Innovative teaching and assesments


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Innovative teaching and assesments

  1. 1. In the present trend of education the educator must aware of soft skills usage of educationtechnology and its integration in classroom teaching and learning process to cope with thepresent Lerner condition.The rapid development of Information and Communication Technology (ICT) has madeinformation ubiquitous and more powerful. Much evidence indicates that technology has greatpotential to increase learners’ motivation, link learners to various information sources, supportcollaborative learning, and allow teachers more time for facilitation in classrooms. IntegratingTAL into teaching and learning has therefore become a great concern for many educators.Depending on the scope of content covered,TAL integration can happen in three areas:curriculum (macro), topic (meso), and lesson(micro). In the topic area, TAL can be used tocover certain topics within a course. A topicusually involves a series of smaller pockets ofknowledge, such as DNA or cell division,which are usually interrelated to elaborate concepts. At the micro level, TAL is used to helpexplain specific knowledge units, such as DNA within a single lesson.Planning LESSONInnovative Teaching Practice contains 5 steps 1. Lesson Plan with the teaching learning methodology as appropriate to the defined objectives and learning outcomes of the students 2. Implementation Plan with the timelines, content support, hardware support and all other activities detailed 3. Evaluation / Assessment (Online and Offline) Strategies and tools 4. Actual implementation 5. FeedbackA successful teacher is the one who can create involvement and hunger in the students forlearning. The children of today are actually hungry for more information which is of interest andis relevant to their lives and goals.The students at JNV are encouraged to access/collect information from the print and electronicmedia. They are not dependent only on the information provided in the text book or by theteachers.
  2. 2. Academic:  Digitalization of lesson plans, lessons, teaching Diary, Marks Analysis, CCE, Minutes of Meetings of all heads, Games and Sports etc.,  Classroom transactions in special smart rooms – with less infrastructure reaching maximum goals.  Podcasting for visually and Physically challenged students  Teaching learning extended beyond the class room by virtual class and online learning by  Collaborative and Project based learning by using ePals  Creation and maintenance of Blogs and WikisNVS ICT policies and FrameworksThe National Policy on Education 1986, as modified in 1992, stressed upon employing educationaltechnology to improve the quality of education. The policy statement led to two major centrallysponsored schemes, namely, Educational Technology (ET) and Computer Literacy and Studies in Schools(CLASS) paving the way for a more comprehensive centrally sponsored scheme – Information andCommunication Technology @ Schools in 2004. Educational technology also found a significant place inanother scheme on upgradation of science education. The significant role of ICT in school educationbeen highlighted in the National Curriculum Framework 2005 (NCF) 2005.With the convergence of technologies it has become imperative to take a comprehensive look at allpossible information and communication technologies for improving school education in the country.The comprehensive choice of ICT for holistic development of education can be built only on a soundpolicy. The initiative of ICT Policy in School Education is inspired by the tremendous potential of ICT forenhancing outreach and improving quality of education. This policy endeavors to provide guidelines toassist the States in optimizing the use of ICT in school education within a national policy framework.The vision of ICT Policy in School Education aims at preparing youth to participate creatively in theestablishment, sustenance and growth of a knowledge society leading to all round socio- economicdevelopment of the nation and global competitiveness. The mission of the policy is to devise, catalyse,support and sustain ICT and ICT enabled activities and processes in order to improve access, quality andefficiency in the school system.To achieve the above, the ICT Policy in School Education will endeavour to Create  an environment in the states to develop ICT knowledgeable community
  3. 3.  an ICT literate community who can deploy, utilize, benefit from ICT and contribute to nation building  an environment of collaboration, cooperation and sharing, conducive to the creation of a demand for optimal utilization of and optimum returns on the potentials of ICT in education Some of the specific goals of the policy are to;  Promote universal, equitable, open and free access to state of the art ICT and ICT enabled tools and resources to all students and teachers  Development of local and localised quality content and enable students and teachers to partner in the development and critical use of shared digital resources  Development of professional networks of teachers, resource persons and schools to catalyse and support resource sharing, up gradation, and continuing education of teachers; guidance, counseling and academic support to students; and resource sharing, management and networking of school managers and administrators, resulting in improved efficiencies in the schooling process  Research, evaluation and experimentation in ICT tools and ICT enabled practices in order to inform, guide and critically utilise the potentials of ICT in school education  Motivate and enable wider participation of all sections of society in strengthening the school education process through appropriate utilization of ICTThe technology contextBeing a residential School students are available throughout the day. V Room is a tool where learningcan be done beyond the class room, it not only helps students of our Vidyalaya especially it isworthwhile for those schools where subject teacher is vacant or inexperience contract teacher is posted.Our Teachers have done Vroom with neighboring school where the post is vacant. We also conduct Vroom classes for in-service training and professional development. For our students we have high-speedbroadband connection with webcams. So this tool can be used anytime anywhere.Innovative Assessment MethodologyAn example of online assessment tool to assess students on Life processesExample Rubric used to assess students performance on a Science Project. Such rubric help students toperform and gain confidence. Area Criteria RattingUse of Scientific Language Consistent, accurate usage of terms 4
  4. 4. Adequate usage of scientific terms 3 Occasional use with few error 2 No terms or frequent errors in usage 1Concept of Understanding shows understanding of key concepts 4 usually demonstrates understanding 3 inadequately demonstrates understanding 2 poor understanding of concepts 1Application of Scientific able to apply learning 4concept usually finds practical application 3 occasionally relates to real life skills 2 no practical application 1Clarity of Presentation Well presented 4 Adequate Presented 3 Limited Presentation 2 Poor Presentation 1Ability to Answer HOTs Critically reviewed and analyzed the problem 4 Apply the theory into practical 3 Explained the problem into one’s own words 2 Projects shows facts and figures 1Experiment conducted at school to find out best assessment practiceThe topic was taught using lecture method without Integration ICT and conducted formative assessmentwith paper and pen test. Same topic Life Processes taught integrating web based learning, e-learning,podcasting and Virtual Class. After that Students were sampled within a limited number. Forty studentsare participated, and they are of 14 to 15 ages an average of ten students from each class. Table 1 givesan overview of the number of participating students in the class from K-6 to K-12. A separateassessment conducted for 3 students by only computer based assessment among three 02 of visuallychallenged and 01 physically challenged. A total number of 43 students participated.Table 1: the number of participating students in JNV Vizianagaram Number of students Class Boys Girls 15 K-12 07 08 15 K-11 05 10 10 X 05 05 02(VHP)* VII 02 - 01(PHP)* VI 01 -*VHP-Visually challenged student*PHP-Physically Challenged student
  5. 5. Teacher was asked to develop questions by using eXe and Googledocs. To maintain simplicity, all itemsin the PC test were automatically coded and no manual coding was required the automatic codingmechanism accommodated multiple choice, complex multiple choice, Closed activity, image basedquestions and “True or False response types. Most of the PC items contained multimedia elements.The paper test consisted of items that were also used for the regular NCERT & CBSE questions in the testbook. Among these items are both multiple-choice items and items that require the students toformulate the answer themselves with determined pre-guide of experts. After completing the two tests,the students responded to a student questionnaire containing questions about self-concept, motivation,attention sills, home background, attitudes and relationship to ICT. The study was implemented by theuse of fifteen student PCs and one test server PC. As a consequence, 4 days conducted the assessmentin four different classes. The study was implemented in the period from Oct 21 to Oct, 25, 2009. In thetest session, the students were divided into two groups. One group started by doing the PC test, whilethe other group did the paper test first. All the students sat in the same room. Finally, all the studentsresponded to the student questionnaire on paper. Each test had a maximum time limit of one hour,while the students were given 20 minutes to answer the questionnaire.This principle was also applied in the CBAS study, both in the paper-based and the PC-based tests. ThePC test consisted of 30 items. However, each of the test versions consisted of 25 items. Two types ofdata were recorded from the PC test. Firstly, the students’ answers to all the cognitive items wererecorded (“response data”). Secondly, the student behavior throughout the test was registered(“behavioral data”).Gender differences in achievementTable 2 compares the gender differences in a Computer based assessment Results; PC test Results; paper test Girls N=23 8.21 10.26 Boys N=20 10.47 10.15 Difference in favour of boys 0.76 0.12 Results; PC test Results; paper test VHP N=2 8.21 10.26 PHP N=1 10.47 10.38 Difference in favour of boys 0.76 0.12Table 3: Distribution of items according to science Learning Outcomes (percentages) PC test Paper test Knowledge 39 % 28 % Understanding 30 % 48 % Application 16 % 9% Creative 15 % 15 %The results are standardized by applying 10 as the mean and 2 as the standard deviation for each of thetests. Both tests have a gender difference in favour of boys, but the gender gap is far larger for the PC
  6. 6. test. The error terms for the results in Table 2 are rather large, as a consequence of the relatively lownumber of students. However, we can conclude that the girls score significantly higher on the PC testthan on the paper test. Furthermore, the boys score significantly higher than the girls on the PC test. Thedifference between the genders on the paper test is not statistically significant.Time usage • Boys and girls took approximately the same time, on average (40 minutes). • 30 % of the students took 55 minutes or more.Media play • Boys do significantly more “media plays” than girls (averages of events 79 and 70, respectively). • The correlation between the number of media plays and score on the PC test is positive for the Graph.1- Performances of students in paper and Computer based test
  7. 7. Graph-2- Performances of visually and physically challenged students paper and computer based testICT skills/ICT useThe student questionnaires contained several questions regarding student self-evaluation of ICT skillsand their experiences using ICT. These questions were included in all four versions of the studentquestionnaire. The students were asked if they had ever used a PC, and how often they use a PC atschool and at home. Table 4 gives an overview of the questions related to ICT skills. Table 4: Overview of questions about ICT skills Make homepage Send e-mail attachments Write and send e-mail Download files from the Internet Make multimedia presentation Search the Internet Download music from the Internet Move files Make presentation in Power Point etc. Copy data from CD Use spread sheet Make database Use world processor Edit digital photos Remove data virus ChatConclusion
  8. 8. A computer-based assessment of scientific literacy was implemented using desktop PCs. All studentstook a one hour paper-based test and a one-hour computer-based test. No statistically significantgender difference is found for the paper-based test, while a substantial gender difference in favor ofboys is established for the computer-based test. The PC test seems to favor boys because of the lowerreading load. Boys express highermotivation and greater preference forcarrying out the test on a PC than onpaper, and they make more active use ofmultimedia elements in the PC testcompared to the girls. In respect tovisually and physically challengedstudents it clearly shows the increasedperformance during computer based testrather than paper and pen test. May bethe multimedia and podcasting hasincreased their attention towards theconcept which is lacking during normal teaching process.