B.Ed. (Full Time) Assessment for Learning Syllabus - Mumbai University

Objectives

• To help prospective teachers in understanding critical role of assessment in enhancing learning.
• To develop an understanding among prospective teachers about assessment for learning as a constructivist paradigm.
• To develop an understanding of taxonomy of educational objectives.
• To develop the skill of writing of objectives and specifications.
• To develop enabling processes among prospective teachers to lead to better learning, more confident and creative learners.
• To develop critically outlook among prospective teachers towards practices of assessment and selection.
• To acquaint prospective teachers with an understanding of the concept and issues related to internal examination and external examination.
• To enable prospective student teachers in understanding and analysing the psycho- social concerns of assessment.
• To develop competencies among prospective teachers in using diverse methods and tools and techniques of assessment in an array of learning/performance outcomes of diverse learners.
• To develop a critical understanding of issues in assessment and explore realistic, comprehensive and dynamic assessment processes among student teachers.
• To develop an understanding of various statistical measures and their use for interpretation of results.

Module 1: Fundamentals of Assessment 2 credits

Unit 1: Concept of Assessment

• a) Meaning, Nature, Functions of Assessment
• b) Perspectives of Assessment (Assessment for learning, Assessment of learning & Assessment as learning)
• c) Types of Assessment: Meaning & Features (Placement, Formative, Diagnostic and Summative)

Unit 2: Essentials of Assessment

• a) Aims and Objectives- Meaning, Relationship between aims and objectives, and Criteria for writing statements of objectives.
• b) Learning outcomes- Meaning, Relationship between objectives and learning outcomes, and Criteria for writing statements of Learning Outcomes
• c) Assessment of Cognitive, Affective and Psychomotor domains of learning
• • Cognitive domain -Anderson and Krathwohl (Revised Bloom’s taxonomy)
• • Affective domain -Krathwohl
• • Psychomotor domain - Dr. R.H.Dave

Unit 3: Trends and Issues of Assessment

• a) Continuous and Comprehensive Assessment (Meaning, Characteristics and Significance)
• b) Internal Assessment and External Examination (Meaning, Significance and Problems related to planning, conduct and assessment)
• c) Psycho-social concerns of Assessment (Implications)
• • No detention Policy (RTEAct, 2009)
• • Competitive ranking of schools
• • Profiteering by private agencies

Module 2: Instruments of Assessment and Reporting of Result 2 credits

Unit 4: Instruments of Assessment

• a) Characteristics of a good measuring instrument
• b) Tools and Techniques of Assessment (Meaning, Guidelines of development & Uses):
• 1. Checklist
• 2. Rating Scale
• 3. Rubrics
• 4. Anecdotal Records
• c) Achievement Tests:
• 1. Performance Tests: Oral & Practical assessment (Merits, Limitations, Suggestions for improvement, Criteria for evaluation)
• 2. Written Test- Essay & Objective type (Merits, Limitations, Suggestions for improvement, Criteria for evaluation)
• 3. Open Book Examination and Online Examination (Merits & Limitations)

Unit 5: Differentiated Assessment Strategies

• a) Meaning and purpose of Teacher assessment, Self-assessment and Peer assessment
• b) Criterion Referenced Tests and Norm Referenced tests (Meaning, Characteristics)
• c) Records used in Assessment (Meaning, Guidelines of development & Uses):
• 1. Cumulative Records
• 2. Student Portfolio
• 3. Learner Profile
• 4. Reflective Journal

Unit 6: Feedback Mechanism & Reporting

• a) Concept & Criteria of Constructive feedback.
• b) Reporting (Meaning and Types of Reporting)
• c) Statistical Application for Interpretation and Reporting:
• 1. Calculation and Interpretation of Mean and Median
• 2. Interpretation of Standard Deviation with reference to Normal Probability Curve
• 3. Interpretation of Percentile and Percentile Rank

Module 3: Internal Assessment 2 credits

• Any two of the following tasks:
• a) Prepare a Blue print and a test in the school subject opted for. (Compulsory)
• b) Study and Compare the implementation of CCA of different school boards.
• c) Critically review educational policies on reforms in assessment.
• d) Comparative study of Assessment of different countries.

References

• Aggarwal, J.C. (2006), Essentials of Examination System: Evaluation, Tests and Measurement,Vikas Publishing House Pvt. Ltd.
• Bhatia, K.K., Measurement and Evaluation in Education, Tandon publications, Ludhiana.
• Bloom, S.B. Hastings, J.T. and Madans, G.F. (1971) Handbook on Formative and Summative Evaluation of student Learning.New York: McGraw – Hill Book Co.
• Dandekar, W.N. (1986), Education in Schools, R. Lall Book Depot, Meerut (U.P)
• Dweek, C. (2006), Mindset: The new psychology of success, Random House LLC
• Glaser, R., Chudowsky, N., &Pellegrion, J.W. (Eds.). (2001). Knowing what students know: The Science and Design of Educational Assessment National Academies Press.
• Goodson, I.F., & Marsh, C.J. (2005), Studying school subjects: A guide. Routledge.
• Govinda, R. (2011), Who goes to School? Exploring exclusion in Indian Education. Oxford University Press.
• Mrunalini, T. (2013).Educational Evaluation. Hyderabad: Neelkamal Publications Pvt. Ltd.
• Patel, R.N. (2013), Educational Evaluation: Theory and Practice, Himalaya Publishing House, Mumbai.
• Rani, P. (2004).Educational Measurement and Evaluation. New Delhi: Discovery Publishers.
• Reynolds, C.R., Livingston, R.B., and Willson, V. (2011).Measurement and Assessment in Education. New Delhi: PHI Learning PVT. LTD.
• Sharma, R.A. (2010), Essentials of Measurement in Education and Psychology, R. Lall Book Depot, Meerut.
• Siddiqui, M.H. (2010). Educational Evaluation. New Delhi: A.P.H. Publishing Corporation.
• Shepard, L.A. (2000), The role of Assessment In a Learning Culture, Educational Researcher, 4-14.
• Stiggins, R. (2005), From formative assessment to assessment for learning: A path to success in standards-based schools, Phi Delta Kappan, 324-328.
• Taiwo, Adediran A. (2004), Fundamentals of Classroom Testing, VikasPublishing House Pvt. Ltd. New Delhi. Click here: First page