Concept of assessment for learning.pptx.
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The word Asses comes from the Latin word “assidere” which means “to sit beside the learner”. The word Asses comes from the Latin word “assidere” which means “to sit beside the learner”. Assessment is a process of collecting, reviewing and using data for the purpose of improvement in the current performance of the learner. Assessment is a process by which information is gained relative to some known purpose or goal. In addition, it is a large term that includes testing. Similarly, a test is also a form of assessment. Also, tests are for administrating assessment made under unnatural situations.
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Assessment for learning by Dr. Goggi gupta
1. Assessment is embedded in the learning process and tightly interconnected with curriculum and instruction to inform teaching, guide student progress, and check achievement.
2. Formative assessment provides feedback to improve learning during instruction, while summative assessment evaluates learning at the end to assign grades and determine mastery of outcomes.
3. Diagnostic assessment identifies learning problems to determine needed actions for resolving issues.
assessmentforlearningchapter-1-copy-converted-200124131944.pptx
1. Formative assessment occurs throughout instruction to monitor student learning and provide feedback, while summative assessment evaluates student learning at the end of a unit or course.
2. Both forms of assessment are important, as formative assessment guides ongoing instruction and learning, while summative assessment evaluates the achievement of learning outcomes and can be used for grading purposes.
3. Effective assessment involves aligning learning objectives, instructional activities, and evaluation methods to obtain a full picture of student understanding.
Assessment for learning chapter 1 - copy-converted
1. Formative assessment occurs throughout instruction to inform teachers and guide student learning, while summative assessment evaluates student learning at the end of a unit or course.
2. Placement evaluation establishes students' baseline skills to determine the appropriate level of instruction, while formative evaluation provides feedback to improve teaching and learning.
3. Summative evaluation determines if learning objectives were achieved and is used for grading, but can also help plan future instruction.
How, what and why of assessment, by dr. thanujakarimbana converted
How, what and why of assessment, by dr. thanujakarimbana convertedKeyi Sahib Training College, Karimbam, Taliparamba, Kannur, Kerala
This article deals meaning and concept of assessment, Role of assessment, assessment FOR, AS and OF Learning.ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
Learning brief
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
Learning brief
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
5 discussion issues on assessment.
This document discusses formative and summative assessments. It begins by defining assessment and explaining that formative assessment involves gathering information during a course to provide feedback to improve student learning, while summative assessment measures student achievement at the end of a period. Formative assessments include oral questions, draft work, and peer reviews to help teachers and students identify areas for improvement. Summative assessments such as tests and projects are given at the end to evaluate learning and assign grades. The key difference is that formative assessment is for learning and summative assessment is of learning.
Recommended
Assessment for learning by Dr. Goggi gupta
1. Assessment is embedded in the learning process and tightly interconnected with curriculum and instruction to inform teaching, guide student progress, and check achievement.
2. Formative assessment provides feedback to improve learning during instruction, while summative assessment evaluates learning at the end to assign grades and determine mastery of outcomes.
3. Diagnostic assessment identifies learning problems to determine needed actions for resolving issues.
assessmentforlearningchapter-1-copy-converted-200124131944.pptx
1. Formative assessment occurs throughout instruction to monitor student learning and provide feedback, while summative assessment evaluates student learning at the end of a unit or course.
2. Both forms of assessment are important, as formative assessment guides ongoing instruction and learning, while summative assessment evaluates the achievement of learning outcomes and can be used for grading purposes.
3. Effective assessment involves aligning learning objectives, instructional activities, and evaluation methods to obtain a full picture of student understanding.
Assessment for learning chapter 1 - copy-converted
1. Formative assessment occurs throughout instruction to inform teachers and guide student learning, while summative assessment evaluates student learning at the end of a unit or course.
2. Placement evaluation establishes students' baseline skills to determine the appropriate level of instruction, while formative evaluation provides feedback to improve teaching and learning.
3. Summative evaluation determines if learning objectives were achieved and is used for grading, but can also help plan future instruction.
How, what and why of assessment, by dr. thanujakarimbana converted
How, what and why of assessment, by dr. thanujakarimbana convertedKeyi Sahib Training College, Karimbam, Taliparamba, Kannur, Kerala
This article deals meaning and concept of assessment, Role of assessment, assessment FOR, AS and OF Learning.ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
Learning brief
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
Learning brief
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
5 discussion issues on assessment.
This document discusses formative and summative assessments. It begins by defining assessment and explaining that formative assessment involves gathering information during a course to provide feedback to improve student learning, while summative assessment measures student achievement at the end of a period. Formative assessments include oral questions, draft work, and peer reviews to help teachers and students identify areas for improvement. Summative assessments such as tests and projects are given at the end to evaluate learning and assign grades. The key difference is that formative assessment is for learning and summative assessment is of learning.
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Measurement and Assessment-- Meaning, Nature, Need, Importance, and Scope
Evaluation-Meaning, Nature, Need, Importance, and Scope
Functions of Evaluation, Measurement and Assessment in Education
Interrelationship between Educational Objectives, Learning Experiences and Evaluation
Various Types of Evaluation and its Limitations
1.2.1-Measurement - Meaning
Measurement has been the practice with teachers since a very long time. They have been testing their students and assigning numbers regarding the progress of their students in studies, and adopt corrective measures accordingly.
According to Bradfield & Moredock (1957), ‘Measurement is the process of assigning symbols to the dimension of phenomenon in order to characterize the status of phenomenon as precisely as possible’. Measurement is the process by which a characteristic of an object, person or activity is perceived and understood on specific standards and is described in standard words, symbols or definite units.
Measurement requires the use of numbers but does not require the value judgments be made about the numbers obtained from the process. We measure achievement with a test by counting the number of test items a student answers correctly, and we use exactly the same rule to assign a number to the achievement of each, student in the class.
Example: Raman got 93 marks in a test of Mathematics. Measurement is all about the numbers and being able to quantify the performance or the abilities. Measurements are more objective as they have numerical standards to compare and record. It answers the question “how much”.
Scope of Measurement in Education
The scope of educational measurement includes measurement of educational achievement, intelligence, interest, ability, aptitude, and other traits of students. Using methods, tests, tools, and activities to determine a student's level and what he or she has learned and developed.
Need and Importance of Measurement in Education–
Measurement also helps in considering external assessment for the students, and it helps in understanding the cognitive areas of the individual.
Measuring and evaluating pupils' progress is helpful in establishing how much they have learnt.
Without measuring and analyzing what he has taught, the instructor would be unable to determine how far his students have progressed.
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Students Evaluation and Examination Methods
The document discusses key concepts related to teaching, learning, and assessment. It provides definitions and explanations of important terms like objectives, outcomes, assessment, evaluation, formative and summative assessment, and direct and indirect assessment methods. It emphasizes that the primary purpose of assessment is to improve student learning and that assessment should be connected to learning objectives and used to evaluate and enhance teaching, learning, and programs.
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1.1 Concept of Assessment and related terms(Test,Mesurement,assessment and Evaluation)
1.2 Function of Assessment and Evaluation
1.3 Principles of Assessment (Validity, Equity, reliability and explicitness)
1.4 Basic assumption in assessing students’ performance.
Unit Two: Assessment types, Methods and Tools
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2.2. Assessment Method
2.3. Assumption in selecting assessment methods
2.4. Table of specification and construction of item
2.5. Test administration, making and grading
Unit Three: Item Analysis
3.1. Item difficult level
3.2. Item discrimination index
3.3. Item Banking
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4.1 Ethical and professional standards of assessment and its use
4.2 Race, ethnicity, gender, religion and culture in assessment and test
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1. Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved learning outcomes. It provides evidence of student achievement to various stakeholders. Assessment of learning is important for improving instruction, guiding student learning, and informing students, teachers and parents of student progress.
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Assessment for learning is a process where teachers use assessment to adjust their teaching strategies and students use it to adjust their learning strategies. It involves using a range of approaches, including day-to-day activities and observations, to plan instruction for individual students and groups, identify strengths and learning needs, and provide guidance so students can manage their own learning. Assessment can optimize or inhibit learning depending on how it is applied.
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Assessment, evaluation, measurement, and tests are key concepts in evaluating student learning and academic readiness. Assessment focuses on gathering information about student performance to improve learning and teaching, while evaluation uses information from various sources to make value judgments about student skills and knowledge. Measurement obtains data on student learning through tools like tests and performances, and tests represent an attempt to provide objective achievement data to make reliable decisions about students.
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Cognitive engagement: This refers to the learner's level of mental effort and involvement in the learning process. Cognitively engaged learners are actively trying to make sense of the material and connect it to their own experiences.
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Measurement has been the practice with teachers since a very long time. They have been testing their students and assigning numbers regarding the progress of their students in studies, and adopt corrective measures accordingly.
According to Bradfield & Moredock (1957), ‘Measurement is the process of assigning symbols to the dimension of phenomenon in order to characterize the status of phenomenon as precisely as possible’. Measurement is the process by which a characteristic of an object, person or activity is perceived and understood on specific standards and is described in standard words, symbols or definite units.
Measurement requires the use of numbers but does not require the value judgments be made about the numbers obtained from the process. We measure achievement with a test by counting the number of test items a student answers correctly, and we use exactly the same rule to assign a number to the achievement of each, student in the class.
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Scope of Measurement in Education
The scope of educational measurement includes measurement of educational achievement, intelligence, interest, ability, aptitude, and other traits of students. Using methods, tests, tools, and activities to determine a student's level and what he or she has learned and developed.
Need and Importance of Measurement in Education–
Measurement also helps in considering external assessment for the students, and it helps in understanding the cognitive areas of the individual.
Measuring and evaluating pupils' progress is helpful in establishing how much they have learnt.
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Classroom assessment is used to understand students' knowledge and learning needs. It involves gathering and interpreting information about students' attainment of learning goals. In the transmission-reception (behaviorist) model of education, student learning is assessed through observable behaviors that demonstrate the replication of knowledge provided by the teacher. However, constructivism posits that learning is an active process of generating new knowledge from experiences. Therefore, assessment in the constructivist model is qualitative and evaluates how students structure and process knowledge, using methods like concept mapping and continuous, formative assessment.
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The document discusses the functions of assessment in learning and development. It explains that initial assessment ensures the assessor understands the learner's knowledge, skills, and performance. The assessor must also ensure the learner understands the course units and support them in choosing appropriate units. The assessor and learner then decide on an assessment plan, including dates, times to meet, and assessment methods. Assessments provide measurements of a learner's achievements and identify areas for development.
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Evaluation in educational context implies broad programme that examines achievements, attitude, interests, personality, traits and skills factors which are taken into consideration. Thus cognitive, affective and psychomotor learning outcome is measured in the evaluation process. The evaluation is a two part process. The first part of evaluation is the determination of what is to evaluate (Goal) and the second part is the judgment of whether the goals are being achieved. The overall purpose will be to provide information to enable each student to develop according to his potential with in the frame work of educational objectives
Students Evaluation and Examination Methods
The document discusses key concepts related to teaching, learning, and assessment. It provides definitions and explanations of important terms like objectives, outcomes, assessment, evaluation, formative and summative assessment, and direct and indirect assessment methods. It emphasizes that the primary purpose of assessment is to improve student learning and that assessment should be connected to learning objectives and used to evaluate and enhance teaching, learning, and programs.
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Unit One: Concepts, Purposes and Principles of Assessment
1.1 Concept of Assessment and related terms(Test,Mesurement,assessment and Evaluation)
1.2 Function of Assessment and Evaluation
1.3 Principles of Assessment (Validity, Equity, reliability and explicitness)
1.4 Basic assumption in assessing students’ performance.
Unit Two: Assessment types, Methods and Tools
2.1. Assessments Types
2.2. Assessment Method
2.3. Assumption in selecting assessment methods
2.4. Table of specification and construction of item
2.5. Test administration, making and grading
Unit Three: Item Analysis
3.1. Item difficult level
3.2. Item discrimination index
3.3. Item Banking
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4.1 Ethical and professional standards of assessment and its use
4.2 Race, ethnicity, gender, religion and culture in assessment and test
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Unit 1.Introduction of Assessment in Education.pptx
The document discusses assessment in education. It defines assessment as the process of gathering information from multiple sources to develop an understanding of what students know and can do, with the goal of improving learning. Assessment involves teachers evaluating students' knowledge, skills, and abilities through various methods. It can be formative, to guide instruction, or summative, to evaluate learning at the end of a period. Effective assessment provides timely feedback, is integrated with teaching, and uses diverse valid measures to benefit student performance.
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1. Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved learning outcomes. It provides evidence of student achievement to various stakeholders. Assessment of learning is important for improving instruction, guiding student learning, and informing students, teachers and parents of student progress.
2. Classroom assessment serves several purposes for teachers. It helps teachers understand student learning, identify strengths and weaknesses, and adjust instruction to meet student needs. When done properly, assessment provides teachers with evidence of what students know and can do.
3. There are differences between measurement, evaluation, testing and assessment. Measurement quantifies performance through numbers, while evaluation makes judgments about success. Testing is a type of measurement using
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
Unit 7 HIGHER EDUCATION CODE 8625
Educational assessment is used to evaluate student learning and teaching effectiveness. It involves measuring student knowledge, skills, attitudes and beliefs. Assessment provides data to guide instructional improvements and motivate student learning. There are three main types of assessment: diagnostic to identify gaps, formative to provide feedback during learning, and summative to evaluate learning after instruction. Together, assessment links course content, teaching methods and skill development.
ASSESSMENT IN HIGHER EDUCATION-8625
Educational assessment is used to evaluate student learning and teaching effectiveness. It involves measuring knowledge, skills, attitudes and beliefs. Assessment provides data to guide instructional improvements and motivate learning. It is used for student selection, certification that standards are met, describing student performance, and improving teaching. There are three main types of assessment: diagnostic to identify gaps, formative for ongoing feedback, and summative to evaluate learning outcomes. Effective assessment reflects educational values and is ongoing rather than episodic.
Assessment for-of-as-learning
This explains the difference between and among assessment for learning, assessment of learning, and assessment as learning.
Assessment
The document discusses various types and purposes of assessment in education. It defines assessment as methods used by educators to evaluate student learning progress and needs. Assessments can be formative (ongoing), summative (final), diagnostic, standardized, informal/formal, and internal/external. The main purposes of assessment are to measure student knowledge and skills, identify strengths and weaknesses, and improve instruction, programs and student learning.
Linking curriculum and assessment
Assessment for learning is a process where teachers use assessment to adjust their teaching strategies and students use it to adjust their learning strategies. It involves using a range of approaches, including day-to-day activities and observations, to plan instruction for individual students and groups, identify strengths and learning needs, and provide guidance so students can manage their own learning. Assessment can optimize or inhibit learning depending on how it is applied.
WASEEM AKHTAR MITHA TIWANA.3.pptx
The document discusses different types of curriculum evaluation including formative, summative, and diagnostic evaluation. Formative evaluation occurs during instruction to provide feedback and improve teaching and learning. Summative evaluation happens at the end of instruction to assess learning outcomes and mastery of content. Diagnostic evaluation identifies specific strengths and weaknesses to analyze learning difficulties and provide remedial support. The purpose of evaluation is to improve instruction, assess student performance and learning, and inform decisions about educational planning.
Basic concepts in evaluation procedures in education
Assessment, evaluation, measurement, and tests are key concepts in evaluating student learning and academic readiness. Assessment focuses on gathering information about student performance to improve learning and teaching, while evaluation uses information from various sources to make value judgments about student skills and knowledge. Measurement obtains data on student learning through tools like tests and performances, and tests represent an attempt to provide objective achievement data to make reliable decisions about students.
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A motor skills is a function that involves specific movement of the body's muscles to perform a certain task.
Motor development- physical growth and strengthening of a child’s bones, muscles and ability to move and touch his/her surroundings.
Motor skills are skills that enable the movements and tasks we do every day.
Motor learning is a relatively permanent change in the ability to perform a skill as a result of continuous practice or experience.
The goal of motor skill is to optimize the ability to perform the skill at the rate of success, precision, and to reduce the energy consumption required for performance.
Malnutrition.pptx
Malnutrition: Concept, Characteristics, Causes, Preventive & Remedial Measures
Malnutrition: The condition caused by insufficient diet is called malnutrition.
CHARACTERISTICS:
Dull-lifeless hair
Greasy pimpled facial skin
Dull eyes
Fatigue
Depression
Overweight of underweight
Improper sleep
Lack of interest in surroundings
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Concept of assessment for learning.pptx.
- 1. Assessment for Learning Submitted By Musrat Bashir Enrollment No. 2129CUKmr22 Semester 3rd Course Code IBM-C-301 Course Title Initiatory School Experiences Submitted To Mr. Reyaz Ahmad Wani
- 2. Table Of Contents Meaning of Assessment Aspects of Assessment Assessment for Learning Role of teacher
- 3. Meaning of Assessment The word Asses comes from the Latin word “assidere” which means “to sit beside the learner”.
- 4. Cont… Assessment is a process of collecting, reviewing and using data for the purpose of improvement in the current performance of the learner. Assessment is a process by which information is gained relative to some known purpose or goal. In addition, it is a large term that includes testing. Similarly, a test is also a form of assessment. Also, tests are for administrating assessment made under unnatural situations.
- 5. Definition of Assessment “Assessment involve the use of experimental data on student’s learning to refine programs and improve student’s learning”. Allen
- 7. Assessment for Learning (During instruction)
- 8. Cont… Assessment for Learning is defined as seeking and interpreting evidences for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. It involves both teachers and students in ongoing dialogue, descriptive feedback, and reflection throughout instruction. It can be used on a variety of information sources, teacher observation, conversation. It occurs through out the learning process.
- 9. Cont… Assessment for Learning happens during the learning, often more than once, rather than at the end. It involves both formal as well as informal activities to inform the planning of future learning. Teachers also use assessment for learning to enhance student’s motivation. It also encourages self-assessment and peer-assessment. Commonly known as Formative and Diagnostic assessment.
- 10. Role of teacher Assessment is interactive, with teachers: Aligning instruction To identifying learning needs of students or groups in a clear and constructive way so that it can be addressed. To select and adapt materials and resources. to create differentiated teaching strategies and learning opportunities for helping all learners to move forward in their learning. To provide immediate feedback and direction to students so that they can improve.
- 11. References https://youtu.be/65dFc2XZCy8 https://youtu.be/AaVUP00wLGc https://education.nsw.gov.au/teaching-and-learning
- 12. Thank you