The assessment of learning in JIM does not use a single way of writing for three hours as the present conventional method is used elsewhere. On strengths of students their learning is assessed: “singers must be tested on singing and dancers must be tested on dancing”.
Following AACSB directives, first, learning begins with definition of student learning goals and objectives. Each learning goal describes the desired outcome that students should be able to accomplish when they graduate finally, regardless of their specializations. Second, every effort is made to align the curricula with the adopted goals to ensure that the curriculum addresses the learning goals. There is clear evidence that the work students do in one or more classes directly supports how and what student achieves. Third, identification of instruments to assess learning is done. We follow “course-embedded” measures. In this, course assignments or other student demonstrations such as GD, PI and report from a course are evaluated for the purposes of AOL through a separate, distinct process that is driven by criteria established by more than three faculty members. Not only subject knowledge but also communication skills to articulate what a student has learnt is tested and measured. Finally, once the scores are collected on students’ performance through the outcomes assessment process, they are shared with and analysed by the appropriate standing committee under the leadership of Chair, Examinations and finally the Director of JIM approves the score that is to be sent to Controller of Exams in the college.