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include component="comments" page="home" limit="10" = Welcome to PC 3 - Assessment for Learning ! =

==This class is specially designed for the B. Ed. First year students of Regional Institute of Education Bhopal which is a constituent unit of NCERT New Delhi.==

Unit 1- Overview of Assessment and Evaluation

 * Perspective on Assessment and Evaluation of learning in a Constructivist Paradigm
 * Distinction between 'Assessment of Learning' and 'Assessment for Learning'
 * Purposes of Assessment in a 'Constructivist' Paradigm-
 * 1) Engage with learners' minds in order to further learning in various dimensions
 * 2) Promote development in Cognitive, Social and Emotional aspects
 * Critical review of current Evaluation practices and their Assumptions about learning and development
 * **Clarifying the terms**
 * 1) Assessment, Evaluation, Test, Examination, measurement
 * 2) Formative and Summative Evaluation
 * 3) Continuous and Comprehensive Assessment
 * 4) Grading

Unit 2- What is to be Assessed ?

 * Dimensions and levels of learning
 * 1) Retention or Recall of facts and concepts; application of specific skills
 * 2) Manipulating tools and symbols; problem-solving; applying learning to diverse situations
 * 3) Meaning-making propensity; abstraction of ideas from experiences; seeing links and relationship; inference; analysis; reflection
 * 4) Originality and initiative; collaborative participation; creativity; flexibility
 * Contexts of Assessment
 * 1) Subject-related
 * 2) Person-related

Unit 3- Assessment of subject based learning
> __**Assessment tools **__
 * Enlarging notions of 'subject-based learning' in a constructivist perspective
 * Kinds of tasks - projects, assignment, performances
 * Kinds of tests and their construction
 * Observation of learning processes by self, by peers, by teacher
 * Self-Assessment and Peer Assessment
 * Constructing portfolios
 * Quantitative and Qualitative aspects of assessment - appropriate tools for each

Unit 4- Teacher competencies in evolving appropriate assessment tools

 * Visualizing appropriate assessment tools for specific contexts, content, and student
 * Formulating tasks and questions that engage the learner and demonstrate the process of thinking; scope for original responses
 * Evolving suitable criteria for assessment
 * Organizing and planning for student portfolios and developing rubrics for portfolios assessment
 * Using assessment feedback for furthering learning
 * Use of ICT

Unit 5- Data Analysis, Feedback and Reporting
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 * Statistical tools-percentage, graphical representation, frequency distribution, central tendency, variation, normal distribution, percentile rank, correlation and their interpretation
 * **Feedback as an essential component of formative assessment**
 * 1) Use of assessment for feedback; for taking pedagogic decisions
 * 2) Types of teacher feedback (Written comments, oral); peer feedback
 * 3) Place of mark, grades and qualitative descriptions
 * Developing and maintaining a comprehensive learner profile
 * **Purposes of reporting - to communicate **
 * 1) Progress and profile of learner
 * 2) Basis for further pedagogic decisions
 * Reporting a consolidated learner profile