Run the academic lifecycle, compute OBE attainment from question-wise marks, and hand your accreditation cycle an evidence pack that was compiled as you taught — not assembled after the exams.
Every module reads the same students, courses and outcomes — so nothing is re-keyed, and nothing drifts out of sync.
The system your faculty actually works in, day to day.
Not a report you write. A number that falls out of marking.
The dossier assembles itself while you teach.
Enrol a whole batch into its scheduled courses, or register students per term against course offerings with capacity limits. Bulk CSV import for either.
A session is anchored to the classroom when the teacher opens it. Students mark in only from inside the geofence, with the code for that class. No proxy marking, no paper sheets.
Course outlines, learning outcomes and assessment plans in one place — published as a formatted outline document per offering.
One approved rationale, objectives, week plan and reading list per course — versioned and signed off. Each teacher's outline is copied from it and records the version it took, so a definition that moves shows up as a prompt to review, not a silent divergence.
Build a question bank by CSV, then generate a different paper for every student. Sittings are geofenced, OTP-gated and time-boxed.
Attendance, formative and summative marks compose into one result per course. Question-wise marks are tagged to outcomes, so attainment falls out of grading.
Map course outcomes onto program outcomes, PEOs and the Washington Accord knowledge profile — then compute attainment against your own thresholds.
Traditional and OBE transcripts, grade sheets, tabulation sheets and attainment reports — as PDF or Excel, on demand.
Constitute an exam committee, assign examiners, and run single, double or third-examiner moderation. Grade sheets and tabulation sheets generate from the same ledger.
Teachers open sessions and students mark in from Android or iOS. Marks captured out of signal are queued on the device and sync when the network returns.
Letter-grade spread, pass rate and average GPA for an examination — whole cohort or one course, with incompletes counted separately from failures.
Instructors record what fell short and what they will change, against the course and cohort it happened in — the closing half of the loop, kept with the evidence.
Grading schemes, mark distributions and attainment thresholds resolve faculty → program → department. Roles are defined per endpoint, and admins are scoped to their department.
Compile a programme's outcome evidence into a sectioned dossier. Computed sections resolve live while the pack is a draft, and freeze the moment you finalize it.
A per-offering checklist your department defines per course type. Six items — outline, attendance, grade sheet, attainment, CQI, instructor CV — fill themselves from the record, and the ones that cannot say why. Submit, verify or return, export as one PDF.
BAC's ten standards and 63 criteria, scored against the published descriptors with the responsible level marked against each — before the assessors do it. Run it as a committee, and export the assessment sheet as PDF or Excel.
Build the stakeholder instruments an OBE self-assessment asks for, distribute them by link, and read the results back where the evidence pack can cite them. No separate survey tool, and nothing re-keyed between the two.
Degrees, rank, appointment type, experience and publications — imported from your HR roster. Student–faculty ratio and five-year research output are derived, not typed.
Semester progression, cohort retention and graduation rates, computed against your faculty's own passing GPA and graduating-credit policy — never a hardcoded assumption.
A named approver signs a section, and the signature records a fingerprint of exactly what they saw. It goes stale the moment a mark underneath it moves.
Stop assembling accreditation evidence in spreadsheets after the fact. In MavericEdu, every question-wise mark a student earns flows through the mapping you defined and lands as measured attainment.
Author course outcomes and the program catalogues alongside them — POs, Programme Educational Objectives, and the Washington Accord knowledge profile and complex problem/activity ranges.
Tick which program outcomes each course outcome addresses. One matrix, curated per program, is the single source of truth every report reads.
Tag each exam question to a course outcome. Formative and summative marks are then attributed to outcomes automatically as they are entered.
Attainment is computed per outcome — by course, cohort, term, student and program — against thresholds you set, flagging every outcome below target.
Export attainment reports and OBE grade sheets as PDF or Excel, and record instructor CQI feedback against the courses that fell short.
Want to see this run on your own programme structure?
Book a demo →A submission is not a report. It is a hundred-page dossier drawn from a dozen sources. MavericEdu compiles the half that is computable, asks for the half it cannot know, and tells you at every moment what is still missing.
Programme identity, vision and mission, the five outcome catalogues and the four matrices between them, curriculum structure, the CO→PO articulation, assessment instruments, PO attainment against target, grade distribution, the faculty table and student–faculty ratio, progression and graduation rates, five-year research output, and the CQI log. Every table states the rule it used — including exactly which students its denominator counts.
Context, self-critique and improvement plans are written in place, each against a prompt for what that section has to argue. The prose is the slow part of a submission — and the part that does not depend on anyone's numbering, so it can start long before a cycle opens.
Lab inventories, library returns, MoUs and audited accounts attach with a required caption. In the bundle each one is filed under that caption — 01-library-holdings-return.pdf, not scan0007.pdf — with a manifest tying every file back to the section it evidences, and naming what is absent rather than quietly dropping it.
A named approver signs a section and the approval stores a fingerprint of precisely what they were looking at. The section is flagged stale when its content no longer matches — so a mark entered this morning can invalidate an approval, and a section untouched for two years that nothing has contradicted stays green. Revert the change and the approval stands again.
Attainment is computed from marks that keep moving. On finalize, every computed section resolves once and freezes — the screen, the PDF and the workbook all show the figures as of that day, and every further edit is refused. Reopening requires a note, and the superseded snapshot is kept permanently, so an assessor's question eighteen months later has an exact answer.
The dossier as PDF with a table of contents and page numbers, an Excel companion of every data table because assessors ask for the underlying numbers, and a ZIP of both plus the annexures. If the predicted page numbers disagree with the rendered file, the contents prints unnumbered — a wrong page number in a submitted dossier is worse than none.
MavericEdu compiles the evidence for an accreditation submission — it does not fill in the accreditor's forms. Both instruments are transcribed, so the packs carry real references: the BAC-shaped pack sits under BAC's own ten standards with criterion codes quoted from Chapter 3, and the BAETE-shaped pack follows the SAR's nine criteria, in its order.
A section is coded only where the published text makes the mapping unambiguous. One that spans three criteria stays uncoded, because a plausible-looking reference on a real submission is still worse than none. And the BAC pack tells you what it does not reach: 28 sections cite 27 of the 63 criteria, and it shows you the other 36 rather than hiding them behind a tidier grouping.
Both stay labelled provisional, and the label means something specific — what is transcribed is the criteria and the standards they sit under, not the dossier format each accreditor requires. BAETE takes submissions through its own system, capped at 150 pages excluding annexures. What finalizes today is your own outcome evidence record: signed, frozen, and reproducible years later. That is the part every institution currently assembles by hand in spreadsheets, and it is the one we compute completely.
Bangladeshi universities answer to two accrediting bodies, and they do not ask for the same thing. Knowing which one you are preparing for changes what evidence you need to start collecting, and when.
Both, not either. An engineering department may pursue both — they ask different questions of the same teaching record. One installation produces the evidence for either, because the record underneath is the same.
BAETE accredits engineering programmes and is Washington Accord aligned, so it asks for outcome attainment traced to question-wise assessment. BAC is the national accreditor across all disciplines and asks a broader institutional question — governance, faculty, finance, facilities, student support and the internal quality system — alongside programme outcomes. An engineering department may pursue both; they are not alternatives to each other.
Further than most departments expect. BAC requires that at least one batch has completed graduation two years before the date of application, which means the evidence has to cover a cohort's whole journey, not a recent snapshot. If you begin collecting when the cycle opens, the years you most need are already behind you.
The parts nobody can reconstruct afterwards: course outcomes mapped to programme outcomes, assessment tagged to those outcomes, attainment computed against a stated threshold for a named cohort, and a record of what changed as a result. Most institutions assemble that by hand in spreadsheets in the months before a visit.
The rest — facilities, MoUs, financial statements — is paperwork you already have. It is the attainment trail that has to be built as you teach.
The University Grants Commission has pushed universities to establish Institutional Quality Assurance Cells as the standing body responsible for self-assessment and continuous improvement. In practice the IQAC is who assembles an accreditation submission — and who needs outcome attainment, programme review and CQI records to be available year-round rather than compiled in a panic.
No, and we would rather say so plainly. MavericEdu compiles the evidence — outcome catalogues, the CO→PO matrix, attainment against target, progression and graduation rates, faculty and research records, and the CQI log — into a sectioned dossier with the figures frozen on the day you sign off.
Both instruments are transcribed, so the packs carry real criterion references: the BAC-shaped pack is grouped under BAC's ten standards with codes quoted from Chapter 3, and the BAETE-shaped pack follows the SAR's nine criteria. A section is coded only where the published text makes the mapping unambiguous — one spanning several criteria stays uncoded rather than carry a reference that merely looks plausible.
They remain labelled provisional because what is transcribed is the criteria, not the submission format each accreditor requires: BAETE takes submissions through its own online system with a 150-page cap and an annexure set we do not model. The prose and annexures you collect now carry straight across when that format is in hand.
Yes. The outcome engine is discipline-neutral — a Bachelor of Business defines its own programme outcomes and maps its own course outcomes onto them. What is engineering-specific is the Washington Accord knowledge profile and the complex problem and activity ranges, and a BAC-shaped pack drops those entirely rather than asking a business programme for its WK mapping.
Every session is anchored to the classroom. Students mark in only when they're inside the geofence and hold the one-time code the instructor released for that class.
Generate the traditional transcript a registrar signs and the outcome attainment an accreditor reviews — from the same record, with no reconciliation in between.
Upload a question bank as CSV and MavericEdu builds each student a paper of its own — questions drawn in a different order, from different groups, with the multiple-choice options shuffled. Two neighbours see two different tests.
Faculty lose countless hours mapping and calculating attainment — time spent on documentation instead of learning modern, active teaching and assessment. MavericEdu exists to flip that: teachers focus on teaching and assessment, and the right tool handles the rest
We'll walk your team through enrollment, attendance and class assessment, run attainment live on a program structure like yours, and compile the evidence pack that falls out of it.