B.Ed. (Hearing Impairment) Learning Teaching and Assessment Syllabus - Mumbai University
This is the University of Mumbai syllabus for the Bachelor of Education - Special Education (Hearing Impairment), the Choice Based two-year programme in force from the academic year 2016-17. It is the scheme currently examined: the University set all four of its semesters in Winter 2025 and Summer 2026, and has published no revision of it since. The University no longer hosts the document on mu.ac.in, which is why it is mirrored here in full.
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Syllabus for Learning Teaching and Assessment
Module 1: Human Learning and Intelligence with implications on classroom Teaching and
- Learning
- 1.1 Human learning: Meaning, definition and concept formation
- 1.2 Learning theories: - Behaviourism: Skinner, Thorndike - Cognitivism: Piaget, Kohlberg - Social Constructism: Vygotsky, Bandura
- 1.3 Intelligence: Concept and definition
- 1.4 Theories: Two-factor, Multifactor, Triarchic Theory (Robert Steinberg)
- 1.5 Creativity: Concept, Definition and Characteristics
Module 2: Learning Process and Motivation
- 2.1 Sensation: Definition and Sensory Process
- 2.2 Attention: Definition and Affecting Factors
- 2.3 Perception: Definition and Types
- 2.4 Memory, Thinking, and Problem Solving
- 2.5 Motivation: Nature, Definition and Maslow’s Theory
Module 3: Teaching Learning Process
- 3.1 Maxims of Teaching
- 3.2 Stages of Teaching: Plan, Implement, Evaluate, Reflect
- 3.3 Stages of Learning: Acquisition, Maintenance, Generalization
- 3.4 Learning Environment: Psychological and Physical
- 3.5 Leadership Role of Teacher in Classroom, School and Community
Module 4: Overview of Assessment and School System
- 4.1 Assessment: conventional meaning and constructivist perspective
- 4.2 ‘Assessment of Learning’ and ‘Assessment for Learning’: Meaning and difference
- 4.3 Curriculum Based Measurement
- 4.4 Formative and summative evaluation,
- 4.5 Understanding key concepts in school evaluation: filtering learners, marks, credit, grading, choice, alternate certifications, transparency, internal-external proportion, improvement option
Module 5: Assessment: Strategies and Practices
- 5.1 Strategies: (Oral, written, portfolio, observation, project, presentation, group discussion, open book test, surprise test. untimed test, team test, records of learning landmark, cloze set/open set and other innovative measures) Meaning and procedure
- 5.2 Typology and levels of assessment items: open ended and cloze ended; direct, indirect, inferential level
- 5.3 Assessment of diverse learners: Exemptions, concessions, adaptations and accommodations
- 5.4 School examinations: Critical review of current examination practices and their assumptions about learning and development
- 5.5 Efforts for exam reforms: Comprehensive and Continuous Evaluation (CCE), NCF (2005) and RTE (2009)
Essential Readings
- Amin, A. Assessment of Cognitive Development of Elementary School Children A Psychometric Approach Jain Book Agency 2002
- Panch, R. (2013). Educational Psychology: Teaching and Learning PerspectivesMcGraw Hill Education (India) Private Limited
- Misra, G., Jha, A., & Woolfolk, A.(2012). Fundamentals of Educational Psychology11 th edn Pearson Publication
- Whitcomb, S. and Merrell, K.W.(2012). Behavioral, Social, and Emotional Assessment of Children and AdolescentsRoutledge 4 th edn.
- Chauhan, S.S.(2013). Advanced Educational Psychology. Jain Book Agency, Delhi
- Salvia, John, Ysseldyke, James, E. And Bolt, Sara. (2007). Assessment in Special and Inclusive Education. Houghton Mifflin Company, Boston.
- King-Sears, E. Margaret. (1994). Curriculum Based Assessment in Special Education. Singular Publishing Group
- Paul, P.(2009). Language and deafness. Singular publication
- Geisinger, K.F. (2013) APA Handbook of Testing and Assessment in Psychology. Available at American Psychological Association, USA
- Howell, Kenneth W., (2000). Curriculum Based Evaluation. (3 rd Ed). WordswortThompson Learning.
- McMillan, James H. (2001). Classroom Assessment: Principles and Practice for Effective Instruction. Allyn and Bacon, London.
- Nevo, David. (1995). School based Evaluation. Pergramon Publishing
- Salvia, J. (1998). Assessment. (7th ed) Boston:Houghton Mifflin
- Guskey, T. R. & Bailey. J (2000). Grading and Reporting. Thousnad Oaks,CA: corwin King-
- Howell, Kenneth, W. & Nolet Victor (2000). Curriculum based Evaluation (3rd ed.). Wadsworth Thomson Learning.
Reproduced from the University of Mumbai syllabus for B.Ed. Spl. Ed. (Hearing Impairment), in force from the academic year 2016-17. Wording, module numbering and the reading list are as printed in that syllabus. The PDF above is the syllabus's own page, unaltered.
The complete syllabus
This subject is cut from the University syllabus for the whole degree. Open it here if you want the whole thing rather than a single subject.