ACADEMIC AUDIT-REPORT Format- Part-I
Name of the College:
Audit Team
1
2
Date of Audit:
Observations Remarks/Suggestions
College Timings
9.30 AM to 5.30 PM
4.30 PM to 5.30 PM
NCC / NSS / Sports
I Curricular Aspects
1 Courses offered Strength
.
Under Strength Observed
1
2 Add-on/Certificate Courses
3 Annual Curricular Plan
4 Attendance
5 Coverage of Syllabus
[Link] & Learning
Teaching Diary and Teaching Notes
No of Teaching staff including contract/Guest/PTL:
1 No Teachers submitted:
No Teachers Not submitted with details:
2 Conduct of Classes
Use of supplementary teaching tools and application
3
of ICT
4 Student Centric Activities
2
5 Student seminars
6 Remedial Coaching
7 Student Assignment
8 Student Feedback (Analysis done or not)
III. Evaluation & Results
1 Conduct of Internal Examinations
2 Maintenance of Marks Register/File
Result of University
3
Examinations(Last Exam)
3
1 Analysis of University Results(Percentage passed students)
2014- 2015-
Course
15 16
IV. Learning Resources
1 Library
2 Laboratories
3 e-Class Rooms
4 Computer & Internet
4
VII. Physical Activities
VII. Basic Facilities
1 Sanitation
2 Drinking Water Facilities
5
AUDIT QUESTIONS- Part-II
The auditors will generally be guided by the questions given in each section in carrying out the academic audit of Departments. These questions guide the formulation of the Self-
Evaluation Document (SED).
DEFINING INTENDED LEARNING OUTCOMES
Base decisions on facts
Do you seek external input in the formulation of the learning outcomes?
If yes, how do you do it? For example, do you use surveys or focus group interviews with employers and
alumni?
Are data from such surveys analysed so that you can establish a priori case? Explain
What have you learnt from former students and employers?
How do you ensure that there is convergence or agreement on the essential elements of the curriculum?
DESIGN TEACHING AND LEARNING PROCESSES
Design teaching and learning strategy
How are your courses managed?
Is there an appropriate and up-to-date teaching and learning strategy in the Department?
How are teaching and learning organised for students?
6
What pedagogical approaches are used?
What strategies are used to stimulate student participation in the classroom and enhance student learning?
What resources are used in teaching and learning?
How is the quality of teaching maintained and enhanced? How do you ensure that strategies such as effective
staff development, peer review, induction and mentoring are used?
How effectively do lecturers draw upon their research, scholarship or professional activity to inform their
teaching?
Is there any academic support including handbooks and other written documents that is given to students?
DEVELOPING AND USING STUDENT ASSESSMENT
Define quality of assessment in terms of learning outcomes
Have you defined key quality indicators of student performance based on the ILOs? State them.
How do you ensure that the assessment processes overall and particular assessment instruments used enable
students to demonstrate achievement of ILOs?
How is assessment moderated?
How do you ensure full confidence in the security and integrity of assessment procedures?
Does the assessment have an adequate formative function in developing student abilities?
7
How effectively is learning facilitated by formative and summative feedback and supervisory arrangements?
How do you monitor student progress and use the information?
IMPLEMENTING QUALITY EDUCATION
Design quality assurance mechanisms
How are you organised to carry out your teaching and learning effectively?
How do you assure stakeholders that content is delivered as intended and that teaching and learning processes
are implemented consistently?
How do you ensure that assessments are performed as planned and their results used effectively?
Signature of the Academic Advisors 1.
2.
