদ্ধির আশা করা হচ্ছে। চলতি বছর ক্লাউড অ্যাপ্লিকেশন অবকাঠামো সেবা খাতে ২১ দশমিক ৮ শতাংশ প্রবৃদ্ধির আশা করা হচ্ছে।

জন-ড্যাভিড লাভলক বলেন, বিভিন্ন প্রতিষ্ঠানের প্রধান তথ্য কর্মকর্তাদের (সিআইও) জন্য প্রযুক্তিতে বিনিয়োগ অত্যন্ত প্রয়োজনীয় হয়ে উঠেছে। ডিজিটাল ব্যবসা খাতে সফলতার জন্য তথ্যপ্রযুক্তিতে বিনিয়োগের বিকল্প নেই। বিশেষ করে বিভিন্ন ব্যবসা প্রতিষ্ঠানের জন্য আর্টিফিশিয়াল ইন্টেলিজেন্স (এআই) অত্যন্ত গুরুত্বপূর্ণ হয়ে উঠেছে। প্রতিষ্ঠান পাবলিক কিংবা প্রাইভেট খাতের হোক না কেন, এআইয়ের সহায়তায় ব্যবসা মডেল ঢেলে সাজানোর কোনো বিকল্প নেই। এআই তথ্যপ্রযুক্তি ব্যয় বৃদ্ধির অন্যতম অনুষঙ্গ হয়ে উঠেছে। যদিও বিভিন্ন ব্যবসা ও উৎপাদন-সংশ্লিষ্ট প্রতিষ্ঠানে এআই ব্যবহারের ভূমিকা নিয়ে বিতর্ক রয়েছে।

বিশ্লেষকদের মতে, এন্টারপ্রাইজ সফটওয়্যার বাজার বেড়েছে। এন্টারপ্রাইজ পর্যায়ে তথ্যপ্রযুক্তি ব্যয় এখন নির্দিষ্ট অনুষঙ্গে সীমাবদ্ধ নেই। ব্যয়সংকোচন ও উদ্ভাবন বাড়াতে ক্লাউড সেবায় আপগ্রেড এন্টারপ্রাইজ সফটওয়্যার বাজারের প্রবৃদ্ধিতে ভূমিকা রাখছে।


Committees / Self Assessment Committee (SAC)
« on: April 18, 2019, 03:00:34 PM »
Self Assessment Committees (SACs) of DIU:

UGC/NQFB / Workshop on National Qualification Framework held at UGC
« on: April 18, 2019, 02:54:25 PM »
Workshop on National Qualification Framework held at UGC

Quality Assurance Unit (QAU), University Grants Commission of Bangladesh organized a daylong workshop on National Qualification Framework, Dhaka Region at UGC auditorium on 20 September 2018. UGC Chairman Professor Abdul Mannan graced the workshop as the Chief Guest. UGC Member Professor Dr. Md. Akhtar Hossain was Special Guest. Professor Dr. Sanjoy Kumar Adhikary, Head of Quality Assurance Unit presided over the workshop. Ajit Kumar Debnath, Acting Project Director (Joint Secretary), Higher Education Quality Enhancement Project (HEQEP) delivered the address of welcome. International QA Expert and Professor of Nottingham University Malaysia Campus Rozilini Fernandez Chung facilitated the workshop.

UGC Chairman observed that National Qualification Framework is highly needed for ensuring quality education at tertiary level to compete with others in national and international arena in today’s competitive world.

Terming education as service not business, he urged the university authority to provide quality education to make the students competent for global employment market. He called upon all concerned with education, especially in higher education sector to work together for building Bangladesh as prosperous and a developed country.

It may be mentioned here that Institutional Quality Assurance Cells have been set up in sixty nine public and private universities of the country for quality assurance of higher education.

Vice-Chancellors from different public and private universities in Dhaka region, Dr. Md. Khaled, Secretary, UGC, Directors of Institutional Quality Assurance Cell of different public and private universities in Dhaka region, high officials from UGC, HEQEP and QAU were present on the occasion.



Workshop on "Building Awareness on Orientation of SA Process Flow among 9 new SACs of IQAC of DIU"
A workshop on "Building Awareness on Orientation of SA Process Flow among 9 new SACs of IQAC of DIU" was held on March 27, 2019 at Conference Room, DT-4, Daffodil International University (DIU). The programme was organized by Institutional Quality Assurance Cell (IQAC) of DIU. The event aims to provide orientation and proper guideline on Self-Assessment Process Flow for 9 (nine) SA Departments, which are as: Department of: Architecture, Civil Engineering, Multimedia & Creative Technology, Environmental Science and Disaster Management, Tourism & Hospitality Management, Public Health, Innovation & Entrepreneurship, Development Studies, Information Science and Library Management. Conveners and members of 9 SA Committee were present.

 Professor Dr. A.K.M. Fazlul Haque, Director, IQAC, Daffodil International University has conducted the program and presented the key note, based on the theme: ‘Building Awareness on Orientation of SA Process Flow among 9 new SACs, IQAC, DIU’. At the beginning, he has introduced the incumbent Additional Director of IQAC, DIU, Dr. Md. Jashim Uddin, Associate Professor, Department of GED, DIU with the distinguished participants, attended the event. At his presentation, he has explained the importance of quality education for Higher Education Institute and depicted the necessity and importance of introducing QA system for all departments. Citing the example, he has also focused comparative analysis of national and international QA systems. While rendering his presentation, Director, IQAC showed the graphical presentation of structural framework of overall IQAC and SAC activities and the Self-Assessment Process Flow of 5 years cycle. He has talked on several vital issues of Self-Assessment and other related areas like: SA Criteria and SA Standards, Stakeholders representation, Objectives and Outcomes of SA Exercise, Strategic Approach (PDCA Approach) of IQAC, DIU, Responsibilities of SAC and IQAC. In addition to the process flow, he also shared the experiences with EPR Team. To stress on second agenda, Director, IQAC, DIU also talked on ‘Methodology to Establish a Monitoring System for Assessment of Standard of the Question Papers of All Departments of DIU’ and explained the general objectives and Terms of References (ToRs) of the committee. He has also requested Sac members to visit IQAC website where they can get all updated information regarding QA domain. Professor. Dr. Haque also shared the functions of IQAC with National Quality Framework of Bangladesh (NQFB).

After summing up of his presentation, he has invited the floor for discussion. Convenors and SA Members took participation at the discussion and they have talked on various issues on QA activities and other areas like evaluation of teacher by the student etc,
Professor Dr. A.K.M. Fazlul Haque, Director, IQAC, DIU has also requested the SA-C of 9 SA departments, to start their survey questionnaire related tasks from 01 April, 2019 and cover their activities like arranging workshops/seminars through PR section of DIU.
Director, IQAC wrapped-up the programme by extending his thanks to all of them for attending the event, in a befitting manner.


IQAC@Social Media / Twitter account of IQAC, DIU
« on: April 18, 2019, 02:33:04 PM »
On the verge of Fourth Industrial Revolution (IR 4.0), connecting individual and organizations through electronic communication becomes vital. Based on the notion, IQAC, DIU feels to disseminate its horizon with globally connected people through different social media tools. As part of this, we have opened a twitter account to connect with you at this platform.

Link of Twitter account of iQAC, DIU:

To embrace the fourth industrial revolution (IR 4.0), we need to welcome these technologies. You may see, how, even, India and Pakistan are also focusing their concentration at these domains....Please see the below links for references:


The downloadable link of 'Survey on ICT Job Market in Bangladesh 2018' is as:

IT Forum / Survey on ICT Job Market in Bangladesh 2018
« on: April 06, 2019, 01:00:09 PM »
The downloadable link of 'Survey on ICT Job Market in Bangladesh 2018' is as:

Resources / Self-Assessment Manual (Second Edition, 2016)
« on: April 06, 2019, 12:50:36 PM »
Self-Assessment Manual (Second Edition, 2016)

You may kindly visit the following link to download the Self-Assessment Manual from the below mentioned web link and also found at the attachment:

Self-assessment Process Flow / Self-Assessment Process Flow
« on: April 06, 2019, 12:41:22 PM »
Self-Assessment Process Flow:

Self-Assessment is a systematic process of evaluating the various aspects of institution or academic programs whether quality standards are being met. For the purpose of further improvement SA collects information and evidences from the stakeholders, reviews those and identify the weaknesses and areas need further improvement to enhance quality of teaching learning and education.

Nutrition and Food Engineering / Our nutrition profile
« on: April 05, 2019, 12:48:35 PM »
Our nutrition profile

IBM CEO Ginni Rometty: AI will change 100 percent of jobs over the next decade

IBM’s Chair, CEO and President Ginni Rometty has a powerful message for workers and employers in all strata of society: The Fourth Industrial Revolution is underway and it is shaping up to be one of the most significant challenges and opportunities of our lifetime. We are already seeing jobs, policies, industries and entire economies shifting as our digital and physical worlds merge.

According to the World Economic Forum, the value of digital transformations in the Fourth Industrial Revolution is estimated at $100 trillion in the next 10 years alone, across all sectors, industries and geographies.

“As a result, we face an imminent and profound transformation of the workforce over the next five to 10 years as analytics and artificial intelligence change job roles at companies in all industries,” Rometty said while giving a keynote address at the CNBC’s At Work Talent & HR: Building the Workforce of the Future Conference in New York on Tuesday, April 2. In February, the executive was appointed to Trump’s American Workforce Policy Advisory Board along with 24 other leaders.

While only a minority of jobs will disappear, the majority of roles that remain will require people to work with the aid of analytics and some form of AI and this will require skills training on a large scale, Rometty said.

“I expect AI to change 100 percent of jobs within the next five to 10 years,” the IBM CEO said.

Rometty’s call to action comes at a time when the AI skills gap and the future of work exhibit a growing sense of urgency. The technology sector accounts for 10 percent of U.S. GDP and is the fastest part of the American economy but there are not enough skilled workers to fill the 500,000 open high-tech jobs in the U.S., according to the Consumer Technology Association’s Future of Work survey. Yet the tech industry is concerned that school systems and universities have not moved fast enough to adjust their curriculum to delve more into data science and machine learning. As a result, companies will struggle to fill jobs in software development, data analytics and engineering.

“To get ready for this paradigm shift companies have to focus on three things: retraining, hiring workers that don’t necessarily have a four-year college degree and rethinking how their pool of recruits may fit new job roles,” Rometty said.

To address the issue IBM is investing $1 billion in initiatives like apprenticeships to train workers for what it calls “new collar” jobs – a phrase Rometty has coined for workers who have technology skills but not a four-year college degree. She noted the company is crafting 500 apprenticeships with the goal of making this “an inclusive era for employees.”

The “new collar” jobs could range from working at a call center to developing apps or becoming a cyber-analyst at IBM after going through a P-TECH (Pathways in Technology Early College High School) program, which takes six years starting with high school and an associate’s degree.

IBM is also helping to catalyze a national movement to close the skills gap. IBM and the Consumer Technology Association announced the launch of the CTA Apprenticeship Coalition, to create thousands of new apprenticeships in 20 states in January.

It provides frameworks for more than 15 different apprenticeship roles in fast-growing fields, including software engineering, data science and analytics, cybersecurity, mainframe system administration, creative design and program management. New apprenticeships will be modeled in large part on IBM’s successful apprenticeship program, which launched in 2017, is registered with the United States Department of Labor and has grown nearly twice as fast as expected.

The apprenticeships created by this Coalition provide pathways to tech jobs in all parts of the country — from Kansas to Minnesota to Louisiana — not just in traditional tech hubs on the coasts. Its goal is to widen the aperture when it comes to hiring by placing the focus on skills rather than specific degrees. From early-career professionals to mid-career transitions and everything in between, these apprenticeships represent a new pathway to success in 21st century careers, including the growing number of new collar roles where a traditional bachelor’s degree is not always required. They also offer an opportunity to build in-demand skills without taking on student debt.

Besides IBM, coalition members include Canon, Ford, Sprint, Toyota and Walmart.

In this tight job market, where the talent chase has become so intense, Rometty has some advice for employers at businesses of all sizes. It’s a shift in thinking she has adopted at IBM. “Bring consumerism into the HR model. Get rid of self service, and using AI and data analytics personalize ways to retrain, promote and engage employees. Also move away from centers of excellence to solution centers.”

As she sums it up: “In today’s world company’s need to be agile and realize their workforce is a strategic renewable asset. ”


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