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Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)
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Mathematics Evaluation of Open and Distant Learners/ ODL (EFA@NIOS)

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Presentation in International Conference on EFA presented by Vinod Kumar Kanvaria on ICT for Mathematics Evaluation

Presentation in International Conference on EFA presented by Vinod Kumar Kanvaria on ICT for Mathematics Evaluation

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  • 1. A Presentation in International Conference onEFA: Role of Open Schooling at IDSA, New Delhi for NIOS, Noida March 13th-15th, 201314/03/2013 VINOD K KANVARIA: EFA@NIOS 1
  • 2. VINOD KUMAR KANVARIA Department of Education University of Delhi (INDIA) vinodpr111@gmail.com
  • 3. ICT tools for Evaluation This talk endeavours to cover the following: Evaluation and Assessment concept Continuous and Comprehensive Evaluation Information and Communication Technology Major constraints in Open Education Meeting these constraints through ICT tools14/03/2013 VINOD K KANVARIA: EFA@NIOS 3
  • 4. What is Evaluation? Evaluation! What is it ?14/03/2013 VINOD K KANVARIA: EFA@NIOS 4
  • 5. Kothari Commission (1964-66) A continuous process forming an integral part of the total system of education, which is intimately related to educational objectives14/03/2013 VINOD K KANVARIA: EFA@NIOS 5
  • 6. What can be various types of Evaluation ? Self-referenced Evaluation A process to progress for future Criterion-referenced Evaluation Criterion set by external agency Norm-referenced Evaluation Referencing peer-groups14/03/2013 VINOD K KANVARIA: EFA@NIOS 6
  • 7. Why do we need CCE?14/03/2013 VINOD K KANVARIA: EFA@NIOS 7
  • 8. Why do we need CCE ? Three Domains of Learning 14/03/2013 VINOD K KANVARIA: EFA@NIOS 8
  • 9. Why do we need CCE ? Envisaging Validity and Reliability of Evaluation14/03/2013 VINOD K KANVARIA: EFA@NIOS 9
  • 10. Why do we need CCE? Anxiety, Stress and Opportunity Factor14/03/2013 VINOD K KANVARIA: EFA@NIOS 10
  • 11. What is Assessment ? A systematic procedure for gathering, then analysing information for making instructional, administrative decisions (Wallace, Larsen & Elksnin,1992)14/03/2013 VINOD K KANVARIA: EFA@NIOS 11
  • 12. What is Assessment ? Collecting information which can be used for inference about the characteristics of people or objects (Reynolds, Livingston & Willson, 2006)14/03/2013 VINOD K KANVARIA: EFA@NIOS 12
  • 13. What is ICT ? ICT ! What is it ?14/03/2013 VINOD K KANVARIA: EFA@NIOS 13
  • 14. What is ICT ? The combination of informatics technology with other related technologies, especially communication technology UNESCO (2002)14/03/2013 VINOD K KANVARIA: EFA@NIOS 14
  • 15. A View about ICT ? Effective two–way communication technologies; available 24 hours a day; remove geographical distances; and shrink the relative costs of communication to a fraction of earlier value (Gerster and Zimmermann, 2003)14/03/2013 VINOD K KANVARIA: EFA@NIOS 15
  • 16. Data in Handy Accessibility Forms ICT Repetition14/03/2013 VINOD K KANVARIA: EFA@NIOS 16
  • 17. Why ICT ? Why do we need ICT in Open Education ?14/03/2013 VINOD K KANVARIA: EFA@NIOS 17
  • 18. Why ICT ? An answer to growing demand for enrolments in Open Education14/03/2013 VINOD K KANVARIA: EFA@NIOS 18
  • 19. Why ICT ? More in tune with the mindset of the present day students.14/03/2013 VINOD K KANVARIA: EFA@NIOS 19
  • 20. Why ICT ? Offers solution to the challenges of growth of knowledge in different subjects14/03/2013 VINOD K KANVARIA: EFA@NIOS 20
  • 21. Web 2.0: A Recent Concept in ICT for Education14/03/2013 VINOD K KANVARIA: EFA@NIOS 21
  • 22. What are Web 1.0, 2.0 and Web 3.0 ? Web 1.0, 2.0, 3.0! What are these? 14/03/2013 VINOD K KANVARIA: EFA@NIOS 22
  • 23. Read Only Static Web Content Web 1.0 Navigation14/03/2013 VINOD K KANVARIA: EFA@NIOS 23
  • 24. User Created Read Write Content Web Web 2.0 Blurred Dividing Line between Contributor & Consumer14/03/2013 VINOD K KANVARIA: EFA@NIOS 24
  • 25. Semantic Web Personalization Web 3.0 Behavioral Advertising14/03/2013 VINOD K KANVARIA: EFA@NIOS 25
  • 26. Why do we need Web 2.0 in Open Education?14/03/2013 VINOD K KANVARIA: EFA@NIOS 26
  • 27. Why Web 2.0 ? Temporal Constraints14/03/2013 VINOD K KANVARIA: EFA@NIOS 27
  • 28. Why Web 2.0? Spatial Constraints14/03/2013 VINOD K KANVARIA: EFA@NIOS 28
  • 29. Why Web 2.0? Limited Opportunity Constraints14/03/2013 VINOD K KANVARIA: EFA@NIOS 29
  • 30. Why Web 2.0 ? Contribution and Collaboration issues14/03/2013 VINOD K KANVARIA: EFA@NIOS 30
  • 31. Why Web 2.0? Customization of Technology and Content issues14/03/2013 VINOD K KANVARIA: EFA@NIOS 31
  • 32. Why Web 2.0? Expressing Democratically and Initiatively14/03/2013 VINOD K KANVARIA: EFA@NIOS 32
  • 33. How to meet these challenges? Here are some ICT Tools, especially Web 2.0 tools for Assessment and Evaluation which every ‘Open’ teacher should know and use14/03/2013 VINOD K KANVARIA: EFA@NIOS 33
  • 34. I-rubric A free rubric development, assessment, andsharing tool. I-rubric school-edition empowers schools with an easy-to-use system for monitoring learner learning outcomes and aligning with standards. An i-rubric on ‘Arithmetic operations with integers’ built by Shelly Dillo for addition andsubtraction of integers and multiplication and division of integers for grade level 9-12 is an example for Arithmetic assessment:14/03/2013 VINOD K KANVARIA: EFA@NIOS 34
  • 35. No Evidence (NE) 1 pts. Approaching Proficient Mastery Has little or no 2 pts. 3 pts. 4 pts. understanding of material Has a basic, but still Has a solid understanding Has a superiorCriterion incomplete, and can apply understanding and can understanding. understanding sometimes apply to new material. to new material.Adding Integers Cannot demonstrate and/or Demonstrates and/or Demonstrates and/or Demonstrates and/orDemonstrates and/or explain how to add positive explains rules for adding explains rules for adding explains rules for adding and negative integers. positive and negative positive and negative positive and negativeexplains rules for integers with 50% accuracy. integers, with 75% integers with 100%adding positive and Two or more Rules missing accuracy. accuracy.negative numbersSubtracting Integers Cannot demonstrate and/or Demonstrates and/or Demonstrates and/or Demonstrates and/orDemonstrates and/or explain how to subtract explains rules for explains rules for explains rules for positive and negative subtracting positive and subtracting positive and subtracting positive andexplains rules for integers. negative integers with 50% negative integers, with 75% negative integers withsubtracting positive accuracy. Two or more accuracy. 100% accuracy.and negative numbers Rules missingMultiplying Integers Cannot demonstrate and/or Demonstrates and/or Demonstrates and/or Demonstrates and/orDemonstrates and/or explain how to multiplying explains rules for explains rules for explains rules for positive and negative multiplying positive and multiplying positive and multiplying positive andexplains rules for integers. negative integers with 50% negative integers, with 75% negative integers withmultiplying positive accuracy. Two or more accuracy. 100% accuracy.and negative numbers Rules missingDiving Integers Cannot demonstrate and/or Demonstrates and/or Demonstrates and/or Demonstrates and/orDemonstrates and/or explain how to dividing explains rules for dividing explains rules for dividing explains rules for dividing positive and negative positive and negative positive and negative positive and negativeexplains rules for integers. integers with 50% accuracy. integers, with 75% integers with 100%dividing positive and 14/03/2013 VINOD K KANVARIA: EFA@NIOS Two or more Rules missing accuracy. accuracy. 35negative numbers
  • 36. ProtagonizeProtagonize attempts to modernize the collaborative creative writing arena producing more usable interface. Protagonize provides a temporal-free platform for the collaboration and co- operation among learners.14/03/2013 VINOD K KANVARIA: EFA@NIOS 36
  • 37. “Mathematics is a subject...got the same answer for both the methods...In the second method, we beat about the bush, and wasted time... If we made a mistake in the trigonometry, then our height would be wrong also, and thus our final answer would be incorrect…When rounding of values, they become more inaccurate, and the final answer becomes very inaccurate...Thus, it can be seen that beating about the bush in math class is a dangerous proposition!”14/03/2013 VINOD K KANVARIA: EFA@NIOS 37
  • 38. RubistarA free online tool for facilitators, which allow them easily making rubrics for all sorts of assessments. Let us have a look at a rubric ‘2D and 3D Geometry: Project-Based Assessment’ created by Schwab (2011) using Rubistar, which can help in Geometry assessment:14/03/2013 VINOD K KANVARIA: EFA@NIOS 38
  • 39. CATEGORY 4 3 2 1Vocabulary: square, Student uses all vocabulary Student uses most Student uses some There is little use, orcircle, rectangle, triangle, correctly when reading and vocabulary correctly when vocabulary correctly when inappropriate use ofrhombus, trapezoid, writing about the project. reading and writing about reading and writing about vocabulary when readinghexagon, cube, sphere, the project. the project. and writing about thecylinder project.Conceptual Student can identify, Student can identify, Student can identify, Student shows limitedUnderstanding: attributes compare, and categorize all compare, and categorize compare, and categorize ability to identify, compare, 2D and most 3D shapes by most 2D and some 3D some 2D shapes by defining or categorize shapes by defining and non-defining shapes by defining and non- and non-defining attributes. defining and non-defining attributes. defining attributes. attributes.Strategies and Reasoning Student can use attributes Student can use attributes Student can use attributes Student attempts to use (sides, faces, size) to build a (sides, faces, size) to build (sides, faces, size) to build a attributes (sides, faces, size) complex composite shape an effective composite composite shape from a few to build a composite shape. from many simple shapes. shape from some simple simple shapes. shapes.Execution Diagrams and/or sketches Diagrams and/or sketches Diagrams and/or sketches Diagrams and/or sketches of project are precise, neat, of project are clear and of project are somewhat of project are not clear or labelled and demonstrate demonstrate understanding clear and demonstrate some are used inappropriately. complex understanding of of project. understanding of project. project.Project Materials Student always listens and Student typically listens and Student sometimes listens Student rarely listens and follows directions and only follows directions and uses and follows directions and often "plays" with the uses manipulative as manipulative as instructed uses manipulative manipulative instead of instructed. most of the time. appropriately when using them as instructed. reminded. 14/03/2013 VINOD K KANVARIA: EFA@NIOS 39
  • 40. Poll DaddySpecifically designed for creating polls and surveys & can easily be utilized to create online quizzes for a course. A tool which promotes social, collaborative and sharing approach to learning.A quiz created using Poll Daddy can be used in Mensuration assessment:14/03/2013 VINOD K KANVARIA: EFA@NIOS 40
  • 41. 14/03/2013 VINOD K KANVARIA: EFA@NIOS 41
  • 42. R-campus A comprehensive education management system (EMS) and a collaborative learning environment.At r-campus, one can do all educational work like building e- portfolios, academic communities, etc. 14/03/2013 VINOD K KANVARIA: EFA@NIOS 42
  • 43. 14/03/2013 VINOD K KANVARIA: EFA@NIOS 43
  • 44. E-portfolio A digitalized collection of artefacts, including demonstrations, resources and accomplishments that represent an individual, group, community, organiz ation or institution. Weakland, L’s Math portfolio can be used for Statistics and Algebra assessment:14/03/2013 VINOD K KANVARIA: EFA@NIOS 44
  • 45. 14/03/2013 VINOD K KANVARIA: EFA@NIOS 45
  • 46. Survey Monkey Provides a platform for surveys by allowing users for creating and upgrading accounts, designing surveys, collecting responses, analysing data, and managing accounts. An example of a quiz for assessing Transforming formula and inequalities in Algebra:14/03/2013 VINOD K KANVARIA: EFA@NIOS 46
  • 47. 14/03/2013 VINOD K KANVARIA: EFA@NIOS 47
  • 48. School Tube School tube provides a space on the Internet for facilitators and learners to post videos for the classroom. Like many other video-sharing websites, School tube lets users upload videos they create.An example for Probability assessment: 14/03/2013 VINOD K KANVARIA: EFA@NIOS 48
  • 49. 14/03/2013 VINOD K KANVARIA: EFA@NIOS 49
  • 50. Mahara A fully featured web application to build electronic portfolio, create blogs, upload files, embed third- party resources from the web and collaborate with other users in groups. Objective can be viewed as enhancing and complementing the overall environment by a learner-centred personal learning environment, providing a good e-portfolio system.14/03/2013 VINOD K KANVARIA: EFA@NIOS 50
  • 51. 14/03/2013 VINOD K KANVARIA: EFA@NIOS 51
  • 52. Visionary Shift Traditional mode Temporal-free and Spatial-free mode of Evaluation in Open Education ICT modeEfficient Evaluationin Open Education 14/03/2013 VINOD K KANVARIA: EFA@NIOS 52
  • 53. In the 21st Century Our SUCCESS will depend upon the extent to which we are able to change ourselves with the changing times14/03/2013 VINOD K KANVARIA: EFA@NIOS 53
  • 54. Conclusionary RemarkAnd, Capacity Building Programmes can help a lot in this direction.14/03/2013 VINOD K KANVARIA: EFA@NIOS 54
  • 55. Let us all join hands to achieve excellence in Open Education through strengthening the use of ICT in Evaluation14/03/2013 VINOD K KANVARIA: EFA@NIOS 55
  • 56. -to entire Educational System, itsStudents, Teachers and all…… & of course to the14/03/2013 VINOD K KANVARIA: EFA@NIOS 56

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